Features of schoolchildren's research activities. Educational and research activities, its characteristics and structure

An important principle of developing education in educational institutions is the demonstration of students in constructive ways to solve the actual problems of modern society. One of the ways to implement this principle can be the organization of student research.

- It is understood as the creative process of joint activities of two subjects (teachers and student) to find a solution to an unknown, the result of which is the formation of a research style of thinking and worldview in general.

Under research activities - It is understood by the activities of students related to the search for a response to a creative, research task with a pre-unknown decision.

Student research activities - Activity related to the decision of students with a creative, research task with an unknown decision and involving the presence of basic stages characteristic of the study in the scientific sphere, normalized on the basis of the traditions adopted in the science: the formulation of the problem, the study of the theory dedicated to this issue, selection of research techniques and Practical mastering, collecting our own material, its analysis and generalization, scientific commentary, own conclusions. Any study, no matter what area of \u200b\u200bnatural or humanitarian Sciences It is performed, has a similar structure. Such a chain is an integral affiliation of research activities, the norm of it.

Meaningful feature of research activities, It is that scientific research can lead to the most different, sometimes unexpected results - in a scientific environment they say: "Negative result, also the result." That is, the researcher often cannot predict all the exact characteristics of the result of its activities, often does not know all areas where the results of his work will be able to find their practical use. The main task of the researcher is in good faith and carefully to conduct a scientific search, get reliable results, find them a reasonable interpretation, to be made available to other specialists working in this field. So in modern education It is necessary to include this element such as research activities of students.
Structure of research activities (by A.I. Savenkov

Research involves the presence of the following activities:

Acquaintance with norms, references, criteria of scientific, scientific traditions, research area;

Study of the theory dedicated to this issue;

Selection of methods and methods of research, practical mastering;

Collection of own material, its analysis and generalization;

Own conclusions

Unconditional research standards are:

the need for evidence and justification: positions, data, ways to achieve results;

the need to constantly verify the results;

inadmissibility of plagiarism

Stages of work:

The choice of theme;

Identifying research problems;

Setting the purpose and objectives of the study, the definition of the object and the subject of the study;

Hypothesis extension;

Collecting information on the problem;

The choice of methods and methods of research;

Conducting observations and experiment;

Selection and structuring of material in accordance with the theme and objectives of the study;

Project registration;

Project protection

Topic Selection Rules:

• 
  The topic should be interesting, exciting, its choice is a voluntary business;
• 
  The topic must be fulfilled, its decision should bring real benefits to participants in the study;
• 
  The topic should be original, it requires an element of surprise, unusualness;
• 
  The topic should be such that work can be performed in the planned time (no more than the school year);
• 
  The topic must correspond to the level of education of students;
• 
  The topic should have an informational and material base for its implementation.

The paper substantiates the relevance of the chosen topic.

Aspects of relevance:

• 
  Historical and scientific;
• 
  Theoretical;
• 
  Empirical;
• 
  Social;
• 
  Practical;

The degree of research studies (problems) and the rationale for the novelty of the study:

• 
  Historical excursion development topic, the degree of problem learning. The assessment of the main achievements and deficiencies in the study of the topic in the domestic and foreign literature. The main approaches are analyzed
• 
  The rationale for novelty is to disclose a personal deposit in further research Topics (problems).
• 
  Scientific novelty is one of the main requirements for the topic of research. This means that it should contain a solution to a new scientific task or new developments that expand the existing knowledge boundaries in a certain industry of science.
• 
  The novelty of the study and the topic is organically connected. At the same time, there must be a hypothesis (forecast) of research novelty, which ensures the range of issues forming the core of the study and have significant signs of novelty, originality. Sometimes this core studies is called a "highlight" study.
• 
  An equally important criterion for the quality of research is the criterion of utility or its practical significance. The practical significance of the study is necessarily established and justified.

These include availability:

Positive results of the use of research research in society, a separate team, production, industry of science, any practice;

Sentences to improve the research methodology;

Knowledge, useful for use in the educational process of medium or higher education.

Hypotheses nomination technology:

1. Collecting and analyzing individual facts and results: observations of preceding experiments, study of scientific literature, reflections, etc.

2. Detection of an unusual, unexpected, incident: ambiguities, inconsistencies, violations in the chain of the preceding proof;

3. Detection of the problem

4. Formulation of the hypothesis as a possible solution to the problem: allows you to see the problem in a different light, look at the situation on the other side;

5. Makes go beyond everyday ideas;

6. Bars the elements of a mental game.

The hypothesis can be born both as a result of guesses, assumptions.

Object of study It is a knowledge that generates a problem situation combined in a certain concept, and is defined as a region of scientific research research.

Subject of study You can define as a new scientific knowledge about the object of the study obtained as a result of scientific surveys. The subject of the research may include a tool for obtaining this new scientific knowledge about the object of research, if it has significant signs of novelty. In the first approximation, the object and subject of the study relate to each other as common and private. The subject of the study is usually located within the boundaries of the study object.

The text of research should include:

1. Introduction (purpose of work, its significance and relevance)

3. Description of the problem, goals and objectives of the study;

4. Consideration of the problem in the context contemporary state science;

5. The wording of the hypothesis (the proposed solution to the problem);

6. Description of methods and methods of research

7. Description of the results of its own research;

8. Conclusions (your opinion on the solution of the problem);

9. Conclusion (results of their own work confirming the hypothesis, prospects for work);

10. Reviews.
Preparation and public project protection - Crown of research work. Learn to prove your right point and answer questions!
General recommendations:

• 
  come to conduct research work creatively
• 
  do not restrain your research initiatives;
• 
  the student must independently do everything that he can do;
• 
  learn to trace the links between objects, events, phenomena;
• 
  develop the skills of self-solving research problems;
• 
  develop the ability to analyze, synthesize, classify information

Requirements for research activities
1. General requirements to research activities.
1.1. It is necessary that the student has a sense of dissatisfaction with the available ideas. He must come to feeling their limitations.

1.2. New ideas should be such that students clearly imagine their content and allowed coexistence with the available ideas about the world.

1.3. New ideas should be clearly useful than old.
2. Requirements for the research process.
2.1. Encourage students to formulate ideas and ideas, express them explicitly.

2.2. Faced students with phenomena, which are conflict with existing ideas.

2.3. Improve the nomination of assumptions, guesses, alternative explanations.

2.4. Giving students the opportunity to explore their assumptions in a free and unprotected atmosphere, especially through discussions in small groups.

2.5. Provide the opportunity to apply new ideas to a wide range of phenomena, situations like this. So that they can appreciate their applied value.
3. Requirements for the teacher that implements a research approach to learning.
3.1. The teacher must finely feel the problem of situations faced by students, and be able to put real tasks in front of the student understandable for students.

3.2. Fulfill the function of the research coordinator and partner, avoid policy receptions.

3.3. To try to captivate students with the problem and the process of its deep research, to stimulate creative thinking with the help of questions raised.

3.4. Being tolerance to the mistakes of students, to offer their help or address the desired sources of information.

3.5. Provide the opportunity for regular students' reports; Exchange of opinions during discussions. Encourage critical thinking of students.

3.6. Supply the process of research before the advent of the loss of interest is guys to the problem.

3.7. Continue to continue learning research activities.

In the federal component of the State Educational Standard of the initial general Education The idea of \u200b\u200bimplementing a personal-oriented, developing model of elementary school, the content of education in which will be focused on ensuring self-determination and self-education of the person, to master the methods of cognitive activity, the acquisition of the experience of various types of activities. This requires creating certain conditions in educational practice to include younger students in active cognitive activity. Therefore, the task of the school, teachers organize such activities that will help to arm a student with knowledge of knowledge will form him informative independence, the ability to realize their abilities and personal qualities. An important place in the implementation of these tasks is the research activities of schoolchildren.

It is research activities that contributes tothe early detection and development of the professional tendencies of schoolchildren, the formation of leadership qualities, skills to work in a team, the ability to independently make decisions in the selection situation, argued to prove its point of view, introduce to scientific work.

In his work of the class teacher, I see the possibility of interconnection between educational and educational process, through the organization of scientific research activities of students. Since the class-grade system largely limits the possibility of individual and group research work of students, its organization is possible in the framework of extracurricular activities.

Preview:

Level, form, study time The teacher determines depending on the age of students and specific pedagogical problems. The formation of research activities, as a rule, takes place in several stages.

The first stage corresponds to the first elementary school class. The tasks of enrichment of research experience of first-graders include:

• maintaining research activity of schoolchildren on the basis of available submissions;
• development of skills to set questions, express assumptions, observe, compile subject models;
• formation of initial ideas about the activities of the researcher.

To solve problems, the following methods and methods of activity are used: in the paper - a collective learning dialogue, subject matter, creating objects problem situations, read-review, collective modeling; In extracurricular activities - Games - classes, jointly with the child, determination of its own interests, individual circuits, performing models from different materials, excursions, exhibitions of children's work.

The second stage is the second elementary school class - oriented:

• to acquire new ideas about the features of the activities of the researcher;
• to develop the ability to identify the topic of research, analyze, compare, formulate conclusions, issue research results;
• to maintain the initiative, activity and independence of schoolchildren.

The inclusion of younger students in educational and research activities is carried out through the creation of a research situation through educational and research tasks and tasks and recognition of the value of joint experience. At this stage, the following methods and methods of activity are used: in manner activities - educational discussion, observations on plan, stories of children and teachers, mini-research; In extracurricular activities - excursions, individual compilation of models and schemes, mini-reports, role-playing gamesExperiments. Protective development The student research experience is ensured by the expansion of operating actions performed when solving educational and research problems and the complication of activities from the front under the guidance of the teacher to individual independent activities. The inclusion of schoolchildren in educational activities should be flexible, differentiated, based on the features of the manifestation of individual research experience of children.

The third stage corresponds to the third and fourth grades of primary school.

At this stage of training in the center of attention should be enrichment

research experience of schoolchildren through further accumulation

representations on research, its means and methods,

awareness of the logic of research and development of research skills. By

compared with previous training stages complication

lies in increasing the complexity of educational and research tasks in

reorientation of the formation process for formulation and decision themselves

schoolchildren of educational tasks, in the exploration and

awareness of reasoning, generalizations and conclusions. Taking into account features

this stage is allocated for the corresponding methods and ways of activity.

schoolchildren: mini-research, lessons research, collective

implementation and protection of research works, observation, surveillance,

experiment and others. Throughout the stage is also provided

enrichment of research experience of schoolchildren based on

individual achievements. In addition to the urgent educational and research

activities it is necessary to actively use and possibilities.

extracurricular forms of research organization. It can be different

extracurricular classes on subjects, as well as home research

schoolchildren. Homework are optional for children, they

performed at their own desire of schoolchildren. The main thing that

the results of children were necessarily presented and

commented by the teacher or children themselves (show, exhibition). For

it is not worth demanding from the student to tell in detail about how

conducted a study, but it is important to emphasize the desire of a child to

performance, note only positive parties. Thereby

provides stimulation and support for research activity

child

Preview:

Conclusion

Life success B. modern world It is largely determined by the ability of a person to determine the nearest and long-distance prospects, be able to set goals, schedule an action plan, find and analyze the necessary information and resources, to correctly assess the results achieved. Creative potential is needed, independence in decision-making, mobility and initiative. The tasks of the formation of these qualities are assigned to education. In my opinion, it is the research activity of schoolchildren that it helps to lay the foundations for the development of a thinking, independent and creative personality.

Preview:

Attachment 1

Tasks and exercises to form research skills

Skill to see the problem	Ability to see a hypothesis
"Look at the world with strange eyes" "Continue the unfinished story" "Make a story on behalf of another character" "Make a story using this ending" Methods of six thin hats (ED. De Bono) "How many values \u200b\u200bof the subject" "The theme is one - a lot of plots" (V.N. Volkov, V.S. Kuzin) "To see in another light"	"Let's think together" "Find possible cause events" "What happened if the wizard performed the three most important desires of each person on Earth" (J. Freimen) "Logic- illogical" Tasks: discussion of the most famous hypotheses, answers to problematic issues and others
The ability to ask questions	Development of abilities to give definitions
"Find out a new one about the subject" "Question answer" "Find a spell word" "Guess what they asked" "Determine the reason with the help of issues" "Ask as many questions as possible Filin (Vorbue, hare, etc.) "Questions of the car time" "Questions of the stranger"	"Enlighten the alien" "Compare description" "Give the characteristic of the cartoon hero" "Operation - generalization" "Riddles - Descriptions" "Crosswords on the contrary" The game "Difficult words" "Detection of causes and consequences"
Development of skills classify	Development of ability to observe
"Pick up the opposite concept" "Continue row" "An association" "Find errors" "Fourth extra" "Golden mean"	"Parent pictures" "Look - reproduction" "Find the mistakes of the artist" "What does it look like" "Learning to observe" "Working hands" "Look and call"
Development of skills to make conclusions	Development of ability to evaluate ideas
"Check the correctness of the statements" "Five cards" "Name more items on criteria"	"Brainstorm" Working with a matrix for evaluating ideas

Appendix 2.

Levels of formation of research skills of younger students

Table №1

Criteria Levels	Practical readiness in implementation educational research	Motivation of research activities	Manifestation of creativity in research activities	Independence in research work
Source level	No knowledge and specific research skills	Low motivation	Actions by analogy	Only under the guidance of the teacher
Elementary level	Initial knowledge and elementary ability to implement a collective study study	External motifs prevail	Collective creativity: new ideas are generated in collective search	Collective search by analogy can be carried out without direct participation of the teacher, difficulties in individual independent work
Productive level	Skills related to the definition of the topic, search for information in the books, the ability to work with the text, allocate the main thing; Ability to submit the results of the study research.	External and internal Research Research	The ability to choose an original topic, it is interesting to present the result of the work	Some stages of research can carry out independently others- with the help of parents and teacher
Creative level	Skills independently and creatively approach the choice of research theme, the ability to set a goal, tasks, productively find ways to solve the tasks	Sustainable Internal Research Research	the ability to originally present the result of the activity	high degree of independence in the implementation of work at all stages of the study

Preview:

I propose tasks and exercises to develop the ability to see the problems that applied in practice. Task "Look at the world with strangers." One of the most important properties in identifying problems is the ability to change your own point of view, look at the object of study from different sides. Naturally, if you look at the same object from different points of view, you will definitely see what eludes a traditional look and is often not noticed by others. For this, the following exercises were performed:

• continue the unfinished story;
• make a story on behalf of another character (imagine that you have become a diary for some time in a car's portfolio, a pebble on the road;
• describe one day of your imaginary life) or using this ending (... a call called from the lesson, and Dima continued to stand at the board; ... and the bunny fell peacefully on the hands of Oli);
• we define how many values \u200b\u200bof the subject (find as many options as possible unconventional, but at the same time actually use, for example, bricks, newspapers, pieces of chalk);
• name, as many signs of the subject (for example, tables, houses, airplane, books, etc.).

Following the identification of the problem, it is a search for its solution. Therefore, further learn to push the hypothesis, i.e. Build assumptions. In this process, originality and flexibility of thinking, productivity, as well as personal qualities as determination and courage are required. Hypotheses are born both as a result of logical reasoning, and as a result intellectual thinking. The greater the number of events may foresee the hypothesis, the greater value it possesses. Initially, the hypothesis is not true, and not false - it is simply not defined.

"Cognition begins with surprise that weedly," said the ancient Greeks. Hypotheses (or hypothesis) arise as possible solutions to the problem. Then these hypotheses are inspected during the study. The construction of hypotheses is the basis of research, creative thinking.

In the ability to develop hypotheses use the following exercise:

• let's think together why in summer the snow does not melt in the mountains; why many children love computer games etc.;

Making assumptions, we usually use the following words: Suppose it may be permissible maybe maybe that.

Another important skill for research is the ability to ask questions. After all, any knowledge begins with the question. For this I use the following exercises: I show pictures with the image of people, animals and suggest to ask them questions. Another task, what questions will help you learn new about the subject lying on the table?

The game "Find a spent word" (children ask different questions about the same subject, begin with the words "what", "how", "why", "why").

We prepare children to the fact that the present always continues in the future, and therefore I teach them to further questions: what else can you interest you in this problem? What else can you offer or do? These questions awaken curiosity, challenge the imagination of the child.

It is also necessary to teach to give definitions. In order to learn to determine the concept, I apply relatively simple techniques: description, comparison of your descriptions with the description of these same items by classics by classics or classmates distinguishing (for example, spring and autumn - seasons, but what they differ), generalization.

The generalization is a logical transition operation from a species concept to the generic way of discarding the content of the species concept of its visual-forming feature (signs). To do this, I use the following task - from the above concepts it is necessary to build such rows in which every subsequent concept would be general to the previous one.

An important means of developing the skills to give definitions is the usual riddles. We look at them not just like fun, but as a fun, but still quite a serious task. The riddle of the riddles is its defined part, and the wording is the second half of the definition, its defining part. Compilation and soloing crosswords can also be viewed as an exercise in determining concepts.

Also with children, we learn to classify.

The study and knowledge of the world is not reduced to the perception of objects and phenomena, their sensual reflection. It involves the allocation in the subjects and phenomena of common significant signs. With the help of classification, people not only streamline the experience in their meaningful blocks, but also convert specific observations into abstract categories. The classification is called the operation of determining concepts on a certain base on non-cycle classes. For example, I offer children a popular task "Fourth extra". The items are classified by the main basis, in color, in form, etc. The larger division, more productivity of thinking. And this quality is very important in creative activity. To form the latest skills, I use tasks for classification with explicit errors. Such tasks allow developing and critical thinking, which is very important in research activities.

We still learn to watch. In order for the observation to become possible, it is important to have observation - an alloy of attentiveness and thinking.

Exercises on the development of attention and observation: the first - I put some of your favorite things before children. We consider together this subject carefully and calmly. Then I offer the children to close your eyes. I remove the subject and please remember and call all its details. The next step of the exercise - draw the studied thing in memory. Another task unit is paired pictures containing differences. A good opportunity for the development of observation and ability to analyze visual images give tasks with intentionally made errors.

Report

Organization of research activities

junior schoolchildren.

IN modern conditions The main purpose of formation becomes general cultural, personal and cognitive development Students providing such key competence as a "ability to learn."
Education received in elementary school serves as a foundation for subsequent training. In this regard, the need for its improvement. What results do parents expect parents from learning a child in elementary school? For most parents it is very important that the child has retained their health as a result of training, demonstrated high level Knowledge, developed the desire and ability to learn. In relation to primary school, these requirements involves the formation of universal methods of action, desire and ability to learn, readiness for education in the main element of school and self-education; Initiative, independence, cooperation skills in different activities. All this makes it necessary to introduce modern technologies into the school practice.
Currently, pedagogy developed open educational technologiesbuilt on research search students in the learning process.

New education standards imply a significant change in the structure and content, goals and objectives of education, the displacement of emphasis with one task - to arm a student knowledge - to another - to form generally educational skills and skills as the basis of training activities. The training activity of the student must be mastered by full extent, from all of its components: the student must be focused on finding a general way to solve problems (allocating the learning task), well own a system of action to solve these tasks (training actions); To be able to independently monitor the process of its academic work (control) and adequately assess the quality of its implementation (estimate), only then the student becomes a subject of educational activities. One way to transform a student in a subject of educational activity is its participation in research activities.

The study is the process of finding unknown, new knowledge, one of the types of cognitive activity of man. The development of the identity of the child is determined by the nature of the organization of its activities. The disclosure of the student takes place primarily in his main leading activity - teaching, and the lesson is the main form of its organization. Therefore, it is the initial stage school learning Should expand the range of interests and develop the cognitive motivation of students.

The doctrine is considered not as a simple broadcast of knowledge from the teacher to students, but as an active work of students on tasks; acts as cooperation, dialogue - joint work Teachers and disciples in the course of mastering knowledge. The cognitive activity of the student is the basis of achieving educational learning goals.

Research In modern educational practice, it is considered as one of the effective ways to know the surrounding world by the child.

After studying the materials on this topic, it came to the conclusion that the method was focused to a greater extent on high school students, whose subject interests have already been formed. And the elementary school still remained a bit aside, but it was in primary school that the foundation of the skills, knowledge and skills of active, creative, self-sustavnory must be laid

the activities of students, the techniques of analysis, synthesis and evaluation of the results of their activities and research work is one of the most important ways to solve this problem. The specifics of research work in elementary school lies in the systematic guide, stimulating and corrective role of the teacher.

Study from the point of view of the teacher - this is an integrative didactic means of development, training and education of schoolchildren, which allows you to form and develop a Wood:

Such specific skills are:

analysis of the problem situation;

goaling;

formulating issues;

planning actions;

selection of the necessary information;

logical skills;

the ability to build hypotheses and draw conclusions;

reflection;

self-control, self-esteem, etc.

Disagreements and disputes among specialists are under review of research activities in early age. Many specialists are perplexed "Can younger schoolchildren do that often with great difficulty doing students educational institutions? " Alexander Ilyich Savenkov believes that the desire for research is genetically inherent to the child; Search activity, pronounced in the need to explore the world around, is one of the main and natural manifestations of a children's psyche. Children already by nature their researchers. They participate with great interest in various research affairs. This is especially characteristic of gifted children. The unattainable thirst for new impressions, curiosity, constantly manifested desire to experiment, independently search for the truth extend to all areas of life. But the educational and research activities of junior schoolchildren require a well-developed system.

Deciding to do this problem, I defined goals and objectives.

purpose of work:

stimulate the development of the intellectual and creative potential of the younger student through the development and improvement of research abilities and research behavior skills.

Tasks:

learning to conduct learning research of junior schoolchildren;

the development of the creative research activity of children;

familiarization with the scientific picture of the world;

the involvement of parents in the educational process;

Today, when each teacher has the opportunity to choose an educational concept, a teaching kit, the teaching technique involuntarily creates the impression that if the best educational concept is selected, a wonderful technique, good textbooks and tutorials, this will allow solving all the student problems.

However, everything is not so simple. The child comes to school with his internal problems, contradictions, and with any superbly thoughtful technique, excellent textbooks, attentive teacher in the process of studying, it may have problems.

Currently, working at school, faced such problems:

low level of intelligent student development;

low pedagogical and psychological level of students' parents;

An analysis of the state of family education of our schoolchildren allows us to conclude that many parents do not sufficiently control their children. The investigation of this is a different level of schoolchildren's intelligence.

Seeing this situation, it came to the conclusion that it is necessary to change something in his pedagogical activity. In front of me the question arose how to make lessons useful and interesting for my class students.

Working 20 years at school, having his pedagogical experience, studying new technologies in education and training, came to the conclusion that it is necessary to look for that needle, followed by a thread, long in school life. This needle in my understanding is creativity. The basis of learning should not be reproducing activities, but creative, when most of the knowledge of students should absorb not with the words of the teacher, but in the process of independent search for information and methods for solving problems. After all, the modern society requires not just a competent person, but a person who freely owns knowledge, knows how to think logical, scientifically, creatively, can freely implement his own "I".

Leading pedagogical idea This experience is to create at the lessons of situations in the organization of the educational process, in which students with different abilities and training could be enabled in cognitive activities.

The introduction into the practical activity of the proposed pedagogical experience should provide such skills as:

collect information;

compare in separate parameters;

compare and analyze;

generalize;

conduct experiments;

classify

making conclusions and conclusions;

create texts.

The use of a research method in the practice of teaching, in the organization of the process of knowledge is of great importance. It allows you to ensure the search orientation of students aimed at creative identity development, accumulation of reliable specific-shaped ideas about the environmental actual knowledge, which are the basis for the subsequent realization, enrichment, reveal the causes and relationships that exist in the surrounding world. During the implementation of the research method in the lessons, the younger schoolchildren seize a number of practical skills and skills, identify the nature and features of objects ambient According to their features and properties.

The basis of research activities are:

development of cognitive skills and skills of students;

the ability to navigate in the information space;

the ability to independently design your knowledge;

ability to integrate knowledge from various science areas;

the ability to critically think.

This method is focused on independent activities of students , which they can perform independently, in groups, in pairs and in the time allotted for this work (from several minutes lesson to several weeks, months).

This work is quite complicated, so it is necessary to prepare students primary classes gradually.

Tasks for research activities:

Educational: activation and actualization of knowledge gained by schoolchildren when studying a certain topic; systematization of knowledge; Acquaintance with the complex of materials, knowingly overlooking the school program.

Developing: Development of the ability to reflect in the context of the topic studied, analyze, compare, make your own conclusions; select and systematize the material; use ICT when executing a study; publicly present the results of the study.

Educational: Create such a product that will be interesting to others and in demand by others.

The novelty of experience is to transition from the information and explanatory technology of learning to the activity-developing, forming a comprehensively developed personality of the child. An important thing is not only the learning of knowledge, but also methods of learning and processing educational information, the development of cognitive interests and the creative potential of students.

The main approaches in the formation of experience were:

the educational process is built in such a way as to ensure the child a sense of psychological security, the joy of knowledge, the development of his individuality.

creating the most favorable conditions in order to ensure the complete development of the abilities of each student.

the formation of knowledge, skills and skills is not a goal, but a means of full-fledged personality development.

understanding, recognition and acceptance of the student's personality, based on the ability of the teacher to take into account the point of view of the child and not ignore his feelings and emotions.

a look at the student as a full partner in terms of cooperation.

Conducting curricula I consider as a special direction of extracurricular work, closely related to the main educational process and the development of research, creative activity of children, as well as to deepen and consolidate their knowledge, skills, skills. In this regard, it is possible to consider the two main forms of research: express research (carried out mainly under the lesson, according to the subject proposed by the teacher) and long-term (really implement in extracurricular activities). It should be told about the system of organizing research throughout the four years of training in elementary school.

The tasks of enrichment of research experience of first-graders include:

maintaining research activity of schoolchildren on the basis of available submissions;

development of skills to set questions, express assumptions, observe, compile subject models;

formation of initial ideas about the activities of the researcher.

From the first grade, using special games and classes in our work, allowing you to intensify the research activities of the child, helping to master the primary skills of conducting independent research.

The first stage is training classes with a class, which gives you the opportunity to introduce each child with a research technique.

From the first days of school classes, we consider the methods of research, i.e. where you can get information. Teaching first-graders receiving learning research, I offer children a card with a symbolic image. With the help of graphic symbols, children easily assimilate research methods.

Here we are talking about receiving information through communication during research activities.

To solve problems, the following methods and methods of activity are used: in the urgent training dialogue, viewing of items, the creation of subject situations, read-viewing, collective modeling; In extracurricular activities - Hoy-Great, jointly with the child, the definition of its own interests, individual drafting schemes, performing models from various materials, excursions, exhibitions of children's work.

The second class is oriented:

to acquire new ideas about the features researcher's activities;

development of skills to identify the topic of research, analyze, compare, formulate conclusions, issue research results;

on maintaining the initiative, activity and independence of schoolchildren;

The inclusion of junior in educational activities is carried out through the creation of a research situation through educational and research tasks and tasks and recognition of the value of joint experience;

At this stage, the following methods and methods of activity are used: in the urgent learning discussion, monitoring the plan, mini-research; In extracurricular -eciscursions, individual comparison of models and schemes, mini-reports, role-playing, experiments.

The progressive development of research experience of students is ensured by the expansion of operating actions in solving educational and research problems and the complication of activities from frontal under the guidance of the teacher to individual independent activities.

The third and fourth grades will be oriented:

to enrich research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods;

to increase the complexity of educational and research problems;

on the reorientation of the production and decisions by the schoolchildren themselves educational and research tasks;

Taking into account the peculiarities of this stage, the corresponding methods and methods of activity of schoolchildren are allocated: mini-research, lessons-research, collective implementation and protection of research works, experiment, etc. Throughout this stage, the research experience of schoolchildren based on individual achievements is also ensured. In addition to the urgent educational and research activities, it is necessary to actively use the possibilities of extracurricular forms of research organization. It can be different classes on subjects, as well as home studies of schoolchildren. Home tasks are optional for children, they are performed at their own desire of schoolchildren. The main thing is that the results of children's work be sure to be presented and commented by the teacher or children themselves (show, exhibition, presentation). At the same time, it is not necessary to demand from the student so that it told in detail how he conducted a study, and it is important to emphasize the desire of a child to fulfill work, noted only positive parties. This ensures stimulation and support for the research activity of children.

The success of activities is largely depends on its clear organization. Research work is possible and effective on a voluntary basis. Guys are worried about a variety of problems. However, the topic must be fulfilled, i.e., correspond to the age characteristics of children, it should be useful to participants in the study. With the coincidence of interests, several schoolchildren organizing mini groups. Individually, or in a formed pair, or in a mini-group, the guys formulate possible topics of future work. Also, the topic should be original, with elements of surprise, extraaction.

Presentation (Protection) is a crown of research and one of the main stages of learning a novice researcher. You should not just tell about the work done, but as well as any real study, it must be protected publicly. In the course of protection, children learn to identify the released information, faced with other glances to the problem, learn to prove their point of view.

application

Memo to a young researcher

These materials will help you in conducting our own research. Everyone knows that new knowledge can be obtained in the finished form, and can be extracted independently.

To learn how to get them, it is necessary to master the technique of research search. Gradually, performing the proposed tasks, you can master the first available techniques.

How to choose a topic of research?

Choose the topic is easy if you know exactly what interests you at the moment, what a problem is worried more than others. If you can't immediately understand what I would like to know more, try to ask yourself next questions:

1. What is interesting to me most? "

2. What I want to do first of all (mathematics or poetry, astronomy, history or something else).

3. What do I most often do in my free time?

4. What allows me to get the best marks at school?

5. What of the studied school would like to know more deeply?

6. Is there something like that I am especially proud of?

If these questions did not help, turn to teachers, ask the parents, talk about it with classmates. Maybe someone will tell you an interesting idea.

(Topic research should be recorded)

What could be the topics of the study?

All possible topics can be consecrated in three groups:

Fantastic - about non-existent, fantastic objects and phenomena;

Experimental - involving their own observations and experiments;

Theoretical - involving the study and generalization of information, facts, materials contained in various theoretical sources (books, movies, etc.).

Purpose of the study

Determine the purpose of the study, it means to answer the question about why we are conducting it.

Write the goal of your research.

The objectives of the study clarify the goal. The goal indicates the general direction of movement; And tasks describe the main steps.

Write down the task of your own research.

Hypothesis of research

The hypothesis is an assumption, a guessed has not yet been proven logically confirmed by experience. The word "hypothesis" comes from an ancient Greek word - the basis of the assumption, judgment about the pattern of phenomena. "Usually hypotheses begin with the words" Suppose "," let's say "," possibly ".

To solve the problem, you will need a hypothesis or several hypotheses - assumptions about how the problem can be solved.

Write your hypothesis. If there are several hypotheses, they need to be numbered. The most important must be put in the first place, the rest will arrange according to the degree of importance.

Organization and methods of research

How to make a research plan? In order to make a plan, you need to answer the question: "How can you learn something new about what we explore?" Therefore, you need to determine which tools or methods you can use, and then build them in order.

We offer a list of available research methods:

Get acquainted with cinema and televisionils on this issue;

Find information in global computer networks, such as on the Internet;

Ask other people;

Observe;

To conduct an experiment.

1. Think on your own

It is best to start any research work. You can ask yourself questions:

What do I know on the research topic?

What judgments can I express about the study topic?

Which I can draw conclusions from what is already known to me on the topic of research?

If what you explore is described in detail in books known to you, they must be read. After all, it is not necessary to open the fact that it is already open.

You can start with reference books and encyclopedias. They usually give accurate and brief information. If this is not enough, you need to read books with a detailed description.

Write everything you learned from books about what we explore:

3. Get acquainted with the movie and televisionils on this issue

Scientific, popular science and art films are a real treasure for the researcher. Do not forget about this source!

Point the films that you looked on the topic of your studies

4. Find information in global computer networks, for example, on the Internet

No scientist works without a computer - a faithful assistant to a modern researcher. Try to search you need information on the Internet.

5. Ask other people

People with whom to talk about the subject of research can be conditionally divided into two groups; Specialists and non-specialists.

1. We will take all who professionally engaged in what you explore.

2. Non-specific people will be all other people, but they also need to ask, it is quite possible that one of them knows something very important about what you study

6. Watch

Interesting I. available way Mining new knowledge - observation. For observations - a person has created many devices: magnifiers, binoculars, pickle pipes, telescopes, microscopes, periscopes, night vision devices. There are devices and devices that enhance our ability to distinguish sounds and even electromagnetic waves. It must be remembered when you conduct a study.

7. Conduct an experiment

The word "experiment" comes from Latin knowledge in most sciences. With its help in strictly controlled and managed conditions, a variety of phenomena are investigated. Before conducting an experiment, you need to make it plan. After that, it is worth consulting with a teacher or someone from adults who can give you useful advice Regarding the experiment

Preparation for the protection of research

All information was collected, all the necessary calculations and observations were made, experiments were carried out, now you need to summarize the most important thing on paper and tell people about it.

This will require:

1) give the definition of basic concepts;

2) classify basic objects, processes, phenomena and events;

3) to identify and designate all paradoxes noticed;

4) rank basic ideas;

5) offer metaphors and comparisons (comparisons, schemes, etc.);

6) to develop judgments and conclusions;

7) draw conclusions

8) Specify possible paths further study of the phenomenon that you studied;

9) prepare the text of the speech and prepare for answers to questions on the results of the study;

10) Prepare texts, layouts, schemes, drawings for illustration results.

How to do it?

1. Give the definition of basic concepts

Concepts are brief and accurate characteristics of objects. They record the most important, sustainable properties and signs of objects and phenomena. Preparing to protect your research work, I will definitely think how to briefly express the basic concepts that were used in your study.

How to learn to give definitions. There are techniques that will help you determine the concepts used in your study.

Description - This is a simple listing of the external feature of the subject in order to determine its incredible differences from the objects similar to it,

Describe the object - means answering questions: what is it? What is different from other objects? What does it look like other objects? The characteristic of the subject or phenomenon involves the transfer of only some internal, essential properties of the subject, and not only it external viewHow this is done using the description.

Explanation by example is used when it is easier to give an example or examples illustrating this concept than to give it a strict definition. For example, toys are dolls, cars, cubes, balls, etc.; Minerals are coal, oil, gas, etc.

Comparison allows you to identify the similarity and difference of objects.

The distinction allows you to establish the difference between this item similar to it. For example, an apple and tomato are very similar, but the apple is fruit, and the tomato is a vegetable, the apple has one taste, and the tomato is another, etc.

2. Classify basic objects, processes, phenomena and events.

Classification is called dividing items and phenomena based on common essential features. Classification breaks the objects under consideration into groups so that they are arranged and gives our mind rigor and accuracy.

3. To identify and designate all the paradoxes noticed by you.

The paradox is called approval, dramatically diverging with generally accepted opinions or observations. The word "paradox" originated from the Greek "Paradoxos" (unexpected, strange, incredible)

4. Rank the main ideas

The word "ranking" comes from the word "rank". Translated by S. german language It means the title, Chin, discharge. Rank ideas means to build them in terms of importance; That is, to determine what idea is the main; What is the second place in importance, which is the third, etc.

The ability to separate the main ideas, from the minor - the most important feature of the mind.

5. Suggest comparisons and metaphors

The material obtained in the study will be better perceived by others if examples are given, comparisons and comparisons are made.

6. Develop judgments and make conclusion

The judgment is a statement about objects or phenomena, which is a statement or denying anything. Think means to form judgments. Based on the study, you need to express our own judgments about what was investigated.

7. Make conclusions

The study loses its meaning if the researcher did not conclusions and did not sum up.

8. Specify the possible ways to further study the phenomenon that you explored.

For this Creator, the completion of one work is not just an end of the study, this is the beginning. next work. So it is necessary to note that and how in this direction it is possible and you need to explore further

9. Prepare the text of the report

In order to better and fully convey their ideas to those who will consider the results of research work, it is necessary to prepare the text of the report. It must be brief and it is best to compile this scheme:

1) why this topic is elected;

2) what was the purpose of the study;

3) what tasks were set;

4) which hypothesis were checked;

5) what methods and research methods were used;

6) What was the study plan;

7) what results were obtained;

8) What conclusions are made according to the results of the study;

9) What can be explored in the future in this direction.

Shvetsova Natalia Alexandrovna
primary school teacher
MOU "SOSH № 30"
Republic of Bashkortostan Sterlitamak

In the context of the socio-economic life of modern society, the need for people who can quickly adapt to changing situations, creatively approaching both domestic and social problems, to be active participants in the country's economic and spiritual development of the country. Life requires formation from the young generation of independence and initiatives in acquiring new knowledge at school, in high school, and then in subsequent years. Therefore, students of students are becoming the most important task of the school of the XXI century.

Educational and research activities of schoolchildren are determined as specially organized, cognitive creative activity, according to its structure, the appropriate scientific activitycharacterized by focus, activity, subject, motivation, consciousness.

In the process of research activities are carried out (with varying degrees of independence) active search and opening of new knowledge with students using methods available for them. The student ceases to be a passive object, but becomes an active subject of knowledge. The mental luggage acquired independently is absorbed deeply and firmly. If the student has put his own strength to mining this content, making his way through difficulties, defending his position, it will be his property for a long time. The role of the teacher at the same time comes down not just to the transfer of information, but to the organization of the work of students, motivating it, consultations. By participating in research activities, schoolchildren are aware of their significance, involvement in the world of adults, belonging to large science, get acquainted with the methodology of scientific and creative work.

Scientific research and studies of schoolchildren have a certain similarity. First of all, it is manifested in the overall direction of the most informative process. A scientist, studying an object or phenomenon and explaining its features and causal relationships, makes scientific discoveries. Students also study the world around the world and make some kind of conclusions on the basis of this. These findings are also a kind of "discoveries", but not for science, but for the student itself.

Research is the process of finding unknown, new knowledge, one of the types of cognitive activity.

The basis of research activities are:

• development of cognitive skills and skills of students;
• the ability to navigate in the information space;
• the ability to independently design your knowledge;
• ability to integrate knowledge from various science areas;
• the ability to critically think.

This metoca is focused on independent activity of students, which they can perform independently, in groups, in pairs and in the time allocated for this work (from several minutes lesson to several weeks, months). This work is quite complicated, so it is necessary to prepare students of primary classes gradually.

Study - This is a disinterested search for truth, always creativity. Research should be free.

Tasks for research

Educational: Activation and actualization of knowledge obtained by students when studying a certain topic; systematization of knowledge; Acquaintance with the complex of materials, knowingly overlooking the school program.
Developing: Development of the ability to reflect in the context of the topic studied, analyze, compare, make their own conclusions; select and systematize the material; use ICT when executing a study; publicly present the results of the study.

Educational: Create such a product that will be interesting to others and in demand by others.
Children's need for research search due to biologically, the child is born by the researcher. A tireless thirst for new impressions, curiosity, constant desire to observe and experiment, independently look for new information about the world is considered as the most important features of child behavior. It is this inner aspiration for the study that creates the conditions for the psychic development of a child initially unfolded as a self-development process.

Therefore, the priority direction of the system of training and education, in my opinion, is the formation of students from students independently, creatively mastering and rebuilding new ways of activity in any field of human culture.

The main task of this area is to give a student the opportunity to develop intelligence in independent creative activities, taking into account individual abilities and inconsistencies

The initial step of both scientific and school research is a choice of the topic. Successfully selected and formulated, it reflects the general direction of the study. An important requirement to the topic of research is its relevance. In addition, it should be interesting and fascinated by the researcher himself, the work of the student over the theme - sat and not delay for a long time, the alleged results are useful to him or his loved ones.
Then the problem of study is then formulated. The problem is difficulty, a difficult question that requires clarification, finding a response to it. You should not necessarily demand from the student primary class Clear awareness and wording problems. It often happens quite common, its approximate characteristic.

Communicable formulation of the purpose of the study. The goal expresses the main one for which the study is carried out, which should be achieved as a result of work. The wording target usually begins to identify, find out, explore, determine, justify, establish, develop, improve, explore, etc.

I propose tasks and exercises to develop the ability to see problems that apply in practice. Task: Look at the world with strangers. One of the most important properties in identifying problems the ability to change your own point of view, look at the object of study from different sides. Naturally, if you look at the same object from different points of view, you will definitely see what eludes a traditional look and is often not noticed by others.

To do this, perform the following exercises:

• continue the unfinished story;
• make a story on behalf of another character (imagine that you have become a diary for some time in a car's portfolio, a pebble on the road;
• describe one day of your imaginary life) or using this ending (... a call called from the lesson, and Dima continued to stand at the board; ... and the bunny fell peacefully on the hands of Oli);
• we define how many values \u200b\u200bof the subject (find as many options as possible unconventional, but at the same time actually use, for example, bricks, newspapers, pieces of chalk);
• name, as many signs of the subject (for example, tables, houses, airplane, books, etc.).

Following the identification of the problem, it is a search for its solution. Therefore, further learn to push the hypothesis, that is, to build assumptions. In this process, originality and flexibility of thinking, productivity, as well as personal qualities as determination and courage are required. Hypotheses are born both as a result of logical reasoning and as a result of intellectual thinking. The greater the number of events may foresee the hypothesis, the greater value it possesses. Initially, the hypothesis is not true, and not false - it is simply not defined.
"Cognition begins with surprise that weedly," said the ancient Greeks. Hypotheses (or hypothesis) arise as possible solutions to the problem. Then these hypotheses are inspected during the study.

The construction of hypotheses is the basis of research, creative thinking.

Having determined the goal, we begin to design the hypothesis - the assumption that has arisen to solve the problem, to explain any phenomenon or fact and search for ways to achieve the goal. When formulating hypothesis, type expressions are most often used, perhaps, permiss if, maybe.

Then we plan research tasks - the main steps towards achieving the goal and evidence of the hypothesis put forward. In the aggregate, they must ensure the achievement of a common goal. The objectives of the study can be the study and analysis of the state of the problem, identifying the conditions for the effectiveness of the provisions of the hypothesis extended, the experimental substantiation, the development of recommendations relating to the subject of research, etc.

Selection of 3-4 tasks is quite sufficient to solve the problem.
In some cases, young researchers and leaders of their work can decisilate the object and subject matter. Therefore, we will touch the brief and these categories. The object of the study is a holistic area, within which a study will be conducted. And the subject of the study is a more specific aspect studied within the framework of this object, and includes only those connections and relations that directly concern the researcher in their work.

It is advisable to specify the methods that were used in the process of research. Scientific methods of checking the hypothesis extended (methods) are usually divided into two large groups: theoretical and empirical. The first suggests the search, analysis and understanding of already existing knowledge on the topic of research. Empirical methods of testing hypotheses suggest observations, experiments, experiments.

FROM leaving the work plan is the next most important step of the researcher.

In general, it includes the following (by Savenkov A.I.):

I. Collection of material. This stage features such activities:

• think alone;
• read books, watch movies about what we explore;
• contact your computer;
• ask another person;
• observe;
• to conduct an experiment;
• make mathematical calculations.

II. Generalization of the data obtained.

The stage involves the analysis, summing up, conclusions, conclusions for the work done.

III. Preparation for protection.

During the work, the planned plan can specify, change, refine.
Children's research Savenkov A.I. It proposes to begin with understanding students of those knowledge that they have on the subject studied. This beginning sets children to awareness of the possibility and importance of own judgments.

Work with literary sources implies the selection and study of materials from children's encyclopedias, reference books, research and other literature, materials of periodic printing on the topic and others. A lot of useful and necessary information can be learned from the Internet.

The survey methods are used or oral (conversation, interview), or in writing (survey, testing). In advance, the purpose of the survey, the list of questions or tasks is thought out.

Observation as a research method is used in elementary school especially often. Observation is a systematic and targeted perception of phenomena and facts of surrounding. When organizing observations, the object of observation is planned, the purpose is formulated, the content is determined, the plan is drawn up. In the process of observations, special devices are used - magnifiers, microscopes, binoculars, photo and filmmers.

The experiment involves an active impact on the subject. To conduct an experiment - it means to perform some actions with the subject of the study and determine what has changed. The target and plan of the experiment is thought out in advance.

The efficiency of using research methods will increase by incorporating logical thinking techniques. Consider a short one of them.

Acceptance comparison as the most elementary thought operation makes it possible to identify the characteristic features of the objects studied by comparing them. The exhaustion of similar and distinctive features during the comparison process helps to establish the most important characteristics that determine their essence.

Classification - division of objects and phenomena on groups based on their common essential signs. The classification breaks the objects under consideration into groups to streamline them, give rise to rigor and scientific. Depending on the purpose, the same set of objects (phenomena) can be classified according to different features.

Analysis - Study of the object being studied by considering individual parties, the properties of the components of something.

Synthesis - Study of the object or phenomenon in its unity and mutual communication of parts, generalization, minimize into a single integer data obtained during analysis.

Judgment- A statement about objects and phenomena, consisting of approval or denial of anything. Think - mean to express judgments.

Review - The form of thinking, with which the new knowledge is derived from what is already known.

It is very important to form in young researchers of the ability to give definitions of key concepts of research. The concept as one of the forms of logical thinking includes not all about this subject or phenomenon, but only the essential, most characteristic, important, sustainable properties and signs of it. When they are detected, it is effective to use such logical thinking techniques, as an analysis, comparison, generalization, classification.

In the final part of research, the results outlines the results, coordinated with the tasks. Here, the researcher can indicate the directions of possible further research on this topic.

The fiction used is drawn up alphabetically in accordance with generally accepted requirements.
Applications provide samples of research documents, the material required to confirm the study is included.

The course and research results can be represented in the form of a report, report, the abstract, in which the most important thing from the work has been briefly described. With the results of their work, students perform in front of classmates, parents, students of other classes, on a school, urban scientific and practical conference. The speaker must be prepared for questions from the audience.

The following requirements are presented to design results of the study: title leaf, footnotes, application design. In the introduction, the objectives of the study, relevance, degree of study of the topic, review of literature are clearly defined. In the main part in the logical sequence outlines the results of the study. In conclusion, it is necessary to draw conclusions that must be brief and tidwing, correspond to goals, tasks, hypothesis.

Protection - Crown of research and one of the main stages of learning a novice researcher. You should not just tell about the work done, it, like any real study, must be protected publicly. In addition, work on nominations are noted: for the most interesting experiment, for the most original topic, for the brightest performance, for the most scientific research, etc.

The presentation of work becomes a holiday for schoolchildren, in which children are evaluating their work. The guys say that they feel in real scientists, communicating among themselves, finding like-minded people. Pupils whose work turns out to be the most successful, get the right to participate in urban scientific and practical conferences.
Significantly expanding the field of research activities for children allow additional classes with students of primary classes in extracurricular time.

Working in extracurricular time on the organization of research activities of students build on three directions.

The first direction is individual work. It provides for work in two aspects:

• individual tasks of individual students in the preparation of one-time reports, oral communications, on the implementation of the simplest experiments, experiments, observations, in the selection of literature, help to other children in the preparation of communications, in the manufacture of visual aids to explore the new theme and others;
• work with students in a separate program: assistance in the selection of research topics, determining the circle of problems, selection of the necessary literature, in planning the work that a child will be carried out, etc. More detailed description This work is below.

The second direction is group work. It includes work on the organization of research, joint research projectsWhere it is more expedient to connect several children at once.

Third direction - mass work with children. As part of this area, meetings are organized with interesting people, meetings of the school scientific community of primary school students (NOU), school Olympiad are held. The conferences of educational and research works of younger students are held every year.

Individual and group work with children on the formation of research skills and skills, to develop their creative abilities, are building independence in the form of the following technological chain consisting of several steps.

At the first stage, a group of children who wanted to purposefully engage in research activities or children in which the teacher, the organizer of research activities with children, saw the spark of research talent was revealed. At the same time, an important role plays whether parents want to support their child in research search. Since the experience of children of younger school age is small, without the help of parents, the child is difficult to cope. But it is important that adult assistance be delicate, invisible to the child, did not replace the research activities of children with research and conclusions of adults, but only sent children by the right channel.

Analyzing the effectiveness of work in the technology of educational research, you can draw conclusions:

• the assimilation of the scientific research algorithm contributes to the formation of scientific worldview of students;
• significantly expands the horizons of schoolchildren in subject areas;
• arms students with universal training activities, gives impetus to self-development, ability to self-analysis, self-evaluation, self-organization, self-control and self-assessment;
• forms social experience in labor and communication;
• promotes the professional growth of teachers, expanding knowledge,
• as in the area of \u200b\u200bits subject, and in pedagogical science, it gives the opportunity to better know the disciples, reveal their potential.

Based on the foregoing, it can be concluded that the research tactics of the child is not just one of the methods of learning. This is the way to form a special style of children's life and training activities. It allows you to transform learning to self-study, really launches self-development mechanism. The main difference between children who can take part in research work - the availability of them need to learn new. This is seen from the monitoring of motivation to research activities: in the first grade, the presence of only situational interest; But already starting from the second class - the growth of sustainable and summarized interest in research activities.

Research activities in elementary school contributes to the overall development of schoolchildren, and directly such indicators of mental activity as a skill:

1. classify
2. generalize;
3. select all possible solutions;
4. switch from one search for a solution to another;
5. make a program of action for their work;
6. consider the object from different points of view;
7. compare various objects and their aggregate;
8. draw up tasks on the proposed topic;
9. spend self-control.

Watching students shows that the percentage of children in whom these skills are formed or partially formed, increases by all under test modules. This suggests that the described method of work activates the research behavior of children.

Research work is possible and effective on a voluntary basis. Guys are worried about a variety of problems. However, the topic must be fulfilled, i.e., correspond to the age characteristics of children, it should be useful to participants in the study. With the coincidence of interests, several schoolchildren organizing mini groups. Individually, or in a formed pair, or in a mini-group, the guys formulate possible topics of future work. Also, the topic should be original, with elements of surprise, extraaction.

At all stages of work, we, teachers, should clearly realize that the main expected result is the development of creative abilities, the acquisition of new knowledge, skills and skills. More precisely, we must keep in mind that in this case we are not dealing with one result, but at least two. The first can be considered what creates a child with his head and hands - layout, project, report, and the like. The second, the most important - pedagogical: invaluable in educational attitude of independent, creative, research work, new knowledge and skills that make up a whole range of mental neoplasms that distinguish the true Creator from a simple artist. Both of these results are clearly visible during the protection of their own works. In this regard, the protection of outcomes is of particular importance.

Indicators for which the jury estimates the work of the Rapporteur may be different. We give as an example the criteria that were used on the city scientific and practical conference of younger schoolchildren of Sterlitamak "I researcher": relevance of the topic, clear wording of the goal, tasks, hypothesis of research, scientific and practical importance of the work, the originality of the methods of achieving the goal, Work form (abstract or search and research), presentation of results (drawings, photos, graphics, presentation, etc.), presentation of the author's erudition report in the area under consideration, work design.

Note that the above is not the immutable dogma. The content and organization of research work of schoolchildren is an extensive and multifaceted problem. For many of its aspects, scientists have differing points of view.

For a more specific and detailed acquaintance with the methodology for organizing and conducting research work at school, we recommend the scientific and methodological magazine "Studying school students" (founder - Publishing House "Public Education"), as well as the following literature:

1. Research activities of younger schoolchildren: program, classes, student work / auto-comp. E.V. Krivobok, O.Yu. Saranyuk. - Volgograd: Teacher, 2009.
2. Prokhorova S.Yu., Fominy N.M. Pathway in nature: Organization of environmental research with younger schoolchildren: Educational- methodical benefit. - Rostov N / D: Phoenix, 2008.
3. Savenkov A.I. Methods of research learning of younger schoolchildren. - Samara: Publishing House "Tutorial", 2007.
4. Savenkov A.I. Psychological basis research approach to learning. - M.: Ace-89, 2006.
5. Semenova N.A. Student research activities. Magazine " Primary School"№2 2006.
6. Smallkina E.V. Research activity of students as a means
7. personality realization in general education space. Journal "Primary School" №2 2007.
8. Pichugin S.S. Educational and research activities of junior schoolchildren in mathematics lessons. Journal "Primary School" №6,2008

In conclusion, remember the words of Anna Rogovin, with whom, on behalf of children, she appeals to teachers:

"If you want to teach me something, let me go slowly ... Let me look around ... touch and hold in your hands ... Listen ... sniff ... and maybe try to taste ... How much I can find yourself! Only please do not torment me! "

Let the wise farewell of the American teacher become a teacher's motto who wants to see his students researchers of new unexplored routes standing at the origins of unusual discoveries.

Currently, in the innovation pedagogy there was several points of view on the understanding of the essence of educational and research activities. One of the most well-established is the concept of educational and research activities as new pedagogical technology (This gaze holds A.V. Leontovich and D.L. Monks). According to this approach, under the research activities of schoolchildren are understood, according to Leontovich, "the solution of a creative problem that does not have a predetermined result, which involves the presence of the main stages characteristic of scientific research".

In turn, A.S. Obukhov considers research activities as "the creative process of joint activities of two subjects to find a solution of the unknown, during which the broadcast of cultural values \u200b\u200bis carried out, which is the result of the formation of the worldview." Based on these philosophical positions, Obukhov believes that the task of the teacher is to create a hypothetical and projective model for the formation of the educational environment for students. It is the teacher that the forms and conditions of research should be given, thanks to which the student should form internal motivation to approach any problem arising from the research, creative position. (Obukhov)

Of course, research activities for schoolchildren can not be abstract (in any case, at first). The student should be well aware of the essence of the problem, otherwise the entire course of the search for her decision will be meaningless, even if it will be held by the teacher impeccably correctly. A teacher should not lead a student directly to the answer, but only as a person more experienced in finding answers to questions, together with the student to seek a decision.

An educational study should be organized so that the class worked collectively and that, while the fulfillment of a general task depended on the individual efforts of a separate schoolboy. Each student performs its work that causes thoughts, experiences, requiring the effort of the will, generates responsibility, "in front of other students for the work performed as part of a common cause.

In the process of research activities, adolescents produce the ability to independently produce knowledge, self-organization skills; There are a need for continuous self-education: interest in knowledge is developing on their own initiative, without an external incentive; The guys are formed adequate self-esteem; they are studying speech culture: writing text, pronounce monologue, conducting conversations, discussions, interviewing and other forms of communicative interaction; Learn to create materials for presenting research results: computer presentations, slideshow, video. Research activities provide high informative capacity and systemality in assimilation educational materialincludes intreable and interdisciplinary bonds. (Prokofiev L.B)

Of great interest are the works of the famous Methodist-geographer 20-30s. XX century, S.P. Argenova. As the theoretical basis of the organization of research training at school S.P. Arzhanov allocates the following position: "The main thing is not in the results, but in the process of their receipt." The process of obtaining results must be supplied so that it is as close as possible to the nature of the scientific research. The learning process, built in this way, allows you to make the knowledge gained by the personal domain of the student. The scientist considers the organization of an educational study, correlating it with the stages of scientific knowledge. It concludes that laboratory and research should be the main method of learning:

the basis of learning should be observing the object (or the topic of study) in its concreteness;

Phenomena and facts must be analyzed;

there must be answers to questions that are caused by observation;

a comparison of which is directly observed with similar phenomena, information about which can be led from the mouth of the teacher or from the textbooks;

the accumulated material must be combined.

Specifying general provisions, S.L. Arzhanov highlights such a specific element of research, as a solution to the problem. Class freely expressed "for" or "against" a working hypothesis; Some push some considerations and arguments, others exhibit others; The teacher marks the way to evidential resolution of the difficulty. [Late] Consequently, the study is based on a problem that initiates the search activity of students, causes different kinds Activities (cognitive, practical, estimated, project, etc.) and generates a motive of activities aimed at solving the problem. The purpose of the research is to find ways to solve the problem and obtaining a new knowledge. Solving the problem, the search for truth leads to the development of student research skills. The Methodological value of the ideas of Azerov remains in modern conditions, when the problem of organizing research activities of students is relevant.

Based on reasoning S.P. Argenova, S.N. Late in his article "Research activities of schoolchildren and project method" allocates the following stages of the study research:

The difference of research activities from other types of creative activities

Under research activities are a form of organization of educational work related to the decision of the students of a creative, research task with an unknown decision (in various fields of science, technology, art) and involving the presence of basic stages characteristic of scientific research.

Basic distinctive feature Research activity is the presence of such elements as a practical methodology for studying the selected phenomenon, its own experimental material, analyzing its own data and their conclusions.

It is important that when implementing creative activities, the main approach is, and not the composition of the sources, on the basis of which work is performed. This is especially indicative in humanitarian areas. On the same sources it is possible to fulfill abstract and research work. The essence of research is to compare the data of the original sources, their creative analysis and the conclusions produced on it. The essence of the abstract work is in the selection of material from the original sources, the most fully illuminating the selected problem.

We will give comparative features of traditional and research learning.

Traditional training:

• 1. The teacher sets out the main ideas and concepts incorporated in the content of the educational subject and reflected in the topic studied.
• 2. Students learn vital ideas and concepts due to their direct presentation by the teacher.
• 3. Educational knowledge should be built on a clear logical basis, optimal for presentation and assimilation.
• 4. The main objective of laboratory work is the formation of practical manipulative skills, as well as the ability to follow the instructions aimed at achieving the planned results.
• 6. The study of the material during laboratory work should be precisely established instructions and is determined by the procedure aimed in order to illustrate the concepts studied in the class and presentation.
• 7. Laboratory experiments must be planned by the teacher so that the correct answers, the results were achieved only by those students who clearly adhere to instructions for laboratory work.
• 8. In the course of laboratory work, students use instructions that it is necessary to observe, measure, fix in order to obtain the desired correct result.
• 9. The essence of natural science knowledge should be illustrated by material on their application in the technique.
• 10. For a present understanding of the student studies under study, students should assign a set of information associated with this content.

Research training:

• 1. The student independently comprehends the leading concepts and ideas, and does not receive them in a ready-made form from the teacher.
• 2. When studying natural science, it is necessary to create such situations that provide students with the opportunity to get acquainted with ideas, concepts and at the same time require them to independently install, detect these concepts on the proposed examples.
• 3. Acquaintance with natural-scientific ideas should include alternative points of view, disadvantages of existing explanations, doubts about the reliability of the conclusions.
• 4. Student belongs to the leading role of decision-making on the choice of a method of working with the material being studied.
• 5. Materials of laboratory work prompted students to put forward ideas alternative to those they study in the classroom.
• 6. Students face new phenomena, ideas, ideas in laboratory experiments before they are set forth and studied in the lesson.
• 7. In laboratory experiments, students are given the opportunity to independently plan their research, identify its aspects, assume possible results.
• 8. Each student independently studies, describes and interprets the information and observations that it is on a par with everyone during the study study.
• 9. To explore the rule (or law), students should be introduced with examples, of which this rule (or the law) can be launched independently, without its presentation by the teacher.
• 10. Students question the adopted representations, ideas, rules include in the search for alternative interpretations, which they independently formulate, justify and express in clear form [Clarin]

Based on the analysis of the foregoing, the following conclusions can be drawn:

• - research training is specially organized training, providing independent learning activities, which includes a mandatory component of a practical research;
• - In the course of research training, schoolchildren master the research method, learn to put forward and justify (or refute the hypotheses), analyze information obtained during the experiment;
• - those obtained by schoolchildren during the study of the ability provide them with their readiness on their own, creatively developing new ways of activity, exercise scientific search;
• - result of application scientific method The study of reality is new knowledge.

Scientific approach to the research process in pedagogical practice Requires the implementation of a number of principles:

• - the principle of naturalness (the problem should not be contrived, but real, interest should not be artificial, but hereby, etc.);
• - the principle of awareness (both problems, objectives and objectives and the stroke of the study, its results);
• - principle of amateur (the child can master the course of the study only through the accommodation of it, i.e. through its own experience);
• - the principle of clarity;
• - The principle of culturality.

The main types of creative activity of schoolchildren

Creative activities in educational institutions are organized, as a rule, in the form of optional courses and programs of additional education. The main formal result of creative activity is the final work submitted by students to contests and scientific and practical conferences that end the relevant courses.

A.V. Leonovich allocates five main types of schoolchildren's creative works.

Information and abferactive - creative works written on the basis of several literary sources in order to fully illuminate any problem;

Problem-abstract - creative works involving the comparison of these multiple literary sources, on the basis of which its own interpretation of the problem is given (the good work of this genre, if there is a generally accepted structure, may well be considered research);

Experimental - describe a scientific experiment having a well-known result. It is rather illustrative in nature, suggests their own interpretation of the characteristics of the result depending on the change in the source conditions.

Naturalistic and descriptive - aimed at observation and quality Description any phenomenon. Distinctive feature - Lack of quantitative research methodology.

Research - creative work performed using the correct, from a scientific point of view, techniques having a private experimental material obtained using this technique, on the basis of which analysis and conclusions about the nature of the phenomena under study.

These species have common elements. This is, first of all, compiling literature data. In the case of abstract work, it is the main content of work, in the case of the last three species, acts as a literary review of the data on the investigated phenomenon. At the same time, each of the species has its own specifics and attributes.