What you need to know about the intellectual development of schoolchildren? Lesson on the topic "intellectual development of primary schoolchildren".

Date: 26.09.2019

"Development of intellectual abilities of primary schoolchildren"

primary school teacher

KSU "OSH No. 3 named after "

year 2012

The problem of the intellectual development of students in the conditions of a modern school is acquiring dominant importance. Attention to this problem is dictated by the conditions of modern life.

Intellectual development acts as the most important component of any human activity. In order to satisfy his needs in communication, study, work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, think over. Therefore, the intellectual abilities of a person develop in activity and are themselves special types of activity.

Orientation towards a personality with a high level of formation of various qualities of intelligence, encourages the teacher to constantly search for ways of renewal educational process, as well as the identification and creation of psychological-pedagogical and organizational-pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

When starting pedagogical work with children, first of all, you need to understand what the child is given from nature and what is purchased under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

Younger school age is characterized by intense intellectual development. During this period, there is the development of all mental processes and the child's awareness of his own changes that occur in the course of educational activity.

In different psychological and pedagogical sources, the concept of "intelligence" is revealed in different ways.

D. Veksler understands intelligence as "the ability to successfully measure strength, life circumstances, using the accumulated experience and knowledge." That is, intelligence is considered by him as the ability of a person to adapt to the environment.

Psychologist: "Intelligence is a general cognitive ability that determines a person's readiness to assimilate and use knowledge and experience, as well as to intelligently behave in problem situations."

So, intellect is the totality of the qualities of an individual, which ensures the mental activity of a person. In turn, it is characterized by:

Ø erudition: the sum of knowledge from the field of science and art;

Ø the ability to think operations: analysis, synthesis, their derivatives: creativity and abstraction;

Ø the ability to think logically, the ability to establish causal relationships in the surrounding world;

Ø attention, memory, observation, ingenuity, different types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

What are abilities?

Abilities are individual psychological characteristics of a personality, which are a condition for the successful implementation of a particular productive activity.

("Pedagogical Dictionary".).

Abilities are closely related to the general orientation of the individual, and to how stable a person's inclinations to a particular activity are.

What does intellectual ability mean?

Intellectual abilities are abilities that are necessary to perform not just one, but many types of activity.

Intellectual ability means - memory, perception, imagination, thinking, speech, attention... Their development is one of the most important tasks of teaching children of primary school age.

As the analysis of the literature shows, practical experience teaching in primary school intellectual development takes place not by itself, but as a result of the child's many-sided interaction with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of new things cannot be the support of solid knowledge. Therefore, the task of the teacher - development of the mental abilities of students, their involvement in active activity.

For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop the skills and abilities of mental activity, independence in search of ways to solve problems.

However, such conditions are often not provided in to the fullest, since it is still a common practice in practice to organize the teacher's actions according to the model: exercises of the training type, based on imitation and not requiring the manifestation of invention and initiative.

In these conditions, such important qualities of thinking are not sufficiently developed in children. as depth, criticality, flexibility, which are the sides of its independence. The development of independent thinking requires an individual approach to each child.

Where and how can we develop cognitive and intellectual abilities?

The main forms of work that primary school teachers use in their work are

Ø lesson

Ø subject circle

Ø Mind games

Ø olympiads

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his pupils. And the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, that is, their intellectual development, depends on the teacher's ability to “fill the vessel and light the torch”, on the ability to organize systematic cognitive activity.

In my lessons, I often offer children tasks such as "guess", "think", "what has changed", "establish a pattern", "decipher", "make a figure", "solve the puzzle" - which contribute to the development of students' mental activity.

In my practice, I also use mind games on subjects. Mind games are a competition of students' thinking abilities in a subject. Human intelligence is primarily determined not by the sum of accumulated knowledge, but by a high level of logical thinking. Therefore, the game teaches children to analyze, compare and generalize the information received, as well as use the knowledge gained from their own observations and experience.

Ø The formulation of the goal of the game.

An interestingly conducted game is ensured by a clear organization. First of all, you must realize and formulate the goal of the game, answer the questions: what skills and abilities will the children learn in the course of the game, what moment of the game should special attention be paid to, what educational goals are pursued during the game?

Ø Determination of the number of players.

Different games have a different number of them. Whenever possible, one should strive so that every student can participate in the game. Therefore, if some of the children carry out play activities, then the rest can play the role of controllers, support groups, participants in a musical pause.

Ø Acquaintance with the rules of the game.

If the game is in the manner of television, then you can use in whole or in part the same rules of the game. You can come up with your own. The main thing is that each participant clearly knows and follows the rules of the game.

Ø Selection of tasks and equipment for the game.

An experienced teacher can compose assignments himself, or can use ready-made ones from the Internet or printed publications. The necessary equipment for the game can be made with the children (signal cards with numbers), ask high school students or involve parents.

Ø Taking into account the time factor.

In addition, it is required to clearly plan the timing of the game.

Participation in intellectual games serve as the first step in preparation for further participation in the Olympiads. Olympiads can be held from grade 2, when children are already good at reading. The first round can be conducted with all students in the class for the purpose of diagnostics in order to identify the children's abilities in different areas of knowledge. Then spend every quarter or six months with those children who have shown great abilities, but take into account the desire of others.

High efficiency in the development of intellectual abilities is achieved if such work is carried out systematically, and not from time to time.

Every child has abilities and talents... Children are naturally curious and eager to learn. In order for them to show their talents, smart guidance from adults is needed. The tasks of the teacher, using a variety of teaching methods, including play, systematically, purposefully develop children's mobility and flexibility of thinking, persistently stimulate the processes of restructuring, switching, search activity; to teach children to reason, to be flexible in approaching problems, not to cram, but to think, draw conclusions themselves, find new, original approaches, get elegant results, beautiful solutions in order to feel the pleasure of learning.

Children will experience the joy of learning, success, and teachers will experience the results. My students enjoy participating in various intellectual competitions: "Ak bota", "Asyl tas", "Russian bear cub", regional and regional Olympiads and become prize-winners. And they keep their achievements in high school. In 2011, my former graduates (grade 9 students: Senchenko Yulia, Nurgalieva Zhanar, Grigorieva Elena) were included in the republican book "Hopes of Kazakhstan", in 2012: Evseeva Anastasia, Butova Anastasia and Popov Sergey.

Pupils of the 6th grade Korotkova Margarita and Price Vladislav successfully passed the qualifying rounds and entered the regional intellectual school of N. Nazarbayev for gifted children.

I wish you all good luck and success in your work!

Used Books:

1. “Younger student. Development of cognitive abilities ", M., Enlightenment, 2003

2. "How to overcome learning difficulties for children." M., Publishing house "Os-89", 2007.

3. "Development of cognitive abilities", M., ROSTkniga, 2011

4., "Preparation for the Mathematical Olympiad", M., Iris-press, 2009

5., "School Olympiads", M., Iris-press, 2007

6. "Tasks of school Olympiads", M., Wako, 2010

7., "Russian with enthusiasm", Yekaterinburg, ARD LTD, 1998

Application.

Decipher the word by arranging the roots of the equations in ascending order.






	x - 135 = 665

(quartet)

Solve the puzzles:

(currant)

(surface)

(starling)

Guess!

Think!

Everybody home! The bell rang!

The example remained on the board.

Flew into the tit class

And a few pecked.

Jays flew

And they pecked two.

Sparrows flew

And the number three was gone.

I ask you children to inform

Where were these numbers?

The concept of "intelligence" passed into modern languages from Latin in the 16th century and originally meant the ability to understand, has become in recent decades an increasingly important general scientific category. ... The specialized literature discusses the intellectual resources of certain groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in pedagogy is related to the study of the cognitive sphere of the individual. As you know, the cognitive sphere of a person is investigated using tests.

The concept of a "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist Francis Galton. ...

Francis Galton's ideas were further developed in the works of the American psychologist Cattell James McKean, who developed test systems for studying various types of sensitivity, reaction time, and the volume of short-term memory.

The next step in the development of testing was the transfer of the test method from the measurement of the simplest sensorimotor qualities and memory to the measurement of higher mental functions, designated by the term "mind", "intellect". This step has been taken famous psychologist Alfred Binet, who in 1905, together with Theodomr Simomn, developed a system of tests to measure the level of development of the intelligence of children.

On the basis of test methods, an indicator of mental development is obtained - the intellectual quotient (abbr. IQ). The IQ test system includes both tasks that require a verbal answer to the questions posed and tasks for manipulation, for example, folding a complete figure according to its given parts. It is required to solve (with a time limit) simple arithmetic problems and examples, answer a number of questions, determine the meaning of some terms and words. Answers are graded on a predetermined scale. Total amount points received on all tasks are translated into the corresponding IQ indicator.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. Each of them was asked to define intelligence and name the way in which intelligence could be best measured. As better way measurements of intelligence almost all scientists called testing, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability to think abstractly" (Lev Sergeevich Termen), "the ability to give good answers according to the criterion of truth, truth" (Edward Lee Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(Stephen Colvin) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 20s - 40s. There is still no agreement on what intelligence tests should measure); testologists still build their diagnostic systems on the basis of conflicting models of intelligence.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between geometric shapes.

Fluency of speech.

Reasoning ability.

Here, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to digital operations, vocabulary). English psychologist Hans Jorgen Eysenck essentially reduces human intelligence to the speed of mental processes.

American psychologists Raymond Bernard Cattell and J. Horn distinguish 2 components in intelligence: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of intelligence is, in fact, the sum of the skills formed during their lifetime.

The author of one of the most famous methods of studying intelligence, American psychologist David Veksler, interprets intelligence as a general ability of a person, which manifests itself in purposeful activity, correct reasoning and understanding, in adapting the environment to its capabilities. For the famous Swiss psychologist Piaget Jean, essence appears in the structuring of the relationship between the environment and the organism.

German scientists and educators Georg Herbert Melhorn. and Melhorn H. Herbert call intelligence a set of abilities that characterize the level and quality of a person's thought processes. They believe that the function of intelligence is to make a mental decision objectively existing problems... The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the surrounding world. Problem thinking leads to a more or less large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

Educators and psychologists suggest that IQs derived from different tests are difficult to compare with each other, since different tests are based on different concepts of intelligence, and the tests include different tasks.

At the present time, many scientists see more and more clearly the imperfection of the means of assessing intelligence used by them. Some of them try to improve the testing procedure, making extensive use of mathematical and static methods, not only in the design of test systems, but also in the development of the intelligence models underlying these tests. So, in testing, a direction has become widespread, whose representatives use the method of factor analysis to characterize and measure intelligence.

Representatives of this direction rely on the work of Charles Edward Spimrman, who back in 1904, based on an analysis of the results of a number of intellectual tests passed by subjects, put forward a theory according to which intelligence consists of a common factor "G" - "total mental energy" - participating in the solution of all intellectual tests, and a number of specific factors - "S", each of which operates within this test and does not correlate with other tests.

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may be unsuccessful in solving others. Therefore, different components of intelligence are involved in solving different tests.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible). In order to get an idea of the intellectual development of the subject, it is necessary, according to Guildford, to investigate the degree of development of all factors constituting the intellect.

Loomis Lemon Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Comprehension of words.

Associative memory.

Fluency of speech.

Understanding or reasoning.

In general, intelligence (from the Latin intellektus - understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking .. In our work, we will focus on the definition of intelligence as a set of cognitive processes from sensations and perceptions to thinking and imagination, inclusive ...

The leading role in the structure of intelligence is taken by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation, memory fixes phenomena that are significant in one way or another and selectively "presents" them in the process of thinking, imagination enters as a necessary link in the solution of a creative problem, i.e. each of the mental processes is organically included in the subject's mental act. Intelligence is the highest product of the brain, and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms. A qualitative leap in the development of human intelligence took place with the emergence of labor activity and the appearance of speech. Intellectual activity is closely related to human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of the existing.

The social character of human activity ensures its high intellectual activity. It is aimed not only at cognizing objective reality, but also at changing it in accordance with social needs. This nature of intellectual activity ensures the unity of cognition proper (thinking), attitude to the knowable (emotion) and practical implementation (will) of the given action.

The development of a child's intellect requires the all-round development of his cognitive abilities (breadth and subtlety of various sensations, observation, exercises different types memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the all-round harmonious development of the individual. The pedagogical encyclopedia emphasizes that "intellectual education is the most important aspect of preparing for life and work of the younger generations, which consists in guiding the development of intelligence and cognitive abilities by arousing interest in intellectual activity, equipping with knowledge, methods of obtaining and applying it in practice, instilling a culture of intellectual work ". Taking care of the growing intelligence of the growing is the task of the family, school and pedagogical science along the entire path of their historical development. It has been proved that intellectual development is a continuous process taking place in learning, work, games, life situations, and that it most intensively occurs in the course of active assimilation and creative application of knowledge, i.e. in acts that contain especially valuable operations for the development of intelligence.

It is possible to single out the typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual development. The first such feature is an active attitude towards the world of phenomena. The desire to go beyond the known, the activity of the mind is expressed in a constant striving to expand knowledge and creatively apply it for theoretical and practical purposes. Observation, the ability to single out their essential aspects and interrelationships in phenomena and facts is closely connected with the activity of intellectual activity.

The developed intellect is characterized by a systematic nature that provides internal communications between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches. The consistency of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained. A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways to study reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

It is generally accepted in modern science that learning leads to intellectual development. However, the problem of connection and interaction between the schoolchild's teaching and his intellectual development has not yet been sufficiently studied. The very concept of intellectual (mental) development is interpreted by different researchers in different ways. Sergei Leonidovich Rubinshtein and Boris Gerasimovich Ananiev were among the first to call to study general mental development and general intelligence. So, Borims Gerasimovich Ananiev spoke about these categories as such a complex mental feature of a person, on which the success of learning and work depends.

This problem has been studied in various directions. Among these studies, the research of Natan Semenovich Anamnyev should be noted, noting that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterizes the possibility of theoretical knowledge and practical human activity. The most essential thing for human intelligence is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thereby makes it possible to creatively transform reality. As Natan Semenovich Ananiev showed, certain activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general intelligence. For example, Nikolai Dmitrievich Levitov believes that general mental abilities, first of all, include those qualities that are designated as quick-wittedness (quickness of mental orientation), thoughtfulness, criticality. N.A. Menchinskaya fruitfully researched the problem of mental development with a group of her colleagues. These studies are based on the position formed by D.N.Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. First, there must be an accumulation of a fund of knowledge - this was pointed out by P.P. Blonsky: "An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason." Thus, knowledge is a necessary condition for thinking ... Secondly, for the characteristics of mental development, those mental operations are important, with the help of which knowledge is acquired. That is, a characteristic feature of mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized by what is reflected in consciousness, and even more so by how the reflection occurs.

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking, determined by the levels of analytical and synthetic activity, are outlined. These levels are based on the characteristic:

a) the relationship between analysis and synthesis,
b) the means by which these processes are carried out,
c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as systems of operations specially formed to solve problems of a certain type within one school subject or for solving a wide range of problems from different fields of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the integration into a definite functional system of such modes of action that are characteristic by nature. For example, older schoolchildren were taught in some lessons analyzing observation, and in others the generalization of essential features. Progress in mental development can be talked about when these diverse methods of mental activity are combined into one system, into a single analytical-synthetic activity.

In connection with the above, the question arises about the substantive criteria (signs, indicators) of mental development. The list of such most general criteria is given by ND Levitov. In his opinion, mental development is characterized by the following indicators:

1) independence of thinking,
2) the speed and strength of the assimilation of educational material,
3) quick mental orientation (resourcefulness) when solving non-standard tasks,
4) deep penetration into the essence of the studied phenomena (the ability to distinguish the essential from the non-essential),
5) criticality of mind, lack of inclination to biased, unfounded judgments.

For D.B. Elkonin, the main criterion for mental development is the presence of a properly organized structure of educational activity (formed educational activity) with its components - setting a task, choosing means, self-control and self-examination, as well as the correct ratio of subject and symbolic plans in educational activity.

ON. Menchinskaya considers in this regard such features of mental activity as:

1) the speed (or, accordingly, the slowness) of assimilation;
2) flexibility of the thinking process (i.e. ease or, accordingly, the difficulty of restructuring work, adapting to changing conditions of tasks);
3) close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;
4) different levels of analytical and synthetic activity.

E.N. Kabanova-Meller considers the main criterion for mental development to be a wide and active transfer of the methods of mental activity formed at one object to another object. A high level of mental development is associated with an intersubject generalization of mental techniques, which opens up the possibility of their wide transfer from one subject to another.

Of particular interest are the criteria developed by ZI Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Quickness of work and quickness of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of advancement is determined by the number of exercises of the same type required to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called "economy of thinking," that is, the number of reasoning on the basis of which students identify a new pattern for themselves. At the same time, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information inherent in the conditions of the problem, often solve it on the basis of blind tests or unfounded analogies. Therefore, the way to solve them turns out to be low-cost, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways to operate them, fully extract the information contained in the conditions of the problem, constantly monitor their actions, therefore their way to solving the problem is laconic, concise, and rational.

An important task modern science- to build objective, scientifically based indicator psychological methods, with the help of which it is possible to diagnose the level of mental development of schoolchildren at different age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren in the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

techniques of mental activity;

the ability to independently acquire knowledge, etc.

In modern pedagogical literature, there is no unified approach to the classification of educational skills. Some scholars believe that "skills and abilities are subdivided into generalized (interdisciplinary) and private (specific to individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others." However, the division of skills into types is to a certain extent arbitrary, since there is often no sharp border to distinguish them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided by educational-organizational, educational-intellectual, educational-informational and educational-communication skills. The same classification is given by Yu.K. Babanskiy. We will dwell in more detail only on educational and intellectual skills, using the term "intellectual" in our work.

Municipal budgetary educational institution

"Secondary school number 28" "

Intellectual development of junior schoolchildren

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction …………………………………………………………… 1

Chapter 1. Psychology - pedagogical foundations of the intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills ………………………………………………………… ..4

The essence of intellectual skills ……………………… .15

schoolchildren in Russian lessons

Research activities junior schoolchildren at

Russian lessons …………………………………… 41

References ……………………………………………… .52

Appendix ……………………………………………………… ..55

1 Introduction.

The whole life of a person constantly poses acute and urgent tasks and problems before him. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Consequently, an ever deeper knowledge of the world is needed, the discovery of more and more new processes, properties and relationships between people and things in it. Therefore, no matter what new trends, born of the requirements of the time, penetrate into the school, no matter how programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

Intelligence is the ability to think. Intelligence is not given by nature, it must be developed throughout life.

Intellectual development is the most important aspect of training the younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his pupils. And his ability to organize a systematic, cognitive activity determines the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development.

Most scientists admit that the development of schoolchildren's creative abilities and intellectual skills is impossible without problem learning.

Problem-based learning methods have a positive effect on the development of the intellectual abilities of primary school students.

They are chosen by the teacher depending on the goals of the lesson and on the content of the studied material:

Heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge, develop creative abilities;

Dialogue method - provides a higher level of cognitive activity of students in the process of cognition;

Monological method - replenishes the stock of knowledge of students

additional facts.

N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I. Ya. Lerner, M I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya and others.

The main task of the school, and first of all, is the holistic development of the personality and readiness for further development. Therefore, the following topic was chosen: "Intellectual development of primary schoolchildren."

Purpose of work:

1. Increase interest in the learning process.

2. Ability of non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

Object work is - the process of teaching schoolchildren.

Subject - problem learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve this goal, the following were determined tasks:

To study and analyze the psychological, pedagogical and methodological literature on the research topic.

To reveal the essence of intellectual development.

Organize research work.

To solve the set tasks, research methods were used:

Analysis of psychological, pedagogical, methodological works on the research topic;

Observation, conversation, testing, questioning;

Pedagogical experiment and data processing.

Chapter 1. Psychology - pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", passed into modern languages from Latin to In the 16th century, which originally meant the ability to understand, it has become in recent decades an increasingly important general scientific category. The specialized literature discusses the intellectual resources of certain groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As you know, the cognitive sphere of a person is investigated using tests.

The concept of "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist F. Galton. F. Galton's ideas were further developed in the works of the American psychologist D. Cattell, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, designated by the term "mind", "intelligence". This step was taken by the famous psychologist A. Binet, who in 1905, together with T. Simon, developed a system of tests to measure the level of development of the intelligence of children.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. Each of them was asked to define intelligence and name the way in which intelligence could be best measured. Almost all scientists cited testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability to think abstractly" (L. Thermen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

Fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to operate, vocabulary) are taken as components of intelligence.

The English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

American psychologists R. Cattell and J. Horn distinguish 2 components in the intellect: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of intelligence is actually the sum of the skills that were formed during their lifetime.

The author of one of the most famous methods of studying intelligence, American psychologist D. Wexler, interprets intelligence as a general ability of a person, which manifests itself in purposeful activity, correct reasoning and understanding, in adapting the environment to its capabilities. For the famous Swiss psychologist J. Piaget, the essence appears in the structuring of the relationship between the environment and the organism.

German scientists-educators Melhorn G. and Melhorn H.G. called intelligence a set of abilities that characterize the level and quality of a person's thought processes. They believe that the function of intelligence is to mentally solve objectively existing problems. The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the surrounding world. Problem thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

Psychodiagnosticians suggest that the IQs that are derived from different tests are difficult to compare with each other, since different tests are based on different concepts of intelligence, and the tests include different tasks.

Nowadays, many psychometrists see more and more clearly the imperfection of their means of assessing intelligence. Some of them try to improve the testing procedure, making extensive use of mathematical and static methods, not only in the design of test systems, but also in the development of the intelligence models underlying these tests. So, in testing, a direction has become widespread, whose representatives use the method of factor analysis to characterize and measure intelligence.

Representatives of this trend rely on the work of Charles Spearman, who back in 1904, based on an analysis of the results of a number of intellectual tests passed by the subjects, put forward a theory according to which intelligence consists of a common factor "G"-" general mental energy "- involved in the solution of all intellectual tests, and a number of specific factors -" S”, Each of which is valid within the given test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Guildford.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible).

In order to get an idea of the intellectual development of the subject, it is necessary, according to Guildford, to investigate the degree of development of all factors constituting intelligence.

L. Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Comprehension of words.

Associative memory.

Fluency of speech.

Understanding or reasoning.

In general, intelligence (from Latinintellektus- understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking.

Intelligence is the highest product of the brain and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms.

A qualitative leap in the development of human intelligence took place with the emergence of labor activity and the appearance of speech. Intellectual activity is closely related to human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of the existing.

The upbringing of a child's intellect requires the all-round development of his cognitive abilities (breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the all-round harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important aspect of preparing for life and work of the younger generations, which consists in guiding the development of intelligence and cognitive abilities by arousing interest in intellectual activity, equipping with knowledge, methods of obtaining and applying it in practice, instilling a culture of intellectual labor ". Caring for the upbringing of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

It has been proved that intellectual development is a continuous process taking place in learning, work, games, life situations, and that it most intensively occurs in the course of active assimilation and creative application of knowledge, i.e. in acts that contain especially valuable operations for the development of intelligence.

It is possible to highlight the typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude towards the world of phenomena.

The desire to go beyond the known, the activity of the mind is expressed in a constant striving to expand knowledge and creatively apply it for theoretical and practical purposes. Observation, the ability to single out their essential aspects and interrelationships in phenomena and facts is closely connected with the activity of intellectual activity.

A developed intellect is characterized by its consistency, which provides internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The consistency of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways to study reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

In modern psychology, it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between the schoolchild's teaching and his intellectual development has not yet been sufficiently studied.

The very concept of intellectual (mental) development is interpreted by different researchers in different ways.

Among the first to call for the study of general mental development, general intelligence were S.L. Rubinstein and B.G. Ananyev. So,

This problem has been studied in various directions. Among these studies, one should note the research of N.S. Leites, who notes that general mental abilities, which primarily include the quality of the mind (although they may also significantly depend on volitional and emotional characteristics), characterizes the possibility of theoretical knowledge and practical human activity. The most essential thing for human intelligence is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thereby makes it possible to creatively transform reality. As N.S. Leites has shown, certain activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general intelligence. For example, ND Levitov believes that general mental abilities primarily include those qualities that are designated as quick wit (quickness of mental orientation), thoughtfulness, criticality.

N.A. Menchinskaya fruitfully researched the problem of mental development with a group of her colleagues. These studies are based on the position formed by D.N.Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. First, there must be an accumulation of a fund of knowledge - this was pointed out by P.P. Blonsky: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason” Thus, knowledge is a necessary condition for thinking ... Secondly, those mental operations with the help of which knowledge is acquired are important for the characterization of mental development. That is, a characteristic feature

mental development is the accumulation of a special fund of well-developed and well-established mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized by what is reflected in consciousness, and even more so by how the reflection occurs.

a) the relationship between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as a system of operations specially formed for solving problems of a certain type within the same school subject or for solving a wide range of problems from different areas of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the integration into a definite functional system of such modes of action that are characteristic by nature. For example, junior schoolchildren were taught in some lessons analyzing observation, and in others the generalization of essential features. Progress in mental development can be talked about when these diverse methods of mental activity are combined into one system, into a single analytical-synthetic activity.

independence of thinking,

the speed and strength of the assimilation of educational material,

quick mental orientation (resourcefulness) when solving non-standard tasks,

deep penetration into the essence of the studied phenomena (the ability to distinguish the essential from the non-essential),

criticality of mind, lack of inclination to biased, unfounded judgments.

N.A. Menchinskaya considers in this regard such features of mental activity as:

the speed (or, accordingly, the slowness) of assimilation;

flexibility of the thinking process (i.e. ease or, accordingly, the difficulty of restructuring work, adapting to changing conditions of tasks);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

different levels of analytical and synthetic activity.

EN Kabanova-Meller considers the main criterion of mental development to be a wide and active transfer of the methods of mental activity formed at one object to another object. A high level of mental development is associated with an intersubject generalization of mental techniques, which opens up the possibility of their wide transfer from one subject to another.

Another criterion for the mental development of schoolchildren is the so-called "economy of thinking", that is, the number of reasoning, on the basis of which students identify a new pattern for themselves. At the same time, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information inherent in the conditions of the problem, often solve it on the basis of blind tests or unfounded analogies. Therefore, the way to solve them turns out to be low-cost, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways to operate them, fully extract the information contained in the conditions of the problem, constantly monitor their actions, therefore their way to solving the problem is laconic, concise, and rational.

An important task of modern psychology is to build objective, scientifically grounded indicator psychological methods, with the help of which it is possible to diagnose the level of mental development of schoolchildren at different age stages.

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

In the pedagogical dictionary, the concept of "skill" is defined as follows: "skills - readiness for practical and theoretical actions, performed quickly, accurately and consciously, on the basis of acquired knowledge and life experience."

Learning skills involve the use of previously gained experience, certain knowledge. Knowledge and skills are inseparable and functionally interconnected parts of any purposeful action. The quality of skills is determined by the nature and content of knowledge about the intended action.

Studying each subject, conducting exercises and independent work equips students with the ability to apply knowledge. In turn, the acquisition of skills contributes to the deepening and further accumulation of knowledge. By improving and automating, skills turn into skills. Skills are closely related to skills as ways of performing an action, corresponding to the goals and conditions in which one has to act. But, unlike skills, a skill can be formed without a special exercise in performing an action. In these cases, it relies on the knowledge and skills acquired earlier, while performing actions that are only similar to the given one. At the same time, the skill is improved as the skill is mastered. A high level of skill means the ability to use different skills to

achieving the same goal depending on the conditions of action. With a high development of skill, the action can be performed in a variety of variations, each of which ensures the success of the action in given specific conditions.

Skill formation is a complex process of analytical and synthetic activity of the cortex. large hemispheres brain, in

during which associations are created and consolidated between the task, the knowledge necessary for its implementation and the application of knowledge in practice. Repeated actions reinforce these associations, and variation of assignments makes them more accurate. Thus, the traits and attributes of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. maintaining accuracy and tempo, despite some side effects, strength (the skill is not lost during the period when it is practically not used), the maximum approximation to real conditions and tasks.

YK Babansky. We will dwell in more detail only on educational and intellectual skills.

In his work Yu.K. Babanskiy distinguishes the following groups of intellectual skills: to motivate their activities; to carefully perceive the information; rationally memorize; to logically comprehend the educational material, highlighting the main thing in it; solve problem

cognitive tasks; do the exercises yourself; exercise self-control in educational cognitive activities.

As you can see, Babansky will base our classification on an active approach. Without rejecting this classification, we will consider another class of intellectual skills, which was based on the concept of "intelligence". In this classification, by intellectual skills we mean the readiness of a person to perform intellectual actions. Intellectual skills here are the following skills:

perceive,

memorize,

to be attentive,

think,

have intuition.

Consider the listed groups of intellectual skills, including those identified by Yu.K. Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational, largely depends on the presence of positive motives for learning.

An unconditioned orienting reflex "why?" Is inherent in man by nature. The task of teachers is to ensure that during the entire period

schooling to create the most favorable conditions for maintaining this curiosity inherent in a person, not to extinguish it, but to supplement it with new motives coming from the content of education itself, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

Among the variety of motives for learning, two large groups can be distinguished: motives of cognitive interest and motives of duty and responsibility in learning. The motives of cognitive interest are manifested in an increased craving for cognitive games, educational discussions, arguments and other methods of stimulating learning. The motives of duty and responsibility are primarily associated with the student's conscious academic discipline, the desire to willingly fulfill the requirements of teachers, parents, and respect the public opinion of the class.

Knowing the state of the student's motives, the teacher can promptly prompt him on the elimination of which shortcomings should be persistently worked in the near future. Indeed, many students do not think about this problem at all, and it is enough to draw their attention to it, as they involuntarily begin to engage in self-education, at least in its most elementary forms. Other schoolchildren have to suggest available methods of self-education of motives for learning. Still others need even more careful and systematic control over the course of self-education, in providing them with ongoing assistance. Teachers should teach schoolchildren to understand the subjective significance of learning - what the study of this subject can give for the development of their inclinations, abilities, for professional orientation, bringing them up close to mastering the profession of interest. Teachers should help the student realize that

gives teachings to prepare for communication in a pulsating environment, in labor collective... All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, the sources of stimulation are usually, of course, feelings of duty, responsibility and conscious discipline. Self-education of academic discipline and volitional self-discipline is also associated with the development of "noise immunity"; the ability to force yourself to take on the performance again and again

"Intractable" solution to the problem. No less essential has a clear presentation of requirements by teachers, the unity of such requirements, a clear motivation for the grades.

A reasonable reward system deserves serious consideration. Praising an answer, a commendable entry in the diary and on the screen of progress - all this contributes to the emergence of socially valuable motives that play a particularly important role in learning motivation in general.

The most important thing for a teacher is the need to achieve the transfer of external stimulation into self-stimulation in students of internal motivation. And here, the skillful fusion of goal-setting and student motivation is especially important. Thinking over the tasks of his activities at home and in the classroom, the student, especially the older one, thereby already motivates his activities. Schoolchildren are more actively involved in self-education of motives if they see that this process is of interest to teachers, parents, student activists, when they are supported in case of difficulties that arise.

So, we see what specifically involves the process of self-stimulation of learning:

students' awareness of learning as a public duty;

assessment of the theoretical and practical significance of the subject and the issue under study;

an assessment of the subjective significance of learning in general and of a given subject for the development of one's abilities, professional aspirations, or, conversely, for the purposeful elimination of the reasons that prevent one from fully relying on one's real educational capabilities;

the desire to acquire not only the most interesting, vivid, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-order, volitional stimulation of education;

persistent overcoming of educational difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, class staff;

Consciously suppressing feelings of fear of upcoming answers, classwork, or credit.

2. Ability to perceive.

Perception is the reflection in the mind of a person of objects or phenomena when they are directly influenced by the sense organs. In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but is a qualitatively new stage of sensory cognition with its inherent characteristics.

Although perception arises as a result of the direct action of a stimulus on receptors, perceptual images always have a certain semantic meaning. The ability to perceive in a person is closely connected with thinking, with understanding the essence of an object. The ability to consciously perceive an object means the ability to mentally name it, i.e. to attribute the perceived object to a certain group, class of objects, to generalize it in a word. Even at the sight of a stranger

object, we try to catch in it the similarity with familiar objects to us, to classify it in a certain category. The ability to perceive is the ability to organize a dynamic search for the best interpretation, explanation of available data. Perception is an active process during which a person performs many actions in order to form an adequate image of an object.

Multiple psychological and pedagogical experiments have shown that we cannot perceive before we learn to perceive. Perception is a system of perceptual actions, and mastering them requires special training and practice.

The most important form of perception is observation. Observation can be characterized as a deliberate, systematic perception of objects or phenomena of the surrounding world. In observation, perception acts as an independent activity. We often do not distinguish certain sounds of a foreign language, do not hear falsity in the performance of a piece of music, or do not see it in the transmission of the color tones of pictures. The ability to observe can and should be learned.

The well-known Dutch scientist M. Minnart said: "Insight depends on you yourself - you just have to touch your eyes with a magic wand called" know what to look at. " Indeed, the success of the observation is largely determined by the formulation of the problem. The observer needs a "compass" to indicate the direction of observation. This "compass" is the task assigned to the observer, the observation plan.

For a successful observation great importance has preliminary preparation for it, past experience, observer knowledge. The richer a person's experience, the more knowledge he has, the richer he is.

perception. These patterns of observation must be taken into account by the teacher, organizing the activities of students.

Learning observational skills help students learn new knowledge more effectively while applying the principle of visibility. Obviously, the learning process should not be based only on the principle when students accept the information that is reported on

lesson teacher; "The learning process should be organized as an active mental activity of students." Experimental studies have shown that an essential component of the decision-making process is the manipulation of the image of the situation that has developed on the basis of orientational-research perceptual activity. The need to translate a problematic situation into an internal plan for the decision-making process indicates the extreme importance of a correct approach to the study of the principle of visibility of teaching. The use of visualization in teaching should guide not only the process of creating an image of the situation, but also the process of restructuring this image in accordance with the task at hand. The sequence of using visual aids in the lesson should guide the activities of students to create a model of the material being studied.

Such an approach to the use of the principle of visualization of teaching, when it is based on active observation and active mental activity of students, should ensure effective and lasting assimilation of knowledge.

3. Ability to be attentive.

Mindfulness is an important and inseparable condition for the effectiveness of all types of human activity, primarily labor and educational. The more difficult and responsible the work, the more demands it makes for attention. For the successful organization of teaching and educational work, it is necessary that the ability to be attentive is properly formed in students. Even the great Russian teacher KD Ushinsky, emphasizing the role of attention in teaching, wrote: "attention is precisely that door through which everything that only enters the human soul from the outside world passes through." It is clear that teaching children to keep these doors open is essential to the success of the entire teaching.

Depending on the object of concentration (perceived objects, representations of memory, thoughts, movements), the following manifestations of attention are distinguished: sensory (perceptual), intellectual, motor (motor). Attention as a cognitive process by the nature of origin and by the way of implementation is divided into two types: involuntary attention and voluntary. Involuntary attention arises and is maintained independently of the conscious intentions of a person's goals. Voluntary attention is consciously directed and regulated concentration.

Since the definition of the concept of "skill" emphasizes the need to consciously perform actions, then, speaking about the ability to be attentive, we will understand the formation arbitrary attention... Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets himself a specific task in his activity and consciously develops a program of action. This intellectual skill is formed not only through education, but also to a large extent through the self-education of students. In the degree of formation of the ability to be attentive, the activity of the individual is manifested. With arbitrary attention, interests are of an indirect nature (these are the interests of the goal, the result of the activity). If in purposeful activity the content and the process of the activity itself, and not only its result, as with voluntary concentration, become interesting and significant for the child, then there is a reason to speak of post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; it is reasonably associated with the most intense and fruitful mental activity, high productivity of all types of labor. The importance of educational activity is especially great for the formation of voluntary attention, that is, the ability to be attentive.

School age is a period of its active formation, some psychologists (P.Ya. Galperin and others) believe that the inattention of schoolchildren is associated with the inadequate formation of control functions in conditions when it develops spontaneously. In this regard, the tasks of the planned development of the ability to be attentive are carried out as a constant purposeful formation of automated actions of mental control. The intellectual ability to be attentive is characterized by various qualitative manifestations. These include: resilience, switching, distribution and attention span.

An analysis of teaching practice allows us to highlight some typical shortcomings that prevent students from listening carefully to teachers' explanations. First of all, this is a weak concentration of attention on the main thing, a violation of the logic of presentation, the absence of well thought out, clear, unambiguously interpreted generalizations and conclusions. Artistic, figurative techniques are very rarely used, this reduces the emotional tone of the explanation. Sometimes the inability of teachers to ensure good discipline in the lesson hinders the attention of students.

Of particular importance in order to maintain the attention of students at the proper level is a variety of teaching methods: story, conversation, independent resolution of problem situations, etc., with their correct combination and alternation, you can actively develop mindfulness as a personality trait.

4. Ability to memorize.

The most important feature psyche consists in the fact that the reflection of external influences is constantly used by the individual in his further behavior. The gradual complication of behavior is carried out through the accumulation of individual experience. The formation of experience would be impossible if the images of the external world that arise in the cerebral cortex

brain disappeared without a trace. Entering into various connections with each other, these images are fixed, preserved and reproduced in accordance with the requirements of life and activity.

Memorization, preservation and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic of the mental life of a person, ensuring the unity and integrity of the human person. The set of skills to memorize, save and reproduce various kinds of information, we will henceforth call the intellectual ability to memorize.

Memory as a mental process is divided into separate types in accordance with three main criteria:

by the nature of mental activity prevailing in activity, memory is divided into motor, figurative and verbal-logical;

by the nature of the goals of the activity - into involuntary and voluntary;

by the duration of consolidation and preservation (in connection with its role and place in activity) - into short-term, long-term and operational.

According to the definition of intellectual skills, the formation of the ability to memorize will mean the development of an arbitrary figurative or verbal-logical memory, which should be long-term or operational.

Figurative memory is memory for ideas, pictures of nature and life, as well as for sounds, signs, tastes. For enhanced teaching of geometry (and many other sciences), it is especially important to develop students' memory for representations.

are embodied in a different linguistic form, then their reproduction can be oriented towards the transfer of either only the main meaning of the material, or its literal verbal design.

The ability to memorize verbal-logical forms is a specifically human ability, in contrast to the ability to memorize images, which in their simplest versions can be formed in animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. The ability to memorize verbal-logical forms belongs to the leading intellectual skills necessary for the assimilation of knowledge by students in the learning process.

Memorization and reproduction, in which there is a special purpose to remember or recall something, is called arbitrary memory. It is possible to talk about the formation of the ability to memorize only when the development of voluntary memory occurs.

Long-term memory is characterized by long-term preservation of material after repeated repetition and playback. The concept of "operative memory" denotes mnemonic processes serving directly carried out by a person actions, operations. When a person performs an action, for example arithmetic, then he performs it in parts, in pieces. At the same time, a person keeps "in mind" some intermediate results as long as he deals with them. As you move towards the end result, a particular “waste” material may be forgotten. A similar phenomenon is observed when reading, cheating, in general, when performing any more or less complex action. The pieces of material that a person operates on can be different (the child's reading process begins with folding individual letters). The volume of these pieces, the so-called operational units

memory, significantly affects the success of the performance of a particular activity.

In addition to the types of memory, its main processes are also distinguished. In this case, it is precisely various functions performed by memory in life and activity. Memory processes include memorization (consolidation), reproduction (updating, renewal) and preservation of material. Let us briefly describe the relevant skills.

The ability to memorize (in the narrow sense, as part of the general educational and intellectual ability to memorize) can be defined as the ability to consolidate new knowledge by linking it with previously acquired knowledge.

The ability to reproduce information is the ability to actualize previously fixed knowledge by extracting it from long-term memory and transferring it into operational memory.

Already in adolescence, memory should become an object not only of education, but also of self-education. Self-education of memory achieves significant success when it is based on knowledge of the patterns of its formation. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

5. Ability to have intuition.

“Intuition (lat. Intuitio- contemplation, vision, gazing) is a term meaning the same as direct contemplation, knowledge gained in the course of practical and spiritual mastery object, visual representation ". Although intuition differs from the ability to think discursively (that is, to logically deduce one concept from another), it is not opposed to it. Contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge is achieved only with

the help of reason and intellectual intuition. By the latter, Descartes understands the highest form of knowledge, when the mind directly, without the help of reasoning, evidence becomes clear the truth of this or that position, idea (for example, if two quantities are equal to the third, then they are equal to each other).

Scientific knowledge is not limited to one logical, conceptual thinking; sensory and intellectual intuition plays an important role in science. Whichever way this or that position was obtained, its reliability is proved by practical verification. For example, the truth of many axioms of mathematics and the rules of logic is intuitively perceived not because of their innate nature, but because, having been tested billions of times in practice, they have acquired the "strength of prejudice" for a person.

6. Ability to exercise self-control in learning.

It is known that without current and final control it is impossible to objectively assess the real effectiveness of educational work. Without checking the degree of assimilation of the material, the accuracy of the problem being solved, the literacy of writing an essay, without developing the habit of always checking your actions, it is impossible to guarantee the correctness.

Meanwhile, the study of the degree of development in students of the skill of self-control shows that it is this skill that is formed, as a rule, poorly. Pupils do not always work correctly with the control questions of the textbook, with the answers in the problem books.

The experience of teachers in Moscow and St. Petersburg shows that it is useful to use special techniques to develop students' self-control skills. Firstly, it is necessary to advise schoolchildren, when preparing at home, be sure to check the degree of assimilation of the educational material by drawing up a plan for what has been read and retelling its main thoughts in their own words.

The next important means of developing self-control is teaching students to systematically respond to Control questions textbook, as well as additional control questions that require reflection on the text. In middle and senior grades, students are asked to compose control questions for the text themselves if they are absent in the textbook. In this case, at the same time, self-control is exercised over the skills to highlight the main, essential. A particularly valuable self-control technique is checking the correctness of the written assignments. For this, techniques specific to each academic subject are used. For example, in mathematics, an approximate estimate of the correctness of the solution of the problem is made; the vital reality of the results is assessed; the accuracy of calculations is checked by reverse actions (multiplication by division, addition by subtraction, and so on).

A notable feature of the experience of modern teachers is the familiarization of schoolchildren in mutual verification of essays and independent work. With the introduction of overhead scopes into school practice, this form of work on errors, such as comparing your solution with a sample that is shown on the screen, has significantly expanded.

The combination of the above methods of work invariably ensures the development of the ability to exercise self-control in learning.

7. Ability to independently perform exercises, solve problem and cognitive tasks.

Modern pedagogy proceeds from the premise that the student should not only be an object of learning, passively perceiving the teacher's educational information. He is called to simultaneously be an active subject of it, independently owning knowledge and solving cognitive tasks. To do this, he needs to develop not only skills

attentive perception educational information, but also the independence of learning, the ability to perform educational exercises, conduct experiments, and also solve problematic problems.

A valuable means of developing the skills of independent solution of educational problems are tasks on finding by students the scope of application of the questions being studied in the surrounding reality and on this basis compiling new problems in physics, mathematics and other subjects. Students like to compose problems on their own, especially if the teacher then organizes their collective discussion, as well as the solution of the best of them.

Problem-based learning is the most valuable means of developing independent thinking. In problem-based teaching, students make assumptions, look for arguments to prove them, independently formulate some conclusions and generalizations, which are already new elements of knowledge on the relevant topic. Therefore, problem learning not only develops independence, but also forms some skills in educational and research activities.

8. Ability to think.

The most important of all intellectual skills - the ability to think - will be considered in a little more detail. Academician AV Pogorelov noted that “... very few of those who graduate from school will be mathematicians. However, there is hardly at least one who does not have to reason, analyze, prove. ”Successful mastery of the basics of science and tools of labor is not possible without the formation of a culture of thinking. Even T.A. Addison said that the main task of civilization is to teach a person to think.

Cognitive activity begins with sensations and perceptions, and then a transition to thinking can occur. However, any, even the most developed, thinking always retains a connection with sensory cognition, that is, with

sensations, perceptions and ideas. Cognitive activity receives all its material from only one source - from sensory cognition.

Through sensations and perceptions, thinking is directly connected with the external world and is its reflection. The correctness (adequacy) of this reflection is continuously checked in the course of practice. Since within the framework of only sensory cognition (with the help of the ability to feel and perceive) it is impossible to completely dismember such a general, total, direct effect of the interaction of the subject with the cognized object, the formation of the ability to think is necessary. With the help of this intellectual skill, a further, deeper knowledge of the external world is carried out. As a result, it is possible to dismember, untangle the most complex interdependencies between objects, events, phenomena.

In the process of thinking, using the data of sensations, perceptions and representations, at the same time, a person goes beyond the limits of sensory knowledge, that is, he begins to cognize such phenomena of the external world, their properties and relations that are not directly given at all in perceptions and therefore are not directly at all observable.

For the mental activity of a person, its relationship is essential not only with sensory cognition, but also with language, with speech. Only with the appearance of speech does it become possible to distract one or another of its properties from the object being cognized and to fix, fix the idea or concept of it in a special word. Human thinking - in what forms it was not realized - is not possible without language. Every thought arises and develops in an indissoluble connection with speech. The deeper and more thoroughly this or that thought is thought out, the more clearly and clearly it is expressed in words, in oral or written speech. Conversely, the more

the verbal formulation of any thought is improved, perfected, the clearer and clearer the thought itself becomes.

Special observations in the course of psychological and pedagogical experiments have shown that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning aloud. When the decisive ones begin to formulate, deliberately and more and more clearly, one after the other the main reasoning (even if at the beginning it is clearly erroneous), then such thinking aloud usually facilitates the solution of problems.

Such a formulation, consolidation, fixation of thoughts in words means reading a thought, helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, a detailed, consistent, systematic reasoning becomes possible, i.e. clear and correct comparison with each other of all the basic thoughts that arise in the process of thinking. Thus, in the word, in the formulation of thought, there are the most important necessary prerequisites for the formation of the ability to think discursively. Discursive thinking is thinking reasoning, logically divided and conscious. Thought is firmly fixed in the speech formulation - oral or even written. Therefore, there is always the possibility, if necessary, to return to this thought again, to think it over even more deeply, to check it and in the course of reasoning to correlate it with other thoughts.

The formulation of thoughts in the speech process is the most important condition for their formation. An important role in this process can be played by the so-called inner speech: when solving a problem, a person solves not by ear, but silently, as if talking only to himself. Thus, the formation

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal form.

Cognition presupposes the continuity of all knowledge acquired in the course of human history. The fixation of all the main results of cognition is carried out with the help of language - in books, magazines, etc. In all this, the social nature of human thinking emerges. The intellectual development of a person is necessarily accomplished in the process of assimilating the knowledge developed by mankind in the course of socio-historical development. The process of human cognition of the world is conditioned by the historical development of scientific knowledge, the results of which each person learns in the course of training.

During the entire period of schooling, a ready-made, established, well-known system of knowledge, concepts, etc., discovered and developed by humanity in the course of all previous history, appears before the child. But what is known to mankind and is not new for him, inevitably turns out to be unknown and new for every child. Therefore, the assimilation of all the historically accumulated wealth of knowledge requires from the child great efforts of thinking, serious creative work, although he masters a ready-made system of concepts, moreover, he masters it under the guidance of adults. Consequently, the fact that children acquire knowledge already known to mankind and do it with the help of adults does not exclude, but, on the contrary, presupposes the need to develop the ability to think independently in children themselves. Otherwise, the assimilation of knowledge will be purely formal, superficial, thoughtless, mechanical. Thus, the ability to think is a necessary basis for the assimilation of knowledge (for example, by children), and for the acquisition of completely new knowledge (primarily by scientists) in the course of the historical development of mankind.

The ability to think involves the ability to use logical forms - concepts, judgments and inferences. Concepts are a thought that reflects general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form. Judgments are a reflection of connections between objects and phenomena of reality or between their properties and signs. Judgments are formed in two main ways:

directly, when what is perceived is expressed in them;

indirectly - by reasoning or reasoning.

In the inferential, reasoning (and, in particular, predictive) work of thinking, its mediated character is most clearly manifested. Inference is such a connection between thoughts (concepts, judgments), as a result of which we get another judgment from one or more judgments, extracting it from the content of the original judgments. All logical forms are absolutely necessary for the normal course of mental activity. Thanks to them, any thinking becomes evidence-based, convincing, consistent and, therefore, correctly reflects objective reality.

The process of thinking is, first of all, analysis, synthesis, comparison and generalization. This means that the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to distinguish certain aspects, elements, properties, connections, relationships, etc. in an object; to dismember the perceived object into various components. The ability to synthesize is the ability to combine the components of the whole identified by the analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize forms the basis for the formation of the ability to compare different objects. The ability to compare -

it is the ability to compare objects of knowledge in order to find similarities and differences between them. Comparison leads to generalization. In the course of generalization in the compared objects - as a result of their analysis - something in common stands out. These properties common to various objects are of two types:

common as similar signs,

common as essential features.

Common essential features are highlighted in the course and as a result of in-depth analysis and synthesis.

The patterns of analysis, synthesis, comparison and generalization are the basic, internal, specific patterns of thinking. On their basis, all external manifestations of mental activity can be explained only. Thus, a teacher often observes that a student who has solved a given problem or who has mastered a certain theorem cannot carry out the transfer, i.e. use this solution in other conditions, cannot apply the theorem to solve problems of the same type, if their content, drawing, etc. are somewhat modified. For example, a student who has just proved the theorem on the sum of the interior angles of a triangle in a drawing with an acute-angled triangle is often unable to carry out the same reasoning if an already familiar drawing is rotated 90 or if the student is given a drawing with an obtuse triangle. This situation testifies to the insufficient formation of the skills to analyze, synthesize and generalize. Varying the conditions of the problem helps the student to analyze the problem proposed to him, to single out the most essential components in it and to generalize them. As he isolates and generalizes the essential conditions of various problems, he transfers the solution from one problem to another, which is essentially similar to the first. So behind the external dependence "variation of conditions - transfer of the decision" is the internal dependence "analysis - generalization".

Thinking is purposeful. The need to apply the ability to think arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear in front of a person. By its very essence, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are insufficient (although necessary) to achieve them. Such situations are called problematic.

The ability to think is the ability to seek and discover new things. In those cases where old skills can be dispensed with, a problematic situation does not arise and therefore the ability to think is simply not required. For example, already a student of the second grade is not forced to think a question like: "How much will 2x2 be?" The need to apply the ability to think also disappears in those cases when the student has mastered a new way of solving certain problems or examples, but is forced to solve these problems and examples of the same type, which have already become known to him, over and over again. Consequently, not every situation in life is problematic, i.e. causing thinking.

Thinking and problem solving are closely related to each other. But the ability to think cannot be reduced to the ability to solve problems. The solution to the problem is carried out only with the help of the ability to think, and not otherwise. But the ability to think is manifested not only in the solution of already posed, formulated tasks (for example, of a school type). It is also necessary for the very formulation of tasks, for the identification and comprehension of new problems. Often, finding and posing a problem requires even greater intellectual effort than its subsequent resolution. The ability to think is also necessary for the assimilation of knowledge, for understanding the text in the process of reading and in many other cases that are not at all identical to solving problems.

Although the ability to think is not limited to the ability to solve problems, it is best to form it precisely in the course of solving problems, when the student comes across problems and questions that are feasible for him and formulates them.

Psychologists and educators come to the conclusion that it is not necessary to eliminate all difficulties from the path of the student. Only in the course of overcoming them will he be able to form his intellectual skills. Help and guidance from the educator is not about eliminating these difficulties, but about preparing students to overcome them.

In psychology, the following simplest and somewhat conditional classification of types of thinking is widespread: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think clearly.

Both in the historical development of mankind and in the development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age mainly the ability to think clearly is formed. In all cases, the child needs to clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet possess concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. The mastery of concepts in the course of mastering by schoolchildren the foundations of various sciences - mathematics, physics, history - is of great importance in the intellectual development of children. The formation of the ability to think abstractly in schoolchildren in the course of mastering concepts does not at all mean that there is no need to develop skills

think clearly. On the contrary, this primary form of thinking continues to improve. Not only in children, but also in adults, all types and forms of mental activity are constantly developing - to one degree or another.

The individual characteristics of the ability to think include such qualities as independence, flexibility, speed of thought. The ability to think independently is manifested primarily in the ability to see and pose a new problem and then solve it on your own. Flexibility of thinking consists in the ability to change the original plan for solving a problem if it does not satisfy those conditions of the problem that are gradually isolated in the course of its solution and which could not be taken into account from the very beginning.

The most important sign of the formation of the ability to think is the formation of the ability to highlight the essential, independently come to all new generalizations. When a person thinks, he is not limited to stating this or that fact or event, even if it is bright, new, interesting and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of the development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

Pupils of not only senior, but also junior grades are quite capable of highlighting the essential in phenomena and individual facts using the material available to them and, as a result, come to new generalizations. The long-term psychological and pedagogical experiment of V.V. Davydov, D.B. Elkonin, L.V. Zankov and other psychologists convincingly shows that even younger schoolchildren are able to assimilate - and in a generalized form - much more complex material than it was imagined before last time. The thinking of schoolchildren, undoubtedly, still has very large and underutilized reserves and possibilities. One of the main tasks

psychology and pedagogy - to the end to reveal all the reserves and, on their basis, make teaching more effective and creative.

The main types of tasks, the inclusion of which in the system of work of a teacher with students will contribute to the formation of their intellectual skills, are primarily research assignments (observations, preparation of an experiment, search for an answer in scientific literature, etc.), contributing to the development of inquisitiveness, independence, inductive thinking. There are a number of tasks aimed at developing creative thinking, among which the most common are: writing essays, composing your own tasks, "tricky" tasks where you need to guess about any condition contained in an implicit form, tasks for the design of devices or devices, and etc.

Very important assignments to establish cause-effect relationships , contributing to the development of logical thinking, widely based on analysis, generalization.

The development of analytical and synthetic activities is facilitated by tasks requiring the choice of a solution (economical, more accurate or comprehensive) from among those proposed. (Finding a shorter solution to a math problem).

An important role in the development of logical and generalizing thinking is played by comparison tasks , starting with the simplest - "stronger than ..." - and ending with comparisons that reveal the similarity or difference of concepts, complex phenomena.

Along with tasks that provide comparison, selection and search for the most rational solution, it is legitimate tasks aimed at organizing mental actions , teaching students to perform them in a strict sequence, the observance of which ensures that the correct results are obtained, i.e. use

algorithms or their own compilation. Elements of algorithmic thinking are formed in the study of Russian and foreign languages, mathematics, physics, chemistry.

Some difficulties arise in development work guesses and intuitions ... In mathematics, this is bringing students to the "enlightenment", which occurs when, based on the analysis of conditions and enumeration possible ways the solution to the student becomes clear the entire path of the solution and the computational work itself is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and synthesis signs to distinguish a phenomenon in a certain class or type. Among them: summing up a task under an already known type, selection of a generalizing concept to a group of words or selection to a generalizing concept of a specific one, finding a commonality in a group of concepts and assigning to them a concept suitable for this general feature.

Any process, including schooling, must satisfy two important human needs. One of them is the desire to understand the world, to acquire knowledge, the other is the desire to form one's own individuality, to one's intellectual development, to a deeper knowledge of the world and a fuller use of one's own powers.

The development of mental abilities and independent thinking is the basis of mental activity. Independence of thinking cannot be obtained by a one-sided study of ready-made information. Therefore, learning methods that address reproductive thinking, attention and memory are not enough. Along with them, methods are needed that encourage students to directly cognize reality, to independently resolve theoretical problems. This is problem learning.

Chapter 2. Development of the intellectual abilities of the younger

schoolchildren at the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

For a number of years, the system of teaching the Russian language in primary grades GA Bakulina is gaining more and more recognition among teachers. It is aimed at improving the quality of oral and written speech of children, ensures the active involvement of schoolchildren in the formulation, formulation and solution of educational problems.

This system provides for such an implementation of the educational process, in which at each structural stage of the Russian language lesson in the course of studying linguistic material and on its basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

This is achieved by making certain changes in the content and organization of the learning process in comparison with the traditional system.

Content change is carried out at the expense of:

Introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the studied;

Increasing the scale of the use of proverbs, sayings, phraseological phrases at different stages of the lessons;

Expanding the scope of work with concepts and terms;

Inclusion in the content of lessons of various types of texts of an educational and cognitive nature.

The updated learning content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of the intellectual abilities of students.

For the purpose of practical substantiation of the conclusions, work was carried out to test the working hypothesis.

A pedagogical experiment consists of three stages:

Ascertaining

Formative

Supervising

The purpose of the first stage of the work was to check the readiness of students to solve research tasks and exercises.

To determine the level of formation of intellectual abilities, it is necessary to know the attitude of each child to the lessons of the Russian language. A questionnaire was offered to determine the attitude of schoolchildren to the subject.

No. p.

Creative tasks differ among themselves by the didactic goal, the degree of independence of the students, the level of creativity. The most important didactic goal of creative tasks is to develop students' ability to successfully navigate in life, quickly and correctly solve life problems, and the ability to apply acquired knowledge and skills. Tasks are different in terms of difficulty, interesting in content, aimed at exploring various qualities of creative thinking.

All this contributed to the identification of the intellectual abilities of students.

The test consisted of 7 tasks. The time was limited - 40 minutes. The assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Intellectual ability level

At the second stage, exercises of this kind were selected and compiled, in the process of performing which students develop verbal-logical thinking, attention, memory, and intellectual abilities. From lesson to lesson, tasks become more difficult.

Mobilizing stage.

The goal of the mobilizing stage is to include the child in the work. Its content includes groups of exercises that involve various operations with letters. The letter material is used in the form graphic image letters on special cards that schoolchildren can rearrange, interchange on the typesetting canvas, that is, carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the child's types of thinking: visual - effective, visual - figurative, verbal - figurative, verbal - logical. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develop.

What two rearrangements of cards with letters should be done in the bottom row so that the letters above and below are in the same order?

What four permutations of the letter cards should be done in the bottom row so that the letters are in the same sequence in both rows?

What letter can be added to the letters Ж, Ш, Ч? (SCH)

The specifics of spending a minute of calligraphy

On a minute of calligraphy, there are two phases: preparatory and executive. The preparatory phase, in turn, consists of two parts:

definition and formulation by students of the topic of a minute of calligraphy;

children formulating a plan of upcoming actions for writing letters and their elements.

In the first part of the preparatory phase, students, using specially designed techniques, independently determine the letter (s) intended for writing. For example, a teacher gives an assignment: “Look carefully at this picture and tell me, what letter will we write today? Is it more common than others? How many times? What letter is it?

a p p n

r p

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (s) and give a full reasoned answer, while formulating the theme of a minute of calligraphy: “Today we

we will write a letter R... She is depicted more often than others, or rather - 5 times. " For the second part of the preparatory phase, the teacher writes in

a chain of letters on the blackboard, for each lesson compiled according to a new principle, and offers the children the next task

For example: “Determine the order of writing the letters in this row:

Rra Rrb Rrv Rrg Rr ... "

Students explain the writing system aloud: "Capital P, lowercase p, alternate with letters in alphabetical order."

In the executive phase, children write down the started row of letters in a notebook, independently continuing it to the end of the line.

Thus, for a minute of calligraphy, students not only improve their graphic skills, but also develop thinking, attention, ingenuity, observation, speech and analytical-synthetic abilities.

Features of carrying out vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop the creative abilities of children, students determine the word with which they have to get acquainted.

Each technique has its own specifics of use and carries a certain load.

First appointment- search associated with work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word that you will meet today is hidden in a chain of letters. Look carefully at the chain, find the syllables in it in the following order: SG, SGS, SGS

(С- consonant, Г- vowel)

By adding them in the indicated sequence, you will recognize the word. "

KLMNSTTKAVGDSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

From lesson to lesson, assignments and their principle of compilation change. Acquaintance with the lexical meaning of the word being studied is carried out by a partial search method, during which children compose definitions, find generic concepts and essential features of a particular subject designated by a new word. This type of work contributes to a more solid mastery of the spelling of the word.

2. "Mentally remove the letters denoting voiceless consonants in this figure, and you will recognize the word that we will get acquainted with in the lesson."

P F B K T X E W S R H Y W Z Z A (Birch)

3. "Mentally cross out unpaired consonants in terms of hardness - softness, and you will learn a new word, which we will get acquainted with in the lesson."

F O NS G C H O R SCH O Th D(Garden)

Second reception- consists in the use of various ciphers and codes to determine a new word with specific instructions from the teacher.

4. Take a close look at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L L CH T

and the key to it: 2 - 1, 1 - 4, 2 - 5, 1 - 4, 1 - 2, 1 - 1

Having solved the key of this cipher, you will learn the word that we will get acquainted with in the lesson.

NS ***

Systematic work with symbols, codes, ciphers allows the formation of abstract thinking.

The specifics of studying new material.

In the elementary grades, a partial search method is used to study new educational material. Clearly formulated questions of the teacher alternate with the answers of the students in such a way that at the end of the reasoning-search, the students independently come to the necessary conclusion.

In the senior grades of primary school, the use of the problem method is fully justified and effective. It involves the creation of a problem situation by the teacher, the study of it by students and the formulation of their conclusion.

The creation of a problematic situation involves several levels: high, medium, low.

A problematic task (situation) at a high level does not contain prompts, on an average - 1-2 prompts. At a low level, the role of prompts is played by questions and tasks, answering which students come to the desired conclusion.

For example, when studying the topic: "Soft sign at the end of nouns after sibilants", three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, quiet, hut, rye, knife.

Average level.

Read the written word columns carefully. Explain how they are grouped. Formulate a rule for their writing.

daughter doctor

quiet hut

rye knife

Low level.

Read carefully the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech do all the written words refer to?

Determine the gender of the first and second nouns

columns?

What are the consonants at the end of the nouns in both columns?

At the end of which nouns and when is a soft sign written?

Participation in the search requires from children maximum concentration, intense mental activity, the ability to correctly express their thoughts, activate the cognitive process, provides fluency in analytical and synthetic actions, teaches logic in reasoning.

Consolidation of the studied material.

When consolidating the studied material, it is possible to purposefully form certain intellectual qualities and skills of students through a special selection of exercises. Each type of assignment is aimed at improving intellectual qualities.

Job example:

Read the sentence, characterize it: spread the sentence, adding one word to it with each repetition and repeating all the words previously said.

Mist descended on the city.

A white mist descended on the city.

A white mist slowly descended over the city.

A white mist slowly descended on our city.

Thus, the intellectual development of younger schoolchildren in the process of teaching the Russian language occurs by enriching its content and improving the methods of practical activity of students in the classroom.

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APPLICATION

1. Determine the pattern, continue the series:Aab Aav Aag _________________________________________________________

2. Look carefully at the row of letters, find the dictionary word. V J J M O G U R E Z Z U P N O E ________________

3. Write a couple of words. Sample: poplar - wood. pike dishes plate bird lily of the valley berry blackbird fish raspberry flower ________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: verifiable, verifiable, verifiable. Insert the missing letters. Underline spelling. Sample: oak, oak - oak.

1) doo..ok, doo..ki, doo ..; _______________________________2) zu..ki, zu .., zu..ok; _______________________________3) colo .., colo..ki, colo..ok; _______________________________4) side .., side..it, side..ka; ________________________________

5. Make and write two vocabulary words m r x w z o o o o _______________ _______________

6. Read. Replace the question mark with the number you want. forest forest ladder 1 2 ?

8B ... Decipher the word and write it down.A

B A

___________________

The attitude of younger students to the subject.

No. p.

This table shows that Russian is in last place

Intelligence is the mind, reason, reason, the thinking ability of a person.

Intelligence is a set of abilities that make it possible to perform high-quality mental work.

Intelligence is learning, that is, the ability to assimilate and independently acquire knowledge.

Finally, intelligence is the ability to solve complex problems under changing circumstances.

The following types of intelligence can be conditionally identified:

computing;
speech;
spatial;
practical;
emotional and social;
as well as musical and creative (Appendix 1).

A few words about each of these types and how successfully they develop in mathematics lessons.

Computational intelligence (or logical and mathematical giftedness) is:

it is the ability to analyze abstract problems;
it is the ability to think logically;
it is the ability to solve problems in the form of mathematical equations;
it is the ability to quickly find numerical patterns and apply them to solve problems.

These abilities are an essential prerequisite for the development of many branches of science, since the mathematical foundations underlie many other sciences. Indeed, if two centuries ago the application of mathematics in physics was very relative, in chemistry - in the form of the simplest equations of the first degree, in biology it was completely equal to zero, but now the application of mathematics in these sciences is undeniably significant. Applications of mathematics are also widely spread in the field of economics and other special sciences, and are beginning to be used in linguistics and medicine. This type of intelligence develops absolutely in mathematics lessons, moreover, in each lesson it is necessary to try to influence the development of all types of mathematical abilities, which will be discussed a little later.

Speech intelligence

This type of intelligence is associated with a whole range of speech phenomena:

vocabulary;
sense of language;
quick recognition and memorization of words and phrases;
differentiated and accurate expression of their thoughts.

The higher the speech intelligence, the easier it is for a person to have purposeful communication, the easier it is for a person to manage his life, both professional and personal. The presence of speech intelligence is an indispensable condition for teachers, journalists, etc. - for everyone who daily uses speech as a tool of labor. And it is necessary to pay special attention to the development of speech intelligence in mathematics lessons - here it is important to develop a culture of speech in proving theorems, justifying decisions, and applying mathematical concepts.

Spatial intelligence

The ability to perceive optical structures and two- or three-dimensional objects. How is it expressed? It:

the ability to build a geometric body or detail according to their schematic images;
the ability to "see" two-dimensional images in space and to compare individual optical structures and constructions in the mind;
the ability to find your way in an unfamiliar building or city using diagrams and maps.

Do we develop spatial intelligence in the classroom? Undoubtedly! Stereometry is an amazingly powerful branch of mathematics, aimed one hundred percent at the development of spatial intelligence.

Practical intelligence

This type of intelligence implies the ability to coordinate actions and mental work. Practical intelligence helps control fine motor skills, which are required, for example, when playing the violin, when threading a needle, or when creating sculpture. The development of this type of motor skills is especially important in the first 10 years of a child's development, when the eyes, hands and brain work in a single rhythm. The connection of fine motor skills with overall development the brain is obvious. In mathematics, tasks that contribute to the development of practical intelligence are various tasks for passing mazes, choosing the shortest path, creating models of polyhedra, etc.

Emotional and social intelligence

This kind of intelligence means a lot in all areas of life. Basically, it is the ability to understand the feelings of others in communication. More specifically, emotional and social intelligence encompasses the following basic abilities:

in the emotional sphere:

do not let your feelings overflow;
deliberately influence your behavior;
using feelings positively;
act on this basis.

in the social sphere:

the ability to communicate with other people;
find common points of contact;
acknowledge other people's feelings;
be able to imagine yourself in the place of another person;
ability to exercise their own desires, to achieve the set goal.

Thus, emotional and social intelligence has a decisive influence on the quality of life and the ability to overcome life difficulties in both professional and personal life. By the way, scientific research has established that a person's success at school and at work is only 20% related to his IQ, determined by tests. The rest is his suitability for social contacts, the ability to understand the feelings of colleagues and friends. Can we develop this kind of intelligence in the classroom? Of course, we not only can, but we must! Here, the personality of the teacher, the atmosphere that he creates in the classroom, the style of his relationship with students comes to the fore, and this type of intelligence cannot be underestimated.

Musical and creative intelligence

This type of intelligence means, first of all, the ability to develop new ideas, create new projects. Creativity has a lot to do with ingenuity and mental flexibility. Musical intelligence is closely related to auditory memory and pitch discrimination, with a sense of rhythm and timing. The scope of creative abilities is in no way limited to classical types of creative activity, such as the work of an artist or composer, since developing new ideas is beneficial in any profession.

Perhaps this is the only type of intelligence that we develop the least in the classroom. However, if you invite students to create some kind of three-dimensional model that satisfies the initial conditions (volume, surface area, shape or combination of shapes of geometric bodies), or to make a design solution for the landscape with the given parameters of the area or color scheme, then the flight of imagination and creativity will begin!

(And you can also notice in parentheses that there is a gradation, and also very conditional, into male and female intelligence, the intelligence of the "cunning man" and the absent-minded professor, the intelligence of a narrow professional orientation and the intelligence of a broad erudition - there are a great many types and types of intelligence, as well as forms of organization of human mental activity).

So, if we sum up all of the above, answering the question "WHAT?", I recall the classic phrase of A.P. Chekhov: "Everything in a person should be beautiful: face, clothes, soul, and thoughts." Influencing various types of intelligence, and developing them, the teacher contributes to the development of a harmoniously developed personality, which is the main task of the school.

How to develop the intelligence of students in math lessons

Now let's talk about how to develop these types of intelligence in the classroom. In principle, the intellectual level of personality development is determined, first of all, by two factors: the volume of acquired information (this is erudition) and the ability to use this information (this is directly the intellectual development of the personality).

By influencing various types of intelligence, we develop the abilities and thinking of the student. In turn, abilities and thinking also have gradations - they are indicated in Appendix 1.

Let's dwell on the development mathematical skills , which are divided into algorithmic, geometric and logical.

Algorithmic ability- This is the ability to use, first of all, certain "templates" for solving problems in a particular situation, the ability to break the solution into elementary components, this is the ability to apply analytical methods related to algebra, mathematical analysis, analytical geometry. These abilities are manifested, for example, when factoring polynomials, plotting functions and studying them, solving equations, transforming expressions.
Geometric abilities- this is the ability to spatial representations and to introduce geometric visualization in the study of mathematical problems, it is the ability to extract information from a given configuration by analyzing it and supplementing it with the method of auxiliary drawings, additional constructions, mental analysis. Figuratively speaking, algebra develops skill, geometry develops imagination.
Logic abilities are expressed in the isolation of particular cases from a certain general position and their study, in the creation of an economical, consistent and optimal scheme for solving the problem (and in the development of a strategy for this solution), in conducting evidence-based reasoning, using methods of proof "by contradiction", progress in solving problems "From end to beginning", reference to counter-example, and others.

What tasks develop this or that ability? Appendix 2 presents (of course, very conditionally) various types of tasks that affect the mind, reason and reason in different ways with different types of thinking, which, in turn, in the form and nature of solving problems, can be subdivided into specific (objective) , abstract (figurative) and intuitive (verbal-logical). Thinking develops throughout a person's life and, as the intellect develops, undergoes changes: from the concrete, visual-effective (get a toy, assemble a pyramid) to abstract-intuitive (inductive and deductive inferences, analogies).

The very subject "mathematics" by the fact of its study is already a powerful tool for the development of the intellect, and, as a consequence, the thinking and abilities of the student. And if you also dilute the "routine" of the solved examples and problems with non-standard exercises, giving them a couple of minutes of the lesson, the level of impact will become many times higher.

For example, for development computational intelligence during oral exercises, students can be offered exercises to find the missing element of the number chain ( 15, *, 17, 23, 19, 25 — obviously this number is 21) or tasks for the development of logical thinking ( Different animals live in the Smirnovs' house. They can be cats, dogs, or hamsters. It is known that:

all animals except two are hamsters;
all animals except two are cats;
all animals except two are dogs.

What animals and how many live in the Smirnovs' house?

Answer: There are three animals - a cat, a dog and a hamster.)

Development speech intelligence is directly related to the development of general erudition, visual and auditory memory - exercises for reproducing a finite number of words or concepts for a certain time, finding a word pair by associations ( dark-light as wide -?), exclusion of superfluous from the general ( halibut, herring, flounder, dolphin, shark — extra dolphin, this is a mammal), well, the already mentioned proofs of theorems and justification of solutions.

Development spatial intelligence are facilitated by exercises for the combination and movement of figures and geometric bodies, for example, for finding the position of the cube at certain rotations of the model ( in the picture, the correct answer is B), to find unnecessary figures, recognition of optical models.

Practical intelligence operates with visual images. For its development, exercises for coordination of motor skills (Tangram game), passing mazes, finding the optimal path from one point to another (graph theory) are good.

In Appendix 3, you can find a wide variety of exercises for the development of the application of different types of thinking and intelligence, but in general, this is just a warm-up and a bit of pleasure in this fascinating business - brain training.

The intellectual development of schoolchildren in mathematics lessons directly depends on the personality of the teacher. Students should be interested in the classroom, be it a lesson, an elective or a quiz, they should feel the growth of their capabilities.

Literature:

Jörg B. Tylaker, Ulrich Wiesinger. IQ training. Your path to success. Moscow, AST Astrel, 2004.
Ken Russell, Philip Carter. IQ tests. Moscow, EKSMO, 2003.
V. Konevskaya. From the theory of pedagogy to the practice of developing students' creative abilities. http://www.experts.in.ua/baza/analitic/index.php?ELEMENT_ID=33324

Municipal budgetary educational institution

"Secondary school number 28" "

Intellectual development of junior schoolchildren

primary school teacher

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction …………………………………………………………… 1

Chapter 1. Psychology - pedagogical foundations of the intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills ………………………………………………………… ..4

The essence of intellectual skills ……………………… .15

schoolchildren in Russian lessons

Research activities of junior schoolchildren on

Russian lessons …………………………………… 41

References ……………………………………………… .52

Appendix ……………………………………………………… ..55

1 Introduction.

Intelligence is the ability to think. Intelligence is not given by nature, it must be developed throughout life.

Intellectual development is the most important aspect of training the younger generations.

Most scientists admit that the development of schoolchildren's creative abilities and intellectual skills is impossible without problem learning.

Problem-based learning methods have a positive effect on the development of the intellectual abilities of primary school students.

They are chosen by the teacher depending on the goals of the lesson and on the content of the studied material:

- heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge, develop creative abilities;

- dialogical method - provides a higher level of cognitive activity of students in the process of cognition;

- monologue method - replenishes the stock of students' knowledge

additional facts.

N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I. Ya. Lerner, M I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya and others.

Purpose of work:

1. Increase interest in the learning process.

2. Ability of non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

Object work is - the process of teaching schoolchildren.

Subject - problem learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve this goal, the following were determined tasks:

To study and analyze the psychological, pedagogical and methodological literature on the research topic.

To reveal the essence of intellectual development.

Organize research work.

To solve the set tasks, research methods were used:

- analysis of psychological, pedagogical, methodological works on the research topic;

- observation, conversation, testing, questioning;

- pedagogical experiment and data processing.

Chapter 1. Psychology - pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", which passed into modern languages from Latin in the 16th century and originally meant the ability to understand, has become an increasingly important general scientific category in recent decades. The specialized literature discusses the intellectual resources of certain groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As you know, the cognitive sphere of a person is investigated using tests.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. Each of them was asked to define intelligence and name the way in which intelligence could be best measured. Almost all scientists cited testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability to think abstractly" (L. Thermen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

Fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to operate, vocabulary) are taken as components of intelligence.

The English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

Representatives of this trend rely on the work of Charles Spearman, who back in 1904, based on an analysis of the results of a number of intellectual tests passed by the subjects, put forward a theory according to which intelligence consists of a common factor " G"-" general mental energy "- involved in the solution of all intellectual tests, and a number of specific factors -" S”, Each of which is valid within the given test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Guildford.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible).

In order to get an idea of the intellectual development of the subject, it is necessary, according to Guildford, to investigate the degree of development of all factors constituting intelligence.

L. Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Comprehension of words.

Associative memory.

Fluency of speech.

Understanding or reasoning.

In general, intelligence (from Latin intellektus- understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking.

The consistency of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

The very concept of intellectual (mental) development is interpreted by different researchers in different ways.

Among the first to call for the study of general mental development, general intelligence were S.L. Rubinstein and B.G. Ananyev. So,

a) the relationship between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the integration into a definite functional system of such modes of action that are characteristic by nature. For example, junior schoolchildren were taught in some lessons analyzing observation, and in others the generalization of essential features. Progress in mental development can be talked about when these diverse methods of mental activity are combined into one system, into a single analytical-synthetic activity.

independence of thinking,

the speed and strength of the assimilation of educational material,

quick mental orientation (resourcefulness) when solving non-standard tasks,

deep penetration into the essence of the studied phenomena (the ability to distinguish the essential from the non-essential),

criticality of mind, lack of inclination to biased, unfounded judgments.

N.A. Menchinskaya considers in this regard such features of mental activity as:

the speed (or, accordingly, the slowness) of assimilation;

flexibility of the thinking process (i.e. ease or, accordingly, the difficulty of restructuring work, adapting to changing conditions of tasks);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

different levels of analytical and synthetic activity.

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

Skills education is a complex process of analytical and synthetic activity of the cerebral cortex, in

during which associations are created and consolidated between the task, the knowledge necessary for its implementation and the application of knowledge in practice. Repeated actions reinforce these associations, and variation of assignments makes them more accurate. Thus, the traits and attributes of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. preservation of accuracy and pace, despite some side effects, strength (skill is not lost during the period when it is practically not used), maximum approximation to real conditions and tasks.

YK Babansky. We will dwell in more detail only on educational and intellectual skills.

cognitive tasks; do the exercises yourself; exercise self-control in educational and cognitive activities.

perceive,

memorize,

to be attentive,

think,

have intuition.

Consider the listed groups of intellectual skills, including those identified by Yu.K. Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational, largely depends on the presence of positive motives for learning.

An unconditioned orienting reflex "why?" Is inherent in man by nature. The task of teachers is to ensure that during the entire period

school education to create the most favorable conditions for maintaining this inherent human curiosity, not to extinguish it, but to supplement it with new motives coming from the very content of education, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

gives teachings to prepare for communication in a pulsating environment, in a work collective. All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, the sources of stimulation are usually, of course, feelings of duty, responsibility and conscious discipline. Self-education of academic discipline and volitional self-discipline is also associated with the development of "noise immunity"; the ability to force yourself to take on the performance again and again

"Intractable" solution to the problem. Equally important is the clear presentation of requirements by teachers, the unity of such requirements, and a clear motivation for the marks given.

So, we see what specifically involves the process of self-stimulation of learning:

students' awareness of learning as a public duty;

assessment of the theoretical and practical significance of the subject and the issue under study;

the desire to acquire not only the most interesting, vivid, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-order, volitional stimulation of education;

persistent overcoming of educational difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, class staff;

Consciously suppressing feelings of fear of upcoming answers, classwork, or credit.

2. Ability to perceive.

For a successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer a person's experience, the more knowledge he has, the richer he is.

perception. These patterns of observation must be taken into account by the teacher, organizing the activities of students.

3. Ability to be attentive.

Since the definition of the concept of "skill" emphasizes the need to consciously perform actions, then, speaking about the ability to be attentive, we will understand the formation of voluntary attention. Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets himself a specific task in his activity and consciously develops a program of action. This intellectual skill is formed not only through education, but also to a large extent through the self-education of students. In the degree of formation of the ability to be attentive, the activity of the individual is manifested. With arbitrary attention, interests are of an indirect nature (these are the interests of the goal, the result of the activity). If in purposeful activity the content and the process of the activity itself, and not only its result, as with voluntary concentration, become interesting and significant for the child, then there is a reason to speak of post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; it is reasonably associated with the most intense and fruitful mental activity, high productivity of all types of labor. The importance of educational activity is especially great for the formation of voluntary attention, that is, the ability to be attentive.

4. Ability to memorize.

The most important feature of the psyche is that the reflection of external influences is constantly used by the individual in his future behavior. The gradual complication of behavior is carried out through the accumulation of individual experience. The formation of experience would be impossible if the images of the external world that arise in the cerebral cortex

brain disappeared without a trace. Entering into various connections with each other, these images are fixed, preserved and reproduced in accordance with the requirements of life and activity.

Memory as a mental process is divided into separate types in accordance with three main criteria:

by the nature of mental activity prevailing in activity, memory is divided into motor, figurative and verbal-logical;

by the nature of the goals of the activity - into involuntary and voluntary;

by the duration of consolidation and preservation (in connection with its role and place in activity) - into short-term, long-term and operational.

are embodied in a different linguistic form, then their reproduction can be oriented towards the transfer of either only the main meaning of the material, or its literal verbal design.

memory, significantly affects the success of the performance of a particular activity.

In addition to the types of memory, its main processes are also distinguished. At the same time, it is the various functions performed by memory in life and activity that are considered as the basis. Memory processes include memorization (consolidation), reproduction (updating, renewal) and preservation of material. Let us briefly describe the relevant skills.

The ability to reproduce information is the ability to actualize previously fixed knowledge by extracting it from long-term memory and transferring it into operational memory.

5. Ability to have intuition.

“Intuition (lat. Intuitio- contemplation, vision, gazing) is a term that means the same as direct contemplation, knowledge obtained in the course of practical and spiritual mastering of an object, a visual representation. " Although intuition differs from the ability to think discursively (that is, to logically deduce one concept from another), it is not opposed to it. Contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge is achieved only with

6. Ability to exercise self-control in learning.

The next important means of developing self-control is teaching schoolchildren to systematically answer the control questions of the textbook, as well as additional control questions that require reflection on the text. In middle and senior grades, students are asked to compose control questions for the text themselves if they are absent in the textbook. In this case, at the same time, self-control is exercised over the skills to highlight the main, essential. A particularly valuable self-control technique is checking the correctness of the written assignments. For this, techniques specific to each academic subject are used. For example, in mathematics, an approximate estimate of the correctness of the solution of the problem is made; the vital reality of the results is assessed; the accuracy of calculations is checked by reverse actions (multiplication by division, addition by subtraction, and so on).

The combination of the above methods of work invariably ensures the development of the ability to exercise self-control in learning.

7. Ability to independently perform exercises, solve problem and cognitive tasks.

attentive perception of educational information, but also the independence of learning, the ability to perform educational exercises, conduct experiments, and also solve problematic problems.

8. Ability to think.

sensations, perceptions and ideas. Cognitive activity receives all its material from only one source - from sensory cognition.

the verbal formulation of any thought is improved, perfected, the clearer and clearer the thought itself becomes.

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal form.

directly, when what is perceived is expressed in them;

indirectly - by reasoning or reasoning.

common as similar signs,

common as essential features.

Common essential features are highlighted in the course and as a result of in-depth analysis and synthesis.

In psychology, the following simplest and somewhat conditional classification of types of thinking is widespread: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think clearly.

Both in the historical development of mankind and in the development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age, the ability to think clearly is mainly formed. In all cases, the child needs to clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet possess concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. The mastery of concepts in the course of mastering by schoolchildren the foundations of various sciences - mathematics, physics, history - is of great importance in the intellectual development of children. The formation of the ability to think abstractly in schoolchildren in the course of mastering concepts does not at all mean that there is no need to develop skills

psychology and pedagogy - to the end to reveal all the reserves and, on their basis, make teaching more effective and creative.

Very important assignments to establish cause-effect relationships , contributing to the development of logical thinking, widely based on analysis, generalization.

algorithms or their own compilation. Elements of algorithmic thinking are formed in the study of Russian and foreign languages, mathematics, physics, chemistry.

Some difficulties arise in development work guesses and intuitions ... In mathematics, this is bringing students to the "enlightenment", which occurs when, based on the analysis of conditions and enumeration of possible solutions to the student, the entire solution path becomes clear and the computational work itself is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and synthesis signs to distinguish a phenomenon in a certain class or type. Among them: summing up a task under an already known type, selection of a generalizing concept to a group of words or selection to a generalizing concept of a specific one, finding a commonality in a group of concepts and assigning to them a concept suitable for this general feature.

Chapter 2. Development of the intellectual abilities of the younger

schoolchildren at the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

Over the course of a number of years, the system of teaching the Russian language in the elementary grades of G.A. Bakulina has been gaining more and more recognition among teachers. It is aimed at improving the quality of oral and written speech of children, ensures the active involvement of schoolchildren in the formulation, formulation and solution of educational problems.

This is achieved by making certain changes in the content and organization of the learning process in comparison with the traditional system.

Content change is carried out at the expense of:

- introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the studied;

- increasing the scale of the use of proverbs, sayings, phraseological phrases at different stages of the lessons;

- expanding the scope of work with concepts and terms;

- inclusion in the content of lessons of various types of texts of an educational and cognitive nature.

The updated learning content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of the intellectual abilities of students.

For the purpose of practical substantiation of the conclusions, work was carried out to test the working hypothesis.

A pedagogical experiment consists of three stages:

- ascertaining

- formative

- controlling

The purpose of the first stage of the work was to check the readiness of students to solve research tasks and exercises.

p.p

Name subject	Highly Like	Like	Not Like
	Maths
	Russian language
	Reading
	ISO
	Work
	Music

All this contributed to the identification of the intellectual abilities of students.

The test consisted of 7 tasks. The time was limited - 40 minutes. The assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Intellectual ability level

Number of points
High	6 -7
Average	5 — 4
Short	3 or less

Mobilizing stage.

The goal of the mobilizing stage is to include the child in the work. Its content includes groups of exercises that involve various operations with letters. The letter material is used in the form of a graphic image of letters on special cards, which schoolchildren can rearrange, interchange on a typesetting canvas, that is, to carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the child's types of thinking: visual - effective, visual - figurative, verbal - figurative, verbal - logical. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develop.

What two rearrangements of cards with letters should be done in the bottom row so that the letters above and below are in the same order?

What four permutations of the letter cards should be done in the bottom row so that the letters are in the same sequence in both rows?

What letter can be added to the letters Ж, Ш, Ч? (SCH)

The specifics of spending a minute of calligraphy

On a minute of calligraphy, there are two phases: preparatory and executive. The preparatory phase, in turn, consists of two parts:

definition and formulation by students of the topic of a minute of calligraphy;

children formulating a plan of upcoming actions for writing letters and their elements.

a p p n

r p

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (s) and give a full reasoned answer, while formulating the theme of a minute of calligraphy: “Today we

we will write a letter R... She is depicted more often than others, or rather - 5 times. " For the second part of the preparatory phase, the teacher writes in

a chain of letters on the blackboard, for each lesson compiled according to a new principle, and offers the children the next task

For example: “Determine the order of writing the letters in this row:

Rra Rrb Rrv Rrg Rr ... "

Students explain the writing system aloud: "Capital P, lowercase p, alternate with letters in alphabetical order."

In the executive phase, children write down the started row of letters in a notebook, independently continuing it to the end of the line.

Thus, for a minute of calligraphy, students not only improve their graphic skills, but also develop thinking, attention, ingenuity, observation, speech and analytical-synthetic abilities.

Features of carrying out vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop the creative abilities of children, students determine the word with which they have to get acquainted.

Each technique has its own specifics of use and carries a certain load.

First appointment- search associated with work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word that you will meet today is hidden in a chain of letters. Look carefully at the chain, find the syllables in it in the following order: SG, SGS, SGS

(С- consonant, Г- vowel)

By adding them in the indicated sequence, you will recognize the word. "

KLMNSTTKAVGDSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

2. "Mentally remove the letters denoting voiceless consonants in this figure, and you will recognize the word that we will get acquainted with in the lesson."

P F B K T X E W S R H Y W Z Z A (Birch)

3. "Mentally cross out unpaired consonants in terms of hardness - softness, and you will learn a new word, which we will get acquainted with in the lesson."

F O NS G C H O R SCH O Th D(Garden)

Second reception- consists in the use of various ciphers and codes to determine a new word with specific instructions from the teacher.

4. Take a close look at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L L CH T

and the key to it: 2 - 1, 1 - 4, 2 - 5, 1 - 4, 1 - 2, 1 - 1

Having solved the key of this cipher, you will learn the word that we will get acquainted with in the lesson.

***

	=		=		=	##
	*******			*******	##	##	*******	*******
		##	##	##	*******
##						*******
		=		=		=		=

Systematic work with symbols, codes, ciphers allows the formation of abstract thinking.

The specifics of studying new material.

The creation of a problematic situation involves several levels: high, medium, low.

For example, when studying the topic: "Soft sign at the end of nouns after sibilants", three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, quiet, hut, rye, knife.

Average level.

Read the written word columns carefully. Explain how they are grouped. Formulate a rule for their writing.

daughter doctor

quiet hut

rye knife

Low level.

Read carefully the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech do all the written words refer to?

- Determine the gender of the first and second nouns

columns?

What are the consonants at the end of the nouns in both columns?

At the end of which nouns and when is a soft sign written?

Consolidation of the studied material.

Job example:

Read the sentence, characterize it: spread the sentence, adding one word to it with each repetition and repeating all the words previously said.

Mist descended on the city.

A white mist descended on the city.

A white mist slowly descended over the city.

A white mist slowly descended on our city.

Bibliography

Aydarova L.I.Psychological problems of teaching Russian to primary schoolchildren. - M., 1987.

Arsiriy A. T. Entertaining materials on the Russian language. - M., 1995.

Bakulina G.A. Intellectual development of junior schoolchildren at the lessons of the Russian language. - M .: Humanit. Ed. center VLADOS, 2001.254s.

Baranov M.T. Methodology of the Russian language. - M., 1990.

Basova N.V. Pedagogy and practical psychology. - Rostov-on-Don, 1999.

Blonsky P.P. Selected pedagogical and psychological works. T. 2. - M., 1979.

Vlasenko A.I. General questions of the methodology of the Russian language in the modern school. - M., 1973.

Vlasenkov A.I. Developing teaching of the Russian language. - M., 1983.

Halperin P. Ya., Kotik N. R. Towards the Psychology of Creative Thinking // Questions of Psychology - 1982. - No. 5