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Akhmetvaliyev Meiser Garafovna. Development of informative abilities of younger schoolchildren: dis. ... Cand. Ped. Sciences: 13.00.01: Saratov, 2001 283 c. RGB OD, 61: 01-13 / 1647-6
Introduction
Chapter I. Theoretical and methodological basis for the formation of cognitive abilities of younger students. from. 13
1.1. The essence of the cognitive abilities of younger schoolchildren. from. 13
1.2. The role of the teacher's personality in the formation of cognitive abilities of younger schoolchildren. from. 43.
1.3. Diagnostics and criterion indicators of the development of cognitive abilities of the younger schoolchildren and vocational qualities of teachers. from. 69.
Chapter II. Experimental - experimental verification of the effectiveness of the pedagogical system for the development of cognitive abilities of younger students. from. 107.
2.1. Methods and results of the study of the cognitive abilities of younger students and a professional-personal qualities of elementary school teachers. from. 107.
2.2. A model of a pedagogical system for the development of the cognizable abilities of younger schoolchildren. from. 125.
2.3. The course and results of the formative experiment. from. 144.
Conclusion. from. 155.
Literature. from. 157.
Introduction to work
At the turn of the XXI century, the first signs of changes in the state paradigm of Russian education in the direction of the priority of personal development and self-realization of students were marked. The education system must be adapted not only to the needs of the state, but also to the growing educational, sociocultural, spiritual requests of the person who lives in the context of a rich information environment. In this regard, the task of development of the ability to develop scientific, technological knowledge to be elected to the first education plan, quickly and adequately emphasize new promising technologies, adapt without stress and shocks to changes in the social, information and technological environment, based on their educational potential. Already B. full extent The dependence of our civilization from those abilities and personal qualities, which is laid by the formation. On the modern stage The re-construction of the education system has arisen the need for organizing an educational process at school in such a way that each student can show activity in learning, develop its own learning style. When teaching children in the spotlight, the child's personality development should be as a whole, in the aggregate - mental processes, the formation of commonactive skills and the development of the personal sphere.
In the conditions of the socio-economic life of our country, today should not only give deep and strong knowledge, to form skills and skills, but also pay close attention to targeted formation in each student of socio-significant qualities - scientific worldview, sense of responsibility, organization, discipline, etc. d.
The established situation focuses the education system not to prepare a person with a certain margin of knowledge and skills, but on an independent, creatively developed personality.
The idea of \u200b\u200bthe development of cognitive independence, cognitive abilities of children as a deposit of successful learning was laid in deep antiquity and analyzed Aristotle, Socrates, etc. Further development The problem was in the works of Ya.A. Komensesky, I.G. Pest-Lozzi, A. Disterweg, in the writings of revolutionary democrats, in the works of KD Ushinsky, L.S. Vygotsky.
Nowadays, various aspects of this problem are reflected in the writings of scientists of 70-80x, K.A. Abulkhanova-Slavskaya, S.A. Amonashvili, K.V. Bardina, I.L. Baskakova, B.C. Bibler, M.R. Bityanova, D.B. Bogoyavlenskaya, V.V. Davydova, D.B. Elkonina, S.A. Raisyn, I.A. Kuzmichye et al.
"Pedagogy and pedagogical psychology of the 60s - 70s were focused on the benefit of forming in all children of general techniques of thinking, generalizations, abilities. All that ultimately acts as mental condition The child was considered as a combination of samples, norms, standards, models. Therefore, the structure of the child, his inner speech was understood as simply a more rolled "copy" of external subject action.
In the 80s, the head of the Pedagogy was put on the concept oriented on the personal thinking of the student, his problems, his vision of the educational subject "(S. Kurgan).
In the younger school age in the learning process is widely represented and has great importance Suitable activity of children. On the other hand, the most important task is to develop the mental autonomy of students, preparations for active independent cognitive activity.
Many teachers and psychologists in the process of knowledge allocate such an important component as cognitive activity (S.A. Amonashvili, A.M. Ma-Tuskin, D.B. Bogyavlenskaya, V.P. Bespalko, V.A. Petrovsky and others). The basis for the development of cognitive activity is those principles that include ІІ__
stimulation and promotion of the acts of cognitive activity from another person themselves (teachers, teacher, peer).
In the context of the problem under consideration, there are significant interest in the work in which the ideas of psychological significance are contained (L.B. Itexon, AM Matyushkin, A.A. Smirnov, S.L. Rubinstein, R.S. Nomov), integrity and systemism when studying and Organizations of educational systems (Yu.K. Babansky, M.A. Danilov), the formation and content of education and the learning process (si. Arkhangelsky, N.F. Talyzin), a problem organization of classes (L.G. Vyatkin, A.M. Matyushkin), the intensification of independent cognitive and creative activity of the personality (L.G. Vyatkin. I.Ya. Ler-Ner, V.Ya. Laudis), the use of technologies in the development of personality (V.P. Bes-Palko, G.I. Zhelevskaya, M.A. Choshanov). Thus, it can be stated that in science there is a range of studies on which the development of educational abilities of students is based.
It is important to take into account the fact that the learning process is bilateral. Successes in teaching children are determined by many factors, each of which is quite weighty. This is the level of development of the abilities of each child, and age features of children, learning techniques and much more. In addition to the above, an important factor in the development of cognitive abilities of students is the personality of the teacher. The value of the learning process is largely due to the nature of their interpersonal relations with the teacher.
The question of the professionally significant qualities of the teacher was repeatedly raised in the history of Soviet and foreign pedagogy and pedagogical psychology:
highlighting personal traits who acquire professional significance (P.P. Blonsky, A.V. Lunacharsky, A.M. Makarenko, V.M. Sukhomlinsky, Art. Shatsky), Definition of major professional qualities and secondary, related to psychology and communication
teachers (B.G. Ananiev, Yu.K. Babansky, F.N. Gonoblin, KM Levitov, A.K. Markova, R.S. Nomov), Characteristics of the teacher's professional personality (B.G. Ananyev, D.-G. Bartley, D. Bruner, A. Ben, S.L. Vygotsky, P.Ya. Galperin, A.N. Leontiev).
The role of the teacher involves the deepening of knowledge of others and about themselves, as training is the transfer of other not only knowledge, skills, skills, but also of worldviews, relations to people, the ability to build constructive interpersonal relationships.
The analysis showed that the current practice of training of students does not fully ensure theoretical, practical and psychological readiness of those who are intended to exercise training and education. In addition, the current practice of retraining teachers does not provide for the diagnosis and correction of professional personal qualities (the ability to objectively analyze their own behavior, optimally build their communication with schoolchildren, effectively restore its performance, development adequate self-esteem etc.)
At the same time, teachers need to be freely focused on the knowledge of the age characteristics of children of younger school age, the development and correction of the cognitive, volitional and emotional spheres of children. This allows you to make an educational process more substantive and effective, take into account not only the cash level of the development of pupils, but also see its prospects, actively and purposefully contribute to this.
Nevertheless, it should be noted that the lack of a systematic approach in the preparation of future teachers and retraining of teachers working in school, in terms of the formation of the ability of self-diagnosis of professional personal qualities, the full development of knowledge of the psychology of teaching children of primary school age is not formed by a holistic idea of \u200b\u200bthe content of work on the development of informative abilities of younger students, is limited to acquiring the necessary skills and
skills. However, the process of learning children involves not only a simple transmission of knowledge, and stimulating schoolchildren to positive self-perception, overcoming difficulties, the desire to self-develop, the formation of positive motivation for school training.
The contradiction between the objectively existing need for the development of the cognitive abilities of younger students, on the one hand, and the insufficient development of theoretical and methodological and methodological aspects, on the other hand, led to the relevance of the problems of the study and determined the choice of the topic: "Development of cognitive abilities of younger students."
There is a contradiction between the objectively existing need for the development of cognitive abilities of younger students, on the one hand, and insufficiently developed theoretical and organizational and methodological aspects, on the other hand.
The relevance of the study is determined by: the social order of society on the creative identity of the modern teacher who can master, convert and create new ways to organize and implement professional-pedagogical activities; the need to develop a holistic pedagogical system for the development of cognitive abilities of younger students;
the need to update the existing practitioners of the training and retraining of the teacher who is able to freely navigate the knowledge of the age characteristics of children of younger school age, make an educational process more substantive and effective, take into account not only a cash level of development of pupils, but also to see its prospects, actively and purposefully contribute to this .
Objectively existing need for teacher's correctional and developing activities and insufficient development of the theoretical and organizational and technological foundations of the process of development
the cognitive abilities of younger students have determined the choice of research topics: "Development of the disjunctive abilities of younger schoolchildren."
The object of the study is the process of developing interaction of subjects of training.
The subject of research is the development of cognitive abilities of younger students.
The purpose of the study is to substantiate, develop and experimentally check the effectiveness of the pedagogical system for the development of cognitive abilities of younger students.
The hypothesis of the study is the effectiveness of the development of cognitive abilities of younger students will increase if:
1. This process is carried out within the framework of the pedagogical system, which is a programmable interaction of components components that guide and complement each other, rather deterministic, methodologically and dyidactically reasonable.
2. The system is actually structured according to the principle of "subject - subject", acting as active participants in the organized process.
3. In all the links of the educational process, the management and coordination of teachers and psychologists is organized.
4. In younger students there is a transformation of external stimulating motifs into the motives of personal self-development.
Based on the subject of the study, for the implementation of the target and verification of the hypothesis, the following tasks were required: to analyze the essence of the concepts of "cognitive abilities", "cognitive activity", "cognitive processes" of younger schoolchildren, "professional personal qualities" of the teacher, "pedagogical abilities" , "Professional Personality", "Individual Style" of the teacher, "Dia-Nostiko - Correctional Work";
Design the diagnostic apparatus of the levels of development of cognitive abilities of younger students and readiness for this process of teachers;
Suggest technology for the development of cognitive abilities of younger students, formulate recommendations to educators for its use, conduct an experimental assessment of the possibilities of the developed system, analyze the necessary and sufficient conditions for its successful implementation;
The development of problems related to the development of cognitive abilities in younger students in the overall structure of the professional activities of teachers and psychologists has a specific theoretical and methodological substantiation, which has been reflected in the first part of the study.
Many meaningful and methodological aspects this issue were drawn in writings famous philosophers, teachers, psychologists and, first of all, P.P. Blond, L.S.Vugotsky, V.V. Davodova, L.V. Zankova, Ya.a.Komensky, A.N. Lyontieva, A.R. Luria , R. BERNSA, E.V. KOROTEVAYA, N.A.NECHINSKAYA, J. PIAZH, I.V.VICH-SHHERBO, A.I.Raeva, A.A. Sirminova, D. B. Elconina and others.
In addition, when developing a research program, we apply to the concept of a systematic approach in the consideration of the pedagogical process (S.I. Arkhangelsky, V.P.Bespalko, L.G.Vytkin, V.S. Lyulin, L.N.land, I. Zhelezovskaya, I.Ya.Lerner).
To solve the tasks and testing hypothesis were used: theoretical methods - analysis of philosophical, psychological and pedagogical
literature, monographic materials, educational
methodical documentation; comparison; generalization; abstraction; modeling in the aspect of the problem under study; empirical methods - pedagogical observation; diagnostics
(Questioning, testing); Pedagogical experiment.
For data processing, quantitative and qualitative methods were used, methods of mathematical statistics, machine processing, a table presentation of the experimental results adapted to the research tasks.
Using various methods Studies made it possible to consider pedagogical facts and phenomena in all complexity, interdependence and interdependence, as well as express the results of pedagogical experiment and observations in quantitative and qualitative indicators.
An experienced and experimental base of the study was the educational institutions of the Volzhsky district G.Saratov - secondary schools № 4, 8, 9,10,11,12, 28, 66; Gymnasium 4, 7, National Tatar gymnasium.
Solving the objectives of the study, inspection of the hypothetical position covers the period from 1995 to 2000, during which the dissertant carried out experimental activities, working as a teacher-psychologist for the education department of the administration of the Volzhsky district and the teacher-psychologist high School №9 Volzhsky district Saratov.
The dissertation study includes three stages: the first stage (1995-] 996) is the choice of a conceptual apparatus, the definition of the object and the subject of research, hypothesis, goals and objectives, the study of philosophical and psychological and pedagogical literature on the problem under study. Second Stage (1996-1998) - the choice of a complex of diagnostic procedures to determine the level of development of cognitive abilities of younger school
nicknames, self-diagnosis of vocational personality qualities of teachers; Conducting a statement experiment, processing and analysis of the data.
The third stage of the O998-2000).) Conducting an emerging experiment; processing and comparable analysis of empirical material, its theoretical understanding; systematization and generalization of the results of the study; The wording of the conclusions and recommendations for the implementation of the pedagogical system of formation in the younger schoolchildren of cognitive abilities.
Scientific novelty and the theoretical significance of the results of the study is as follows:
implemented comprehensive analysis Problems of development of cognitive abilities of younger students, the main ideas of the development and correction of these abilities in children of primary school age were allocated;
a pedagogical model of the formation system of the primary school of theoretical and practical readiness to work on the development of educational abilities in students has been developed;
a diagnostic complex of determining the level of development of cognitive abilities from schoolchildren and methods of self-diagnosis of professional personal qualities at the teachers are compiled and implemented;
priority directions of professional assistance on the correction and development of cognitive abilities of schoolchildren, their personal formation are determined.
The practical significance of the study is that:
a specialized copyright course and a task system for increasing the professional and psychological competence of teachers, their personal growth makes it more optimally to build an educational process and, in particular, purposefully implement the development of cognitive abilities of younger students;
Pedagogical system for the development of cognitive abilities of primary school students can be used in the preparation of future teachers in educational institutions of the pedagogical profile;
The program of the author's course of theoretical and practical retraining of teachers in the development and correction of the cognitive abilities of schoolchildren can be used in courses in the centers of improvement and retraining of teachers.
The validity and accuracy of the results obtained and the conclusions made are ensured by the initial methodological positions, the use of a system of methods, adequate to the subject and objectives of the study; Representativeness of the sample of subjects and the duration of the research itself.
The defense takes place:
1. The conceptual provision of the problem of the development of cognitive abilities of younger students;
2. Diagnostic apparatus of the levels of development of cognitive abilities of younger schoolchildren and readiness for this process of teachers.
3. Model of a pedagogical system for the development of cognitive abilities of younger students.
Testing and implementation of research results. The main provisions of the dissertation and the results of the study reported and discussed at the Scientific and Practical Conference of Graduates Department of Psychology of the Saratov State University in 1998, at the scientific and practical conference of teachers-psychologists of educational institutions to Saratov (January 2001), at a meeting of educational managers institutions of the Volzhsky district of Saratov, at meetings of the methodological association of teachers-psychologists of educational institutions of Volzhsky district Saratov (1997-2001). Conclusions and materials of research are used in a system of theoretical and practical classes with younger students and teachers in educational institutions of Volzhsky district Saratov
middle Schools No. 8, 9, 10, 28, 66, Gymnasium 4, Tatar National Gymnasium.
Directions of further scientific research:
1. Pick up the complex diagnostic methods To determine the level of development and dynamics of the development of cognitive abilities of students of 5th grades who participated in the experiment.
2. To trace the degree of adaptation of children who have taken and not participating in the experiment, on middle-level training.
3. To conduct a survey of professional-personal qualities of teachers running on the middle of the school.
4. Track the influence of the vocational qualities of teachers for the further development of the most important thinking operations Students of 5th grades.
Structure of work. The thesis consists of administration, two chapters, conclusion, bibliographies and applications, illustrated with tables.
The essence of the cognitive abilities of younger students
To the concept of ability, we appeal when we are trying to explain and understand such a fact like - why different peopleThe same living conditions delivered in the same life conditions achieve different successes and results, which is more faster and better than others assimilate knowledge, skills, skills.
The term "ability", despite its long-standing and wide application In psychology and pedagogy, in the literature is interpreted unequally. R.S. Nomov offers the following compact classification of the definitions of this concept:
1. Abilities - the properties of the human soul, understood as a combination of all kinds of mental processes and states. This is the most wide and oldest of the existing definitions of abilities. Currently, they practically do not use psychology.
2. The abilities are a high level of development of common and special knowledge, skills, skills that ensure the successful performance of a person. different species Activities. This definition appeared and was taken in psychology of the 18-19th centuries, partly is useful and at present.
3. Abilities - this is what is not coming down to knowledge, skills, skills, but explains their rapid acquisition, fixing and effective use on practice. This definition is accepted now and most common. It is at the same time the most narrow and most accurate of all three.
Significant contribution to the development of the general theory of abilities was made by our domestic scientist B.M. Heat. He suggested the third of the listed definitions of the ability to rely on. In the concept of "ability", according to B.M. Thermal, three ideas are concluded. "First, under the abilities of the individual and psychological features that distinguish one person from the other ... Secondly, the abilities are not called any individual characteristics, but only those related to the success of any activity or many acts ... Third, the concept of "ability" does not boil down to those knowledge, skills or skills that have already been produced from this person "(117 ).
It is necessary to distinguish between natural or natural abilities and specific human abilities having social and historical origins. Natural abilities - perception, memory, thinking - Learnly associated with congenital deposits, but are not identical to them, but are formulated based on them through the mechanisms of learning in the process of life experience. The person has abilities, in addition to biologically determined, providing its life and development in a social environment. These are common and special abilities (higher intellectual), based on the use of speech and logic, theoretical and practical, educational and creative, subject and interpersonal "(90).
R.S. Nomes draw our attention to what enters the concept of "general abilities" is, for example, mental abilities, subtlety and precision of manual movements, developed memory, perfect speech and a number of others.
When they talk about the general abilities of a person, they also mean the level of development and the characteristic features of his cognitive processes, as it is more capable if he is better developed by these very abilities, the more capable it is, the greater the possibilities he possesses. In psychology and pedagogy, it has long been experimentally confirmed that the ease and effectiveness of its teaching depends on the level of development of cognitive abilities.
On the nature of abilities in the history of science there are two polar opposite points of view.
The first is that the abilities are rigidly determined by natural data, as if inherited in the finished form (theory of hereditary abilities). The second point of view insists that all the abilities are socially determined, that is, the leading role is played by Wednesday and upbringing. Supporters of this point of view completely reject the role hereditary factors, believing that any ability to "train" almost every normal person (the theory of acquired abilities).
The role of the teacher's personality in the formation of cognitive abilities of younger schoolchildren.
Successes in teaching and raising children are determined by many factors, each of which is quite weighty. This is the level of development of the abilities of each child, and the age-related features of children, the teaching and education technique and much more. Besides listed, important factor children's Development Pedagogue itself. A professional teacher is the only person who most of his time will lead to training and raising children. According to R.S. Nymova, society would cease to develop in several generations, if teachers did not engage in the training and education of children. A new generation of people would be simply not sufficiently prepared in order to maintain a social, economic and cultural process (90).
The teacher is a figure that requires special attention, because from insufficient professional training The teachers first of all are children and losses that arise here are usually irreparable. Investigatively, the society needs to create such conditions so that among teachers
And people turned out to be most intellectually and morally prepared for work with children. "It is of great importance not only what and how to teach, in which direction and how to educate, but also the one who does it, what personal qualities is the teacher (37) itself.
The question of the professionally significant qualities of the teacher was repeatedly raised in the history of Soviet pedagogy and pedagogical psychology. About the huge meaning of the qualities of the teacher's personality in teaching and education wrote outstanding people of all times and peoples.
A still ancient Greek philosopher-materialist democritus celebrated a large role of education and training in the development of man and attached importance to the preparation of those who are called to teach young people. In the first place, he put their ability to think.
Wonderful Swiss teacher them. Pestalotski attached great importance to the moral qualities of the teacher's personality, the knowledge of the Child's spiritual world.
Russian scientist M.V. Lomonosov, who had a huge impact on the development of popular education in our country, attached importance to the personal qualities of the teacher, his behavior.
The German teacup Democrat Disterveg believed that the success of training depends primarily from the teacher's qualities as culture, knowledge of the technique, enthusiasm in work, love for children for whom he should serve as a model. Dysterweg wrote: "How no one can give another of what it does not have, so can not develop, educate and form others who is not the developed, brought up and educated ... It is only as long as possible to educate And to form until it works on its own upbringing and education "(47).
K.D. Ushinsky, noting the meaning of the teacher, wrote that the mainstorm will always depend on the identity of the educator: the influence of the teacher's personality on a young soul is the educational force that cannot be replaced by either textbooks or moral agent, nor the system of punishment and promotions. In the upbringing, everything should be based on the identity of the educator, "because the educational force is poured only from a living source of the human person ... Only the personality can act on the development and definition of the individual, only the character can be formed in nature (123).
Especially great, according to K.D. Ushinsky, the influence of the personality of the teacher in primary school. In mentors who are intended for the lower schools and national schools, it is important not so much the ability to teach how much character, morality and beliefs, because in working with young children to students greater influence Provides a teacher's personality than the science that is posted here in the most elementary principle.
None in any profession the personality of a person, his character, convictions, morality, the attitude towards other people does not have such decisive importance as in the profession of a teacher.
N.G. Chernyshevsky, defining the role of the educator, said that the educator himself should be what he wants to make a pupil (129).
The central basis of the systemic representation of the professional and personal qualities of the teacher becomes the concept of "personality", since the psychological structure of the personality is much richer and more difficult than the structure of professional activity. The problem of determining, structures, personality formation much attention Favorite domestic scientists have been given and pay and pay psychologists (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, B.I. Dodonov, A.G. Asmolov, K.A. Abulkhanova-Slavskaya, E .A. Golubva, R.S. Nomov and others).
L.S. Vygotsky determined the personality as a concept of social, which covers the inspection, historical in man. "Personality - the concept of historical, it arises as a result of cultural development (25).
S.L. Rubinstein determined the identity as a person who has its own position in the life, to which he came in the end of a great conscious work. Such a person, according to a scientist, exhibits independence of thought, the hebanality of feelings, the collaboration and internal passion. The depth and wealth of the individual suggest the depth and wealth of its connections with the world, with other people; The gap of these connections, self-insulation devastated it. The personality is only the person, states the scientist who belongs to a certain way to the surrounding, consciously establishes this its attitude so that it is manifested in all its creature (105).
Methodology and results of the study of the cognitive abilities of younger students and a professional-personal qualities of primary school teachers
Recently in the field of education more important It receives a humanistic approach for which attention is characterized by the emotional aspects of the interaction of the teacher and students and, accordingly, the transfer of the center of gravity from the learning process on the teaching process
From the point of view of phenomenolistic psychology, genuine teachings captures the entire personality of a person entirely and cannot be reduced simply to the message of the information that must be remembered. The experience of teaching helps a person to establish his personal features and discover the thoughts, actions and experiences wearing universal character. In such an understanding, the teaching is equal to the formation of a person. With this approach, the domineered absolutism of the teacher and its ability to be a source of information loses its importance. The role of the teacher, thus, implies the provision of students to help and the creation of a special atmosphere that contributes to their free emotional and intellectual Development.
When developing the experiment technique, we were based on system approachFrom the position of which all the links of the pedagogical process should be as stimulated as far as the formation of the person in general, and contribute to the development of its cognitive block.
Purposeful work on the development of students' cognitive abilities primary classes Understood as a holistic process based on the coordination of its leading components:
Target, we proceeded from the understanding of the goal as an ideal, consciously planned result of the educational process in relation to the generating actions and conditions. The essence of this component is set by adults joint activity and the adoption of these goals of students. The ultimate goal of the development of the cognitive sphere of students was not just the transfer of certain knowledge, skills and skills, but the formation of emotional-volitional qualities, the development of adequate self-esteem of students. At each stage of personality development, the qualitative transformation of the inner world of a person and a radical change in his relationship with others occur. As a result, personality acquires something new, characteristic of this stage, persistent in the form of noticeable traces throughout the subsequent life. Personal neoplasms arise not from scratch, they are prepared by all preceding development. The strategy of the cognitive-personal formation of primary school students is to create conditions for the positive perception of the learning process and for further self-development and perception itself.
The goal should be accessible and appropriate intellectual development (level) of students, the choice of the goal is carried out in such a way that the nature and patterns of development of the mental processes of schoolchildren, the formation and development of emotional-volitional qualities were determined by their idea of \u200b\u200bthe teacher.
Meaningful. This component make up professional knowledge, skills and skills that determine the focus of the educational process as a whole. The content and developing, and the correctional work is determined by the teacher. The choice of content of specific techniques is due to many izbetauctivities and is carried out by a teacher depending on the purpose and tasks facing it, age, the initial level of the child's development, the level of initial motivation, the nature of the ones and outlined deviations and many other factors.
When choosing one or other developing programs in the spotlight, the development of the child's personality as a whole should be the development of mental processes, the formation of commonactive skills and the development of the personal sphere (the development of adequate self-assessment, communicative abilities, the removal of aggressive-protective reactions, anxiety, and the like .). Technological. New socio-economic conditions in the root change the ideology of education and require the use of adequate, personal-oriented learning technologies.
The most important task of education is the formation of a versatile developed personality. It is important to develop and ability to analyze and synthesize, creative abilities, the ability to see a system for developing events, to understand the causal relationships.
This component directly reflects the procedural essence of work on the formation of educational and emotional-volitional spheres of students. It is implemented using certain methods and means of correctional and educational activities.
The greatest features contain a game form. In the younger school age, the game remains emotionally attractive, in the course of this activity, the main objectives for correction and development are solved. Therefore, it is advisable to conduct such classes in the game form. We offer to combine the use of components of gaming and educational activities. Since the exercise systems we have developed are in the form of gaming, and in their orientation are educational. In each case, from the diversity of available methods and funds, the teacher may choose adequate and most effective.
Cognitive (cognitive) abilities include both sensory abilities (perception of objects and their external properties) and intellectual, providing relatively light and productive mastering of knowledge, the essence of objects and phenomena of the world.
Studies of domestic and foreign psychologists speak of very early timing of the manifestation of cognitive abilities in children. According to presence, they are evidenced, for example, accuracy, differentiation of perception, the ability to identify the most characteristic properties of objects, the ability to understand complex situations, find the most optimal solution, involving the presence of ingenuity and originality of the mind, observation, smelting.
N. S. Leithes (1984) believes that the prerequisite for general mental abilities is activity and self-regulation. The specific manifestation of these general universal internal conditions for the implementation of any activity op-dedicated is largely the age of the child and the properties of the type of nervous system.
Striking mental activity, an insatiable need for mental load is a characteristic feature of children with an advanced development of intelligence. "My son is 5.5 years old. Due to the liver disease, he almost did not attend kindergarten, and remained at the care of my elderly sick parents who barely had time to feed him. We work with my husband, we have no free time, and we could not pay at least any attention to his mental development, and in this respect it was fully granted to myself. In 2 years, we bought him the alphabet cubes, for which he very soon learned to read. He began to buy children's books, to which he was greedy and thus mentioned with children's fairy tales. By 3 years he was so free and fluently read that he did not read out loud, but about himself, running his eyes, and then began to tell me the content read. Thus, he read almost all the children's literature existing in the library and the fact that Russian classics wrote for children, moreover, never confused by the authors of all they read. Then he learned to write with printed letters and writes quite competently. At the same age, he became easily solving the tasks for the second and even third school classes. In the Fair-Shem in our absence, he "was corrected" before the textbooks of the neighboring boy-school. Particularly attracted his geography and history (textbooks). He began to "study" geography with great interest. He knows all the continents, the oceans, knows all countries of the world, their capital, population, borders, quickly and accurately finds all this on the map, knows what island, peninsula, knows the state construction of the world and understands the difference. All this he himself read out of the textbooks and remembered. From history knows all Russian kings and rulers in chronological software], when Russia, the USSR, the Wars, leaders of hostile countries ended with whom. He knows the stages of the French revolution and revolution in Russia and much more. Very well sign on books with animal world, knows where what animals live, what they eat, their features, etc. When the TV sees the beasts, he explains to us what kind of beasts and their habits. He had a passion for systematization. He "graphite" paper and lists the paper in the graph (then in continents, according to the state structure, then according to the alphabet and other signs) of the country, the capital of the world, large cities, etc. I will find it often for this occupation. He is in my directories in two days He studied the Latin alphabet, reads Latin words, German, Polish. He has a huge thirst for knowledge, he asks to teach him tongues, falls asleep us with questions from the field of geography, history, natural science and often puts us in a dead end. His literature is currently occupied by less, he is eager for books on geography, history and natural science ... "(Leo Tes N. S, 1984, p. 31-32).
Valuable data on cognitive abilities of the child were obtained by scientists pre-school education APN of the USSR (subsequently - RAO) under the leadership of L. A. Hungarian in recent decades. An important role in the development of cognitive abilities is allocated by mastery of cognitive tasks mediated solve.
IN childhood There are such forms of indirect knowledge as the use of sensory standards and visual-spatial modeling.
The basic patterns of this process are identified in children's period. So, when mastering actions on the use of digestible standards, children are transferred from simple identification of the properties of a perceived object with a corresponding benchmark to the action of comparing the properties of the standard with the properties of objects that differ from references in a particular relation, and finally to action in which complex properties are recreated as a result Combines two or more standards (Wenger L. A., 1981). In the process of mastering a preschooler with spatial modeling of L. A. Wenger allocates four lines. The first is the expansion of the range of simulated relations (from modeling the most affordable spatial relationship, it moves to the mod-building of temporary, mechanical, sound, mathematical and logical relations).
The second line consists in changing the degree of generalization and abstract simulated relationships. In the first stages, children simulate single specific situations, the models themselves are undifferentiated ha-racter. Subsequently, the simulation of such situations becomes more accurate and differentiated, in addition, children themselves create and use models in their activities having a generalized view.
The third line of changes in the seizure of spatial modeling is in the conversion of those spatial models with which children act. If at first the child uses models that retain the external similarity with simulated objects, then it moves to models, which are conditionally symbolic images of relationships (type of circles of Euler, graphs, etc.).
The fourth line of change concerns the nature of the action of children during modeling.
Already in the youngest childhood, children have a prerequisite for the construction of models - the replacement actions, their further improvement is associated with such substitution forms in which the substituent has a semantic, or a condense, connection with the replaced object.
Training aimed at mastering children with sensory standards and spatial models has an effective impact on the development of cognitive abilities.
More on the topic § 1. Development of cognitive abilities of a child:
- Psychodiagnostics of cognitive development and abilities of children
Development of cognitive abilities of younger students
Currently occurring changes in public life imply the humanization of the educational process, appeal to the identity of the child, the focus on the development of it best qualities. Concerningtraining should be developing, aimed at forming cognitive interests and abilities. The student's work should be a source of mental satisfaction and mental joy. And the main motives of students should be the motives of their own growth and self-improvement. After all, V.A.Somhomlinsky wrote: "The doctrine should not be reduced to the endless accumulation of knowledge, to the memory training, you want the children to be travelers, openers and creators in this world."
Ideas about the possibility and feasibility of developing learning were embodied in the technology of educational training on the L.B. Elkonina - V.V. Davydov, as well as in the system of educational training L.V. Zankov. Working on the system L.V. Zankova, I was convinced of my own experience that educational training corresponds to the nature of the child, its sociability, aspire to self-affirmation through communication. I am impressed by the benevolent style of communication of the teacher and the student in the lesson, the confidence atmosphere takes off internal tension. I like to perform in the lesson in the role of assistant and teach children in the learning process to help each other. In this way,teacher and Student Communication Styleby system L.V. Zankovait is an important factor in the development of cognitive activity of students.This effectively contributes tothe variety of exercises aimed at organizing the productive activities of children. Exercises for classification, comparison, the allocation of extra aimed at the development of the mental abilities of children. Great cognitive interests cause these exercises in the lessons of the Russian language. When studying a new material, I use exercises that make it possible to observe certain language phenomena, and then detect patterns, summarize the results of observations, draw conclusions.
Activatization of cognitive activity, in my opinion, also contribute to the exercises aimed atdevelopment of children's creative abilities. Especially effectively, I manage to organize creative work in the lessons literary readingsurrounding peace, civilian education. This work is organized in the following sequence: the creation of a creative atmosphere in a lesson, a benevolent attitude to the fantasy of children; Education in children feelings of love, compassion; Training to compare and observe, express feelings with words, drawings, epithets; Select words, phrases, images; Child learning to compose riddles, poems; In the lessons of literary reading and the surrounding world, writing writings, draw up and solve crosswords.
The fulfillment of creative tasks implies the formation of the ability to work with additional literature, which in turn instills love for reading. Also, the organization of creativity at the lesson I solve a number of educational tasks: the formation of civil identity, the development of the need for the knowledge of cultural and historical values, the upbringing of love and compassion to the world around the world, bringing to the preservation and increase in spiritual and moral values.
I loved me and my guysproject activitywhich also contributes to the development of creative thinking, fantasy, imagination, forms an interest in the world around the world, literature, art. This activity attracts children, many of them discover extraordinary abilities to writing, drawing.
Really revitalizes learning activities, and thereforepromotes the development of cognitive abilities unconventional shapes Conduct lessons. I believe that it is advisable to conduct them during the generalization of the material studied. Whatever the non-traditional lesson: a tale lesson, a tale lesson, a quiz lesson, a conference lesson, a study lesson - the leading reception here issituation of games and search. These lessons meet the age capabilities of children, they act inspirifying them.
Gaming activity in the lesson creates a situation when students want and can exercise their independence. Therefore, it is at unconventional lessons I'm tryingform learning independence, develop the ability of self-control and self-esteem. Already in the first grade, when organizing an independent work, I configure children not to rush to fulfill the learning task, I try to teach first to plan the course of its execution, to predict the result. An example of an organization of such a work can be an independent work of a variable nature, work in points, when among several proposed tasks at the student there is an opportunity to independently choose the assignments, which in turn stimulates students to choose a high level of complexity.
In the lessons of the Russian language to create a positive motivation, I successfully use a method developed by a talented teacher and scientist K.A. Moskalenko. He suggested unusual methodical techniques and solutions:merging learning processes with knowledge detection, commented exercises, which organically combine the repetition and consolidation of educational material with systematic work on errors.
I introduce commenting gradually with patience and tact in literacy learning lessons. Positive emotions that children get from an errorless letter contribute to personal Development. As it moves from the first class to the fourth grade, the commented letter passes into evidence commenting - reasoning when performing complex grammatical tasks.
The development of cognitive interests also contributesorganization of a multi-level form of training - differentiated training. I use it on my lessons in organizing both frontal and independent work. When organizing frontal work in the lesson of mathematics, for example, on the text task, I use individual cards, tasks in three versions. Cards contain system of tasks associated with the analysis and solution of the same task, but at different levels. Offering the student the option of optimal complexity for it, I carry outsearch activity differentiation When solving tasks. Sometimes I choose another option: I manage the work of students of one of the levels, while others work independently. I use differentiated tasks and in organizing independent work.
Applying a variety of methods and techniques aimed at developing cognitive abilities of children, I try to plan my work with the conservation and strengthening of their health. For this I use techniqueshealth-saving technologiesbased on the ideas about the relationship of mental and physical activity and educational training. First of all, this is the organization of moving games with didactic orientation. And in conclusion, I would like to note: planning your work, I always remember the motto"Teaching with hobby, upbringing with love and joy". After all, it is a lessoncooperation where everything turns out, gives rise to a sense of success in teaching, desire and willingness to solve increasingly difficult tasks, go ahead on the roads of knowledge. Systematic work on the development of cognitive abilities gives the following results: Children grow inquisitive, active, able to learn.
Shishkin Irina Vladimirovna, primary school teacher MBOU SOSH with. Tareska
Development of cognitive abilities of younger schoolchildren.
"The goal of learning a child is that
to make it capable
P. Hubburt - American Writer
The formation of a creative personality, one of the main tasks proclaimed in the concept of modernization of Russian education. Its implementation dictates the need to develop cognitive interests, abilities and capabilities of the child.
Great time childhood! The child for the first time crossed the school threshold falls into the world of knowledge, where he has to open a lot of unknown, to look for original, non-standard solutions in various activities. Most effective means The inclusion of the child in the process of creativity in the lesson is: game activity, creating positive emotional situations, work in pairs, problem learning.
On the initial stage formation of cognitive interests, children attract actually gaming actions. The game serves as an emotional background, on which the lesson unfolds. In the lessons I use didactic and plot role-playing games, crosswords, riddles, rebuses, I try to present material in an unusual form: a tale lesson, a tale lesson, a study lesson and others.
2. General view about cognitive processes.
The federal component of the State Standard, designed to take into account the main directions of the modernization of education, is focused "not only to the meaningful, but first of all on the activity component of education, which makes it possible motivation of learningTo the greatest extent implement abilities, opportunities, needs and interests Baby. Therefore, it's not by chance that one of main goals at steps general Education is an development of educational activity of students. Cognitive activity provides cognitive activity in the process of which occasion content educational item necessary ways of activity, skills skills. The presence of cognitive activity - psychological factorwhich ensures the achievement of learning goals.
“The purpose of training is not only mastery of knowledge, skills and skills, but also the formation of leading personal qualities. One of these personal qualities is cognitive activity "- T.I. Shamova.
Factors forming the cognitive activity of students can be built into the next chain:
The motives determine the cognitive interests of students and their selectivity, the independence of the exercise, ensure its activity at all stages.
Considering that motivesstudents are formed through their needs and interests(the need is a motive), all efforts the teacher should be directed to development cognitive interests Pupils.
Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy your needs, communicate, play, learn and work, a person must perceive the world, pay attention to those or other moments or components of activity, to represent what he needs to be remembered, to think about, express judgments. Therefore, without the participation of cognitive processes human activity It is impossible, they act as essential internal moments. They are developing in activities, and they themselves are activities.
The development of human deposits, turning them into abilities (individual-psychological features of the individual, which ensure high achievements in operation, determine the suitability of a person to one or another) - one of the tasks of learning and education, to decide which is impossible to decide without knowledge and development of cognitive abilities.
3. Cognitive processes.
Perception is the reflection of objects and phenomena, holistic situations of the objective world in the aggregate of their properties and parts with direct impact on the senses.
With the help of his imagination, the child creatively converts the world, and it, as a process, is organically incorporated into creativity. Thanks to the imagination, a person has the opportunity to see in advance, to submit what else to do.
Pay attention to the image (Fig. 1) of a semi-mounted young woman. And you can notice an old woman with a big nose and chin hidden in the collar?
Observation is perception, closely related to the activities of thinking: comparison, distinction, analysis. Observation is always carried out with a certain cognitive purpose. It involves a clear view. tasksobservations and preliminary development plan Its implementation.
It is impossible to observe if you do not know what to observe for what purpose.
Today, the problems associated with the development of attention from schoolchildren are concerned about both teachers and parents and psychologists working with children.
Many adults complain about the inattention of children, their inability to focus, how long to keep attention in solving training tasks. The number of young children is increasing with the so-called deficit syndrome, combined, as a rule, with hyperactivity.
Attention is the focus and concentration of our consciousness on a specific object. The object of attention can be anything, the items and their properties, phenomena, relationships, actions, thoughts, feelings of other people and their own inner world.
ATTENTION - it is always a characteristic of some mental process: perceptions when we listen, we look at, sniffy, trying to distinguish any visual or sound image, smell; thinking when we solve some kind of task; Memory when we remember something defined or trying to remember; Imagination when we try to clearly imagine something. Thus, attention is the ability of a person to choose an important and focus on it their perception, thinking, remember, imagination, etc.
Attention is a necessary condition for the qualitative implementation of any activity. It performs the function control And especially in training when a person faces new knowledge, objects, phenomena.
And the schoolboy, and the student, as if talented or capable of them, will always be gaps in knowledge, if their attention is not developed enough and they are often inattentive or scattered in classes. Attention largely determines the course and results of academic work.
Attention develops gradually and at a certain point becomes the property of the personality, its constant feature, which is called attentiveness.
Human attentiveness is manifested not only in knowledge World and Implementation activitiesbut in relations with other people. Restlessness, responsiveness, understanding of sentiment and experiences of another, the ability to catch the slightest nuances of his feelings and desires and the ability to take into account all this in their behavior and communication is distinguished by the person attentive to people and testifies to a rather high level of personality development.
In the training material, it is possible to include meaningfully logical tasks aimed at the development of various characteristics of attention: its volume, stability, the ability to switch attention from one item to another, to distribute it to various items and activities.
1. Introduction of moves in ordinary and numeric labyrinths
2. Recalculation of items depicted repeatedly intersecting contours
3. Introduction numbers on Tables Schulte
4. Faster Draw
5. Find who hid
6. Find similarities and distinction
7. Read the scattered words
One of these techniques is vocabyant Dictation with commenting (Levitina S. S., 1980). This well-known educatory methodological technique becomes a way to measure attention if the following changes are made:
1) The teacher reads every word only once;
2) students can take pens only after listening to comments;
3) The teacher must carefully ensure that students do not look at the notebook to each other.
If the student can not write down the word after comments, it is allowed to make a ditch. At the same time, children warn that the fiber equal to the error. Before the start of the dictation, despite the fact that the commented letter is a famous student from a first class of work, it is advisable to show on several examples that you have to do.
For example, a word is chosen for commented letter"Perened". The teacher reads this word, and then causes several students, each of whom calls an alternately console, root, suffix, ending, explaining their spelling along the way. Thereafter the teacher invites children to take the handles and write the commented word. Then followed by students so that they put the handles, and work begins on the next word.
The commented letter is quite complex activities.
Analyzing the structure of the commented letter, psychologist S. N. Kalinnikova allocated seven major stages of this activity.The observance of which ensures the accuracy of its execution:
1) the primary perception of the pronounced word;
2) an independent analysis of the spelling of the orthoepic image of the word;
3) listening to comments;
4) representation of spelling words in accordance with commenting;
5) refinement of primary spelling analysis with commenting;
6) writing the word in accordance with his spelling;
7) Check written words in accordance with commenting.
Analysis of quantitative data (numbers of children who accurately performed the work allowed a certain number of errors) provides information on the quality of concentration, stability stability. The success of this work and the nature of the mistakes made allow for the organization of the collective attention of students.
The Methodological Reception proposed by the psychologist S. L. Kabylnitskaya allows you to measure individual attention of students. Its essence is to identify deficiencies of attention when errors are detected in the text. This work does not require any special knowledge and skills from students. The activities performed by them are similar to the one that they must exercise when checking their own essays and dictations. Detection of errors in the text requires primarily attention and is not related to the knowledge of the rules. This is ensured by the nature of the errors included in the text: the substitution of letters, words in the sentence, elementary semantic errors.
Examples of texts offered by children in order to detect errors:
a) "In the extreme south of our country, vegetables grew, and now grow. A lot of carrots have grown in the garden. Under Moscow was not bred, and now bred. I walked Vanya on the field, yes suddenly stopped. Grcce Vyut nests on the trees. On the Tree Christmas tree hung a lot of icons. Grachics for chicks of worms on arable land. Hunter in the evening with hunting. In the notebook of Rai good flights. Children played at the bottom playground. The grasshopper will stray in the grass. In winter, bloomed in the apple tree garden. " Work is carried out as follows.
Each student is given a text printed on a sheet and instructions are reported: "In the text you received, there are different errors, including the semantic. Find and correct them. " Each student works independently, a certain time is assigned to perform the task.
Correct tasks. In the corrective tasks, the child is invited to find and cross out certain letters in the printed text. This is the main type of exercises in which the child has the opportunity to feel what it means to be attentive and develop the state of internal concentration.
Implementation of the correct tasks contributes to the development of the concentration of attention and self-control in the performance of written works by schoolchildren.
The instruction is as follows: "For 5 minutes you need to find and cross all the letters" A "(you can specify any letter): both small, and capital, and in the name of the text, and in the name of the author, if someone will meet "
As the game is mastered, the rules are complicated: the letters are changing; At the same time, two letters are searched, one is crushed, the second is emphasized; On one line, the letters are driven by a circle, the second is marked with a check mark, etc. All made changes are reflected in the instructions given at the beginning of the classes.
Following the work, the number of passes and incorrectly crossed letters is calculated. The indicator of the normal concentration of attention is four and less skips. More than four passes are a weak concentration.
"Find the words"
On the board written words, in each of which you need to find another word hidden in it. For example:
Laughter, wolf, post, braid, regiment, bison, rod, stranded, set, injection, road, deer, cake, cuitel.
Memory In the life of people plays an even more significant role. Without memory, a person could not learn anything to remember something that he was learned, to preserve the impression of the right actions and mistakes.
Memory is memorization, saving and subsequent reproduction of what we have previously perceived, worried or done.
Memory is an amazing property of human consciousness, this is a resumption in our consciousness of the past, the images that once made an impression on us.
In old age I live Syznov,
Last passes before me -
It has long been rushing, events are full,
Waiting like a sea-oxian?
Now it is silent and calmly,
Some persons keep me memory
Some words reach me
And the other died irrevocably ...
A. S. Pushkin
Remember something - it means to associate memorable with something, it is necessary to remember what needs to be remembered to a network of already available connections, education Association. There are several types of associations:
- on adjacentness: perception or thought about one subject or phenomenon entails the remember of other items and phenomena, adjacent to the first in space or in time (this is so remembered, for example, a sequence of actions);
- by similarity: images of objects, phenomena or thoughts about them cause a memory of anything similar to them. These associations underlie poetic metaphors, for example, the noise of waves is likened to adversely;
- in contrast: Associate sharply different phenomena - noise and silence, high and low, kind and evil, white and black, etc.
In memorization and reproduction processes, semantic links play an extremely important role: the reason is a consequence, the whole is part of it, the common one.
It is important to teach memorization techniques
Exercise on the development of ability to switch and distribute attention,
spectatic and RAM, the ability to apply the reception of the semantic memorization.
Guys 1 second shows a picture with bright objects and is cleaned.
Then the question is asked: "How can I remember what I saw?".
Pupils give different answers. The teacher brings the guys to this: "For this it is necessary:
give an installation to memorize seen
cover all the number of items, trying to count them,
split these objects into semantic groups, inventing the name of each of the groups (generalizing word),
present the location of each group of objects in the form of any figures,
frequency to fly total amount Objects in all groups after counting coincided with the number of all objects. "
Task Technique:
in the notebook, a table (5x3) is prepared in advance, where the names of the objects will later fit into the order in the picture
the second time shows a picture with bright objects (20 seconds). These items are called and indirectly remembered (distributed over the semantic groups),
the next picture is cleaned, the command is given to the table name of the objects according to invented groups in the same location as in the picture,
the work is performed independently, then the students change notebooks and pencils correct each other errors,
after that, the picture is shown, and the owner of the notebook handle corrects its mistakes. Further, the teacher summarizes the results and are given recommendations.
Junior schoolchildren have a more developed memory clearly figurative than the meaningful. They better remember specific subjects, faces, facts, colors, events.
But in elementary school, it is necessary to prepare children for mid-link learning, so it is necessary to develop a logical memory. Students have to remember the definitions, evidence, explanations. Earing children to memorize logically related values, we contribute to the development of their thinking.
1. Remember double digits.
2. Remember mathematical terms.
3. Chain words.
4. Draw the memory patterns.
5. Remember and play pictures
6. Summary dictation
7. Hearing dictates
or mnemotechnics. We give some of them.
See, hear and offend
Drive, tolerate and hate
And tweak, watch, keep,
And depend on and breathe
IS, -It, -at, - write.
nol- Korol
K. D. Ushinsky said that the teacher who wishes something firmly to capture in children's memory should take care that as many of the children of children's feelings - eye, ear, voice, feeling of muscular movements, and even, if possible, smell and Taste - took part in the statement of memorization.
A person not only perceives the world around us, but also wants to understand him. To understand - it means to penetrate the essence of objects and phenomena, to know the most important, substantial in them. Understanding is ensured by the most complex cognitive mental process, which is called thinking.
Therefore, in elementary school, it is necessary to teach children to analyze, compare and summarize information obtained as a result of interaction with objects not only reality, but also an abstract world.
Nothing like mathematics does not contribute to the development of thinking, especially the logical, since the subject of its study is the abstract concepts and patterns that mathematical logic are involved in turn.
1. Tasks for the smell
2. Tasks for jokes
3. Numeric figures
4. Tasks with geometric content
5. Logic exercise with words
6. Mathematical games and tricks
7. Crosswords and rebuses
8. Combinatorial tasks
Analysis, synthesis. Comparison, classification.
Example from Russian
Developing course for younger schoolchildren
"Development of cognitive abilities"
The main objective of the course: the development of the intellectual and creative potential of the child's personality.
1. In accordance with the purpose of determined the specific tasks of the course:
2. Development of cognitive abilities of the younger student.
3. The development of its creative abilities.
4. Expansion of the horizons of students.
5. Development of the emotional-volitional sphere.
6. Formation of the desire of a child to personal growth.
Features of RPS classes are fundamentally different from school lessons by the fact that the child is offered tasks not educational.
The main time in classes is assigned to the independent execution of children's logic-search assignments, thanks to this, the children are formed by general educational skills: to act independently, make decisions.
And if at the beginning of work at this rate, the fulfillment of many proposed tasks causes difficulties in children, since they did not meet with the tasks of this type on traditional lessons, then by the end of the course, most students should cope with a large number of tasks.
At each occupation, after independent work, a collective verification of the correctness of the task is carried out. The main goal of this check show students, as a task to perform correctly and, most importantly, why other options are most likely erroneous. Such a form of work is created by the conditions for the normalization of self-esteem among different children, namely: in children who have well developed mental processes, but the educational material is absorbed poorly due to poorly developed mental processes (for example, memory, attention) self-esteem increases. In children whose learning progress is dictated mainly by adjacent and diligence, there is a decrease in overestimated self-esteem.
Children are offered tasks of varying complexity, so any child, solving logical-search tasks, may feel confidence in their abilities. The child can be at first to interest the tasks with which it easily copes. If the task turned out to be too difficult, it can be postponed for a while, and then return to it. It is very important not to abandon the task at all. At the discretion of an adult, some tasks may not be limited in time. Let the child spend so much time as he needs. The next time he meets the task of this type, he will cope faster.
In these occupations, the marks are not put, but each child himself appreciates his successes. This creates a special positive emotional background: a discrepancy, interest, desire to independently perform the proposed tasks.
The RPS course includes the following tasks:
Job development tasks
Tasks developing auditory and visual memory
Tasks for the development and improvement of imagination
Tasks aimed at the development of thinking
Job development tasks
The tasks of this group include a number of exercises aimed at developing arbitrary attention, its volume and stability, switching and distribution. Performing the tasks of this type contributes to the formation of the ability to purposefully focus, search for the desired path, find the shortest way to solve problems. For example, "search for identical objects", "what has changed", "which subject is missing", "find differences", and others.
MEMORY RESOURCES
The classes of this group include exercises aimed at developing and improving auditory and visual memory. When performing tasks, schoolchildren learn to use their memory, apply special techniques that facilitate memorization. As a result of such exercises, students comprehend and firmly retain various terms and definitions in memory. At the same time, the volume of visual and hearing memorization increases, the meaning memory develops. The basis for the rational use of forces and time is laid. For example, the games "remember the pictures", "Drawing on the memory of graphic patterns", "Filling over the memory of tables", the reproduction of stories, the development of the auditory memory contributes to the memorization of the song, patter, sweeters, poems, etc.
Tasks for the development and improvement of imagination
The development course of the imagination is mainly on the material comprising a geometric task;
Doringing simple compositions from geometric bodies and figures that are not depicting nothing concrete
Selecting the figure of the desired form to restore the whole
Drawing figures without taking a pencil from paper and notlandeight one and the same line twice
Selection of a pair of identical figures
Selection of the total figure of the specified figures in order to identify the disguised item
Dividing the shape into several specified parts and restore the specified figure from its parts
Other
Improving the imagination contributes to both work patterns (these are words recorded by letters, the location of which resembles the image of the object that is spent) and numerics (the subject is depicted using the number).
Tasks developing thinking
The priority direction of training in elementary school is the development of thinking. For this purpose, it is proposed to use exercises that allow students to build the right judgments at the level accessible level, to conduct evidence without the prior theoretical development of the laws and rules of logic. In the process of performing such exercises, children learn to compare various objects, perform the simplest types of synthesis and analysis, to establish links between concepts, learn to combine and plan. Children are offered tasks aimed at creating skills to work with algorithmic prescriptions (step-by-step action). The system of tasks and exercises presented in class on the RPS allows you to solve all three aspects of the didactic goal: cognitive, developing and raising.
Cognitive aspect
The formation and development of various types of memory, attention and imagination.
Formation and development of general educational skills and skills.
Formation of the ability to seek and find new solutions, new approaches to the consideration of the proposed situation, find unusual ways to achieve the desired result.
Developing aspect
Speech development.
The development of thinking, during the assimilation of the techniques of mental activity, such as the ability to analyze, compare, synthesize, to generalize, allocate the main thing, to prove and refute.
Development of spatial perception and sensor coordination.
Raising aspect
Education of the system of moral interpersonal relations.
Basic principles of material distribution
System principle: tasks are located in a certain order
The principle "from a simple - to the complex" task is gradually complicated
Gradual increase in material
Establishing the Task Performance
Change of different activities
Thus, the main purpose of training is achieved - the expansion of the "zone of the nearest child's development" and its consistent translation of it in the "area of \u200b\u200bcurrent development".
Systematic use of tasks for the development of cognitive abilities of younger schoolchildren increases the level of development of students' intelligence, develops memory, attention, thinking, perception, expands the horizons.
In order for the child to be in full force of his abilities, it is necessary to call him a desire for learning, to knowledge, help the child to believe in his abilities.
East Kazakhstan Tarbagatai district, s.Kuzhar
Popova Marina Ilyinichna
primary school teacher
Development of cognitive abilities from younger students
The state of modern society delivered a number before education acute problems, among which a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual. The development of intellectual abilities is based on the development of attention, thinking, memory. The development of intellectual abilities of the initial classes, that is, the children of younger school age are very different from each other to successes in the teaching - focused and distracting, quick-conchive and tugodumes. They gathered from a variety of families - more developed and less developed, educated and dyed, closens and those who do not get caress. All their relatives are the same age, some common features of the surrounding.
As you know, in junior grades all academic subjects (Sometimes, with the exception of such as drawing, singing and physical education) leads one teacher, most often a teacher. She teaches him day after day and raises his pets, disciplining and developing them. The ratio of students of junior classes to the teacher, obviously, has a strong, and weak side and expresses a certain stage of age-related development.
Psychological features such as faith in the truth of everything they teach, imitation, trusting the extension, are an important prerequisite for primary education in school, as it were, a deposit of trained and educationalness. The marked features are closely related to other age characteristics. According to N.S. Leithes, the freshness, brightness, childhood perception and the extraordinary responsiveness of children to the surrounding are known. Pupils of primary classes all the creature respond to certain moments of teacher's statements: they react very vividly to what is any new for them, for each joke. For some example of life. According to the most insignificant, it would seem, they have a state of complete interest and mental activity. No episode of the lesson leaves them indifferent. The impulsiveness of children, their tendency immediately react to classes rapidness and tension, determine their saturation. Junior schoolchildren especially react to the immediate impressions delivered by the senses. Susceptibility to figurative thinking, content is noticeable especially in arithmetic classes. The immediacy of children's reactions and insatiable impressionability are very noticeable in an out-of-school setting. Along with the immediacy of the reactions, there is a passing awareness of his impressions. The imituation of many children's actions and statements is an important source of success in primary teaching. In children of this age, it is manifested by the advantage of external copying, the repetition of perceived. Pupils of junior classes willingly transfer to their games what they just learned. Therefore, the training material is mastered and fixed not only in the allotted hours.
The younger school age, the initial years of the actual teachings are a period of absorption, accumulation of knowledge.
Deep changes taking place in the psychological appearance of the younger schoolboy testify to wide opportunities individual Development Child at this age stage. During this period, a qualitatively new level is implemented by the potential for the development of a child as an active subject. He knows the world and himself, acquiring its own experience in this world.
Junior school age is sensitive for:
formation of exercise motives, the development of sustainable cognitive needs and interests;
development of productive techniques and skills of academic work, learning abilities;
disclosures of cognitive abilities.
Also K. age features Younger student must include cognitive processes. According to Alferova A.D. The perception of children of this age is observed, a kind of curiosity, which is associated with the predominance of the first signaling system. Small differentiation: At the beginning of study, schoolchildren in inaccurately or mistaken can write the letters similar to inscribing. Do not recognize the same geometric shape. Otherwise located on the plane. Caught not in detail, but in general to perceive the subject. All bright, alive, visual perceived better.
There is a weakness of arbitrary attention, so encouraging their activities is required, praise. And involuntary attention is developing intensively, attention is minor. The pace of work is often lost, letters are observed. The tendency to mechanical memorization in children of younger school age is well developed. Development goes in two directions:
the mental role of verbally logical memory;
the ability to manage their memory is developing.
Usually, children of this age think specific categories, but gradually the transition from the knowledge of the outside of items to their essence is.
As the child develops, thinking is exempt from ideas and proceeds to the analysis at the level of concepts. But all, the student is easier to pass the way against the cause to the consequence than from the investigation to the reason. In the same period, recreation and creative imagination develops. Children tend to fantasize, why the younger schoolchildren are often considered lnugs.
R.S. Nomov believes, for the formation and development of each psychological and behavioral property of the individual there is its own specific period, when it is wisply to start and actively conduct training and education of children. But it should not be thought that these periods for all children and times are definitely determined and cannot be changed as a result of improving the methods of training and education of children. In the psychology of the theory of children's development, driving forces of development are of great importance. The process of individual development of each child occurs under certain conditions, surrounded by specific items of material and spiritual culture, people and relations between them. These conditions depend on individual features, the use and transformation into the appropriate abilities of certain deposits from birth, qualitative originality and the combination of psychological and behavioral properties purchased during the development process.
The leading role in the development of children of primary school age is playing. In the process of teaching, intellectual and cognitive abilities are forming. The abilities of children do not necessarily have to be formed by the beginning of education at school, especially those of them that in the process of exercise continue to actively develop.
The abilities are such psychological features of a person, on which the success of the acquisition of knowledge, skills, skills depends. But which themselves for the presence of these knowledge, skills, skills are not reduced. Otherwise, the response of the board, successfully or unsuccessfully performed test work would make it possible to make the final conclusion about the abilities of the child. Abilities are detected only in activities that cannot be carried out without the presence of these abilities. From the standpoint of consideration of this problem A.V. Petrovsky, it is impossible to talk about the abilities of a child to the drawing, if he was not trying to draw to draw, if he did not acquire any skills necessary for the visual activities. Serious psychological mistake The teacher is speaking, without a serious verification of approval. That the child has not yet mastered the necessary skills and skills, durable knowledge that has developed work techniques. The abilities are not found in knowledge, skills and skills, as such, but in the dynamics of their acquisition, that is, as far as other than anyone else, it is quickly, deeply, the process of mastering knowledge, skills, significantly important for this activity. .
The development of cognitive abilities is due to the fact that each child goes its own way of development, acquiring various typological features of the highest on it nervous activity. An individual approach creates the most favorable opportunities for the development of cognitive forces, activity, inclinations and abilities of each student.
Thus, in younger students when changing the content and conditions of training, as well as the introduction of a new type of activity in the lessons (game), you can form a fairly high level of ability to generalizations and abstractions.
The development of independent thinking is particularly relevant.
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