Theoretical impediments to the development of cognitive activity of young students. Features of the initial cognitive activity of young schoolchildren Features of the organization of cognitive activity of young schoolchildren
Features of the formation and development of cognitive activity of young schoolchildren
The young school age embraces the period of life from 6 to 11 years of age and is considered the most important situation in the life of a child - entering before school. This itself results in intense biological development of the child’s body. The entry of a child before school gives the beginning of not only the transfer of cognitive processes to a higher level of development, but also the emergence of new minds for the special development of the child (Mikolaeva, 2010, 263).
With skin fate, changes occur in the development of children. The skin of the eyelid signifies the development of cognitive processes. They respect a lot of people, so it is very important to pay respect to the particular development of cognitive activity, especially at the beginning stage of learning. Young schoolchildren have significant developmental reserves. The young school age begins with the moment you enter school. And by this time, as a rule, the child is ready for systematic schooling. This mental and physical development reaches the singing level that allows a child to start school.
A young student has great potential for the development of cognitive processes, cognitive activity (Litvinyak, 2000, 4).
Communication is the basis of cognitive activity, therefore the normal mental development of a child is impossible without support from complete communication. The development of learning at the beginning of a young school age is closely related to the activities of the child. To take an object is to work with it, take it, touch it. It is important to accept those that meet the needs of a young student, what is included in his life, activities, then the reader specifically instructs. This level of mental development is increasingly associated with special, specific activity and has its own special cognitive marks (Nikitina, 2001, 34).
The characteristic feature of the process is the complexity of the differentiated information that is being processed. Young students begin to make amends when they agree with these and other objects. Often it is difficult to make excuses when using the literature of a native language, wandering from what is written. The young student accepts the subject of goodness, so that he can do anything with it (Krutetsky, 2003, 322).
So the most important role of formed cognitive activity is played by memory. Vaughn recognizes change, like all other cognitive processes. Young students are adept at mechanical memorization, especially at the beginning, without semantic connections in the middle, they memorize the material. Over time, the peculiarities of the child’s memory begin to change. The essence of these changes lies in the fact that the child’s memory gradually gains strength, becoming more and more regulated and mediated. Reliance on the mind, the use of various methods and methods of memory transform the memory of a young student into an effective mental function, aware, mediated, sufficient. Throughout the young school age, the role of sufficient memory grows.
The characteristic patterns of memory for a young student are the beginning of learning and those that young students are more likely to memorize basic material, and the memorization of words that signify objects is more likely to be remembered than words that signify abstract concepts (M ironov, 2004, 33).
The memory of a young schoolchild develops under the influence of training in two directions - the role of nurturing verbal-logical, semantic memorization will become stronger, and the child will discover the ability to consciously preserve his memory. regulate її show.
The memory of children of the young school age has faded, and at the same time we are already suffering from mechanical memory, as over the first three years, the beginning of school progresses to a rapid level. The smallest world is mediated, logical memory, and in most cases the child will be occupied with learning, practice, play and spilking, entirely making do with mechanical memory (Kaynova, 2008, 84).
The process of learning of a young schoolchild presents the songs of the child until the child emerges. The main concern for the development of a child’s brain is M.V. Gamezo, this is a transition to a more correct and complete reflection of the activity on the basis of subordinate knowledge. Initially, a young student is creative and contented. As a rule, the realism of reality comes with age. A characteristic feature of a young student is the support of specific objects. An image created by a first-grader, more parts and details that he invented himself and that were not included in the description. But in another class, the scientist strictly delineates his image, which he creates, with real details and clearly differentiates them. The created images appear accordingly to the given task. The mind of a young student is formed in his initial activities under the influence of his strength. The presence of young schoolchildren, on the one hand, is gradually emerging from the influx of overwhelming enemies, which gives a creative character. On the other hand, the realism of their manifestations will increase, with the development of data control and evaluation of images from the position of logic, the laws of the objective world (Gamezo, 2003, 49).
The mind develops in the process of learning. With the beginning of systematic school learning, the mind hangs to the center of mental development. During the early school years, the child’s mind begins to move to a distinctly new stage of development. At this point there is a transition from scientific-figurative thinking to verbal-logical. Insanely, at the beginning of this period, scientifically similar thoughts are most important. The main form of thought for the beginning of a young school age is the thought that extends to the beginning. In the past, creation is developing until it fades, and then again and again. As long as the child does not reject any scientific knowledge, she will be subject to the image of vigilant hostility, precision. Over time, the child rejects the knowledge necessary for logical explanation, analysis, which will be a characteristic manifestation of verbal-logical thinking (Azarov, 1999, 81).
With a rozvitkom mislennya knitting rozvitok movi. As a child enters school, the vocabulary reserve increases, and the meaning of words becomes more precise. In the process of learning, a young student develops his ability to listen to other people over the course of many hours, including the teacher himself. A young student develops the skill of speaking out loud, just as a preschooler develops the ability to speak “to himself.” For a young schoolchild, the child uses promo as the ability to formulate his thoughts, ideas and ideas. A simple child's little thing for a preschool child is a unique development of a letter of expression for a young school child. Language is in the process of beginning to develop through the process of reading out loud and hearing stories about one’s enemies. Thus, language plays an important role in the development of a young student. The development of literate language encourages the development of other cognitive processes, which are the main and main tasks of this period (Baranova, 2005, 34).
The main feature of respect is the weakness of sufficient respect. Possibilities of volitional regulation of respect, management of young schoolchildren. Moreover, the young student’s sufficient respect is driven by a short “close” motivation (the prospects of getting an A, earning the teacher’s praise, or even getting out of trouble).
Much more beautifully, the young schoolboy is excused for fleeting respect. The beginning of learning in schoolchildren stimulates its development. Everything new, unsatisfactory, bright and fresh attracts the respect of the students. Mimovilny respect becomes especially concentrated and persistent if the initial material is clear, vivid, and evokes the student’s emotional state. Therefore, the most important mental organization of respect is the beginning of the beginning, the widespread use of various primary aids, such as illustrations, little ones, models, dummies. However, young schoolchildren, even when they spill, even the sparks of initial hostility can create such a strong depression in the cerebral cortex that, as a result, the possibility of understanding the explanation, analyzing and understanding is impaired. and material (Kulagina, 2009, 131).
The success of a student's studies is often determined by his initial motives. The main tasks to begin at the beginning stage are the development of positive motivation before starting to start. Research from many studies confirms the fact that establishing a motive in a young student is a guarantee of clear learning at the early stages of development. In young students at this stage of development, a stable structure of motives is formed, for which the motives of initial activity become guiding. At the beginning, the teacher’s praise plays an important role in the development of motivation, then interest moves up to the assessment, and until the end of the initial stage, the idea of the team flows strongly into the development of motivation. Broad social motives include motives that promote students’ self-esteem (young students want to get rid of praise from a teacher, they want to get rid of good badges); motives of leadership, and the most important thing is to be among the first, to be the best among the class. The main motivating factor in learning for young students is the badge (Dubrovina, 2007, 53).
The formation of cognitive abilities is associated with this, the child’s skin undergoes its own development, developing different typological features of high nervous activity. An individual approach creates the most favorable opportunity for the development of cognitive powers, activity, healing and skin elasticity (Volostnikova, 2004, 38).
Thus, the young school age is one of the most important periods of a person’s life. At this stage of development, scientists accumulate knowledge about the superfluous world, formulate an independent process of searching, tracking and the totality of operations from processing, systematization, organizing and extracting information ii. In the formative cognitive activity of young schoolchildren, cognitive processes such as memory, awareness, sympathy, mentality, and respect play a significant role.
Divided: cob school
Nina in Russia is in the process of establishing a new lighting system, focused on entering the light-filled space. This process is accompanied by essential changes in pedagogical theory and practice of the initial-educational process. There is a change in the modern paradigm: a different place, different approaches are being introduced.
In psychological and pedagogical terms, one of the main trends in improving the educational process is the transition from an orientation towards secondary education to differentiated and individualized training programs, replacing such is aimed at developing the specificity of the study and transmits the maximum implementation of its activity and initiative in the beginning process. The process of activation of cognitive activity is one of the most important problems of modern pedagogy and psychology.
Before Victimization, problems arose in Victim psychology B.G. Ananyev, L.S. Vigotsky, P.Ya. Galperin, V.V. Davidov, V.A. Krutetsky, O.M. Leontyev, S.L. Rubinshtein, N.F. Talizina, D. B. Elkonin. In didactics, nutritional issues related to the problem of activating the education of schoolchildren T.I. Shamovoy, G.I. Shchukina and in. by the authors.
Investigations into the activation of the initial activity of T.I. Shamovy to show that in the initial activity of schoolchildren there is a necessary mental enhancement of their activity, which will not shorten the viscosity of the background-illuminated preparation of students, and the formation of an active person istі zagalom. In our opinion, a necessary didactic concept is encouraged before school learning on the basis of one of the fundamental principles of learning - the principle of activity and The paths associated with it are carried out through the use of daily teachers, their methodical apparatus, methods and organizational forms of learning, as well as through a didactic system of methods for activating the initial activities of schoolchildren and the minds and implementation
It should be noted that: the concept of activity is revealed through the concept of activity, and activity, through the concept of activity. The activity is active, the activity is enhanced, the “energy” is strengthened. The concept of “activity” includes the development of a person to the utmost, the state of a yogi, , .
Explained by the pedagogical vocabulary "activity of specialness" (from the Latin active - active) - the active establishment of specialness to the world, the creation of a permanently significant transformation of the material and spiritual environment on the basis of the assimilation of the historical evidence of humanity; manifests itself in creative activity, acts of will, and drinking.” Cognitive activity is defined as “an active state of specialness, which is characterized by efforts to achieve fulfillment, emotional tension and the manifestation of volitional strength in the process of aging knowledge.” Or as “the power of the particularity of the study, which manifests itself in his positive attitude towards the change in the process, to the effective implementation of known methods of action in the optimal hour, in the mobilization of moral and volitional forces for achievement initial-cognitive mark.”
The problem of shaping the educational interests of young students is one of the most important tasks facing the school. A strong cognitive interest is formed by connecting with the emotional and rational aspects of the subject. Y.A. Kamensky wrote: “The work of a student can become a source of rose-like contentment and spiritual joy. Students can and need to do things they want, with interest, and not just for the sake of it." Forming a strong interest before lessons in full light, vikorist in his work of folding supporting notes according to the Shatalov V.F. method. When folding the supporting notes The robot outline goes like this: reader to the respect of the students, that mental signs are innocently transformed into little ones and become a simple sheep. and students There are no passive people during work hours Checking homework should be done in pairs Listening Please note, students are assessed one by one, and this assessment is insured by the teacher upon completion of the upcoming assignment. If the student is not suitable in the opinion of a friend, he has the right to withdraw his assessment, having confirmed the additional supply, so This technique allows you to check the preparation of a large number of students, include them in active work and those who, for whatever reason, are not persuasive.Children do not feel fear at the hour of checking the homework, the weak ones can be identified based on notes. Everyone works actively and feels calm in class. The class has academic consultants, my assistants. It’s time to work on your own notes “Provide it yourself!” help, suggest, verify the Wikonian knowledge. This type of work is also observed in groups.
Axis fragment of a lesson on the topic: The eyes are the organ of the eye.
1. Guessing the riddle.
And the skin has two garni lakes,
Between them there is a mountain, call them, children. (Ochi, nose)
2. Rozmova.
What is the meaning in people's eyes?
What rules do you need to know? And not just to know, but to follow them? - These rules need to be drawn up in the form of a supporting outline using additional signs. We will help you when you need help and when you check your homework.
Z. Work behind a hand and compile notes along the way (collectively).
1) Find out the first rule.
Read and write only in good light. It's light to fall left-handed.
How is this imaginable? Why?
2) How can you stand before your eyes before the book? How should I put a book with someone?
5) Children love to watch TV and often watch all TV shows indiscriminately. What is possible? What TV position would you like to sit on?
4. Independent work in couples.
What other rules do you have to know and follow? Signify.
5. Self-checking (check with the reader). Addendum 1–6.
6. Rotating physical therapy for the eyes.
What is the need for roboticity?
The use of supporting schemes and notes in work allows you to enhance the cognitive activity of students, promote information content in the lesson, explore different forms of work, and make it easier to learn new material in class. i.
An important way to activate cognitive interest is consistency. Riddles provide great inspiration for growing knowledge, begin to ponder the patterns that are found in nature, and develop an artist’s sense. Vikorist yak riddles:
1) Zikave the cob before informing those.
Axis fragment of the lesson on how to use the world in 2nd grade.
Theme “Life of Roslin”
1. Read the motto of the lesson:
Be a skin care friend! (Explain sensation.)
2. Making up riddles:
1) Near the city on the road
Before my end
Today's sun has blossomed
On high ground. (Sonyashnik)
2) The coachman is standing in the garden -
White shirt,
Heart of gold
What's this? (Chamomile)
How can you name these objects in a word? (Roslini)
What is the nature of the stench?
What smells come from objects of inanimate nature? Bring it on.
And how they eat stinks, how they save the hiding place, you learn from the revelation of a scientist - a botanist.
2) When a problem situation is raised.
Theme: "How the Yak Trees Reproduce"
1) Domogospodarka
Flies over the meadow,
Pondering over the kvitka -
Please share some honey. (Bjola)
2) On the great colorful kilim
Village squadron
Now it opens, now it closes
Paintings of the krill. (Metelik)
To what group of creatures would you classify them? Bring it on.
What should I do with this group of jmil? Bring it on.
What kind of connection is there between birds and mosquitoes?
Komakh: bdzhil, dzhmeliv, meteliks are called komakh-zapiluvachi.
You need to get it right?
How does stench play a role in life in Russia?
Just as children should guess riddles, we hang a poster in our classroom: “Read - guess, riddle for others!” Children select riddles from magazines, books and guess them themselves. The axis is a bunch of riddles:
1) He happily meets us,
It wags its tail,
You can lick it right on your nose,
Who is it? (Cute dog)
2) M'yaka vovna, gostri vushka,
Drink milk and sleep on the pillow. (Whale)
3) Zelena, eyes, shout: “Kva-kva”,
Love midges, mosquitoes. (Toad)
A special role during the hour of the lesson in too much light should be played with quizzes, in a type of nutrition that requires the removal of knowledge, such as the well-known “Troubles from a barrel”, and in a new situation, which I was recognized as a student. Addendum 2
More complex meals that require noise activity, I give children in advance, giving them the opportunity to find out the truth themselves from magazines, books, and the Internet.
Why is a spider called a spider?
How do you weave cobwebs?
Should I bring me some bark?
One of the techniques that activates the cognitive activity of students is crossword puzzles. I will link the crossword puzzle to the topic of a specific lesson. I inform the children about working with the crossword puzzle in the coming lesson, encouraging them to repeat and update forgotten material. The game form of repetition of material is suitable for children and does not deprive weak students. The first crossword puzzles are solved by the children at once, and later I organize this kind of work in pairs and groups. During class, students exchange crossword puzzles with their classmates, and then everyone in the class guesses them. We are holding a “Crossword Contest”, honoring those children whose crossword puzzles were recognized as the best. Addendum 3
Today it is impossible to learn lessons in the full world without using the most important material, since in the beginning school itself the foundations of cognitive interest are laid before learning about one’s own land, where the mind is created in the same micro-light ov for the formation of moral feelings, behavioral ethics, the ability to adapt wisely to everyday life, the development of feelings of love to small fatherland. Sukhomlinsky V.A. writing: “Don’t let the skin baby’s heart be deprived of the memory of a small patch of distant childhood for the rest of its life. May the image of the great Batkivshchyna be associated with this little bundle.” I try to pick up before the lesson such material that helps the child to admire others with their own eyes in a familiar way, as close as possible to the lesson and meaningful for him: our school, the street where I live, a favorite writer, dear to the homeland of the little cats in our place. , superfluous nature.
I respect that the main method of learning from nature, gaining knowledge of nature, is caution. The sight of the beauty of superfluous nature awakens in the soul of a child the most precious thing. Carefulness is rich in bright images of superfluous activity, garne light, unpretentious west in the heart and is lost for the rest of life. So I start the children to be careful about the weather and about their caution in class. The lesson begins with the weather forecaster's information: Today is Wednesday 13th Sunday. It was cold in the morning, the temperature was +12, it felt like autumn. There was fog in Vranz, until the 10th morning. The color of the deer is changing, the birch has yellow leaves, and the pea has red leaves. The birds gather in the country, preparing to fly to the warm land. People harvest in fields and dachas.
It is important to watch out for specific objects. Outside the window of our class, peacocks, strings, and tall trees are growing. The stench will enchant you with its beauty. Children watch over their autumn weather, winter sleep and spring awakenings. Men-creatures tell us about their caution.
Spring pea
Behind the age of growth is a string of peas. Our whole class greatly appreciates this beautiful tree. A light breeze will blow, the needles will end, and we feel as if she is sending us her greetings. With the arrival of autumn, the pea leaves turn red. It won't be cold soon. Our beloved will become naked, and the red berries will decorate her. The people have composed many songs and verses about the pea. This tree suits me well. Arina 3rd class.
Mounted pea
Spring has come, we have been waiting for a long time. Shine on your sweet little sun. Nature comes to life. Our little pea has become different. There are nicks and marks on the nails. Nezabar is green leaves. There is a wind in the air, the branches of the tree are blowing. It seems to me that she is flying in the spring. I even check if the pea is dressed in green. Sasha 3rd grade.
Beginning to be more successful as students are more creative in their task, as it awakens the student’s mind, helps to better understand the essence of the food that is being studied. On the excursion, we watched with our children such a natural phenomenon as falling leaves. During the hour of preparation before writing the work, I carried out a poetic five-fold exercise. I read the following:
The remaining leaf on the gills is bare
Bronze earrings hung.
I checks when the suvorium is collected,
Yogo zirve ta skin down.
Why do the leaves fall?
Why should you keep an eye out for this phenomenon in nature?
What kind of mood did this miracle picture evoke in you? Why?
What would the leaves tell you about, that they might be able to flock together?
Write about this in your creations: “About me from the other leaf.”
You can try writing verse. Addendum 4
Young students demonstrate their keenness, emotion, and anger to the point of darkness. I tell the children: “Look around, don’t just marvel, but be amazed, don’t just hear, but listen out loud, and you will discover for yourself a lot of new, unknown things, and you will love the land where you live even more!” Tsi yakosti vikoristuyu at the viconn of such orders as:
“Take a walk and be amazed”
1. What snow is tane swedish: pure and brutish? (1 class)
2. What shapes do snowflakes come in? (2 grades)
3. When does a tree begin to get yellow? Which birds fly first in the morning? (3rd grade, 4th grade)
“Let's verify the folk tale”.
1. The dryer and warmer the spring, the later winter will come (1 grade)
2. In spring, birch leaves begin to yellow from the top - early spring, yellow from the bottom - late (2nd grade)
Z. Birds build nests on the sunny side - until the cold summer (W class)
4. The birch trees flow a lot of juice - up to the boardwalk (4 grades)
The section "News from the Knot" arouses great educational interest among children. Bring this news to the “Old Man-Lisovichok” class. This information is placed in a corner of nature, children get to know it, and learn about it from magazines and books. This is how my students begin to work with secondary literature. Addendum 5
- Murakhas are forest nurses! There are 20,000 species of moors. The ants of one goosebump will destroy 200 million mosquitoes in a river: a turtle bug, Khrushchev eggs.
- The largest growth of tubular mushrooms is the birch bark - 4.5 cm per piece.
Children should learn new things and share what they discover with their friends. Didactic games help develop caution, memory, thinking, and independence. They develop smart activities in accordance with the rules, organize their activities with the activities of other participants in the game, clarify and systematize the children’s knowledge. Remembering the words of O.S. Makarenko for the fact that “garna gra is similar to a good robot”, vikoryst gra in the lesson, . Addendum 6
1st grade "We know, we know"
Children stand near the stake, and standing in the center describes a mosquito, an animal, or a bird. Participants stretch out their hands forward and say: “We know, we know.” The participant, who stands at the center, sticks out the hands of one of the birds, he must name the mosquito, the animal or the bird. Like the one who shows mercy, the one who leads to the next step. Having given the correct testimony, he takes the place of the leader.
2nd grade Gra "Artist"
Learn the words:
“I’ll paint a portrait that’s still a secret. Guess, I ask you, the portrait of whom I will paint.”
(The student describes the mosquito, the bird, the animal, the children guess, add to the description).
3-4 grade. Gra "Talk to me, forest!"
Teacher: “Let us realize that the trees of the sky have spoken. One of you sets the question, the other reveals everything that knows about this tree. (I give food to the children later)
Birch. Know the tree, go to a new one.
Student: Tell us, goldhead, how autumn grows, how you bring measles to people? (Children will confirm this)
Gorobina. The axle and the pea came to life and froze.
What are you talking about, beautiful little pea of red? (Similarly for other trees)
In its practice, there is a vikory role-playing game, which gives the opportunity to understand how living organisms feel and behave. The stench will make the child live the same life as they themselves live.
- Peering through the snow, looking around and thinking...
- The fox caught the hare and thought: “Why... ”
- Autumn has come. The leaves on the trees have yellowed. There is an autumn breeze here. The leaves sway and pray among themselves.
- The hedgehog got together with the squirrel and talked...
I pay a lot of respect to the hour of lessons in the extra light of environmental awareness for schoolchildren. The result of such work may be to actively protect and destroy nature.
3. Statement and way out of a problem situation simultaneously with the lessons (a fragment of the lesson).
Theme "Defense of Roslyn"
1. Guess the riddle.
It’s always gloomy under the raspberry tree, and there’s a smell of sweetness and smell.
Under the shaggy paw, matte lamps (convalia) shine.
When do the convoys show up? What is the significance of wealth in people’s lives?
How will you do it if you raise a bunch of people in the forest to grow?
2. Paint a poster “Zakhistimo! I can’t imagine you!”
3. Reading verse:
Take care of your blood! You need some stink,
The stench is like tenderness, like furry, like children.
Stronger for evil, strongest in the world.
Stronger for death, and stronger for war.
4. The promise that the praise of an independent decision requires.
The children lead and quickly prepare the book for Chervon. Before her they bring plants and creatures that they can bury themselves.
The purposeful activity of the learning process in the initial process gives the cognitive process a productive character. The evidence of activity activates the cognitive process and reminds us of a high level: scientific, practical, thoughtful, special. Statement of problems, sleepy sounds, games - these are the things that help open a child’s heart and make a joyful experience in class. Excursions, environmental studies, quizzes, extracurricular activities - all help to maintain and develop interest before starting. І meta reader: I am creative, I am ready for my cognitive abilities and victoriousness in life.
List of references
1. Kodzhaspirova G.M. Dictionary of pedagogy/G.M. Kodzhaspirova, A.Yu. Kodzhaspirov, M., ICC “Berezen”; Rostov n/a: Vidavnichy center "Berezen".
2. Shamova T.I. Activation of schoolchildren’s education/T.I. Shamova. - M., Pedagogy, 1982.
3. Shchukina G.I. Activation of cognitive activity of students in the process / G.I. Shchukina. - M., Prosvitnitstvo, 1979.
3. Pedagogical encyclopedic dictionary/B.M. Bim-Bad, M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova and in - M., Great Russian Encyclopedia, 2003.
4. Joseph Cornell. Let's enjoy nature together with our children. - ISAR - Far Skhid, 1999.
5. Talizina N.F. Formation of cognitive activity of young schoolchildren: A book for the teacher / N.F. Talizina. -M., Prosvitnitstvo, 1982.
6. Journals "Pochatkova School": No. 1, 8, 12/1987, No. 2/1998, Z 5/1999, No. 5/2000, No. 4/2001.
7. Bondarevsky. Increasing interest to knowledge. – Tula, 1968.
8. Garin S., Novikov S.Kh. Lyudina-leaf. Encyclopedic games, competitions, quizzes. - Khabarovsk, 1998.
9. Minsky E.M. To know: A handbook for readers. - M: Prosvitnitstvo, 1982.
For a young school student, the peculiarities of a child’s behavior are largely due to their new social situation: a student-cob. From the time before school, a child's life changes a lot during the preschool period.
A young schoolchild experiences great changes in the cognitive sphere of the child. Memory evokes a vividly expressed cognitive character. Changes in the sphere of memory are associated with the fact that the child, first of all, begins to become aware of the particular mnemonic task. Vіn means the same as being different. This task in preschool is either not visible at all, or is visible with great difficulties. In another way, a young school student undergoes intensive development of memory techniques. In the most common way (repetition, respectful consideration of the material), the elder child proceeds to grouping, understanding the connections of different parts of the material.
In the area of acceptance, there is a transition from a momentary acceptance of the child to a completely direct and sufficient guarding of the object that is subject to the singing task. When looking at the picture and reading the text, the smell jumps from one part to another, from one row to another, missing words, details.
Initial activity provides even great benefits to other aspects of the child’s psyche. Vona absorbs the development of will. In preschoolers, contentment occurs only during periods of singing. The school has all its activities in its own right. Let's try to change the first one from the right to the rozvazhalnaya and the hibnaya. Everyday life will require more internal discipline.
In this world, the importance of respecting small-scale speeches is formed. Emotional experiences emerge in a more formalized manner. The greatest amount of change can be observed in the mental picture, which is characterized by an abstract and formalized character. The more active the baby is in the pink, the greater the supply of nutrition and the more varied the nutrition. The child does not know, and the acquired knowledge itself is acquired through the numerical “what is coming?”, “How?”, “Why?”. It is difficult to operate with knowledge, imagine the situation and try to find a possible way to supply power. When faced with certain actions, the child tries to overcome them, actually trying them out and trying them out, otherwise she can overcome the task as if she were thinking rationally. It reveals the real situation and the action in it in its own way. Such a mentality, in which the fulfillment of tasks is achieved as a result of internal actions and expressions, is called scientifically similar. Imaginative thinking is the main type of thinking for young schoolchildren. A young student, of course, can think logically, but remember that this whole century is sensitive to the beginning, which spirals into the beginning.
Initial activity coincides with the development of the child’s cognitive abilities. In a kindergarten, the child’s activity is surrounded by knowledge and superfluity, the child is not allowed to understand the scientific system. At school, in a remarkably short period of time, a child can understand the system of science - the basis of science. The system of scientific understanding was created over the course of many centuries, a child can learn in a small number of fates. This is very important! The process of acquiring a system to understand, the system of sciences cannot be seen as lacking memory. The child experiences the development of pink operations (analysis, synthesis, purification, alignment, etc.). In the process of schooling, there is the acquisition of basic knowledge and skills, and their incorporation and the rapid formation of intellectual operations. L.S. Vigotsky saw the main problem of modern psychology as the problem of psychological development and development. This has given a fundamental significance, well-known to Vigotsky’s words: “It is knowledge and satisfaction to enter through the gates of science to understand.”
The young school age is the age of intense intellectual development. Intelligence mediates the development of other functions, ensuring the intellectualization of all mental processes, their awareness and adequacy.
The main psychological new developments of a young student are:
1. Satisfaction and awareness of all mental processes and their intellectualization, their internal alignment, which is always possible to understand the acquired scientific system. Everyone, except intelligence. Intelligence does not yet know itself.
2. Awareness of your changes as a result of the development of initial activities. All this is due to the transition of the child to the onset of the age.
All this is due to the transition of the child to the onset of the age.
Having learned the peculiarities of the cognitive activity of a young student, nutrition comes to the fore: “What are the main ways of activating the initial cognitive process in a child.” Obviously, one of them is the game. S.L. Rubinstein spoke extensively about the role of the child in the beginning schoolchild, who experiences the development of both the child’s abilities, and the child’s very activity. This idea should be seen especially since the initial activity is left empty, there is a continuation and development of gaming activity. Poetizing about gru, S.L. Rubinshtein wrote: “One of the monstrous manifestations of life, activity, is indispensable and absolutely necessary. Despite being charming and appearing like a living phenomenon, the game emerged as a very serious and important problem for everyday thought. So what is the game - accessible to children and unforgivable for the future?
Activity is understood before the grace, then. the totality of meaningful actions united by a single motive.”
Bezrukikh M.M. and Efimova S.P. at his work “What do you know about your teacher?” wrote that “the mental development of a child is important and is characterized by the main type of activity. Such activity is of great importance for young schoolchildren. Cognitive activity, joy, anger of the huge assessment - everything is straightened out by the game, strengthened by the game. Truly, everyday activity does not have such an emotional, external entry into the life of adults, such a realistic vision of voluntary functions and the sense of human activity, as in the game,” wrote Vidomy Rad Yansky psychologist D.B. Elkonin at his book “Psychology of Gris”.
During the process of play, the young student no less reflects an excessive light, and he finishes his initial tasks, as a child can learn. The same basic task (to remember, to remember, to remember), just as the schoolboy was so excited to retire, as it was given in front of the initial task, the child happily and willingly retires from the girl. And the child is ready to play in such a group many times, and she easily and efficiently acquires the necessary material.
Thus, the game in a young school child not only does not lose its psychological significance as a necessary activity, but continues to develop the mental functions of the child, we are, in fact, beginners in playing games according to the rules we, in intellectual games. In addition, the game gives the child a feeling of strong will that relaxes. Children in early school years revel in the game, enjoying a seemingly rich variety of play activities.
Federal Agency for Information
State pledge for greater professional education
« Bilgorod State University"
Stary Oskol branch
(SOF B ElSU)
Department of Psychological and Pedagogical Disciplines
COURSE WORK IN PSYCHOLOGY
ACTIVATION OF COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN
Vikonav: Litvinyuk
Olesya Igorivna,
student 140(c) - from group
specialty "Pedagogy and methods of early education"
Scientific quarry :
Ph.D., Associate Professor Bura L.V.
Stary Oskol - 2008
ENTRY …………………………………………………………………..3
I . PRINCIPAL ACTIVITY OF YOUNG SCHOOLCHILDREN ……………………………………………...…………..…6
1. 1. Revealing the essence of the concept of “cognitive activity”
in psychological and pedagogical literature………………………....6
1. 2. Peculiarities of mental development of children of young school age……………………………………………………………………..8
II. ACTIVATION OF PSYCHOLOGICAL ACTIVITY IN FIRST LEVEL SCHOOL …………………………………………………… ..21
2.1. The problem of activating the cognitive activity of schoolchildren in the psychological and pedagogical science…………………………………………………………………………………21
2.2. Problem situation regarding the activation of cognitive activity of young schoolchildren……………………………..33
VISNOVOK …………………………………………………………...48
REFERENCES ………………………………………………49
ENTRY
The problem of activating the cognitive activity of schoolchildren today is becoming increasingly relevant. This topic has been the subject of extensive research in pedagogy and psychology. And this is natural, because Education is the main type of activity of schoolchildren, who have the main tasks assigned to the school: to prepare the younger generation for life, for active participation in the scientific, technical and social process. It is obvious that it is more effective to be in direct relation to the level of activity of students in this process. In this hour of didactics, psychologists are trying to find the most effective teaching methods for activating and developing students’ cognitive interests before replacing learning. In connection with this, a rich diet is connected with vikoristanny under the hour of lessons of didactic games.
The problem of activating the cognitive activity of young schoolchildren has been analyzed by prominent scholars, teachers and methodologists: E.V. Bondarivska, L.S. Vigotsky, O.S. Gazman, T.K. Zhikalkina, A.K. Makarova, A.B. Orlova, L.M. Fridman, S.V. Kutasova, T.B. Ivanova, N. I. Pirogov, D. I. Pisarev, N. G. Chernishevsky, N. A. Dobrolyubov, K. D. Ushinsky and many others
This work will attempt to examine and monitor the activation of cognitive activity of young schoolchildren in the form of a victorious didactic game.
Thus, we have established objectively rubbing Between the need to activate the cognitive activity of young schoolchildren, the process begins and the lack of scientific and methodological developments, modern technologies, which stimulate the natural activity of schoolchildren to implement the inclination and in cognitive activities and activities.
For successful profiling, it is necessary to have a clear knowledge of the psychological and pedagogical foundations and methods of formation and to be able to activate the cognitive activity of students in early classes.
The supernatural nature was revealed and the framework was formulated tracking problem: what are the psychological and mental organizations for the activation of cognitive activity.
Meta research: review of the activation of cognitive activity of young schoolchildren
Object follow-up: The cognitive activity of young schoolchildren is significant.
Item follow-up: activation of cognitive activity of young schoolchildren as a basis for mental success
Depends on the problem, object, item and method of investigation. zavdannya :
1. Reveal the essence of the concept of “cognitive activity” in psychological and pedagogical literature.
2.Look at the age-old features of a child of a young school age.
3. Analyze the problems of activation of cognitive activity in current psychological and pedagogical literature.
In yakosti research hypotheses There was a lot of talk about those who are aware of the activity of young schoolchildren who are actively involved in such minds: the appearance of the age-old characteristics of children of the young school age, the success of the development of various developing technologies in the first-level school, creation of a special cognitive center in navchanna.
Methodological basis of research There are principles of pedagogy and psychology about the infusion of activation of cognitive activity of schoolchildren and the activity of the student’s own specialization in the process of development into the process of learning and development of children.
Research methods and base. To achieve the goals set and check the output provisions, a combination of offensive methods is used: training and theoretical analysis of psychological, pedagogical, pedagogical caution; talk with students and teachers of cob classes; pedagogical modeling; methods of self-assessment and expert assessment; implementation of the Priority National Projects “Lighting”, “Health”, the National Doctrine of Lighting, the Concept of Modernization of Russian Lighting for the period up to 2010.
Investigation methods: analysis of foreign and domestic literary sources and synthesis of extracted information arising from the research task; carrying out a formative experimental investigation.
The theoretical and practical significance of the research:
Theoretical material can be provided to school psychologists, teachers and anyone else who is involved in psychological service in the educational system.
Practical significance The research indicates the possibility of a psychologist, a teacher, and fathers making initial methodological recommendations for additional replacement and updating of methods and techniques for activating the cognitive activity of young students as brains. urgency of the beginning.
Coursework structure the logic of the investigation and the assigned tasks were indicated. It includes an introduction, two sections, a summary, and a list of references. The list of references consists of 68 articles. The course robot includes 54 pages.
At the entrance The relevance of the research is grounded, the object, subject, meta, task, hypothesis, methodology and method are identified, its scientific novelty, theoretical and practical significance is shown.
The first one was separated"Learning activity of young schoolchildren" carried out an analysis of the current situation of the problem; open criteria are equal to the process of activation of cognitive activity associated with the age-old characteristics of children of the young school age.
The other one was divided“Activation of cognitive activity in primary schools” reveals the problem of activation of cognitive activity of schoolchildren in the psychological and pedagogical science, and reveals the essence of the problem situation ii as a way to activate the cognitive activity of young schoolchildren.
In a wilted state The results of the investigation have been documented, and the main findings have been laid out to confirm the hypothesis and the situation that is to be blamed for the defense.
I . THE ACTIVITY OF YOUNG SCHOOLCHILDREN IS RECOGNIZED.
1.1. Revealing the essence of the concept of “cognitive activity”
in psychological and pedagogical literature.
T. Hobbes, presenting a fair warning about those who need to begin skin investigations with a significant definition. In this way, let’s try to figure out what is being taken into account when talking about activity.
Let us first introduce the different meanings of the concept of “activity” as in psychological and pedagogical literature.
Thus, Nemov R.S. defines activity as “a specific type of human activity, directing oneself to knowledge and creatively transforming oneself into the world, including oneself and the minds of one’s soul” (37).
Preslednik Zimova I.A. At its core, under the activity of the mind, there is a “dynamic system of mutual interaction between the subject and the world, in the processes of which there is a guilt and infusion in the object of the mental image and the implementation of its mediation in The identity of the subject in the objective activity” (18).
The activity is more active until it reaches a level of activity that is reflected in the flow on it.
In human activity, a person creates objects of material and spiritual culture, transforms his own creations, preserves and thoroughly improves nature, will be a husband, creates those that without his activity would not exist in nature. The creative nature of human activity is manifested in the fact that it is always possible to go beyond the boundaries of its natural limits. exceeds my hypothetical thoughts of possibility. As a result of the productive, creative nature of their activity, people created sign systems based on themselves and nature. By working with these orders, we have created a current marriage, places, machines with the help of creating new products of life, material and spiritual culture, and at the end we have remade ourselves. “Historical progress, which has taken place over the last few tens of thousands of years, is based on activity itself, and not on the thorough biological nature of people” (23).
Thus, initial activities include a variety of activities: recording a lecture, reading books, completing assignments, etc. In this case you can also improve the results, results. For example, meta weeding - create the growth of cultivated plants (30).
However, in addition to what has been said, we can conclude that the activity of both the internal (mental) and external (physical) activity of a person is regulated by this method.
1. 2. Peculiarities of mental development of children of young school age.
In young school-age children, their well-ordered significant reserves may be developing, but first of all, to develop obvious reserves of development, it is necessary to give a clear description of the mental processes of this age.
V.S. Mukhina is aware that when children reach 6–7 years of age, they lose their primary affective character: perceptual and emotional processes of differentiation. Understanding becomes meaningful, direct, and analytical. No one seems to have enough actions - caution, looking, searching. A significant influx on the development of the spirit is given at this hour by the language, so the child begins to actively learn the names of the dishes, signs, positions of various objects and the connections between them. Specially organized spraying produces a shorter range of manifestations.
A preschool child has the ability to have a fleeting character. A state of increased respect, as to tell V.S. Mukhina, who is in good luck with the calls of the Servico Servic, the hemites of the henchmen, the Zmіstovni is the individuals of the vibrant, and the Take of the Take of Pirdvishennya, the zmoykoye. (35)
The turning point in the development of respect is associated with the fact that children first begin to consciously express their respect, directly and attenuating it on important objects.
Well, the possibility of developing sufficient respect before 6–7 years of age is already great. This is a thorough understanding of the planned function of language, which, in the opinion of V.S. Mukhina, is a universal way of organizing respect. Language gives the opportunity to verbally see in advance the objects that are significant for the singing task, to organize respect, and to understand the nature of the future activity (35).
The same patterns are identified in the development of memory. Yak means P.P. Blonsky (4), A.A. Smirnov (54) the memory of a senior preschool child is fleeting in nature. The child remembers best those that are of the greatest interest to her and avoid the most hostility. In this way, as psychologists say, the commitment to fixed material is determined by the emotional implications of any object or manifestation. Compiled between young and middle preschool age, as A.A. Smirnov, the role of momentary memory in 7-year-old children decreases even more, while the importance of memory increases (54).
One of the main achievements of a senior preschooler is the development of fleeting memory. An important feature of this century, as D.B. Elkonin points out, is that in the course of 6–7 years, it is possible to meta-directly memorize the sung material. The evidence of this possibility is due to the fact, as psychologists indicate, that the child begins to use various techniques, especially designed to increase the effectiveness of memory: repetition, meaning and associative communication. terialu (56)
Thus, up to 6–7 years of age, the structure of memory recognizes the essential changes associated with the development of sufficient forms of memory and guessing. Momentary memory, not connected with active tasks before ongoing activity, appears to be less productive, although this form of memory preserves the conductive state.
In preschool children, perceptions and thoughts are closely interconnected, which indicates the scientifically figurative mentality that is most characteristic of this age (44).
To the thought of E.Y. Kravtsova, the child’s ability to drink is constantly directed towards learning more about the world and drawing his own pictures of this world. The child, furiously, experiments, tries to establish causal connections and relationships.
There is hesitation in dealing with knowledge, and in case of guilt, the child tries to overcome them, actually try and try, otherwise he can keep the problem in mind. The child identifies the real situation and how she deals with it in her own mind (24).
In this manner, visually and figuratively, myslenya is the main type of myslenya for young schoolchildren.
Dosledzhennyakh L.S. Vigotsky points out that the child’s vision of starting school is undermined by his centrism, his special position of thought, and his extensive knowledge of the need for correct treatment of current problem situations. Thus, the child herself does not reveal to her special knowledge the knowledge about the conservation of such important objects as duty, obligations, money and others (10).
Blonsky P.P. Having shown that at the age of 5 - 6 years there is an intensive development of skills and knowledge, encourage children to learn the skills of children, analyze the powers of objects, integrating them with the method of change. This is the rhubarb of roseum development, so that it’s a real idea for the preparation. It contains an accumulation of facts, information about the superfluous world, creating a basis for forming a phenomenon and understanding. In the process of scientifically - figurative thinking, there are changes in the formation of scientifically - figurative thinking, which are characterized by the fact that the most serious problem situation arises in a child with additional manifestation, without stagnation of practical actions (4).
Psychologists characterize the end of the preschool period by the importance of visually-figurative thinking and scientifically-schematic thinking. The images of the child's reach of this level of pink development have the schematism of a child's little one, which will inevitably be used to create schematic images.
Psychologists say that scientific-figurative thinking is the basis for illuminating logical thinking, which can be understood through alterations and transformations.
Thus, up to 6 - 7 years of age, a child can approach the peak of a problematic situation in three ways: vikorist and scientifically - literally, scientifically - figuratively and logically (35).
S.D. Rubinshtein (47), D.B. Elkonin (63) affirms that the senior preschool age can only be seen as a period when the intensive formation of logical thinking begins, as if this means the closest prospects for intellectual development.
In the research of N.G. Salmin shows that children aged 6 - 7 years old understand all forms of oral language that are valid for adults. The stench of inflamed knowledge emerges - monologues, speeches, spitting with one-year-olds, and a dialogical language is developing, which includes insertions, evaluation, and convenience of gaming activities (49).
The emergence of new forms of language, the transition to the ignited vyslovlyuvana of the new creations of the spilkuvaniya, which will stand in front of the child during the period. Once the spelling, called non-situational by M.I. Lisina, is cognitive, the vocabulary stock increases and the correct grammatical constructions are acquired. Dialogues become more complex and replaceable; child learn to put emphasis on the abstract with those who prefer to fade away, thinking out loud (29).
Accumulation until the senior preschool age of a great amount of practical activities, a sufficient level of development of intelligence, memory, and mental development in a child, who feels confident in his own abilities. This appears to be due to the setting of varied and complex goals, which contribute to the development of volitional regulation of behavior (38).
As evidenced by the investigation of V.I. Selivanov, the child of 6 – 7 years can fight distant marks, vitrified by his own volitional voltage, and last for many hours (51).
On the thought of A.K.Markova (32), A.B. Orlova (43), L.M. Friedman (58) is experiencing changes in the child’s motivational sphere: a system of superordinate motives is being formed, which ensures a hidden directness of the child’s behavior. Acceptance of the motive that is most significant at the moment is the basis that allows the child to go to the intended destination, depriving him of respect for the situational situation.
Yak means P.P. Blonsky, before the young school age there is an intensive development of cognitive motivation: the child’s activity level decreases, and the child becomes more active in the search for new information.(4)
To the thought of A.V. Zaporozhets, Ya.Z. Neverovich, it is important to play a role-play, which is a school of social norms, from which the child’s learned behavior will be adjusted to the emotional state of the child, depending on the nature of the perceived reaction. In accordance with the norms and rules, the child respects the adult, and she herself can play a role in this role. Whose activity is progressing until the adoption of accepted norms (16).
Step by step, the older preschooler acquires moral assessments and begins to rely on this assessment from the side of the adult. E.V. Subotinsky appreciates that with the interiorization of the rules of behavior, the child begins to worry about the violation of these rules, like in adulthood (55).
Most often, emotional tension, according to K.N. Gurevich, is indicated by:
On the psychomotor skills of children (82% of children of this age),
On yogo oxen zusillas (80%),
On the ruined movie (67%),
decreased efficiency of memory (37%).
p align="justify"> Thus, emotional stability is the most important mental and normal initial activity of children.
Having identified the peculiarities of the development of 6 – 7 stages, it is possible to create a pattern in which age the children develop:
· Add a high level of roseum development, which includes dissected perceptions, formalized norms of thought, and semantic memorization;
· The child develops a singing and learning skill, intensively develops a sufficient form of memory, thinking, which revolves around how the child can learn to hear, discern, memorize, analyze;
· Its behavior is characterized by the visibility of a formed sphere of motives and interests, internal plans, the availability of adequate assessment of the results of power activities and one’s capabilities;
· Features of the development of the language (14).
The young school age covers the period of life from 6 to 11 years of age (grades 1-4) and is considered the most important situation in the life of a child - entering before school. This century is called the “peak” of childhood.
“At this hour there is intense biological development of the child’s body” (central and autonomic nervous systems, cystic and meatal systems, the activity of internal organs). During this period, the instability of nervous processes increases, the processes of awakening become more important, and this means such characteristic risks of young students as increased emotional restlessness and restlessness. Transformations bring about great changes in the mental life of a child. At the center of mental development there is a formation of completeness (planning, development of programs and control).
The entry of a child before school gives rise to the transfer of cognitive processes to a higher level of development, and the emergence of new minds of a special development (46).
Psychologists say that at this time initial activity, play, work and other types of activities contribute to the development of one’s personality. “Chechnya for a new (child) is a significant activity. At school, you gain not only new knowledge but also a new social status. The child’s interests, values, and entire way of living change” (17).
Entering before school is such a concept in the life of a child, in which two primary motives for her behavior inevitably come: the motive of duty (“I want”) and the motive of duty (“requirements”). Since the motive of devotion first emerges from the child itself, the motive of motivation is more often initiated by adults (12).
A child who entered school becomes extremely indifferent to the thoughts, assessments and comments of other people. Awareness of critical respect towards oneself flows into one’s sense of self and leads to a change in self-esteem. Just as before school the individual characteristics of a child might not respect their natural development, they were accepted and accepted by mature people, then at school there is a standardization of the minds of life, as a result of which emotions and behavior in The demise of special authorities becomes especially noticeable. We first show ourselves over-restlessness, hypersensitiveness, poor self-control, unreasonable norms and rules of adults.
The child begins to take a new place in the middle of the family’s affairs: “Vin is a scholar, Vin is a reliable person, one enjoys her and respects her” (17).
Further, the importance of the young student grows more and more in comparison with the thoughts of adults (fathers and teachers), and in comparison with the thoughts of children of the same age. This brings us to the point where we begin to recognize the fears of a particular family, as N.A. Menchinska, “Yakshcho at Doshkiynoye Vitzi, passing fears, the zumoveni izhstinka of self -consolidation, then the young Shkіlnoye vitsi is a social -alleged fever of a prosperous iziyndiva in yogo iz with illegal people” (34).
Most often, the child copes with a new life situation, which is accompanied by various forms of dry behavior. In newborns with adults and with yearlings, the child continues to develop reflection on himself and others, so that the newly created ones become intellectual and have a special reflection.
The young school age is a classic time for the formation of moral ideas and rules. Of course, a significant contribution to the moral world of a child comes from early childhood, as well as from the “rules” and “laws” that encourage witchcraft, the idea of “norms”, “borg” - all these typical ideas of moral psychology are identified and formalized in the youth school age “The child is usually “listened to” in general, and with interest and interest, she takes into account various rules and laws. He is unable to formulate his powerful moral ideas and at the same time, in order to understand what is “needed” to work in the presence of malt in the water” (8).
It should be noted that young schoolchildren are characterized by increased respect for the moral side of foreign leaders, and the need to give the leader a moral assessment. Positive criteria for moral assessment in adults and young schoolchildren begin to actively influence children of similar behavior.
In whom you are wary of the appearance of moral rigorism in children. Young students judge the moral side of things based on their motive, understand what is important to them, and, according to the result. Thus, actions dictated by a moral motive (for example, help your mother), but which end unfavorably (a plate is broken), are regarded by them as trash.
The acquisition of behavioral norms, inspired by matrimony, allows the child to gradually transform their power, internal forces, and abilities into themselves (31).
Starting their initial activities, under the supervision of the teacher, children begin to acquire the basic forms of human culture (science, science, morality) and begin activities consistent with traditions and new social chilling people. In this very thing, the child begins to clearly understand the differences between her and others, to understand the common motives of behavior, moral assessments, the significance of conflict situations, so that her actions begin During the first phase, the specificity is formed.
When a child comes to school, the emotional sphere changes. On the one hand, young schoolchildren, especially first-graders, largely retain the characteristic power of preschoolers to react turbulently to any given situation. Children are sensitive to the influx of life into their minds, the influx of emotional feelings. The stench is perceived, directly, by objects and the power of objects, which evoke an immediate emotional impact, emotional state. At first glance, in the brightest light, it is the most beautiful to live with. On the other hand, entering school gives rise to new, specific emotional experiences, because The freedom of preschool age is replaced by staleness and compliance with new rules of life (24).
The sphere of needs of a young student is also changing. The dominant needs in young schoolchildren are the needs of children and children, to recognize the competence of the child, to achieve success in their activities, and to praise both one-year-olds and adults (fathers, readers and other reference persons). Thus, in all 6 years of life, the need for the knowledge of the external world and for objects “meaning matrimony” will arise. Based on the research of M.I. Lisinoya, in a young school student, the development of needs for those recognized by other people is eliminated. In general, young schoolchildren feel the need to “realize themselves as a subject, reaching the social aspects of life is not easy either on the level of reason, or as creators” (29). One of the main criteria for assessing oneself and other people is moral and psychological particularity.
Therefore, we can learn about those that dominate the needs of a child of a young school age: the need for social activity and self-realization as a subject of marital life.
VISNOVKI Z PERSHOI ROZDIL
Well, in addition to what has been said, for the first few years of schooling, it is necessary to formulate a wealth of essential features and the formation of a child as a full-fledged participant in social activities. However, it is clear that the child is already at a high level of development at a young school age, which will ensure a better understanding of the school primary program.
In addition to the development of cognitive processes: apprehension, respect, awareness, memory, thoughts and language, to psychological readiness before school to enter the formation of special features. Before entering school, a child may have problems with self-control, work performance and skills, ability to interact with people, and role behavior. In order for a child to be ready to begin learning that acquired knowledge, it is necessary that her skin, according to the names of the characteristics, should be thoroughly cleared.
High opportunities to live before the organization of training and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing training methods to the level of psychological characteristics of the child. Therefore, the problem of activating the cognitive activity of students in younger classes assumes special significance, since it is likely to determine the success of children’s future education at school.
II. ACTIVATION OF PSYCHOLOGICAL ACTIVITY IN FIRST LEVEL SCHOOL.
2. 1. The problem of activating the cognitive activity of schoolchildren in the psychological and pedagogical science.
Cognitive activity is one of the main forms of activity of a child, which provokes initially, with respect to cognitive interest.
Therefore, the activation of cognitive activity of schoolchildren is part of the development of methods of learning (implementation and learning). A great understanding of the activity of scientists is philosophical, social, psychological and other aspects. (Aristotle, E.I. Monoszon, I.F. Kharlamov and others.) Look at the psychological and pedagogical aspect of these concepts related to the goals of learning (46).
Through the purpose of organizing the active initial activity of schoolchildren, all other warehouse methodological systems flow into their interconnection.
Analysis to understand the activity of the student in the process of initiation conveys the development of such psychological and pedagogical patterns, such as the formation of needs before education, the creation of a positive emotional atmosphere, the formation of a good stress on the mental and physical strength of students (58).
The idea of activation has a great history behind it. Even a long time ago, it was realized that Rozumov’s activity leads to a quick memory, a deep penetration into the essence of objects, actions and appearances. At the basis of spontaneous intellectual activity lie philosophical views. The problem of nutritional problems for the neurotic and the difficulties in the searches of these types were the main focus of Socrates' discussions, which were adopted by the school of Pythagoras.
One of the first adherents of active adherence to the Czech teachings was J.A. Komensky. This “Great Didactics” places emphasis on the need to “impress knowledge and diligence in the boy,” it is directly opposed to the verbal-dogmatic habit of teaching children to “think with someone else’s mind” (22).
The idea of activating the beginning of the 19th century was developed by Swiss teachings I. G. Pestalozziy (45).
For the development of the intellectual capabilities of a child and the victorious beginning of the pre-slednitsky approach to struggle, the French philosopher J. J. Rousseau (45)
“To raise your child by writing, we will respect the manifestations of nature.
Make reasonable food available to him and let him eat it. Don’t let it be known not to what you have done, but to what you yourself have realized” (45). These words of Rousseau clearly express the idea of initiating the problem at an advanced level, and ensuring accessibility, the idea of independent development of the study of foldable foods.
This idea of activating the development of additional independent energy in the study of folding food came to its further development in the practice of F.K. Disterweg. He confirmed that it is a good way of learning that activates your memory of the studied material (45). Those whom people have not added to the path of their independence are not you.
The expansion of principles from the founder F.A. Disterweg (46), who created a didactic system, was directly directed to the development of the intellectual powers of students. Being a supporter of active learning, sticking to the idea of cognitive independence of students. “I’ll learn the trace - by writing
K.D. Ushinsky - convey “like other knowledge, and accept new knowledge independently without a teacher” (46).
The succession of K.D. Ushinsky was followed by progressive Russian methodologists, who fought against dogmatic and scholastic methods of learning, who reclaimed formalism from the knowledge of scholars and developed intellectual flexibility.
The friend Polovini has 19 of the table, with the critic of the scholastic methods of the British teacher Armstrong, who was in a pre -divine way to vvikadanni XIMIї “EURISTICAL ORSIB”, ShO ROZOVIVAY ZHOMONISTIVEV. The essence of this is that the teaching is placed in the position of the investigator, if instead of the reader’s presentation of facts and principles of science, the teacher himself sees them and works out the necessary principles (45).
In the search for new active methods of learning, the Russian natural science methodologist A.Ya. Gerd achieved great success, who formulated important principles for learning. We have once again identified the essence of the process of independent acquisition of new knowledge, firmly, which the learner learns himself and himself equals, then “his knowledge is more diverse, and becomes more powerful, acquired by him and therefore valuable” ( 45).
Russian teachers of the 20s also took up the development of active learning methods: V.Z.Polovtsev, S.T.Shatsky, G.T.Yagodovsky and others. Follow-up work of Russian teachers of the 20s, A.B. Orlov’s idea, which has already been completed, is a bad attempt to create a didactic system of problematic learning, and apparently there is little necessary epistemological, sociological, psychological and practical basis (43).
Starting from the other half of the 50s, Russian didactics in a new and urgent way emphasized the nutritional need to activate the initial process.
Singing successes of V. Okon, a famous Polish teacher. The book “The Basis of Problematic Learning” has learned the basics of solving problematic situations using the materials of various objects. Instructed by Iz I.Kupisevech V.Okon to increase the importance of increasing problems in the development of rozomovic abilities of students (42). Since the beginning of the 1960s, the idea of the need for a modern approach to the pedagogy of the 20s, and the strengthening role of the pre-Slednitsky method in both natural and humanities subjects, has been gradually developing.
In the other half of the 60s and at the beginning of the 70s in Russian pedagogy and educational psychology, the idea of problematic learning begins to become more widespread. The reason for this is the low number of articles, collections, and PhD dissertations devoted to certain aspects. The essence of the problem is that the study under the supervision of the teacher takes part in the most new cognitive and practical problems in the singing system. In whom all the important teachings are important to be taught independently (under the supervision of a teacher and with assistance (42).
An active approach is clearly visible before the initial process is carried out.
Teachers from Poland, Germany, and Czechoslovakia are credited with developing the theory of problematic singing. The Polish teacher J. Bartetsky experimentally demonstrated the effectiveness of problem-solving in students entitled to the rights of a group form of knowledge.
The cardinal problem, which means the essence of the formation of specialness, is the activity, the place in life, the flow of development of new generations, the role of ontogenesis.
The problem of activity is one of the main scientific abstractions of philosophy, originated from the beginning. This is the subject of investigation of all sciences about people and marriage, because activity became the basis for people’s entire life, its formation as specialness. The work of activity, as philosophers seem to think, is inexhaustible. It cannot be replaced with any regular program or any special design (27).
Presledniki see indicators of such activities: purposefulness, objectivity, intelligence, transformative nature. These indicators establish the essence of activity of any kind.
Well, the hidden theory of activity creates the possibility of inspiring a theory of activity in pedagogy. Slide, prote, means that the investigation (27), which is carried out on an ideal level, this process does not know any variation.
Moving on to the discussion about the role of activity in the development of a student, it is clear that in any activity there is an intensive development of the student as a special feature.
That is why there are different points of view. Decades ago, it was widely known that genetically the earliest form of development is the game, which then matures and then continues (27). Before the skin age, activity was observed, in preschool age - play, in school age - age.
However, in the last ten years this uniformity was destroyed, which became a legacy of the change of minds in life, the rise of a new hour and the development of scientific thought (27).
For pedagogy, the problem of activity is the basis for the formation of enormous specialness. The posture of activity is impossible to follow in the direction of the initial vortex process.
The scientific and theoretical development of this problem of pedagogy and psychology can lay the basis for the impersonality of psychological and pedagogical research and the practical activity of teachers and educators.
For the pedagogical process, and more importantly, for the development of the theory of activity in pedagogy, there are significant provisions about the enormous essence of people, their active role, about the transformative, changing world of people’s activity, the fragments of specialness that are being formed In this process, it is also characterized not only by what to rob, ale yak won tse robit (59).
This concept has its own manifestation of the problem of collective activity, which is very important in the pedagogical process, since this activity retains the significance of individual activity that brings I appreciate the activity of integrity, the richness of collective activity. The problem of sputtering is perceived as a necessary factor in human activity. An individual participant in a huge activity is always shaped by specific human powers: communication, self-organization, updating methods in the form of processes.
Awareness is already necessary for the activity to proceed; without them it is impossible to complete tasks or carry out objective activities. Improvement can lead to success, and success, apparently, stimulates the need to continue the activity, interest in it. The activity ends with a result. This is an indicator of the development of knowledge, intelligence and specialness. The result is associated with an assessment and self-assessment of specialness, and status among the team and among loved ones.
All this deprives a great trace of the development of specialness, needs, aspirations, actions, minds and values. It is important that the subject of the activity in the process is the reader, so the whole process of activity will be carried out: setting marks, organizing initial activities in students, guiding them to the activity, correcting the activity ii, bring to the final result (22). If the teacher had always been harshly in charge of the activity of the students, he could not achieve the formation of the peculiarities of the student necessary for the marriage.
Recognized as the Dylenosti - omnipotition of the same, the teaching of the same, the nasty -hunger, by the hogly, with important motifs, healthy with self -organizing, self -building of the Dielnisti. Taking into account the activity of the teacher and the student, the implementation of the intended mark with high results will ensure that the initial process is shortened. Therefore, without sacrificing his guiding role in the pedagogical process, the teacher-student is obliged to accept that the student becomes a subject of activity (59).
At the time of initial activity, it is necessary to distinguish between the teacher and the students who exhibit the style of activity of the teacher, the placement of students before the teacher and the matching between participants in the initial activity, significant I guess this indicates the tone of the initial work, interest in immediate activity.
The initial educational activity of schoolchildren is a necessary stage in preparing the younger generation for life. This activity is a special warehouse, although structurally it determines the unity from any other activity. Initial cognitive activity is the directness of initial activity to cognitive interest (13).
It is impossible to overestimate the importance of cognitive activity for the advanced development of the student and the formation of his specialness (21). Under the influx of cognitive activity, all cognitive processes develop. Knowledge emphasizes the active work of thought, both as mental processes and the totality of all processes of social activity.
Cognitive activity involves the preparation of enlightened people, which meet the needs of marriage, the highest task of the scientific and technological process, the development of spiritual values of the people.
The process of cognitive activity requires a significant expenditure of intellectual effort and tension, but it is far from being done on the skin, as long as the preparation for these intellectual operations is always sufficient.
Therefore, the problem of acquisition becomes as a result of the acquisition of knowledge, and the process of intense (acquisition) persistent respect, the tension of mental forces, volitional strength.
In the process of beginning, in his initial cognitive activity, the student is unable to act as an object. The main focus is on his activity, active position, and the initial activity in general, as it will be regulated between the subject areas of the teacher and students, which will then provide additional benefits Your results. Therefore, the formation of the active position of the student in learning is the main goal of the entire initial process. This decision is largely motivated by cognitive enthusiasm (12).
Cognitive activity, enriched with knowledge, memories, skills; embraces the spirituality of the worldview, moral, ideological, political, and aesthetic values of scholars; develops their cognitive powers, special awareness, activity, independence, cognitive enthusiasm; reveals and realizes the potential benefits of students; reaches sound and creative activity (23).
The process of beginning is intended for the readers to activate the initial activities of the students. Remains of problematic behavior activate the process of learning, which is reflected from activation. Meaning: “activation of learning”, “activity of a student”, “cognitive activity of a student”, often vary (17).
The essence of activating a student’s life in addition to a problematic learning lies not in the primary rational activity and rational operations from the most stereotypical school tasks, but in the activation of his mind, the way to create problematic situations And, in the formulated cognitive interest, the modeling of mental actions is adequate. The activity of learning in the process of initiation is volitional influx, action, which has a deep interest in the beginning, strengthening of initiative and cognitive independence, exertion of mental and physical strength in order to achieve the set goal It’s time to start the cognitive sign.
The essence of active initial-cognitive activity is indicated by the following components: enthusiasm before beginning; Initiative; cognitive activity.
The designated features of the activation of the initial activity of the young classes allow them to play a special role in the main direct way.
In the organization of active initial activities of young schoolchildren, it is clearly seen that others are directly involved in the mental implementation of several components of active initial activities. i uchniv.
Initial cognitive activity is integral to the process of beginning.
The development of this pedagogical problem covers a trivial history, starting from the beginning of antiquity and ending with current psychological and pedagogical research. It was established that the acquisition of primary material contains a lot of educational interest for students. Therefore, the scope of cognitive interests in initial cognitive activity allows us to consolidate the entire initial cognitive process as the activity is directly organized by assigning socially important values to learning properties perpetuated by humanity (15).
The solution to this or any other problem during the lesson is shaped by the formation of a motive for activity, learning, and activation of their cognitive activity. The Russian language course in the primary school includes a great deal of knowledge of spelling, morphology and syntax. It is absolutely necessary to teach children theoretically, but also to practice grammar and skills.
You can give all the material ready-made: learn the rules, learn how to apply it, or you can do it in another way: give students the opportunity to develop regularity. In order to do this, it is necessary to teach children to understand that it is impossible to get rid of those other results that could be achieved. The principle of the importance of initial activity for children is of greater importance. The problematic situation itself during the lesson allows the student to realize its significance. The teacher needs to teach children how to stitch, heave, and do crochet stitches, and as a result, the students are encouraged to independently acquire knowledge and not to reject it in a finished form. It is important to explain to the child that independent activity in class is essential, and the result of this activity is always positive. Once again, a problematic situation will come to the rescue, bringing enthusiasm to the independent activity of students and becoming an indispensable activating factor. Ale, by engaging in independent activity in class, students do not interfere with their independence. The teacher unobtrusively corrects her activity, without violating the principle of scientificity with the removal of knowledge.
Most often, when setting a task before school, the teacher asks that they know what the hell is going to be like and that they know how to complete the task on their own. However, since students are clearly expected to make independent decisions, the teacher is guilty of trying to use logical methods to guide the student, without giving ready-made knowledge immediately (34).
The problematic initial situation allows the determination of the initial activity, which includes organic inclusions as a subject of activity. The activity of the robot is due to the urgent need to promote creative, productive techniques and the lack of fragmentation of the methodology for their development in the primary school.
2. 2. Problem situation regarding the activation of cognitive activity of young students.
A problematic situation is an intellectual difficulty for a person that arises when he does not know how to explain a phenomenon, a fact, a process of reality, which cannot be achieved by the known method of action. This encourages people to discover a new way of explaining and acting. The problem situation is the pattern of productive, cognitive creative activity. Vaughn stimulates the beginning of the mind, the active, mental activity that occurs during the process of posing and solving problems (53).
A cognitive need arises in people at times that they can achieve with the help of familiar methods of action, know. This situation is called problematic. The problematic situation itself helps to address the cognitive needs of the student, to give him the necessary directness of thought and thus create an internal awareness of the new material, to ensure the possibility of control from the side of the teacher.
The problematic situation provokes Rozumov’s activity in the learning process.
The problem situation is the central part of the problematic habit, with the help of which the thought is cleared, the cognitive need is cleared, the mind is activated, the mind is created to form the correct ideas.
The nutritional role of the problem situation has become examined, in particular, by psychologists in connection with the desired activation of the mental activity of students.
For example, D.N. Bogoyavlensky (5) and N.A. Menchinskaya (34) asserted that from awakening thoughts it is important to blame the problem situation, etc. without it, a new task is impossible to activate the mind.. “Problem situation” is the main way to activate the cognitive activity of a student and manage the process of acquiring new knowledge.
The creation of problematic situations, the initial initial moment of thinking, and the necessary mental organization of the process of beginning, promotes the development of productive mental thinking of children and their creative abilities.
What does a problem situation include? What are the main elements? In the role of one of the main components of a problem situation, psychologists see the unknown what is revealed in the problem situation. In order to solve the problematic situation, says A.M. Matyushkin (33), it is necessary to confront children with the need to conquer such a task, in which acquired knowledge is forced to take the place of the unknown.
Already the fact of the complexity of the non-functionality of the proposed task with the help of obvious knowledge and methods increases the need for new knowledge.
This requirement is a head-on understanding of the problem situation and one of its main components.
As another component of the problem situation, we see the importance of learning in the analysis of the minds of the assigned task and the acquisition of new knowledge.
A.M. Matyushkin means: that the scientist has greater potential, and even more so, hidden messages can be presented to the unknown. And it is obvious that with less flexibility, smaller containers can be opened by students in search of something unknown in a problem situation (33).
Thus, the psychological structure of a problem situation includes the following three components: an unknown way of doing things, a cognitive need that drives people to intellectual activity and the intellectual vigor of a person , which include his creative ideas and passing evidence.
Psychologists have found that the core of problematic situations is people’s inconvenience, rubbing shoulders. Supernaturalness is the main source of problematic situations.
Research shows that the problematic situation itself creates a high emotional mood in students. When creating problematic situations, the teacher is guilty of jokes and methods of acquiring motives for understanding the interests of the students before the problem. When cognitive interest is aroused, situations can be created either immediately or immediately, or two methods can themselves be used to create problematic situations.
The meta-activation of the student appears to be a problematic trend in order to raise the level of the student’s mental activity, to begin its related operations in the fall, order spontaneously develops, and the system of mental processes, which is tamed Most non-stereotypical tasks will require the stagnation of creative and intellectual activity.
The gradual immersion of the educational system of creative mental processes will lead to a change in the intensity of the intellectual activity of the student, creating a special type of mentality, which is called scientific, critical, dialectical mentality.
Before the development of this type was the systematic creation of problem situations by the teacher, the development of the student's mind and the skill of independently posing problems, the formulation of propositions, the grounding of hypotheses and their confirmation by the way, the accumulation of excessive knowledge in the day. Anna with new officials, and learn how to check the correctness of the decision.
It is clear that the process of consistency is more important for the successful mastery of program material by students. Further investigations established three levels of respect.
On the thought of B.G. Ananyev's first step is fleeting respect. At this stage, the interest is motivating and is determined simultaneously by the situation that gave rise to it (3).
The other stage is that of episodic respect. Vaughn lies in volitional forces, centered on the efficiency of the need to complete the task at hand. The interest here is in the arrangements, the ordering of the will of the teacher and the external benefits of the teacher.
The third stage is after the fall of respect. She is completely connected with the high level of educational enthusiasm. The problem lies in ardor, interest, and pain in the cause-and-effect relationship, to find the greatest savings and rational solutions.
Creating a problem situation during the lesson accelerates the development of students' memory. In order to equate two classes, one of which worked on the principle of problematic learning, and the other did not vikorize this principle, we note that the memory of the students of the first class was better than the other. The reason for this is that the principles of problem learning allow us to push “in front of us” the activity of motivation in the process of memory, which contributes to the development of memory.
The activity of the mind and the interest of the student before the follow-up of nutrition depends on the problem situation, which determines how the problem is posed and solved by the reader. The greatest level of activity is achieved when learning from the situation itself forms a problem, poses a hypothesis, brings up a hypothesis, brings it up and verifies the correctness of the underlying problem (3).
Everyday difficulties and methods of application cannot be effective in activating the learning process without awareness of the nature of control in the “student-teacher” system. In order for the student to be familiar with and have thoroughly mastered the material, and to formulate the necessary techniques of cognitive activity, remember the consistency of the rational activities of the study. And for this purpose the activity of the study may be organized by the teacher at all stages of the day.
The process of learning can only be done in the same way, since the method is taught and accepted:
a) analysis of the problem situation;
b) formulating problems;
c) let the analysis of the problem continue;
d) grounding of the hypothesis;
will) verify the resolution of problems;
Psychological science has established a consistent sequence of stages of productive cognitive activity in the minds of a problem situation: Problem situation, problem, search for methods of solving, the ultimate problem. As a result of the theoretical understanding of new pedagogical facts, the main idea of problematic learning was revealed: the knowledge of a significant part is not transferred to students from the ready-made view, but is acquired by them in the process of independent cognitive activity for the minds of the problem situ atsii.
Cognitive interest in the initial material, in response to the problem situation, is the same in all students. To deepen this interest, the reader must create an emotional state during the course of the lesson, especially methodical approaches to the emotional state of the student before the process of creating a problem situation. The addition of elements of novelty, emotional input from the initial material by the teacher and the necessary ways of forming internal motivation (especially for complex theoretical nutrition) (2).
The revelation of the real-life significance of the initial problem is carried out by linking theoretical principles with real-life teachings.
Interest is driven by further resolution of the problem situation.
What is the cause of the “problem situation” in the beginning? Does he blame you inadvertently and pretend to be a teacher?
Such nutrition is the very “technology” of organizing a problematic activity, and the correct types of them can have much more practical significance.
Some problematic situations arise in the course of mastering the initial material (behind the logic of the initial subject), even if the material being taught is new and has yet to be learned. Otherwise, the problematic situation will give rise to an initial and practical situation to accommodate two groups of elements: data (known) and new (invisible) elements. An example of a problematic situation in the lesson, in addition to the plan, can be called a difficult situation for 2nd grade students who were trying to explain the meaning of the word “picket fence.” The reader “spontaneously” exploited the problematic situation to activate the cognitive activity of the students. The blame for the problem situation is not independent from the reader and is a completely natural phenomenon of the beginning process.
Such situations, of course, activate the mind’s activity, but if the activation is unsystematic, it will probably spontaneously arise in the process of mastering the initial subject (14).
Other problematic situations that arise from non-problematic situations and spilting are situations associated with the spitting process. Zazvichay, this is the legacy of the teacher’s problem of nutrition and problem management. From whom the reader can help dim the psychological essence of this phenomenon. Nutrition and tasks can be done in a different way (to pay attention to the study, to find out what was wrong with the material, etc.), or to address the problem situation.
All nutritional activation of cognitive activity of the study, as the main element, is bound to be in its warehouse - nutrition, supply, supply, and initially the appearance of their connection. The essence of activation is that from the outset of minds (situations) this is a form of identifying problems. In the activation of cognitive activity, nutrition is of no less importance, since the mental activity of students is stimulated by nutrition. Nutrition as a form of interaction between student and teacher has been established for a long time (23).
The problem of nutrition has not yet been revealed (students) to the problem, the area of the unknown, new knowledge, for the acquisition of which some kind of intellectual activity is necessary, for the sole purpose of directing the mental process. For what kind of minds does nutrition matter to the problematic?
Even if nutrition calls for active rose activity. Nutrition becomes problematic for such minds:
1. You can make a logical connection with previously learned concepts that will enhance your understanding of the initial situation;
2. To overcome cognitive difficulties and visible boundaries between the known and the unknown,
3. It seems like a surprise when something new is introduced before we know it, and is not satisfied with the obvious reserves of knowledge, skills, and beginners.
The purpose of separating learned information from learning is to supply food to the student in order to systematically integrate into learning until the necessary knowledge is activated and before the student learns caution and annihilation, about leading to the synthesis of essential material. More often than not, nutrition will be a way to activate the cognitive activity of the study.
Both teachers and psychologists respect the task of learning as one of the important facts of the advancement of cognitive and practical activity of students.
The problem is either problematic or non-problematic depending on the way it is set up and in place. Since it is impossible to unravel the problem in too many ways, a new way of solving is required, then this is a problematic situation (behind the change). Also, cognitive tasks, vikoristovanie activation of cognitive activities of students, guilty of the fact of ignorance.
The importance of promoting cognitive tasks as a method of activating the initial cognitive activity of students lies in the selection of a system of problematic tasks and the systematic management of their progress.
Activation of educational methods in order to move from concrete, to more abstract, from demo, to specific, from non-rukhomi, to rukhom, etc.
Initially, in its non-traditional sense, it is possible to formulate the concept on the empirical level, so that in essence, without the manifestation, we cannot depict the replacement of the concept, which has a high level of legalization, and therefore not You can understand the development of the theoretical concept.
The practice of problematic learning implies the active stagnation of the “ugly” symbolic, mediated “rational” reality. This is a primer for learning to use a tool to “spit”; The formalized “bachenya” replaces new abstract understandings, that phenomenon will simplify the formation of scientific ones to understand (68).
Also, nutrition, management, initial management and completeness of its various functions, based on the principle of problem-solving in the singer’s book, form the didactic basis of independent work of a theoretical type. This kind of stagnation gives rise to a new form of publication - a problematic publication of new material. In this case, the knowledge of the students is conveyed to them by the teacher on the form of a confirmation report, on the form of nutrition, educational tasks and initial tasks that address problematic situations.
Pedagogical practice shows that the identification of a problem situation and awareness of students is possible with practical skin issues.
Preparing the student for a problem lesson involves identifying, presenting, the teacher (at the end of the lesson) a problem, formulating it, finding solutions and choosing effective techniques (67).
How can you gradually learn to get out of the cognitive mess that has developed? As a practical matter, you can get out of a problematic situation in the following ways:
a) the reader himself poses and solves the problem;
b) the reader himself poses and solves the problem, learning to formulate the problem, pose the problem, prove the hypothesis and verify the solution;
c) learn to independently pose and resolve a problem, but with the participation and (partial) help of a teacher;
p) learn to independently pose and solve the problem of the reader independently (or, in other words, under the care).
To solve a problematic situation, the teacher uses special methodical techniques. In the initial process of the skin, stench has specificity.
Significantly actions taken with a formalized character:
a) in front of the home;
b) setting early tasks for the hour of the lesson;
c) the implementation of experiments and life precautions of scientists;
d) the highest level of experimental and scientific research;
e) knowledge with elements of investigation;
f) the creation of the situation by choice;
g) the proposition of viconati practical duties;
h) raising problems and organizing discussions;
i) vykoristannya between subject connections;
The problem statement, in the opinion of M.I. Pakhmutov, is the activity of the reader, the creation of problematic situations, the conclusion of the initial material with its (repeated and frequent) explanations of the management of the activity of students, direct to A lot of new knowledge, both by the traditional method and by the method of independent formulation of initial problems and solutions (46).
There is a need for a non-stop totality of knowledge tasks, which system of problems may be accessible, important in the background, the activity of scientists can be creative, the task is of different stages of the problem, the structure of change This task follows the principles of didactics “from the simple to the complex.” Even if the problems have been raised, their resolution is already a problematic situation. The problem is also created by setting up a diet like “how to adhere to the correct rule”? “Is this the right visnovok?” The problem, I am faced with, appears to be necessary at times:
1. It is good for scientists to understand;
2. As soon as the stench is changed, it is necessary;
3. That the problem is consistent with the forces that are important to the students;
4. Once the problem has been posed, it has been thought out and prepared by the entire process of the initial process, the logic of work on the material.
To create a system of problem situations, a singing program is needed, the basic principle of which was formulated during the pedagogical research:
1. The initial material is intended to be used to reveal the current, hidden evidence of this activity, which encourages further research;
2. Practical changes and skills will need to be taught to younger classes on the basis of certain theoretical facts;
3. The program may cover both the material and the description of the children’s activities from it;
4. Before the program, the singing systems are turned on to ensure the development of the method of analyzing the material and the methods of modeling the parameters that are being developed, as well as the right to select from children already ready-made models to create new parameters of the materials.
As the research has shown, we can call the types of problematic situations that are characteristic of pedagogical practice, the most important of all subjects.
Type I is the broadest type. The problematic situation arises from the fact that the scientist does not know how to achieve the task at hand, and it is impossible to respond to problematic nutrition.
Type II - problematic situations are blamed on closed students due to the need to utilize previously acquired knowledge from new practical minds.
Encourage readers to organize their minds so that scientists can put their knowledge into practical use and become aware of the fact of its insufficiency. An informed official's knowledge of learning awakens cognitive interest and stimulates the search for new knowledge.
Type III - a problematic situation easily arises when there is a difference between a theoretically possible solution and the practical ineffectiveness of this method.
Type IV - a problematic situation arises when there is a conflict between the achieved result of the initial task and the lack of scientific knowledge of theoretical priming (29).
What are the didactic goals of the development of problematic situations in the process? You can refer to the following didactic purposes:
· bring respect to the student's nutrition, work, basic material, destroy his/her private interests and other motives for activity; put him in front of such a strong cognitive twist, the hem of which would activate rozumov’s activity;
· expose before learning the supernaturalness between what has become a new cognitive demand and non-profitability and satisfaction with the help of the intended stock of knowledge, skill, knowledge; help students to know between updated previously acquired knowledge and directly indicate the best way out of a difficult situation;
· help the teacher identify the main problem in cognitive tasks, nutrition, and outline a plan for finding a way out of the difficulty; Sponucate learning to active sound activity;
There are over 20 classifications of problem situations. The greatest stagnation in practice was the classification of M.I. Pakhmutov (46).
It means a number of methods for resolving problematic situations, for example:
1. When studying the facts from everyday life, facts that require theoretical explanation;
2. When organizing practical work in schools;
3. When studying before analyzing vital signs, it is possible to come to grips with numerous vital manifestations;
4. When forming hypotheses;
5. When the studies are completed, they are arranged and set;
6. When studying before the first formalization of new ones
7. During pre-Slednytsia missions.
Based on the analysis of psychological and pedagogical research, one can come to an unpretentious conclusion that the problem situation is obvious and unclearly understood by the subject of the difficulty, the paths to extract new knowledge, new methods of processes (46 ).
It is a problem to begin to vikorist as the destructive power of initial knowledge. In a problematic situation, learn to put yourself in front of the wipes, which trigger the camp of cognitive torsion and the need for an independent search for a way out of these wipes.
The main ways to manage a student’s emotions are investment methods to prevent the creation of a problematic situation. The main methods of cognitive activity of students are their independent work of a creative nature, prompted by the resolution of problems, mastery, motivated by enthusiasm and emotion.
VISNOVKI ON OTHER TYPES
It’s not too early to talk about the problem of activating the process of initiation. But, undoubtedly, it is necessary to protect the age-old peculiarities of the younger classes. Children of the younger school age have low advantages over the children of the older age. As it was meant above all, problematic learning conveys creative (and sometimes not creative) thinking. Therefore, creative energy is much easier to develop in a young student, than in an adult, which we cannot at all understand in the light of old stereotypes. The child’s self-esteem, therefore, is characterized by high levels of sophistication, internal freedom, and the absence of complex stereotypes. These are great advantages for the child, which may arise from problematic learning in early classes.
PRISONER
To enhance the process, it is important for readers to activate the initial cognitive activity of students. The essence of activating the learning of a young student lies in such an organization of initial activities, in which the student acquires the basic skills to acquire knowledge and, on the basis of this, begins to independently “gain knowledge.” The development of this pedagogical problem has been thoroughly elucidated by the theory of pedagogy and psychology. Nutrition about the role of the problem situation has become considered by psychologists in connection with the ongoing activation of cognitive-mental activity of students. culpability of the problematic situation and awareness of the possible skin problems. Preparing the student before a problematic lesson is determined by taking the time to study the problem presented by the teacher, formulate it, find solutions and use effective methods. Following the analysis of psychological and pedagogical investigations, one can come to an easy conclusion that the problem situation is difficult, new knowledge and action. The main elements of a problem situation are nutrition, food, nutrition, food. Nutrition is of paramount importance, because it stimulates and directly stimulates the mental activity of students. Learning is an important fact of increasing the cognitive activity of students. The purpose is to serve as a tool for “spilling” the hidden “bowl” in place of new abstract understandings and facilitating the formation of scientific understandings. Humanity is steadily developing, the flow of information is steadily increasing, and the terms and interpretations in school are becoming unnecessary. Priority is given to the acquired knowledge. In this case, other less important facts serve either as a shadow of the development of this scientific field, or at all not to be taken seriously. We ourselves are working on the coordination of the most important things to understand, their systematization, which allows us to understand not only the facts, but also the whole picture of the phenomenon. Reliance on the motivational sphere makes it possible to maintain respect for the process of learning, developing both the intellectual and special abilities of students. Please note that the traditional forms are not optimal.
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Enter
2.1 Educational activities of young students
Visnovok
Enter
Today's socio-economic minds lead to cruelty until enlightenment. The school plays a vital role in the formation and development of the active characteristics of students. The development of cognitive activity in this sense is missing one of the pressing problems of a primary school teacher.
Bagato is in the right way to be injected, the rosvita of the pynabli-to-go-aimed formwell of the creative specialist Scientific (K.A. Abulkhanov-Slavska, G.S. Altshuller, I. Andreyv, A.M. Luke, Sh.A. Amonashvil, Ya. A. A. Ponomarev, A. M. Matyushkin and in.). The basis for the successful development of cognitive activity lies in creativity as a teacher and learner.
Today, the pedagogical science has little research on the educational cognitive activity of young students. The problem of creativity, creative activity as a special development of cognitive activity of young students, in our opinion, has not been sufficiently addressed. The breakdown of this problem is methodour investigation.
Objectresearch: a complete pedagogical process in the primary school
Itemresearch: development of cognitive activity of young schoolchildren in the initial process
Research hypothesis: since the initial process in the elementary school is to construct directness to creativity and creative activity, then additional minds are created for the development of cognitive activity of young students.
Zavdannya investigation:
Analyze specialized literature on the problem of creativity and the development of cognitive activity
Reveal the essence of creativity and its role in the development of cognitive activity of students
Conduct a pedagogical experiment and use the results to develop methodological recommendations for the development of cognitive activity
NoveltyThe investigation lies in grounded creativity as a high stage of cognitive activity.
Theoretical significanceThis work is based on a comprehensive systematization of data about the infusion of creativity into the development of cognitive activity of young students.
Practical significance: development of methodological recommendations for the development of cognitive activities
Methodological basis: theory of specialness, theory of activity, theory of a holistic pedagogical process, works by L.S. Vigotsky, N.F. Talizina, G.I. Shchukina, D.B. Elkonina and in.
Investigation methods: testing, questionnaire, experiment, conversations, analysis of activity products, analysis of theoretical research and school documentation.
Tracking base: Uritsk secondary school in Sarikil district.
cognitive activity creativity schoolchildren
1. Psychological and pedagogical approaches to the development of cognitive activity of a young student
1.1 Analysis of psychological and pedagogical literature regarding the problem of development of cognitive activity
In documents that encourage the development of cognitive creative activity in the Republic of Kazakhstan, it is considered one of the most important tasks for the emerging and growing generation. .
An analysis of psychological and pedagogical literature has shown that the hidden theory of cognitive activity is widely dissected. The problem of developing cognitive activity has been broken down by Sh.A. Amonashvili, N.F. Talizina, G.I. Shchukina and in.
Cognitive activity is the product and change of mind of social awareness. People do not bring ready-made forms of behavior into the world, they do not have an innate logical mind, ready-made knowledge about the world, mathematical and musical talents. This development does not take place through the path of raking the throat in the middle of ready-made, laying down the decline of richness, but through the path of appropriating (“appropriating”) the knowledge accumulated by the previous generations (A.N. Leontyev, N.F. Talizina). Moreover, the main role in this process is played by the teacher, whose main function lies in passing on the knowledge of those who came before to the new generation.
The activity of the student in the beginning of the process is significant, in whom the objective material light is created and he plays an active transformative role as a subject of this activity. The subject of the student’s cognitive activity is in the process of starting an activity, consecrating it to achieve the desired result of the activity, which is followed by one or another motive. The most important aspects of this activity include independence, which can be reflected in self-criticism; cognitive activity, which is manifested in interests, priorities and needs; readiness to cope with difficult tasks is associated with the manifestation of perseverance and willpower; efficiency, which conveys the correct understanding of the initial tasks, the selection of the necessary input and the pace of their progress.
Sh.A. Amonashvili analyzed the problem of cognitive activity and cognitive interest in the newly formed six. Interest is intensely fueled by the young student’s vitality: a careless turn to the method, the one-sidedness of the method can spoil an interest that is even more tendentious. A group of Georgian descendants under the wire of Sh.A. Amazingly developed psychological and pedagogical foundations, laid in the experiment with the development of six-wheels, accumulated methods of stimulating the cognitive activity of children (intentional "pardons" of the teacher, a task of respect, guessing of kazaks , assignment to level... Today, the problem of acquiring new knowledge is increasingly broader than the activity of students, which allows creatively working readers and students to successfully formulate and develop the creativity of students, rich features, and develop an active approach to life.. The basis of cognitive activity is cognitive interest.
Cognitive interest is the selective directness of particularity on objects and phenomena of excessive activity. This directness is characterized by constant efforts to knowledge, to new, advanced and profound knowledge. Systematically developing and developing cognitive interest becomes the basis for a positive attitude towards achievement. Cognitive interest positively infuses the process and result of activity, and in the process of mental processes - thoughts, thoughts, memories, respects, which, under the influx of cognitive interest, develop special activity and directness. Learning interest is one of the most important motives for the education of schoolchildren. With the influx of cognitive interest, as the followers respect, the initial work of weak students is more productive. Cognitive interest, with proper pedagogical organization of student activity and systematic and purposeful educational activity, can become a persistent influence on the student’s peculiarities and cause a strong influx on Yogo rozvitok.
Knowledge interest stands as a strong interest in learning. If the child is engaged in the practice, she gives the teacher a lot of turbos and tricks, if the children are engaged in bathing, then on the right things will be completely different. Activating the cognitive activity of learning without developing its cognitive interest is both important and impossible. Why, in the process of learning, it is necessary to systematically awaken, develop and appreciate the cognitive interest of students as an important motive for learning, and as a persistence of specialization, and as an effort to achieve learning, advance it yakosti.
As if any cognitive activity is directed not only to the process of learning, but also to the result, but it is always connected with the efforts to achieve the goal, with its implementation, with difficulties, with volitional tension and strength m. Thus, in the process of cognitive activity, all important features interact with each other.
Different children develop differently and reach different levels of development. From the very beginning, from the moment of birth, the child is not given either the stage through which it can pass, or the path through which it can reach. Child development is a special process - a process that is determined not from below, but from above, that is, the form of practical and theoretical activity that underlies the development of marriage at this level. As he said, he sings: “No matter the people, Shakespeare is already counting on us.” This one has all the peculiarity of a child’s development. Its final form is not given, not given. The process of development, in addition to the ontogenetic one, does not depend on the finished image. Human development follows the sign that emerges from marriage.
Creativity is a great mental function and it challenges reality. With the help of additional meanings, there is a clear exit between the captured material. With the help of creative possibilities, an image is formed without waking up or not waking up at the moment of the object. In preschool age, the foundations of a child’s creative activity are laid, which manifest themselves in the development of the concept to the idea and its implementation in a clever combination of their knowledge and phenomena, in the broad transfer of their perceived iv.
At this time, there are many approaches to the meaning of creativity, as well as to understand these meanings: creativity, non-standard thinking, productive thinking, creative act, creative activity, creativity and others ( V.M. Bekhterev, N.A. Vetlugina, V N. Druzhinin, Ya. A. Ponomarev, A. Rebera and in).
The psychological aspects of creativity are widely represented, in which mental activity takes part (Y.A. Ponomarev, S.L. Rubinshtein, etc.) and creativity is the result of mental activity, which will provide new illumination (image) to the rich scientific practices, in various types of activity (O.V. Brushlinsky, L.S. Vigotsky, O.M. Dyachenko). “Realism” is one of the most hidden psychological things to understand. In ancient psychology, many authors have given him inflamed meanings.
The more the work is blamed for the people, the more successful the activity will be, the one who pays for it, and the process of activity and the activity itself will be subjectively easier, less initial or robotic. and in this sphere, in which there is no value. The problem arises: what kind of mental reality is this? One indication on behavioral and subjective manifestations (and indicated by B.M. Teplov, power, behavior) is not enough.
The value of creative activities looks like this. V.M. Druzhinin signifies creativity as the individual characteristics of a person, which signify the success of his creative activity of various kinds.
Creativity is a fusion of rich elements. And the knowledge about the components of a person’s creative potential is being deprived of all recognition, although a number of hypotheses about this problem are now emerging. Many psychologists link ideas to creative activity, first of all, to the peculiarities of the mind. Zokrema, famous American psychologist Gilford, who dealt with the problems of human intelligence, found that creative people have the so-called divergent mind. Abilities are formed in the process of interaction between people, which is influenced by these and other natural qualities and light. The results of human activity, which are consolidated and consolidated, are included as “future material” in everyday life. These continue to create a fusion of the natural resources of people and the results of their activities. A person's real achievements are laid down as a result of it, in these and other objects generated by it, and in the other itself.
The virtues of a person are a matter of evolution, and they are not forged without their participation. A person’s strengths are determined by the range of abilities to master new knowledge and their development to the creative development that the acquired knowledge reveals. The development of any potentiality occurs in a spiral: the realization of possibilities, which represent the reality of this level, opens up new possibilities for the development of the potentialities of the next level. The significance is most significant in the ability to vikorize knowledge as a method, the results of advanced work of thought - as a method of its active development.
Anything in the process of development goes through a number of stages, and in order for the activity to rise in its development to a higher level, it is necessary that it must already be completed at the forefront. For the development of potentialities, there is a basic foundation from the very beginning, so that the makings can be laid down. The main point is the development of different abilities and the functional specificity of different modalities of sensitivity. Thus, on the basis of foreign auditory sensitivity, in the process of listening to a person with other people who work together with the help of a language, a person develops a mental, phonetic hearing, determined by the phonemic mode of the native language.
The essential role of the formation of vocabulary before the mastery of language is played by the generalization (and differentiation) of phonetic words. No less important is the generalization of grammatical sentences; The essential component of the originality before the mastery of language is the originality before the generalization of the words that underlie the vocabulary and word changes.
For those who are easily and smoothly, until the age of 10, on the basis of small samples, generalization of the words that underlie the vocabulary and word changes is observed, and as a result - the transfer of these terms to other types. . Generalization of these and other data, of course, transmits the final analysis.
Giftedness- it is more systemic that the mentality of the psyche develops over the course of life, which means the possibility of a person achieving great (unexpected, insignificant) results in one or many types of activities against other people.
Giftedness- It is clear that there is a clear increase in features that will ensure the success of our business. The greater number of functions that make up the structure of the song allows one to compensate for the lack of other functions with the help of the important development of others.
hidden values or hidden moments of specialties, What is meant by the breadth of a person’s capabilities, the zeal and conscientiousness of his activities; - the totality of inclinations, natural data, characteristics of the stage of diversity and originality of natural changes in potentialities;
talent, the visibility of the inner minds of those within the reach of activity.
The obvious reality of cognitive activity cannot be said about the important role of motivation, since positive motivation always lies at the basis of successful activity. From the beginning, the position itself is learned, the duty to take a new position in the marriage is an important motive, which means readiness, the duty to learn. However, such a motive does not retain its power for long. It’s a pity that you have to be careful that the joy of the first day is extinguished in another class, and you have to go through the cob pull until the beginning. Because we don’t want the child to become burdened with school from the very beginning, we are to blame for the awakening of such motives for learning, as if they lay not in a pose, but in the process of learning itself. Otherwise, it seems, the point is that the child begins to understand what she wants to learn, so that she feels contentment, even though she is very satisfied.
Interest, which is complex and even more significant for people in the world, can be interpreted without meaning in its psychological meanings, and is perceived as: the chosen directness of respect for people (N.F. Dobrin, T. Ribot); showing his mental and emotional activity (S.L. Rubinshtein); activator of different senses (D. Freier); more active emotional-cognitive approach to people before the world (N.G. Morozova); specific placement of particularity to the object, inclination to the knowledge of its everyday significance and emotional appeal (A.G. Kovalov). The subject of cognitive activity is the most important power of people: learning about the greater world is not only through biological and social orientation in reality, but also in the present situation of people up to the present day. tu - to penetrate into its diversity, to depict the daily aspects of information, causal-hereditary connections, patterns , super-characteristic. On the very basis - the knowledge of the objective world and the development of scientific truths - light-consciousness, light-gazing, light-sensitivity are formed, the active, proactive nature of which is of cognitive interest.
Therefore, cognitive activity, activating all the mental processes of a person, the high development of its spontaneity is driven by the peculiarity to the constant search for the transformation of reality in the appearance of activity (change, complexity of goals, seen not at the subject center of relevant and significant aspects of implementation, the discovery of other necessary methods, introduced before them creative on the cob). The particularity of cognitive interest is to enrich and activate the process not only of cognitive activity, but of any human activity, since the cognitive germ is in the skin of them.
For all people, vikoryst objects, materials, tools, methods will require knowledge of their powers, learning the scientific foundations of daily production, understanding rationalization processes, knowledge of technology, etc. ї virobnitstva. Regardless of any type of human activity, there is a cognitive cob, sound creative processes that harmonize the transformational activity. Whether a person's activity is inspired by a cognitive interest, it is more effective to work with great passion.
PI -digital INNERES - NIVAZHILIVISHA OSH the SPIRITISTISTIS, ShO stern in the process of Zhitttieyalnosti people, form in the social units of the mind, I am not є izhmanno, the authorities of the people's people. Cognitive interest – integral awareness of specialness. As a hidden phenomenon, I am interested in the complex structure that is formed between mental processes (intellectual, emotional, regulatory), and the objective and subjective relationship between a person and the world. Interest is formed and developed in activity, and is infused not by the components of activity, but by its objective-subjective essence (character, process, result).
Interest is an “alloy” of rich mental processes that create a special tone of activity, a special state of specialness (the joy of the process of learning, the desire to become immersed in the knowledge of the subject, to quote, to know Serenity, experiences of failures and willful aspirations to their end). It is important to re-evaluate the importance of cognitive interest in life and specific features. Interest stands as the most energetic activator, stimulator of activity, real objective, initial, creative action and vitality.
The activity of a student is connected with the exchange and wealth of wealth. Shchukina G.I. I hear in my work that the nature of the activities of students is changing from viconic, active-viconic, active-independent to creative-independent. A change in the nature of the activity is strongly reflected in a change in the position of the student. An active position is characterized by the hanging of its suzhens. The teacher plays a great role in the formation and development of the cognitive activity of a young student.
Teachers, to the thought of G.I. Shchukina. in the pedagogical process of objective possibility, the development of cognitive interests is to be disrupted and steadily encouraged in children to become actively preoccupied with unnecessary things, moral, aesthetic, scientific values. sty.
Remember, the necessary virions of cognitive tasks were theoretically taken away from the name of cognitive skills. It is important that they be divided with equal precision into specific areas that reflect the specifics of each initial subject and are revealed by acquiring specific knowledge, formalized or intellectual, that will ensure interruption g cognitive activity of all primary disciplines through those whose characteristic feature is the independence of the structure of their minds. whoever is assigned the task of Rozum.
Talent- The high level of human ability to singing activity. This is the appreciation of opportunities that give people the ability to successfully, independently and originally achieve a unique and complex work activity.
This is the totality of such features that allow us to extract a product of activity that is distinguished by novelty, a high level of thoroughness and significant significance. A child may already show the first signs of talent in the fields of music, mathematics, linguistics, technology, sports, etc. At the same time, talent may appear later. The formation and development of talent lies in a significant way in the historical-historical minds of human life and activity. Talentcan be found in all spheres of human activity: in pedagogical activity, in science, technology, in various types of production. For the development of talent, prudence and perseverance are of great importance. Talented people are characterized by the need to engage in a different type of activity, which sometimes manifests itself as an addiction to complete action.
The recognition of talents, which are the basis of talent, can be special and more powerful than the individual. About the manifestation of talent following the work of the results of activity, which may be seen as a fundamental novelty, originality of the approach. I will require the talent of a person to direct creativity.
The most advanced skills of independent cognitive work include: working with a book, being careful, putting together a plan before mastering which studies come through mastering substantive and procedural mental actions. Before further knowledge, you can more often be aware of: analyze and synthesize, compare, identify, identify, identify, classify and identify cause-inheritance 'tongues.
P.Ya. Galperin, N.F. Talizin is called for cognitive purposes as rozumovymi actions. Kabanova, V.M. Reshetniks are called their techniques of mental activity. D.M. Epiphany. ON THE. Menchynska – with intellectual thoughts. Regardless of the different formulations, in essence the stench is similar.
This is done by transferring energy and operation using conventional methods of action to cover a wide range of factors and manifestations. The formation of the initial minds is an essential part of the development of creative activity.
Speaking about the peculiarities of the cognitive activity of a young schoolchild, today (N.S. Gorchinska, N.F. Talizina, G.I. Shchukina) see the following:
The subject of cognitive activity is the scientist, and at the center of this is its peculiarity: its knowledge, placed to the utmost light, until the very process of learning
-Since the beginning of the student is transferred to the program, the process of learning can proceed in different ways, with different levels of activity and independence of the student.
the cognitive activity of a young student can be worn
Vikonavsky, active-Vikonavsky, creative-independent character.
Didactics indicate the functional significance of cognitive activity such as the acquisition of knowledge, memories, skills, mastery of learning, identification of potential abilities, development of sound and creative activity.
The initial process has endless potential for the development of creative activity because the development of cognitive activity itself is actively pursued.
Researchers have identified such elements of creativity in cognitive activity as the search for the causes of problems and their elimination (P.N. Adrianov), the assignment of activity, planning, critical analysis (R.N. Nizamov), independent solving problems, planning actions, finding ways and methods robots (I.Ya. Lerner, M.M. Skatkin).
In this way, the young student gradually develops cognitive activity - from reproductive to partial-sounding, and for the purpose of direct organization of learning - creative.
For the successful development of cognitive and creative activity, it is necessary to know the peculiarities of the development of cognitive processes in elementary school classes, such as intelligence, memory, thinking, respect, and awareness. The very development of these mental processes will be ensured by the successful rejuvenation of initial cognitive activity (M.R. Lviv, S.L. Lisenkova, M.I. Makhmutov and others). It is important for a young student to have a fleeting character. Learn to rub shoulders with your friends so that it is impossible to independently analyze an object or a phenomenon.
The identity of a young student is revealed to us before the peculiarities of the subject itself. That’s why children mark objects not as smut, but because the weariness of other objects is clearly visible.
The process of recognition is often interspersed with the recognition and subsequent naming of the object.
Fully acquired knowledge transmits the formation of such cognitive actions as the development of specific techniques characteristic of this and other areas of knowledge. The uniqueness of these techniques is that their formation and development is possible only with respect to the subject material. Thus, it is not possible, for example, to formulate methods of mathematical thought without mathematical knowledge; It is not possible to formulate linguistic ideas without working with local material. Without the development of specific processes, which are inherent in this knowledge, it is impossible to find out the formations and vicissitudes and logical methods. Of course, most of the methods of logical thinking are associated with the establishment of the presence of necessary and sufficient powers in objects and manifestations. The protec- tion of these powers in different subject areas is supported by the use of different techniques, different methods, etc. What is important is the stagnation of already specific methods of work: in mathematics they are the same, in science they are different. With the help of cognitive activity, it is impossible to know the transfer of any other subject. So, for example, a person who miraculously uses specific methods of thinking in the field of mathematics may not be able to get in touch with historical knowledge, and yet. If about a person with a technical mind, this means that she has mastered the basic system of specific techniques of mental activity in this country, however, specific types of cognitive activity can often be misunderstood at the bottom of objects.
Step by step, the process of beginning treatment recognizes the underlying changes. Learn to master the technique of detection, begin to wonder and hear, see the head, the situation, learn about the details of the subject. In this way, the process becomes dismembered and transforms into a process of straightening, cutting, and process.
Changes are obtained from memory processes. The memory of the first-grader is incomplete. So, for example, he often does not remember the truth back home, but easily and quickly remembers the truth, especially those who hit him. The emotional officer plays a significant role in the memory of the young student.
As psychologists say (Petrovsky, Tsukerman, Elkonin, etc.), until the third grade, more memorization becomes more productive, and less memorization becomes more meaningful.
At the age of preschool, young schoolchildren often develop scientifically similar and logical methods of thinking, which is associated with an expanded stock of knowledge and methods of processing them.
However, in the initial process, it is not so much this knowledge that is important, but rather their intelligence, the intelligence of the child, and the knowledge of the inner plane, the mind.
The young school age is the most sensitive to the development of scientifically shaped forms of thought, which play an important role in any creative activity of a person, in the thoroughness of creative abilities. The peculiarity of the creative mind of schoolchildren and those who are not critically placed before their product, their idea is not at all straightforward and is therefore subjective.
The development of the mind comes from the peculiarities of respect. The most important type of respect for a young student to learn is the fleeting, physiological basis of which is the orientation reflex. The reaction to everything new, bright, and unexpectedly is strong among women. The child cannot yet show her respect and often appears among the owners of external enemies. For the sake of respect, scientists do not mark the head, the core. This is explained by the peculiarities of this world. The scientific-figurative nature of the mind's activity leads to the fact that the students pay all their attention to the objects that catch their eye, or their signs.
The respect of a young student is undermined by instability and easy stress. The instability of respect is illustrated by the fact that a young student prioritizes wakefulness over galm baths. Likewise, young students cannot easily transfer their respect from one object to another.
A great influx of respect comes from the interests and needs of students, and is closely related to the emotions and feelings of children. All those who cry out to them with strong emotions, those who crave children, as if by themselves they command respect.
Scientists are especially important in the process of creative activity, the fragments here are angry together with the mind, seemingly that will.
In the development of creativity, activity plays a great role in reality. Having spoken about this L.S. Vigotsky "Yava and creativity in women." The main direction in the development of a child's brain is the transition to an increasingly correct and continuous development of activity on the basis of basic knowledge and the development of the mind. A characteristic feature of a young student is his reliance on specific subjects. So, the children play games, domestic speech, etc. without which it is difficult for them to create something new. So, when a child reads a story, it focuses on the picture, on a specific image. Without whom the doctrine cannot be determined and this situation cannot be created.
In this case, we are right with a creative process based on intuition, independent mental learning. What is important here is the psychological mechanism of activity itself, in which unconventional, non-standard tasks are formed.
1.2. Essential characteristic of creativity. Creativity as the highest stage of cognitive activity
The term “creativity” indicates the activity of particularity and the creation of its value, which, from the facts of their personal share, become facts of culture. As alien to the life of the subject, his thoughts and thoughts and values, it is also inappropriate to explain in the categories of psychology as a miraculous nature. The Girskaya Peak is built to breathe in the creation of a painting, and eat a lot of geological work. But in all cases, being created, their creations no longer become a subject of psychology, not the very top. Scientific-psychological analysis reveals that it is completely different: the ways of communication, actions, motives, interpersonal connections and the structure of the particularities of those who create them in the ways of science or in the concepts of the Earth sciences . The effect of these actions and connections is reflected in artistic and scientific works, now considered to be a sphere independent of the psychic organization of the subject. Creativity means the creation of something new, which can be considered in respect of both the transformation of information and the behavior of the subject, as well as the products generated by them, which are alienated from the new. Such terms as evidence and behavior rightly indicate a legitimate part of psychology in interdisciplinary synthesis. But behind these terms there are no eternal archetypes of knowledge. Their categorical place changes from era to era. The crisis of mechanodeterminism led, as it was meant, to a new style of thinking in psychology. Mental processes have begun to be seen from the looks of the subject's search for a way out of the situation, which has become problematic through the combination of his ready-made information and will therefore require reconstruction of this information. Bonus for the exchange of powerful intellectual zusil. As a main line, connected with the unraveling of the problems of creativity, came the development of productive thinking processes as the solving of tasks (puzzles).
On this path of collection from the hours of E. Claparède, K. Duncker and O. Saltison there is a great and powerful array of data. Radyansky psychology has developed low approaches, the hidden combination of which is presented in the work, apparently: the search for the unknown behind an additional mechanism of analysis through synthesis, the search for the unknown behind an additional mechanism in the interaction of logical and intuitive actively starting, searching for something unknown behind the help of an associative mechanism, searching for something unknown behind the help of heuristic techniques and methods. The robot, which is known directly from these people, has gained a wealth of knowledge about the subject’s rozoum operations in the face of a growing number of non-trivial, non-standard tasks.
Prote, as the well-known Yugoslav scholar Mirko Grmek rightly points out, “experimental analysis of the most serious problems has reached its roots through certain elementary processes of purification, but it is still impossible to draw from a new song And, brown flowers, which stand for artistic and scientific creativity. sometimes and even down to simple problems: that is why there are no real minds of scientific research. The greatest adequate measure of creativity is given, in our opinion, by S. L. Rubinstein, because of the kind of creativity - the activity that “creates” the axis is new, original, and besides enter not only into the history of the development of the creator himself, but also into the history of the development of science, mysticism, etc. ". Criticism, which is based on the efforts of the creativity of nature, creatures, is also unproductive, since it violates the principle of cultural-historical determinism national creativity.
The identification of creativity with development (as the birth of new things) does not help us explain the factors behind the mechanisms of creativity as the birth of new cultural values. It can be assumed that the elements of the creative activity of a young student will be associated with cognitive elements, which may have their own particularity. For example, the meta will not be specific and binding, but the result will always be the individuality of the author. In addition, due to overinsurance, the mother’s creative nature may be to blame. The educational activity of a young student also has its own peculiarities: firstly, the school regime creates peculiarities for children, otherwise, the nature of the relationship with the teacher, with classmates significantly changes, and thirdly, the dynamics change. This stereotype of satisfaction or dissatisfaction with one’s cognitive activity in a child is weak The field of his intellectual activity and independence is even more vulnerable. Cognitive activity is accompanied by joy and misunderstanding, understanding and nonsense, respect and disrespect.
The activity of a young student is recognized as his own creativity, which has a low level of particularity, which is explained by the age-old psychological features of development. P.B. Blonsky noted the main tasks of children's creativity: a child's guessing is tedious, and the child's guessing is not critical; The child is a slave to her poor imagination. The main factor that determines the creativity of a child’s mind is its truth: creative activity is clearly dependent on the wealth and diversity of a person’s past life.
Why is it more varied and more thorough? and the skills of the students, this is the richness of their imagination, the reality of their thoughts.
Thus, the development of cognitive processes is a necessary resource for the development of creative activity.
The nutritional care of gifted children largely depends on the teachers: teachers, child psychologists. The stench is constantly looming, directing Father’s smell.
The fragments of gifted children reveal a higher level of intellectual development, from which arises the difficulties associated with their special needs of gifted children: these stench can be more and more deeply absorbed by their mothers. al, at least most of their yearlings; They will also require other investment methods.
One of the ways to increase these problems can be aggravated and accelerated.
In the minds of the primary school, forms of early entry of children to the first class and further “reclassification” through classes are rapidly emerging.
Acceleration is both positive and negative. On the one hand, the gifted child receives attention adequate to its needs and avoids the tiresome tedium of extensive stretching on the material, which is necessary for the less guilty one-year-olds. On the other hand, however, there is great importance and social situation, which does not correspond to the age, but appears to be extremely important for an early adult child.
Another method of encouraging the development of gifted children - wealth - most often in our country is to take the form of additional education from various groups (from mathematics, physics, modeling, etc.), sections, schools of special disciplines (music, children's bath too) . These jackets offer the possibility of an individual approach to the child and work on a foldable level that does not allow for dullness. In this way, sufficient motivation and good spirits are created for the progress of the gifted child. The problem here lies in the fact that the child who leads the group (or groups) continues to deal with dark-illuminated objects according to the same pattern, which does not correspond to the peculiarities of her intelligence.
Another way is special schools for gifted children: lyceums, gymnasiums. These days, these types of initial mortgages are becoming very popular.
Well, that’s a good problem, especially since the effectiveness of such installations is based on a number of scientific principles.
Know the growing point. For successful work with a gifted child, the school of goiters must know their strengths and the ability to demonstrate them, to savor success and trust in their ability. Only then will interest arise, motivation will develop, which is necessary for mental success.
Identification of individual characteristics. Giftedness lies on the surface, and may be invisible to the “untrained eye.”
Lessons on an individual basis. The method of supporting the child at these points of growth conveys the possibility of individual fluidity from different disciplines. The child owes her mother the ability to take up mathematics, native or foreign. not with your peers, but with those children with whom you know and know each other.
Minimum dimensions of initial groups. It is important that study groups do not over-represent 10 individuals. Only in this case can you achieve a truly individual approach and ensure an individual schedule for students.
Special assistance. The mind of successful pedagogy is gifted with the provision of assistance for these disorders. Assistance is provided through individual sessions with specialists and special assistance in sessions.
Vykhovannaya leader's yaks. Creative activity is characterized by being independent, not caring about others, choosing the sphere of one’s activity and rushing forward. .
Starter programs that open up space for creativity. Programs for gifted children can open up opportunities for independent work and the consideration of complex problems.
The organization is to occupy the “free class” position. This type of study, which is permissible when the size of the initial groups is small, conveys the possibility of moving students from class to class within an hour, to educate groups occupied with different foods, and a good choice for children.
Teacher style of deep creativity with students. A teacher with gifted children is obliged to work not so much to convey the totality of knowledge to the singer, but to help the students to work on independent learning and creativity. This approach to tying means that the reader does not establish unambiguous assessments of correctness, indicating the correct type. The scientists themselves compare one by one and evaluate the different possibilities of the results.
Selection of teachers. The selection of teachers is responsible for relying not only on their competence, but also on finding an approach to the students. Also, the selection of readers may be based on the candidate’s particular creativity and brightness.
Working with dads. Fathers should be given non-trivial information about their children, their strengths and weaknesses and prospects for development.
Formation of correct interactions between students. The attitude towards leadership and smugness is not responsible for turning into aggressive forms of behavior among students. The most important taboo is imposed on any kind of physical verbal aggression.
Individual psychological assistance. The most rational organization of the initial process cannot exclude the occurrence of special problems among gifted students. For this condition, they may need help from a professional psychologist.
It doesn’t matter that the principles laid down create your own maximum program, it’s not easy to work in a regular relationship. However, the evidence of their stagnation shows their great effect that is developing. Positive results can be achieved through the partial implementation of these principles.
In due time L.S. Vigotsky asserted that human activity can be influenced by the creative nature of the plasticity of the nervous system. Vigotsky saw two types of activity: creative and reproductive, productive and creative. Creative activity is as independent as possible. An analysis of the literature on the problem of creativity in primary school has shown that creative activity includes reproductive and creative equals and is viewed in two aspects: how the activity creates a new result and how the process achieves the result
It is important to note the importance of reproductive activity in the development of a young student. From this drive, Sh. Amonashvili wrote: “the central point for young schoolchildren in education is the ability to rise to the occasion of greater intellectual strength, the ability to transition from what the child is in, to what is not in Yes, for additional help."
The foundation for the development of creative activity of a young student is knowledge. Creativity, as teachers (S.A. Amonashvili, A.K. Dusavitsky, I.P. Volkov, O.M. Ilyin) mean, cannot go beyond the knowledge that students have. Creativity in elementary school students must be built step by step, building on obvious knowledge, intelligence, and skills.
Thus, the development of the creative activity of a young student is difficult, since the child does not successfully cope with reproduction.
Reproductive activity is at the heart of a young student’s life. Learn from the beginning, perform actions under the supervision of the reader. This inheritance is manifested in the copying of the received material, for example, when paraphrasing the text, the child cannot complete the reading verbatim.
However, successful development of reproductive activity does not guarantee creative development. You can know a lot of baggage, but you can show it in your creative minds. Therefore, if we want reproductive activity to be less creative in nature, it is necessary to educate students in ways of creative activity. Navchannya stands here like a conscientious official.
The acquired knowledge of a young student is most productively acquired in the process of collective learning activity, which stimulates the development of independent, follow-up, creative activity.
Comprehensive cognitive activity under the supervision of the reader allows you to develop complex cognitive tasks and identify creative features (Sh. Amonashvili, Bondarenko N. A.).
The young student in the process of learning is involved in various types of activities. The following types of activity of a young student are recognized: learning, design, sculpting, play, artistic activity, and community activity. The skin from these types of activities has potential opportunities for the development of the creative bud, as a result of direct transformation and self-expression. For example, students begin to develop a plot, using their imagination to connect a number of phenomena to a single situation. In this way, the process of painting is a kind of creativity.
One of the ways molding reveals creativity is through computer games. Computer technologies offer great potential for developing the creative activity of children. The main factors are: saving initial time, expanding the sphere of independent, creative activity, variability of types of initial activity (V.V. Monakhov)
In the course of creative activity, the child learns to create, represent, and construct. Young schoolchildren want to paint and sculpt. The little ones of a young schoolchild, compared with the little ones of a preschooler, are careful not to convey a portrait-like resemblance, roc. The power will significantly increase to the level of a big-haired little guy. A great way to activate collective creativity is through collective creative activity.
The value for the development of creative activity is evident in what young students experience in the course of construction. The best materials that can be used are: sand, clay, fabric, fireplace, etc. So, for the development of creativity, it is important to get children to understand the details as they are directly related, and in most other problems.
Spelling is the main way of interaction with other people.
A child learns the basics of communicative and perceptual skills and expands his knowledge of life. Children begin to express their thoughts about the excess world.
In such a way that the creative activity will be varied (painting, molding, computer graphics, live sputtering, solids, folding clusters, etc.), the greater the evidence of creative activity. ditina.
By demonstrating the creativity of a child in various situations, it will lead to the accumulation of creative activity. It is important to ensure the child’s readiness to solve new problems and creatively transform activities. A specific place for creative activity and the main risks in the future: self-transferred knowledge and understanding of a new situation; more problems in a familiar situation; improvement of the structure of the object and its new functions, independent combination of different methods of activity in new ones; discovery of different methods of the rising problem and alternative evidence, stimulating the principle of a new rising problem (L.S. Vigotsky, I.P. Volkov, O.Yu. Elkina, etc.)
Evidence of the creative activity of a young student is a warehouse part of a special education, which is included in the reflective activity of the creation of a subjectively new valuable product based on established knowledge and skill in non-standard this situation. Signs of a young student's rebellion: demand from life; the possibility of its development in reflective activity, which is necessary for the formation of the image of the “I” of a young student.
The evidence of creative activity begins with the study immediately before the initial activity.
In order to successfully complete the initial activities of students, it is necessary to systematically complete the initial tasks, such as transformation, modeling, control, evaluation. The main function of the initial task is to find a spiritual path. We understand the thoughts of those who know the knowledge given by the reader at the ready-made view, since they are clearly formulated and require creative processing, then the student does not stop the initial activity, rather than acquires empirical knowledge Nya. Then activity is lost on the reproductive level and does not develop in creativity.
N.F. Talizina understands that in order for the young student to become overwhelmed, he is obliged to thoroughly repeat what he has learned throughout his entire period (for example, when he was a teenager learning to write). In order to avoid monotony in the high-volume activity that is created, it is necessary to embrace different types of tasks, including creative ones.
There are 4 levels of productive work in academic classes (Uvarina N.V., Polevina, Vinokurova).
The first line of copying activities of students for a given lesson.
Another level of reproductive activity from the creation of information about the various powers of the object that is involved, about the ways of the highest task, basically does not go beyond the boundaries of the level of memory. Here, the adoption of methods and methods of cognitive activity is already beginning, their transfer to solutions to more complex, or standard, tasks.
The third level of productive activity of independent stagnation of infused knowledge on the highest task, which goes beyond the visible vision. Vine exudes brilliance and time before the singing of rosemary operations.
The fourth level of independent activity from the transferred knowledge, at the hour of completion, is set to a completely new level.
In line with the level of independent productive activity of students, at the highest level, there are 4 types of independent work:
creative, reconstructive-variative, heuristic, creative robots.
Creative robots are necessary for memorizing methods of action in specific situations when formulating a sign to understand the facts and the meaning, most of the simple ones.
Reconstructive-variative robots allow, on the basis of rejected knowledge and hidden ideas, to independently find a way to master the task of a hundred minds, to bring students to an understandable transfer of knowledge in a typical situation, to begin analysis these ideas, manifestations, facts, are formed using the methods of cognitive activity, concealed development of internal motives before knowledge.
Heuristics are formed in the mind and skills of searching for evidence beyond the boundaries of the visible image. The stench demands a constant search for new solutions to the task, systematization of knowledge, transferred to a completely non-standard situation.
Creative work allows students to acquire fundamentally new knowledge and consolidate the skills of independent research. The result of the creativity of the student is revealed in his individual activity, in such products as written above, the original version of the product, the language of letters, virobi, and food products.
For a long time, one could see the varied components that were associated with the implementation of creative activity. So, Talizina N.F. It is important that people are ready for full-fledged creative activity, that there may be excuses for the internal plan, so that only in which case will it be possible to legalize the sum of knowledge. Creativity according to Talizin’s thought is a valuable form of mental activity, independence, and creation in a new way.
In their own way, they signify the creative activity of a young student: as a process, in stages: accumulated knowledge and a skill for mastering a plan and formulating a task; review of the project from different sides, selection of options, implementation of versions, ideas, images, verification of the found options, their selection (Uvarina N.V.); as a productive form of activity, directed towards youth with creative joy, creation and transformation of a new set of objects of spiritual and material culture in the process of cognitive activity, organized in medicine with a teacher; (Terehova G.V.), as the creation of something new in the form of specific procedures; (Lerner) as the creation of an original product, the process of work on which was independently consolidated, acquired knowledge and their transfer, a combination of various methods of activity (I.P. Volkov).
The young school age is a period of polishing, accumulated knowledge, a period of acquiring what is important. A successful student of important life functions is characterized by the characteristic agility of children of this age: trust in obedience to authority, increased amicability, free-will, playfulness. I don’t care why the stench sticks. In young schoolchildren, the skin with significant differences appears as the main positive side, and the uniqueness of this age is not repeated.
Some of the peculiarities of young schoolchildren will soon disappear, and others will change their meaning. Keep track of your different levels of expression in the children of this and other age-old rice. It is clear that the examined features are clearly reflected in the cognitive abilities of children and determine the further course of the cultural development.
High tolerance to excessive infusions, agility to mastery is a very important side of intelligence, which characterizes the intelligent ability of the future.
Giftedness is rich. Psychologists and educators who deal with children's talents, therefore, strive to achieve the current value of talents, which was approved by the US Committee on Education. The essence of this is that the giftedness of a child can be determined by professionally trained people who consider the following parameters: obvious abilities, potential capabilities of achieving high results and already demonstrated achievements in the same year. no or more galuzahs (intellectual strengths, specific abilities before learning, creativity which is more productive than thought, creativity to image-creative and Viconian mysticism, psychomotor flexibility).
Analyzing the points, you can see hidden signs that indicate the majority of authors - productivity and procedurality of creative activity.
We see the creative activity of a young student as a high level of cognitive activity, which will ensure the development of the student’s specialization. Due to the peculiarities of the creative activity of a young student, the teacher needs to select a replacement for the initial material, since the young student is unable to acquire an endless amount of information. All material presented by the teacher may be accessible and directly relevant to the completion of the assigned task.
The specialties of the cob school and those, most subjects are taught by one teacher. Small schools are especially problematic. Therefore, the reader can implement the principle of implementation of interdisciplinary links, including the possibility of different lessons in the development of creative activity of students. For example, in mathematics lessons, when you focus on the top ten, you can emphasize the national component (how different peoples were respected), and encourage students to come up with their own formula.
I.P. Volkov described the implementation of interdisciplinary links in creativity lessons (carpentry on the right, wood carving, appliques). The main task is the selection of nodes for feeding the initial material and their utilization in various types of activities. For example, the application of node nutrition to the law of symmetry begins already in the first class. Various practical activities where it is necessary to show symmetry (painting, molding, marking) have been studied to acquire the basic nutrition
Otje, cognitive activity- it’s not amorphous, but From now on, the system of singing actions and the knowledge of what to enter before them.This means that the cognitive activity of the traces is formed in a strictly precise order, depending on the place of warehouse operations.
When planning to learn new subject material, the teacher needs to identify the logical and specific types of cognitive activities in which knowledge can function. In some cases, these are cognitive activities that have already been acquired by the scientists, but now they will be based on new material, and their boundaries will expand. In other cases, the teacher begins to teach schoolchildren the history of new developments.
1.3 Features of the development of cognitive activity of young students
Peculiarities of initial-cognitive activity: firstly, the school regime creates particularities for children, otherwise, the nature of the relationship significantly changes, a new pattern of behavior appears - teacher, third, change There is a dynamic stereotype of satisfaction or dissatisfaction with one’s cognitive activity in children The field of his intellectual activity and independence is still weakly developed. Cognitive activity is accompanied by joy and misunderstanding, reasonable and unreasonable things, respect and disrespect, third-party treasures
Peculiarities of the teacher's work: teachers, for Shchukina G.I. It is necessary to deprive the pedagogical process of the objective possibility of interests.
Destroy and steadily encourage children to become actively preoccupied with unnecessary things, moral, aesthetic, and scientific values.
Meta-systems of initiation and development: purposefully formulate interests, valuable features that support creative activity and holistic development
Research results Yu.M. Kostenko, confirm the idea that managing the formation of cognitive activity and interests allows for more intensive and optimal development of children
Particularly oriented input plays a great role in this sense.
Having selected the established cognitive values as the main criteria for the development of cognitive interest and activity, we will characterize them. In the meantime, the necessary higher levels of cognitive tasks were theoretically removed from the name of cognitive tasks, and there is no need for comprehensive systematics. It is important that they be divided with equal precision into specific areas that reflect the specifics of each initial subject and are revealed by acquiring specific knowledge, formalized or intellectual, that will ensure interruption g cognitive activity of all primary disciplines through those whose characteristic feature is the independence of the structure of their minds. whoever is assigned the task of Rozum.
The secret activities of independent cognitive work: the time of working with a book, being careful, putting together a plan before mastering which students come through mastering objective and procedural mental actions. We especially focus on obscure knowledge. It is most often necessary to rely on them: to analyze and synthesize, to compare, to see the head, to organize. You can classify and see causal connections. Slide sign P.Ya. Galperin, N.F. Talizin is called for cognitive purposes, rozumovymi actions, O.M. Kabanova, V.M. Reshetniks are called their techniques of mental activity; D.B. Epiphany - intellectual memory. Regardless of the different formulations, in essence the stench is similar. This is done by transferring energy and operation using conventional methods of action to cover a wide range of factors and manifestations. The interest of students who are interested in these cognitive memories does not go deep and is limited by the superficial ones.
The process of child creativity is often seen in three interdependent stages:
The child sets tasks and collects necessary information.
The child sees the mystery from different sides 3. The child brings the work to completion
The hundredth contribution to the vaccination of the food was made in accordance with the process of beginning by I.Ya. Lerner, having seen those procedures of creative activity, the formation of which seems to be the most valuable for beginning. Zokrema, I.Ya. Lerner is dedicated to creativity to make such a modification: We call creativity the process of creation by humans, objectively and subjectively, of clear new things through specific procedures that cannot be transferred beyond further description and regulation. ї systems of operation and action. With such procedural steps and in place of creative activity:
The action of near and far, internal systemic and post-systemic transference, know and understand the new situation.
The emergence of a new problem in a traditional situation.
The structure of the object.
Incorporation of a new function of the object to replace the traditional one.
development of alternatives for current problems 6. combination and transformation of previously existing methods of action for emerging new problems.
Discarding everything familiar and creating a new approach, a way of explanation. The author notes that the effects of the procedural characteristics of creativity are mutually interrelated. Lerner appreciates the particularity of the procedural characteristics of creative activity. Because it is not possible to create the most rigorous schemes of such activity, the fragments cannot be transferred to the types, nature, level of complexity of possible new problems, and many ways of solving problems that have arisen again. However, attempts are still being made to design creative tasks at different levels, with the best possible outcome of all stages of creative activity.
Obviously, for creative activity in the minds of a very important procedural aspect, a clearly new product in principle may be rejected and uncreative, but in procedural creativity it is not. Therefore, it is necessary to begin with this method so that a subjective new way of implementing specific procedures is created.
The stench itself characterizes the development of creativity with scientific, suspenseful and initial knowledge. Further progress in the process of M.I. Makhmutov means that the presence of persistent novelty in the results of creativity does not lead to a radical change in the structure of the creative process involved. The author writes that the stages of the creative process, the patterns that govern it, are revealed in the common world of creativity, such as the evidence of pre-students and children. This strength of creativity is not clearly expressed at various stages of development through participation in the learning of the necessary human culture.
The importance of creativity based on the factors of novelty and the significant significance of its result is based primarily on the approaches of S.L. Rubinshteina and L.S. Vigotsky. Seeing as the main signs of creativity novelty and originality of the result of activity, Rubinstein gave the concept of the very criterion of novelty, its significance in a special and social sense. L.S. Vigotsky clarified the concept of novelty to a product of creativity, saying that such a product must be considered not only by the creation of new objects on the material and spiritual plane, but also by the genius of everyday life. A similar idea is developed and destroyed by Ya.A. Ponomarov states that creativity is external and internal, characterized by both the creation of new products and the creation of internal products. This is the current transformation of Svidomosti and the behavior of the subject. However, many predecessors emphasize that the essential benefits of creativity are novelty and social significance not only in the result, but in the process of creative activity itself. A.T. Zhimelin gives a rich overtone of creativity, which focuses on the development of this phenomenon, its productive and procedural aspects: the creation of something new, the originality of results and methods of activity, combination into activity and elements of various systems, connections between activities and knowledge, setting and solving problematic non-standard tasks from satisfaction with the new needs of marriage, the unity of the spiritual and material.
In a similar vein, from the point of view of creativity as a product and as a process of activity, V.I. describes the signs of creativity. Andreev, seeing the developments: the presence of a cleaning activity, a problematic situation or a creative task, the social and special significance of productive activity, the presence of objective social material changes of mind ov for creativity; the presence of subjective ideas for creativity, special abilities, especially positive motivation, novelty and originality of the process and results of activity.
The presence of one of the listed signs behind Andreev’s words will indicate that there will be no creative activity. Focusing on the idea in our research, as the main sign of creativity, we saw two signs of novelty and originality in the process and the result of the activity.
Following Andreev, we emphasize respect for the importance of productivity of creative activity. It is expected that creativity may coincide with the development of specialness and partnership. Under development we understand evolution. This development is especially relevant for the teaching profession. Because the teacher teaches children. One more sign is visible - the presence of subjective changes of minds of creativity, special powers, rage, straightforwardness of knowledge, intelligence of creative abilities, characterizes creative potential.
Considering the special qualities necessary for successful creative activity, we conducted an analysis of psychological and pedagogical literature, which allowed us to classify these qualities within five main areas features: psychophysiological sphere, cognitive sphere, motivational-valuable sphere, emotional-volitional sphere, komunika.
The manifestation of these qualities indicates the formation of internally special minds for creative work. K. Rogers, as such, sees the openness to the truth, the internal locus of evaluation, which precedes the emotional assessment of the object in a problem situation, is identical to the body’s reaction to external stimuli nicknames, creation until spontaneous manifestation. Maslow characterizes the nature of the creative process as a moment of extinguishment by any right, disintegration in the present state here and now. Further approaches to the characterization of subjective changes of mind of internally special minds of creativity are concretized and deepened in the concept of creative abilities of specialness.
Fully acquired knowledge transmits the formation of such cognitive actions as the development of specific techniques characteristic of this and other areas of knowledge. The uniqueness of these techniques is that their formation and development is possible only with respect to the subject material. Thus, it is not possible, for example, to formulate methods of mathematical thought without mathematical knowledge; It is not possible to formulate linguistic ideas without working with local material.
Without the development of specific processes, which are inherent in this knowledge, it is impossible to find out the formations and vicissitudes and logical methods. Of course, most of the methods of logical thinking are associated with the establishment of the presence of necessary and sufficient powers in objects and manifestations. The protec- tion of these powers in different subject areas is supported by the use of different techniques, different methods, etc. What is important is the stagnation of already specific methods of work: in mathematics they are the same, in science they are different.
With the help of cognitive activity, it is impossible to know the transfer of any other subject. So, for example, a person who miraculously uses specific methods of thinking in the field of mathematics may not be able to get in touch with historical knowledge, and yet. If about a person with a technical mind, this means that she has mastered the basic system of specific techniques of mental activity in this country, however, specific types of cognitive activity can often be misunderstood at the bottom of objects.
You can use the butt to draw out graphic images. Analysis of private types of projection images that are taught in school courses in geometry, armchairs, geography, painting and similar private types of activities, allowing N.F. Talizina and a number of other things can be seen in the approaching invariant change of the reduction from the projection images:
a) installation of the design method;
b) subordination to the method of depicting the basic change behind the brainworks;
c) select a basic configuration;
d) analysis of the original form;
e) images of elements seen as a result of the analysis of the form of the original and that they lie on the same plane, based on the power of the projection;
e) equal to the original and its images.
Any specific method of depicting the projection of designated objects is no longer an option. In view of this, the formation of the induced type of activity on the material geometry will provide students with an independent task for drawing projection images from the chair, geography, and painting. This means that interdisciplinary connections may be implemented along a line of separate and specific types of activity. Before planning work on a skin object, the reader needs to consider in advance the sequence of the initial process of knowing and the specific techniques of cognitive activity.
The school offers great opportunities for the development of various mental techniques. In early childhood classes, it is necessary to learn not only about mathematical and scientific methods, but also about biology and history. In fact, scientists stick to primary classes with both natural and socially significant material. It is therefore important to teach students the methods of analysis that are characteristic of this knowledge. If a scientist simply remembers dozens of natural names and facts, then we still cannot remember the laws of nature. The student is aware of the methods of taking care of natural objects, the methods of their analysis, the establishment of causal-hereditary connections between them, which will be the beginning of the formation of a biological mind. The situation is entirely similar to the situation with marriage-related knowledge: it is necessary not to repeat it, but to use it in order to analyze various social phenomena.
Thus, every time a teacher introduces children to a new subject area, he must think about those specific mental techniques that are characteristic of this topic, and try to formulate them in the students.
Considering that mathematics poses the greatest difficulties for schoolchildren, the report focuses on the methods of mathematical thinking. On the right is that since scientists have not mastered these techniques, then students who have studied the entire course of mathematics do not begin to think mathematically. And this means that mathematics was taught formally, that scientists did not understand its specific features.
So, third-grade students are taught to quickly add up large-valued numbers using a stacker, asking what to write under the rice, what to “mark” on the mountain. Ale ask: “Why do you need to work so hard? It’s possible, more simply: write down under the boundary, and mark what’s written down?” I’ve learned enough to get lost and not know what the truth is. This means that students can perform arithmetic operations successfully, but cannot understand their mathematical sense. Correctly added and understood, they understand the principles that are the basis of the numerical system and the basis of the actions they are based on. In order to vibrate arithmetic operations, it is necessary to first understand the principles of the numerical system of numbers, noting the importance of the value of the number in its place of place value.
It is no less important to learn to understand that a number is a value, that a numerical characteristic is the result of an equalization of a value, what to say, why zrazkom.This means that the same value is a different numerical characteristic when compared with different standards: the larger the standard that we will measure, the smaller the number, and so on. Well, who is the first appointed three to be less than the appointed five. It is only true in this case if the values are measured by one and the same standard ( peace).
It is necessary to teach students how to see the sides in an object, which facilitates good assessment. If someone's respect is not raised, then incorrect concepts about numbers will be formed in children. So, when you show the first grade students your pen and ask: “Children, tell me, how much is it?” - The stinks are screaming, they indicate that there is only one. But this statement is only true if you take it seriously. If we take the value of the handle for the value, the numerical characteristic may be different, depending on the symbol chosen for the value: cm, mm, dm etc.
Advance that the scientists are about to take over: Lifting, folding, lifting can only be done in the same world.As scientists understand, they can be described, so that when added by the stopper, one is recorded under the boundary, and the other is marked above the next discharge: one is deprived of its place, and the lighting from them a dozen are guilty of cooperating with dozens, therefore they are “compassioned” over dozens, etc.
The acquisition of this material will ensure full-time operations with fractions. In this case, scientists can understand why it is necessary to be brought to the final banner: but rather, it is actually brought to the hidden world. In fact, if we add up, let’s say, 1/3 and 1/2, which means that in one case the unit was divided into three parts and one of them was taken, in the other case it was divided into two parts and one of them was taken. Obviously, come here at different times. They cannot be folded. For the folding, it is necessary to bring them to the one world - to the sleeping banner.
Let us know, as scientists understand, that values can vary in different ways, and that their numerical characteristics can be different, then they do not recognize difficulties and in Russia according to the rank order of the number system: as one - up to tens, up to tens - up to hundreds, thousands and i etc. For them, it is only possible to move to the world in greater and greater numbers: they died in singles, and now the world has increased tenfold, so those who were counted as ten are now counted as one ten.
More powerfully, less peacefully, one rank of the numerical system differs from another. In fact, three plus five will be total, but it could also be a hundred, or a thousand, etc. The same i in tens fractions. However, in this case, the world is not increased tenfold, but instead, three plus five are taken away from the whole, and even tens, hundredths, thousandths, etc.
However, once students reveal all the “secrets” of mathematics, they are easy to understand and master. If they don’t develop anything, then scientists will mechanically perform random arithmetic operations, not understanding their essence and, therefore, not developing their own mathematical mind. In such a manner The formation of already basic knowledge may be organized so that it is possible to simultaneously form the myslennia, the singing of the roses of the students.
A similar situation with other items. Thus, it is also impossible to successfully rejuvenate Russians without rejuvenating with specific mental techniques. Often, scholars, members of the language, members of the river, do not understand their essential essence, but orient themselves from their place in the river and use only formal signs. For the time being, they learn to understand the essence of the main parts of propositions, and not to recognize them in words that are unfamiliar to them. Try presenting propositions to middle and high school students like: “Evenings were served well,” “Everyone read Krilov’s tales,” “Distribute leaflets in the wind.” There are plenty of scientists to name such that it is a direct addition.
Why can’t scientists have the same support in the rivers, where there is no support, and where there is no respect? But to the fact that there was a stink even with such propositions, there was a stink.
And this has led to the fact that they have not actually learned to focus on all the real signs of what is coming at the same time, but are content with only one thing: either the meaningful or the formal. The most grammatical methods of work with advanced students are not formed. Language, like mathematics, can be taught daily, then. with the understanding of its specific features, with the wisdom of hiding with them, making use of them. However, this will be less of a problem if the reader forms the necessary techniques of mental thought. If there is no real focus on the subject, then the language is taught formally, without any understanding of the essence, and therefore does not arouse the interest of students.
It should be noted that sometimes it is necessary to formulate such specific methods of cognitive activity that go beyond the scope of the subject being studied, and at the same time indicate success for your partner. This is especially evident when arithmetic tasks become more intense. To understand the peculiarities of working with arithmetic tasks, transfers, and especially food: what is the importance of tying up the task from tying up the butts? Apparently, it is much easier for students to cope with butts, even with tasks.
It is also clear that headaches are causing problems vybori dіi, and chi not yogo vykonnі. Why is this so important and what does it mean to choose this? The first thing is to supply food, which is required. The importance of releasing the task is due to the release of the butts in order for the butts to have all the details indicated, and it is therefore possible to proceed in perfect order. In a high-ranking job, the student is first responsible for everything and knows what needs to be done. Behind the scenes, the same situation is described: the preparation of food, the production of parts, the sales of goods, the flow of trains, etc. For this specific situation, the student can learn the songs of arithmetic hundredths. In other words, it is my responsibility to actually describe the situation brought about by my mathematics.
Naturally, for a correct description, you need to know the arithmetic itself, and understand the essence of the main elements of the situation, their meaning. So, with a strong order for “buying and selling”, you can correctly act only if you understand that the price, value, and quantity of the product are different. The teacher often relies on the everyday evidence of students and does not pay enough attention to the analysis of the descriptions of given situations.
Just as when there is a strong order for “buying and selling”, some evidence of life is visible, then when there is a strong order, for example, for “rukh”, their evidence appears to be clearly insufficient. Call this kind of commandment, which calls out difficulties for schoolchildren.
An analysis of these types of work shows that the basis of the plot they describe is formed by quantities associated with the processes: the speed of trains, the hour of the process, the product (result) that this process produces and what value it produces. There may be routes, train connections; This may include waste food, etc. Successfully completing these tasks conveys the correct understanding of these quantities and the other values associated with them. So, for example, scientists understand that the magnitude of the flow or the product that is being generated is directly proportional to the speed and the hour.
The hour required to remove any product or pass is directly proportional to the size of the given product (or pass), but is also proportional to the liquidity: the greater the liquidity, the less time it is necessary to remove the product or pass. Once students understand the differences between these quantities, it is easy to understand that from two quantities that belong to the same participant in the process, one can always find out the third. By the way, not just one, but a number of forces can take the fate of the process. To complete these tasks, it is necessary to understand the differences between the participants: to help one another or to resist, at the same time and at the same time become involved in the processes, etc.
Setting the value of this entry determines the importance of all tasks in the process. Once students understand this system of quantities in this chart, they can easily write them down using arithmetic operations. If they don’t understand the stench, then it’s a path of blind overkill. During the school curriculum, the students learn these concepts in the physics course in the sixth grade, and they learn these values in pure form - a hundred percent. In arithmetic, problems in various processes exist even in the beginning school. Here we explain the difficulties of learning.
Work with the current third grade students showed that they have not mastered the basic meanings of understanding them. Schoolchildren do not even understand what they understand between these concepts.
When it comes to nutrition, the scientists gave the following explanations: “The car has liquid when you go.” When asked how one can recognize fluidity, the scientists said: “We didn’t pass,” “They didn’t teach us.” The deeds urged to multiply the routes for each hour. Zavdannya: “In 30 days, the widow’s road was 10 km long. How can we find out how many kilometers there were in 1 day?” - zhoden iz uchniv not zmig virishit. They didn’t allow the scientists to understand the “hour of the process”: they didn’t differentiate such people to understand, like the moment of the cob, let’s say, the collapse and the hour of the collapse.
As it was said that the train left from some point about 6 years, then the scientists immediately seized the wreck of the train and multiplied the rate by 6 years. It turned out that the tests did not understand and the difference between the speed of the process, the time and the product (passed through the route, for example), which this process produces. None of the students could tell me what I needed to know in order to answer the question. (For those scientists who cope with complex tasks, do not always take into account the consequences of the food chain.) Also, for the scientists who are located in the mind of the nutrition department, do not act as system , All of these sizes are knitted with singing cords. And the understanding of these entries allows us to make the correct choice of arithmetic operation.
Everything is said to be brought to a head: with the brain, which will ensure the successful development of cognitive activity, and with the understanding of the educational situations as described in the initial task. It is clear that from the beginning of young schoolchildren it is necessary to formulate methods of analysis of such situations.
2. Evidence of the development of cognitive activity of young students in the initial process of secondary school
.1 Educational activities of young schoolchildren
Based on the method of verifying the hypotheses, a follow-up pedagogical work was carried out. The pedagogical experiment was carried out on the basis of the Uritsk secondary school from spring to May 2009 in third grades. The experimental group was designated 3 "A" class, the control group - 3 "B" class of the school. The class has equal classes: class retention is 25 individuals. The work was carried out in three stages. At the first stage (constitutive experiment), methods were selected that would allow us to determine the final level of development of cognitive activity of young students in the control and experimental classes for the beginning of the experiment. At the other end of the stage (formative experiment), the initial process was supported by creativity with the understanding of the peculiarities of creative, cognitive activity of students. At the third stage (control), the results were analyzed, compared and consolidated, and formulating principles and methodological recommendations for the development of cognitive activity of young students.
At this stage of the experiment, using specially selected diagnostic methods, we observed the highest level of development of cognitive activity in the control and experimental classes. The remains of the success of the development of cognitive activity lie in the level of development of cognitive processes (minds, revealing others.) We measured the output level of their development. For diagnostics, the development of memory was assessed using the method proposed by R.S. Nemov. The technique is based on the development of long-line memory. Experimental material is formed from the advance. The experimenter informs: “I’ll read you some low words, and you try to memorize them. Get ready, listen respectfully: “Still, sweet, human, video, book, coat, sokyra, stolet, zoshit, milk.”
A number of words are read several times so that the children remember. The verification takes place over a number of days. The long-line memory coefficient is calculated using the following formula:
de A – the number of words;
B - the number of words that have been forgotten;
Z - coefficient of long-line memory.
The results are interpreted as follows:
100% – high rhubarb;
75% – average rhubarb;
50% – low rhubarb.
The results of diagnosing level of memory development by class:
"A" class:
3 "B" class:
· low rhubarb – 10 individuals (40%)
To diagnose mental processes, we used a comprehensive methodology to identify the level of development of logical operations, identifying such characteristics as: informativeness, understanding, abstraction, analogy. Evaluation of results. The skin block has a number of correct responses. Shards in a skin block for 10 orders, the maximum number of points is 10. The sum of the number of points for the entire number of blocks, we take away the hidden indicator of the development of logical operations of the child. The assessment is carried out using a table.
Table 1
Assessment of the equal development of rosemary developments
Quantity of balls Rhubarb development of rose-colored values 32-40 high 26-31 middle 25 and less low
The results of diagnosing rosemary diseases in two classes:
"A" class:
· middle rhubarb – 10 individuals (40%)
3 "B" class:
· middle rhubarb – 11 individuals (44%)
· high rhubarb - 3 individuals (12%)
These diagnostic data allow us to draw conclusions about the low level of development of pink-skinned abilities in pre-study classes (56-64%). As with the diagnostics of memory, one can see a slight difference between the experimental class and the control class (by 8%). The number of children with an average level of mental development in the experimental class is greater by 4%, prote, more children with a low level of mental development (by 8%) and similarly fewer children with a high level of mental development. turn of rose processes (by 12%). The most important point at the diagnostic stage is the diagnosis of young schoolchildren. And yet, like every other cognitive process, we will highlight the development of the child’s creative and cognitive activity as an indicator of equalization. The reality of a child is appreciated for the equal guilt in her imagination, which in her own way can appear in testimonies, babies, experiments and other products of creative activity. For the formation of creative manifestations We conducted the same investigation.
Preparation of investigation. Select landscape leaves for the skin with figures painted on them: contour images of parts of objects, for example, a burr with one hilt, a collar - a head with two ears, etc. and simple geometric figures (colo, square, trikutnik, etc.). Prepare colored olives and felt-tip pens. Investigation carried out. The child is asked to finish painting the skin of the figures so that a picture emerges. Tribute to the tributes. They reveal the level of originality and unconventionality of the image. Establish the rhubarb of unleashing the commandment to create in reality. Low rhubarb. It is characterized by the fact that the child has not yet accepted the desire for everyday life in response to the vicissitudes of this element.
He doesn’t paint anything at all, but paints it on his own (very imaginative). Dina paints a figure on a card so that there is an image of the surrounding object (tree), rather than a contour image, with less details schematically. Middle rhubarb. The entire object is also displayed, along with miscellaneous details. By depicting the same object, the girl already includes it in any apparent plot (not just a girl, but a girl to do exercises). The girl depicts a number of objects behind the plot that is depicted (the girl is walking with the dog).
High rhubarb. The given figure is vikorystvovatsya clearly for the new one. Since in types 1 - 4, as the main part of the picture, as the child was painted (the chest - the head, etc.), now the figure is included as one of the other row elements to create the image of the reality (the trikutnik no longer gave the booth, but the stylus of the ovine, which the boy is painting a picture).
Evaluation of results:
100% – high rhubarb;
75% – average rhubarb;
50% – low rhubarb.
Results of diagnosing creativity in control and experimental classes:
3 "A" class:
· low rhubarb – 11 individuals (44%)
· high rhubarb – 5 items (20%)
3 "B" class:
· low rhubarb – 10 individuals (40%)
· middle rhubarb – 9 individuals (36%)
· high rhubarb - 4 individuals (16%)
Diagnosis of the development of creative thinking was carried out using the vikoristan test O.P. Torrance. The performances were evaluated according to the following criteria: productivity, originality, flexibility of thought, creativity in developing the idea. equal to the development of creative thinking: high - a great number of ideas, it is easy to find new strategies, any kind of knowledge, and originality; middle - ideas are familiar, banal, students’ independence is manifested in familiar situations; low - do not express any ideas, first follow the reader’s instructions.
Evaluation of results:
100% – high rhubarb;
75% – average rhubarb;
30-50% – low rhubarb.
The results of diagnosing the level of development of creative thinking in two classes:
3 "A" class:
· low rhubarb – 10 individuals (40%)
· middle rhubarb – 10 individuals (40%)
· high rhubarb – 5 items (20%)
3 "B" class:
· low rhubarb – 10 individuals (40%)
· middle rhubarb – 11 individuals (44%)
· high rhubarb - 4 individuals (16%)
In this way, one can determine the average level of creative thinking in both classes. The results of diagnosing cognitive processes, verbal expression, creativity and non-standard thinking can be presented in Table 2.
Table 2
The development of cognitive processes in the experimental and control classes is equal to the beginning of the experiment
Rivni Methods 3 "A" 3 "B" high middle low high middle low Memory 20% 40% 40% 16% 44% 40% Logical thinking 24% 40% 36% 12% 44% 44% Verbal 16% 40% 44% 12% 40% 48% 36%44%16%36%40%Not standard design20%40%40%16%44%40%
This table can be seen in the histograms of the little one 1
Malyunok 1 The results of diagnosing cognitive processes in 3 "A" and 3 "B" classes are presented (constitutive stage of the experiment)
These diagrams show that the control and experimental classes are on the same level. The level of development of cognitive processes in both classes becomes 52 to 64%.
In addition to the cognitive processes, we monitored the directness of young students to acquire new knowledge (Div. Addendum 3), and Talizin’s vikoryst methodology was followed by the methods of cognitive activity (smarter classification, lnyuvat, analyze).
Summary: At the beginning of both classes there are no significant differences in the development of cognitive activity of young students. Most of the students are located in the low and middle levels. The diagnostics were carried out and confirmed the urgent need for the development of cognitive activities of students.
2.2 Description and analysis of pre-test work on the development of cognitive activity of young students
In order to verify this hypothesis, we conducted a forming experiment. The pedagogical experiment was carried out among third graders at the Uritsk Secondary School from early 2009 until May 2009. To obtain objective data, the data were compared with the control group. The experimental group was designated 3 "A" class, the control group - 3 "B" class of the school.
The class has equal classes: class retention is 25 individuals. In the control class, the initial process was carried out traditionally, and in the experimental class, the initial process was on a creative basis, so that creative work was stagnated, a creative atmosphere was created. At the first stage, greater attention was paid to the development of cognitive processes and positive motivation to creative activity; on the other, there was a strong emphasis on the development of skills that would ensure the success of independent creative activity. It is possible to understand such things as follows: solve a problem, formulate a hypothesis, formulate a hypothesis, give meaning to concepts, classify objects according to the same sign, draw attention, work on conclusions, bring and protect your ideas.
At the third stage, the work began to consolidate and develop the knowledge of fortune-telling. During the lessons, the robot was carried out according to the standard initial program, the goals and objectives of the lesson, one of the developments of cognitive activity. In addition to the main assignments, specially selected assignments were created for the development of creativity in students. The first block is a collection of ideas for the development of cognitive processes (mindfulness, comprehension, memory).
Another block of knowledge is that of a reproductive, heuristic and creative character. It is necessary to note that important mental work is the style of interaction between the teacher and the students and the students among themselves. In the process, we tried to organize an atmosphere of friendliness and kindness in the lessons. Let’s put into practice the practical instructions that were introduced to the students during the lessons.
So, at the literary reading lesson, after completing the section “The world has plenty of miracles and mystery,” the children were assigned the task “Look at the world through someone else’s eyes” - this task for development will solve the problem . " The third class simply has an “epidemic” - they all play among the space arrivals...” Command: Continue spreading the word in as many ways as possible. For example, in the name of a teacher, father, student, visitor. Similar evidence can be gleaned independently, but also by looking at the same conditions from different points of view. "Put the story under the name of another character." A wish for children: to realize that at some hour you have become the wind, a table, a stone in the road, a creature, a teacher. Describe one day from your actual life. When conquering this task, you need to want the most innovative, original ideas, a twist in the plot, which will indicate penetration into a new, unfamiliar image. The assignment option could be like this: “Add the confirmation, vikorist and given ending.” We evaluate the logic and originality of the contribution. “How much significance does an object have” (for J. Gilford). Children are introduced to a well-known subject from known authorities (the whole, the sheep, etc.). Knowledge: to know the most options for a non-traditional, but real, frozen object. When studying the section “What is the advantage of fairy tales” in literary reading lessons, they introduced a methodology developed by I. Vachkovim.
Methodology for constructing cossacks (methodology of I.V. Vachkov)
The teacher prepares cards, which are very large, and have a fairy tale character painted on the side of them and his name written on them. Women's characters: Goldfish, Chervona hat and so on; Human characters: Aldar Kose, Golden Chub, Pinocchio, Good Kravets and others. When selecting traces, two minds are in mind: the stench is to blame for the good news of children. First option.
The group is divided into five individuals into subgroups. The cards must be shuffled; The skin group draws 5 cards, after 15-20 minutes, play a fairy tale for the good children, what kind of work the characters would have done.
Another option. The participant draws a card from the image of a fairy tale hero.
Complete the task by asking the children to write a fairy tale that tells about the life of a hero from a familiar fairy tale. You can learn from Kastya Vas the main character, the images have whatever form, appearance, appearance. After the children listen to the story, they express their understanding: what was the story like; moments, yakshcho ni, why?
Instructional programs for intellectually gifted children include:
) include the development of broad (global) topics and problems, which allows us to develop the interest of gifted children to a universal and global level, from a theoretical orientation to the future;
) to develop an interdisciplinary approach based on the integration of topics and problems that are relevant to different areas of knowledge. It is necessary to stimulate the development of gifted children to expand and deepen their knowledge, as well as develop their knowledge to the understanding of different types of knowledge and search for a solution to the “stickness” of different types of knowledge;
) allow for the treatment of problems of the “open type” , which allows us to reduce the complexity of children to the pre-slednytsky type of behavior, problems with learning, as well as formulate skills and methods of pre-slednytsky work;
) to protect the interests of the gifted child as much as possible and to want to destroy the faith of those chosen by the child herself;
) encourage and develop independence in students;
) ensure flexibility and variability of the initial process in terms of location, forms and methods of initiation, until they can be adjusted by the children themselves to suit the nature of their changing needs and the specifics of their individual their methods of activity;
) convey the presence and vigor of various devices and methods of removing information (including through computer networks);
) include a clear change in the initial situation and initial material right up to the creation of special initial rooms with the necessary equipment, the preparation of special initial assistants, the organization of field dos Lidzhen, creation of workers' place at laboratories, museums, etc.;
) teach children to evaluate the results of their work using additional criteria, develop in them the skills of public discussion and presentation of their ideas and the results of artistic creativity;
) accept the development of self-recognition, as well as the understanding of the individual characteristics of other people;
) include elements of individualized psychological support and assistance to address the individual skin characteristics of the gifted child.
One of the most important ideas for the effective training of children with different types of giftedness is the development of such initial programs that would maximally correspond to the specific specifications of a particular type of giftedness and would support the internal psychological and the patterns of its formation.
You can see several starting strategies that can be used in different combinations. The skin strategy allows you to provide benefits to initial programs for gifted children in a variety of ways.
. Priskorennya. This strategy allows you to explore the needs and abilities of the singing category of children who are undergoing development at a high rate. There is a trace of remembrance that the hasty beginning was vindicated by the hundred-dollar richness of that world's ruined initial place. Examples of this form of training can include summer and winter camps, creative workshops, master classes, which provide intensive courses for differentiated programs for gifted children with different types of gifts.
. Pogliblennya.This type of strategy has begun to be effective in relation to children who show an extraordinary interest in relation to any other specific need for knowledge or activity. Whom is given a deeper understanding of topics, disciplines and areas of knowledge.
However, the stagnation of lost programs cannot solve all problems. First of all, not all children with intellectual gifts show an early interest in any one area of knowledge and activity; their interests are broad in nature. In another way, the indoctrination of other disciplines, especially in the early stages of learning, can become “violent” But it is necessary to have early specialization, which will ruin the child’s development. There are a lot of things they do when they start working on rich programs.
. Zbagachennya.This strategy is aimed at clearly starting from going beyond the development of traditional topics and establishing connections with other topics, problems and disciplines. In addition, the rich program teaches children a variety of ways and techniques to work. Such training can be achieved within the framework of the traditional educational process, as well as through intensive studies in previous projects, and through special intellectual training to develop these and other abilities, etc. Extensive options for innovative development are possible as well as the application of rich programs.
. Problematization. This type of strategy initially stimulates the special development of students. The focus has always been on the selection of original explanations, re-examination of obvious evidence, the search for new meanings and alternative interpretations, which is molded into a scientifically specific approach until the development of various knowledge bases, and now It is reflexive to the Svidomosti plan. Please note that such programs are not independent (initial, background). It smells either from the components of rich programs, or from the appearance of special training programs.
It is important for mothers to note that the two remaining strategies are the most promising. They allow maximum attention to the peculiarities of gifted children, which may be the same as in other worlds of vikoristany, both for the accelerated and for the delayed options for initial programs.
As stated above, it is necessary to emphasize that, of course, every child owes her mother the ability to avoid such education at school in order to allow her to achieve the maximum development possible for her. Therefore, the problem of differentiation is now relevant for all children and even more so for gifted children.
Persha – differentiation based on separatetraining of gifted students (both their selection for placement in an atypical school and their selection and subdivision into classes with different primary programs).
Another – differentiation based on mixededucation of gifted children in the primary class of a private school (in the form of varied education, individual educational programs, connection to the tutoring regime, etc.). The first form of differentiation can be mentally understood as “external” , to a friend - as “inner”.
Considering the practical impossibility of recruiting all children with current and recruited talent from special programs, it is necessary to prepare students to work with gifted children for the minds of the highest classes. This conveys the teacher’s knowledge of the principles of developmental awareness, including the development of special training strategies for differentiated programs for gifted children, as well as the development of non-traditional forms and methods of work in the lesson (group forms of work, up to slednitskiy projects etc.).
The cutaneous form of differentiation has its pros and cons. Thus, the training of gifted children in special classes and schools that are oriented towards gifted children can result in serious problems due to the lack of display of giftedness in children. The situation will result in disruption of the natural course of the socialization process, an atmosphere of elitism and a brand of "prediction for success" . In fact, the practice of training gifted children in primary schools shows that if the specifics of these children are not properly understood, they may experience undue costs on their development and psychological well-being.
Tim no less, it is necessary to know that the most promising and effective is work with gifted children based on “internal differentiation. In the world, there is an increase in the awareness of the educational process in the mass school, an increase in the qualifications of teachers, and the advancement of developing and specially oriented methods, which are currently available in the “modern” version. "Differentiations between robots and gifted children may be reduced to a minimum.
It should be noted that the development of pre-study activity, in our opinion, is also a necessary mental development of the creativity of young students. At the lesson of learning about the division of “Nature and People” by those: “Bodies, Speeches, Appearances” they conducted a group “Charming transformations”. On the basis of this game it is possible to conduct a clear experiment. For example, it seems like fire infuses a change in the physical powers of water. One is chosen to play the role of Vognyu.
Other children melt into specks of water, like they freeze in the cold. The stench collapses everywhere and transforms into small bags when the stench is far away. If the stench is in order, the stench collapses rapidly, vaporizes, becomes invisible (squat). When developing pre-slednytskys, it is important to remember ask for food.It’s difficult for a cob school student to just ask and instill someone Therefore, the developments of this data can be seen as one of the most important goals of pedagogical work. How to reinforce the psychology of creativity, instead of destroying nutrition, you see the problem is often valued more than it is worth it.
When finishing this work, it is necessary to understand that behind small investigations there are deep, important problems in the development of the intellectual and creative potential of the individual. This is an effective way to develop your memory. For example, gra "know the hidden word" . The presenter thinks of a word and reveals the first letter. For example, "A". Children vary their meals, for example, “Is this true?”, “Should I go to the ward?” etc. The presenter says both “so” and “no”.
The food is protected directly from the mind. For example, “isn’t it Misha?” These hypotheses are one of the most important in pre-investigative activities.
First, that the hypothesis is likely to appear is a problem. Hypotheses emerge as possible options for the current problem. Roblyachi are used vikorystvo words: perhaps, acceptable, perhaps, scho, yakscho, yakscho, then. Let's point it to the right, which allows us to train hypotheses in our minds. For example, put it on the furnishings: For what kind of minds will the skin of the objects be even more brown? Can you think of two or more items that could be used for? For what kind of minds are these objects worthless and worthless?
computer
-mobile phone
The next stage for the robot is to teach children to understand meaning.
Understanding is one of the forms of logical thinking. This is a thought that captures the subject from its essential and hidden signs. p align="justify"> It is important to develop the importance of giving meaning to the concepts of young students - basic riddles. Humorous riddles are especially useful for children. Below we introduce such riddles from the book of E.I. Sinitsin "Logical games and riddles."
What kind of hedgehog is the most lifeless? (a pie like nine ochima)
Why doesn’t mother-kangaroo like rainy days so much? (And then the little ones have fun at home. At the kitchen.)
Children, what have you been waiting for and pointing to the outside all hour? (Magnetized banana)
Guess what you're waiting for, with dark-skinned women, what do you see as "zzhzh"? (Bjola, who flies backwards)
What is not there, what is there? (nothing)
Will you become Kim at the 20th birthday? (20-river people)
Learning lessons, like any other, allow children to learn to experiment. The actual experiments are real investigations into real objects and their powers. Let's look at a few simple situations that describe experiments that are accessible to young students.
Experiment "The buoyancy of objects is significant." Let’s start with the experiment to determine the buoyancy of objects. We ask the children to pick up ten items. These can be carved objects, for example: a wooden block, a teaspoon, a small metal plate with a set of toy dishes, an apple, a fireplace, a plastic toy, a sea shell, a small gum ball, a plasticine bag, a cardboard box, a metal bolt that in.
Now, if the objects are collected, it is possible to formulate hypotheses about which objects float and which ones sink. Then these hypotheses need to be verified. Children can hypothetically demonstrate the behavior of objects such as apples or plasticine near water, and a metal plate is floating so that they can be carefully lowered into the water without pouring water in the middle; If you drain the water, then, obviously, drown yourself.
After the first conclusion is completed, we continue the experiment with floating objects. Why are all the stinks of legends? Why do all the stinks still float on the water?
Let's put the butt of the experiment in order with those of "Rechovini". Let's try to experimentally test the power of water. Take various objects, for example: a sponge, a newspaper, a piece of fabric (a towel), polyethylene, a metal plate, a piece of wood, a porcelain saucer. Now carefully, use a spoon to water the giblets with water. What objects do not absorb water?
Now let’s look at what we can pick up, what’s best to pick up: sponge, newspaper, fabric or wood? Should you splash water on some of the skin of these objects, or the whole object will get wet, or just the place where the water has gone? Let's continue the experiment with the "dissolved" water. Pour some water into a porcelain saucer. It doesn’t absorb water, as we already know from time to time. Cordon, until the water is poured, we touch it with a felt-tip pen. Let’s add water for one day and wonder what happened? Some of the water disappeared and disappeared. There is a significant new cordon and I will check the water level again every other day. Water is easily vaporized. She couldn’t move out, she couldn’t get in. It evaporated and flew off into the wind in the form of small particles.
Following the theme of “Revelation”, you can conduct experiments with the change of light. For this experiment we need a table lamp or a lamp. Try to determine how different objects let light through. We stock up on paper paper (armchair paper, standard sewn paper, tracing paper, colored paper with a set for working), polyethylene of different thicknesses, and pieces of cut fabric.
Before carrying out the test, let’s try to hypothetically assume that the same object lets light through. Then our experiment begins and we finally find objects that allow light to pass through, and those that do not allow light to pass through.
Experiments with images. There are a lot of shiny objects that are good for children, which allow them to exercise their imagination. Let's try to conduct experiments using images. For now, let’s think and see where we can improve our mental health. After a collective discussion on this topic and finding many options, you need to try jokes in the room. e those from whom you can get more winnings. It’s not just mirrors, but polished furniture, foil, and parts of toys. You can improve your imagination, for example, near water.
Looking at the power of the image, we try to determine which image is always clear and distinct, where to lay down its clarity and clarity. Children, in the course of experiments, learn about those objects that I There are much smoother, shiny surfaces, which give a good appearance to short objects - much thicker.
And there are no objects, such as sunburn, that do not allow you to improve your energy levels. We will conduct an investigation into the causes of the accident. For example, a weak image can be created in an uneven mirror or glass, in a glitter spoon, in foil or in any other dirty object. Why is this thing so funny?
These traces can be taken away from continuing at home. For example, children can be encouraged to conduct an experiment in order to be able to experiment with the creature. Kittens, tsutsenya, papas and our other pets are particularly susceptible to reacting to moisture.
An experiment using light images. Let's try to conduct an experiment similar to those that Galileo Galilei conducted, informing his colleagues that the whole month had not been polished at all. There was a mirror and a white wall. Instead of a white wall, we can quickly wear the arch of a white armchair paper. From previous observations, we already know that smooth, perfectly polished surfaces give excellent reflections, and the more polished the surface, the clearer the reflection. The top of the mirror is smooth, the bottom is paper. And what is more beautiful than a mirror or a paper? What will be brighter - a papier or a mirror?
The formulation of this major problem is another important stage in the process of molding poultry meat. It is clear from the algorithm of actions that the investigation begins with identifying a problem and setting up power. For teaching younger students to understand the problem as a difficult lesson, since it is important to learn, the teacher needs to explain to the children the essence of the term “problem” in one lesson. First of all the dates are heated for the purpose, fed to children; "What's the problem?" “Tell me, kindly, how do you understand the problem?”
The problem is not a matter of importance, so that the necessary steps are taken to track down everything that is related to the problem situation. A problematic situation is a situation, whether theoretical or practical, without a solution plausible to the situation. It is possible that the study under the problem of understanding is clearly formulated nutrition, and more often - a complex of nutrition that arises in the course of learning.
The word “problem”, translated from ancient Greek, means “difficulty”, “problem”, “difficulty”, and not just nutrition. It is very important for the plan to develop advanced skills so that learning, starting with the power of investigation, having clearly formulated the problem, so as to identify those that will follow up, then act. The teacher who works with the identified problem immediately after learning must show flexibility and not always get a clear picture of the problem of investigation. Do not forget that for a young school it is entirely sufficient to give a basic, approximate description of the problem, which is of fundamental importance in the formation of new skills in pre-study behavior.
First, work with students to identify problems, familiarize children with the types of problems and learn how to separate them for help as many rights as possible. Types of problems: Problems similar to a mosaic , composed of several round parts. In order to solve the problem as a whole, you need to divide it into several smaller parts and separate the skin part. Returning to school, they announced the current situation: “Tomorrow is a day off, you really want to earn money. You wanted to watch a movie again, and would like to take a walk in the park for a while; you really want to play new games, as we wrote down from I the Internet, but "It will take at least a year, otherwise it’s not time to start again. You will need to do homework, for the sake of your dad, you need to get into the room, which also requires at least a year. These are your plans for the weekend."
Guys, how did you organize the day to achieve everything? Learn everything on the prepared sheets of paper in advance; Choose the following types of work:
Paint a picture of how significant the problem of organizing a weekend is. Seeing the parts of the problem “How can I get through everything?” Write how many parts there are. Divide the whole circle into parts depending on the visible problems and sign the visible part of the skin.
Give your food confirmation:
How many years does your schedule have?
How long does it take to treat the skin part of this problem?
How to distribute all your documents in an hour?
Create a weekend schedule.
One type of work that allows you to unleash your creativity is preparing reports on a topic. The topic can be initial and given by the teacher, or the child can choose a topic to highlight independently. Evidence is discussed and asked. Here it is important to create an atmosphere of creativity and spirit, to com- mend the children for their work, especially praising what went well.
Larger folding rhubarb – independent research. The task is to collect the necessary information, find out what you can and prepare a report. The teacher assumes the role of a consultant. It is impossible to hear all the fragments within the framework of one lesson; Any evidence will be heard immediately, and later. If the results of the investigation fail, the cognitive value of those, originality, the value of the collected material, the logic of the work, the language and style of the report are assessed. The protection of the idea is a necessary and important part of the work.
The work we carried out showed that in the experimental class, children acquired the skill of independent pre-sleuth work; Most of the students developed a relish for acquiring new knowledge; Most students have mastered methods of obtaining information; increased interest in literary reading and knowledge of the world; Most children have learned to work both independently and with a team.
Analysis of the results of the control experiment
To determine the effectiveness of the work, a control experiment was carried out. This experiment conveyed the most important tasks: to reveal the rapid development of cognitive processes of young schoolchildren in the experimental and control classes; compare the results of the control experiment with the data of the experimental experiment, and based on these data, draw conclusions and formulate methodological recommendations . A control experiment was carried out using the same methods, which is conclusive. On the other hand, methods were developed: caution, analysis of activity products, statistical methods of data processing. We will stop at the descriptions of the methods, since all the methods for diagnosing the level of development of pre-slednikov minds were tested themselves, as at the final stage of the experiment, with some change in the actual substitution.
The results of diagnosing the level of development of rosemary features.
"A" class:
· low rhubarb - 9 individuals (36%)
· middle rhubarb – 10 individuals (40%)
· high rhubarb – 6 individuals (24%)
3 "B" class:
· low rhubarb – lyudina (28%)
· middle rhubarb – 10 individuals (40%)
· high rhubarb - 8 individuals (32%)
It is significant that at the final stage of the experiment, both classes are expected to increase the level of development of Rosemian abilities. In general, equal to the results of the control class at the end of the experiment, in the experimental class the development of rosemian abilities increased by 12%.
The preliminary diagnosis of the level of development of verbal activity showed that the level of development of verbal activity in the experimental class was equal to that of the experimental group (by 24%). The results of diagnosing creativity in control and experimental classes.
"A" class:
· low rhubarb – 11 individuals (44%)
· middle rhubarb – 9 individuals (36%)
· high rhubarb – 5 items (20%)
3 "B" class:
· low rhubarb - 8 individuals (32%)
· high rhubarb - 5 items (20%)
The results of the diagnosis equal the development of non-standard thinking behind two classes.
3 "A" class:
· low rhubarb - 9 individuals (36%)
· middle rhubarb – 11 individuals (44%)
· high rhubarb – 5 items (20%)
3"B" class:
· low rhubarb - 7 individuals (28%)
· middle rhubarb – 12 individuals (48%)
· high rhubarb – 6 individuals (24%)
Indicators of the development of cognitive processes, non-standard thinking, verbal and creative expression, which we observed at the final stage of the experiment in the control and experimental classes, are presented in Table 3.
Table 3
Equal development of cognitive processes at the end of the experiment
RIVNI Methods 3 "A" 3 "B" Cosseed Srednei Sidizkiy Sredniki Nizykiy Pam'yati 20% 44% 36% 18% 40% 42% Logіchnya Mislennya 24% 40% 36% 40% 28% Vyuyava 20% 40 40 40 40 40 40 40 % 40% 32% 44% 24 %36 %44 %20 %48 %32 % Non-standard design 20 % 44 % 36 % 24 % 48 % 28 %
Data from the table can be used as histograms for baby 2
Malyunok 2 The results of diagnosing cognitive processes in 3 "A" and 3 "B" classes are presented (the final stage of the experiment)
As is obvious from the histograms, the experimental class outweighs the control class in the development of all subsequent cognitive processes. Even the development of the mind, memory, and memory are high and close to the 80% threshold. The results of diagnostics of the equal development of cognitive processes in the experimental class at the final and final stages are presented in histograms
Figure 3 Results of diagnostics of the development of cognitive processes in the experimental class at the beginning and end of the experiment
Analyzing the results of the vimirs at the experimental stage of the experiment, it was found that the control and experimental class had significant differences in the development of cognitive activity. Both classes were dominated by low rhubarb. The results of the findings are shown in the graphical view (Figure 4)
Figure 4 Graph of activity levels at levels of cognitive activity in the control and experimental groups
After completing the formative stage of pre-teaching work, we again measured the equal development of cognitive activity. The results of the experiments are shown in Table 4.
Table 4
Equal to the development of cognitive activity of young schoolchildren at the end of the experiment
Rivni 3 A 3 High 6 (24%) 1 (4%) middle 10 (40%) 4 (16%) low 9 (36%) 20 (80%)
Thus, as a result of the experiment, positive changes in cognitive performance were observed in the experimental group.
At high levels, the number of students increased by 20%; in the middle – by 20%.
In the control class, the picture is lost without changes, which once again confirms the effectiveness that the introduction of the pedagogical minds we have identified before the initial process facilitates the development of the cognitive activity of young students. The control results are visually presented in a graphic (Figure 5).
Figure 5 Graph of activity levels among cognitive activity levels at the end of the experiment in the experimental and control groups
Office, analiz that is legalized, the result of the PID hour of the control experts to allow the vitnovka vitnovka about the ethnicity of the dosliral-pedagogical roboti of the sinking of the young man in the process of the young schoolchlar. The hypothesis is based on the fact that the initial process in the elementary school is to construct direct creativity and creative activity, then additional minds are created in the development of cognitive activity of young students. confirmed.
Nina, teachers, psychologists have repeatedly dealt with the problem of the teacher, giving this understanding other names, for example, “competencies”, “professional competencies” of the teacher. This food becomes deprived of relevance, fragments, of course, over time the power and the alliance change, and so the opportunities to put the power and the alliance before the reader change. The teacher’s responsibilities (and “competencies”) are no longer constant, then. do not lie down for an hour.
And what kind of bones are torn but “ruined”, then. necessary for the teacher-teacher in connection with the “new” hour. So, for example, just 10-15 years ago, the use of computer technologies was not among the “competencies” of a teacher, and this kind of skill is needed by a daily reader. This nutrition is relevant both for pedagogical education: “What kind of teacher can a pedagogical university prepare?”, and for school directors: “What kind of teacher can a school work in?”; “What kind of teacher does a daily student need?” And for fathers who may not be able to choose the initial mortgage for their child, and this is important for students: “Which teacher will begin to smell of satisfaction?” Apparently, at different times in history, an ordinary representative of the family, whether it be a scientist’s father, a representative of the management structure, or the reader himself, is a member of the newcomers, due to various social and economic positions, he contributes with This is a special place in the concept of “speciality of the reader”.
This is why it is important to know that a current student has identified a teacher for whom the investigation “Teacher of a current student’s eyes” was conducted. The students were presented with a questionnaire for 3 meals:
) What kind of reader is good and why? 2) Who is the reader of filth and why? 3) What profession do you hope to pursue in life and why? After analyzing the results, the following conclusions were drawn.
Most of all, modern academics focus on such professional qualities of a teacher as universal knowledge, erudition, awareness, progressiveness, ability to conduct certain lessons, and give proper assignments. It means that in different centuries-old groups the scholars were not respected and such jabs as the current appearance and style of the teacher, the boys noted that the teacher may be “young”, “handsome”, “very cold”, “smart” Ihneny, add", " cool", "dresses stylishly".
It is possible to proceed in an unpretentious manner, so that the external, aesthetic side of the teacher’s understanding is important to the students. It is also important that in parallel with 10th grades, 21% of students were substitute computer teachers, the same as 5th graders and 11th graders, however, do not want to become computer teachers. The interests of children at the stage of their formation are labile and more fragile until the influx of superfluous minds. It is important that the youngest schoolchildren and school graduates insist on the fact that a living person is a teacher, as is the soul.
You can learn that in the process of studying with the teacher, as a speciality, the process of beginning and learning is going on, and no less carefully to the students, so that they are perceived as special, with their advantages and shortcomings. People give special input to the child’s development in order to recognize her, among whom the teacher will always take his place.
In this way, to clarify what has been said, we can call a number of wickednesses that the teacher is guilty of and a number of wickednesses that are negative for the teacher.
Tactical.
Chi is not creative.
Pedantic, formalist.
To correct the stereotypes of the powerful mind, the reader should be aware of the specific insecurities and frugalities of his profession. American sociologist W. Waller in his work “What is it like to work with a teacher” (1932), describing the actions of many selfishnesses.
The richness of the teachers and the posture of the school is teased by the annoyingly didactic manner, which, at the beginning, is to trim oneself. The ability to feel complex speech in order to make it accessible to children, encourages the development of a simple, straightforward mind, develops the skill of drawing light from a simple black and white version, and the sound is constantly trimming in your hands complicates emotional self-expression.
At the cost of high-powered self-preservation, the reader of confusion strangles the independence of the students, forcing the stench to be spoken by those who think, those who lie. Moreover, it is very easy for him to misconceive himself in the fact that it is so at the expense of the boys themselves, insuring them against future inconveniences. To stifle independent thought, badges, characteristics, manipulation of the thought of fellow workers, and pressure on fathers are used.
It is necessary to say directly that our school has had a lot of rocks and is deprived of the most effective tool for promoting conformism, persistence and double-mindedness. Perebudov's marriage is impossible without the radical Perebudov school, the very same reader's mind on the standard of a special approach to education.
Special approach
The axis of the teacher’s axis, who successfully achieves his mission:
1. The reader understands the lesson, respects his thoughts, is able to hear and “reach” every lesson.
She focuses on her subject, well she knows she contributes.
To love children, kind, kind, humane.
Sociable, good friend, open-minded, generous.
Wine-loving, creative, self-motivated, self-motivated.
Zastosov’s psychological knowledge is applied to the most important situations.
Volodya is himself, while streaming emotions.
Tactical.
I apologize for everything, reasonable one, let’s just say.
There is a hint of humor, some kind of irony, a little bit of coquetry (!).
And these are the qualities of a teacher, which are better not to trade with the school:
Aggressive, rude, portrays the student, stagnates physical strength, tactless, vikors his power over the student.
Baiduzhiy, unforgettable, hate students and work
Unobjective, unfair, loves lovers, evaluates behavior, not knowledge.
Immoral, selfish, covetous, take shabby, vimagai.
He is unable to listen, understand the teacher, does not respect the teacher, does not recognize the teacher’s right to his thoughts, is intolerant.
It is not possible to focus on the subject, but to solve methodological and pedagogical problems.
She doesn’t know her subject, but her horizons are limited.
He has no self-esteem, is passive, withdrawn, unable to stand up for himself.
Chi is not creative.
Pedantic, formalist.
To correct the stereotypes of the powerful mind, the reader should be aware of the specific insecurities and frugalities of his profession. American sociologist W. Waller in his work “What is it like to work with a teacher” (1932), describing the actions of many selfishnesses. The richness of the teachers and the posture of the school is teased by the annoyingly didactic manner, which, at the beginning, is to trim oneself. The ability to feel complex speech in order to make it accessible to children, encourages the development of a simple, straightforward mind, develops the skill of drawing light from a simple black and white version, and the sound is constantly trimming in your hands complicates emotional self-expression.
The position of a teacher is one of constant calm, tested by mastery. On the right is not only in subjectivism and special advances in assessments and assignments before studies. In a bureaucratically organized system, the reader is first and foremost a government servant, an official. Its main task is to not allow any kind of misunderstandings or deviations from officially accepted thoughts.
At the cost of high-powered self-preservation, the reader of confusion strangles the independence of the students, forcing the stench to be spoken by those who think, those who lie. Moreover, it is very easy for him to misconceive himself in the fact that it is so at the expense of the boys themselves, insuring them against future inconveniences. To stifle independent thought, badges, characteristics, manipulation of the thought of fellow workers, and pressure on fathers are used. It is necessary to say directly that our school has had a lot of rocks and is deprived of the most effective tool for promoting conformism, persistence and double-mindedness. Perebudov's marriage is impossible without the radical Perebudov school, the very same reader's mind on the standard of a special approach to education.
Special approach- not just an appreciation of the individual characteristics of the students, who see them as one kind of the same. This is consistent, always with everyone, to the point of speciality, as a reliable and self-aware subject of activity.
K.D. Ushinsky wrote that “the fire that youth will cherish reveals the character of a person. Why not extinguish this fire, not be afraid of it, not marvel at it, as it is not safe for marriage, do not squeeze it lynogo gorny. those, so that the material that at this hour flows into the soul of youth is like garish yakost” (Ushinsky K.D. Lyudina as a spirituality.
The study of the development of children's creative activity shows that the development of independent activity requires methodical creativity. After planning educational activities, begin taking care. All this corresponds to the waning persistent interest of children to creativity.
A teacher can use a whole group of methods for the development of independent activities with an artistic twist. This is the organization of direct care, education, nutrition.
The specialness of the gifted child bears obvious evidence of its non-intersectionality, fragments and rhubarb, and the individuality of the child’s activity is determined by us before its speciality. The understanding of the special characteristics of the gifted child is especially important in the phases of the so-called received giftedness, which does not appear until the final hour in the success of the activity. The most obvious traits of specialness, apparently, are organically connected with talent, tempt the teacher and school psychologist to admit the obviousness of advanced abilities into such a child.
1. Unevenness of age-related development of gifted children
2. Family of a gifted child
. Mutual gifted child with one-year-olds and adults.
. The peculiarity of the gifted child
. Problems of gifted children
A whole range of low psychological studies and special efforts show that children endowed with a habit are more prosperous than other children: they do not have problems with their new home, are more likely to bond with their peers, and are more likely to adapt to a new environment. ki. Their ingrained interests and inclinations, even from childhood, serve as a sound basis for successful personal and professional self-esteem. It is true that in these children, problems may arise due to the fact that their abilities are not taken care of: the beginning becomes too easy or there are no minds for the development of their creative potential.
The most common problems are:
sleep, social behavior,
dyslexia - poor language skills
emotional development,
disynchronization of development
physical development,
self-regulation,
variety of creative manifestations,
complexity of professional orientation,
maladjustment
The flow of creative ideas infuses the flow of development of cognitive processes. Children who have a high level of creative abilities are expected to have a higher level of cognitive processes on par with children with a low level of creative abilities.
Thus, children who have a high level of creative abilities also have high results in other aspects of cognitive processes, but children with a low level of creative abilities, watching for signs of respect and self-respect. In this way, while developing the creative potential of a child, its creative abilities, we also develop cognitive processes of specialness. (Table No. 2)
The study identified the necessary minds for effective adjustment of the number of schoolchildren, its structure and change; This is an organically included adjustment to the vitality of the team; the adequacy of the routes to the peculiarities of the age-old types of schoolchildren; enrichment and complexity of ways of life for a team or group; the intensity of vitality and creativity both in place and in forms of organization; emotionality to the style of living and as a legacy - emotional learning to living to the team of every student; the singing style is mutual among the team, which is characterized by democracy, focus on each student; self-activity as a principle of organizing the life of a team.
It is clear that there are many ways to carry out surveillance, but through diagnostics such traditional methods as interviews, questionnaires, are found to be ineffective. Some children of this century experience difficulties associated with insufficient intelligence to recognize, analyze, and identify their problems. Here it is necessary to establish strong trusting contact, at any time it becomes possible to discuss the specific experiences of the child
The study identified the necessary minds for effective adjustment of the number of schoolchildren, its structure and change; This is an organically included adjustment to the vitality of the team; the adequacy of the routes to the peculiarities of the age-old types of schoolchildren; enrichment and complexity of ways of life for a team or group; the intensity of vitality and creativity both in place and in forms of organization; emotionality to the style of living and as a legacy - emotional learning to living to the team of every student; the singing style is mutual among the team, which is characterized by democracy, focus on each student; self-activity as a principle of organizing team life
It is good for Renzulli, teachers who work with gifted children, to provide them with gentle methodical assistance. The poor child, for example, may well require consultation before using the library.
Bloom's model, focused on the sphere of cognitive functions, has also become relevant as the basis for the development of programs for the development of gifted preschool children.
Visnovok
Nina’s current situation dictates a new task, calling on her to develop intellectually creative aspects of her personality. One of the important steps of this task is the development of cognitive activity of students already at the elementary stage of education. In order for the process of development and self-development of a young student to proceed intensively, the teacher needs to stimulate the cognitive processes of students, formulate and develop previous memories, stimulate cognitive activity and generate new enemies and knowledge.
Naturally, pedagogical encouragement alone is not enough, but it is important that the child must be directly taught the knowledge, skills and skills of cognitive activity. From whom the investigators tried to ground and revise the workings of the pedagogical minds in order to ensure the effectiveness of the development of young students as the minds of the out-of-the-world school. During the course of the work, the following concerns were raised:
Based on the analysis of specialized literature, the essential characteristic of creativity is revealed, its role in the development of cognitive activity of students;
-the peculiarities of the cognitive activity of a young student are revealed;
Complete work was carried out to develop the cognitive activity of young schoolchildren.
Pre-study pedagogical work was carried out, confirmed the effectiveness of the work and allowed the development of the following methodological recommendations for the development of cognitive skills of young students:
.Read the children's activities independently, avoiding direct phrases and instructions.
2.Don’t encourage children to initiate, you’ll want original solutions.
.Don’t be shy for those who can vacate on their own
.To develop independent problem solving in learning, to make connections between objects and objects, to develop skills for solving problems independently, to learn analysis, synthesis, classification, and information management.
.Read on to stand up for your ideas and look out for mercy.
.Develop cognitive processes of learning, vikoristic capabilities of creative tasks, project methods, etc.
Wikonana's thesis research does not solve the problem as it appears, but is one of the possible ways to solve it. In our opinion, the interest lies in the nutritional activation of cognitive activity, the methods and means of its development, as well as the problem of the interconnection between cognitive and creative activity of students.
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