The development of verbal and logical thinking of children of younger school age in the process of training activities. Pedagogical conditions for the development of logical thinking among younger students

In order to develop and improve the logical thinking of younger students, it is necessary to create the pedagogical conditions contributing to this.

Education of primary school should be aimed at ensuring that the teacher helped each student reveal your abilities. This is actually when the teacher takes into account the individuality of everyone. In addition, the disclosure of the potential of the younger student contributes a variety of educational environment.

Consider pedagogical conditionscontributing to the formation of logical thinking of the student:

1. Tasks in the lessons that encourage children to reflect. Better when such assignments are not only in the lessons of mathematics, but on all others. And some teachers make logical five minutes between the lessons.
2. Communication with the teacher and peers - in the Urgent and Nursing Time. Reflecting on the answer, ways to solve problems, disciples offer different variants Solutions, and the teacher asks them to justify and prove the correctness of their answer. Thus, younger schoolchildren learn to reason, compare a variety of judgments, make conclusion.
3. Well, when the learning process is filled with elements, where the student:
   • can compare concepts (objects, phenomena),
   • understand the differences between common features and distinctive (private)
   • select significant and insignificant signs
   • do not take into account insignificant details
   • analyze, compare and generalize.

"The success of a full-fledged formation logical thinking The younger student depends on how complex and systemically learning this. "

Primary school - the best period for targeted work on the active development of logical thinking. Help to make this period by productive and productive can all kinds of didactic games, exercises, tasks and tasks aimed at:

• the formation of the ability to think independently
• learning ability to draw conclusions
• efficient use The knowledge gained B. thinking operations
• search for characteristic features in subjects and phenomena, comparison, grouping, classification on certain features, generalization
• use of existing knowledge in various situations.

Exercises and Games for Logic

The means of developing the logical thinking of the younger schoolboy should be selected taking into account the goals, as well as focusing on the individual characteristics and preferences of the child

Non-standard tasks, exercises, games for the development of mental operations are useful to apply both in class and domestic lessons with children. Today they are not a deficit, since a large number of printing, video and multimedia products, a variety of games have been developed. All these funds can be used by selecting the goals, as well as focusing on the individual characteristics and preferences of the child.

Watch the video with an example of a game for a tablet aimed at the development of logical thinking of younger students

Exercises and Games for Logical Thinking

1. "Fourth extra". The exercise is to exclude one thing that does not have some recognizable, common for the other three (it is convenient to use cards with images here).
2. "What is missing?". You need to come up with missing parts of the story, (beginning, middle or end).
3. "Do not snooze! Go on! ". The meaning is that students quickly call answers to questions.

In reading lessons:

• Who the latter pulled a repkah?
• What was the name of the boy from "Semisweetics"?
• What was the name of a boy with a long nose?
• Who defeated the fiance of a mug of clook?
• Who scared three piglets?

In the lessons of the Russian language:

• What word contains three letters "O"? (trio)
• The name of which city indicates that he is angry? (Grozny).
• What country can you wear on your head? (Panama).
• What mushroom grows under the aspen? (Support)
• How can I write the word "Mousetrap" with the help of five letters? ("Cat")

In the lessons of environmental education:

• Spider - Is this an insect?
• Like ours migratory birds Snorzda in the south? (Not).
• What is the name of the butterfly larva?
• What is eating hedgehog in winter? (Nothing, he sleeps).

In mathematics lessons:

• Troika horses ran 4 kilometers. How many kilometers running each of the horses? (4 kilometers).
• On the table lay 5 apples, one of which was cut in half. How many apples lies on the table? (five.)
• Name the number in which three dozen. (thirty.)
• If Lyuba is behind Tamara, then Tamara ... (It is ahead of Luba).

"Tip. To enrich the educational process, as well as for domestic sessions, use logical tasks and riddles, puzzles, rebuses and characters, which are easy to find many numerical samples in various methods, as well as on the Internet.

Tasks activating the brain

There are many tasks activating the brain

Tasks for the development of ability to analyze and synthesize

1. Connection of elements together:

"Cut out the desired figures from different suggested in order to get a house, ship and fish."

1. To search for different signs of the subject:

"Name how many sides, corners and vertices in a triangle?".

"Nikita and Egor jumped in length. From the first attempted Nikita jumped 25 cm further than Egor. With the second Egor, improved its result by 30 cm, and Nikita jumped the same as with the first. Who jumped further from the second attempt: Nikita or Egor? How much? Guess! "

1. To recognize or draw up an object on certain features:

"What number goes before number 7? What number stands after number 7? In number 8? ".

Tasks for the ability to classify:

"What common?":

1) Borsch, pasta, cutlet, compote.

2) Pig, cow, horse, goat.

3) Italy, France, Russia, Belarus.

4) Chair, part, wardrobe, stool.

"What is superfluous?" - A game that allows you to find common and unequal properties of objects, compare them, and also to combine them into the main sign groups, that is, classify.

"What unites?" - The game that form such operations of logic, as a comparison, generalization, classification by variable sign.

For example: take three pictures with animal images: cows, sheep and wolf. Question: "What unites the cow and a sheep and distinguishes them from the wolf?".

Task for the development of the ability to compare:

"Natasha had several stickers. She gave 2 girlfriends stickers, and she left 5 stickers. How many stickers were Natasha? ".

Tasks for finding essential signs:

"Name a sign of the subject." For example, a book - what is she? What material is it made of? What size is it? What is it thick? What is its name? What subjects do it apply to?

Useful games: "Who lives in the forest?", "Who flies in the sky?", Edible - inedible. "

Tasks for comparison:

Compare color.

a) blue b) yellow color c) white g) pink color.

Comparison in form. You need to call more items:

a) square shape b) round shape c) triangular shape d) oval.

Compare 2 subjects:

a) Pear and banana b) raspberry and strawberry c) Sanki and cart D) car and train.

Compare Seasons:

Conversation with students about the peculiarities of the time of the year. Reading poems, fairy tales, mysteries, proverbs, sayings about the days of the year. Drawing on the topic of the year.

Non-standard logical tasks

One of the most effective ways to develop logical thinking in elementary school is the solution of non-standard tasks.

"Do you know that mathematics is inherent in a unique developing effect? It stimulates the development of logical thinking, the most best way Forming techniques of mental work, expanding the intellectual abilities of the child. Children learn to reason, notice patterns, apply knowledge in different areas, be more attentive, observant. "

In addition to mathematically, the tasks, the brain of younger students develop puzzles, different types of tasks with chopsticks and matches (laying out a figure from a certain number of matches, transfer one of them to obtain another picture, connecting several points of one line without hand separation).

Tasks with matches

1. It is necessary to make 2 identical triangles of 5 matches.
2. You need to fold 2 identical square of 7 matches.
3. It is necessary to make 3 identical triangles of 7 matches.

Comprehensive muscle development also provide pussy games: "Rubik Cube", "Rubik Snake", "Snacks" and many others.

Well developed logical thinking will help the child in study, making learning knowledge easier, more pleasant and more interesting

The exercises offered in this article, exercises and tasks are aimed at developing the logical thinking of younger students. If these tasks gradually complicate, then the result will be better every day. And flexible, plastic thinking and fast response will help the child in study, making learning knowledge easier, more pleasant and more interesting.

Exercises for the development of thinking of younger students

Tasks, exercises, games contributing to the development of thinking

1. Drawing up proposals

This game develops the ability to quickly establish a variabledifferent, sometimes completely unexpected links between the usualmetami, creatively create new holistic images from individualscattered elements.

At random 3 words not related in meaning, for example, "rO, "Pencil" and "Bear". Need to make up as much as possibleproposals that necessarily include these 3 layers (you can change their case and use other words). Answersmay be banal ("" Bear missed a pencil lake "),complex, with exit outside the situation, indicated by three source words and the introduction of new objects ("The boy took a pencil and drew a bear bathing in the lake"), and creativekimi, including these items in non-standard communications ("Malchick, thin, like a pencil, stood near the lake, which was roaring likebear").

2. Exception of Lish

Any 3 words are taken, for example "Dog", "Tomato", "Suntse. " We must leave only those words that are denoted in somethingsimilar objects, and one word, unnecessary, not possessing this involuntary, eliminate. It should be found as much as possibleriant exclusion exceptions, and most importantly - more recognizedbonds uniting every remaining couple of words and not inherentexcluded, superfluous. Not neglecting the options thatugly suggest (eliminate the "dog", and "tomato" and "tse "leave because they are round), it is desirable to look for non-standard and at the same time very much decisions. Winningthe one who has no answers.

This game develops the ability not only to establish unexpectedcommunication data between phenomena, but also easy to move from somecommunications to others, without buying on them. The game also teaches one-temporarily hold several items in the field of thinkingand compare them among themselves.

It is important that the game forms the installation on the fact thatthere are completely different ways to combine and dismemberousa group of objects, and therefore should not be limited tothe only "right" solution, and you need to look for an integertheir set.

3. Search analog

Called any object or phenomenon, such as helicopt. It is necessary to write as many analogues as possible, i.e.other items similar to it for various essentialsigns. These analogues should also be systematized, depending on which property of the specifiedmisa they chose. For example, in this case, a bird, butterfly (fly and sit) may be on-sought; bus, train (transport means); Corkscrew (important details rotate) and others winsnamed the greatest number groups of counterparts.

This game teaches to allocate in the subject a wide variety ofand operate with each of them individually, formsnaturalness to classify phenomena by their signs.

4. Methods of application of the subject

Called any well-known subject, such as a book. It is necessary to name as many different ways to use it: the book can be used as a stand for a film projector, it can be covered with a strange eye of paper onle, etc. It is necessary to introduce a ban on the climbing of immoral, var-varical methods of application of the subject. Wins the one who will indicatelarge different features of the subject.

This game develops the ability to concentrate thinking onone subject, the ability to introduce it into a variety of situations and relationships, to open unexpected possibilities in the usual subject.

5. Inventing missing parts

Children read a story in which one of the parts is skipped(Start events, middle or end). The task is thatit would advise the missing part. Along with the development of logicalthinking the compilation of stories has an extremely important knowledgeand for the development of a child's speech, enriching his dictionarystock, stimulate imagination and fantasy.

6. Logic riddles and tasks

A. Numerous examples of the tasks of this kind can be found in a variety of methodological manuals. For example, well knownnaya mysteryabout wolf, goat and cabbage:"The peasant needs to re-carry through a wolf river, goat and cabbage. But the boat is such that in itmay fit a peasant, and with him or only a wolf, or onlygoat, or only cabbage. But if you leave a wolf with goat, thenthe wolf will eat a goat, and if you leave a goat with a cabbage, then the goat will eateust. How to transport your cargo peasant? "

Answer:"It is clear that you have to start with the goat. Peasant, pe-rezaya Kozu, returns and takes the wolf, which is transporting to anothergoy Coast, where he leaves him, but it takes and brings back tothe first coast of the goat. Here he leaves her and transports Ka-Eust to Wolf. After returning, he transports the goat, and reproducesva ends safely. "

B.The task of "Delete": "How to divide 5 apples between 5 faces toeveryone got on the apple, and one apple remains in a basket? "

Answer:"One person takes an apple along with a basket."

Methods for the development of divergent thinking.

B. mystery thinking

1. Come up with words with a given letter:

and)starting with the letter "A";

b)ending in the letter "T";

in)in which the third from the beginning of the letter "C".

2. List objects with a specified feature:

and)red (white, green, etc.) colors;

b)round shape.

3. List all possible types of Cyruspica in 8 minutes.

If the answers of children will be approximately such: constructionat home, barn, garage, schools, fireplace - it will witnessthere are good thinking about goodness, but not enoughflexibility, since all listed ways of usebrick belong to one class. If the child is saving that with the help of bricks you can hold the door,give cargo for paper, stick nail or make redpowder, then he will receive, in addition to the high score on fluencythere is also a high score on the immediate flexibility of mouse: This subject is quickly moving from one class to another.

Fight associations - Operating relationships, ponythe diversity of objects related to certainat once to this object.

4. Transfer words with the value "good" and words with
The value opposite to the word "solid".

5. Givens 4 small numbers. Asked howzom them can be correlated with each other in order to get8: 3+5; 4+4; 2+3+4-1.

6. The first participant calls any word. The second participant adds any of his word. The third participant comes up with a proposal that includes these two words, i.e. it is looking for possible relations between these words. Sentencemust make sense. Then he comes up with a new word, andthe next participant is trying to associate the second and third word in the proposal, etc. The task is to gradually increasetopic exercise.

For example: Tree, light. "Climbing on a tree, I sawnot far from the light from the windows of the Forenshenging. "

Figure expression - Fast formation of phrases oroffer.

7. The initial letters (for example, in C-E-P),giving from which represents the beginning of words in the proposalrest. It is necessary to form various suggestions, for example"The whole family ate pie."

Originality thinking - changing the meaning of suchsince the new, unusual meaning turned out.

8. Suitable as many names as possiblefor short history.

9. Doing to create a simple symbol for designationnoun or verb in a short sentence -in the words, it is necessary to invent something like a pictorialsymbols.For example, "man went to the forest."

Ability to create a variety of predictions

10. Offered 1 or 2 lines to which you need to addother lines to get objects. The more linesadds a participant, the more points he gets (in advancethis condition is not stipulated).

11. Two simple equivals are given - C \u003dD; TO \u003d A + d.
From the received information, you need to create as many other equalities as possible.

The ability to establish causal relationships

12. Children are invited to the beginning of the phrase. Need to continuethis phrase words "due to the fact that ...", "because ..."Today I am very frozen, because ... Frost

Long walked ... I forgot to wear a sweater.

Mom has a good mood, because ... etc.

Methods for the development of convergent thinking.

The ability to understand the elements

1. Guess the object or animal on its signs.
Children think the subject in the absence of a leading, and thenin turn lists its signs: color, shape, possibleuse or habitat (for animals), etc. Bythese features, leading the intended object is guessing.

2. Establish relationships. Left given the ratio of two
concepts. From a number of words to the right to choose one so that it
formed a similar ratio with the upper word.

School Hospital

Training doctor, student, institution, treatment, patient

Song waterthirst picture

Deaf chrome, blind, artist, drawing, patient

Knife table

Steel fork, tree, chair, food, tablecloth

Fish Muha

Network Decorating, Mosquito, Room, Buzz, Powetooth

Bird man

Nest people, chick, worker, beast, house

Bread house

Baker Wagon, City, Residence, Builder, Door

Coat boot

Button Tailor, Shop, League, Lace, Hat

Spit razor

Grass hay, hair, acute, steel, tool

Hand foot

Galochi boots, fist, glove, finger, brush

Water Food

Thirst to drink, hunger, bread, mouth, food

3. Exception of the 4th extra. Allocation of substantialsigns.

Song groups are offered, three of which are combineda significant feature, and the fourth word turns outit is not suitable for meaning.

For example, truck, electric train, bus, tram. "Grofzovik "- unnecessary word, as the train, bus, tram - passenger transport; Apple, Blueberry, Pear, Plum is an excess word - blueberries, as an apple, a pear, plum -fruit, etc.

4. Sequential pictures.

This is presented in the disorder a certain amount ofwaters that have a logical sequence. In-ratings can be taken from caricatures. Task test- determine the existing logical sequence

5. Constructuring the Word.

From the letters of this word, create as many newwords. In a new word, every letter can be used so muchonce, how much she meets in the original word. For example, outthe words "transfer" are obtained words: skew, sand, juice, village,chair, crypt, splash, etc.

6. Deduction.The thought tasks of this type are proposed:

Ivan younger than Sergey.Ivan older than Oleg.Who is older: Sergey or Oleg?

7. Generalizations.

a) Turn in one word subjects:for example, fork, spoon, a knife is ... Rain, snow, frost - this is ...hand, leg, head— this ... and so on;

b) specify a generalizing concept:fruits are ...; Transportation is ...

8. Continue a number of numbers.

A number are set with a specific sequence of numbers.Participants must understand the pattern of building a series and continue it. For example, 1, 3, 5, 7 ... 1, 4, 7... 20, 16, 20... 1 , 3, 9...

9. The game "Shadow".The goal of the game: development of observation,mint, inner freedom and discharge.

Sounds a phonogram of calm music. From a group of childrentwo children are selected. The rest are the audience. One child-Nok is "traveler", the other is his "shadow". "Traveler" goes throughthe field, and behind him, for two or three steps behind, there is a second child,his "Shadow". The latter tries to accopede the move"Traveler".

It is advisable to stimulate the "traveler" to performmovements: "Tear a flower", "sit down", "jump onone leg "," stop to see from hand ", etc.You can modify the game by smashing all children on the pairs -"Traveler" and his "shadow".-

Exercises on the development of logical thinking and semantic memory.

1. Exercise on the development of logical thinking complicated by the assignment for memorization.

Decipher and remember without recording, encrypted two-digit numbers.

Ma VK EI from sa

The key to the cipher:

Memorization time 1 minute.

2. Exercise on the development of logical thinking.

Children are offered a table with proverbs recorded in two columns: in the first - the beginning, in the second - endings that do not match each other.

The task: read, compare parts of proverbs and rearrange in meaning, remember the correction of the proverb.

Performance time 1 minute.

It was called Gruzny, Walking boldly.

Love to ride, fun hour.

Made a business - Fly in the body.

Case time, love sloy to carry.

3. Pick to each picturethe wordsign and remember it. Write pairwise words-recognitionki and names of pictures.

Mac -SCARLET Candy -Sweet Coat -Warm

A TOMATO -JUICY Sofa -COMFORTABLE Whale -HUGE

A PEN -Ballovaya Peacock -NICE

4. Choose words-action to each subject cartinke. Write pairs of words actions and namespictures.

Poppy - blossomcandy - treatcoat -put on

A tomato- growsofa - sit

whale -swatch a pen - writepeacock - item

5. Remember Parnvo words and signs and words - actions:

Blossomtreatput on grow

Scarletsweet Warm juicy

swatchwriteitemsit

huge ballpody comfortable

Record these couples in the notebook.

6. Children are offered a table (on individualnitsa - cards), which is the key to the cipher:

One cut 5 - chickens in autumn

What we sing 6 - while hot

Consider 7th and get married

Not all then gold 8 - what shines

Kui iron 9 - seven times dead.

Create proverbs from these parts.

Taking advantage of the key to the cipher, encrypt proverbsin the form of two-digit numbers (90,17,52,38,46). Recordthese numbers are in notebook.

Performance time 3 minutes.

7. 6 pairs of words related to each other are readmeaning. It is necessary to choose each pair by alllou Third Word and write it down.

egg -Curica chick

forest-Derevo board

house - city the street

river -Osero. sea

shuba -Holod. snow

bird - Flight nest

1.2 Pedagogical conditions for the development of logical thinking among younger students

The development of thinking in the younger school age owns a special role. With the beginning of learning, thinking is put forward in the center mental Development The child becomes defining in the system of other mental functions, which are intellectual in its influence and acquire arbitrary character.

Thinking the child of younger school age is at a turning point of development. During this period, a transition from visual-shaped to the literature, conceptual thinking, which gives the mental activity of the child a dual character: a specific thinking associated with real reality and direct supervision is already subject to logical principles, but the abstract, formal-logical reasoning children are not yet available. .

It is known that logical thinking is the neoplasm of younger school age. From how much its elements have been formed by a child entering school, the success of learning in general, and mathematics in particular. Scientists indicate that great importance In the development of the logical thinking of children has the development of mental operations.

A special place is occupied by mental operations, such as the allocation and abstraction of object properties, their comparison and classification.

The child learns the world around us, learns to distinguish between objects and the surrounding phenomena for essential features, compares them, learns to find in subjects and phenomena something in common and on this basis classify them, i.e. Learn to think.

Pedagogical conditions for the development of logical thinking in children of primary school age is, above all, the use various means and methods. Considering that all the same teachers work on traditional programs, the need for teachers of practitioners in metal Materialaimed at developing logical thinking, mental operations that could be used in the lessons.

Theoretical I. experimental works A.S. Vygotsky, F.N. Leontiev, S.L. Rubenstein suggests that none of specific qualities - logical thinking, creative imagination, meaningful memory - cannot develop from a child regardless of education, as a result of spontaneous maturation of congenital deposits. They are formed throughout their childhood, in the process of upbringing, which plays, as N.V. wrote Quart "leading role in the mental development of the child."

A.S. Uruntaev notes that a prerequisite for the development of the child's logical thinking is to compare it, summarize, analyze, develop speech, teach a child to write. Since the mechanical memorization of a variety of information, the copying of adult arguments does not give anything to the development of the thinking of children.

V.A. Sukhomlinsky wrote: "... Do not hit the child avalanche of knowledge ... - Inevitableness and curiosity can be buried under the avalanche of knowledge. You will die to open something in front of the child something one thing, but open so that a piece of life has played before children with all the colors of the rainbow. Always always, something underwent, so that the child wanted to return to what he learned again. "

Therefore, an important condition is the training and development of the logical thinking of the child, which should be relaxed, through the activities and pedagogical agents characteristic of the specific age. For the development of logical thinking there are also a variety of developing materials. The most effective benefits are logical blocks developed by the Hungarian psychologist Dienesh, to develop early logical thinking of children. Dienesh blocks are a set of geometric shapes, which consists of 48 volumetric figures differing in shape (circles, squares, rectangles, triangles), in color (yellow, blue, red), size (large and small) in thickness (thick and thin ). That is, each figure is characterized by four properties: color, shape, size, thickness. In the set, even there are no two figures, the same in all properties. In practice, used mainly flat geometric figures. The whole complex of games and exercises with Dienesh blocks is a long intellectual staircase, and the games and exercises themselves are her steps. For each of these steps, the child should get up. Logical blocks help the child to master mental operations and actions, these include: identifying properties, comparison them, classification, generalization, encoding and decoding, as well as logical operations.

In the process of a variety of actions with blocks, children first master the ability to identify and abstruct one property (color, form, size, thickness), compare, classify and summarize objects according to one of these properties. They then master the skills to analyze, compare, classify and summarize objects at once along two properties (color and shape, form and size, size and thickness, etc.), slightly later in three (color, shape, size; shape, size, Thickness, etc.) and in four properties (color, shape, size, thickness), while developing the logical thinking of children.

With logical blocks, the child performs various actions: lay out, changes in places, removes, hides, looking, divides, and in the course of the action argues.

The development of logical thinking is also possible assignments:

Logic series (find an item that for some parameters is different from the rest in a row or to make logical rows from a set of pictures, etc.);

Labyrinths (passing a variety of labyrinths);

Find logical connections (for example, similar objects: Shadow and one who throws it, the tail or part of the body and that whose, mom and kid, animal and his food);

Error correction (fix wrong shape or the color of the subject);

Split objects on features (for example: fruits and vegetables, letters and numbers, etc.);

Find the subject (animal, person) on the grounds (for example: Serge is dark hair and glasses);

Logic train, etc.

Drawing lessons are another effective means of developing logical thinking in children of primary school age. The lessons of the visual art not only develop the level of knowledge, but also form the psychic world of the individual, they also help include subjective aesthetic values \u200b\u200binto emerging social and meaningful values, and this is the main task of personal-oriented learning.

Drawing from nature is a visual learning method and gives excellent results not only in learning the drawing, but also the general development of the child. Drawing from nature tears to think and targeted observation, awakens interest in the analysis of nature and thereby prepares schoolchildren to further academic work.

When learning drawing, the teacher must keep in mind that the purpose of studying the form of the subject is not only acquaintance with his external form, but also familiarity with the concepts expressed by this form, which is extremely necessary for the assimilation of other training items: mathematics, physics, etc. In the educational process, knowledge of nature is not a simple contemplation, but by the transition from single and incomplete concepts about the subject to the full and generalized idea of \u200b\u200bit. Drawing from nature, the student carefully considers nature, trying to note its characteristic features, to understand the structure of the subject.

When drawing from nature, the concepts, judgments and conclusions about the subject are becoming more and more specific, because the natural eye is accessible to vision, touch, measurement and comparison.

It should be noted that when learning drawing from nature, the child develop mental abilities. Based on this, the classes need to teach children to the right judgment on the form of subjects on the basis of scientific data on the phenomena of perspective, the theory of shadows, flower science, anatomy. When analyzing children's work from a psychological and pedagogical point of view, it can be noted that first-class disciples differ significantly from students of the fifth or seventh grade in terms of both physical, current and mental development. And in the visual activity of the difference of age is absolutely not visible.

In compulsory schools, it is customary to teach children drawing nature not only by means of drawing, but, and teach them elements of painting. Acquaintance with painting includes training techniques for working with colored pencils, watercolor, gouache. In the first grade, students are painted with watercolor paints of nature, but still do not use the techniques to mix paints. From the third grade, they learn to pick up colors by mixing paints. In the fourth grade, children draw objects of bulk form. In the fifth and sixth grades draw watercolor nature using raw work techniques. When teaching painting children, you need to introduce the main positions of flower science, to teach correctly, to use the color and tone to transfer your visual impressions from nature, you need to tell how to transfer the game of light and colors on objects, while not to move away from the visual reliability of the depicted.

Each teacher has the right to his own style and handwriting. When choosing ways to implement the educational process, it should be remembered that there are no universal methods and teaching techniques, no efficient waywhich can be replaced all the rest. Methods and techniques can not be an end in itself. The desire to include in the educational process new methods and principles without sufficient reason is nothing more than a pedagogical fashion. Lessons should not be monotonous. In the lessons of the visual art, this condition is easy to do, as the types of classes are very diverse and in form, and in content. In the lessons of drawing from nature, children are engaged in drawing and painting.

In the class of drawing from Natura, the student should not chat, invent, to write it to respond to his experiences to what it worries in this kind, but express it in his drawing competently. Developing spatial and figurative thinking during work from nature makes the child see a new one and perceive the world around him, to display it in its drawings in its drawings.

Thus, the pedagogical conditions for the development of logical thinking in children of younger school age are: the inclusion of children in activities, during which their activity could manifest themselves brightly in the framework of a non-standard, ambiguous situation, the use of various means and methods, schoolchildren's training to compare, summarize, analyze, The training and development of the logical thinking of younger schoolchildren should be relaxed, through the activities and pedagogical agents characteristic of the specific age, the use of a variety of developing materials. Since drawing lessons contribute to the development of logical thinking, in the next paragraph we will look at the system of work in elementary school on the development of logical thinking in the process of drawing from nature.

In the younger school age there is an intensive development of children's intellect. These mental functions are developed and transformed into adjustable arbitrary processes, as thinking, perception, memory.

To form a scientific concept from the younger student, you need to teach it differential to approach the signs of items. It should be shown that there are essential signs, without which the subject cannot be submitted under this concept. The concept is a generalized knowledge of the whole group of phenomena, objects, qualities combined in common of their essential signs. If 1-2 grade students celebrate the most visual, exterior signs, characterizing the action of the object (what he does) or its purpose (for which it), then the schoolchildren are already more relying on the knowledge gained in the learning process and allow you to identify significant signs of items. So, the concept of the plant includes such different subjectslike a high pine and a small bell. These different items are combined into one group because each of them has common signs common to all plants: they are living organisms, grow, breathe, multiply.

By the 8-9-year-old age, the child occurs to the stage of formal operations, which is associated with a certain level of development of abstraction ability (the ability to identify significant signs of objects and distract from the secondary signs of objects) and generalization. The criterion for mastering one way or another is the ability to operate.

Timberry should also be able to establish a hierarchy of concepts, to identify broader and more narrow concepts, to find links between generic and species concepts.

Thinking the younger student in its development goes from the ability to analyze the connections and relationship between objects and phenomena. By the end of 3 class, students should learn to such elements of the analysis as the identification of relations between concepts and phenomena: the opposite (for example, a crawler), the presence of functional bonds (for example, river and fish), part and integer (for example, trees - forest).

Some difficulties are noted in younger students in mastering such a mental operation as a comparison. At first, the child does not know what to compare it. To the question: "Is it possible to compare the apple and the ball" - often hearing in response: "No, it is impossible, an apple can be eaten, and the ball is rolling." If you ask a question otherwise, you can get the right answer. You should first ask children than objects similar, and then - what is different. Children must be brought to the correct answer.

Special difficulties arise from younger students in establishing causal relationships. The younger student is easy to establish a connection from the cause to the consequence than from the investigation to the cause. This can be explained by the fact that when conclusted from the cause, a direct connection is set to the consequence. And when you conclusted from the fact to the reason that caused its reason, this connection is not directly given, since the specified fact may be a consequence of a wide variety of reasons that need to be specifically analyzed. Thus, at the same level of knowledge and the development of the younger schoolboy, it is easier to answer the question: "What happens if the plant does not water?" Than on the question: "Why did this tree dried?"

To help younger schoolchildren, it should be offered at every lesson and in extracurricular activities, exercises, tasks, games that would contribute to the development of logical thinking.

Development of logical thinking

Psychologist L.S. Vygotsky noted the intensive development of children's intellect in the younger school age. The development of thinking leads, in turn, to a high-quality restructuring of perception and memory, transform them into adjustable, arbitrary processes.

By the time of the transition to the secondary school (grade 5), schoolchildren must learn to reason independently, draw conclusions, compare, compare, analyze, find private and general, to establish simple patterns.

The child, starting to study at school, should have a fairly developed logical thinking. To form his scientific concept, it is necessary to teach it differential approach to the signs of items. It is necessary to show that there are essential signs, without which the subject cannot be submitted under this concept.

During the training in the initial link, the child, first of all, should get acquainted with the concepts, with their essential and insignificant signs.

Therefore, the first stage in the development of theoretical thinking of younger students can be named as follows: familiarity with signs of concepts.

At the second stage, you need to form the ability to operate with significant signs of concepts, lower signs of insignificant, that is, we are talking about the formation of such a logical thinking such as abstraction.

At the third stage, it is necessary to pay the most serious attention to the formation of a logical comparison operation based on substantial and insignificant signs of objects and phenomena. When forming this operation of logical thinking, special attention should be paid to the search for general and distinctive signs of concepts, subjects and phenomena.

The first three stages are implemented in 1-2 grades of primary school.

At the fourth stage (Grade 3), schoolchildren must learn how to build a hierarchy of concepts, to identify wider and narrower concepts, find links between generic and species concepts. To this stage, the development of logical thinking can be attributed to the formation of the ability to identify the definitions based on the ability to find a more general generic concept and species features. For example: Ring (species concept) is a platform (generic concept) for boxing (species distinguishing feature).

The fifth stage (3-4 classes) involves the development of analytical activities, which at first (1-2 class) is to analyze a separate subject (search for signs), and to 3-4 class in the ability to analyze the links between objects and phenomena (part and integer, Available, the opposite, cause and consequence, the presence of certain functional relations and the other).

By graduation junior School The child should have such operations of logical thinking, as a generalization, classification, analysis and synthesis.

The most important mental operations are the analysis and synthesis.

The analysis is associated with the allocation of elements of this object, its signs or properties. Synthesis is a compound of various elements, the sides of the object in a single whole.

In the mental activity of man, the analysis and synthesis complement each other, since the analysis is carried out through synthesis, synthesis - through the analysis.

The development of theoretical thinking, then the yield of thinking in concepts, contributes to the end of the younger school age reflection, which, being a neoplasm of adolescence, transforms cognitive activities and the nature of their relationship to other people and to themselves.

"Memory becomes thinking" (D.B. Elkonin)

In connection with the relative predominance of the activities of the first signal system Junior schoolchildren have more developed visual-shaped memory. Children better retain specific information, persons, objects, facts than definitions and explanations. They often memorize literally. This is explained by the fact that the mechanical memory is developed with them well and the youngest schoolboy still does not know how to differentiate the messaging tasks (which must be remembered literally, and that in general terms), the child has a bad one who has a speech, it is easier for it to reproduce everything in his words. Children still do not know how to organize the semantic memorization: they do not know how to smash the material into semantic groups, allocate the reference points for memorization, to make a logical plan of the text.

Under the influence of training, memory in children has been developing in two directions in two directions:

The role and proportion of verbal-logical memorization increases (compared to visual-shaped);

It is formed the opportunity to consciously manage its memory and regulate its manifestations (memorization, reproduction, remember). The development of verbal-logical memory occurs as a result of the development of logical thinking.

To the transition to the middle link, the student should form the ability to memorize and reproduce the meaning, creatures of the material, evidence, argument, logic schemes, reasoning. It is very important to teach the schoolchildren to correctly set goals to memorize the material. It is from motivation that depends the productivity of memorization. If the student remembers the material with the installation that this material will be needed soon, the material will be remembered faster, it is remembered longer, reproduced more precisely.

Perception becomes thinking

In the process of learning in the initial school of the school, the child's perception becomes:

a) more analyzing;

b) more differentiating;

c) takes the nature of organized observation;

d) the role of the word in perception (if first-graders have a word on the advantage of the name function, i.e. is a verbal designation after the objectivity of the subject, students of older classes the word-title is already the most general designation The object preceding its deeper analysis).

The development of perception does not occur by itself, but it goes in parallel with the development of thinking.

One of the most effective methods Organization of perception and education of observation is a comparison. Developing such a thinking operation as a comparison by the child, we make his perception deeper. At the same time, the number of perception errors is reduced.

Attention becomes arbitrary

The possibilities of volitional regulation of attention in students of grades 1-2 are very limited. At this age, children prevail involuntary attention. If the elder schoolboy can force himself to focus on the uninteresting, in difficult work for the result, which is expected in the future, then the youngest schoolboy can usually force himself to focus, hard to work only if there are a "close" motivation (prospects to get a top five, to earn the teacher's praise).

Education from younger schoolchildren "Far" motivation arbitrary attention must occur in accordance with age features, By binding to each other close and more and more remote purposes. Involuntary attention becomes especially concentrated and sustained when educational material It has visuality, brightness, causes emotional perception from younger students. Since involuntary attention is supported by interest, then, naturally, lessons and classes with children should be fascinating and entertaining.

The ability to self-regulation is formed

At this stage, such qualities as arbitrariness and ability to self-regulation, reflection, pass only the initial stage of formation. Then they are complicated and fixed. At first, these qualities apply only to situations that are associated with the studies, and then on other areas of the child's activities.

Formed interest in content learning activities, acquaintance of knowledge

By the time of the transition from elementary school, the relationship is changed at the average link. First, first-graders are formed interest in the process of training activities (they can diligently do what they never come in handy, for example, to draw Japanese hieroglyphs).

Then an interest in the result of his labor is formed: the boy on the street independently read the sign, was very happy.

After the occurrence of interest in the results of their academic work, first-graders are formed interest in the content of educational activities, the need to acquire knowledge. This is due to the experience of schoolchildren feeling satisfying from their achievements. And stimulates this feeling of the approval of the teacher, an adult, emphasizing even the smallest success, move forward.

Younger schoolchildren feel a sense of pride, a special rise of the forces, when the teacher, encouraging them and stimulating their desire to work better, says: "You are now working not as small children, but as real disciples!"

Even relative failures

It is useful to comment about this way: "You already write much better. Compare how you pi sal today and as I wrote a week ago. Well done! A little more effort - and you will write as it should."

There is a realization of personal attitude to the world

At first, this factor affects the educational sphere as more familiar children. The transition to the middle link stimulates this process of forming a personal attitude to teaching, but not all children are ready for him. As a result, a "motivational vacuum" may be formed, which is characterized by the fact that the previous ideas are no longer satisfied with children, and the new ones have not yet been realized, did not take shape.

There is a character

The character of a younger schoolboy has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age weakness of the volitional regulation of conduct); The overall insufficiency of the will (schoolboy 7-8 years old can not yet be proud of the intended goal, stubbornly overcome difficulties); Capriciousness, stubbornness (due to the lack of family education). The child is accustomed to all his desires and requirements satisfied. Capriciousness and stubbornness - a kind of protest form of a child against those solid requirements that the school places him, against the need to sacrifice the fact that "I want", in the name of what "it is necessary."

By the end of the elementary school, the child is formed hardologies, accuracy, adjacent, discipline.

Gradually develops the ability to solve regulation of their behavior, the ability to restrain and control its actions, not to be immediately impulses, is growing perseverance. A class student 3-4 is capable of moving the motives to give preference to the motive of the application.

In general, during the study of the child in the initial link of the school he should be formed the following qualities: arbitrariness, reflection, thinking in concepts; Successful development of the program; The main components of educational activities; A qualitatively new, more "adult" type of relationship with teachers and classmates.

Methods aimed at developing and determining the degree of mastering logical operations of thinking

The ability to allocate significant

The teacher offers a number of words: five words are given in brackets, and one - in front of them. Pupils should exclude from brackets in 20 seconds (that is, allocate) two words, most essential for the word facing brackets. It is enough to offer from this list of 5 tasks.

Garden (plant, gardener, dog, fence, earth);

Plant, Earth.

River (coast, fish, tina, fisherman, water);

Shore, water.

Cube (corners, drawing, side, stone, tree);

Corners, side.

Reading (eyes, book, painting, print, word);

Eyes, print.

Game (chess, players, penalties, rules, punishment);

Players, Rules.

Forest (leaf, apple tree, hunter, tree, shrub);

Tree, shrub.

City (car, building, crowd, street, bike);

Building, street.

Ring (diameter, sample, roundness, printing, diamond);

Hospital (garden, doctor, room, radio, patients);

Room, patients.

Love (roses, feeling, man, city, nature);

Feeling, man.

War (airplane, guns, battles, soldiers, rifles);

Battles, soldiers.

Sports (Medal, Orchestra, Competition, Victory, Stadium);

Stadium, contest.

Processing the data obtained: Pupils that correctly completed the task obviously have the ability to allocate significant, i.e. Capable to abstraction. Those who made mistakes do not know how to allocate significant and insignificant signs.

Abstraction ability \u003d Number of correct answers: 5 tasks.

Comparison

A special role in organizing the productive activities of junior schoolchildren in the process of learning plays the reception of comparison. The formation of the ability to use this technique should be implemented in a close connection with the study of specific content. It is advisable, for example, to focus on the steps:

Selection of features or properties of one object;

Establishing similarities and differences between features of two objects;

Identification of similarities between signs of three, four or more objects.

Since the work on the formation of the Children of the Logical Reception, the comparison is better to start from the first lessons, then as objects, it is possible to use objects or pictures with the image of items that are familiar in which they can highlight certain signs, based on their presentations,

(for example, in mathematics lessons).

To organize students aimed at identifying signs of one or another object, one must first offer such a question:

What can you tell about the subject? (Round apple, big, red; pumpkin - yellow, big, striped, with a tail; Circle is big, green; square is small, yellow).

In the process of work, the teacher introduces children with the concepts of "size", "form" and offers them the following questions:

What can you say about the sizes (forms) of these items? (Big, small, round, like a triangle, like a square, etc.) Purpose: Set the level of development of students in the ability to compare items, concepts.

Students are imposed or called any two subjects or concepts, for example:

Book - Notebook Sun - Moon

Horse - Cow Sani - Treag

Lake - River Rain - Snow

Rule - Triangle Bus - Trolleybus

Each student on a sheet of paper should write to the left of the similarities, and on the right - the differences in the differences of these items, concepts.

On the execution of a task for one pair of words is given for 4 minutes. After that, sheets are collected.

Generalization

Allocation of essential features of objects, their properties and relationships is the main characteristic of such a technique of mental actions as a generalization.

The result and the process of generalization should be distinguished. The result is fixed in concepts, judgments, rules. The process of generalization can be organized in different ways. Depending on this, they are talking about two types of generalization - theoretical and empirical.

In the course of initial mathematics, an empirical type is most often used, in which the generalization of knowledge is the result of inductive reasoning (conclusions).

Two words are offered. The student needs to determine that between them is general:

Rain - Grad Liquid - Gas

Nose - eye treachery

Amount - Production Reservoir - Channel

Tale - Unsna School - Teacher

History - Environmental Science - Justice

You can offer 5 pairs of words. Time 3-4 minutes. Processing the data obtained:

The skill level is to communicate \u003d the number of correct answers: 5 tasks.

Classification

The ability to highlight the signs of items and establish the similarity between them and the difference is the basis of the classification acceptance. The ability to perform classification is formed in schoolchildren in close connection with the study of specific content.

This technique also identifies the ability to generalize, build a generalization on an abstracted material.

Instruction: Dana five words. Four of them are combined with a common feature. The fifth word is not suitable for them. It is necessary to find this word.

1) Prefix, preposition, suffix, ending, root.

2) Triangle, cut, length, square, circle.

4) Addition, multiplication, division, terms, subtraction.

5) Oak, tree, alder, poplar, ash.

6) Vasily, Fedor, Ivan, Petrov, Semyon.

7) Milk, cheese, sour cream, meat, source.

8) second, hour, year, evening, week.

9) Bitter, hot, sour, salty, sweet.

10) Football, volleyball, hockey, swimming, basketball.

11) Dark, light, blue, bright, dull.

12) Airplane, steamer, technique, train, airship.

13) Circle, square, triangle, trapezium, rectangle.

14) brave, brave, decisive, evil, brave.

Students can offer 5 tasks. Time - 3 minutes.

Processing the data obtained:

The formation level of the mental operation \u003d the number of correct answers: 5 tasks.

Anagram

Purpose: to identify the presence or absence of theoretical analysis among schoolchildren.

The course of work: the students are offered anagramms (words, transformed by the permutation of letters of letters in them).

Students should include initial words according to the anagram.

Lbco, Rayai, Eravshn, RKDITI, ASCHNRRRI, UPX,

Schoolchildren as a result of the task execution can be divided into 2 groups: 1 Group - they have no theoretical analysis (the ability to mentally select the properties of objects, in this case - the structure of the word), 2 group of students quickly finds answers by finding a general rule.

Processing the data obtained: operation formation level \u003d number of correct answers: 5 tasks.

Analysis of the relationship of concepts (analogy)

The concept of "similar" translated from the Greek language means "similar", "appropriate", the concept of an analogy is similarity in any respect between objects, phenomena, concepts, methods of action.

Forming in the younger schoolchildren of the ability to fulfill conclusions by analogy, it is necessary to keep in mind the following:

The analogy is based on comparison, so the success of its application depends on how many students know how to identify the signs of objects and establish similarities and the difference between them.

To use analogy, you must have two objects, one of which is known, the second is compared with it for any signs. From here, the use of adoption contributes to the repetition of the studied and systematization of knowledge and skills.

For the orientation of schoolchildren to use analogy, it is necessary to clarify them the essence of this reception in an accessible form, turning their attention to the fact that in mathematics it is often a new way of action can be discussed by guess, remembering and analyzing a well-known method of action and this new task.

For the correct actions, by analogy, signs of objects substantial in this situation are compared. Otherwise, the conclusion may be incorrect.

For example, three words are given, the first two are in a certain connection. Between the third and one of the proposed five words exist such relations. It is necessary to find this fourth word:

Song: composer \u003d plane :?

a) airfield; b) fuel; c) designer d) pilot; e) fighter.

Functional relationships: the song composer composed.

The answer is the designer (the designer made the plane).

1) School: Training \u003d Hospital :?

a) doctor; b) student; c) treatment; d) institution; e) patient.

2) Song: Deaf \u003d Picture :?

a) blind; b) artist; c) drawing; d) patient; d) chrome.

3) Knife: Steel \u003d Table :?

a) fork; b) tree; c) chair; d) table; D) Long.

4) steam locomotive: wagons \u003d horse :?

a) train; b) horse; c) oats; d) cart; d) stable.

5) Forest: Trees \u003d Library :?

what about the town; b) building; c) books; d) librarian; e) theater.

6) Run: Stand \u003d Shout 6?

a) crawl; b) silent; c) noise; d) call; D) cry.

7) Morning: Night \u003d Winter :?

a) frost; b) day; c) january; d) autumn; d) Sani.

8) Wolf: Pall \u003d Bird :?

a) air; b) beak; c) nightingale; d) egg; e) singing.

9) Cold: hot \u003d movement :?

a) rest; b) interaction; c) inertia; d) molecule; e) run.

10) Signed: sum \u003d multipliers :?

a) difference; b) divider; c) work; d) multiplication; e) division.

11) Circle: Circle \u003d Ball :?

a) space; b) sphere; c) radius; d) diameter; d) half.

12) Light: Dark \u003d attraction :?

a) metal; b) magnet; c) repulsion; d) movement; e) interaction.

This technique allows you to identify the ability to identify relations between concepts or relationships between concepts:

a) the reason is a consequence; d) part is an integer;

b) genus - view; e) functional relationships.

c) the opposite;

Operational formation level \u003d Number of correct answers: Number of tasks.

To study the speed of the flow of thought processes, the method can be used, the essence of which is to fill the missed letters in the proposed words.

P - RO Z - R - OZ - O - OK

K - CA D - R - in T - A - A

P - ka to -m - ny n - a

Mr. X - L - D K - S - A

Pm to - in - r p - e - a

The teacher draws attention to how much time a schoolboy was required to think about each individual word and filling the missed letters.

Options for the development of logical thinking of younger students

The proposed techniques were tested. On completion of tasks, one hour will need (45 minutes). Pupils are given tasks for options (on the study of thinking). Performing 1 - 5 tasks must be given 5 minutes; 6th - 15 minutes.

Option 1

1) Lbco; 2) Ryai; 3) Erasshn; 4) RKDITI; 5) RBKADOL.

Task 2. Before brackets, the word, and in brackets - another 5 words. Find 2 words from written in brackets that are most substantial for the word facing brackets. Write down these words.

1) reading (book, glasses, eyes, letter, moon).

2) Garden (plant, gardener, land, water, fence).

3) River (shore, Tina, Water, Fisherman, Fish).

4) Game (Chess, Players, Rules, Football, Fine).

5) Cube (corners, wood, stone, drawing, side).

Task 3. Compare Concepts: Book - Notebook. General I. distinctive features Write on a sheet in 2 columns.

1) Oak, tree, alder, ash.

2) Bitter, hot, sour, salty, sweet.

3) rain, snow, precipitation, frost, hail.

4) comma, dot, colon, union, dash.

5) Addition, multiplication, division, term, subtraction.

Task 5. You are offered 5 pairs of words. It is necessary to determine that between them is general (very short, the proposal must contain no more than 3 - 4 words).

1) Rain - hail.

2) Nose - Eye.

3) Amount - work.

4) Reservoir - Channel.

5) betrayal - cowardice.

Task 6. Dana 3 words. The first two are in a certain connection. The third and one of the five words shown below are in the same connection. Find and write on this fourth word on the sheet.

1) Wolf: Pall \u003d Bird :?

a) sparrow; b) nest; c) beak; d) nightingale; e) sing.

2) Library: Book \u003d Forest :?

a) birch; b) tree; c) branch; d) log; e) Klyon.

3) Bird: nest \u003d person :?

a) people; b) worker; c) chick; d) house; e) reasonable.

4) Speed: sum \u003d multipliers :?

a) difference; b) divider; c) work; d) multiplication; e) subtraction.

5) Cold: hot \u003d movement :?

a) interaction; b) rest; into the ball; d) trams; e) go.

6) West: East \u003d Empty :?

a) drought; b) south; c) flood; d) river; e) rain.

7) War: death \u003d heat :?

a) breathing; b) vital activity; c) substance; d) temperature; e) death.

8) Lightning: light \u003d heat :?

a) the sun; b) grass; c) thirst; d) rain; e) river.

9) Rose: Flower \u003d Gas :?

a) oxygen; b) breathing; c) burning; d) the state of the substance; e) transparent.

10) Birch: Wood \u003d Poem :?

a) a fairy tale; b) Bogatyr; c) poetry; d) lyrics; d) drama.

Option 2.

Task 1. In the words given letters are rearranged by places. Write down these words.

1) UPX; 2) Ashnrry; 3) WCTC; 4) Okamndry; 5) Lkbuinak.

Task 2. Before brackets, the word, and in brackets - another 5 words. Find 2 of them, which are the most significant for the word facing brackets.

1) division (class, divisible, pencil, divider, paper).

2) Lake (shore, fish, water, fisherman, tina).

3) Garden (fence, earth, plant, dog, shovel).

4) Reading (eyes, glasses, book, print, picture).

5) Game (Chess, Tennis, Players, Fine, Rules).

Task 3. Compare Concepts: Lake - River. Common and distinctive features write down in 2 columns.

Task 4. What concept in each of the listings is superfluous? Write it up.

1) Cold, hot, warm, sour, ice.

2) Rose, tulip, daffodil, flower, gladiolus.

3) Justice, kindness, sincerity, envy, honesty.

4) Triangle, Cut, Square, Circle, Rectangle.

5) Proverb, saying, bass, fairy tale, epics.

Task 5. The words are offered 5 words. It is necessary to determine that between them is general (very short, the phrase should contain up to 3 words).

1) Russian language - mathematics.

2) Nose - Eye.

3) Earthquake - Tornado.

4) Gas - liquid. Envy - cowardice.

Task 6. Dany 3 words. The first two are in a certain connection. The third and one of the 4 presented below are in the same connection. Find and write the fourth word.

1) Song: composer \u003d plane :?

a) fuel; b) pilot; c) designer; d) airfield.

2) Rectangle: Plane \u003d Cube :?

a) space; b) edge; c) height; d) triangle.

3) School: Training \u003d Hospital :?

a) doctor; b) patient; c) treatment; d) institution.

4) Ear: hear \u003d teeth :?

a) see; b) treat; c) chew; d) mouth.

5) verb: hide - noun :?

a) concept; b) to decline; c) name; d) to form.

6) Light: dark \u003d attraction :?

a) metal; b) molecule; c) repulsion; d) movement.

7) heat: drought \u003d rain :?

a) flood; b) flood; c) autumn; d) summer.

8) Birch: Wood \u003d Poem :?

a) a fairy tale; b) lyrics; c) poetry; d) drama.

9) Rose: flower \u003d oxygen :?

a) the state of the substance; b) gas; c) subject; d) carnation.

10) North: South \u003d Night :?

a) morning; b) light; in a day; d) evening.

Methodology Evaluation

	High level	Above average	Average level	Below the average
1. Anagram.
2. Significant.
3. Comparison.
4. Classification
5. Generalization.
6. Analogy.
For each correct answer, 1 point is assigned.
General level of development of thinking

The proposed tasks, exercises, games will allow primary school teachers and parents to prepare students for mid-link learning.

Diagnostic techniques will be necessary in order to reveal weak sides, Those mental operations that are not sufficiently formed, but which can be developed when conducting targeted classes with children, as well as on mid-link.

Exercises for every day

Task 1: Find signs of items. Tell us about form, color, taste of apple, watermelon, plum, lemon, etc.

Learn items on specified features.

There is one such flower, I do not get it in a wreath Hang on it slightly There was a flower - and no flower. At the snow brought by snow, Under the white hat, We found a little flower, Semi-frozen, slightly alive. Who loves me That glad to bow And the name gave me Native land.

Summer I fly Honey collecting But when you touch Then I Kusayu To the lodge Popowder Position Kalach - Do not take anyone. In the black field hare white Jumped, ran, loops did. The track behind him was also white. Who is this hare is white?

Well, guys Who guesses: On ten brothers Two fur coats lack. Hairy, Zelen, In the leaves she hides Although a lot of legs, And can not run. Furious river roar And cleans the ice. In the house, his starlings returned, And the Bear in the forest woke up.

Task 2: Name the signs of the time of the year. (The world).

Answer plan.

1. How does the duration of the day change?

2. How does the air temperature change?

3. What precipitations fall?

4. How does the state of the plants change?

5. How does the state of the soil change?

6. How does the condition of water bodies change?

Task 3. "Logical task" (mathematics).

1. My name is Lena. My brother has only one sister. What is the name of my brother's sister?

2. The thermometer shows 10 degrees of heat. How many degrees show two such thermometers?

3. Ivan Fedorovich - Father Marina Ivanovna, and Kolya - the son of Marina Ivanovna. Who calas is Ivan Fedorovich?

4. Mom, dad and I sat on the bench. In what order did we sit if you know that I sat on the left of the dad, and my mother was left from me?

5. Tolya caught the perch, hesh and pike. Pike he caught earlier than the perch, and the hersh later than the pike. What fish tolery caught before others? Is it possible to say what kind of fish is caught last?

6. Kohl is higher than Vasi, but below Seryoga. Who is above, Vasya or Seryozha? etc.

Task 4. "Anagram" (hidden word).

Solo - _ _ _ _

A GAME - _ _ _ _

Will - _ _ _ _

Wind - _ _ _ _ _, etc.

Task 5. Find significant.

Purpose: Teach a child to find essential signs of items.

Task: Highlight 2 words most essential for the word facing brackets.

War (guns, soldiers, battles, airplane, guns).

Hospital (garden, doctor, radio, patients, room).

Sports (Stadium, Orchestra, Reward, Competition, Spectators).

City (car, building, crowd, bike, streets).

River (coast, fish, tina, water, fisherman), etc.

Task 6. "Classification".

Purpose: Teach a child to classify. Task 6.1. Large and small, black and white mugs are divided into 2 groups. What kind of signs are separated by the circles? Select the right answer:

1) in color;

2) in size;

3) in color and size.

Task 6.2. Dan list of words (2 columns). Select a signature for each of the columns:

1) the words are distributed by the number of syllables;

2) the words are distributed by the number of letters;

3) Words are distributed by childbirth.

Word cat vase mouth

Feather chalk rose tooth

BOOK Mouse Hand Current

Movie Mushroom Feather Foot, etc.

Task 7. "Comparison".

Purpose: Teach a child to compare items.

Task: What is general and what is different: 1) album, notebook? 2) Table, chair? 3) Window, cloud, cloud? 4) White mushroom, amoor?

5) deciduous tree, coniferous tree? 6) Wood, shrub?

Task 8. "Rod is a view."

Purpose: Teach a child to attribute objects to a general generic concept.

Task 8.1. From the word list, select the names of trees (colors, vegetables).

Cabbage, male, birch, bell, chamomile, onion, cucumber, ash, aspen, carnation, vasileuk, garlic.

Task 8.2. The classification of words by childbirth. Choose a sure version of four offered: towel, floor, soap, ceiling, wall, frame, knife, porridge, porch.

Task 9. "Search for common properties".

Purpose: Teach the child to find links between objects; To acquaint him with essential and insignificant signs of items.

Task: Two words are given little related. In 10 minutes, you must write as many common signs of these items as much as possible.

Dish, boat.

Chalk, flour,

Matryoshka, designer, etc.

Task 10. "Preparations". (Russian, surrounding the world).

Task: Make as many suggestions as possible, including these words in them: ball, rocket, book.

Task 11. "Echo".

Purpose: Develop the thought of analyzing and synthesis from the child.

Task: From these words, make new; I will help you questions.

Champion 1) What flower was handed champion?

Strana 2) What kind of dish cooked a stream?

Buckwheat 3) What is the name of the water flow?

Clamp 4) Where did you throw the clamp?

Tyule 5) Why caught seal?

Task 12. "Drawing up proposals."

Purpose: to develop the child from the child to establish links between objects and phenomena, creatively thinking.

Task: Make as many suggestions as possible, including the following words in them: bike, flower, sky.

Table, Apron, Boots

Mathematics lesson in grade 1

Topic: addition of "round" tens and units.

Purpose: Formation of computing skills and ability of the addition of "round" tens and units;

Tasks: Definition of unambiguous and double-digit numbers

knowledge of discharges

application of knowledge and skills when studying a new topic

formation of general educational competencies

During the classes

1. The organizational moment

Long-awaited dance call

The lesson begins.

(On the image of the planets, rocket).

Guys, look carefully on the board. What do you see there?

From a long time mysterious world Planets and stars attracted people's attention, manifes them with their mysterious beauty, etc.

2. Oral account

Now we will solve examples with you (they are written on the stars), and the stars put on the board to our planets, to get acquainted with this mysterious world.

70 – 40 50 - 10

90 – 20 80 - 40

40 – 20 50 – 30

Today we will go on a great journey. And for this we need to take our control panels. (Control panel - calculator). Ready?

Show a number in which

1 dec.3d. (thirteen)

3 Dece.1. (31)

7 Des 2 (72)

6 T.5. (65)

8 dec. (80) (check).

Well done! We coped with the task.

Dial the numbers 12, 4, 19, 61.

How many dozens and units in these numbers? (1 dec. 2 units, 4 units, 1 dec. 9 units, 6 dec. 1 unit.)

(Cards with these numbers are displayed on the board).

Guys, a very interesting date was hidden in these numbers. What is this date?

(April 12, 1961 in space, Sosap Yu. A. Gagarin on the East Rocket and flew out our planet for 108 minutes). (Portrait Yu.A.Gagarin on the board).

On the board: stars with numbers 5, 8, 12, 6,17, 20, 10, 71.

Write down in your "onboard magazine" in ascending order. (5, 6, 8, 10, 12, 17, 20, 71).

Name double-digit numbers. Which of them denote "round tens"? (10, 20).

Remember and tell me what it means to increase the number? (add).

Increase the number 10 to 20. Write this equality. (10 + 20)

Which of these numbers should be increased by 7 to get 27? 17? 37?

What equalities write?

On the board: 20 + 7 \u003d 27

3. Theme of the lesson: addition of "round" tens and units

Cosmonaut should know a lot and be able to.

Look carefully on this entry and tell me what we will do with you today in the lesson?

(Children express their assumptions).

4. Fizkultminutka

Cosmonaut before flying into space, there is great tests, but he needs to relax.

Once, two - there and here,

Do once and do two

Times and two times and two

Hands to keep the sides,

Look at each other

Once and two, time and two.

Lower your hands down

And in place everyone sit down!

5. Working with models (tens and units)

Cosmonaut studies space. We, like astronauts, will study numbers.

Show the number: 40, 70, 90.35, 81.

Record numbers 35, 81 in different ways.

30 + 5 =35 80 + 1 = 81

3 dec. + 5 units. \u003d 35 8 dec. + 1 unit. \u003d 81, etc.

6. Working with the "onboard magazine" (textbook)

Task 308 - recording equal on board and in notebook.

Task 310 - orally.

7. Independent work

Cosmonaut is very bold, smart. He quickly finds a way out of any established situation.

Task 313 (pencil).

(60 + 6) - a numerical expression that can still be compiled.

8. Fastening.

Let's see how we will fulfill the last test in space. Whether we can go back to our planet.

On cards: (connect arrows).

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48, 49, 51, 52, 53 (50)

56, 57, 58, 59, 61, 62 (60)

18, 19, 21, 22, 23 (20).

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