Learning coherent speech is an important condition for preparing a child for school (creative report on self-education). Self-education topic
Municipal educational institution Municipal educational institution "Penzyat secondary school" of the Lyambirsky municipal district of the Republic of Moldova
Topic: “Formation of cognitive activity of junior schoolchildren”
Compiled by: Bakirova R.K., primary school teacher
Penzyatka 2014
Explanatory note………………………………………………………3
Main content of the topic:
Chapter 1. Cognitive activity of the junior
schoolchildren as a pedagogical phenomenon……………………………….….4
1.1. The essence of the concept of “cognitive activity”. ………………..…4
1.2. The influence of some mental processes
on the development of cognitive activity of younger schoolchildren. ………….6
Chapter 2. Methods and techniques aimed at developing cognitive activity in the classroom in primary school…………………………………….9
2.1 Tasks aimed at developing cognitive processes. ……
2.2. Problem-based learning. ………………………………………………..….eleven
2.3. Group training. ……………………………………………….……15
2.4. Formation of cognitive activity of junior schoolchildren through interdisciplinary connections. ………………………………………….20
Conclusion. Effectiveness……………………………….………….26
Literature. …………………………………………………………………………………..27
Explanatory note
The problem of developing the cognitive activity of younger schoolchildren is especially relevant at the present time. By cognitive interest we understand the meaning-forming motive of cognition, which is an incentive to activity, expressed in cognitive activity aimed at satisfying a cognitive need. The teacher’s task is to help the student’s consciousness move to an understanding of the objective significance of cognitive activity (without coercion or reward), to make it acquire personal meaning for him. Then cognitive interest will become the driving force behind the student’s behavior. This is possible when teaching and upbringing are built through penetration into the consciousness of the student and the intersection of the consciousnesses of the teacher and student occurs. Such education presupposes the development of an active cognitive position of the student, promoting independent search and application of knowledge in life practice. The development of exploratory forms of behavior is facilitated by encouraging the child to be active in studying the world around him.
Goal of the work: Identification and analysis of pedagogical conditions, techniques and methods that promote the development of cognitive activity of primary schoolchildren.
Tasks: To study the main characteristics of the cognitive activity of a primary school student; To study pedagogical experience in the formation of cognitive activity of younger schoolchildren; to develop a methodology for organizing educational and cognitive activities in the classroom; to identify and experimentally substantiate a set of pedagogical conditions that contribute to the development of cognitive activity of primary schoolchildren. One of the tasks of our work is to identify the conditions that effective methods and forms of interaction between teacher and student in the classroom, promoting the growth of cognitive activity.
It must be remembered that the formation of cognitive activity should not become an end in itself; it is only one of the means of developing the student’s personality as a whole.
Novelty is as follows:
the effective influence of computer technologies, problem-based, group learning in the process of active cognitive activity of junior schoolchildren has been theoretically substantiated and experimentally proven;
a set of pedagogical conditions for the formation of cognitive activity of younger schoolchildren using these technologies in the classroom has been identified and justified.
The development of cognitive interest is one of the pressing problems of modern educational school. Relevance This problem can be explained by the fact that teaching methods and practices increasingly begin to address the personality of the student. The relevance of the formation of cognitive activity of junior schoolchildren in the context of the implementation of the Federal State Educational Standard is to teach the student to understand his own achievements, compare himself with himself in the process of development, instill confidence in his strengths and capabilities, and develop the desire for improvement. The main thing is to help him become himself, to realize his personal individual potential. Competition and success are incompatible concepts. In a competitive situation, there is no desire for understanding, mutual assistance, cooperation, there is no emotional comfort in the cognitive activity of healthy interpersonal relationships. Currently, schoolchildren take part in various intellectual competitions, competitions and olympiads. These events should be conditions for testing intellectual and moral forces and the capabilities of students, their achievement of heights in knowledge, and not to defeat another person. True success is victory over yourself.
An effective means of developing the cognitive interests of younger schoolchildren are creative tasks, didactic games, problem-based tasks, group work, integrated lessons and others.
In my work I describe these methods and techniques of work.
Chapter 1. Cognitive activity of a primary school student as a pedagogical phenomenon.
1.1. The essence of the concept of “cognitive activity”.
Society especially needs people who have a high general educational and professional level of training, capable of solving complex social, economic, political, scientific and technical issues.
Cognitive activity is a socially significant personality quality and is formed in schoolchildren in educational activities.
The problem of developing the cognitive activity of younger schoolchildren, as research shows, has been the focus of attention of teachers for a long time. Pedagogical reality proves every day that the learning process is more effective if the student shows cognitive activity. This phenomenon is recorded in pedagogical theory as the principle of “activity and independence of students in learning.” The means of implementing the leading pedagogical principle are determined depending on the content of the concept of “cognitive activity”.
A number of scientists consider cognitive activity as schoolchildren’s natural desire for knowledge.
It is well known that humans have a natural desire for knowledge. This desire manifests itself in a child from the first days of his life.
Educators of the past viewed student development holistically. D. Locke, in his work “Thoughts on Education,” affirms the idea of the unity of physical and spiritual development with the famous thesis “A healthy mind in a healthy body.” With a strong body, the author believes, it is easy to move forward along the chosen path.
Pursuing the idea of the unity of physical and spiritual development, the authors find important pedagogical means for the development of cognitive activity. So, for example, to maintain interest in classes, they should be stopped until the moment of complete fatigue, when the child continues to expect from the first lesson. Thus, a pedagogical means is highlighted - regulation of the educational load and its dosage depending on the fatigue of students.
So, the natural desire for knowledge develops in the educational process when it is regulated by the teacher and the organization of the student’s educational activities so that different aspects of his mental activity are involved in it, similar to other areas of his life, for example, in conversations, games, family activities or when meeting with friends.
Here is what T.I. Shamova writes: “We do not reduce cognitive activity to simple tension of intellectual and physical strength student, but we consider it as the quality of an individual’s activity, which manifests itself in the student’s attitude to the content and process of activity, in his desire to effectively master knowledge and methods of activity in the optimal time, in mobilizing moral and volitional efforts to achieve educational and cognitive goals.”
Cognitive activity reflects a certain interest of younger schoolchildren in acquiring new knowledge, abilities and skills, internal determination and a constant need to use different ways actions to fill knowledge, expand knowledge, expand horizons.
Research reflected in the pedagogical literature has made a huge contribution to the development of the theory of cognitive activity: they contain original ideas, theoretical generalizations, practical recommendations.
Increasing the effectiveness of schoolchildren's learning does not eliminate the problem of such a socially significant quality as cognitive activity. Its formation at primary school age has a positive effect on personality development. Because of this, it is necessary, in our opinion, for purposeful pedagogical activities to develop the cognitive activity of schoolchildren.
An analysis of the literature on problems of the development of cognitive activity shows that scientists understand this term differently. Some equate activity with activity, others consider activity to be the result of activity, while others argue that activity is a broader concept than activity.
So, we drew attention to the fact that all studies have in common the presence of several factors in the process of formation of cognitive activity. Among them - internal factor, i.e., a subjective characteristic of a cognitive action. The bearer of cognitive activity is the integral subject of cognition – a person.
Scientists, depending on the nature of the subject’s cognitive activity, determine the following levels of activity:
. Reproductive-imitative activity, with the help of which the experience of an activity is accumulated through the experience of another;
. Search and executive activity; this is a higher level because there is a greater degree of independence. At this level, you need to understand the task and find the means to accomplish it;
. Creative activity is of a high level, since the task itself can be set by the student, and new, unconventional, original ways to solve it are chosen.
Thus, based on the analysis, we define cognitive activity for ourselves as a changing property
personality, which means the student’s deep conviction in the need for knowledge, creative assimilation of the system of scientific knowledge, which is manifested in awareness of the purpose of the activity, readiness for energetic actions and directly in the cognitive activity itself.
1.2. The influence of some mental processes on the development of cognitive activity of a primary school student.
The transformation of the cognitive sphere that occurs at primary school age is extremely important for further full development. Special studies, however, show that with the currently prevailing system of primary education, this process often occurs spontaneously. Many children of primary school age have insufficient development of attention, memory, and the ability to regulate mental actions. Their true development is replaced by the assimilation of stereotypical methods of action under standard conditions. Based on this, we assumed that the targeted development of children’s cognitive processes is a fairly important task.
Let's consider the influence of some cognitive processes, such as thinking, attention and memory on the learning of primary schoolchildren.
Thinking.
With the beginning of education, thinking moves to the center of the child’s mental development and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire a voluntary character.
The thinking of a child of primary school age is at a critical stage of development. During this period, a transition occurs from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, is already subject to logical principles, but abstract, formal-logical reasoning for children is still not available. According to J. Piaget's classification, this stage of the development of children's thinking is defined as the stage of specific operations.
In this regard, the thinking of a first-grader is most indicative. It is indeed predominantly concrete, based on visual images and ideas. Typically, understanding general provisions is achieved only when they are concretized through specific examples. The content of concepts and generalizations is determined mainly by the visually perceived characteristics of objects. At this age, the child’s thinking is closely related to his personal experience and therefore, most often in objects and phenomena, he highlights those aspects that speak about their use, actions with them.
As the student masters educational activities and masters the fundamentals of scientific knowledge, he gradually becomes familiar with the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Children master the techniques of mental activity, acquire the ability to act “in their minds” and analyze the process of their own reasoning. The development of thinking is associated with the emergence of important new formations of primary school age: analysis, internal plan of action, reflection.
Attention.
We constantly hear complaints from teachers and parents about the inattention, lack of composure, and distractibility of children of this age.
The inattention of younger schoolchildren is one of the most common reasons for poor performance. “Inattentional” mistakes in written work and during reading are the most offensive for children. In addition, they are the subject of reproaches and manifestations of dissatisfaction on the part of teachers and parents.1 Most often, children aged 6–7 years, i.e., first graders, receive this description. Their attention is indeed still poorly organized, has a small volume, is poorly distributed, and is unstable, which is largely explained by the insufficient maturity of the neurophysiological mechanisms that ensure attention processes.
During primary school age, significant changes occur in the development of attention; all its properties are intensively developed: the volume of attention increases especially sharply, its stability increases, and switching and distribution skills develop.
Well-developed properties of attention and its organization are factors that directly determine the success of learning in primary school age. As a rule, well-performing schoolchildren have better indicators of attention development. Moreover, special studies show that various properties attention have an unequal “contribution” to the success of learning in different school subjects. Thus, when mastering mathematics, the leading role belongs to the volume of attention; The success of mastering the Russian language is associated with the accuracy of attention distribution, and learning to read is associated with the stability of attention. This suggests a natural conclusion: by developing various properties of attention, it is possible to increase the performance of schoolchildren in various academic subjects.
Memory.
At primary school age, memory, like all other mental processes, undergoes significant changes. The child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated. A first-grader has a well-developed involuntary memory, recording vivid, emotionally rich information and events in his life for the child. However, not everything that a first-grader has to remember at school is interesting and attractive for him. Therefore, immediate memory is no longer sufficient here. There is no doubt that a child’s interest in school activities, his active position, and high cognitive motivation are necessary conditions for the development of memory. For the development of a child’s memory, not only and not so much special memorization exercises are useful, but rather the formation of interest in knowledge, in individual academic subjects, and the development of a positive attitude towards them.
Improving memory in primary school age is primarily due to the acquisition during educational activities of various methods and strategies of memorization related to the organization and processing of memorized material. However, without special work aimed at developing such methods, they develop spontaneously and often turn out to be unproductive.
It is also worth noting that often the very fact of a child’s joint activities with a patient, interested adult who is attentive to his problems can have a developmental effect. The specific content of classes often recedes into the background.
The formation of cognitive activity of schoolchildren in extracurricular activities is achieved in the process of their communication as a special type of interaction. This communication contributes to the formation of schoolchildren’s need for independent acquisition of knowledge, abilities and skills, their creative use and the development of sustainable cognitive interest. The content, forms and methods should aim students at independent cognitive activity, which creates the basis for communication and helps to consolidate new knowledge of schoolchildren acquired in the process of communication. This formed knowledge allows students to organize communication at a higher level, arousing in them the need to exchange information and help a friend.
Chapter 2. Methods and techniques aimed at developing cognitive activity in lessons in elementary school.
2 .1 Tasks and objectives aimed at developing cognitive processes
The main person in the educational process is the student. The teacher's efforts are aimed at making him learn. To do this, it is necessary that the student wants to learn and can do it. Often a child goes to school with a great desire to learn, but without the ability to do it. If you do not teach a child to learn, then from the very first steps of his school life he will encounter difficulties and failures, which will gradually extinguish his desire to learn.
What does this skill consist of?
The ability to learn consists of different types of cognitive actions aimed at obtaining new knowledge, skills, and abilities. These actions are specific not in content, but in the function they perform.
An elementary school teacher must, first of all, teach children to learn, preserve and develop the cognitive needs of students, and provide the cognitive tools necessary to master the material.
In my lessons, I try to give students tasks and tasks that
aimed at developing cognitive processes:
Ability to observe, compare, generalize;
Find patterns by making simple assumptions;
Check them, draw conclusions;
Illustrate them with examples.
Tasks for the development of attention.
The tasks of this group include various labyrinths and whole line games aimed at developing children's voluntary attention.
There are 5-6 toys on the table. The guys look at them carefully,
close their eyes. At this time, I change places of toys. The guys open their eyes, looking for what has changed.
Working with labyrinths helps improve the quality of voluntary attention of younger schoolchildren: it gradually increases its volume, improves its distribution, switching, and stability.
Activities that improve imagination.
The development of imagination is built mainly on material of a geometric nature:
*composing various geometric shapes from counting sticks (triangle, square, rectangle...);
*dividing a geometric figure into several given figures and constructing a given geometric figure from several parts, which are selected from a set of data;
*determining the relative position of the figures: inside, outside, on.
Tasks that develop memory.
Game “Remember the words you have learned.”
By performing such exercises, schoolchildren learn to use their memory and use special techniques to facilitate memorization.
As a result, students comprehend and firmly retain various terms in their memory. At the same time, the volume of visual and auditory memorization increases in children, semantic memory, perception and observation develop.
Tasks that develop thinking.
Priority in mathematics lessons in primary school is given to the development of thinking. To this end, I try to give students tasks that do not require calculations, but teach them to make correct judgments, find several possible solutions, justify the existence of each of them.
To develop the ability to analyze, I use the following tasks:
to establish temporary relations, relations of equality and inequality, spatial relations.
The ability to compare is developed by performing tasks in which it is necessary to look for similarities and differences between two objects, between groups of objects in one picture, between groups of objects in two pictures.
Logical tasks teach you how to generalize and draw conclusions:
To find and use patterns,
To search for a sign of difference between one group of geometric shapes,
To find several possible solutions by searching through all combinations that satisfy the conditions of the problem.
The systematic use of such tasks in lessons will contribute to both a deeper assimilation of program material and the development of children’s cognitive abilities, expanding their horizons and intellectual level.
2.2 Problem-based learning.
The essence of problem-based learning.
Problem-based learning was based on the ideas of the American psychologist, philosopher and teacher (1859-1952), who in 1894 founded an experimental school in which the basis of education was not syllabus, and games and work activity. The methods, techniques, and new teaching principles used in this school were not theoretically substantiated and formulated in the form of a concept, but became widespread in the 20-30s of the 20th century. In the development of the fundamental provisions of the concept of problem-based learning, the following took an active part: , , , , , , , and others.
Problem situation is a cognitive task that is characterized by a contradiction between existing knowledge, skills, attitudes and the requirement.
Problem-based learning is an educational and cognitive activity of students to acquire knowledge and methods of action by perceiving the teacher’s explanations in a problem situation, independently (or with the help of a teacher) analyzing problem situations, formulating problems and solving them by putting forward proposals, hypotheses, their justification and evidence , as well as by checking the correctness of the solution.
A.M. Matyushkin characterizes a problem situation as “a special type of mental interaction between an object and a subject, characterized by a mental state of the subject (student) when solving problems that requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity to the subject” . In other words, a problem situation is a situation in which a subject wants to solve some difficult problems for himself, but he lacks data and must look for it himself.
The goal of problem-based learning is broader: the assimilation of not only the results of scientific knowledge, but also the path itself, the process of obtaining these results; it also includes the formation of the student’s cognitive activity and the development of his creative abilities (in addition to mastering the system of knowledge, skills and abilities). Here the emphasis is on the development of thinking.
In problem-based learning, the teacher’s activity consists in giving necessary cases explaining the content of the most complex concepts, systematically creating problem situations, communicating facts to students and organizing their educational and cognitive activities. Based on the analysis of facts, students independently draw conclusions and generalizations, formulate (with the help of the teacher) definitions of concepts, rules, theorems, laws, or independently apply known knowledge in a new situation (invents, designs, etc.).
Basic functions of problem-based learning.
Based on the task of a comprehensive school and based on conclusions from the comparison traditional type Problem-based learning can formulate the main functions of problem-based learning. They can be divided into general and special. You can specify the following general functions problem-based learning:
- students’ assimilation of a system of knowledge and methods of mental and practical activity,
- development of students’ intelligence, that is, their cognitive independence and creative abilities,
- formation of dialectical thinking among schoolchildren,
- formation of a comprehensively developed personality.
Formation of learning motives, social, moral and cognitive needs.
Organization of problem-based learning.
The organization of problem-based learning involves the use of such techniques and teaching methods that would lead to the emergence of interrelated problem situations and predetermine the use of appropriate teaching methods by schoolchildren.
However, the emergence of problematic situations and students’ search activities is not possible in every situation. As a rule, it is possible in such types of educational and cognitive activity of students as: solving ready-made atypical problems; drawing up problems and solving them; logical text analysis; student research; composition; rationalization and invention; design, etc.
Therefore, the teacher’s creation of a chain of problem situations in various types of creative educational activities of students and control of their mental
(search) activities to acquire new knowledge through independent
(or collective) solving educational problems is the essence of problem-based learning.
Problem-based learning methods:
Formulation of the problem;
Finding a solution;
Productive tasks.
The formulation of the problem can be related to stimulating dialogue, leading dialogue, message of the topic with a motivating technique. Encouraging dialogue develops students' language and creativity. Leading dialogue, in which the teacher step-by-step leads students to formulate the topic and knowledge, develops speech, logical thinking. Encouraging dialogue provides more opportunities for group work than leading dialogue. Types of productive tasks: reference signal (symbol, diagram, table), etc.
I will give an example of using problem-based dialogue learning technology in a Russian language lesson in 4th grade. Lesson topic: “Spelling the b sign in nouns after sibilants.”
Stage I 1) The teacher calls two students to the board. Dictates words with hissing words at the end: night, daughter, shower, swift, mouse, etc. After writing the words, the teacher asks the children:
Compare the spellings, how did they perform? Why did they write differently, the task was the same?
The teacher clarifies and, with the help of stimulating dialogue, leads to the conclusion of the topic of the lesson.
2) Or you can also lead to this through a dialogue. I hang these words on the board.
Read the words. How are these words similar? What is the difference? What is the topic of today's lesson?
3) You can lead to this using the “bright spot” motivating technique
“We got into an argument somehow
The words night and key...". Let's resolve the dispute and study the topic.
Stage II. Finding a solution. We put forward the correct hypothesis. We write these words in two columns.
When is the sign written after the pinching ones? Let's check. Let's read the rule in the textbook.
Stage III. Group work. Formulating a reference diagram for the topic.
Problem-based dialogue learning is a type of learning that ensures creative learning by students through dialogue with the teacher.
There is no doubt that problem-based learning has a number of advantages. Problem-based learning, when properly organized, contributes to the development of students’ mental strength (contradictions make them think about looking for a way out of a problematic situation); (independent vision of the problem, formulation of a problematic issue, problem situation, independence in choosing a solution plan, etc.); development of creative thinking (independent application of knowledge, methods of action, search for an independent non-standard solution). Problem-based learning also ensures a more durable assimilation of knowledge (what is acquired independently is better absorbed and is remembered for a long time); develops analytical thinking (conditions are analyzed, possible solutions are assessed), logical thinking (requires evidence of the correctness of the chosen solution, argumentation).
Problem-based learning equips schoolchildren with methods of understanding the surrounding reality, develops the skills of expedient observation, cultivates the ability to generalize and derive basic patterns with their justification, instills a taste for accessible research work. Students quickly comprehend the essence of the phenomenon being studied and give reasoned answers. They develop cognitive needs and interest, and develop confidence in knowledge, as students themselves put forward hypotheses and prove them themselves.
But problem-based learning also has disadvantages. It is not always easy to formulate an educational problem; not all educational material can be constructed in the form of problems; problem-based learning does not contribute to the development of skills, is not economical - it requires a lot of time.
2.3 Group training.
Organizational structure Group teaching methods can be combined, that is, contain various forms: group (when one teaches many), paired, individual. In this case, group communication is of dominant importance. Group learning methods include:
Classroom organization;
Lecture-seminar system;
Forms of differentiation of the educational process;
Didactic games;
Brigade-laboratory method;
Project method.
There are five levels of collective educational and cognitive activity:
1. Frontal (simultaneous) work in the classroom aimed at achieving a common goal.
2. Work in static pairs.
3. Group work on the principles of differentiation.
4. Intergroup work (each group has its own task in a common goal).
5. Frontal-collective activity with the active participation of all schoolchildren.
With proper pedagogical guidance and management, these forms make it possible to realize the basic conditions of collectivity: awareness of a common goal, appropriate distribution of responsibilities, mutual dependence and control.
Actually, group technologies in practice are called only the third and fourth levels of organization of educational work in the classroom.
Such work requires temporary division of the class into groups for joint decision certain tasks. Students are invited to discuss the problem, outline ways to solve it, implement them in practice and, finally, present the result they found together. This form of work is better than the frontal one, it ensures that the individual characteristics of students are taken into account, and opens up great opportunities for cooperation and the emergence of collective cognitive activity.
FEATURES OF THE ORGANIZATION.
The main features of organizing group work of students in
lesson are:
The class in this lesson is divided into groups to solve specific learning problems;
Each group receives a specific task (either the same or differentiated) and performs it together under the direct guidance of the group leader or teacher;
Tasks in the group are carried out in a way that allows the individual contribution of each group member to be taken into account and assessed;
The composition of the group is not permanent, it is selected taking into account that the educational capabilities of each group member can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.
Group leaders and their composition are selected on the principle of uniting schoolchildren of different levels of training, awareness of a given subject, and student compatibility, which allows them to complement and enrich each other.
With a group form of work in the classroom, individual assistance to each student who needs it, both from the teacher and his friends, increases significantly. Moreover, the one who helps receives no less help than the weaker student, since his knowledge is updated, specified, becomes flexible, and consolidated precisely when he explains it to his classmate.
The group form of work in the lesson can be used to solve almost all basic didactic tasks. It is most applicable and appropriate when carrying out practical work, laboratory and workshops; when studying texts. In the course of such work, collective discussions of results and mutual consultations are used to the maximum.
For effective implementation group classes The teacher must know the class very well (not only the level of knowledge, but also the characteristics of the personal relationships that have developed in the team) and systematically work with consultants (check the quality of their knowledge, give methodological advice, etc.). Some additional time spent on preparation is fully compensated by the pedagogical gain.
Reading lesson in 3rd grade.
Subject: F.I. Tyutchev “Winter is angry for a reason”
Target: expand students’ understanding of the work of F.I. Tyutchev; work on improving reading skills: expressiveness, artistic means language (comparison, personification). Learn to work together. Work on clarifying the author’s position, the ability to express your attitude to what you read, and cultivate a love for nature.
Lesson plan:
Organizing time.
Examination homework:
a) Work in groups
Reading by heart “The Swallows Are Missing” (choose the best reader). Each group selects the best drawings that illustrate the sequence of events.
b) Reading competition (2 people per group read on TV)
III. Preparing to study new material.
a) - What time of year is the poem talking about?
“The swallows are missing”?
Here's how we were able to illustrate it (showing pictures with discussion)
b) Conversation about F.I. Tyutchev (exhibition of portraits of F. Tyutchev, A. Fet, S. Yesenin).
Which poets do you know?
What famous poems of these poets do you know?
Today we will get acquainted with the work of F. Tyutchev and find out how he describes the seasons in his poems.
c) Speech by students (biography of F. Tyutchev).
d) Preparation for the perception of the poem “Winter is angry for a reason.”
Teacher: In nature, in the spring, it often happens that before the weather warms up, the snow suddenly melts, then it gets colder, and soon it becomes so warm that nature comes to life. Spring and Winter seem to be fighting. Who will win? This is described in a poem by the wonderful Russian poet F. Tyutchev, who surprisingly vividly depicted such weather changes in the spring, the struggle of Spring with Winter.
V. Learning new material.
Phonogram “It’s not for nothing that winter is angry.”
How does the poem make you feel?
Have you seen in your imagination a picture of the struggle between Spring and Winter?
Reading a poem in quatrains.
parts.
-Why is Winter angry? How do you imagine that Spring “knocks” and “drives away Winter”?
3rd part.
Did Winter leave immediately after seeing Spring? What she did (Finding in the text). How did Spring behave?
How do you imagine these pictures?
3) Repeated reading, working with a dictionary.
Creative work in groups.
For girls:
How do you imagine Spring?
For boys:
How do you imagine Winter?
After listening, consider the illustrations “Spring”, “Winter”, compare and discuss them.
Now let’s find words - actions suitable for Spring and Winter and distribute them in columns in pairs:
She knocks, chases, laughs, makes noise, washed her face, became rosy-cheeked, gets angry, fusses, etc.
How does Tyutchev speak about Winter? About Spring?
Who does he compare with and why?
4) Work on expressiveness.
Repeated reading by the teacher. Arrangement of pauses, logical stresses.
5) Reading the poem in pairs, in chorus. The words of Winter are read by some children, the words of Spring by others.
YI .Lesson summary. Generalization.
On whose side does the poet sympathize?
Homework: learn the poem by heart, select proverbs in pairs about winter and spring.
2.4 Formation of cognitive activity of junior schoolchildren through interdisciplinary connections.
Interdisciplinary connections are one of the forms of intensifying the educational process. Their skillful use creates favorable conditions for solving the main tasks facing the school: the comprehensive development of the individual.
The problem of interdisciplinary connections has always existed in pedagogy. The task of using interdisciplinary connections in the educational process in different periods nominated Y.A. Kamensky, D. Locke, I. Herbart, A. Diesterweg, K.D. Ushinsky.
In modern pedagogy, this problem was developed by such authors as I.D. Zverev, D.M. Kiryushkin, P.G. Kulagin, N.A. Loshkareva, V.M. Maksimova, T.F. Fedorets and others, expressing their point of view on the functions, types and types of interdisciplinary connections.
What is the importance of interdisciplinary connections in the educational process of primary school?
The ability to study material in different subjects as a whole.
Expanding the horizons of younger schoolchildren.
The widest opportunity for the development of students' speech.
Development of mental activity
In recent years, in connection with the scientific and technological progress of society and the need to solve a set of problems facing the school, the role of interdisciplinary connections implemented by teachers of different subjects in the classroom and in extracurricular activities has increased.
Literary reading and the Russian language are united; mathematics and labor; physical education and music; Fine arts and music; the world and literary reading, etc.
With the “arrival” of foreign languages in primary school, it became possible to integrate such subjects as Russian and foreign language, literary reading and foreign language, natural history and foreign language.
Interdisciplinary connections increase the scientific level of learning, reflecting the natural relationships of processes and phenomena of the surrounding world, revealing its material unity. At the same time, students develop dialectical and systematic thinking, mental flexibility, and the ability to transfer and generalize knowledge from different subjects and sciences. Without these intellectual abilities, a person’s creative attitude to work and the solution in practice of modern complex tasks, requiring the synthesis of knowledge from different subject areas.
Interdisciplinary connections contribute to the implementation of all functions of learning: educational, developmental and nurturing. These functions are carried out in interconnection and complement each other.
Speech development is one of the most important and most difficult tasks of primary education, the possibility of using interdisciplinary connections. Since the word is inseparable from thought, the development of speech is, first of all, the development of thinking. An effective means of developing the speech of primary school students is art. Art affects the psyche and mind of a person, his intellect and feelings. That is why fine arts occupy a strong place in Russian language lessons and literary reading, where works of art are used to enhance the cognitive activity of schoolchildren, stimulate it and motivate it. Examination of paintings, conversation about their content, analysis visual arts contribute to the development of a deep perception of works of art in younger schoolchildren.
But without having coherent figurative speech, it is impossible to express your thoughts and feelings. Looking at paintings in class, having a conversation, or writing an essay on a painting are an effective means of shaping a child’s personality. These types of activities excite emotions, mental independence, teach children to comprehend, evaluate what they see, develop observation skills, teach them to find cause-and-effect relationships, compare and contrast, and draw conclusions.
Essaying on a painting is a difficult job. You need to be able to describe not only what is depicted on it, but also express your impressions. Younger schoolchildren vividly respond to the perception of the world around them with the help of color. The purpose of such essays is: 1) consolidation of knowledge in natural science; 2) development of thinking; 3) development of visual perception; 4) development of children through art.
The main task is to look well at the painting as a work of art. We need to give a plan of what to pay attention to (choice). For example, when examining the painting “Children Running from a Thunderstorm,” I ask: what do you feel? Joy, sadness, pity? Why? The problematic question is posed: Where were they? How did you guess? What will they do? What will they do? Why? What would you do? etc.
Techniques for working on a painting.
Entering the picture;
creating a search situation;
method of establishing cause-and-effect relationships;
technique of emphasizing details;
“Find the error” technique;
"Guess the picture" technique;
self-preparation (the teacher gives questions and assignments for each group);
reception “Our questions” (each group makes up questions);
Art Gallery.
The formation of students' knowledge and skills under the influence of interdisciplinary connections is more effective the more attention the teacher pays to stimulating their cognitive interests, especially to ideological issues and complex problems. Interdisciplinary connections, being an independent stimulus for students' cognitive interest, restructure the learning process: they enhance the synthetic, generalizing nature of the content of the material being studied, the search orientation of educational activity, its collectivity, and the mutual assistance of students in its organization; expand business contacts between students and teachers. At the same time, the stimulating role of all sources of students’ cognitive interest increases.
Conclusion.
Personal development is an endless process of generating new possibilities and turning them into reality. Age-related changes in the conditions of learning and raising children have a decisive impact not only on the psyche, but also on cognitive activity. Children of primary school age can not only productively acquire methods of objective and cognitive actions, empirical and theoretical knowledge, but also be psychologically involved in the educational activity itself, that is, consciously master those methods of educational actions that change and develop their cognitive abilities. Younger schoolchildren can already develop their abilities and those personal qualities that will form the basis for the development of their cognitive activity and, as a result, affect their success in educational activities.
The problem of developing the cognitive activity of a primary school student is relevant, since this quality plays a large role in the development of the child’s personality. Cognitive activity is necessary for a person so that he can know himself, reveal his inherent abilities, and find his place in life.
The main characteristics of cognitive activity are:
Schoolchildren’s natural desire for knowledge;
Positive attitude towards learning;
Active cognitive activity aimed at understanding the subject of the activity and achieving a result that is significant for the child;
Manifestation of will in the process of acquiring knowledge.
Human cognitive activity is not an immutable hereditary property of the individual, therefore we, teachers, participate in its formation and development.
I have discovered the following methods and conditions that contribute to the development of cognitive activity of a primary school student:
Ensuring children’s internal acceptance of the purpose of the upcoming work, i.e. ensuring an understanding of why they need to do this, what expected result to focus on. If children are not prepared to solve a learning task, they will not be able to fully engage in learning activities.
Elimination of superficial assessment of the results of previous work and at the time of updating knowledge.
Combination various forms organizing educational work: problem-based, group learning, determining their place at each stage of the lesson.
Discussion of the results of activities and the use of exercises and tasks invented by the children themselves.
Teaching younger schoolchildren rational methods of mental work.
Emotional intensity of the lesson. Creating a friendly emotional background in the work of the teacher and students. The positive emotions experienced by children during the learning process stimulate their cognitive activity.
Stimulation and encouragement of the very acts of cognitive activity of students on the part of the teacher.
At each lesson, the child should be given the opportunity to express his attitude to what is happening (development of reflection), in order to understand the significance of the achieved result of the activity.
Organizing homework on the principle of independence and the possibility of using the acquired knowledge in communication with peers.
It is advisable to organize classes taking into account the individual and age characteristics of children. This will help to correctly determine the volume and content of educational material, develop adequate methods and teaching aids, and outline ways for an individually differentiated approach to students. various groups in learning conditions.
I carry out monitoring. For example:
Motivation monitoring
Target: studying student success motivation
indicators
Information collection method
Motivation for learning activities
Diagnostics "Interest in subjects"
Questionnaire to determine school motivation
testing
Level of cognitive interest
Traits of a loved one
Questionnaire "How do you feel about studying."
testing
Monitoring of individual characteristics of students
Target: studying the individual capabilities of students and taking them into account in the learning process
indicators
Diagnostic tools
Information collection method
Information submission form
mental ability test R. Alithauser,
Methodology "Determination of the level of development of visual mediated memory
survey
diagnostic cards
Thinking
Comrade Alithauer
m. exclusion of concepts
m. quantitative relations
m. analogies
Studying the motivational sphere of students helps the teacher choose the right working methods and plan cognitive activities both in class and outside of class. The teacher is faced with the task of helping the child in adequately choosing a goal and using a differentiated approach in assessing results. Cognitive interest is formed only if educational activities are successful and abilities are assessed positively.
Thanks to didactic games, integrated lessons, the creation of problem situations, and the use of creative tasks in lessons, children who perform well will be able to develop their creative thinking to an even greater extent, and low achievers, by solving non-standard problems that are feasible for them, will be able to gain confidence in their abilities , learn to manage your search actions, subordinate them to a specific plan. Thanks to this, the quality of knowledge in the subjects has increased.
Having traced the quality of knowledge in the Russian language and mathematics, you can see the following:
Russian language
2011-2012 in (%)
2012-2013 in (%)
Mathematics
2011-2012 in (%)
2012-2013 in (%)
The tables show that the quality of knowledge in the Russian language and mathematics has become higher. Educational activities were intensified, and non-standard forms working with students and new teaching technologies to develop cognitive interest.
Under these conditions, children develop such important qualities of thinking as depth, criticality, flexibility, which are aspects of their independence.
Thus, the only fruitful way to develop cognitive interest in childhood is the fullest possible disclosure of potential capabilities, natural inclinations, and the teacher must create such fully developing activities for students so that the potential does not remain unclaimed. By developing cognitive activity, I cultivate a desire for knowledge and develop personality. little man who knows how to think, empathize, and create.
Literature.
Babaeva Yu.D. Training methods for identifying giftedness. / Ed. V.I.Panova. - M., 1997, p. 69
Babansky Yu.K. Activity and independence of students in learning. Favorite teacher works. / Comp. M.Yu. Babansky. - M., Pedagogy, 1989, p.560
Brushlinsky A. V. Psychology of thinking and problem-based learning. - M.: “Knowledge”, 1983. - 96 p.
Valchuk E.V. Oral and written essays on painting in elementary school. - Saransk. 2009.
Galperin P.Ya., Kabylnitskaya S.L. Experimental formation of attention. - M., 1974, p. 86
Davydov V.V. Problems of developmental education. - M., 1986, p. 89
Dyachenko V.K. Cooperation in training. - M.: Education, 1991.
Kozyreva N.N. Improving the reading skills of students in grades 1-4. Improving the professional skills of teachers. Volgograd. 2009.
Lamberg R.G. Learn about independent work. / Sov. pedagogy - 1962, No. 2 p. 16-27
Lerner I. Ya. Problem-based learning. - M.: “Knowledge”, 1974. - 64 p.
Lozovaya V.I. A holistic approach to the formation of knowledge. assets. schoolchildren. Author's abstract. diss. Ph.D. ped. Sci. - Tbilisi, 1990
Markova A.K. Formation of learning motivation. / A.K. Markova, T.A. Matis, A.B. Orlov. - M.: Education, 1990
Makhmutov M.I. Organization of problem-based learning at school. Book for teachers. - M.: “Enlightenment”, 1977. - 240 p.
Matyushkin A. M. Current issues of problem-based learning // Okon V. Fundamentals of problem-based learning. Per. from Polish- M.: “Enlightenment”, 1968. - pp. 186-203. 19. Matyushkin A.M.
Shapovalov.V.V. About cognitive interest and methods of its activation. Primary school No. 7, 2009.
Shamova T.I. Activation of schoolchildren's learning. - M., Pedagogy, 1983, p. 208
Shchukina G.I. Activation of cognitive activity in the educational process. -M., Education, 1979, p. 160
Elkonin D.B. Selected pedagogical works. / Ed. V.V. Davydova, V.P. Zinchenko. - M., 1989, p. 56-61
Currently, the human factor is of greatest importance in the development of society. First of all, creative and independent, responsible and enterprising workers are required, capable of continuous development and self-education. In this regard, the main goal of individual human progress becomes the development of independence and the full disclosure of the capabilities and abilities of the individual.
In the context of the humanization of education, the existing theory and technology of mass education should be aimed at the formation of a strong personality, capable of living and working in a constantly changing world, capable of boldly developing their own strategy of behavior, making moral choices and taking responsibility for them.
According to requirements new education paradigm The main task of the school is to prepare an independent, educated, creative personality, capable of continuous development and self-education. In this regard, technological education is of particular importance for the self-realization of students’ personalities.
Modern technological education expands the boundaries of students’ technological training, developing technological thinking, which ensures the formation of such abilities as the ability to:
predict your development within a given goal;
make decisions at the level of inclusion in labor activity;
focus on constant updating of knowledge and skills;
realize oneself in the process of work;
find non-standard solutions in difficult situations;
determine your own interests;
design an algorithm for various types of activities.
The problem of preparing the younger generation for life and work, the development of the scientific foundations for its implementation in secondary schools, is presented in the works of a number of famous scientists and teachers. Works by L.P. Aristova, E.Ya. Golanta, B.P. Esipov, and others, devoted to the problem of analyzing the development of independence in children as the most important indicator of the fruitfulness of learning.
In my opinion, independence is the basis for the formation of creativity in the activity of the subject, and creative activity- this is the active interaction of a subject with the surrounding world, as a result of which he purposefully changes this world and himself and creates something new that has social significance. Therefore, the future directly depends on the efforts of the school: how well it ensures the development of student activity and independence in learning.
The main mistake of many teachers, starting from the initial and ending high school, in an effort to limit ourselves to providing knowledge and ensuring the assimilation of the material.
The disadvantage of education mainly consists in the inability to work independently, in the inability to develop skills in academic work. There is a shortage methodological material and recommendations on the issue of a system for developing independence among students. But the essence of pedagogical technology is the search for new scientific approaches to the analysis and organization of the educational process, a set of methods and means that ensure the implementation of lesson goals in the educational system. This is what connects theory and practice, the procedural and substantive aspects of learning. Currently, there is a fascination with forms of learning without their deep theoretical analysis, without taking into account the substantive foundations of learning.
A holistic pedagogical understanding of this problem leads to the need to find effective ways to develop student independence. The success of this process is determined by many factors, among which the most important is the student’s awareness of his abilities, interests, and knowledge of methods of independent activity. At the same time, the tasks of education at the present stage require a specific study of the problem of student independence based on the material of individual subjects. However, the traditional organization of student independence remains predominant in most schools. These shortcomings of mass practice are explained, as mentioned above, by the lack of development of technology for developing the independence of schoolchildren in the classroom.
Organizing and managing independent work is the responsible and difficult work of every teacher. Fostering activity and independence must be considered as component education of students. In this regard, one of the main tasks modern education is:
developing in students the ability to operate acquired knowledge and apply it in new situations;
draw independent conclusions and generalizations;
find solutions in non-standard conditions.
Also, the fundamental requirement of society for a modern school is the formation of an individual who can independently:
creatively solve scientific, industrial, social problems;
think critically;
develop and defend your point of view, your beliefs;
systematically and continuously replenish and update your knowledge through self-education;
improve skills, creatively apply them in reality.
Effective use of independent work allows you to solve a large number of the above problems.
Wherein independent work of students is an important component of the educational process. It is advisable to consider it as a form of organizing students’ educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types assignments for the purpose of developing knowledge, skills, abilities and personal qualities.
Requirements for organizing independent work of schoolchildren
Any student’s independent work organized by the teacher must meet the following didactic requirements:
be purposeful;
be truly independent work and encourage the student to work hard when completing it;
At the same time, at first, students need to develop the simplest skills of independent work;
for independent work, in most cases it is necessary to offer such tasks, the implementation of which does not allow working according to ready-made recipes and templates;
assignments should be of interest to students;
independent work must be systematically and systematically included in the educational process;
when organizing independent work, it is necessary to carry out a reasonable combination of the teacher’s presentation of the material with the independent work of students to acquire knowledge, skills and abilities;
When students perform independent work of any kind, the leading role should belong to the teacher.
Psychological and pedagogical characteristics of a junior schoolchild
The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. During this period, further physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning at school. Forming the ability to independently acquire and expand knowledge is one of the main objectives of training. At the same time, independent work of schoolchildren intensifies the learning process.
Educational activity becomes the leading activity at primary school age. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position and has nothing to achieve. To prevent this from happening, learning activities need to be given new, personally meaningful motivation. The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated.
The younger student is optimistic, inquisitive, emotional, loves to play and fantasize. This is a passionate nature, a completely independent person, who has her own views and judgments and does not always accept other people’s opinions without evidence. At the same time, the authority of an adult and his opinion largely determine the behavior of a younger student. All this directly affects the child’s interaction with the world around him. However, it is difficult for the child long time maintain stable voluntary attention, memorize significant material
Considering this feature, the teacher may well use independent work in teaching a younger student, which will help the child remember the amount of material he needs.
Distinctive feature any junior schoolchild - interest in the world around him, the need to acquire new knowledge not only about the objects that directly surround him, but also about rather abstract ones. Therefore, it is important for the teacher to accustom the child to independently master new knowledge. He will be helped in this by various forms of independent work that will help the child gradually study the world around him.
It is especially important to emphasize such a psychological feature of a junior schoolchild as a holistic perception of the world.
Knowledge of the surrounding world is associated with such psychological characteristics child of primary school age, such as goodwill, openness, positive reflection. Under certain conditions, a primary school student can develop the ability to empathize.
At this age, another important new formation appears - voluntary behavior. The child becomes independent and chooses what to do in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values and tries to follow certain rules and laws. This is often associated with selfish motives and desires to be approved by adults or to strengthen one’s personal position in a peer group. That is, their behavior is one way or another connected with the main motive that dominates at this age - the motive of achieving success.
New formations such as planning the results of action and reflection are closely related to the formation of voluntary behavior in younger schoolchildren.
A child of primary school age already has elements of reflection: he can objectively evaluate himself, learns to reckon with the opinions of others and take them into account in joint activities. At the same time, this is not its typological feature, that is, it is not inherent in everyone without exception, although the presence of these phenomena in some children indicates the possibility of their formation in all. This must be taken into account in the educational process
As a rule, younger schoolchildren fulfill the teacher’s demands unquestioningly and do not enter into arguments with him, which, for example, is quite typical for a teenager. They trustfully accept the teacher’s assessments and teachings, imitate him in his manner of reasoning and intonation. If a task is given in class, it means it is necessary, and the children carefully complete it, without thinking about the purpose of their work.
At this age, children acquire new knowledge, skills and abilities with readiness and interest. Everything is new (the picture book the teacher brought, interesting example, teacher's joke, visual material) causes an immediate reaction. Increased reactivity and readiness for action are manifested in lessons and in the way the children quickly raise their hands, impatiently listen to a friend’s answer, and strive to answer themselves. In order to identify the capabilities of each child, the teacher must systematically carry out independent work. As a result, he will be able to monitor the progress of children.
The primary school student has a very strong focus on external world. Facts, events, details leave a strong impression on him. At the slightest opportunity, students run closer to what interests them, try to take an unfamiliar object in their hands, and fix their attention on its details. Children happily talk about what they saw, mentioning many details that are little understandable to outsiders, but are apparently very significant for them.
At the same time, at primary school age, the desire to penetrate into the essence of phenomena and reveal their cause does not noticeably manifest itself. It is difficult for a younger student to identify the essential, the main thing. For example, when retelling texts or answering questions about them, students often repeat individual phrases and paragraphs almost word for word. This also happens when they are required to tell in their own words or briefly convey the content of what they read.
The development of the personality of a primary school student depends on school performance and the assessment of the child by adults. At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes another type of this motive occurs - the motive of avoiding failure.
The main achievements of this age are determined by the leading nature of educational activities and are largely decisive for subsequent years of education: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.
Full-fledged living of this age, its positive acquisitions are the necessary foundation on which the further development of the child as an active subject of knowledge and activity is built. The main task of adults in working with children of primary school age is to create optimal conditions to discover and realize the capabilities of children, taking into account the individuality of each child.
“Formation of competence in the field of independent positive activity among primary school students”
Actuaflatness of the topic.
In the materials of the second generation Federal State Educational Standard (primary education), one of the value guidelines is “development of independence, initiative and responsibility of the individual as a condition for his self-actualization”. In this regard, the key competence of a primary school student is educational independence, which is based on reflective skills, takes into account the individual characteristics of students and is based on general educational skills.
Today's junior high school students are significantly different from their peers of previous years. The range of readiness levels for school is very wide: from complete ignorance of letters and numbers, lack of basic spatial orientation skills, to the ability to read fluently and explain the meaning of what is read, compare and generalize. But regardless of the effort expended. The child still experiences difficulties due to the inability to work in an individually oriented mode. This reinforces the importance of changing priorities in the learning style and focusing on the formation of independence, since the child’s ability to carry out educational activities without the help of an adult would allow solving a number of problems of his individual learning and expand the prospects for the student’s self-education.
The Federal State Educational Standard proclaims as one of the most important tasks modern system education “formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement” In the standard, universal educational activities are grouped into four main blocks : personal, regulatory, general cognitive (including general educational, logical, problem posing and solving), communicative actions. The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.
The main results of teaching children in primary school are the formation universal methods actions, developing the ability to learn - the ability to self-organize in order to solve educational problems, individual progress in key areas personal development- emotional, cognitive. As a result of training, the child should develop: the desire and ability to learn, initiative, independence, and cooperation skills in various types of activities.
That is why today a primary school teacher is rethinking his teaching experience and asking himself the questions: How to teach children? How to develop the ability to learn? What does it mean to be able to learn? How to form and develop universal learning activities among students?
In first grade, children develop an idea of learning activities. Students find the answer to the question: What does it mean to be able to learn? They are introduced to the two main steps of learning activities - "What don't I know?" and “I’ll find a way myself!” Younger schoolchildren learn to identify difficulties in educational activities, set a goal, and build a way to achieve a goal. In my work, I pay attention to the formation and development of students’ ability to check their work using a model based on an algorithm, and I also introduce them to the error correction algorithm. Students learn to follow instructions and strictly follow the pattern. Thus, I form regulatory universal learning actions among first-graders. Regulation is nothing more than managing actions, it is the basis of the success of any activity, it is the ability to manage one’s activities. A. G. Asmolov in the manual “How to design universal educational activities. From action to thought” notes that “in elementary school, the following regulatory educational actions can be distinguished, which reflect the content of the leading activities of children of primary school age: the ability to learn and the ability to organize their activities (planning, control, evaluation); formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties. . Thus, goal setting, planning, mastering methods of action, mastering algorithms, evaluating one’s own activities are the main components of regulatory universal educational actions, which become the basis for educational activities.
UUD
1. Universal learning activities.
The term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Fundamentals of educational independence.
Modern primary school programs contain a requirement to foster educational independence and develop the ability to learn. A child who has not acquired these qualities by the end of primary education cannot cope with the growing demands for mastering educational material and the increasing workload in primary school. He loses interest in
classes, studies significantly below his capabilities, and when he graduates from school, he finds himself unable to outside help do your job creatively. Academic independence, the foundations of which are laid in the 1st grade, is considered as one of the indicators of the maturity of the educational activity of a primary school student. The authors of teaching materials for elementary schools include a large amount of material for the development of educational independence in each subject. Independent activity is formed by various means, of which the most common is independent work. It is provided high level cognitive activity of elementary school students according to the criteria of self-regulation and goal setting, which are formed precisely at this age. Independent work is understood as a special form of organizing educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types of tasks in order to develop knowledge, skills and abilities. personal qualities(I.F. Kharlamov). The effectiveness of instilling educational independence in children of primary school age is possible with a fundamental restructuring of the positions of the teacher, who must: consider the education of independence as a purposeful task that is especially significant for the development of the individual; – abandon petty tutelage and authoritarianism; – ensure that the adult’s position is adequate to the level of independence of children (advisor, consultant, participant); – take into account the desires, capabilities, abilities, knowledge and skills of children as much as possible; – actively use incentive mechanisms (for example, incentives, game designs); – create an emotionally favorable background, a friendly, trusting atmosphere in the classroom; – promote the development of the subjective position of schoolchildren; – build educational work on the basis of the relationship between educational and educational processes, interaction between school and family; – take into account that the development of independence proceeds, as it were, in two planes: from internal logic (less - more, more fully) and from class to class; – don’t force it educational process and maintain an individual approach, taking into account the uniqueness of each student and the pace of his development. To effectively guide students’ independent learning activities, it is important to determine the signs of independent work: the presence of a teacher’s assignment; teacher guidance; student independence; completing a task without the direct participation of the teacher; student activity
Forms, methods and means of forming the foundations of independence (ability to learn) of primary schoolchildren.
The teacher plays a leading role in shaping students' learning activities. Therefore, selection of lesson content, development of a specific set of the most effective learning tasks (within each subject area), determination of planned results, choice of methods and forms of teaching - all this requires a competent approach from the teacher. The second generation federal state educational standard is based on a system-activity approach. Consequently, today we have to move away from the traditional transfer of ready-made knowledge from the teacher to the student. The teacher’s task becomes not only to clearly and clearly explain, tell, show everything in the lesson, but also to include the student himself in educational activities, organize the process of children’s independent acquisition of new knowledge, and the application of acquired knowledge in solving cognitive, educational, practical and life problems. Many practicing teachers in their work encounter difficulties due to the low motivation of students to acquire new knowledge and be active in educational activities. The solution to this issue is the use of active forms and methods of teaching in the classroom. One of the effective means of promoting cognitive motivation, as well as the formation of universal educational actions, is the creation of problematic situations in the educational process. A. M. Matyushkin characterizes a problem situation as “a special type of mental interaction between an object and a subject, characterized by a mental state of the subject (student) when solving problems that requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity to the subject.” In other words, a problem situation is a situation in which a subject (student) wants to solve some difficult problems for himself, but he lacks data and must look for it himself. A problem situation is a means of organizing problem-based learning; it is the initial moment of thinking, evoking a conscious need for learning and creating internal conditions for the active assimilation of new knowledge and methods of activity.. A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts that the students do not have enough knowledge and life experience to explain. It is possible to deliberately confront students’ life ideas with scientific facts using various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in a lesson on the surrounding world in first grade on the topic “Who are the birds?” I offered the children the following problem situation:
Name the distinctive feature of birds. (These are animals that can fly.)
Look at the slide. What animals did you recognize? ( Bat, butterfly, sparrow, chicken.)
What do these animals have in common? (They can fly.)
Can they be classified as one group? (No.)
Will the ability to fly be a distinctive feature of birds? - What did you expect? What actually happens? What question arises? (What is the distinctive feature of birds?)
A problematic situation can be created by encouraging students to compare, contrast conflicting facts, phenomena, data, i.e., with a practical task or question to confront different opinions students.
So, in a Russian language lesson on the topic “Proper name. Words that are pronounced the same but spelled differently”, I offered the students the following situation:
One first-grader girl wrote about herself. Here's what she came up with:
"Hello! My name is Amina. I live in the city of Khasavyurt. I love reading fairy tales. My favorite fairy tale characters are Pinocchio and Cinderella. I also like to play with the ball.”
Correct the mistakes. Write the last sentence in your notebook.
How did you spell the word ball in a sentence? (Different answers: ball, Sharik.)
Let's look at the screen. What's the problem? (We see that some guys write this word with a capital letter, while others write it with a small letter.)
What question arises? (Who is right?)
What should be done? (Stop and think.)
In school practice, problematic situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students face a contradiction when they are encouraged to perform new tasks, new actions in old ways. Having realized the failure of these attempts, they are convinced of the need to master new methods of action. Creating problem situations in the classroom makes it possible to intensify the mental activity of students, direct it to the search for new knowledge and methods of action, since “the next stage of work in the classroom is solving the problem. Children make different proposals on how to solve the problem. If the children quickly offer a successful (effective) solution, it is up to the teacher to decide whether it is possible to move on to the next stage of the lesson. If the teacher has no doubt that most children understand the essence of the discovery (or this proposal was made almost simultaneously by many children), then you can move on. However, sometimes a situation arises when the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it. Then the teacher must deliberately “neutralize” the children who guessed it, thereby forcing the rest to continue to guess.” Tolmacheva in the book “Lesson in Developmental Education” note: “At this stage of work, it is important for the teacher to ensure the participation of each child in joint actions to retain and solve the educational task.” At such a lesson, a research approach to learning is implemented, the principle of activity, the meaning of which is that the child does not receive knowledge in a ready-made form, but “obtains” it in the process of his work. Them but today’s student needs such a lesson. A lesson in which the teacher teaches the child to learn, teaches activities. A. A. Leontyev notes “Teaching activities means making the learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities), helping the child to form skills of control and self-control, assessment and self-esteem." The teacher builds the education of younger schoolchildren on the basis of the technology he has chosen. If, for example, we build the education of students on the basis of communication technology, then this technology contributes to the education of a student who knows how and wants to learn, to be proactive in acquiring new knowledge, who knows how to defend his point of view and at the same time knows how to listen, treat with kindness and respect to the point of view of others, be sociable. The peculiarity of this technology is the construction of training based on the active interaction of all participants in the educational process with the involvement of all possible means (sources) of information. The organizational forms of this technology are: collaborative learning, mutual learning, work in pairs and shift groups, educational dialogue, educational discussion.
An effective means of developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence.
In this case, it is important to remember some of the advantages of group work (according to V. Okon). This form of organizing children's activities: - contributes to the implementation of educational goals, teaching them responsibility, readiness to help others, and partnership; - contributes to the implementation of cognitive goals, increases student productivity, develops their cognitive activity and independence; - expands the boundaries of interpersonal relationships and promotes connections between students; - makes the process of self-assessment more objective, increases objectivity in assessing others. The teacher plays the main role. It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main personality qualities. Thus, the inclusion of problem situations, group forms of teaching in the lesson, constructing a lesson in the technology of the activity-based teaching method contributes to the formation of universal educational actions in students, gives children the opportunity to grow up as people capable of understanding and evaluating information, making decisions, and controlling their activities in accordance with their goals. . And these are exactly the qualities that a person needs in modern conditions.
Department of Education of the Executive Committee of the Sarmanovsky Municipal District of the Republic of Tatarstan
Topic: “Teaching coherent speech - important condition preparing a child for school (creative report on self-education).”
MBDOU No. 4 “Little Red Riding Hood” town. Jalil Teacher: 1st sq. categories Egina Zoya Vitalievna
The development of coherent speech has a special place in preparing a child for school. Nowadays, children are exposed to television from an early age. computer games, Internet. Less and less often do adults pay attention to speech development and communication with the child. There is little or no home reading; parents are not interested in helping the child master speech better and correctly.
The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding reality, the more meaningful and fulfilling the relationships between children and adults, the more active his mental development. Any speech disorder to one degree or another can affect the child’s activities and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. The correct, clear pronunciation of sounds and words by a child during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech and speech deficiencies can lead to academic failure. Thus, by developing speech, we develop thinking. Based on the importance of this problem, the goal was set of teaching coherent speech in preparing the child for school. In my work I have identified several areas. Selection of the most effective methods and techniques, promoting means, interest, motivation for speech activity among students. Introducing children to fiction, developing children's speech in classes using plot pictures, using folklore. Examination of subject paintings in Everyday life. Reading stories and fables in free time. Learning finger games. Working with parents. This experience has been accumulated over two years. In the process of work, the following achievements of pedagogical science and pedagogical experience were studied:
E.I. Tikheeva “Development of children’s speech”, O. Ushakova “Methodological advice for the Childhood program”, O. Ushakova “Development of speech of a preschooler”, articles from the magazine “Preschool Education”, V. Gerbova “Develop the speech of a preschooler”, M.M Alekseev and B.I. Yashin “Methods of speech development and teaching the native language.”
I work on the speech in several stages. Conducted diagnostics at the level of development of cognitive processes, determined lexicon child. In my classes I used gaming technologies, taking into account the age characteristics of the students. I developed a summary of a lesson on familiarization with fiction in the senior group “At the Skating Rink” and revealed the “Technology of Productive Reading”. A consultation was written for educators on the topic: “Technology for productive reading.” In classes on composing stories based on pictures and series of plot pictures, the following rules must be observed:
- Use in classes on composing stories based on a picture and a series of plot pictures methods and techniques that create interest in children from the very first minutes of the lesson and ensure its preservation until the end of the lesson;
- Include in classes on these types of storytelling, games, tasks, “training” exercises to enrich and develop vocabulary, the formation of grammatically correct speech;
-After listening to the stories of peers, invite other children to choose the best essays and give reasons for their choice;
-Before completing the task, be sure to instruct the children so that in their stories they use the words and expressions that they used during the “training” exercises. Encourage children who fulfill this requirement;
-Use in class knowledge about the motivational sphere of a child of this preschool age. Create and stimulate motivation for activity;
-Always offer a clear story plan if necessary;
-To compose stories based on a series of plot pictures, offer children bright, colorful, fairly large pictures of clear content without unnecessary details;
-Instead of physical education minutes, use educational games, but give them an active character;
-To avoid completing tasks of inventing stories using the same methods, offer children different options recommended by the methodology;
-If possible, end the lesson with a developmental game.
We develop children’s speech both in class and in everyday life. Conducting and learning finger games, looking at story pictures, reading fiction. Children actively take part in staged games, theatrical performances, and puppet theaters. Puppet theater and table theater are used. With the help of parents, attributes (hats, masks), a mitten theater, a table theater and a screen for theatrical activities were added. Much attention was paid to the relationship with parents. To do this, I held conversations with parents about the importance of communication with a child. For parents, I designed folders “Psychological readiness of a child for school”, recommendations “How to memorize a poem with children.” Designed and conducted a consultation for parents “Finger games” in the development of children’s speech. "Game Library". Conducted a survey with parents to identify communication between parents and children at home. From the analysis of the results, it turned out that parents pay little attention to communication with the child, children are left to their own devices. Thus, in cognitive joint activities, with a close relationship with parents, step-by-step, targeted, systematic and systemic work, we can achieve high level development of coherent speech of a preschooler. In the future, I plan to continue working on teaching children coherent speech.
Game library with family
"Only funny words"
It's better to play in a circle. One of the players determines the theme. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter”, etc. The game moves in a circle until the words run out.
You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones, etc.
"Choose a word"
The child is asked to select words denoting signs for any object, object, or phenomenon. For example, what is winter like? (Cold, snowy, frosty). What kind of snow? (White, fluffy, soft, clean).
“Who can do what?”
The child is asked to select as many action words as possible for the subject or object. For example, what can a cat do? (Purr, arch your back, jump, sleep, play, scratch, etc.)
"Magic chain"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word?
Then one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that is similar in meaning to the previous one, for example, “pain,” etc. What could happen?
Honey – bee – pain – red cross – flag – country – Russia – Moscow – Red Square, etc.
Self-education plan for the teacher of the second junior group on the topic “Spiritual and moral education of preschool children through reading fiction”
A child only learns non-conventional sounds by studying native language, but drinks spiritual life and strength from his birthplace native word. It explains nature to him as no natural scientist could explain it; it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations. As no historian could introduce; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.
K.D. Ushinsky
Relevance of the selected topic
Spiritual and moral education is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts.
The period of preschool childhood is the most favorable for the spiritual and moral education of a child. Of course, a child receives his first moral lessons in the family. It is in the family that the child begins to form an attitude towards the world around him, other people, and love for his family. The task of adults is to indicate the direction of development and help develop high moral qualities in the child.
A 3-4 year old child becomes able to sympathize and empathize. The development of visual-figurative thinking serves as the basis for the formation of ideas about the consequences of a particular action. In addition, visual-figurative thinking allows children to retain in their minds ideas about the rules of behavior.
The artistic word is a good assistant in the formation correct settings in the child's behavior. With the help of fairy tales, a child learns about the world not only with his mind, but also with his heart, and the little person begins to develop an idea of good and evil. Not only fairy tales, but also stories and poems can help in the education of a spiritual and moral personality.
It is important for educators, as well as parents, to realize how important it is to read fiction to a child and discuss the works they have read with children. Indeed, often correctly selected works help children develop ideas about how to take care of their loved ones, how to be friends, how to be polite, etc.
The purpose of the work on the topic of self-education: promote the formation of spiritual and moral qualities in children of primary preschool age through reading works of fiction.
Tasks:
Analyze methodological literature, other sources and increase your level of knowledge on this topic;
Select fiction that promotes the spiritual and moral education of children;
To develop in children the ability to think, compare, analyze the actions of literary heroes, and teach them to evaluate their behavior;
Arouse parents' interest in working together in this direction.
Work plan for the year
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Practical solutions |
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Studying methodological literature |
September - May |
1. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers, Sfera Creative Center, Moscow, 2003. 2. Boguslavskaya N.E., Kupina N.A. Cheerful etiquette, Ekaterinburg, 1996. 3. Galiguzova L.N., Smirnova E.O. Stages of communication: from one to seven years, Moscow, 1992. 4. Petrova V.I., Stulnik T.D. Moral education in kindergarten, Mosaika-Sintez, Moscow 2008. 5. Torshilova E.M. Naughty or peace to your house. Program and methodology for the aesthetic development of preschoolers. Moscow, 1998. 6. Internet resources. |
Analysis of the studied literature. |
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Work with children |
October-May |
Reading books to children, moral conversations about what they read. |
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Reading works about the Motherland, native land, discussion of what you read. |
Literary lounge (in joint activities in the evenings). |
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Reading works about friendship, conversations based on what they read. |
Literary lounge (in joint activities in the evenings). |
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Studying the rules of behavior according to A. Usachev’s book “Lessons in Politeness.” |
Reading and conversations based on A. Usachev’s book “Lessons in Politeness.” |
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Preparation for leisure activities. |
Leisure “Fairyland” |
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Preparing for open lesson: drawing up notes, selecting visual material. |
Open lesson on the topic “Visiting a fairy tale.” |
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Working with family |
September |
To identify attitudes towards reading in the family, parents’ knowledge about the possibilities of education with the help of children’s fiction. |
Questionnaire “Education with the help of books” |
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Consultation for parents “The fairy tale is a lie, but there is a hint in it...” |
A sliding folder in the parent's corner. |
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Individual work with parents. |
Practical advice “How to make a child friends with a book.” |
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Preparing for round table: collecting information on the topic, drawing up notes, preparing booklets. |
Round table “Book is the best educator” |
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Gathering information, preparing memos. |
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Preparation of a report on the work done for the academic year. |
Presentation for parents (at parent meeting) “We read, we read, we learned a lot!” |
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Self-realization |
September |
Drawing up a work plan, preparing a list of literature on the spiritual and moral education of children, compiling a file of moral and ethical conversations. |
A work plan for self-education, a list of fiction for reading to children, files of moral and ethical conversations. |
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Consultation for teachers “Spiritual and moral education of preschool children through reading fiction” |
Speech at the teachers' meeting. |
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Preparation of a master class for teachers on the topic “What do fairy tales teach?” |
Speech at a workshop. |
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Preparation of a report on the work done on the topic of self-education. |
Speech at the final teachers' meeting.mp |
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