Summary: Formation of cognitive activity of younger students. Development of cognitive activity of a younger student

Ministry of Education and Science of the Russian Federation

Lesosibirsk Pedagogical Institute

branch of Krasnoyarsk State University

Department of Educational Psychology

Levchenko A.V.

3rd year student of the Faculty of Physics and Mathematics

groups f31

speciality:

"physics"

Formation of cognitive activity of younger students

Course work

Supervisor: Associate Professor Denisov Alexander Ivanovich

Lesosibirsk 2004

Introduction……………………………………………………....3

Chapter 1. The concept and structure of human activity………..5

Chapter 2. General characteristics of cognitive processes……...8-19

Feelings……………………………………………………...8

Perception……………………………………………………..8

Memory………………………………………………………….10

Imagination…………………………………………………..12

Attention………………………………………………………… 13

Thinking……………………………………………………..16

Chapter 3

Perception…………………………………………………….19

Memory………………………………………………………….20

Attention……………………………………………………....22

Imagination…………………………………………………..23

Thinking and speech……………………………………………..24

Conclusion…………………………………………………………...28

List of used literature……………………………….30

Introduction

Human activity as a conscious activity is formed and develops in connection with the formation and development of his consciousness. It also serves as the basis for the formation and development of consciousness, the source of its content.

Activity is always carried out in a certain system of human relations with other people. It requires the help and participation of other people, i.e. acquires the character of a joint activity. Its results have a certain impact on the world around us, on the life and fate of other people. Therefore, in activity, not only the attitude of a person to things, but also his attitude to other people always finds expression.

The emergence and development of various activities in humans is a complex and lengthy process. The activity of the child only gradually in the course of development, under the influence of education and training, takes the form of conscious purposeful activity.

In cognitive activity, a person studies not only the world around him, but also himself, a process that takes place in his psyche and physics. The topic of mental activity, which is responsible for the mental development of a person, is especially relevant. The flow of information going to the child is constantly growing with the development of scientific and technological progress, and in order to obtain the most extensive and deep knowledge, it is necessary to use the most effective methods of teaching scientific knowledge. And in order to create such a technique, it is necessary to study the thought process in such a way as to know its strengths and weaknesses, and to identify areas in which it is better to develop a person's mental activity. And it is better to do this when the child grows and develops into a personality, using his inclinations and interest in the world around him.

Target: analysis of the system of cognitive activity of a younger student.

An object: cognitive activity of schoolchildren.

Item: formation of cognitive activity of junior schoolchildren.

Tasks:

1. Studying the literature on this topic.

2. To reveal the features of the structure and development of the cognitive activity of the child.

The thinking of schoolchildren undoubtedly still has very large and insufficiently used reserves and possibilities. One of the tasks of psychology and pedagogy is to fully reveal these reserves and, on their basis, make learning more effective and creative.

The concept and structure of human activity.

To begin with, we give various definitions of the concept of "activity" found in the psychological literature.

Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence.

Activity- a dynamic system of interactions of the subject with the world, during which the emergence and embodiment of a mental image in the object and the realization of the relations of the subject mediated by it in objective reality take place.

Activity- an active attitude to the surrounding reality, expressed in the impact on it.

In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. The creative nature of human activity is manifested in the fact that thanks to it, he goes beyond the limits of his natural limitations, i.e. exceeds its own hypothetical possibilities. As a result of the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines, with their help he produced new consumer products, material and spiritual culture, and ultimately transformed himself. The historical progress that has taken place over the past few tens of thousands of years owes its origin to activity, and not to the improvement of the biological nature of people.

The main differences between human activity and animal activity are as follows:

1. Human activity is productive, creative, constructive.

2. Human activity is connected with the objects of material and spiritual culture, which are used by him as objects of satisfaction of needs, or as a means of his own development.

3. human activity transforms himself, his abilities, needs, living conditions.

4. Human activity in its various forms and means of realization is a product of history. The activity of animals acts as a result of their biological evolution.

5. The objective activity of people from birth is not given to them. It is set in the cultural purpose and way of using the surrounding objects. Such activity must be formed and developed in training and education.

Activity differs not only from activity, but also from behavior. Behavior is not always purposeful, does not involve the creation of a specific product, is often passive. Activity is always purposeful, active, aimed at creating a specific product. Behavior is spontaneous, activity is organized; behavior is chaotic, activity is systematic.

Human activity has the following main characteristics: motive, purpose, subject, structure and means.

The motives of human activity can be very different: organic, functional, social, spiritual.

The goal of an activity is its product. It can be a real physical object created by a person, certain knowledge, skills acquired in the course of activity, a creative result. The purpose of an activity is not equivalent to its motive, although sometimes the motive and purpose of an activity may coincide with each other.

The object of activity is that with which it directly deals. So, for example, the subject of cognitive activity is any kind of information, the subject of educational activity is knowledge, skills, and the subject of labor activity is the created material product.

Every activity has a certain structure. It usually identifies actions and operations as the main components of the activity. An action is also called a part of an activity. Having a completely independent, human-conscious goal. For example, an action included in the structure of cognitive activity can be called getting books, reading them.

An operation is a way of performing an action. The nature of the operation depends on the conditions for performing the action, on the skills and abilities available to the person, on the available tools and means for performing the action.

The means of carrying out activities for a person are the tools that he uses when performing certain actions and operations.

Thus, learning activities include a variety of actions: recording lectures, reading books, solving problems, etc. In action, one can also see the goal, the means, the result. For example, the purpose of weeding is to create conditions for the growth of cultivated plants.

Any activity is a chain of actions:

FACILITIES

ACHIEVEMENTS

ACTIONS,

DIRECTIONAL

ON ACHIEVEMENT

RESULT

It (activity) is inextricably linked with consciousness and will, relies on them, and is impossible without cognitive and volitional processes.

So, activity is the internal (mental) and external (physical) activity of a person, regulated by a conscious goal.

Human activity is very diverse, we will consider activity as cognition.

How does a person know the world around him? This requires, first of all, the normal functioning of the sense organs, thanks to which a person receives information about the world around him, as well as about the state of his own body. Five basic senses: taste, touch, sight, hearing and smell - were described by the ancient Greek philosopher Aristotle more than two thousand years ago. But to this day, their study continues, the analysis of the mechanisms of action. The initial element of sensory experience are sensations resulting from the direct impact of reality on the senses.

General characteristics of cognitive processes.

Feel

Sensations are the simplest of all psychic phenomena. They are a conscious, subjectively presented in a person’s head or an unconscious, but acting on his behavior, product of processing by the nervous system of significant stimuli that arise in the internal or external environment.

The ability to sense is present in all living beings with a nervous system. As for conscious sensations, they exist only in living beings that have a brain and a cerebral cortex. This, in particular, is proved by the fact that when the activity of the higher parts of the central nervous system is inhibited, the work of the cerebral cortex is temporarily turned off in a natural way or with the help of biochemical preparations, a person loses the ability to have sensations, i.e. feel, consciously perceive the world. This happens, for example, during sleep, during anesthesia, with painful disturbances of consciousness.

Types of sensations reflect the uniqueness of the stimuli that generate them. These stimuli, being associated with different types of energy, cause corresponding sensations of different quality: visual, auditory, skin (sensations of touch, pressure, pain, heat, cold, etc.), gustatory, olfactory. Information about the state of the muscular system is provided to us by proprioceptive sensations, which indicate the degree of muscle contraction or relaxation. Feelings of balance testify to the position of the body relative to the direction of gravitational forces. Both are usually not recognized.

Perception

Unlike sensations, which are not perceived as properties of objects, specific phenomena or processes occurring outside and independently of us, perception always acts as subjectively correlated with the reality existing outside of us, designed in the form of objects, and even in the case when we have dealing with illusions, or when the perceived property is relatively elementary, causes a simple sensation (in this case this feeling necessarily refers to some phenomenon or object, is associated with it).

Sensations are in ourselves, while the perceived properties of objects, their images are localized in space. This process, which is characteristic of perception as opposed to sensation, is called objectification.

Another difference between perception in its developed forms and sensations is that the result of the occurrence of a sensation is a certain feeling (for example, sensations of brightness, loudness, salty, pitch, balance, etc.), while as a result of perception, an image that includes a complex of various interrelated sensations attributed by human consciousness to an object, phenomenon, process. In order for a certain object to be perceived, it is necessary to perform some kind of counter activity in relation to it, aimed at its research, construction and clarification of the image. For the appearance of sensation, this, as a rule, is not required.

Separate sensations are, as it were, “tied” to specific analyzers, and it is enough for the stimulus to act on their peripheral organs - receptors, for the sensation to arise. The image formed as a result of the process of perception implies interaction, coordinated work of several analyzers at once. Depending on which of them works more actively, processes more information, receives the most significant features that indicate the properties of the perceived object, and distinguish between types of perception. Accordingly, visual, auditory, tactile perception is distinguished. Four analyzers - visual, auditory, skin and muscle - most often act as leaders in the process of perception.

Objectivity, integrity, constancy and categorization (meaningfulness and significance) are the main properties of the image that develop in the process and result of perception. Prev accuracy- this is the ability of a person to perceive the world not in the form of a set of sensations that are not related to each other, but in the form of objects separated from each other that have properties that cause these sensations. Integrity perception is expressed in the fact that the image of perceived objects is not given in a completely finished form with all the necessary elements, but, as it were, is mentally completed to a certain integral form based on a small set of elements. This also happens if some details of an object are not perceived by a person directly at a given moment in time. Constant ness is defined as the ability to perceive objects relatively constant in shape, color and size, a number of other parameters, regardless of the changing physical conditions of perception. Category human perception is manifested in the fact that it is of a generalized nature, and we designate each perceived object with a word-concept, refer to a certain class. In accordance with this class, we look for and see signs in the perceived object that are characteristic of all objects of this class and expressed in the volume and content of this concept.

The described properties of objectivity, integrity, constancy and categorization of perception from birth are not inherent in a person; they gradually take shape in life experience, partly being a natural consequence of the work of analyzers, the synthetic activity of the brain.

Perception, thus, acts as a meaningful (including decision-making) and signified (associated with speech) synthesis of various sensations received from integral objects or complex phenomena perceived as a whole. This synthesis appears in the form of an image of a given object or phenomenon, which is formed in the course of their active reflection. Perception is a kind of cognitive process, without which mental activity is impossible. What we perceive and cognize does not disappear without a trace, but remains in our memory.

The impressions that a person receives about the world around them leave a certain trace, are preserved, consolidated, and, if necessary and possible, are reproduced. These processes are called memory.“Without memory,” wrote S.L. Rubinshtein, “we would be creatures of the moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.

Memory underlies human abilities, is a condition for learning, acquiring knowledge, and developing skills and abilities. Without memory, the normal functioning of either the individual or society is impossible. Thanks to his memory and its improvement, man has stood out from the animal kingdom and has reached the heights at which he is now. And the further progress of mankind without the constant improvement of this function is unthinkable.

Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing but imprinted, inherited or acquired in the process of individual life experience. Without the constant renewal of such experience, its reproduction under suitable conditions, living organisms would not be able to adapt to the current rapidly changing events of life. Without remembering what happened to it, the body simply could not improve further, since what it acquires would have nothing to compare with, and it would be irretrievably lost.

All living beings have memory, but it reaches the highest level of its development in humans. No other living being in the world has such mnemonic possibilities as he possesses. A person, unlike animals, has speech as a powerful means of memorization, a way of storing information in the form of texts and all sorts of technical records. He does not need to rely only on his organic capabilities, since the main means of improving memory and storing the necessary information are outside him and at the same time in his hands: he is able to improve these means almost endlessly, without changing his own nature. Humans finally have three types of memory that are much more powerful and productive than animals: arbitrary, logical and mediated. The first is associated with a broad volitional control of memorization, the second with the use of logic, the third with the use of various means of memorization, mostly presented in the form of objects of material and spiritual culture.

More precisely and strictly than it was done above, human memory can be defined as psychophysiological and cultural processes that perform the functions of remembering, preserving and reproducing information in life. These functions are basic for memory. They are different not only in their structure, initial data and results, but also in the fact that they are developed differently in different people. There are people who, for example, have difficulty remembering, but on the other hand they reproduce well and keep the material they have memorized in their memory for quite a long time. These are individuals with a developed long-term memory. There are people who, on the contrary, quickly remember, but also quickly forget what they once remembered. They have stronger short-term And operational types of memory.

The images of those objects and phenomena that are not currently perceived, but that were perceived earlier, are called memory representations.

Performance- the result of all past perceptions of a given object or phenomenon. The image of your mother is the result of all the vulgar perceptions of her. A representation can be a generalized image of not only a single object, but also a whole class of similar objects.

You can imagine a pyramid, a triangle, some kind of animal. It will be a generalized image of a whole group of homogeneous objects. Generalized representations play an extremely important role in the formation of concepts - important elements of mental activity.

Representations can be visual, auditory, motor, tactile, etc.

On the basis of different ideas accumulated by the experience of human activity, a person develops imagination.

Imagination

Imagination- a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most “mental” of all mental processes and states. The latter means that the ideal and mysterious nature of the psyche is not manifested in anything other than imagination. It can be assumed that it was the imagination, the desire to understand and explain it, that drew attention to psychic phenomena in antiquity, supported and continues to stimulate it today.

As for the mystery of this phenomenon, it lies in the fact that until now we know almost nothing about the mechanism of imagination, including its anatomical and physiological basis.

Thanks to the imagination, a person creates, intelligently plans his activities and manages them. Almost all human material and spiritual culture is a product of the imagination and creativity of people, and we already know quite well what significance this culture has for the mental development and improvement of the Homo sapiens species. Imagination takes a person beyond the limits of his momentary existence, reminds him of the past, opens the future. Possessing a rich imagination, a person can "live" in different times, which no other living being in the world can afford. The past is fixed in images of memory, arbitrarily resurrected by an effort of will, the future is presented in dreams and fantasies.

Imagination is the basis of visual-figurative thinking, which allows a person to navigate the situation and solve problems without the direct intervention of practical actions. It helps him in many ways in those cases of life when practical actions are either impossible, or difficult, or simply inappropriate (undesirable).

Imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy, fiction.

Attention

Attention- one of those cognitive processes of a person, regarding the essence and right to independent consideration of which there is still no agreement among psychologists, despite the fact that his research has been going on for many centuries. Some scientists argue that attention does not exist as a special, independent process, that it acts only as a side or moment of any other psychological process or human activity. Others believe that attention is a completely independent mental state of a person, a specific internal process that has its own characteristics that cannot be reduced to the characteristics of other cognitive processes. As a justification for their point of view, supporters of the latter opinion point out that in the human brain it is possible to detect and single out a special kind of structures associated specifically with attention, anatomically and physiologically relatively autonomous from those that ensure the functioning of other cognitive processes.

Indeed, in the system of psychological phenomena, attention occupies a special position. It is included in all other mental processes, acts as their necessary moment, and it is not possible to separate it from them, isolate and study it in a “pure” form. We deal with the phenomena of attention only when the dynamics of cognitive processes and the characteristics of various mental states of a person are considered. Every time we try to isolate the "matter" of attention, digressing from the rest of the content of psychic phenomena, it seems to disappear.

However, it is impossible not to see the features of attention, which run like a red thread through all other mental phenomena, where it manifests itself, and cannot be reduced to moments of various types of activity in which a person is included. This is the presence in it of some dynamic, observable and measurable characteristics, such as volume, concentration, switchability and a number of others, which are not directly related to cognitive processes such as sensations, perception, memory and thinking.

One of the most characteristic features of our spiritual life, wrote the famous American psychologist E. Titchener, is the fact that, being under a constant influx of more and more new impressions, we note and notice only the smallest, insignificant part of them. Only this part of external impressions and internal sensations is distinguished by our attention, appears in the form of images, is fixed by memory, becomes the content of reflections.

Attention can be defined as a psychophysiological process, a state that characterizes the dynamic features of cognitive activity. They are expressed in its concentration on a relatively narrow section of external or internal reality, which at a given moment in time become conscious and concentrate on themselves the mental and physical forces of a person for a certain period of time.

Attention- the concentration of the subject's activity at a given moment of time on some real or ideal object - an object, event, image, reasoning.

Attention - it is a process of conscious or unconscious (semi-conscious) selection of one information coming through the senses and ignoring the other.

Human attention has five main properties: stability, concentration, switchability, distribution and volume. Let's consider each of them.

Sustainability attention is manifested in the ability for a long time to maintain a state of attention on any object, subject of activity, without being distracted and without weakening attention. Stability of attention can be determined by various reasons. Some of them are associated with the individual physiological characteristics of a person, in particular with the properties of his nervous system, the general state of the body at a given time; others characterize mental states (excitation, lethargy, etc.), others correlate with motivation (the presence or absence of interest in the subject of activity, its significance for the individual), and fourth - with external circumstances of the activity.

People with a weak nervous system or overexcited can get tired quite quickly, become impulsive. A person who does not feel very well physically also tends to be characterized by intermittent attention. The lack of interest in the subject contributes to the frequent distraction of attention from it, and, on the contrary, the presence of interest keeps attention in an elevated state for a long period of time. In an environment that is characterized by the absence of outwardly distracting moments, attention is quite stable. In the presence of many highly distracting stimuli, it fluctuates, becomes insufficiently stable. In life, the characteristic of the general stability of attention is most often determined by a combination of all these factors taken together.

attention span(opposite quality - absent-mindedness) is manifested in the differences that exist in the degree of concentration of attention on some objects and its distraction from others. A person, for example, can focus his attention on reading some interesting book, on doing some exciting business and not notice anything that is happening around. At the same time, his attention can be focused on a certain part of the readable text, even on a single sentence or word, and also more or less distributed throughout the text. Attention focus is sometimes called concentration and these terms are treated as synonyms.

switchability attention is understood as its transfer from one object to another, from one type of activity to another. This characteristic of human attention is manifested in the speed with which he can transfer his attention from one object to another, and such a transfer can be both involuntary and arbitrary. In the first case, the individual involuntarily transfers his attention to something that accidentally interested him, and in the second - consciously, by an effort of will, forces himself to focus on some object that is not even very interesting in itself. Switching attention, if it occurs on an involuntary basis, may indicate its instability, but such instability is not always a reason to consider it as a negative quality. It often contributes to the temporary rest of the body, the analyzer, the preservation and restoration of the working capacity of the nervous system and the body as a whole.

Two multidirectional processes are functionally connected with the switching of attention: inclusion and distraction of attention. The first is characterized by how a person switches attention to something and completely focuses on it; the second - by how the process of distraction is carried out.

All three of the discussed characteristics of attention are associated, among other things, with special properties of the human nervous system, such as lability, excitability, and inhibition. The corresponding properties of the nervous system directly determine the qualities of attention, especially involuntary attention, and therefore they should be considered mainly as naturally conditioned.

Distribution attention is its next characteristic. It consists in the ability to disperse attention over a large area, to perform several activities in parallel, or to perform several different actions. Note that when it comes to the distribution of attention between different activities, this does not always mean that they are literally carried out in parallel. This happens rarely, and such an impression is created due to the ability of a person to quickly switch from one type of activity to another, having time to return to the continuation of the interrupted one before forgetting occurs.

It is known that the memory for interrupted actions is able to persist for a certain time. During this period, a person can easily return to continue interrupted activities. This is exactly what happens most often in cases of distribution of attention between several simultaneously performed tasks.

The distribution of attention depends on the psychological and physiological state of the person. With fatigue, in the process of performing complex activities that require increased concentration of attention, the area of ​​its distribution usually narrows.

Volume attention - this is such a characteristic of it, which is determined by the amount of information that can simultaneously be stored in the sphere of increased attention (consciousness) of a person. The numerical characteristic of the average amount of attention of people is 5-7 units of information. It is usually established by means of an experience in which a person is presented for a very short time a large number of information. The fact that he manages to notice during this time characterizes his amount of attention. Since the experimental determination of the amount of attention is associated with short-term memorization, it is often identified with the amount of short-term memory.

Thinking

“Common sense has a wonderful scent, but senile teeth are blunt,” one of its most interesting researchers K. Dunker described the meaning of thinking in such an obvious way, opposing it to common sense. It is difficult to disagree with this, bearing in mind that thinking in its highest creative human forms is not reduced to either intuition or life experience, which form the basis of the so-called "common sense". What is thinking? What is its difference from other ways of human cognition of reality?

First of all, thinking is the highest cognitive process. It is a product of new knowledge, an active form of creative reflection and transformation of reality by a person. Thinking generates such a result, which does not exist either in reality itself or in the subject at a given moment in time. Thinking (animals also have it in elementary forms) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas.

The difference between thinking and other psychological processes also lies in the fact that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is set. Thinking, unlike perception, goes beyond the limits of the sensuously given, expands the boundaries of knowledge. In thinking based on sensory information, certain theoretical and practical conclusions are drawn. It reflects being not only in the form of individual things, phenomena and their properties, but also determines the connections that exist between them, which are most often not given directly, in the very perception of a person. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws, entities.

In practice, thinking as a separate mental process does not exist, it is invisibly present in all other cognitive processes: in perception, attention, imagination, memory, speech. The higher forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

Thinking is the movement of ideas, revealing the essence of things. Its result is not an image, but some thought, an idea. A specific result of thinking can be pony tie - a generalized reflection of a class of objects in their most general and essential features.

Thinking is a special kind of theoretical and practical activity that involves a system of actions and operations included in it of an orienting-research, transformative and cognitive nature.

Theoretical conceptual thinking- this is such thinking, using which a person, in the process of solving a problem, refers to concepts, performs actions in the mind, without directly dealing with the experience obtained with the help of the senses. He discusses and looks for a solution to the problem from beginning to end in his mind, using ready-made knowledge obtained by other people, expressed in a conceptual form, judgments, conclusions. Theoretical conceptual thinking is characteristic of scientific theoretical research.

theoretical figurative thinking differs from conceptual thinking in that the material that a person uses here to solve a problem is not concepts, judgments or conclusions, but images. They are either directly retrieved from memory or creatively recreated by the imagination. Such thinking is used by workers in literature, art, in general, people of creative work who deal with images. In the course of solving mental problems, the corresponding images are mentally transformed so that a person, as a result of manipulating them, can directly see the solution of the problem of interest to him.

Both considered types of thinking - theoretical conceptual and theoretical figurative - in reality, as a rule, coexist. They complement each other quite well, reveal to a person different, but interconnected aspects of being. Theoretical conceptual thinking provides, although abstract, but at the same time the most accurate, generalized reflection of reality. Theoretical figurative thinking makes it possible to obtain a specific subjective perception of it, which is no less real than the objective-conceptual one. Without this or that kind of thinking, our perception of reality would not be as deep and versatile, accurate and rich in various shades, as it is in reality.

A distinctive feature of the following type of thinking - visual-figurative- consists in the fact that the thought process is directly connected with the perception of the surrounding reality by a thinking person and cannot be performed without it. Thinking visually-figuratively, a person is attached to reality, and the images themselves necessary for thinking are presented in his short-term and operative memory (in contrast, images for theoretical figurative thinking are retrieved from long-term memory and then transformed).

This form of thinking is most fully and extensively represented in children of preschool and primary school age, and in adults - among people engaged in practical work. This kind of thinking is sufficiently developed in all people who often have to make a decision about the objects of their activity, only by observing them, but without directly touching them.

The last of the types of thinking indicated on the diagram is visual-effective. Its peculiarity lies in the fact that the process of thinking itself is a practical transformational activity carried out by a person with real objects. The main condition for solving the problem in this case is the correct actions with the appropriate objects. This type of thinking is widely represented among people engaged in real production work, the result of which is the creation of any specific material product.

The development of cognitive processes in primary school age

Perception

The rapid sensory development of a child at preschool age leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of an object. The learning process makes new demands on its perception. In the process of perceiving educational information, the arbitrariness and meaningfulness of the activities of students are needed, they perceive various patterns (standards), in accordance with which they must act. The arbitrariness and meaningfulness of actions are closely interconnected and develop simultaneously. At first, the child is attracted by the object itself, and first of all by its external bright signs. Children still cannot concentrate and carefully consider all the features of the subject and single out the main, essential in it. This feature is also manifested in the process of educational activity. When studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and 3, etc. The teacher's work should be constantly aimed at teaching the student to analyze, compare the properties of objects, highlight the essential and express it in a word. It is necessary to teach to focus on the subjects of educational activity, regardless of their external attractiveness. All this leads to the development of arbitrariness, meaningfulness, and at the same time to a different selectivity of perception: selectivity in content, and not in external attractiveness. By the end of grade 1, the student is able to perceive objects in accordance with the needs and interests that arise in the learning process, and his past experience. The teacher continues to teach him the technique of perception, shows the methods of inspection or listening, the procedure for revealing properties.

All this stimulates the further development of perception, observation appears as a special activity, observation develops as a character trait.

The memory of a junior schoolchild is a primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. A younger student remembers more easily what is bright, unusual, what makes an emotional impression. But school life is such that from the very first days it requires the child to memorize the material arbitrarily: this is the daily routine, homework, and the rule learned in the lesson. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization. Researchers distinguish two directions in this work: one - on the formation of meaningful memorization techniques (dismemberment into semantic units, semantic grouping, semantic comparison, etc.), the other - on the formation of playback techniques distributed over time, as well as methods of self-control over the results memorization.

The mnemonic activity of the younger student, as well as his teaching in general, is becoming more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students in grades 1 and 2 find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, they only mechanically dissect the memorized material for the purpose of easier memorization smaller pieces of text. It is especially difficult for them to divide the text into semantic parts from memory, and they do it better only when they directly perceive the text. Therefore, from the 1st grade, work on the dismemberment of the text should begin from the moment when the children orally convey the content of the picture, the story. Drawing up a plan allows them to comprehend the sequence and interconnection of what is being studied (this may be a plan for solving an arithmetic problem that is complex in content or a literary work), remember this logical sequence and reproduce accordingly.

In elementary grades, other methods are also used to facilitate memorization, comparison and correlation. What is usually remembered is correlated with something already well known, and separate parts, questions within the memorized are compared. First, these methods are used by students in the process of direct memorization, taking into account external aids (objects, pictures), and then internal ones (finding similarities between new and old material, drawing up a plan, etc.). It should also be noted that without special training, a junior student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

Playback- a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, self-control.

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed. Psychological studies show that such a need arises primarily when memorizing poems, and by grade III, a need for self-control develops during any memorization and the mental activity of students improves: the educational material is processed in the process of thinking (generalized, systematized), which then allows younger students to more coherently reproduce its content. A number of studies emphasize the special role of delayed reproduction in the comprehension of educational material that is remembered by students. In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Attention

The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only if a sufficiently high level of voluntary attention is formed. As is known, the preschooler is dominated by involuntary attention, it also prevails in the first time of training among younger students. That is why development arbitrary attention becomes a condition for the further successful educational activity of the student, and, consequently, a task of paramount importance for the teacher.

At the beginning of education, as in preschool age, only the outer side of things attracts the student's attention. External impressions captivate students. However, this prevents them from penetrating the essence of things (events, phenomena), and makes it difficult to control their activities. If the teacher constantly cares about guiding the development arbitrary attention of younger schoolchildren, then during their education in the primary grades it is formed very intensively. This is facilitated by a clear organization of the child's actions using a model and also by such actions that he can manage independently and at the same time constantly control himself. Such actions may be a specially organized check of the mistakes made by him or other children or the use of special external means in phonetic analysis. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing voluntariness of attention also affects the development of other properties of attention, which are also still very imperfect in the first year of study.

So, the amount of attention of a younger student is less than that of an adult, and his ability to distribute attention is less developed. The inability to distribute attention is especially pronounced when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the second grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the students' educational work at home, in the classroom and their social affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, a great instability of attention is also manifested. When developing attention stability in younger students, the teacher should remember that in grades 1 and 2, attention stability is higher when they perform external actions and lower when they perform mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, and drawings. Imperfect in younger students and such an important property of attention as switching. At the beginning of their education, they have not yet formed learning skills and abilities, which prevents them from quickly moving from one type of training session to another, however, improving the activity of learning by the 2nd grade leads to the formation in children of the ability to switch from one stage of the lesson to another, from one academic work to another. Along with the development of voluntary attention, involuntary attention also develops, which is now associated not with the brightness and external attractiveness of the object, but with the needs and interests of the child that arise in the course of educational activity, i.e. with the development of their personality, when feelings, interests, motives and needs constantly determine the direction of his attention. So, the development of students' attention is connected with their mastery of educational activities and the development of their personality.

Imagination

In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a younger student from the very beginning of education is included in a purposeful activity that contributes to his mental development.

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important. As a result of the constant efforts of the teacher in this direction, changes occur in the development of the imagination of the younger student: at first, the images of the imagination in children are vague, unclear, but then they become more accurate and definite; at first, only a few features are displayed in the image, and insignificant ones prevail among them, and by the 2nd-3rd class the number of displayed features increases significantly, and essential ones prevail among them; processing of images of accumulated ideas is at first insignificant, and by the 3rd grade, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce convention: at the beginning of learning, a specific object is required for the appearance of an image (when reading and telling, for example, reliance on a picture), and then reliance on a word develops, since it is it that allows the child to mentally create a new image (writing an essay based on the story of the teacher or read in the book).

With the development of the child's ability to control his mental activity, the imagination becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before him. All of the above features create the basis for the development of the process of creative imagination, in which the special knowledge of students plays an important role. This knowledge forms the basis for the development of creative imagination and the process of creativity in their subsequent age periods of life.

Thinking and speech

The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same thing happens in the Russian language lessons when mastering a word, which at first is not separated by him from the designated object, but gradually becomes the subject of special study.

In the development of thinking of younger schoolchildren, psychologists distinguish two main stages.

At the first stage (grades 1-11), their thinking is in many ways similar to the thinking of preschoolers: the analysis of educational material is carried out mainly in visual - actionable And visually - figuratively. Children judge objects and phenomena by their external individual features, one-sidedly, superficially. Their conclusions are based on visual premises given in perception, and conclusions are drawn not on the basis of logical arguments, but by direct correlation of judgment with perceived information. Generalizations and concepts of this stage strongly depend on the external characteristics of objects and fix those properties that lie on the surface. For example, the same preposition “on” is singled out by second-graders more successfully in cases where its meaning is concrete (expresses the relationship between visual objects - “apples on the table”) than when its meaning is more abstract (“one of these days”, “for memory "). That is why the principle of visibility is so important in elementary school. Giving children the opportunity to expand the scope of concrete manifestations of concepts, the teacher makes it easier to single out the essential general and designate it with the appropriate word. The main criterion for a full-fledged generalization is the child's ability to give his own example that corresponds to the knowledge gained.

By the 3rd grade, thinking passes into a qualitatively new, second stage, requiring the teacher to demonstrate the connections that exist between the individual elements of the information being assimilated. By the 3rd grade, children master the genus-species relationships between the individual features of concepts, i.e. classification, an analytical-synthetic type of activity is formed, the action of modeling is mastered. This means that formal logical thinking begins to take shape.

In elementary school, much attention is paid to the formation of scientific concepts. subject concepts(knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture etc.) and relationship concepts(knowledge reflecting the connections and relationships of objective things and phenomena - magnitude, evolution and so on.).

The development of thinking largely depends on the level of development thought processes. So, for example, the development of dialysis goes from the practically effective to the sensual and further to the mental (from grade 1 to grade 3). In addition, the analysis begins as a partial and gradually becomes complex and systemic. Synthesis develops from simple, summarizing to broader and more complex. Analysis for younger students is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis). Comparison at primary school age it goes from non-systematic, focused on external signs, to planned, systematic. When comparing familiar objects, children more easily notice similarities, and when comparing new ones, differences.

It should be noted that younger students begin to realize their own thought processes and try to manage them, although not always successfully.

IN last years more and more talk about the formation in primary school age theoretical thinking based empirical . theoretical thinking is determined through a set of its properties (reflection; analysis of the content of the task with the allocation of a general way to solve it, which is transferred “from the spot” to a whole class of tasks; an internal plan of action that ensures planning and execution of them in the mind). empirical thinking is carried out by comparing outwardly similar, common features of objects and phenomena of the surrounding world, through "trial and error". Research in experimental classes under the guidance of V. V. Davydov showed that elements of theoretical thinking can be formed in the lower grades.

Speech has two main functions: communicative And significative, i.e. is a means of communication and a form of existence of thought. With the help of language and speech, the child's thinking is formed, the structure of his consciousness is determined. The very formulation of thought in verbal form provides a better understanding of the object of knowledge.

Language teaching at school is a controlled process, and the teacher has great opportunities to significantly accelerate the speech development of students through a special organization of educational activities. Since speech is an activity, it is necessary to teach speech as an activity. One of the essential differences between educational speech activity and speech activity in natural conditions is that the goals, motives, content of educational speech do not follow directly from the desires, motives and activities of the individual in the broad sense of the word, but are set artificially. Therefore, it is correct to set a topic, to interest it, to arouse a desire to take part in its discussion, to intensify the work of schoolchildren - one of the main problems in improving the speech development system.

We formulate the general tasks of the teacher in the development of students' speech:

a) provide them with a good speech (linguistic) environment (perception of adult speech, reading books, etc.)

b) create communication situations in the lesson, speech situations that determine the motivation of children's own speech, develop their interests, needs and opportunities for independent speech

c) ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, the construction of structures

d) conduct constant special work on the development of speech at various levels: pronunciation, vocabulary, morphological, syntactic, at the level of coherent speech

e) create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good, correct speech

e) develop not only speech-speaking, but also listening.

It is important to take into account the differences between oral and written speech. Written is a fundamentally new type of speech that a child masters in the learning process. Mastering written speech with its properties (extension and coherence, structural complexity) forms the ability to deliberately express one's thoughts, i.e. contributes to the arbitrary and conscious implementation of oral speech. Written speech fundamentally complicates the structure of communication, as it opens up the possibility of addressing an absent interlocutor. The development of speech requires a long, painstaking, systematic work of younger students and teachers. The development of the emotional-volitional sphere and cognitive activity is also determined by the new formations of his personality: the arbitrariness of actions and deeds, self-control, reflection (self-assessment of one's actions based on correlation with the plan).

Conclusion

Mental activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.

For example, as a cognitive process, memory, which includes such operations as memorization, reproduction, forgetting, and others. Thinking- this is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved and ways to solve it.

Thinking activity is a close connection between sensory cognition and rational cognition.

A child who has come to school and already with a certain amount of knowledge, only in the educational process actively develops and develops his cognitive activity. But in order for it to be even more effective and focused, it mainly depends on the teacher, how he can interest the student and set him up for learning activities.

First-grade children, who have literally been studying for half a year, have well-developed cognitive processes, they are especially well oriented in the world around them, thinking and imagination are well developed, but such basic cognitive processes that strongly affect the learning process, assimilation of material as attention and memory, are just beginning. develop.

Being formed in the process of learning activity, as the necessary means of its implementation, analysis, reflection and planning become special mental actions, a new and more indirect reflection of the surrounding reality. As these mental actions develop, primary schoolchildren also develop the basic cognitive processes in a fundamentally different way: perception, memory, attention, and thinking.

Compared with preschool age, the content of these processes and their form change qualitatively. Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, there is an intellectualization of all mental processes, their awareness, arbitrariness, generalization.

Perception takes on the character of organized observation, carried out according to a specific plan.

The memory acquires an intellectual character in younger schoolchildren. The child not only remembers, but also begins to solve special mnemonic tasks for arbitrary intentional memorization or reproduction of the required material.

At primary school age, there is an intensive formation of memorization techniques. From the simplest methods of memorization through repetition and reproduction, the child proceeds to grouping and comprehending the connections of the main parts of the material being memorized. Schemes and models are used for memorization. At this age, the ability to focus on the required educational content is formed. Attention becomes purposeful and arbitrary, its volume increases, the ability to distribute attention between several objects increases.

List of used literature

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Modern Humanities University, 2000.

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4. Gamezo M.V., Petrova E.A., Orlova L.M. Developmental and pedagogical psychology. Textbook for students of all specialties of pedagogical universities. - M .: Pedagogical Society of Russia, 2003.

5. Dictionary of a practical psychologist /Comp. S.Yu. Golovin. – Minsk: Harvey, 1998.

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schoolchild: Selected psychological works - M., Pedagogy, -
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Introduction

2.1 The study of the cognitive activity of younger students

Conclusion

Introduction

Modern socio-economic conditions lead to a tightening of requirements for education. The school plays a decisive role in the formation and development of the active personality of students. The development of cognitive activity in this sense remains one of the urgent problems in the pedagogy of elementary school.

Many scientists believe that the development of cognitive activity is the main condition for the formation of the creative personality of students (K.A. Abulkhanova-Slavskaya, G.S. Altshuller, I.Ya. Andreev, A.N. Luk, Sh.A. Amonashvili, Ya. A. Ponomarev, A.M. Matyushkin and others). The basis of the successful development of cognitive activity is the creativity of both the teacher and the student.

To date, in pedagogical science there are a number of studies aimed at studying the cognitive activity of younger students. However, the problem of creativity, creative activity as a means of developing the cognitive activity of younger students, in our opinion, has not been studied enough. The development of this problem is purposeour research.

An objectresearch: a holistic pedagogical process in elementary school

Itemresearch: the development of cognitive activity of younger students in the educational process

Research hypothesis: if the educational process in primary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger students.

Tasks research:

To analyze the special literature on the problem of creativity and the development of cognitive activity

To reveal the essence of creativity and its role in the development of cognitive activity of students

Conduct a pedagogical experiment and, based on the results, develop methodological recommendations for the development of cognitive activity

Noveltyresearch is to substantiate creativity as the highest degree of cognitive activity.

Theoretical significanceof this work is to generalize and systematize data on the influence of creativity on the development of cognitive activity of younger students.

Practical significance: development of guidelines for the development of cognitive activity

Methodological basisKeywords: theory of personality, theory of activity, theory of a holistic pedagogical process, works of scientists L.S. Vygotsky, N.F. Talyzina, G.I. Schukina, D.B. Elkonina and others.

Research methods: testing, questioning, experiment, conversations, analysis of products of activity, analysis of theoretical sources and school documentation.

Research Base: Uritskaya secondary school of Sarykol district

cognitive activity creativity student

1. Psychological and pedagogical foundations for the development of cognitive activity of a younger student

1.1 Analysis of psychological and pedagogical literature on the problem of the development of cognitive activity

In documents reflecting the content of education in the Republic of Kazakhstan, the development of cognitive creative activity is considered as one of the most important tasks in teaching the younger generation. .

An analysis of the psychological and pedagogical literature has shown that the general theory of cognitive activity has been developed extensively. The problem of the development of cognitive activity has been sufficiently developed by such scientists as Sh.A. Amonashvili, N.F. Talyzina, G.I. Shchukina and others.

Cognitive activity is a product and a prerequisite for the assimilation of social experience. A person does not bring into the world ready-made forms of behavior, does not have innate logical thinking, ready-made knowledge about the world, mathematical or musical abilities. Its development proceeds not through the deployment of ready-made abilities inherent in heredity from within, but through the assimilation ("appropriation") of the experience accumulated by previous generations (A.N. Leontiev, N.F. Talyzina). Moreover, the main role in this process is played by the teacher, whose social function is to transfer the experience of the previous generation to the new generation.

The cognitive activity of a schoolchild in the learning process is a teaching that reflects the objective material world and its active transforming role as the subject of this activity. The subject of the student's cognitive activity in the learning process is the actions performed by him to achieve the expected result of the activity, prompted by one or another motive. The most important qualities of this activity are independence, which can be expressed in self-criticism; cognitive activity, manifested in interests, aspirations and needs; readiness to overcome difficulties associated with the manifestation of perseverance and willpower; efficiency, which implies a correct understanding of educational tasks, a conscious choice of the necessary action and the pace of their solution.

Sh.A. Amonashvili developed the problem of cognitive activity and cognitive interest in teaching six-year-olds. Interest in learning is merged with the entire life of a younger student: a careless turn of the method, the monotony of the method can undermine interest, which is still very fragile. A group of researchers in Georgia led by Sh.A. Amonashvili developed the psychological and pedagogical foundations laid down in the experiment on teaching six-year-olds, accumulated methods for stimulating the cognitive activity of children (deliberate "mistakes" of the teacher, tasks for attention, writing fairy tales, tasks for comparison. Today, the problem of mastering new knowledge is increasingly being studied in the context of a diverse activities of students, which allows creatively working teachers, educators to successfully form and develop the creativity of students, enriching the personality, educating an active attitude to life.. The basis of cognitive activity is cognitive interest.

Cognitive interest - the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing cognitive interest becomes the basis of a positive attitude to learning. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. Cognitive interest is one of the most important motives for teaching schoolchildren. Under the influence of cognitive interest, according to researchers, educational work, even for weak students, is more productive. Cognitive interest, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development.

Cognitive interest acts as a powerful means of learning. When a child studies under duress, he gives the teacher a lot of trouble and grief, but when children study willingly, things go quite differently. Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically excite, develop and strengthen the cognitive interest of students as an important motive for learning, and as a persistent personality trait, and as a powerful means of educative education, improving its quality.

Like any activity, cognitive activity is aimed not only at the process of cognition, but also at the result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Thus, in the process of cognitive activity, all the most important manifestations of personality interact in a peculiar way.

Different children develop differently and reach different levels of development. From the very beginning, from the moment the child is born, neither the stages through which he must go, nor the end he must reach are given. Child development is a very special process - a process that is determined not from below, but from above, by the form of practical and theoretical activity that exists at a given level of development of society. As the poet said: "Just born, Shakespeare is already waiting for us." This is the nature of child development. Its final forms are not given, not given. Not a single process of development, except ontogenetic, is carried out according to a ready-made model. Human development follows the pattern that exists in society.

Creativity is the highest mental function and reflects reality. However, with the help of these abilities, a mental departure beyond the limits of the perceived is carried out. With the help of creative abilities, an image of an object that has never existed or does not exist at the moment is formed. At preschool age, the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and its implementation in the ability to combine their knowledge and ideas, in a sincere transfer of their feelings.

Currently, there are many approaches to the definition of creativity, as well as concepts related to this definition: creativity, innovative thinking, productive thinking, creative act, creative activity, creative abilities and others (V.M. Bekhterev, N.A. Vetlugina, V. N. Druzhinin, Ya. A. Ponomarev, A. Rebera, etc.).

The psychological aspects of creativity, which involve thinking (Ya.A. Ponomarev, S.L. Rubinshtein, etc.) and creative imagination as a result of mental activity, providing a new education (image), are widely represented in many scientific works, in various types of activity (A.V. Brushlinsky, L.S. Vygotsky, O.M. Dyachenko). "Ability" is one of the most general psychological concepts. In domestic psychology, many authors gave him detailed definitions.

The more developed a person's ability, the more successfully he performs the activity, the faster he masters it, and the process of mastering the activity and the activity itself are subjectively easier for him than training or work in the area in which he does not have the ability. The problem arises: what is this mental essence - abilities? One indication of its behavioral and subjective manifestations (and the definition of B.M. Teplov, in fact, is behavioral) is not enough.

The definition of creativity is as follows. V.N. Druzhinin defines creativity as individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Creativity is an amalgamation of many qualities. And the question of the components of human creativity is still open, although at the moment there are several hypotheses concerning this problem. Many psychologists associate the ability to creative activity, primarily with the peculiarities of thinking. In particular, the famous American psychologist Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by the so-called divergent thinking. Abilities are formed in the process of interaction of a person with certain natural qualities with the world. The results of human activity, being generalized and consolidated, are included as "building material" in the construction of his abilities. These latter form an alloy of the initial natural qualities of a person and the results of his activity. The true achievements of a person are deposited not only outside him, in certain objects generated by him, but also in himself.

A person's abilities are equipment that is not forged without his participation. A person's abilities are determined by the range of those opportunities for mastering new knowledge, their application to creative development, which opens up the development of this knowledge. The development of any ability takes place in a spiral: the realization of the possibilities that the ability of a given level presents opens up new opportunities for the development of abilities of a higher level. The ability is most of all reflected in the ability to use knowledge as methods, the results of the previous work of thought - as a means of its active development.

All abilities in the process of development go through a series of stages, and in order for some ability to rise in its development to a higher level, it is necessary that they have already been sufficiently formed at the previous level. For the development of abilities, there must initially be a certain basis, which is made up of inclinations. The starting point for the development of a person's diverse abilities is the functional specificity of various modalities of sensitivity. So, on the basis of general auditory sensitivity in the process of communication between a person and other people, carried out through language, a person develops speech, phonetic hearing, determined by the phonemic structure of the native language.

Not only the generalization (and differentiation) of phonetic relations plays a significant role in the formation of abilities for language acquisition. Equally important is the generalization of grammatical relations; An essential component of the ability to master languages ​​is the ability to generalize the relationships underlying word formation and inflection.

Able to master the language is one who easily and quickly, on the basis of a small number of trials, generalizes the relations underlying word formation and inflection, and as a result, these relations are transferred to other cases. The generalization of certain relations, of course, requires an appropriate analysis.

giftedness- this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, outstanding) results in one or more types of activity compared to other people.

giftedness- this is a qualitative peculiar combination of abilities that ensure the successful implementation of activities. The joint action of abilities representing a certain structure makes it possible to compensate for the insufficiency of individual abilities due to the predominant development of others.

general abilities or general moments of abilities, determining the breadth of human capabilities, the level and originality of his activity; - a set of inclinations, natural data, a characteristic of the degree of severity and originality of the natural prerequisites for abilities;

talent, the presence of internal conditions for outstanding achievements in activities.

Revealing the essence of cognitive activity, one cannot fail to mention the important role of motivation, since positive motivation always lies at the heart of successful activity. At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long. Unfortunately, we have to observe that already in the second grade the joyful expectation of the school day goes out, the initial craving for learning passes. If we do not want the child not to become weary of school from the first years of education, we must take care to awaken such motives for learning that would lie not outside, but in the very process of learning. In other words, the goal is for the child to learn because he wants to learn, so that he experiences the pleasure of learning itself.

Interest, as a complex and very significant education for a person, has many interpretations in its psychological definitions, it is considered as: the selective focus of a person's attention (N.F. Dobrynin, T. Ribot); manifestation of his mental and emotional activity (S.L. Rubinshtein); activator of various feelings (D. Freyer); active emotional and cognitive attitude of a person to the world (N.G. Morozova); a specific attitude of a person to an object, caused by the consciousness of its vital significance and emotional attractiveness (A.G. Kovalev). The subject of cognitive activity is the most significant property of a person: to cognize the world around us not only for the purpose of biological and social orientation in reality, but in the most essential relation of a person to the world - in an effort to penetrate into its diversity, to reflect in the mind the essential aspects, cause-and-effect relationships, patterns, inconsistency. It is on the basis of - knowledge of the objective world and attitudes towards it, scientific truths - that the worldview, worldview, attitude is formed, the active, biased nature of which contributes to cognitive interest.

Moreover, cognitive activity, activating all the mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity (changes, complicating its goals, highlighting relevant and significant aspects in the subject environment for their implementation, finding other necessary ways, bringing creativity to them). A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since there is a cognitive principle in each of them.

In labor, a person, using objects, materials, tools, methods, needs to know their properties, to study the scientific foundations of modern production, to comprehend rationalization processes, to know the technology of a particular production. Any kind of human activity contains a cognitive principle, search creative processes that contribute to the transformation of reality. A person inspired by cognitive interest performs any activity with great passion, more effectively.

Cognitive interest is the most important formation of a personality, which develops in the process of human life, is formed in the social conditions of its existence and is in no way immanently inherent in a person from birth. Cognitive interest is an integral education of a personality. As a general phenomenon of interest, it has a very complex structure, which is made up of both individual mental processes (intellectual, emotional, regulatory), as well as objective and subjective connections of a person with the world. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result).

Interest is an "alloy" of many mental processes that form a special tone of activity, special states of the individual (joy from the learning process, the desire to delve into the knowledge of the subject of interest, into cognitive activity, experiencing failures and strong-willed aspirations to overcome them). The value of cognitive interest in the life of specific individuals is difficult to overestimate. Interest acts as the most energetic activator, stimulator of activity, real subject, educational, creative actions and life in general.

The student's activity is connected with the exchange and enrichment of his own experience. Schukina G.I. notes in his works that the nature of students' activity changes from performing, actively performing, actively independent to creatively independent. Changing the nature of the activity has a significant impact on changing the position of the student. An active position is characterized by putting forward one's own judgments. The teacher plays an important role in the formation and development of the cognitive activity of the younger student.

Teachers, according to Shchukina G.I. should expose in the pedagogical process the objective possibilities for the development of cognitive interests, excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values.

The skills necessary for solving cognitive problems are called cognitive skills in theory. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular subject and manifested during the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

Talent- a high level of a person's ability to perform certain activities. This is a combination of abilities that enable a person to successfully, independently and in an original way perform a certain complex labor activity.

This is a combination of such abilities that make it possible to obtain a product of activity that is distinguished by novelty, a high level of perfection and social significance. Already in childhood, the first signs of talent in the field of music, mathematics, linguistics, technology, sports, etc. may appear. However, the talent may show up later. The formation and development of talent largely depends on the socio-historical conditions of life and human activity. Talentcan appear in all spheres of human labor: in pedagogical activity, in science, technology, in various types of production. To develop talent, hard work and perseverance are of great importance. Talented people are characterized by the need to engage in a certain type of activity, which sometimes manifests itself in a passion for the chosen business.

The combination of abilities, which are the basis of talent, in each case is special, peculiar only to a certain personality. The presence of talent should be concluded from the results of human activity, which should be distinguished by a fundamental novelty, originality of the approach. Human talent is directed by the need for creativity.

The general skills of independent cognitive work include: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of subject and procedural mental actions. Generalized cognitive skills often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize, the ability to classify and highlight cause-and-effect relationships.

P.Ya. Galperin, N.F. Talyzina call these cognitive skills mental actions. E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity. D.N. Epiphany. ON THE. Menchinskaya - intellectual skills. Despite these different formulations, they are essentially close.

These skills involve the possession and operation of generalized methods of action related to a wide range of factors and phenomena. The formation of learning skills is an indispensable condition for the development of creative activity.

Speaking about the features of the cognitive activity of a younger student, scientists (N.S. Gorchinskaya, N.F. Talyzina, G.I. Shchukina) distinguish the following:

the subject of cognitive activity is the student, and therefore at the center of the teaching is his personality: his consciousness, attitude to the world around him, to the very process of cognition

-since the purpose and content of the student's education are provided for by the program, the learning process can proceed in different ways, with varying degrees of activity and independence of the student.

cognitive activity of a younger student can be

performing, active-performing, creative-independent nature.

Didacts define the functional purpose of cognitive activity as arming with knowledge, skills, promoting education, identifying potential opportunities, engaging in search and creative activities.

The educational process has undoubted opportunities for the development of creative activity due to the fact that it is in it that the development of cognitive activity is actively taking place.

Researchers have identified such elements of creativity in cognitive activity as the search for the causes of malfunctions and their elimination (P.N. Adrianov), the promotion of activity tasks, planning, critical analysis (R.N. Nizamov), self-promotion of the problem, labor planning, finding ways and means works (I.Ya. Lerner, M.N. Skatkin).

Thus, a younger student gradually masters cognitive activity - from reproductive to partially search, and with a purposeful organization of education - creative.

For the successful development of cognitive and, accordingly, creative activity, it is necessary to know the features of the development of cognitive processes of primary school students, such as perception, memory, thinking, attention, and imagination. It is the development of these mental processes that ensures the successful mastery of educational cognitive activity (M.R. Lvov, S.L. Lysenkova, M.I. Makhmutov, etc.). The perception of a younger student is predominantly involuntary. Students still do not know how to control their perception, they cannot independently analyze an object or phenomenon.

The perception of a younger student is determined primarily by the characteristics of the subject itself. Therefore, children notice in objects not the main, essential, but what stands out clearly against the background of other objects.

The process of perception is often limited to recognition and subsequent naming of an object.

The full assimilation of knowledge involves the formation of such cognitive actions that constitute specific techniques characteristic of a particular field of knowledge. The peculiarity of these techniques lies in the fact that their formation and development is possible only on a certain subject material. So, it is impossible, for example, to form the methods of mathematical thinking, bypassing mathematical knowledge; it is impossible to form linguistic thinking without working on linguistic material. Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most of the methods of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, the discovery of these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of already specific methods of work: in mathematics they are one, in language they are different. These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who is excellent at specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the main system of specific methods of thinking in this area, however, specific types of cognitive activity can often be used in a number of subjects.

Gradually, in the process of learning, perception undergoes significant changes. Students master the technique of perception, learn to look and listen, highlight the main, essential, see many details in the subject. Thus, perception becomes dissected and turns into a purposeful, controlled, conscious process.

Changes occur in memory processes. Arbitrary memorization of a first grader is imperfect. So, for example, he often does not remember homework, but easily and quickly remembers bright, interesting things that influenced his feelings. The emotional factor in the memorization of a younger student plays a significant role.

As psychologists (Petrovsky, Zukerman, Elkonin, and others) note, by the third grade, voluntary memorization becomes more productive, and non-voluntary memorization becomes more meaningful.

Unlike preschoolers, younger students more often resort to visual-figurative and logical ways of thinking, which is associated with an expansion of the stock of knowledge and ways of processing it.

However, in the educational process, it is not so much the volume of this knowledge that is important, but its quality, the ability of the child to apply this knowledge internally, in the mind.

Primary school age is the most sensitive to the development of visual-figurative forms of thinking, which play a huge role in any creative activity of a person, in improving his creative abilities. A feature of the creative thinking of schoolchildren is that they are not critical of their product, their idea is not directed in any way and therefore is subjective.

The development of thinking is closely related to the peculiarities of attention. The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, bright, unusual is strong at this age. The child cannot yet control his attention and often finds himself at the mercy of external impressions. Even with the concentration of attention, students do not notice the main, essential. This is due to the peculiarities of their thinking. The visual-figurative nature of mental activity leads to the fact that students direct all their attention to individual, conspicuous objects or their signs.

The attention of a younger student is characterized by instability, easy distractibility. The instability of attention is explained by the fact that excitation prevails over inhibition in a younger student. Also, younger students do not know how to quickly switch their attention from one object to another.

Attention is greatly influenced by the interests and needs of students, and is closely related to the emotions and feelings of children. All that causes strong feelings in them, that which captivates children, as if by itself attracts attention.

Students are especially attentive in the process of creative activity, since here thinking, feelings and will merge together.

Imagination plays a huge role in the development of creative activity. L.S. spoke about this. Vygotsky "Imagination and Creativity at Your Age". The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge and the development of thinking. A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. without this, it is difficult for them to create a new one. In the same way, when reading and telling a child, he relies on a picture, on a specific image. Without this, the student cannot decide to recreate the described situation.

In this case, we are dealing with a creative process based on intuition, independent thinking of the student. The psychological mechanism of activity itself is important here, in which the ability to solve non-standard, non-standard tasks is formed.

1.2 The essential characteristic of creativity. Creativity as the highest degree of cognitive activity

The term "creativity" indicates both the activity of the individual and the values ​​created by her, which, from the facts of her personal destiny, become the facts of culture. As alienated from the life of the subject of his searches and thoughts, it is just as unjustified to explain these values ​​in the categories of psychology as a miraculous nature. A mountain peak can inspire the creation of a painting, a poem or a geological work. But in all cases, once created, these works do not become the subject of psychology to a greater extent than the summit itself. Scientific and psychological analysis revealed something completely different: the ways of its perception, actions, motives, interpersonal relationships and the structure of the personality of those who reproduce it by means of art or in terms of the Earth sciences. The effect of these acts and connections is imprinted in artistic and scientific creations, now involved in a sphere independent of the mental organization of the subject. Creativity means the creation of a new one, which can mean both transformations in the consciousness and behavior of the subject, and products generated by him, but also alienated from him. Terms such as consciousness and behavior do indicate psychology's rightful share in the interdisciplinary synthesis. But behind these terms themselves there are no eternal archetypes of knowledge. Their categorical meaning changes from epoch to epoch. The crisis of mechano-determinism has led, as already noted, to a new style of thinking in psychology. Mental processes began to be considered from the point of view of the subject's search for a way out of a situation that has become problematic for him due to the limitedness of his available experience and therefore requires the reconstruction of this experience and its increment through his own intellectual efforts. The study of the processes of productive thinking as a solution to problems ("puzzles") acted as the main direction associated with the development of the problems of creativity.

Since the time of E. Claparede, K. Dunker and O. Selz, an extensive and dense array of data has been collected on this path. A number of approaches have developed in Soviet psychology, a general summary of which is presented in the work, which highlights: the search for the unknown using the mechanism of analysis through synthesis, the search for the unknown using the mechanism of interaction between logical and intuitive principles, the search for the unknown using the associative mechanism, the search for the unknown using heuristic techniques and methods. The work done in these areas has enriched the knowledge about the mental operations of the subject in solving non-trivial, non-standard tasks.

However, as noted Yugoslav scientist Mirko Grmek, not without reason, “Experimental analysis of problem solving has proven useful in relation to some elementary reasoning processes, but we are still unable to draw from it certain, useful conclusions related to artistic or scientific discovery. In the laboratory the study of creativity is limited by time and is applicable to simple problems: it therefore does not imitate the real conditions of scientific research. The most adequate definition of creativity is given, in our opinion, by S.L. Rubinstein, according to which creativity is an activity that "creates something new, original, which, moreover, is included not only in the history of the development of the creator himself, but also in the history of the development of science, art, etc." . Criticism of this definition with reference to the creativity of nature, animals, etc. unproductive, because it breaks with the principle of cultural-historical determination of creativity.

The identification of creativity with development (which is always the generation of the new) does not advance us in explaining the factors of the mechanisms of creativity as the generation of new cultural values. It can be assumed that the elements of the creative activity of the younger student will be associated with the elements of cognitive, while having their own characteristics. For example, the goal will not be specific and mandatory, and the result will always be the individuality of the author. In addition, any of these types can and should be creative. The cognitive activity of a younger student also has its own characteristics: firstly, the school regime creates special features for children, secondly, the nature of the relationship with the teacher, with classmates changes significantly, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one's cognitive activity changes in the child the field of his intellectual activity and independence is still poorly developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention.

The cognitive activity of a junior schoolchild as a kind of creativity has a number of features, which is explained by the age-related psychological characteristics of development. P.B. Blonsky noticed the main distinguishing features of children's creativity: children's fiction is boring, and the child is not critical of it; the child is a slave to his poor imagination. The main factor determining the creative thinking of a child is his experience: the creative activity of the imagination is directly dependent on the richness and diversity of a person's past experience.

The more versatile and perfect skills and skills of students, the richer their imagination, the more real their ideas.

Thus, developed cognitive processes are a necessary condition for the development of creative activity.

In the issue of raising gifted children, a great responsibility lies with specialists: teachers, child psychologists. They should prompt in time, direct parental education.

Since gifted children have a higher level of mental intellectual development, as a result of which they have certain difficulties that are associated with their special needs of gifted children: they can learn material faster and deeper than most of their peers; they also need slightly different teaching methods.

One of the ways to solve these problems can be enrichment and acceleration.

In a regular school, acceleration takes the form of a child entering first grade earlier and then "jumping" through the classes.

Acceleration has both positive and negative features. On the one hand, a gifted child receives a load adequate to his abilities and gets rid of the tedious boredom of slow progress through the material, which is necessary for his less developed peers. On the other hand, however, heavy workloads and age-inappropriate social situations are sometimes too difficult for the precocious child.

Another method of supporting the education of gifted children - enrichment - most often in our country takes the form of additional classes in various circles (in mathematics, physics, modeling, etc.), sections, schools of special disciplines (music, drawing, etc.) . In these circles, there is usually the possibility of an individual approach to the child and work at a fairly complex level that does not allow boredom. Thus, sufficient motivation and good conditions are created for the progress of a gifted child. The problem here is that a child who attends a circle (or circles) continues to study general education subjects in a way that does not correspond to the characteristics of his intellect.

The second way - special schools for gifted children: lyceums, gymnasiums. Nowadays, these types of educational institutions are very popular.

Well, not a bad solution to the problem, especially since the activities of such institutions are based on a number of scientific principles.

Find a growth point. For successful work with a gifted child, the school must find his strong side and give him the opportunity to show it, feel the taste of success and believe in his abilities. Then and only then the student will have interest, develop motivation, which is a necessary condition for success.

Identification of individual characteristics. Her giftedness lies on the surface, it may be invisible to the "naked eye".

Lessons on an individual schedule. The goal of keeping the child in his points of growth implies the possibility of an individual speed of advancement in various disciplines. The child must have the opportunity to study mathematics, native or foreign language, etc. not with his peers, but with those children with whom he is on the same level of knowledge and skills.

Small study groups. It is desirable that study groups do not exceed 10 people. Only in this case can a truly individual approach be achieved and provide an individual schedule for students.

Special help. A condition for a successful pedagogy of giftedness is the provision of assistance for these disorders. Assistance involves both individual lessons with specialists, and special tools in the classroom.

Education of leadership qualities. Creative activity is characterized by the ability to independently, without regard to others, choose the scope of their activity and move forward. .

Curriculums that open up space for creativity. Programs for gifted children should provide opportunities for independent work and consideration of complex worldview problems.

Organization of classes according to the type of "free class". This type of activity, which is possible with small group sizes, allows students to move around the classroom during classes, form groups dealing with various issues, and relatively free choice of work by children.

The teacher's style is co-creation with students. When working with gifted children, a teacher should strive not so much to convey a certain body of knowledge as to help students make independent conclusions and discoveries. This approach is also connected with the fact that the teacher does not establish unambiguous assessments of correctness, the standard of the correct answer. Pupils argue with each other and evaluate different possibilities of answers.

Selection of teachers. The selection of teachers should be based not only on their competence and ability to find an approach to students. Consequently, the selection of teachers should also take into account the factor of personal creativity, the brightness of the candidate.

Working with parents. Parents should be provided with non-banal information about their children, their strengths and weaknesses and development prospects.

Formation of correct relations between students. The attitude towards leadership and competition should not turn into aggressive forms of student behavior. A firm taboo must be placed on any verbal or physical aggression.

Individual psychological assistance. Even with the most rational organization of the educational process, the emergence of personal problems in gifted students cannot be ruled out. In this case, they should be assisted by a professional psychologist.

It is easy to see that the stated principles form a kind of maximum program, which is not easy to implement in full. However, the experience of their application shows their great developmental effect. Positive results can be achieved even if these principles are partially implemented.

At one time, L.S. Vygotsky argued that human activity can be creative due to the plasticity of the nervous system. Vygotsky singled out two types of activity: reproducing or reproductive and productive or creative. Creative activity is maximally independent. An analysis of the literature on the problem of creativity among primary school students showed that creative activity includes reproductive and creative levels and is considered in two aspects: as an activity to create a new result and as a process of achieving this result

It should be noted the importance of reproductive activity in the development of a younger student. On this occasion, Sh. Amonashvili wrote: "The central point in teaching younger students is the opportunity to rise in cooperation to the highest intellectual level, the possibility of moving from what the child knows to what he does not know, with the help of imitation."

Knowledge is the foundation for the development of the creative activity of a younger student. Creative activity, as noted by teachers (Sh.A. Amonashvili, A.K. Dusavitsky, I.P. Volkov, E.N. Ilyin), cannot go beyond the knowledge available to students. The creativity of primary school students should be brought gradually, based on the existing knowledge, skills and abilities.

Thus, the development of the creative activity of a younger student is impossible if the child does not successfully master the reproductive activity.

Reproductive activity is at the heart of the primary schoolchildren's teaching. The student first imitates, reproduces actions under the guidance of the teacher. This imitation is manifested in copying the perceived material, for example, when retelling the text, the child seeks to literally reproduce what he read.

However, successful mastery of reproductive activity does not guarantee creative development. You can have a fairly large store of knowledge, but not show creative effort. Therefore, if we want reproductive activity to be creative, we need to equip students with ways of creative activity. Education is the leading factor here.

The assimilation of knowledge by a younger student most productively occurs in the process of collective cognitive activity, which has a stimulating effect on the development of independent, research, and creative activity.

Joint cognitive activity under the guidance of a teacher allows solving more complex cognitive tasks, showing creative personal qualities (Sh. Amonashvili, Bondarenko N.A.).

The younger student in the learning process is involved in various activities. There are such types of activity of a younger student: cognitive, design, communication, play, artistic activity, social activity. Each of these activities has the potential to nurture creativity as it seeks to transform and express itself. For example, in a game, a student acquires the ability to develop a plot using imagination and fantasy, the ability to connect several phenomena into a single situation. Thus, the game process is a kind of creativity.

One of the means of forming imagination and creativity are computer games. Computer technologies have great potential in the development of a child's creative activity. The main factors are: saving study time, expanding the scope of independent, creative activity, variability of types of educational activities (V.V. Monakhov)

In the course of visual activity, the child learns to observe, imagine, and construct. Younger students willingly draw and sculpt. In the drawings of a junior schoolchild, in comparison with the drawings of a preschooler, there is a desire to convey a portrait resemblance, movement. Significantly increased demands on the level of their own drawing. Great opportunities for activating collective creativity have a collective visual activity.

The value for the development of creative activity is acquired by the experience acquired by younger students in the course of design. It is better to use materials that can be changed: sand, clay, cloth, pebbles, etc. That is, for the development of creativity, it is important to involve children in the use of parts not only for their intended purpose, but also to solve other problems.

Communication is the main way to interact with other people.

In communication, the child masters the basics of communicative, perceptual skills, expands his life experience. Children learn to express their thoughts, ideas about the world around them.

Thus, the more diverse the cognitive activity (drawing, modeling, computer graphics, live communication, composition, clustering, etc.) is, the more experience the child acquires in creative activity.

The repeated manifestation of the child's creativity in various situations results in the accumulation of experience in creative activity. It is designed to ensure that the child is ready to search for solutions to new problems, to creatively transform reality. The specific content of the experience of creative activity and its main features are as follows: independent transfer of knowledge and skills to a new situation; seeing a problem in a familiar situation; vision of the structure of the object and its new functions, independent combination of known methods of activity into a new one; finding different ways to solve the problem and alternative proofs, constructing a fundamentally new solution to the problem (L.S. Vygotsky, I.P. Volkov, O.Yu. Elkina, etc.)

The experience of the creative activity of a younger student is an integral part of the student's personal experience, which is included in the reflexive activity to create a subjectively new socially valuable product based on the application of knowledge and skills in a non-standard situation Signs of the experience of a younger student: demand in life; the possibility of its use in the reflexive activity necessary for the formation of the image of the "I" of the younger student.

The student acquires the experience of creative activity primarily in educational activities.

In order to successfully master educational activities, a student needs to systematically solve educational tasks, which consist of educational actions, such as transformation, modeling, control, evaluation. The main function of the learning task is to find a common solution. We adhere to the opinion of scientists that if knowledge is given by the teacher in a ready-made form, if it is clearly formulated and does not require creative processing, then the student does not master the educational activity, but only assimilates empirical knowledge. That is, the activity remains at the reproductive level and does not develop into a creative one.

N.F. Talyzina believes that in order for a junior student to master any action, he must repeat it many times over a certain rather long period (for example, mastering the skill of writing). To get rid of monotony when mastering reproducing activity, it is necessary to use various types of tasks, including creative ones.

There are 4 levels of productive work of primary school students (Uvarina N.V., Polevina, Vinokurova).

The first level of copying actions of students according to a given model.

The second level of reproductive activity is to reproduce information about the various properties of the object under study, about ways to solve problems, mostly not beyond the level of memory. Here begins the generalization of techniques and methods of cognitive activity, their transfer to the solution of more complex, but typical problems.

The third level of productive activity is the independent application of acquired knowledge to solve problems that go beyond the known model. It requires the ability and skills for certain mental operations.

The fourth level of independent activity on the transfer of knowledge in solving problems of a completely new level.

In accordance with the levels of independent productive activity of students in solving problems, 4 types of independent work are distinguished:

reproducing, reconstructive-variative, heuristic, creative works.

Reproducing works are necessary for memorizing methods of action in specific situations when formulating signs of concepts, facts and definitions, and solving simple problems.

Reconstructive-variative work allows, on the basis of the acquired knowledge and general ideas, to independently find a way to solve problems in relation to given task conditions, they lead students to a meaningful transfer of knowledge to typical situations, teach them to analyze events, phenomena, facts, form techniques and methods of cognitive activity, contribute to the development of internal motives for cognition.

Heuristics form the skills and abilities of finding answers outside of a known pattern. They require a constant search for new solutions to tasks, systematization of knowledge, transferring them to completely non-standard situations.

Creative work allows students to acquire fundamentally new knowledge, strengthen the skills of independent search for knowledge. The result of the student's creativity will be manifested in his individual activity, in such products as a written essay, an originally solved problem, an invented writing language, crafts, and interesting questions.

Scientists considered various qualities that contribute to the implementation of creative activity. So, Talyzina N.F. believes that a person with a developed internal plan of action is capable of full-fledged creative activity, since only in this case he will be able to generalize the amount of knowledge. Creative activity, according to Talyzina, is the highest form of mental activity, independence, the ability to create something new.

Scientists in their own way define the creative activity of a younger student: as a process, the stages of which are: the accumulation of knowledge and skills to understand the idea and formulate the task; consideration of the problem from different angles, construction of options, implementation of versions, ideas, images, verification of the found options, their selection (Uvarina N.V.); as a productive form of activity aimed at mastering creative experience, creating and transforming objects of spiritual and material culture in a new quality in the process of cognitive activity organized in collaboration with a teacher; (Terekhova G. V.), as the creation of a new one through specific procedures; (Lerner) as the creation of an original product, products in the process of working on which acquired knowledge was independently applied and transferred, combining known methods of activity (I.P. Volkov).

Primary school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. The successful fulfillment of this important vital function is favored by the characteristic abilities of children of this age: trusting obedience to authority, increased susceptibility, impressionability, a naive-playful attitude to much of what they encounter. In younger schoolchildren, each of the noted abilities acts mainly as its positive side, and this is a unique originality of this age.

Some of the features of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. At the same time, different degrees of severity in individual children of one or another age line should be taken into account. But there is no doubt that the considered features significantly affect the cognitive abilities of children and determine the further course of general development.

High susceptibility to environmental influences, disposition to assimilation is a very important aspect of the intellect, which characterizes mental merits in the future.

Giftedness is multifaceted. Psychologists and educators dealing with children's giftedness generally adhere to the following definition of giftedness, which was proposed by the US Committee on Education. Its essence is that the giftedness of a child can be established by professionally trained people who consider the following parameters: outstanding abilities, potential for achieving high results and already demonstrated achievements in one or more areas (intellectual abilities, specific learning abilities, creative or productive thinking , abilities for visual and performing arts, psychomotor abilities).

Analyzing the above definitions, we can identify common features that most authors note - this is the productivity and process of creative activity.

We consider the creative activity of a younger student as the highest degree of cognitive activity that ensures the development of the student's personality. Taking into account the peculiarities of the creative activity of the younger student, the teacher needs to select the content of the educational material, since the younger student is not able to absorb an unlimited amount of information. All material offered by the teacher should be accessible and directly related to the solution of the task.

A feature of elementary school is that most of the subjects are taught by one teacher. This is especially true for small schools. Thus, the teacher has the opportunity to implement the principle of implementing interdisciplinary connections, taking into account the possibilities of various lessons for the development of students' creative activity. For example, in mathematics lessons, when studying counting in the tenth concentration, you can use the national component (as different peoples believed), invite students to come up with their own account.

I.P. Volkov described the experience of implementing interdisciplinary connections of creative lessons (carpentry, woodcarving, appliqués). The main task is the selection of key issues of educational material and their assimilation in the performance of a variety of activities. For example, the study of the key issue of the law of symmetry begins already in the first grade. Performing practical actions where it is required to maintain symmetry (drawing, modeling, marking), students meaningfully learn the key question

So, cognitive activityis not something amorphous, but always a system of certain actions and knowledge included in them.This means that cognitive activity should be formed in a strictly defined order, taking into account the content of the actions that compose it.

When planning the study of new subject material, the teacher first of all needs to determine the logical and specific types of cognitive activity in which this knowledge should function. In some cases, these are cognitive actions that have already been mastered by students, but now they will be used on new material, their boundaries of application will expand. In other cases, the teacher will teach students to use new actions.

1.3 Features of the development of cognitive activity of younger students

Features of educational and cognitive activity: firstly, the school regime creates features for children, secondly, the nature of relationships changes significantly, a new pattern of behavior appears - the teacher, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one's cognitive activity changes, the child still has little the field of his intellectual activity and independence is developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention, extraneous hobbies.

Features of the teacher's work: teachers, according to Shchukina G.I. should expose the objective possibilities of interests in the pedagogical process.

Excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values.

The purpose of the system of education and upbringing: purposefully form the interests, valuable qualities of the individual, contributing to creative activity, its holistic development

Research results Yu.N. Kostenko, confirm the idea that the management of the formation of cognitive activity and interests allows for more intensive and optimal development of children.

Student-centered learning plays an important role in this sense.

Having chosen generalized cognitive skills as the main criteria for the level of development of cognitive interest and activity, we will characterize them. the skills necessary for solving cognitive problems have received in theory the name of cognitive skills, there is no sufficiently exhaustive taxonomy. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular subject and manifested during the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

General skills of independent cognitive work: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of subject and procedural mental actions. Let's focus on generalized cognitive skills. These often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize. The ability to classify and identify cause-and-effect relationships. It should be noted P.Ya. Galperin, N.F. Talyzina call these cognitive skills mental actions, E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity; D.B. Bogoyavlenskaya - intellectual skills. Despite these different formulations, they are essentially close. These skills involve the possession and operation of generalized methods of action related to a wide range of factors and phenomena. The interest of students who do not possess these cognitive skills is not deep and remains superficial.

Often the process of children's creativity is considered in the form of three interrelated stages:

The child sets a task and collects the necessary information.

The child considers the task from different angles 3. the child brings the work started to completion

A significant contribution to the study of this issue in relation to the learning process was made by I.Ya. Lerner, he singled out those procedures of creative activity, the formation of which seems to be the most essential for learning. In particular, I.Ya. Lerner introduces the following modification into the generalized definition of creativity: We call creativity the process of creation by a person of an objectively or subjectively qualitative new by means of specific procedures that cannot be transferred with the help of a described and regulated system of operations or actions. Such procedural features or the content of the experience of creative activity are:

Implementation of near and far intra-system and extra-system transfer of knowledge and skills to a new situation.

Seeing a new problem in a traditional situation.

Vision of the structure of the object.

Vision of a new function of the object as opposed to the traditional one.

taking into account alternatives when solving a problem 6. combining and transforming previously known methods of activity when solving a new problem.

Rejection of everything known and the creation of a fundamentally new approach, a method of explanation. The author notes that the above lists of procedural characteristics of creativity are interconnected. Lerner believes that the peculiarity of the procedural features of creative activity is that. That it is impossible to create preliminary rigid schemes for such activities, since it is impossible to foresee the types, nature, degree of complexity of possible new problems, to see ways to solve newly emerging problems. However, in recent years, attempts have been made to design creative tasks of various levels, in the solution of which it was possible to track the implementation of all stages of creative activity.

It is obvious that the procedural aspect is very important for creative activity in the conditions of training. A qualitatively new product, in principle, can be obtained in a non-creative way, but in procedural creativity it is not. Therefore, for the purposes of learning, it is necessary that the subjectively new be created by implementing specific procedures.

It is they that characterize the general in creativity in scientific, social and educational knowledge. Exploring the learning process M.I. Makhmutov notes that the lack of social novelty in the results of creativity does not lead to a fundamental change in the structure of their creative process. The author writes that the stages of the creative process, its inherent patterns are equally manifested in the creativity of both experienced researchers and children. This commonality of creativity is not clearly expressed at different stages of education due to the lack of the necessary mental culture among students.

The definition of creativity based on the factors of novelty and the social significance of its result is based primarily on the approaches of S.L. Rubinstein and L.S. Vygotsky. Highlighting the novelty and originality of the result of activity as the main features of creativity, Rubinstein introduced into this concept the very criterion of novelty, its significance in personal and social terms. L.S. Vygotsky clarified the concept of the novelty of a product of creativity, emphasizing that such a product should be considered not only new material and spiritual objects created by the individual, but also the ingenious construction of the mind. A similar point of view is developed and deepened by Ya.A. Ponomarev, stating that creativity has an external and internal plan of action, is characterized by both the generation of new products and the creation of internal products. That is, the implementation of the transformation in the consciousness and behavior of the subject. However, many researchers emphasize that the essential features of creativity are the novelty and social significance of not only the result, but also the very process of creative activity. A.T. Zhimelin gives a multifaceted list of signs of creativity, which focuses on the study of this phenomenon, its productive and procedural aspects: the production of a new one, the originality of the results or methods of activity, the combination of elements of various systems in the activity, the connection of activity with cognition, the formulation and solution of problematic non-standard tasks to meet new needs of society, the unity of the spiritual and material.

In a similar vein, from the standpoint of considering creativity as a product and as a process of activity, V.I. Andreev, highlighting the following: the presence in the activity of a contradiction, a problematic situation or a creative task, the social and personal significance of productive activity, the presence of objective socially material prerequisites for the conditions for creativity, the presence of subjective prerequisites for creativity, personal qualities of knowledge of skills, especially positive motivation, the novelty and originality of the process and performance results .

The absence of one of the listed signs, according to Andreev, indicates that the activity as a creative one will not take place. Based on the above ideas, in our study, a dual sign of novelty and originality of the process and result of activity was singled out as the main feature of creativity.

At the same time, following Andreev, we focus on the importance of the productivity of creative activity. The idea is that creativity should contribute to the development of the individual and society. By development, of course, we mean evolution. This is especially true for the teaching profession. As a teacher educates children. One more sign stands out - the presence of subjective prerequisites for the conditions for creativity, personal properties, qualities, orientation of knowledge, skills of creative abilities, which characterizes creative potential.

Considering the issue of personal qualities necessary for successful creative activity, we carried out an analysis of psychological and pedagogical literature, which allowed us to classify these qualities within the framework of five main areas of personality: the psychophysiological sphere, the cognitive sphere, the motivational-value, emotional-volitional sphere, the communicative sphere.

The presence of these qualities indicates the formation of intrapersonal conditions for creative creativity. K. Rogers singles out openness to experience, an internal locus of evaluation, an anticipatory emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, and the ability to spontaneous play of the imagination as such conditions. Maslow characterizes the nature of the creative process as a moment of absorption in some business, dissolution in the present, the state of here and now. General approaches to the characterization of the subjective prerequisites for intrapersonal conditions for creativity are concretized and deepened in the concept of a person's creative abilities.

The full assimilation of knowledge involves the formation of such cognitive actions that constitute specific techniques characteristic of a particular field of knowledge. The peculiarity of these techniques lies in the fact that their formation and development is possible only on a certain subject material. So, it is impossible, for example, to form the methods of mathematical thinking, bypassing mathematical knowledge; it is impossible to form linguistic thinking without working on linguistic material.

Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most of the methods of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, the discovery of these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of already specific methods of work: in mathematics they are one, in language they are different.

These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who is excellent at specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the main system of specific methods of thinking in this area, however, specific types of cognitive activity can often be used in a number of subjects.

An example is a generalized technique for obtaining graphic images. Analysis of particular types of projection images studied in school courses in geometry, drawing, geography, drawing and their corresponding private activities, allowed N.F. Talyzina and a number of scientists highlight the following invariant content of the ability to obtain projection images:

a) establishing a method of projection;

b) determination of the method of displaying the basic configuration according to the condition of the problem;

c) choice of basic configuration;

d) analysis of the form of the original;

e) the image of the elements selected as a result of the analysis of the form of the original and belonging to the same plane, based on the properties of the projections;

e) comparison of the original with its image.

Each specific way of depicting projections in these objects is only a variant of this one. Because of this, the formation of the above type of activity on the material of geometry provides students with an independent solution of problems for obtaining projection images in drawing, geography, and drawing. This means that interdisciplinary communications should be implemented along the lines of not only general, but also specific types of activities. As for the planning of work for each individual subject, the teacher needs to determine in advance the sequence of introducing into the educational process not only knowledge, but also specific methods of cognitive activity.

The school opens up great opportunities for the formation of various methods of thinking. In the elementary grades, one must take care not only of mathematical and linguistic methods of thinking, but also such as biological, historical. Indeed, in the elementary grades, students come across both natural history and social science material. Therefore, it is very important to teach schoolchildren the methods of analysis that are characteristic of these areas of knowledge. If a student simply memorizes a few dozen natural history names and facts, he still will not be able to understand the laws of nature. If a student masters the methods of observing objects of nature, methods of their analysis, establishing cause-and-effect relationships between them, this will be the beginning of the formation of a biological mentality proper. The situation is quite similar with social science knowledge: we must teach not to retell them, but to use them to analyze various social phenomena.

Thus, every time a teacher introduces children to a new subject area, he should think about those specific methods of thinking that are characteristic of this area, and try to form them in students.

Considering that mathematics causes the greatest difficulties for schoolchildren, let us dwell in more detail on the methods of mathematical thinking. The fact is that if students have not mastered these techniques, then after studying the entire course of mathematics, they never learn to think mathematically. And this means that mathematics has been studied formally, that students have not understood its specific features.

So, third-grade students confidently and quickly add up multi-digit numbers in a column, confidently indicating what to write under the line, what to "notice" at the top. But ask the question: "Why do you need to do this? Maybe it's better the other way around: write down what you see under the line, and notice what you wrote down?" Many students are lost, do not know what to answer. This means that students perform arithmetic operations successfully, but they do not understand their mathematical meaning. Correctly performing addition and subtraction, they do not understand the principles underlying the number system and the basis of the actions they perform. In order to perform arithmetic operations, one must first of all understand the principles of constructing a number system, in particular, the dependence of the value of a number on its place in the bit grid.

It is equally important to teach students to understand that a number is a ratio, that a numerical characteristic is the result of comparing the quantity of interest with some standard.This means that the same value will receive a different numerical characteristic when compared with different standards: the larger the standard with which we will measure, the smaller the number will be, and vice versa. Hence, not always indicated by three is less than indicated by five. This is true only when the quantities are measured by the same standard ( measure).

It is necessary to teach schoolchildren, first of all, to single out those aspects in the object that are subject to quantitative assessment. If you do not pay attention to this, then the children will form a wrong idea about the number. So, if you show the first grade students a pen and ask: "Children, tell me, how much is this?" - they usually answer that one. But after all, this answer is correct only in the case when individuality is taken as a standard. If we take the length of the handle as the measured value, then the numerical characteristic may be different, it will depend on the standard chosen for measurement: cm, mm, dm etc.

The following is what students should learn: to compare, add, subtract can only be measured by the same measure.If the students understand this, then they will be able to justify why, when adding in a column, one is written under the line, and the other is noticed above the next digit: the units remain in their place, and the ten formed from them must be added to the tens, which is why it is “noticed” above dozens, etc.

The assimilation of this material provides full-fledged actions with fractions. In this case, students will be able to understand why reduction to a common denominator is necessary: ​​it is actually a reduction to a common measure. Indeed, when we add, say, 1/3 and 1/2, this means that in one case the unit was divided into three parts and one of them was taken, in the other case it was divided into two parts and one of them was also taken. Obviously, these are different measures. You can't stack them. For addition, it is necessary to bring them to a single measure - to a common denominator.

Finally, if students learn that quantities can be measured by various measures and therefore their numerical characteristics can be different, then they will not experience difficulties when moving along the bit grid of the number system: from one to tens, from tens to hundreds, thousands and etc. For them, this will only act as a transition to measuring with larger and larger measures: they measured in units, and now the measure has been increased ten times, so what was designated as ten has now become designated as one dozen.

Actually, it is only by measure that one digit of the number system differs from another. Indeed, three plus five will always be eight, but it could be eight hundred, or eight thousand, and so on. The same is true for decimals. But in this case, we do not increase the measure by ten times, but reduce it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

Thus, if students reveal all these "secrets" of mathematics, they will easily understand and assimilate it. If this is not done, then the students will mechanically perform various arithmetic operations without understanding their essence and, consequently, without developing their mathematical thinking. Thus, the formation of even the most basic knowledge should be organized in such a way that it is simultaneously the formation of thinking, certain mental abilities of students.

The situation is similar with other items. Thus, successful mastery of the Russian language is also impossible without mastering specific linguistic methods of thinking. Often, when studying parts of speech, members of a sentence, students do not understand their linguistic essence, but focus on their place in the sentence or take into account only formal features. In particular, students do not always understand the essence of the main members of sentences, they are not able to recognize them in sentences that are somewhat unusual for them. Try to give middle and even high school students sentences like: "Dinner has just been served", "Everyone has read Krylov's Fables", "Leaflets are carried by the wind around the city." Many students will name the direct object as the subject.

Why do students find it difficult to determine the subject in sentences where there is no subject, where it is only implied? Yes, because they have so far dealt only with such sentences, where the subjects were.

And this led to the fact that they actually did not learn to focus on all the essential features of the subject at the same time, but were content with only one: either semantic or formal. Actually, grammatical methods of working with the subject of the students are not formed. Language, like mathematics, can be studied in essence, i.e. with an understanding of its specific features, with the ability to rely on them, to use them. But this will be only in the case when the teacher forms the necessary methods of linguistic thinking. If due care is not shown about this, then the language is studied formally, without understanding the essence, and therefore does not arouse interest among students.

It should be noted that sometimes it is necessary to form such specific methods of cognitive activity that go beyond the scope of the subject being studied and at the same time determine success in mastering it. This is especially evident when solving arithmetic problems. In order to understand the peculiarities of working with arithmetic problems, first of all, we will answer the question: what is the difference between solving a problem and solving examples? It is known that students cope much easier with examples than with tasks.

It is also known that the main difficulty usually lies in choosing an action rather than doing it. Why is this happening and what does it mean to choose an action? Here are the first questions to be answered. The difference between solving problems and solving examples is that in the examples all actions are indicated, and the student only has to perform them in a certain order. When solving a problem, the student must first of all determine what actions need to be performed. The condition of the problem always describes one situation or another: fodder harvesting, manufacturing of parts, sale of goods, train traffic, etc. Behind this particular situation, the student must see certain arithmetic relationships. In other words, he must actually describe the situation given in the problem in the language of mathematics.

Naturally, for a correct description, he needs not only to know arithmetic itself, but also to understand the essence of the basic elements of the situation, their relationship. So, when solving "buying and selling" problems, a student can act correctly only when he understands what price, cost, what are the relationships between price, cost and quantity of goods. The teacher often relies on the everyday experience of schoolchildren and does not always pay enough attention to the analysis of the situations described in the tasks.

If, when solving "buying and selling" problems, students have some everyday experience, then when solving problems, for example, on "movement", their experience turns out to be clearly insufficient. Usually this type of task causes difficulties for students.

An analysis of these types of tasks shows that the plot described in them is based on quantities associated with processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys. It may be the path taken by the train; it could be used feed, etc. The successful solution of these problems requires a correct understanding not only of these quantities, but also of the relationships existing between them. So, for example, students should understand that the magnitude of the path or the product produced is directly proportional to the speed and time.

The time required to obtain a product or to travel a path is directly proportional to the size of a given product (or path), but inversely proportional to speed: the greater the speed, the less time required to obtain a product or travel a path. If students learn the relationships that exist between these quantities, they will easily understand that two quantities related to the same participant in the process can always be found the third. Finally, not one, but several forces may be involved in the process. To solve these problems, it is necessary to understand the relationship between the participants: they help each other or oppose each other, they are involved in processes at the same time or at different times, etc.

These quantities and their relationships constitute the essence of all tasks for processes. If students understand this system of quantities and their relationships, then they can easily write them down using arithmetic operations. If they do not understand them, then they act by blind enumeration of actions. According to the school curriculum, students study these concepts in the course of physics in the sixth grade, and they study these quantities in their pure form - in relation to movement. In arithmetic, problems for various processes are already solved in elementary school. This explains the difficulty of the students.

Work with lagging third-grade students showed that none of these concepts were mastered by them. Schoolchildren do not understand the relationship that exists between these concepts.

To questions regarding speed, the students gave the following answers: "A car has speed when it goes." When asked how to find out the speed, the students answered: "We did not pass", "We were not taught." Some suggested multiplying the path by the time. Task: "A road 10 km long was built in 30 days. How to find out how many kilometers were built in 1 day?" None of the students were able to solve. The students did not master the concept of "process time": they did not differentiate such concepts as the moment of the beginning, say, of movement and the time of movement.

If the task said that the train left some point at 6 o'clock in the morning, then the students took this as the time of the train's movement and, when finding the path, the speed was multiplied by 6 hours. It turned out that the subjects do not understand the relationship between the speed of the process, time and product (traveled path, for example), to which this process leads. None of the students could say what he needed to know in order to answer the question of the problem. (Even those students who cope with solving problems are not always able to answer this question.) This means that for students the quantities contained in the condition and in the question of the problem do not act as system , where these quantities are related by certain relations. Namely, the understanding of these relations makes it possible to make the right choice of the arithmetic operation.

All of the above leads us to the conclusion that the main condition for the successful development of cognitive activity is the students' understanding of the situation described in the learning task. It follows that when teaching younger students, it is necessary to form methods for analyzing such situations.

2. Experience in the development of cognitive activity of younger students in the educational process of a general education school

.1 Studying the cognitive activity of younger students

In order to test the proposed hypothesis, experimental and pedagogical work was carried out. The pedagogical experiment was carried out on the basis of Uritskaya secondary school from September to May 2009 in the third grades. The experimental class was 3 "A" class, the control - 3 "B" class of this school. In quantitative terms, the classes are equal: the occupancy of the class is 25 people. The work was carried out in three stages. At the first stage (a stating experiment), methods were selected that made it possible to determine the initial level of development of cognitive activity of younger students in the control and experimental classes at the beginning of the experiment. At the second stage (formative experiment), the educational process was based on creativity, taking into account the characteristics of the creative, cognitive activity of students. At the third stage (control), the results obtained were analyzed, compared and generalized, conclusions and methodological recommendations for the development of cognitive activity of younger schoolchildren were formulated.

At the ascertaining stage of the experiment, using specially selected diagnostic methods, we measured the initial level of development of cognitive activity in the control and experimental classes. Since the success of the development of cognitive activity depends on the degree of development of cognitive processes (thinking, imagination, etc.), we measured the initial level of their development. To diagnose the development of memory, we used the technique proposed by Nemov R.S. The technique is used to study the level of development of long-term memory. The experimental material consists of the following task. The experimenter says: “Now I will read you a series of words, and you try to remember them. Get ready, listen carefully: “Table, soap, man, fork, book, coat, ax, chair, notebook, milk.”

A number of words are read out several times so that the children remember. The check takes place in a few days. The coefficient of long-term memory is calculated by the following formula:

where A is the total number of words;

B - the number of memorized words;

C - coefficient of long-term memory.

The results are interpreted as follows:

100% - high level;

75% - average level;

50% - low level.

The results of diagnosing the level of memory development in general by class:

"A" class:

3 "B" class:

· low level - 10 people (40%)

To diagnose mental processes, we used a comprehensive methodology to identify the level of development of logical operations, where such characteristics were measured as: awareness, exclusion of concepts, generalization, analogy. Evaluation of results. For each block, the number of correct answers is counted. Since there are 10 tasks in each block, the maximum number of points is 10. Summing up the number of points for all four blocks, we get a general indicator of the development of the child's logical operations. The assessment is carried out according to the following table.

Table 1

Assessment of the levels of development of mental abilities

Number of pointsThe level of development of mental abilities32-40high26-31medium25 and lesslow

The results of diagnosing mental abilities in two classes:

"A" class:

· average level - 10 people (40%)

3 "B" class:

· average level - 11 people (44%)

· high level - 3 people (12%)

The diagnostic data allow us to conclude that the level of development of mental abilities in the studied classes (56-64%) is low. As in the case of memory diagnostics, a slight lag of the experimental class from the control one (by 8%) can be noted. The number of children with an average level of development of thinking in the experimental class is more by 4%, however, there are more children with a low level of thinking (by 8%) and, accordingly, fewer children with a high level of development of thought processes (by 12%). The most important point at the diagnostic stage is the diagnosis of the imagination of younger students. After all, it is imagination, like no other cognitive process, that is a clear indicator of the level of development of a child’s creative and cognitive activity. The child's imagination is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity. To study the formation of creative imagination we conducted the following study.

Study preparation. Pick up album sheets for each child with figures drawn on them: a contour image of parts of objects, for example, a trunk with one branch, a circle - a head with two ears, etc. and simple geometric shapes (circle, square, triangle, etc.). Prepare colored pencils, felt-tip pens. Conducting research. The child is asked to complete each of the figures so that some kind of picture is obtained. Data processing. The degree of originality, unusualness of the image is revealed. Set the level of problem solving to creative imagination. Low level. It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using this element.

He does not finish it, but draws something of his own side by side (free fantasy). The child draws the figure on the card in such a way that an image of a separate object (a tree) is obtained, but the image is contour, schematic, devoid of details. Average level. A separate object is also depicted, but with various details. Depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises). The child depicts several objects according to the depicted plot (a girl walks with a dog).

High level. The given figure is used qualitatively in a new way. If in 1 - 4 types as the main part of the picture that the child was drawing (circle - head, etc.), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer the roof of the house, but the pencil lead, which the boy is painting a picture.

Evaluation of results:

100% - high level;

75% - average level;

50% - low level.

The results of diagnosing creative imagination in the control and experimental classes:

3 "A" class:

· low level - 11 people (44%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 9 people (36%)

· high level - 4 people (16%)

Diagnostics of the development of creative thinking was carried out using the test of E.P. Torrance. The indicators were assessed according to the following criteria: productivity, originality, flexibility of thinking, ability to develop an idea. Levels of development of creative thinking: high - a large number of ideas, easily finds new strategies for solving any problem, its originality; medium - well-known, banal ideas, students' independence manifests itself in familiar situations; low - does not seek to show any ideas, always follows the instructions of the teacher.

Evaluation of results:

100% - high level;

75% - average level;

30-50% - low level.

The results of diagnosing the level of development of creative thinking in general for two classes:

3 "A" class:

· low level - 10 people (40%)

· average level - 10 people (40%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 11 people (44%)

· high level - 4 people (16%)

Thus, we can note the relatively average level of creative thinking in both classes. The results of diagnosing cognitive processes, verbal imagination, creative imagination and non-standard thinking can be presented in summary table 2.

table 2

Levels of development of cognitive processes in the experimental and control classes at the beginning of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory20%40%40%16%44%40%Logical thinking24%40%36%12%44%44%Verbal imagination16%40%44%12%40%48%Creative imagination20% 36%44%16%36%40%Thinking outside the box20%40%40%16%44%40%

The same table can be represented as a histogram in Figure 1

Figure 1 Summary results of diagnosing cognitive processes in grades 3 "A" and 3 "B" (stating stage of the experiment)

According to the diagram, it can be seen that the control and experimental classes are almost at the same level. The level of formation of cognitive processes in both classes ranges from 52 to 64%.

In addition to cognitive processes, we studied the focus of younger students on acquiring new knowledge (see Appendix 3), also using Talyzina's methodology, we studied the methods of cognitive activity (the ability to classify, generalize, analyze).

Conclusion: At the beginning in both classes there are no noticeable differences in the levels of development of cognitive activity of younger students. Most of the students are in low and intermediate level. The diagnostics carried out confirmed the urgent need for the development of cognitive activity of students.

2.2 Description and analysis of experimental work on the development of cognitive activity of younger students

In order to test the proposed hypothesis, we conducted a formative experiment. The pedagogical experiment was carried out in the third grades on the basis of the Uritskaya secondary school from February to May 2009. To obtain objective data, the data were compared with the control group. The experimental class was 3 "A" class, the control - 3 "B" class of this school.

In quantitative terms, the classes are equal: the occupancy of the class is 25 people. In the control class, the educational process was carried out traditionally, and in the experimental class, training was based on a creative basis, that is, creative tasks were used, a creative atmosphere was created. At the first stage, more attention was paid to the development of cognitive processes and positive motivation for creative activity; on the second, attention was focused directly on the development of skills that ensure the success of independent creative activity. These skills include: the ability to see a problem, ask questions, put forward a hypothesis, define concepts, classify objects according to one of the signs, observe, draw conclusions, prove and defend your ideas.

At the third stage, work was underway to consolidate and develop the above skills. At the lessons, the work was carried out in accordance with the standard curriculum, the goals and objectives of the lesson, one of which was the development of cognitive activity. In addition to the main tasks placed in the textbooks, specially selected tasks aimed at developing creativity in students were used. The first block of tasks is represented by tasks that develop cognitive processes (thinking, imagination, memory).

The second block of tasks is tasks of a reproductive, heuristic and creative nature. It should be noted that an important condition for the work is the style of communication between the teacher and students and between students. In the process of work, we tried to organize an atmosphere of cooperation and goodwill in the lessons. Here are some examples of tasks offered to students in the classroom.

So, at the lesson of literary reading, after studying the section "There are many miracles and secrets in the world", the children were offered the task "Look at the world through the eyes of others" - this is a task for developing the ability to see the problem . " In the third grade, it's just an "epidemic" - everyone is playing space aliens "..." Task: Continue the story in several ways. For example, on behalf of a teacher, parent, student, alien. You can come up with many similar stories, the goal is to teach you to look at the same events from different points of view. "Make up a story on behalf of another character." Assignment for children: imagine that for some time you became the wind, a table, a pebble on the road, an animal, a teacher. Describe one day in your imaginary life. When performing this task, it is necessary to encourage the most inventive, original ideas, a plot twist that indicates penetration into a new unusual image. A variant of the task may be as follows: "Compose a story using the given ending." We evaluate the logic and originality of the presentation. "How many meanings does an object have" (according to J. Gilford). Children are offered a well-known object with known properties (brick, pencil, etc.). Task: find as many options as possible for an unconventional, but real use of the item. When studying the section "What a charm these fairy tales are" at the lessons of literary reading, the methodology developed by I. Vachkov was used.

The method of constructing fairy tales (the method of I.V. Vachkov)

The teacher prepares cards, preferably a large number, on each of them a fairy-tale character is drawn and his name is written. Female characters: Goldfish, Little Red Riding Hood, etc.; male characters: Aldar Kose, Golden forelock, Pinocchio, Brave little tailor, etc. When choosing, two conditions must be observed: they must be well known to children. First option.

The group is divided into subgroups of five people. The cards must be shuffled; each group draws 5 cards at random, after 15-20 minutes they should play a fairy tale well known to children, in which the characters they got would act.

Second option. Each participant draws a card with the image of a fairy-tale hero.

Complicate the task by inviting the children to write a fairy tale that tells about the life of a hero from famous fairy tales. In a fairy tale, the student can imagine himself Vas the main character, depicted in any form, age, appearance. After the children listen to the fairy tale, they express their feelings: did they like this fairy tale or not, if so, which ones; moments, if not, why not?

Educational programs for intellectually gifted children should:

) include the study of broad (global) topics and problems, which allows taking into account the interest of gifted children in the universal and general, their increased desire for generalization, theoretical orientation and interest in the future;

) use an interdisciplinary approach in teaching based on the integration of topics and problems related to various fields of knowledge. This will stimulate the desire of gifted children to expand and deepen their knowledge, as well as develop their ability to correlate heterogeneous phenomena and search for solutions at the "junction" of different types of knowledge;

) assume the study of problems of "open type , allowing to take into account the tendency of children to an exploratory type of behavior, problematic learning, etc., as well as to form the skills and methods of research work;

) take into account the interests of the gifted child to the maximum extent and encourage in-depth study of topics chosen by the child himself;

) maintain and develop independence in learning;

) provide flexibility and variability of the educational process in terms of content, forms and methods of teaching, up to the possibility of their adjustment by the children themselves, taking into account the nature of their changing needs and the specifics of their individual ways of activity;

) provide for the availability and free use of various sources and methods of obtaining information (including through computer networks);

) include a qualitative change in the educational situation itself and educational material up to the creation of special educational rooms with the necessary equipment, the preparation of special teaching aids, the organization of field research, the creation of "jobs at laboratories, museums, etc.;

) to teach children to evaluate the results of their work using meaningful criteria, to form their skills in public discussion and defending their ideas and the results of artistic creativity;

) promote the development of self-knowledge, as well as an understanding of the individual characteristics of other people;

) include elements of individualized psychological support and assistance, taking into account the individual identity of the personality of each gifted child.

One of the most important conditions for the effective education of children with different types of giftedness is the development of such curricula that would correspond to the maximum extent to the qualitative specifics of a particular type of giftedness and take into account the internal psychological patterns of its formation.

There are four learning strategies that can be used in different combinations. Each strategy allows to take into account the requirements for educational programs for gifted children to a different extent.

. Acceleration. This strategy makes it possible to take into account the needs and possibilities of a certain category of children with a high rate of development. It should be borne in mind that the acceleration of learning is justified only in relation to the enriched and to some extent in-depth educational content. An example of such a form of education can be summer and winter camps, creative workshops, master classes that involve intensive training courses in differentiated programs for gifted children with different types of giftedness.

. Deepening.This type of learning strategy is effective with children who show an extraordinary interest in a particular area of ​​knowledge or activity. This involves a deeper study of topics, disciplines or areas of knowledge.

However, the use of in-depth programs cannot solve all problems. First, not all children with intellectual gifts show interest in any one area of ​​knowledge or activity early enough, their interests are broad. Secondly, an in-depth study of individual disciplines, especially in the early stages of education, can contribute to "violent or too early specialization, detrimental to the overall development of the child. These shortcomings are largely removed by training in enriched programs.

. Enrichment.An appropriate learning strategy focuses on quality learning content, going beyond the study of traditional topics, by establishing links with other topics, problems or disciplines. In addition, the enrichment program involves teaching children a variety of ways and methods of work. Such training can be carried out within the framework of the traditional educational process, as well as through immersion of students in research projects, the use of special intellectual trainings to develop certain abilities, etc. Domestic options for innovative learning can be seen as examples of enriched programs.

. Problematization. This type of learning strategy involves stimulating the personal development of students. The focus of learning in this case is the use of original explanations, the revision of available information, the search for new meanings and alternative interpretations, which contributes to the formation of a personal approach in students to the study of various fields of knowledge, as well as a reflective plan of consciousness. As a rule, such programs do not exist as independent (training, general education). They are either components of enrichment programs or exist in the form of special training extracurricular programs.

It is important to keep in mind that the last two learning strategies are the most promising. They make it possible to take into account the characteristics of gifted children as much as possible, therefore they should be used to some extent both in accelerated and in-depth versions of the curriculum.

Summing up the above, it must be emphasized that, undoubtedly, every child should have the opportunity to receive at school such an education that will allow him to achieve the highest possible level of development for him. Therefore, the problem of differentiation of education is relevant for all children, and even more so for gifted children.

The first is differentiation based on separateeducation of gifted children (in the form of their selection for education in a non-standard school or selection when distributed in classes with different curricula).

The second is differentiation based on mixededucation of gifted children in a regular class of a general education school (in the form of multi-level education, individual educational programs, inclusion of a tutorship mode, etc.). The first form of differentiation can be conditionally designated as "external , the second - as "internal.

Taking into account the practical impossibility of involving all children with actual and latent giftedness in teaching according to special programs, it is necessary to train teachers to work with gifted children in ordinary classes. This presupposes the teacher's knowledge of the principles of developmental education, including the possession of special skills in applying the strategies of differentiated programs for gifted children, as well as the possession of non-traditional forms and methods of work in the classroom (group forms of work, research projects, etc.).

Each form of differentiation has its pros and cons. Thus, teaching gifted children in special classes or schools focused on working with gifted children can turn into serious problems due to the variability of manifestations of giftedness in childhood. The situation aggravates the violation of the natural course of the socialization process, the atmosphere of elitism and the stigma of "doomed to success". . In turn, the practice of teaching gifted children in ordinary schools shows that if the specifics of these children are not taken into account, they can suffer irreparable losses in their development and psychological well-being.

Nevertheless, it must be recognized that the most promising and effective is the work with gifted children on the basis of "internal differentiation. As the quality of the educational process in a mass school improves, the qualifications of teachers grow, and developmental and student-centered teaching methods are introduced, the current options for "external" differentiation in working with gifted children may be reduced to a minimum.

It should be noted that the development of research activities, in our opinion, is also a necessary condition for the development of creativity of younger students. At the lesson of knowledge, when studying the section "Nature and Man" of the topic: "Bodies, Substances, Phenomena", they played the game "Magic Transformations" Based on this game, you can conduct a thought experiment. For example, we study how fire affects the change in the physical properties of water. One student is chosen to play the role of Fire.

The rest of the children become Water Droplets that freeze in the cold. They move slowly and turn into ice balls when Fire is far away. When fire is nearby, they move faster, evaporate, become invisible (crouch). When developing research skills, it is important to give the ability to ask questions.It is difficult for an elementary school student, just to ask and accept someone Therefore, the development of this ability should be considered as one of the the most important goals of pedagogical work. As experts in the psychology of creativity emphasize, the ability to raise a question, to highlight a problem is often valued more than the ability to solve it.

Performing this work, it is necessary to realize that behind small studies there are deep, important problems of developing the intellectual and creative potential of the individual. The game is an effective means of developing this skill. For example, the game "find the hidden word" . The host thinks of a word and reports the first letter. For example "A". Children ask various questions, such as "Is this edible?", "Is it in the house?" t etc. The facilitator answers only "yes" or "no".

Guessing questions are not allowed. For example, "isn't that a mouse?" The ability to put forward hypotheses is one of the most important in research activities.

The first thing that makes a hypothesis appear is a problem. Hypotheses arise as possible solutions to a problem. When making assumptions, we use the words: maybe, let's say, it is possible that, if, if, then. Here are some exercises that allow you to train the ability to put forward hypotheses. For example, exercises on circumstances: Under what conditions would each of the items be very useful? Can you think of conditions under which two or more items would be useful? Under what conditions are these objects useless and even harmful?

computer

-mobile phone

The next step in the work is to teach children to define concepts.

The concept is one of the forms of logical thinking. This is a thought that reflects the subject in its essential and general features. An important means of developing the ability to define concepts in younger students are ordinary riddles. Children are especially interested in humorous riddles. Below are such riddles from the book of E.I. Sinitsina "Logic games and riddles".

What is the most nutritious food? (Pie eaten with the eyes)

Why do kangaroo moms hate rainy days so much? (After all, then the kids frolic at home. In your pocket.)

Children, what is long, yellow, and all the time points to the north? (magnetized banana)

Guess what is yellow, with black stripes, publishing "uhzhzh"? (bee flying backwards)

What doesn't exist but has a name? (Nothing)

What will you be at 20? (20 year old man)

Lessons of knowledge like no other allow you to teach children to experiment. The most interesting experiments are real experiments with real objects and their properties. Here are a few simple situations that describe experimentation available to younger students.

Experiment "Determine the buoyancy of objects." Let's start with an experiment to determine the buoyancy of objects. Invite the children to collect ten items. These can be a variety of items, for example: a wooden block, a teaspoon, a small metal plate from a set of toy dishes, an apple, a pebble, a plastic toy, a sea shell, a small rubber ball, a plasticine ball, a cardboard box, a metal bolt, etc.

Now that the items are collected, you can hypothesize which items will float and which will sink. These hypotheses then need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside; if water gets in, it will, of course, sink.

After the first experiment is over, we will continue the experiment, we will study the floating objects themselves. Are they all light? Do they all float in the same way?

Let us give an example of an experiment in the study of the topic "Substances". Let's try to study experimentally the properties of water. Let's take different objects, for example: a sponge, a newspaper, a piece of fabric, a towel), polyethylene, a metal plate, a piece of wood, a porcelain saucer. Now carefully, with a spoon, we will gradually water them with water. What items do not absorb water?

Let's list now from those that absorb, what absorbs better: sponge, newspaper, fabric or wood? If water is splashed on part of each of these items, will the entire item get wet, or just the area where the water hit? Let's continue the experiment on the "disappearance" of water. Pour water into a porcelain saucer. It does not absorb water, we already know this from previous experience. We will mark the border to which water is poured with something, for example, with a felt-tip pen. Let's leave the water for one day and see - what happened? Some of the water disappeared, evaporated. We will mark a new border and check the water level again in a day. The water is steadily evaporating. She couldn't drain, she couldn't soak in. She evaporated and flew into the air in the form of small particles.

Studying the topic "Phenomena" you can experiment with a beam of light. For this experiment, we need a table lamp or flashlight. Let's try to determine how different objects transmit light. We will stock up on sheets of paper (drawing paper, ordinary notebook sheet, tracing paper, colored paper from the labor kit), polyethylene of different densities, pieces of various fabrics.

Before conducting the experiment, let's try to hypothetically assume whether this or that object transmits light. Then we begin our experiment and empirically find those objects that transmit light, and those that do not.

Reflection experiments. Many shiny objects are well known to children and allow them to see their own reflection. Let's try to experiment with reflection. First, let's think and look for where you can see your own reflection. After a collective conversation on this topic and finding several options, you need to try to look in the room for items e you, in which you can see the reflection. These are not only mirrors, but polished furniture, foil, some parts of toys. You can also see your reflection in water, for example.

Looking at our own reflections, let's try to determine whether the reflection is always clear and sharp, on which its clarity and clarity depend. During the experiments, children will come to the conclusion that objects that have very smooth, shiny surfaces give a good reflection, rough objects - much worse.

And there are many objects that do not allow you to see your own reflection at all. Let us investigate the causes of reflection distortion. For example, one can see one's own reflection in a not very even mirror or window glass, in a shiny spoon, crumpled foil, or other object that is not flat. Why is it so funny in this case?

These experiences can get an interesting continuation at home. For example, children might be asked to experiment on how animals feel about their own reflection. Kittens, puppies, parrots and our other pets react especially vividly to their own reflection.

Experiment with reflection of light. Let's try to conduct an experiment similar to the one that was once conducted by Galileo Galilei, proving to his colleagues that the Moon is not a polished ball at all. He used the white wall of the building and a mirror. Instead of a white wall, we can use a sheet of white drawing paper. We already know from previous experiences that smooth, perfectly polished surfaces give excellent reflections, and the better the surface is polished, the clearer the reflection. The mirror surface is much smoother than the paper surface. But what will reflect the beam of light better - a mirror or paper? What will be lighter - paper or a mirror?

The formulation and solution of the problem is another important stage in the work on the formation of the desired quality. According to the algorithm of actions, it is clear that the study begins with identifying the problem, asking questions. For a primary school student, the concept of a problem sounds like a difficult question that is difficult to answer, so the teacher is required to reveal the essence of the term "problem" together with the children in one of the lessons. Before giving a detailed definition, we ask the children; "What is the problem?" "Tell me, please, how do you understand the problem?".

A problem is an uncertainty, in order to eliminate it, actions are required to study everything related to the problem situation. A problem situation is any theoretical or practical situation in which there is no solution corresponding to the circumstances. It is possible that a student understands a problem as a clearly formulated question, and more often a complex of questions that arise in the course of cognition.

The word "problema" in translation from ancient Greek means "difficulty", "barrier", "difficulty", and not just a question. In terms of developing research skills, it is very important that the student, starting his own research, clearly formulates the problem, that is, determines what will investigate, then act. The teacher doing problem identification work with the student should be flexible and not always require a clear statement of the research problem. Do not forget that it is quite enough for a primary school student to give a general, approximate description of the problem, which is considered fundamentally important in the formation of research behavior skills.

Before starting to work with the students to identify the problem, introduce the children to the types of problems and teach them to distinguish through a few exercises. Problem types: Mosaic-like problems , consist of several separate parts. In order to solve the problem as a whole, it is necessary to divide it into several separate parts and solve each component part. Addressing the students, they suggested the following situation: “Tomorrow is a day off, you want to do a lot. You agreed with a friend to watch a movie together, at least an hour to walk in the park; you need at least an hour, otherwise you shouldn't even start. You need to do homework, at the request of your parents, you need to clean the room, which also needs at least an hour. Those are your plans for the weekend."

Guys, how would you organize the day to do everything? All students on pre-prepared leaflets; perform the following types of work:

Draw a circle to represent the problem of organizing the day off. Highlight the individual parts of the "How can I do it all?" problem. Write how many parts you got. Divide this circle into parts according to the highlighted problems and sign each highlighted part.

Answer the questions:

How many hours do you have at your disposal?

How long does it take to work on each part of this problem?

How to distribute all your tasks by time?

Make a weekend schedule.

One of the types of work that allows you to reveal your creative abilities is the preparation of reports on the topic. The topic can be educational and given by the teacher, or the child can choose the topic of interest to him independently. Reports are discussed, questions are asked. Here it is important to create an atmosphere of creativity and cooperation, be sure to praise the children for their work, especially noting what turned out well.

A more difficult level is independent research. The task is to collect the necessary information using possible sources and prepare a report. The teacher plays the role of a consultant. Since it is impossible to hear everyone in one lesson, children should be taught to speak briefly. Some reports are heard immediately, some later. When defending the results of the research, the cognitive value of the topic, originality, the value of the collected material, the logic of the work, the language and style of presentation are evaluated. Protecting an idea is a necessary and significant part of the job.

Our work showed that in the experimental class the children acquired the skills of independent research work; most students have a taste for acquiring new knowledge; most students have mastered the methods of obtaining information; increased interest in the lessons of literary reading and knowledge of the world; most children have learned to work both independently and in a team.

Analysis of the results of the control experiment

To determine the effectiveness of the work carried out, a control experiment was carried out. This experiment involved solving the following tasks: to identify the level of development of cognitive processes of younger students in the experimental and control class; compare the results of the control experiment with the data of the ascertaining experiment, and on the basis of these data draw conclusions and formulate methodological recommendations . The control experiment was carried out according to the same methods as the ascertaining one. In addition, methods were used: observation, analysis of activity products, statistical methods of data processing. We will not dwell on the descriptions of the methods, since all methods for diagnosing the level of development of research skills were used the same as at the ascertaining stage of the experiment, with some change in the actual content.

The results of diagnosing the level of development of mental abilities.

"A" class:

· low level - 9 people (36%)

· average level - 10 people (40%)

· high level - 6 people (24%)

3 "B" class:

· low level - human (28%)

· average level - 10 people (40%)

· high level - 8 people (32%)

Note that at the final stage of the experiment in both classes there is an increase in the level of development of mental abilities. In general, compared with the results of the control class at the end of the experiment in the experimental class, the level of development of mental abilities is 12% higher.

The final diagnosis of the level of development of verbal imagination showed that the level of development of imagination in the experimental class increased compared to the beginning of the experimental activity (by 24%). The results of diagnosing creative imagination in the control and experimental classes.

"A" class:

· low level - 11 people (44%)

· average level - 9 people (36%)

· high level - 5 people (20%)

3 "B" class:

· low level - 8 people (32%)

· high level - 5 people (20%)

The results of diagnosing the level of development of non-standard thinking in general for two classes.

3 "A" class:

· low level - 9 people (36%)

· average level - 11 people (44%)

· high level - 5 people (20%)

3"B" class:

· low level - 7 people (28%)

· average level - 12 people (48%)

· high level - 6 people (24%)

The indicators of the development of cognitive processes, non-standard thinking, verbal and creative imagination, which we received at the final stage of the experiment in the control and experimental classes, will be presented in summary table 3.

Table 3

Levels of development of cognitive processes at the end of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory20%44%36%18%40%42%Logical thinking24%40%36%32%40%28%Verbal imagination20%40%40%32%44%24%Creative imagination20 %36%44%20%48%32%Out of the box20%44%36%24%48%28%

The table data can be represented as a histogram in Figure 2

Figure 2 Summary results of diagnosing cognitive processes in grades 3 "A" and 3 "B" (final stage of the experiment)

As can be seen from the histogram, the experimental class surpasses the control class in terms of the level of development of all the studied cognitive processes. The levels of development of thinking, memory and imagination are high and close to the 80% threshold. The results of diagnosing the levels of development of cognitive processes in the experimental class at the ascertaining and final stages will be presented in histograms

Figure 3 The results of diagnostics of the levels of development of cognitive processes in the experimental class at the beginning and end of the experiment

Analyzing the results of measurements at the ascertaining stage of the experiment, we came to the conclusion that there were no noticeable differences in the levels of development of cognitive activity in the control and experimental class. Both classes were dominated by the low level. The results of the ascertaining section are presented clearly in the form of a graph (Figure 4)

Figure 4 Graph of differences in the levels of cognitive activity in the control and experimental groups

At the end of the formative stage of experimental and pedagogical work, we again measured the levels of development of cognitive activity. The measurement results are shown in table 4.

Table 4

Levels of development of cognitive activity of younger schoolchildren at the end of the experiment

Levels 3 A 3 High 6 (24%) 1 (4%) Medium 10 (40%) 4 (16%) Low 9 (36%) 20 (80%)

Thus, compared with the beginning of the experiment, there were positive changes in the levels of cognitive activity in the experimental group.

At the high level, enrollment increased by 20%; on average - by 20%.

In the control class, the picture remains unchanged, which once again confirms the effectiveness that the introduction of the pedagogical conditions we have identified into the educational process contributes to the development of cognitive activity of younger students. The results of the control cut are clearly presented in the graph (Figure 5).

Figure 5 Graph of differences in the levels of cognitive activity at the end of the experiment in the experimental and control groups

So, the analysis and generalization of the results obtained during the control experiment allow us to conclude that the experimental and pedagogical work carried out on the development of cognitive activity in the process of teaching younger students is effective. The hypothesis put forward at the beginning that if the educational process in elementary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger students was confirmed.

In our time, scientists, teachers, psychologists repeatedly address the problem of the teacher, giving this concept other names, for example, "competencies", "professional qualities" of the teacher. This issue remains relevant, since, naturally, the state and society change over time, which means that the requirements imposed by the state and society on the teacher change. It remains an open question which teacher qualities (or "competences") should be constant, i.e. independent of time.

And what qualities should be "mobile", i.e. necessary for the teacher-teacher in connection with the requirement of the "new" time. So, for example, just 10-15 years ago, computer skills were not among the "competences" of a teacher, but now this quality is necessary for a modern teacher. These questions are also relevant for teacher education: "What kind of teacher should be trained by a pedagogical university?", And for school principals: "What kind of teacher should work in a modern school?"; "What kind of teacher does a modern student need?" and for parents who now have unlimited opportunities to choose an educational institution for their child, and most importantly, this question is important for students: "Which teacher will they be happy to learn from?" As you know, in different periods of historical time, an ordinary representative of society, whether it be a student or his parent, or a representative of the management structure, or the teacher himself - each of them, due to different social and economic positions, puts his own special content into the concept of "teacher's personality".

Therefore, it is interesting to find out what is the idea of ​​a modern student about a teacher; for this, a study was conducted "Teacher through the eyes of a modern student." The students were given a questionnaire containing 3 questions:

) What is a good teacher and why? 2) Which teacher is bad and why? 3) What profession do you intend to choose for yourself in life and why? Analyzing the obtained results, the following conclusions were drawn.

The biggest demand modern students place on such professional qualities of a teacher as universal education, erudition, awareness, progressiveness, the ability to conduct interesting lessons, give interesting assignments. It is interesting to note that in different age groups, students did not ignore such qualities as the appearance and style of the teacher, the guys noted that the teacher should be "young", "handsome", "modernly dressed", "smiling, charming", " cool", "stylishly dressed".

It can be concluded that the external, aesthetic side of the teacher's perception is also important for students. It is also curious that in the 10th grade parallel, 21% of students suggested a computer instead of a teacher, while 5th and 11th graders, on the contrary, do not want to see a computer instead of a teacher. The interests of children in the stage of their formation are labile and more susceptible to the influence of environmental conditions. It is important that it is the younger students and future graduates of the school who insist that the teacher should be a living person with a soul.

It can be concluded that it is in the process of communicating with the teacher as a person that the process of learning and learning takes place, and it is no less important for students to be perceived as individuals with their advantages and disadvantages. A special influence on the development of the child is exerted by the people around him, among which the teacher occupies not the last place.

Thus, summarizing the above, we can name a number of qualities that a teacher should possess and a number of qualities that are negative for a teacher.

Tactful.

Doesn't work creatively.

Pedantic, formalist.

In order to overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work What Learning Does to the Teacher (1932), described some of these harmful effects.

Many teachers and out of school are distinguished by an annoyingly didactic, instructive manner of carrying themselves. The habit of simplifying complex things to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black and white version, and the habit of constantly controlling oneself makes emotional self-expression difficult.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of the students, demanding that they say not what they think, but what is supposed to be said. Moreover, it is very easy for him to convince himself that he is acting in the interests of the guys themselves, insuring them from future troubles. To suppress independent thought, marks, and characteristics, and manipulation of the opinion of fellow students, and pressure on parents are used.

It must be said frankly that for many years our school has been and remains the most effective tool for educating conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and the teacher's thinking in the spirit of a personal approach to education.

Personal approach

Here are the qualities of a teacher who successfully solves his tasks:

1. The teacher understands the student, respects his opinion, knows how to listen and hear, "gets" to each student.

Interested in his subject, knows it well and teaches.

Loves children, kind, friendly, humane.

Sociable, good friend, open, sincere.

Inventive, creative, resourceful, quick-witted.

Applies psychological knowledge and techniques to solve difficult situations.

He controls himself, knows how to restrain emotions.

Tactful.

Comprehensively developed, intelligent, able to speak.

He has a sense of humor, kindly irony, a little coquetry (!).

And these are the qualities of a teacher with which it is better not to work at school:

Aggressive, rude, insults students, uses physical force, tactless, uses his power over the student.

Indifferent, irresponsible, hates students and work

Biased, unfair, has favorites, evaluates not knowledge, but behavior.

Immoral, selfish, greedy, takes bribes, extorts.

He does not know how to listen, understand the student, does not respect the student, does not recognize the student's right to his opinion, is intolerant.

Not able to interest the subject, solve methodological and pedagogical problems.

He does not know his subject, has a limited outlook.

Unsure of himself, passive, withdrawn, unable to stand up for himself.

Doesn't work creatively.

Pedantic, formalist.

In order to overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work What Learning Does to the Teacher (1932), described some of these harmful effects. Many teachers and out of school are distinguished by an annoyingly didactic, instructive manner of carrying themselves. The habit of simplifying complex things to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black and white version, and the habit of constantly controlling oneself makes emotional self-expression difficult.

The position of a teacher is a constant temptation, a test of power. It's not just about subjectivity and personal bias in assessments and attitudes towards students. In a bureaucratically organized system of education, a teacher is, first of all, a civil servant, an official. Its main task is to prevent any incidents and deviations from officially accepted opinions.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of the students, demanding that they say not what they think, but what is supposed to be said. Moreover, it is very easy for him to convince himself that he is acting in the interests of the guys themselves, insuring them from future troubles. To suppress independent thought, marks, and characteristics, and manipulation of the opinion of fellow students, and pressure on parents are used. It must be said frankly that for many years our school has been and remains the most effective tool for educating conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and the teacher's thinking in the spirit of a personal approach to education.

Personal approach- not just taking into account the individual characteristics of students that distinguish them from each other. This is a consistent, always and in everything, attitude towards the student as a person, as a responsible and self-conscious subject of activity.

K.D. Ushinsky wrote that “in the fire that revives youth, the character of a person is cast. That is why one should neither extinguish this fire, nor be afraid of it, nor look at it as something dangerous for society, do not constrain its free burning. And only take care of so that the material that at this time flows into the soul of youth is of good quality "(Ushinsky K.D. Man as a subject of education.

Domestic experience in the development of children's creative activity shows that methodological guidance is necessary for the development of independent activity. It is necessary to plan exemplary activities, outline management techniques. All this contributes to maintaining the sustainable interest of children in creativity.

The teacher can use a whole group of methods to develop independent actions with artistic content. This is the organization of purposeful observation, conversations, questions.

The personality of a gifted child bears clear evidence of his originality, since both the level and the individual originality of the child's activity are determined primarily by his personality. Understanding the personality characteristics of a gifted child is especially important in cases of the so-called latent giftedness, which does not manifest itself until a certain time in the success of the activity. It is the peculiar personality traits, as a rule, organically associated with giftedness, that make the teacher or school psychologist assume that such a child has increased opportunities.

1. Uneven age development of gifted children

2. Family of a gifted child

. The relationship of a gifted child with peers and adults.

. The personality of a gifted child

. Problems of gifted children

A number of psychological studies and special observations show that gifted children are generally much more prosperous than other children: they do not experience learning problems, communicate better with peers, and quickly adapt to a new environment. Their ingrained interests and inclinations, developed since childhood, serve as a good basis for successful personal and professional self-determination. True, these children may also have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potentials.

The most common problems are:

communication, social behaviour,

dyslexia - poor speech development

emotional development

desynchronization of development

physical development,

self-regulation,

lack of creativity

difficulty in vocational guidance,

maladaptation

The level of creative abilities has an impact on the level of development of cognitive processes. Children with a high level of creative abilities also have a higher level of cognitive processes in comparison with children with a low level of creative abilities.

Thus, indeed, children with a high level of creativity also have high results in other aspects of cognitive processes than children with a lower level of creativity, in particular in terms of attention and imagination. Thus, by developing the creative potential of the child, his creative abilities, we also develop the cognitive processes of the individual. (Table #2)

The study identified the necessary conditions for effective adjustment of the social circle of schoolchildren, its structure and content; this is the organic inclusion of adjustments in the life of the team; the adequacy of ways to correct the characteristics of age types of communication among schoolchildren; enrichment and complication of the ways of carrying out the life of the collective or group; saturation of life with creativity, both in content and in the forms of its organization; the emotionality of the style of life and, as a result, the emotional involvement in the life of the team of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; self-activity as a principle of organizing the life of the team. .

There are many ways to conduct research, but due to diagnostics, such traditional methods as conversations and questionnaires are ineffective. Since children of this age experience difficulties associated with insufficient ability to recognize, analyze, express their problems in words. Here it is necessary to establish a long-term trusting contact, during which it becomes possible to freely, frankly discuss the specific experiences of the child.

The study identified the necessary conditions for effective adjustment of the social circle of schoolchildren, its structure and content; this is the organic inclusion of adjustments in the life of the team; the adequacy of ways to correct the characteristics of age types of communication among schoolchildren; enrichment and complication of the ways of carrying out the life of the collective or group; saturation of life with creativity, both in content and in the forms of its organization; the emotionality of the style of life and, as a result, the emotional involvement in the life of the team of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; self-activity as a principle of organizing the life of the team.

According to Renzulli, the task of teachers working with gifted children is to provide them with skillful methodological assistance. A capable child, for example, may well need advice on how to use the library.

Bloom's cognitively oriented model has also proven to be useful as a basis for designing educational programs for gifted preschoolers.

Conclusion

At present, modern education dictates new tasks, calls for the development of the intellectual and creative qualities of the individual. One of the important ways to solve this problem is the development of cognitive activity of students already at the initial stage of education. In order for the processes of development and self-development of a younger student to go intensively, the teacher needs to stimulate the cognitive processes of schoolchildren, form and develop research skills, stimulate cognitive activity and a thirst for new experiences and knowledge.

Naturally, pedagogical support alone is not enough, therefore, we believe that a child needs to be purposefully taught knowledge, skills and abilities of cognitive activity. In this study, we tried to substantiate and practically test some of the pedagogical conditions that ensure the effectiveness of the development of younger students in a general education school. In the course of the work carried out, the following tasks were solved:

based on the analysis of special literature, the essential characteristics of creativity, its role in the development of students' cognitive activity are revealed;

-the features of the cognitive activity of a younger student are revealed;

experimental work was carried out to develop the cognitive activity of younger schoolchildren.

The experimental and pedagogical work carried out confirmed the effectiveness of the work carried out and made it possible to develop the following methodological recommendations for the development of cognitive younger students:

.Teach children to act independently, to avoid direct instructions and instructions.

2.Do not hold back the initiative of children, encourage original solutions.

.Do not do for students what they can do on their own

.To develop in students the ability to independently see problems, trace the connections between objects and phenomena, form the skills of independent problem solving, teach analysis, synthesis, classification, generalization of information.

.Learn to defend your ideas and refuse erroneous ones.

.To develop the cognitive processes of students, using the possibilities of creative tasks, project teaching methods, etc.

The completed thesis research does not exhaust the problem under consideration, but is one of the possible ways to solve it. In our opinion, the issues of enhancing cognitive activity, methods and means of its development, as well as the problem of the relationship between cognitive and creative activity of students are of interest.

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cognitive creativity student educational

Features of educational and cognitive activity: firstly, the school regime creates features for children, secondly, the nature of relationships changes significantly, a new pattern of behavior appears - the teacher, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one's cognitive activity changes, the child still has little the field of his intellectual activity and independence is developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention, extraneous hobbies.

Features of the teacher's work: teachers, according to Shchukina G.I. should expose in the pedagogical process the objective possibilities of interests

2. to excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values.

The purpose of the system of education and upbringing: purposefully form the interests, valuable qualities of the individual, contributing to creative activity, its holistic development.

Research results Yu.N. Kostenko, confirm the idea that the management of the formation of cognitive activity and interests allows more intensive and optimal development of children.

Student-centered learning plays an important role in this sense. Having chosen generalized cognitive skills as the main criteria for the level of development of cognitive interest and activity, we will characterize them. the skills necessary for solving cognitive problems have received in theory the name of cognitive skills, there is no sufficiently exhaustive taxonomy. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular subject and manifested during the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

3. General skills of independent cognitive work: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of subject and procedural mental actions. Let's focus on generalized cognitive skills. These often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize. The ability to classify and identify cause-and-effect relationships. It should be noted P.Ya. Galperin, N.F. Talyzina call these cognitive skills mental actions, E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity; D.B. Bogoyavlenskaya - intellectual skills. Despite these different formulations, they are essentially close. These skills involve the possession and operation of generalized methods of action related to a wide range of factors and phenomena. The interest of students who do not possess these cognitive skills is not deep and remains superficial.

Often the process of children's creativity is considered in the form of three interrelated stages: 1. the child sets a task and collects the necessary information. 2. the child considers the task from different angles 3. the child brings the work started to completion

A significant contribution to the study of this issue in relation to the learning process was made by I.Ya. Lerner, he singled out those procedures of creative activity, the formation of which seems to be the most essential for learning. In particular, I.Ya. Lerner introduces the following modification into the generalized definition of creativity: We call creativity the process of creation by a person of an objectively or subjectively qualitative new by means of specific procedures that cannot be transferred with the help of a described and regulated system of operations or actions. Such procedural features or the content of the experience of creative activity are: 1. the implementation of near and far intra-system and extra-system transfer of knowledge and skills to a new situation. 2. vision of a new problem in a traditional situation. 3. vision of the structure of the object. 4.Vision of the new function of the object as opposed to the traditional one. 5 taking into account alternatives when solving a problem 6. combining and transforming previously known methods of activity when solving a new problem. 7. discarding everything known and creating a fundamentally new approach, method of explanation. The author notes that the above lists of procedural characteristics of creativity are interconnected. Lerner believes that the peculiarity of the procedural features of creative activity is that.

That it is impossible to create preliminary rigid schemes for such activities, since it is impossible to foresee the types, nature, degree of complexity of possible new problems, to see ways to solve newly emerging problems. However, in recent years, attempts have been made to design creative tasks of various levels, in the solution of which it was possible to track the implementation of all stages of creative activity.

It is obvious that the procedural aspect is very important for creative activity in the conditions of training. A qualitatively new product, in principle, can be obtained in a non-creative way, but in procedural creativity it is not. Therefore, for the purposes of learning, it is necessary that the subjectively new be created by implementing specific procedures. It is they that characterize the general in creativity in scientific, social and educational knowledge. Exploring the learning process M.I. Makhmutov notes that the lack of social novelty in the results of creativity does not lead to a fundamental change in the structure of their creative process. The author writes that the stages of the creative process, its inherent patterns are equally manifested in the creativity of both experienced researchers and children. This commonality of creativity is not clearly expressed at different stages of education due to the lack of the necessary mental culture among students.

The definition of creativity based on the factors of novelty and social significance of its result is based primarily on the approaches of S.L. Rubinshtein and L.S. Vygotsky. Highlighting the novelty and originality of the result of activity as the main features of creativity, Rubinstein introduced into this concept the very criterion of novelty, its significance in personal and social terms.

L.S. Vygotsky clarified the concept of the novelty of a product of creativity, emphasizing that such a product should be considered not only new material and spiritual objects created by the individual, but also the ingenious construction of the mind. A similar point of view is developed and deepened by Ya. A. Ponomarev, stating that creativity has an external and internal plan of action, is characterized both by the generation of new products and the creation of internal products.

That is, the implementation of the transformation in the consciousness and behavior of the subject. However, many researchers emphasize that the essential features of creativity are the novelty and social significance of not only the result, but also the very process of creative activity. A.T. Zhimelin gives a multifaceted list of signs of creativity, which focuses on the study of this phenomenon, its productive and procedural aspects: the production of a new one, the originality of the results or methods of activity, the combination of elements of various systems in the activity, the connection of activity with cognition, the formulation and solution of problematic non-standard tasks to meet new needs of society, the unity of the spiritual and material.

IN In a similar vein, from the standpoint of considering creativity as a product and as a process of activity, V.I. Andreev, highlighting the following: the presence in the activity of a contradiction, a problematic situation or a creative task, the social and personal significance of productive activity, the presence of objective socially material prerequisites for the conditions for creativity, the presence of subjective prerequisites for creativity, personal qualities of knowledge of skills, especially positive motivation, the novelty and originality of the process and performance results .

The absence of one of the listed signs, according to Andreev, indicates that the activity as a creative one will not take place. Based on the above ideas, in our study, a dual sign of novelty and originality of the process and result of activity was singled out as the main feature of creativity.

At the same time, following Andreev, we focus on the importance of the productivity of creative activity. The idea is that creativity should contribute to the development of the individual and society. By development, of course, we mean evolution. This is especially true for the teaching profession. As a teacher educates children. One more sign stands out - the presence of subjective prerequisites for the conditions for creativity, personal properties, qualities, orientation of knowledge, skills of creative abilities, which characterizes creative potential. Considering the issue of personal qualities necessary for successful creative activity, we carried out an analysis of psychological and pedagogical literature, which allowed us to classify these qualities within the framework of five main areas of personality: the psychophysiological sphere, the cognitive sphere, the motivational-value, emotional-volitional sphere, the communicative sphere. The presence of these qualities indicates the formation of intrapersonal conditions for creative creativity.

K. Rogers singles out openness to experience, an internal locus of evaluation, an anticipatory emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, and the ability to spontaneous play of imagination as such conditions.

A. Maslow characterizes the nature of the creative process as a moment of absorption in some business, dissolution in the present, the state here and now. General approaches to the characterization of the subjective prerequisites for intrapersonal conditions for creativity are concretized and deepened in the concept of a person's creative abilities. The full assimilation of knowledge involves the formation of such cognitive actions that constitute specific techniques characteristic of a particular field of knowledge. The peculiarity of these techniques lies in the fact that their formation and development is possible only on a certain subject material. So, it is impossible, for example, to form the methods of mathematical thinking, bypassing mathematical knowledge; it is impossible to form linguistic thinking without working on linguistic material.

Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most of the methods of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, the discovery of these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of already specific methods of work: in mathematics they are one, in language they are different.

These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who is excellent at specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the main system of specific methods of thinking in this area, however, specific types of cognitive activity can often be used in a number of subjects.

An example is a generalized technique for obtaining graphic images. Analysis of particular types of projection images studied in school courses in geometry, drawing, geography, drawing and their corresponding private activities, allowed N.F. Talyzina and a number of scientists highlight the following invariant content of the ability to obtain projection images:

• a) establishing a method of projection;
• b) determination of the method of displaying the basic configuration according to the condition of the problem;
• c) choice of basic configuration;
• d) analysis of the form of the original;
• e) the image of the elements selected as a result of the analysis of the form of the original and belonging to the same plane, based on the properties of the projections;
• e) comparison of the original with its image.

Each specific way of depicting projections in these objects is only a variant of this one. Because of this, the formation of the above type of activity on the material of geometry provides students with an independent solution of problems for obtaining projection images in drawing, geography, and drawing. This means that interdisciplinary communications should be implemented along the lines of not only general, but also specific types of activities. As for the planning of work for each individual subject, the teacher needs to determine in advance the sequence of introducing into the educational process not only knowledge, but also specific methods of cognitive activity.

The school opens up great opportunities for the formation of various methods of thinking. In the elementary grades, one must take care not only of mathematical and linguistic methods of thinking, but also such as biological, historical. Indeed, in the elementary grades, students come across both natural history and social science material. Therefore, it is very important to teach schoolchildren the methods of analysis that are characteristic of these areas of knowledge. If a student simply memorizes a few dozen natural history names and facts, he will still not be able to understand the laws of nature. If a student masters the methods of observing objects of nature, methods of their analysis, establishing cause-and-effect relationships between them, this will be the beginning of the formation of a biological mentality proper. The situation is quite similar with social science knowledge: we must teach not to retell them, but to use them to analyze various social phenomena.

Thus, every time a teacher introduces children to a new subject area, he should think about those specific methods of thinking that are characteristic of this area, and try to form them in students.

Considering that mathematics causes the greatest difficulties for schoolchildren, let us dwell in more detail on the methods of mathematical thinking. The fact is that if students have not mastered these techniques, then after studying the entire course of mathematics, they never learn to think mathematically. And this means that mathematics has been studied formally, that students have not understood its specific features.

So, third grade students confidently and quickly add up multi-digit numbers in a column, confidently indicating what to write under the line, what to “notice” at the top. But ask the question: “Why do you need to do this? Maybe it’s better the other way around: write down what you see under the line, and notice what you wrote down? Many students are lost, do not know what to answer. This means that students perform arithmetic operations successfully, but they do not understand their mathematical meaning. Correctly performing addition and subtraction, they do not understand the principles underlying the number system and the basis of the actions they perform. In order to perform arithmetic operations, one must first of all understand the principles of constructing a number system, in particular, the dependence of the value of a number on its place in the bit grid.

It is equally important to teach students to understand that a number is a ratio, that a numerical characteristic is the result of comparing the quantity of interest with some kind of standard. This means that the same value will receive a different numerical characteristic when compared with different standards: the larger the standard with which we will measure, the smaller the number will be, and vice versa. Hence, not always indicated by three is less than indicated by five. This is true only when the quantities are measured by the same standard (measure). It is necessary to teach schoolchildren, first of all, to single out those aspects in the object that are subject to quantitative assessment. If you do not pay attention to this, then the children will form a wrong idea about the number. So, if you show first grade students a pen and ask: “Children, tell me, how much is this?” - they usually answer that one. But after all, this answer is correct only in the case when individuality is taken as a standard. If we take the length of the handle as the measured value, then the numerical characteristic may be different, it will depend on the standard chosen for measurement: cm, mm, dm, etc.

The next thing that students need to learn is that you can only compare, add, subtract what is measured with the same measure. If the students understand this, then they will be able to justify why, when adding in a column, one is written under the line, and the other is noticed above the next digit: the units remain in their place, and the ten formed from them must be added to the tens, which is why it is “noticed” above dozens, etc. The assimilation of this material provides full-fledged actions with fractions. In this case, students will be able to understand why reduction to a common denominator is necessary: ​​it is actually a reduction to a common measure. Indeed, when we add, say, 1/3 and 1/2, this means that in one case the unit was divided into three parts and one of them was taken, in the other case it was divided into two parts and one of them was also taken.

Obviously, these are different measures. You can't stack them. For addition, it is necessary to bring them to a single measure - to a common denominator. Finally, if students learn that quantities can be measured by various measures and therefore their numerical characteristics can be different, then they will not experience difficulties when moving along the bit grid of the number system: from one to tens, from tens to hundreds, thousands and etc.

For them, this will only act as a transition to measuring with larger and larger measures: they measured in units, and now the measure has been increased ten times, so what was designated as ten has now become designated as one dozen. Actually, it is only by measure that one digit of the number system differs from another. Indeed, three plus five will always be eight, but it could be eight hundred, or eight thousand, and so on. The same is true for decimals. But in this case, we do not increase the measure by ten times, but reduce it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

Thus, if students reveal all these "secrets" of mathematics, they will easily understand and assimilate it. If this is not done, then the students will mechanically perform various arithmetic operations without understanding their essence and, consequently, without developing their mathematical thinking. Thus, the formation of even the most basic knowledge should be organized in such a way that it is simultaneously the formation of thinking, certain mental abilities of students. The situation is similar with other items. Thus, successful mastery of the Russian language is also impossible without mastering specific linguistic methods of thinking. Often, when studying parts of speech, members of a sentence, students do not understand their linguistic essence, but focus on their place in the sentence or take into account only formal features. In particular, students do not always understand the essence of the main members of sentences, they are not able to recognize them in sentences that are somewhat unusual for them. Try to give middle and even high school students sentences like: “Dinner has just been served”, “Everyone has read Krylov’s Fables”, “Leaflets are carried by the wind around the city”. Many students will name the direct object as the subject.

Why do students find it difficult to determine the subject in sentences where there is no subject, where it is only implied? Yes, because they have so far dealt only with such sentences, where the subjects were. And this led to the fact that they actually did not learn to focus on all the essential features of the subject at the same time, but were content with only one: either semantic or formal. Actually, grammatical methods of working with the subject of the students are not formed. Language, like mathematics, can be studied in essence, i.e. with an understanding of its specific features, with the ability to rely on them, to use them. But this will be only in the case when the teacher forms the necessary methods of linguistic thinking. If due care is not shown about this, then the language is studied formally, without understanding the essence, and therefore does not arouse interest among students.

It should be noted that sometimes it is necessary to form such specific methods of cognitive activity that go beyond the scope of the subject being studied and at the same time determine success in mastering it. This is especially evident when solving arithmetic problems. In order to understand the peculiarities of working with arithmetic problems, first of all, we will answer the question: what is the difference between solving a problem and solving examples? It is known that students cope much easier with examples than with tasks. It is also known that the main difficulty usually lies in the choice of action, and not in its implementation. Why is this happening and what does it mean to choose an action? Here are the first questions to be answered. The difference between solving problems and solving examples is that in the examples all actions are indicated, and the student only has to perform them in a certain order. When solving a problem, the student must first of all determine what actions need to be performed. The condition of the problem always describes one situation or another: fodder harvesting, manufacturing of parts, sale of goods, train traffic, etc. Behind this particular situation, the student must see certain arithmetic relationships. In other words, he must actually describe the situation given in the problem in the language of mathematics.

Naturally, for a correct description, he needs not only to know arithmetic itself, but also to understand the essence of the basic elements of the situation, their relationship. So, when solving problems for “purchase and sale”, a student can act correctly only when he understands what price, cost, what are the relationships between price, cost and quantity of goods. The teacher often relies on the everyday experience of schoolchildren and does not always pay enough attention to the analysis of the situations described in the tasks.

If, when solving problems for "buying and selling", students have some everyday experience, then when solving problems, for example, for "movement", their experience turns out to be clearly insufficient. Usually this type of task causes difficulties for students.

Z.I. Kalmykova considered problem-based learning to be the leading condition in the development of cognitive activity. The problem principle, with its focus on the discovery of new knowledge, is the leading principle of developmental learning. Problem learning is such learning, in which the assimilation of knowledge and the initial stage of the formation of intellectual skills occur in the process of relatively independent solution of a system of tasks - problems, proceeding under the general guidance of a teacher. Only those tasks are problematic, the solution of which presupposes, although controlled by the teacher, but an independent search for patterns, methods of action, and rules that are still unknown to the student. Such tasks excite active mental activity, supported by interest, and the “discovery” made by the students themselves brings them emotional satisfaction.

In the 70-80s, I. S. Yakimanskaya made a wide contribution to the scientific research of cognitive activity. Not all education, in her opinion, has a truly developing effect, although it does not exclude the cognitive activity of students. Cognitive activity is the most important source of mental development only when it becomes self-activity. The formation of this self-activity is the most important task of developmental education. I.S. Yakimanskaya noted that "mental activity" is determined by the personal, biased "attitude of the student to the acquired knowledge", such an attitude characterizes the subjective position. The student is not only the object, but also the subject of learning. He not only assimilates the requirements of the teacher, but internally adapts them, reacts selectively to them, actively assimilates them, processes them, taking into account his personal experience, the level of intellectual development. At the same time, she used the term "mental" rather than "cognitive" activity, but considered them as synonymous.

In our opinion, these concepts must be separated, since the term "mental activity" rather characterizes a certain level of mastery of mental operations and is the result of cognitive activity. As for "cognitive activity", it is not complete and includes the process of mastering knowledge.

This interpretation of cognitive activity echoes the definition of T.I. Shamova: “Activity in learning ... is not just the activity state of the student, but ... the quality of this activity, in which the personality of the student is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve the educational and cognitive goal » . This definition seems to be the most complete, since it reflects not only the psychological aspects of cognitive activity (the activity state, the quality of this activity), but also the social ones (the personality of the student and his attitude to the content and nature of the activity), and also names the means that can activate cognitive activity. activity: interest, development of the motivational sphere, volitional qualities (the desire to mobilize one's moral and volitional efforts) and the specific addressee of the application of these efforts (achieving an educational and cognitive goal).

T.I. Shamova does not reduce cognitive activity to a simple exertion of the student's intellectual and physical forces, but considers it as a quality of personality activity, which manifests itself in the student's attitude to the content and process of activity, in his striving for effective mastery of knowledge and methods of activity in the optimal time, in moral mobilization -volitional efforts to achieve educational and cognitive goals.

The activation of cognitive activity, or cognitive activity, as teachers and psychologists understand it, implies a certain stimulation, strengthening the process of cognition and development.

The true possibilities of developing education and its influence on cognitive activity were revealed by V.V. Davydov. The effectiveness of developmental education and upbringing is revealed when their content, as a means of organizing the child's reproductive activity, corresponds to its psychological characteristics, as well as to those abilities that are formed on its basis. The structure of developmental learning includes such components as educational and cognitive needs, motives, learning task, appropriate actions and operations.

Interests act as psychological prerequisites for the child's need to acquire theoretical knowledge. In the process of formation of the need for educational activity in younger students, it is concretized in a variety of motives that require children to perform educational actions, that is, cognitive activity. The implementation of this method of assimilation implies a special activation of cognitive activity. It is based on the transformation of educational material, familiarization of the student with the origin of knowledge, by highlighting the most fundamental, basic concepts.

Pedagogical reality proves every day that the learning process is more effective if the student is cognitively active. This phenomenon is fixed in pedagogical theory as the principle of "activity and independence of students in learning". The means of implementing the leading pedagogical principle are varied. At present, an extensive fund of knowledge (approaches) to the activation of the cognitive activity of students has been accumulated.

Let's dwell on the most significant of them.

1. Activity approach, which is based on the theory of activity. Its main postulate says: personality is formed in activity.

For teachers organizing the learning process, it is important to know the structure of activities. Its main components are: motives, purpose, tasks, content, means, forms, methods and techniques, result. This means that the teacher must influence the emotional-motivational, mental, practical sphere of the personality of students by various means.

It is also important for teachers to know the main types of activities that schoolchildren are involved in: educational and cognitive, social, labor, gaming, aesthetic, sports and recreation. It is very important to interconnect these activities.

• 2. Person-oriented approach based on the ideas of humanistic psychology and pedagogy. In the conditions of personality-oriented learning, the teacher is to a large extent the organizer of the cognitive independent activity of students. Personally-oriented learning is currently achieved by variant programs, differentiated methods, creative homework, extracurricular forms of organization of students' activities.
• 3. The research approach to the learning process is related to the previous one. It is its implementation that ensures productive independent cognitive activity of students, develops mental abilities, prepares for self-education. Various heuristic methods are used to attract schoolchildren to research search: search conversation, independent derivation of rules, formulas, concepts, solving non-standard problems, observations and experiments.

Problem-based learning is the most important means of research and exploratory cognitive activity. Modern studies of psychologists on problem-based learning convincingly prove that the cognitive activity of students in solving search research problems is different than in solving standardized problems.

The whole point of problem-based learning is to create special situations in the learning process, when the student cannot remain indifferent, cannot focus only on the solution indicated by the teacher. In a problem situation, contradictions are revealed between the student's existing knowledge and the task assigned to him, between the task to be solved and the methods of solution that he owns.

M.I. Makhmutov. in his monograph on problem-based learning, he notes: “we understand a learning problem as a reflection (form of manifestation) of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in studying the essence of the unknown and leading to the assimilation of a new concept or a new mode of action”

4. Algorithmization of learning asserts the need for strict prescriptions when performing tasks of a certain type. Algorithms of educational actions contribute to their organization, their easier and faster implementation, due to which cognitive activity becomes clearer, more productive.

Algorithmization is closely related to programmed learning, its essence is an extremely clear and accurate choice of information supplied to students in small doses. Within the step-by-step movement, feedback is established, allowing you to immediately see whether the task is understood or solved.

5. Computerization of education. The use of computers as a tool for human cognition increases the possibilities for the accumulation and application of knowledge, creates conditions for the development of new forms of mental activity, and intensifies the learning process.

At the first stage, the computer is the subject of educational activity, during which students acquire knowledge about the operation of this machine, learn programming languages, and learn the skills of the operator. At the second stage, the computer turns into a means of solving educational problems.

A computer is not just a technical device that complements, for example, visibility in training, it requires appropriate software.

6. One of the directions for enhancing the learning of students is collective cognitive activity. Collective cognitive activity is a joint activity of students, which is organized by the teacher in such a way that students get the opportunity, when performing a common task, to coordinate their actions, distribute areas of work, clarify functions, that is, an atmosphere of business dependence is created, communication is organized with each other in connection with obtaining knowledge, there is an exchange of intellectual values.

Cognitive activity reflects a certain interest of younger students in obtaining new knowledge, skills and abilities, internal purposefulness and a constant need to use different methods of action to fill knowledge, expand knowledge, and broaden their horizons.

Mostly, the problem of the formation of cognitive activity at the personal level, as evidenced by the analysis of literary sources, is reduced to the consideration of the motivation for cognitive activity and to the methods of forming cognitive interests. Cognitive activity can be considered as a manifestation of all aspects of the student's personality: it is an interest in the new, the desire for success, the joy of learning, it is also an attitude to solving problems, the gradual complication of which underlies the learning process.

The search for effective ways to enhance the cognitive activity of schoolchildren is also characteristic of pedagogical practice. Primary school teacher L.K. Osipova considers the problems of lowering cognitive activity in first-graders. Studying is work, and work is not easy.

At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long. Unfortunately, we have to observe that by the middle of the school year, first-graders' joyful anticipation of the school day goes out, the initial craving for learning passes. Therefore, it is necessary to awaken such motives that would lie not outside, but in the very process of learning. In educational activity, the child, under the guidance of a teacher, operates with scientific concepts, assimilates them. The result is a change in the student himself, his development. The formation of the cognitive interests of students, the upbringing of an active attitude to work occurs, first of all, in the classroom. The student works in the lesson with interest, if he performs a lesson that is feasible for him. It is necessary to intensify the cognitive activity of students and increase interest in learning at each stage of any lesson, using various methods, forms and types of work for this.

Cognitive activity, like any personality trait and motive of a student's activity, develops and is formed in activity, and above all in teaching. Fundamental research in the field of teaching younger schoolchildren reveals the process of formation of the cognitive activity of primary school students and determines changes in the content of education, the formation of generalized methods of educational activity, and methods of logical thinking. The essence of active educational and cognitive activity is determined by the components: interest in learning, initiative, cognitive activity, so the learning process is determined by the desire of teachers to intensify the learning activities of students. This can be achieved by various methods, techniques and forms of training, which we will consider below.

The formation of students' cognitive activity in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students' cognitive activity. The first thing that is the subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.

What are the ways to accomplish this task? Primary school teacher T.M. Golovastikova argues, first of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look ahead, is in a state of expectation of something new. Pupils are surprised when, while compiling a problem, they learn that one owl destroys a thousand mice per year, which are capable of destroying a ton of grain in a year, and that an owl, living an average of 50 years, saves us 50 tons of bread.

But the cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. A subject, in order to be interesting, must be only partly new and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.

Such teaching leads to the realization that the ordinary, repetitive phenomena of the world around us have many amazing aspects that he can learn about in the classroom. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention. All significant phenomena of life, which have become commonplace for the child due to their repetition, can and must acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will definitely stimulate the student's interest in knowledge.

That is why the teacher needs to transfer schoolchildren from the level of his purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, understanding of patterns.

But, according to L.L. Timofeev, not everything in the educational material can be interesting for students. And then another, no less important engine of cognitive activity appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the process itself, the student must find attractive aspects so that the learning process itself contains positive charges of interest. The path to it may lie through a variety of independent work of students, organized in accordance with the peculiarity of interest. For example, in order to better identify the logical structure of the new material, the task is given to independently draw up a plan for the teacher's story or a plan-outline with the installation: a minimum of text - a maximum of information /66/.

Genuine activity is manifested not only in the student's adaptation to learning influences, but in their independent transformation based on subjective experience, which is unique and unrepeatable for everyone. This activity is manifested not only in the way the student learns normatively given patterns, but also in the way he expresses his selective attitude to subject and social values, the given content of knowledge, the nature of their use in his theoretical and practical activities.

The expression of this relationship occurs in the educational dialogue. The teacher's dialogue is often based on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads the student to try to guess what the teacher wants from him and please him, because the teacher is "always right". The older the student becomes, the less he asks questions, repeating schemes and patterns of actions after the teacher. The failed dialogue turns into a boring monologue of the teacher. The teacher needs to take this into account, because ignoring the subjective experience of the student leads to artificiality, to alienation of the student from the process of cognition and leads to unwillingness to learn and loss of interest in knowledge. Thus, dialogue is also an important means of enhancing the cognitive activity of students.

Another condition for the formation of cognitive activity is entertaining. Elements of entertainment, play, everything unusual, unexpected cause children a sense of surprise, a keen interest in the process of cognition, help them learn any educational material. Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly.

The game is a specially organized activity that requires tension of emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these questions sharpens the mental activity of the players. For children, play is a fun activity. This is what attracts teachers. Everyone is equal in the game, it is feasible even for weak students. Moreover, a student who is weak in preparation can become the first in the game, which will significantly affect his activity. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness and has a beneficial effect on learning outcomes.

A study of the pedagogical experience of teachers shows that most often they turn to desktop-printed and word games - quizzes, simulators, lotto, dominoes, cubes and tags, checkers, rebuses, puzzles, riddles, crosswords. First of all, the use of games in the classroom is aimed at repeating and consolidating the studied material.

Mastering new, more advanced methods of cognitive activity contributes to the deepening of cognitive interests to a greater extent when it is realized by students.

Therefore, problem-based learning is often used to enhance cognitive activity. The essence of activating the cognitive activity of a younger student through problem-based learning is not in the usual mental activity and mental operations to solve stereotypical school problems, it consists in activating his thinking by creating problem situations, in the formation of cognitive interest and modeling of mental processes adequate to creativity.

The activity of the student in the learning process is a volitional action, an active state, which is characterized by a deep interest in learning, increased initiative and cognitive independence, exertion of mental and physical strength to achieve the cognitive goal set during the training. In problem-based learning, a question-problem is posed for general discussion, sometimes containing an element of contradictions, sometimes surprises.

Problem-based learning, and not the presentation of ready-made facts and conclusions suitable only for memorization, always arouses the unflagging interest of students. Such training makes one seek the truth and find it as a whole team. Problem-based learning causes lively disputes and discussions on the part of students, an atmosphere of enthusiasm, reflection, and search is created. This has a fruitful effect on the activity of schoolchildren and their attitude to learning.

Primary school teacher M.A. Kopylova for the development of cognitive activity, first of all, suggests using the situation of success in the educational process. In a lesson, a situation often arises when a student achieves special success: he successfully answered a difficult question, expressed an interesting thought, and found an unusual solution.

He gets a good mark, he is praised, asked for explanations, the attention of the class is focused on him for some time. This situation can be of great importance: firstly, the child has a surge of energy, he strives to excel again and again. The desire for praise and universal approval causes activity and genuine interest in the work itself; secondly, the success brought about by the disciple. Makes a big impression on his classmates. They have a desire to imitate him in the hope of the same luck, so the whole class is included in active learning activities.

Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main areas of scientific research, discoveries, so the development of cognitive activity is also facilitated by the use of new information technologies in the lessons, which will be discussed a little later.

Thus, the analysis of psychological and pedagogical literature showed:

• - the problem of the development of cognitive activity is relevant for pedagogical theory and practice;
• - despite the long-term study and development of various ways of developing the cognitive activity of schoolchildren (problem-based, developmental, student-centered learning, active methods, etc.), the possibilities of information technologies in this process have not been studied enough.

An analysis of these types of tasks shows that the plot described in them is based on quantities associated with processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys.

It may be the path taken by the train; it could be used feed, etc. The successful solution of these problems requires a correct understanding not only of these quantities, but also of the relationships existing between them. So, for example, students should understand that the magnitude of the path or the product produced is directly proportional to the speed and time. The time required to obtain a product or to travel a path is directly proportional to the size of a given product (or path), but inversely proportional to speed: the greater the speed, the less time required to obtain a product or travel a path.

If students learn the relationships that exist between these quantities, they will easily understand that two quantities related to the same participant in the process can always be found the third. Finally, not one, but several forces may be involved in the process. To solve these problems, it is necessary to understand the relationship between the participants: they help each other or oppose each other, they are involved in processes at the same time or at different times, etc.

These quantities and their relationships constitute the essence of all tasks for processes. If students understand this system of quantities and their relationships, then they can easily write them down using arithmetic operations. If they do not understand them, then they act by blind enumeration of actions. According to the school curriculum, students study these concepts in the course of physics in the sixth grade, and they study these quantities in their pure form - in relation to movement. In arithmetic, problems for various processes are already solved in elementary school. This explains the difficulty of the students.

Work with lagging third-grade students showed that none of these concepts were mastered by them. Schoolchildren do not understand the relationship that exists between these concepts.

For questions about speed, the students gave the following answers: "A car has speed when it goes." When asked how to find out the speed, the students answered: “We didn’t pass”, “We weren’t taught”. Some suggested multiplying the path by the time. Task: “In 30 days, a 10 km long road was built. How to find out how many kilometers were built in 1 day? None of the students were able to solve.

The students did not master the concept of "process time": they did not differentiate such concepts as the moment of the beginning, say, of movement and the time of movement. If the task said that the train left some point at 6 o'clock in the morning, then the students took this as the time of the train's movement and, when finding the path, the speed was multiplied by 6 hours.

It turned out that the subjects do not understand the relationship between the speed of the process, time and product (traveled path, for example), to which this process leads. None of the students could say what he needed to know in order to answer the question of the problem. (Even those students who cope with solving problems do not always know how to answer this question.) This means that for students the quantities contained in the condition and in the question of the problem do not act as a system where these quantities are connected by certain relationships. Namely, the understanding of these relations makes it possible to make the right choice of the arithmetic operation.

All of the above leads us to the conclusion that the main condition for the successful development of cognitive activity is the students' understanding of the situation described in the learning task. It follows that when teaching younger students, it is necessary to form methods for analyzing such situations.

COGNITIVE DEVELOPMENT OF THE JUNIOR STUDENT

The younger school age is the age of intensive intellectual development. Intellect mediates the development of all other functions, there is an intellectualization of all mental processes, their awareness and arbitrariness. The main intellectual new formation of age is the arbitrariness and awareness of all mental processes, their internal mediation, which occurs due to the assimilation of a system of scientific concepts. As D. B. Elkonin pointed out, the formation of abstract verbal-logical and reasoning thinking, the emergence of which significantly restructures other cognitive processes of children, becomes the central point; thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them. Thus, all cognitive processes, except for the intellect itself, become arbitrary and conscious at primary school age. As for the intellect itself, at this age, according to L. S. Vygotsky, we are dealing with the development of the intellect, which does not know itself.

Another important feature of the cognitive activity of a younger student is the awareness of their own changes as a result of the development of educational activity, which is associated with the emergence of reflection.

However, these changes are not carried out immediately under the influence of educational activity; cognitive functions go through a complex path of development associated with the growing ability of children to regulate their behavior and control it.

Perceptual changes. Although children come to school with sufficiently developed perception processes (they have high visual acuity and hearing, they are well oriented in various shapes and colors), their perception in educational activities is reduced only to recognizing and naming shapes and colors. First-graders lack a systematic analysis of the perceived properties and qualities of objects themselves.

The child's ability to analyze and differentiate perceived objects is associated with the formation of a more complex type of activity in him than the sensation and distinction of individual immediate properties of things. This type of activity, called observation, develops especially intensively in the process of school teaching. In the classroom, the student receives, and then he himself elaborately formulates the tasks of perceiving certain examples and manuals. Due to this, perception becomes purposeful. The teacher regularly shows the children methods of examining or listening to things and phenomena (the order of revealing their properties, the routes of movement of hands, eyes, etc.), the means of recording the established properties (drawing, diagram, word). Then the child can independently plan the work of perception and deliberately carry it out in accordance with the plan, separating the main from the secondary, establishing a hierarchy of perceived features, differentiating them as they are common, etc. Such perception, synthesizing with other types of cognitive activity (attention, thinking) , takes the form of purposeful and arbitrary observation. With sufficiently developed observation, one can speak of the child's observation ability as a special quality of his personality. Thus, in elementary school, under the guidance of a teacher, when a child is forming a preliminary idea, a purposeful voluntary observation of an object is formed, which is subject to a specific task.

Changes in the area of ​​attention. At the time of arrival at school, voluntary attention is poorly developed. Children pay their attention mainly to what they are directly interested in, what stands out for its brightness and unusualness (involuntary attention). The conditions of school work from the first days require the child to keep track of such subjects and assimilate such information that at the moment does not interest him at all. Gradually, the child learns to direct and steadily maintain attention on the right, and not just outwardly attractive objects. In grades 2-3, many students already have voluntary attention, concentrating it on any material explained by the teacher or available in the book. The arbitrariness of attention, the ability to deliberately direct it to a particular task is an important acquisition of primary school age. Of great importance in the formation of voluntary attention is the clear external organization of the child's actions, the communication of such patterns to him, the indication of such external properties, using which he can control his own consciousness. The self-organization of the child is a consequence of the organization initially created and directed by adults, especially the teacher.

The general direction of the development of attention is that from achieving the goal set by the teacher, the child proceeds to the controlled solution of problems set by him.

In first graders, voluntary attention is unstable, because they do not yet have internal means of self-regulation. Therefore, an experienced teacher resorts to various types of educational work that replace each other in the lesson and do not tire children (oral counting in different ways, solving problems and checking results, explaining a new method of written calculations, training in their implementation, etc.). In second grade students, attention is more stable when performing external than actually mental actions. It is important to use this feature in the classroom, alternating mental activities with drawing up graphic diagrams and drawings. The development of attention is also associated with the expansion of the amount of attention and the ability to distribute it between different types of actions. Therefore, it is advisable to set educational tasks in such a way that the child, while performing his actions, can and should follow the work of his comrades.

Changes in the memory area. Changes in the field of memory are connected with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. This task at preschool age is either not emphasized at all, or is allocated with great difficulty. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive methods (repetition, careful long-term consideration of the material) at an older age, the child moves to grouping, comprehending the connections of different parts of the material. Here the teacher needs to work in two directions. One direction of such work is connected with the formation in children of methods of meaningful memorization (the division of material into semantic units, semantic grouping, semantic comparison, etc.), the other is with the formation of methods of reproduction distributed over time, methods of self-control over the results of memorization. The method of dividing the material into semantic units is based on drawing up a plan. At the end of elementary school age, students are required not only to single out units, but also to semantic group the material - the unification and subordination of its main components, the division of premises and conclusions, the reduction of certain individual data into a table, etc. Such a grouping is associated with the ability to freely move from one element of the text to another and match these elements. It is advisable to record the results of the grouping in the form of a written plan, which becomes a material carrier, both of the successive stages of comprehending the material, and the features of the subordination of its parts. Relying first on the written plan, and then on the idea of ​​it, students can correctly reproduce the content of different texts. Special work is necessary for the formation of reproduction techniques in younger students.

At primary school age, memory "intellectualizes", i.e., a qualitative psychological transformation of the memory processes themselves takes place. Students are now beginning to use well-formed methods of logical processing of material to penetrate into its essential connections and relationships, for a detailed analysis of their properties, that is, for such meaningful activity when the direct task of "remembering" recedes into the background. Consequently, memory at primary school age develops under the influence of learning in two directions - the role and specific weight of verbal-logical semantic memorization (compared to visual-figurative memorization) increase, and the child masters the ability to consciously manage his memory and regulate its manifestations (memorization, reproduction , recall).

Imagination changes. The educational activity itself stimulates, first of all, the development of reproductive imagination at this age - schoolchildren must recreate the image of reality in the subject being studied. In the first grade, the images of the imagination are approximate and poor in details, however, under the influence of training, by the 3rd grade, the number of features and properties in the images increases. They acquire sufficient completeness and concreteness, which occurs mainly due to the re-creation in them of the elements of actions and the interconnections of the objects themselves (this also manifests the influence of developing thinking). Recreating (reproductive) imagination at primary school age develops in all school classes by developing in children, firstly, the ability to identify and depict the implied states of objects that are not directly indicated in their description, but naturally the following ones, and secondly, the ability to understand conditionality of some objects, their properties and states.

The already recreating imagination processes the images of reality. Children change the storyline of stories, represent events in time, depict a number of objects in a generalized, compressed form (this is largely facilitated by the formation of semantic memorization techniques). Often such changes and combinations of images are random and unjustified from the point of view of the purpose of the educational process, although they satisfy the child's needs for fantasizing, showing an emotional attitude to things. In these cases, children are clearly aware of the pure conventionality of their inventions. With the assimilation of information about objects and the conditions of their origin, many new combinations of images acquire substantiation and logical argumentation. At the same time, the ability is formed either in an expanded verbal form, or in folded intuitive considerations, to build justifications of this type: "This will definitely happen if you do this and that." The desire of younger schoolchildren to indicate the conditions for the origin and construction of any objects is the most important psychological prerequisite for the development of their creative (productive) imagination. The formation of this prerequisite is helped by labor classes, in which children carry out their plans for the manufacture of any objects. This is largely facilitated by drawing lessons, which require children to create an idea for an image, and then look for the most expressive means of its implementation.

Changes in the field of thinking. In the field of thinking, the most significant changes occur. Thinking becomes abstract and generalized. It was the early school age that L. S. Vygotsky considered sensitive for the development of conceptual thinking. According to the thought of L. S. Vygotsky, schooling puts thinking at the center of the child's conscious activity. And this means a natural restructuring of consciousness itself. Becoming the dominant function, thinking begins to determine the work of all other functions of consciousness, integrating them to solve the problems facing the subject. As a result, the "serving thinking" functions are intellectualized, realized and become arbitrary.

But the most significant changes occur in thinking itself. Before learning, it, relying on direct life experience, operates either with specific images and ideas, or with peculiar equivalents of concepts given in the form of sensory generalizations (“everyday concepts”) that are unconscious to the child. In the process of schooling, it is transformed into theoretical, discursive thinking, which is based on the operation of concepts.

Assimilation of knowledge, the student learns the process of formation of scientific concepts, i.e., he masters the ability to build generalizations not on similar grounds (whatever measure of generality they possess), but on the basis of highlighting significant connections and relationships. In order to form, for example, such a concept as life, it is necessary, in the words of Engels, "to study all forms of life and depict them in their mutual connection." Thus, in mastering a concept, the student masters not only the "abstract universality" but also the "clump of affirmative judgments" that it contains. He masters the ability to unfold these judgments, to move from concept to concept, that is, to reason on a strictly theoretical plane. The development of concepts requires the student to be active, aimed at solving the educational task assigned to him; in other words, this process is in a certain sense creative. The assimilation of knowledge at school therefore contributes to the formation of concepts and the development of theoretical thinking, which requires the student to analyze the causes of the corresponding phenomena, understand the patterns that connect them, and also realize those ways of thinking that lead him to the right conclusions. In this movement, the student first becomes aware of the system of reasoning offered to him, and then his own process of thinking.

The formation of scientific concepts in primary school age is just beginning. It will continue in adolescence and then become the basis of theoretical thinking, which will allow the child to master new content (not only facts, but also patterns) and form a new type of cognitive interests. In this regard, we should recall the words of L. S. Vygotsky that “consciousness and arbitrariness enter consciousness through the gates of scientific concepts.”

"Cognitive activity of younger students"

Content
IntroductionChapter 1. Cognitive activity of younger students §1. Disclosure of the essence of the concept of "cognitive activity" in the psychological and pedagogical literature §2. Age features of a child of primary school age. Chapter 2. Activation of the cognitive activity of younger students as a condition for the success of education §1. Didactic games as a means of activating the cognitive activity of younger students as a condition for the success of learning §2. Activation of the cognitive activity of younger students through the use of didactic games acts as a condition for the success of educationChapter 3. Experimental studyConclusionReferencesAppendix
Introduction
The problems of enhancing the cognitive activity of schoolchildren today are becoming increasingly important. Much has been devoted to this topic.the nature of research in pedagogy and psychology. And this is natural, because. teaching is the leading activity of schoolchildren, in the process of which the main tasks assigned to the school are solved: to prepare the younger generation for life, for active participation in the scientific, technical and social process. It is well known that effective learning is directly dependent on the level of activity of students in this process. Currently, didactic psychologists are trying to find the most effective teaching methods to enhance and develop students' cognitive interest in the content of education. In this regard, many questions are related to the use of didactic games in the classroom.
In this paper, an attempt is made to consider and study the activation of the cognitive activity of younger students through the use of didactic games, which acts as a condition for the success of education.
The purpose of the study: consideration of the activation of the cognitive activity of younger students through the use of didactic games, which acts as a condition for the success of education; Research objectives: 1. To reveal the essence of the concept of "cognitive activity" in the psychological and pedagogical literature;2. Consider the age characteristics of a child of primary school age; 3. To analyze the problems of game activity in modern psychological and pedagogical literature and modern ideas about the game;4. Reveal the essence of the didactic game and its place in the education of younger students; 5. To consider the activation of the cognitive activity of younger students through the use of didactic games acts as a condition for the success of education; 6. Conduct an experimental study. Object of study: cognitive activity of younger students; Subject of research: activation of cognitive activity of younger students as a condition for learning success; Research hypothesis: activation of cognitive activity of younger students through the use of didactic games acts as a condition for learning success; Research methods: analysis of foreign and domestic literary sources and the synthesis of the information received, based on the purpose and objectives of the study; conducting a formative experimental study. Theoretical and practical significance of the study: The theoretical material presented in the work can be useful to school psychologists, teachers and all those who work and are related to the psychological service in the education system. The practical significance of the study is determined by the possibility of using a psychologist, teacher or parents educational and methodological recommendations for supplementing the content and updating the methods and techniques for activating the cognitive activity of younger students as a condition for the success of education.
Chapter 1. Cognitive activity of younger students §1. Disclosure of the essence of the concept of "cognitive activity" in the psychological and pedagogical literatureT. Hobbes put forward a fair demand that each study must begin with the definition of definitions. Thus, let's try to define what is meant when talking about activity. To begin with, let's give various definitions of the concept of "activity" found in the psychological and pedagogical literature. So Nemov R. S. Defines activity as "a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence.” Researcher Zimnyaya I.A. in turn, by activity, he understands “a dynamic system of interactions of the subject with the world, during which the emergence and embodiment of a mental image in the object and the realization of the subject’s mediated relations in objective reality take place.” Activity is also an active attitude to the surrounding reality, expressed in the impact on it .In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. The creative nature of human activity is manifested in the fact that thanks to it, he goes beyond the limits of his natural limitations, i.e. exceeds its own hypothetical possibilities. As a result of the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines, with their help he produced new consumer products, material and spiritual culture, and ultimately transformed himself. “The historical progress that has taken place over the past few tens of thousands of years owes its origin to activity, and not to the improvement of the biological nature of people.” Thus, learning activity includes a variety of actions: recording lectures, reading books, solving problems, etc. In action, one can also see the goal, the means, the result. For example, the goal of weeding is to create conditions for the growth of cultivated plants. So, summing up the above, we can conclude that activity is an internal (mental) and external (physical) activity of a person, regulated by a conscious goal. Human activity is very diverse, we will consider in more detail the cognitive activity of man.§2. Age features of a child of primary school agePrimary school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in a child's life his admission to school. This age is called the "peak" of childhood. "At this time there is an intensive biological development of the child's body" (central and autonomic nervous systems, bone and muscle systems, the activity of internal organs). During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of younger students as increased emotional excitability and restlessness. Transformations cause great changes in the mental life of the child. The formation of arbitrariness (planning, executing action programs and exercising control) is moving forward to the center of mental development. The child’s admission to school gives rise not only to the transfer of cognitive processes to a higher level of development, but also to the emergence of new conditions for the child’s personal development. Psychologists note that the leading at this time, learning activity becomes, however, gaming, labor and other activities affect the formation of his personality. “Teaching for him (the child) is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, the whole way of his life are changing. Entering school is such an event in the life of a child, in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of obligation (“must”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults. A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical remarks addressed to him affects his well-being and leads to a change in self-esteem. If before school, some individual characteristics of the child could not interfere with his natural development, were accepted and taken into account by adults, then at school standardization of living conditions takes place, as a result of which emotional and behavioral deviations of personality traits become especially noticeable. First of all, hyperexcitability, hypersensitivity, poor self-control, misunderstanding of the norms and rules of adults reveal themselves. The child begins to occupy a new place within family relationships: “he is a student, he is a responsible person, he is consulted and considered.” Dependence is growing more and more younger schoolchild not only from the opinion of adults (parents and teachers), but also from the opinion of peers. This leads to the fact that he begins to experience fears of a special kind, as A. I. Zakharov notes, “if at preschool age fears due to the instinct of self-preservation prevail, then at primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationship with surrounding people. ”In most cases, the child adapts himself to a new life situation, and in this he is helped by various forms of protective behavior. In new relationships with adults and peers, the child continues to develop reflection on himself and others, i.e., intellectual and personal reflection becomes a neoplasm. Junior school age is a classic time for the formation of moral ideas and rules. Of course, early childhood also brings with it a significant contribution to the moral world of the child, but the imprint of “rules” and “laws” to be followed, the idea of ​​“norm”, “duty” - all these typical features of moral psychology are determined and formalized precisely in the younger years. school age. “The child is typically “obedient” in these years, he accepts different rules and laws with interest and enthusiasm in his soul. He is incapable of forming his own moral ideas and seeks precisely to understand what "should" be done, enjoying the adaptation. It should be noted that younger students are characterized by increased attention to the moral side of the actions of others, the desire to give a moral assessment to the act. Borrowing the criteria of moral assessment from adults, younger students begin to actively demand appropriate behavior from other children. At this age, there is such a phenomenon as the moral rigor of children. Younger students judge the moral side of an act not by its motive, which is difficult for them to understand, but by the result. Therefore, an act dictated by a moral motive (for example, to help mother), but which ended unsuccessfully (a broken plate), is regarded by them as bad. Assimilation of the norms of behavior developed by society allows the child to gradually turn them into his own, internal, requirements for himself. In educational activities, under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with the traditions and new social expectations of people. It is at this age that the child for the first time clearly begins to realize the relationship between him and those around him, to understand the social motives of behavior, moral assessments, the significance of conflict situations, that is, he gradually enters the conscious phase of personality formation. With the arrival at school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, retain to a large extent the property characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best of all. On the other hand, going to school gives rise to new, specific emotional experiences, since the freedom of preschool age is replaced by dependence and submission to the new rules of life. The sphere of needs of the younger schoolchild is also changing. The dominant needs at primary school age are the need for respect and honor, i.e. recognition of the child's competence, achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). Thus, at the age of 6, the need for knowledge of the external world and its objects, “significant for society”, is aggravated. According to the research of M. I. Lisina, in the primary school age, the need for recognition by other people develops. In general, younger students feel the need to "realize themselves as a subject, joining the social aspects of life, not just at the level of understanding, but like transformers." One of the main criteria for assessing oneself and other people is the moral and psychological characteristics of the individual. Therefore, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of public relations. So, summing up As a result of the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations.
“Without play, there is not and cannot be full-fledged mental development. Play is a huge bright window through which a life-giving stream of ideas and concepts flows into the child's spiritual world. Game is a spark that ignites the flame of inquisitiveness and curiosity. Sukhomlinsky.Chapter 2. Activation of the cognitive activity of younger students as a condition for the success of education Didactic games as a means of activating the cognitive activity of younger students as a condition for the success of education The game is one of those types of children's activities that is used by adults in order to educate preschoolers, younger students, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and labor activities, his relationships with people will subsequently depend. Rubinstein wrote: “A person's game is the product of an activity through which a person transforms reality and changes the world. The essence of human play is in the ability, reflecting, to transform reality ... In the game, for the first time, the child’s need to influence the world is formed and manifested this is the main, central and most general meaning of the game. ”During the school period, the game acquires the most developed form. This activity of the child is of interest to scientists from various fields - philosophers, sociologists, biologists, art historians, ethnographers, and especially teachers and psychologists. In developmental psychology, play is traditionally given a decisive importance in the mental development of the child. L. S. Vygotsky calls play “the ninth wave of child development.” “It is in the game that all aspects of the child’s personality are formed in unity and interaction, it is in it that significant changes occur in the child’s psyche, preparing the transition to a new, higher stage of development.” Didactic game is an active activity in simulation modeling of the studied systems, phenomena, processes . The main difference between play and other activities is that its subject is human activity itself. In a didactic game, the main type of activity is learning activity, which is woven into a game activity and acquires the features of a joint game learning activity. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it when creating this or that didactic game, but they clothe it in a form that is entertaining for children. An essential feature of a didactic game is a stable structure that distinguishes it from any other activity. Structural components of a didactic game: game plan, game actions and rules. The game plan is expressed, as a rule, in the name of the game. Game actions contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply their knowledge, skills and abilities to achieve the goals of the game. The rules help guide the gameplay. They regulate the behavior of children and their relationships with each other. Didactic game has a certain result, which is the final game, gives the game completeness. It acts primarily in the form of solving the set educational task and gives the students moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of students' achievements in mastering knowledge or in their application. All structural elements of a didactic game are interconnected and the absence of any of them destroys the game. , was developed in the works of scientists and in the practical activities of many teachers. In Soviet pedagogy, the system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are well-known psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. Recently, scientists call such games developing, and not didactic, as is customary in traditional pedagogy. In the history of foreign and Russian pedagogical science, there have been two directions for using the game in educating children: for comprehensive harmonious development and for narrow didactic purposes. A prominent representative of the first direction was the great Czech teacher Ya.A. Komensky. He considered the game a necessary form of the child's activity, corresponding to his nature and inclinations: the game is a serious mental activity in which all types of the child's abilities are developed; in the game, the circle of ideas about the world around us expands and enriches, speech develops; in joint games, the child approaches his peers. The didactic direction is most fully represented in the pedagogy of F. Fröbel. “The process of the game, F. Fröbel argued, is the identification and manifestation of what was originally inherent in man by the deity. Through the game, the child, according to F. Frebel, learns the divine principle, the laws of the universe and himself. F. Frebel attaches great educational importance to the game: the game develops the child physically, enriches his speech, thinking, and imagination; Play is an active activity for preschool children. Therefore, Fröbel considered the game to be the main education of children in kindergarten. ”The didactic direction of using the game is also characteristic of modern English pedagogy. In children's institutions working according to the system of M. Montessori or F. Frebel, as before, the main place is given to didactic games and exercises with various material, independent creative games of children, no importance is attached. K. D. Ushinsky pointed out the dependence of the content of children's games on the social environment. He argued that games do not go unnoticed for the child: they can determine the character and behavior of a person in society. Thus, a child accustomed to command or obey in play does not easily unlearn this direction in real life either. K. D. Ushinsky attached great importance to joint games, since the first social relations are tied up in them. He valued the independence of children in the game, saw in this the basis of the deep influence of the game on the child, however, he considered it necessary to direct children's games, providing the moral content of children's impressions. Thus, the game is used in educating children in two directions: for comprehensive harmonious development and for narrow didactic purposes . Play is a necessary form of a child's activity. The game is a serious mental activity in which all kinds of child's abilities are developed, in it the range of ideas about the world around is expanded and enriched, speech develops. The didactic game makes it possible to develop the most diverse abilities of the child, his perception, speech, attention. Many games with ready-made content and rules are currently being created by teachers. Games with rules are designed to form and develop certain qualities of a child's personality. In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, mobile and musical ones. The game idea (or task) and game actions constitute the content of the game; actions and relations of the players are regulated by rules; the presence of rules and ready-made content allow children to independently organize and conduct a game. Among didactic games, there are games in the proper sense of the word and games-activities, gamesexercises. A didactic game is characterized by the presence of a game plan or a game task. An essential element of the didactic game are the rules. The implementation of the rules ensures the implementation of the game content. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child learns in the game unintentionally. In the didactic game, the ability to obey the rules is formed, because the success of the game depends on the accuracy of compliance with the rules. As a result, games have an impact on the formation of arbitrary behavior, organization. By the nature of the material used, didactic games are conditionally divided into games with objects, board-printed games and word games. Object games are games with a folk didactic toy, a mosaic of natural material. The main game actions with them: stringing, laying out, rolling, picking up a whole from parts, etc. These games develop colors, sizes, shapes. Board and printed games are aimed at clarifying ideas about the environment, stimulating knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.) Board printed games are divided into several types: paired pictures , loto, dominoes, split pictures and folding cubes. Word games. This group includes a large number of folk games such as “Paints”, “Silence”, “Black and White”, etc. Games develop attention, quick wits, quick response, coherent speech. The structure of the didactic game, its tasks, game rules, and game actions objectively contain the possibility of developing many qualities of social activity. Thus, in a didactic game, the child has the opportunity to design his behavior and actions. The didactic game is conditionally divided into several stages. Each is characterized by certain manifestations of children's activity. Knowledge of these stages is necessary for the teacher to correctly assess the effectiveness of the game. The first stage is characterized by the child's desire to play, to act actively. Various techniques are possible in order to arouse interest in the game: conversation, riddles, counting rhymes, a reminder of the game you like. At the second stage, the child learns to perform the game task, the rules and actions of the game. During this period, the foundations are laid for such important qualities as honesty, determination, perseverance, the ability to overcome the bitterness of failure, the ability to rejoice not only in one's own success, but also in the success of one's comrades. At the third stage, the child, already familiar with the rules of the game, shows creativity, is busy looking for independent actions. He must perform the actions contained in the game: guess, find, hide, depict, pick up. To successfully cope with them, it is necessary to show ingenuity, resourcefulness, the ability to navigate the situation. A child who has mastered the game should become both its organizer and its active participant. Each stage of the game corresponds to certain pedagogical tasks. At the first stage, the teacher makes children interested in the game, creates a joyful expectation of a new interesting game, and causes a desire to play. At the second stage, the teacher acts not only as an observer, but also as an equal partner who knows how to come to the rescue in time, to fairly assess the behavior of children in the game. At the third stage, the role of a defectologist is to assess children's creativity in solving game problems. Thus, a didactic game is an accessible, useful, effective method of educating independent thinking in children. It does not require special material, certain conditions, but only the knowledge of the educator of the game itself. At the same time, it should be taken into account that the proposed games will contribute to the development of independent thinking only if they are played in a certain system using the necessary methodology.§2. Activation of the cognitive activity of younger students through the use of didactic games acts as a condition for the success of education As we noted above, the role of play in the life and development of the child was recognized and noted at all times by figures in pedagogical science. “In the game, the world is revealed to the children, the creative abilities of the individual are revealed. Without play, there is not and cannot be a full-fledged mental development” wrote V.A. Sukhomlinsky. Psychological requirements are imposed on a didactic game, like any form: Like any activity, game activity in a lesson must be motivated, and students need to feel the need for it. An important role is played by psychological and intellectual readiness to participate in a didactic game .· To create a joyful mood, mutual understanding, friendliness, the teacher must take into account the character, temperament, perseverance, organization, health status of each participant in the game. · The content of the game should be interesting and meaningful for its participants; the game ends with results that are valuable to them. Game actions are based on the knowledge, skills and abilities acquired in the classroom, they provide students with the opportunity to make rational, effective decisions, evaluate themselves and others critically. Using the game as a form of learning, it is important for the teacher to be confident in the appropriateness of its use. The didactic game performs several functions: educational, educational (affects the personality of the student, developing his thinking, broadening his horizons); orientational (teaches to navigate in a particular situation, apply knowledge to solve a non-standard educational task); motivational-incentive (motivates and stimulates cognitive activity of students, contributes to the development of cognitive interest). Let us give examples of didactic games that teachers use in practice. a) Games exercises. Play activities can be organized in collective and group forms, but still more individualized. It is used when consolidating the material, checking the knowledge of students, in extracurricular activities. Example: "The fifth extra." At the lesson of natural science, students are invited to find in this set of names (plants of the same family, animals of the detachment, etc.) one randomly included in this list. b) Search game. Students are invited to find in the story, for example, plants of the Rosaceae family, whose names, interspersed with plants of other families, are found in the course of the teacher's story. Such games do not require special equipment, they take little time, but give good results. c) Games competition. This includes contests, quizzes, imitations of television contests, etc. These games can be played both in the classroom and in extracurricular activities. d) Plot role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. These are the “Press Conference”, “Round Table”, etc. Students can play the roles of agricultural specialists, historian, philologist, archaeologist, etc. The roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students. e) Cognitive games travel. In the proposed game, students can make "journeys" to the continents, to different geographical zones, climatic zones, etc. In the game, new information for students can be communicated and existing knowledge can be tested. A game journey is usually conducted after studying a topic or several topics of a section in order to determine the level of knowledge of students. For each "station" marks are set. The activation of cognitive activity through didactic play is carried out through the selective orientation of the child's personality to objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge, i.e. there is an interest in learning. Systematically strengthening and developing cognitive interest becomes the basis of a positive attitude to learning, increasing the level of academic performance. Cognitive interest is (search character). Under his influence, the younger student constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. Cognitive interest is one of the most important motives for teaching schoolchildren . Its effect is very strong. Under the influence of cognitive learning, even weak students proceed more productively. Cognitive interest, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development. Cognitive interest also appears to us as a powerful means of learning. Classical pedagogy of the past stated "The deadly sin of a teacher is to be boring". Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically arouse, develop and strengthen the cognitive interest of students both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educating education, improving its quality. Cognitive interest is aimed not only at the process of cognition, but also at its result, and this is always associated with striving for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy of volitional effort, but its faithful ally. Interest includes, therefore, volitional processes that contribute to the organization, flow and completion of activity. Thus, in cognitive interest, all the most important manifestations of the personality interact in a peculiar way. Cognitive interest, like any personality trait and motive of the student’s activity, develops and forms in activity and, above all, in learning. The formation of students' cognitive interests in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this opportunity, and on the other hand, through a certain organization of students' cognitive activity. The first thing that is the subject of cognitive interest for schoolchildren it is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the richness contained in scientific knowledge, are the most important link in the formation of interest in learning. . Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look into the front. He is in a state of expectation of something new. But the cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. Even KD Ushinsky wrote that the subject, in order to become interesting, should be only partly new, and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see the new in the familiar. Such teaching leads to the realization that the ordinary, repetitive phenomena of the world around us have many amazing aspects that they can learn about in the classroom. And why plants are drawn to the light, and about the properties of melted snow, and that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention. All significant phenomena of life that have become common for a child due to their repetition , can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student's interest in knowledge. That is why the teacher needs to transfer schoolchildren from the level of his purely everyday, rather narrow and poor ideas about the world to the level of scientific concepts, generalizations, understanding of patterns. The display of the latest achievements of science also contributes to the interest in knowledge. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main areas of scientific research, discoveries. Not everything in the educational material can be interesting for students. And then another, no less important source of cognitive interest appears - the organization and inclusion of didactic games in the lesson. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the very process of her learning, the student must find attractive sides, so that the learning process itself contains positive charges of interest. The path to it lies primarily through the inclusion of didactic games. From conversations with primary school teachers, we found that most of them consider the didactic game an important means for developing students' cognitive interest in the subject, but few still use this technique. Among the reasons explaining this fact were: lack of methodological developments, inability to organize students for a game (poor discipline), unwillingness to waste lesson time, lack of interest among students
Chapter 3. Description of the results of an empirical study of the effectiveness of the use of didactic games as a means of enhancing the cognitive activity of younger studentsTo confirm the theoretical conclusions, we organized an empirical study of the effectiveness of using didactic games as a means of enhancing the cognitive activity of younger students. The objectives of this study: to identify the effectiveness of using didactic games as a means of enhancing the cognitive activity of younger students. The study was carried out in two stages. The first stage is the organization of a pilot study. At this stage, we solved the following tasks: Identify and analyze the peculiarities of children's attitude to the use of didactic games; Methods for conducting a pilot study Questioning. The questionnaire was compiled by the author of the study in accordance with the goal (Appendix). The sample consisted of 24 children of primary school age, students of grade 2 "B" of school No. 27 of the Leninsky district of the city of Novosibirsk. The second stage organization of a formative experiment. Research objectives: inclusion of didactic games in the educational process; experimental impact. Experimental hypothesis: the activation of the cognitive activity of younger students through the use of didactic games acts as a condition for the success of learning. Independent variable didactic games. Dependent variable activation of the cognitive activity of younger students. , interpretation of the results obtained. The equipment of the experiment was a complex of didactic games. To measure the activity time, we used the following method, assuming that, ideally, the class activity time is 100%, i.e. 100% of the time all students participate in the work. To calculate the activity time, we used the formula: Activity Time Percentage = (A1* (100%-X1%)/100% + A2* (100%-X2%)/100% + … + An* (100%-Xn%)/100%) * K/ 100% Where: А1, А2, Аn number of students in the groupX1,X2, Xn percentage of time that a group of students is distracted from the lesson. K total students in class. Next, we used a set of didactic games in a mathematics lesson in grade 2 (Appendix No. 4) when studying the topic “The standard unit of volume is liter.” § 2. Analysis of the results of the pilot study During the implementation of the pilot study, the following data were obtained. do you love the most?"(V %) The type of lesson is the main thing to be interesting using the game using tables, diagrams, drawings Number of choices 51% 28% 21% Thus, 51% of children prefer lessons using cognitive interest activation methods. “If you were a teacher, what would you have more in the lesson ?(V %)
Methods of workUsing gamesWorking with a textbookTables, charts, drawingsNumber of choices67%17%16%Thus, more than half of the children from the total sample 67% note a desire to see games in the lesson. "How often are there games in your class at the lessons?",(V %) Frequency of use not very often very often Number of choices 43% 38% 19% Thus, more than half of the children from the total sample 43% note that the teacher does not often use games in the lesson.
“How do you feel about playing in class? ",(V %) Attitude very eager to participate no great desire to support the game playing in the lesson a waste of time Number of choices 87% 13% - Thus, more than half of the children from the total sample 87% note the desire to participate in the didactic games used in the lesson
“What do you think is the use of playing in the classroom? ",(V %) Attitude towards the use of the game in the lesson is very large.
From all this we can conclude: elementary school students like all the lessons, have a positive attitude towards the use of the game in the classroom. If students were teachers, more than 67% would use games in their lessons. And practically the majority of children believe that playing in the lessons is of great benefit and participate in them with pleasure. Thus, it is necessary to include game moments in each lesson, but not as a defuse of the situation, but in order to activate the knowledge of children, the development of mental processes.§3. Analysis of the results of formative researchTo measure the activity time, we used the following methodology, assuming that the class activity time is ideally 100%, i.e. 100% of the time all students participate in the work. To calculate the activity time, we used the formula: Activity Time Percentage = (A1* (100%-X1%)/100% + A2* (100%-X2%)/100% + … + An* (100%-Xn%)/100%) * K/ 100% Where: A1, A2, An number of students in the groupX1,X2, Xn percentage of time that a group of students is distracted from the lesson. total students in the class .Usually, in the lessons of 5 students from the class, about 10% of the time is spent on various conversations that are not related to the topic of the lesson. Two students are passive about the lessons and about 50% of the lesson watch their classmates work. 0)/100) * 100 / 16 = 90.6%. During the pedagogical experiment, there was a significant increase in activity time and only one student watched the work of his classmates for 20% of the lesson time. The percentage of activity time during the experiment = (1 * (100 -20) / 100 + 15) * 100 / 16 = 98.75%. As a result, averaging the data for four indicators, we obtain the values ​​of the students' activity before and after the pedagogical experiment. Activity before the experiment = (81 + 69 + 81 + 91) / 4 = 81% Activity after experiment = (100+94+94+99)/4 = 97%
Conclusion In the course of the pedagogical experiment, it was found that the effective use of didactic games, which evokes positive emotions in this discipline, increases interest and creativity, and also improves the quality of knowledge, skills and abilities.
Conclusion In the process of working on the research topic, on the basis of the psychological, pedagogical and methodological literature reviewed by us on this issue, as well as as a result of the study, we came to the conclusion that in pedagogical work much attention is paid to the didactic game in the lesson and its essential importance for obtaining, mastering and consolidating new knowledge among primary school students. After conducting and analyzing our research, we found that the didactic game allows not only to actively involve students in learning activities, but also to activate the cognitive activity of children. The game helps the teacher to convey difficult material to students in an accessible form. From this we can conclude that the use of the game is necessary when teaching children of primary school age in this particular lesson. In the course of our work, we concluded that the didactic game can be used both at the stages of repetition and consolidation, and at the stages learning new material. It should fully solve both the educational tasks of the lesson and the tasks of enhancing cognitive activity, and be the main step in the development of students' cognitive interests.
Didactic games are especially necessary in the education and upbringing of children of primary school age. Thanks to games, it is possible to concentrate attention and attract the interest of even the most uncollected students. At first, they are fascinated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the very subject of education.
Thus, a didactic game is a purposeful creative activity, during which students more deeply and brightly comprehend the phenomena of the surrounding reality and cognize the world.Bibliography:1. Abramova G. S. Introduction to practical psychology. / G. S. Abramova. M., 1995.2. Abramova G.S. Workshop on developmental psychology. / G.S. Abramov. M., 1998.

3. Ananiev BG Man as a subject of knowledge. / B. G. Ananiev. St. Petersburg: Piter, 2002. 288 p.

4. Bozhovich L.I. Personality and its formation in childhood. L.I. Bozovic. M., 1968.5. Veraksa N. E. Individual features of the cognitive development of preschool children. / N. E. Veraksa. M.: PERSE, 2003. 144 p.6. Age opportunities for learning. / Ed. D. B. Elkonin and V. V. Davydov - M .: Education, 1966. 442p.7. Vygotsky L.S. Questions of child psychology. / L.S. Vygotsky.- St. Petersburg, 1997.8. Vygotsky L.S. Lectures on psychology. / L.S. Vygotsky. St. Petersburg, 1997.9. Gesell A. Mental development of the child. / A. Gesell. M., 1989. 10. Davydov V.V. Developing Education: Theoretical Foundations of Preschool and Primary School Continuity / V.V. Davydov, V.T. Kudryavtsev // Questions of psychology. 1997. No. 1. P. 3-18. 11. Zankov L.V. Didactics and life. / L.V. Zankov. M., 1968. 12. Kolomenskikh Ya. L. Child psychology. / Ya. L. Kolomenskikh, E. A. Panko. Minsk, Universitetskoe, 1988, 223p.13.Leontiev A.N. Activity. Consciousness. Personality. / A.N. Leontiev. M., 1975. 548 p.14. Lisina M.I. On the mechanisms of changing the leading activity in children / M.I. Lisina // Questions of psychology. 1978. № 5. P. 73 75.15. Lishin OV Pedagogical psychology of education. / O. V. Lishin. M.: Institute of Practical Psychology, 1997. 256 p.16. Menchinskaya N. A. Problems of training, education and mental development of the child. / N. A. Menchinskaya. M.: Institute of Practical Psychology, 1998. 448 p.17. Mukhina VS Phenomenology of development and existence of personality. / V. S. Mukhina. M.: Institute of Practical Psychology, 1999. 640 p.18. Nemov. R. S. Psychology / R. S. Nemov. M.: Vlados, 2002. Book. 2: Educational psychology. 608 p.19. Newcomb N. Child personality development / N. Newcomb. St. Petersburg: Peter, 2002. 640 p.20. Psychology. Textbook. / Under. Edited by A. A. Krylov. M.: PBOYuL, 2001. 584 p.21. Rubinshtein S. L. Fundamentals of general psychology. / S. L. Rubinshtein. - St. Petersburg: Peter, 2005. 738 p. 22. Dictionary of a practical psychologist. / Comp. S. Yu. Golovin. M.: AST, 2003. 800 p.23. Smolentseva A.A. Story-didactic games. / A.A. Smolentsev. M.: Education, 1987.24. Fridman L. M. Psychopedagogy of general education / L. M. Fridman. M.: Institute of Practical Psychology, 1997. 288 p.25. Kharlamov I.F. Pedagogy. / I. F. Kharlamov. M., 1990.26. Elkonin D.B. On the problem of periodization of mental development in childhood / D.B. Elkonin // Questions of psychology. 1971. No. 4. P. 6 20.27. Elkonin D.B. The psychology of the game. / D.B. Elkonin. M.: Vlados, 1999.28. Yakobson P. M. Psychology of feelings and emotions. / P. M. Yakobson. M.: Institute of Practical Psychology, 1998. 303p.
Application No. 1 Questionnaire "Identification of the attitude of children to the game in the lesson"1. What lessons do you like the most? using tables, diagrams, drawings, the main thing is to be interesting, using the game, a lesson is a lesson, at least, it’s still boring, I don’t like any lessons, I don’t I know I don't care.2. If you were a teacher, what would you have more in the lesson? tables, diagrams, drawings, different games, independent work, work with a textbook, individual work on cards.3. How often do you have games in your class? very often, often, not very often, occasionally, never.4. How do you feel about the game in the lesson? What do you think is the benefit of playing in class?
Application №2
The methodology for using didactic games in mathematics lessons in grade 2 when studying the topic “Standard volume unit liter” Topic: Standard volume unit liter. Study time 3 hours (continuous time). The purpose of the lesson: to form students' concept of a standard volume unit liter. Lesson equipment: individual boards covered with a thin layer of plasticine, peas (any cereal or small beads); a set of five identical plastic opaque cups, plastic clear cups, glass clear cups, glass opaque cups, plastic boxes (for biscuits), small cardboard boxes, small jars (for baby food), and liter jars; identical decanters; children's buckets; individual plastic boards for working with a marker; "Explanatory Dictionary of the Russian Language" by S. N. Ozhegov; album sheets, four sheets of drawing paper, felt-tip pens, wax crayons and pencils, cards with the words “vessel”, “court”, “vessel”, “dishes”; bell; workpieces in the papier-mâché technique (performed by children in the previous lesson); cards with a symbolic image of emotional mood; magnets Lesson plan. 1. Organizing time. 2. Setting a learning goal. 3. Actualization of the studied material. 4. Learning new material. 5. Physical minutes. 6. Learning new material. 7. Homework. Features of this lesson: flexible structure of the lesson; inclusion of a variety of didactic games in the lesson; discussions as a form of organization of learning; dialogue as a form of organization of learning; business communication of children; intensive activity of students to study the topic; form of learning group (the class is divided into groups approximately equal in number of people, tables are set accordingly). Course of the lesson: 1. Organizational moment. A few minutes before the bell, when all the children are already in the class, the teacher offers the children the game "Chopping Firewood". Guys, which of you has ever chopped wood? Pay attention to how you need to hold the ax and what position your legs should be in when chopping wood. We will play the game "Chopping Wood". Now stand so that there is some free space around. Imagine that you need to chop wood from several chocks. Show how thick the piece of log you want to cut is. Place it on a stump and raise the ax high above your head. Whenever you bring the ax down with force, you can shout out loud, "Ha!" Then put the next chock in front of you and chop again. Be careful, after two minutes, when I ring the bell, stop, take a few deep breaths, after, everyone can tell me how many chocks he chopped. Let's start chopping wood. Pay attention to how nice it is to be in silence after such noise and din. Let's listen to the silence. So, how many chocks did you manage to cut in two minutes. Well now that you are all ready to go. Hello guys! Sit down. And now, as at the beginning of each working day, let's each determine their "weather forecast." The purpose of this exercise: With this exercise, the teacher makes the child understand that he recognizes his right to be unsociable for some time. At this time, an important educational task is also being solved other children learn to respect the state and mood of another person. U.- Get out the cards and choose the one that matches your mood today. .(The teacher at this time can make a diagnosis by paying attention to the child's condition and following its dynamics). Guys, look carefully around, maybe the friend sitting next to you is in a bad mood, let's be attentive to each other. 2. Setting educational goals and objectives. U.- Today we have a lot of work with you. Let's get started without wasting a minute. But first, let's think and say how you want our lesson to turn out? How will you help me to make the lesson work like this?3. Actualization of knowledge and skills obtained earlier.U. Then let's start our lesson. Just tell me, what day is it today? What is the date today? What month is it today? What time of year? What year? What time is it? How much time has passed since the beginning of the lesson? So it's been five minutes since our lesson. Let's get started so we don't waste time. In the previous lessons, you learned how to solve problems. I have five interesting problems for you, completing which you can check how you learned to solve problems. Look closely at the board. Now everyone will read the task for themselves. (The sash of the board opens and the children can see the tasks written in the column). Tasks: 1) Grandmother knitted 5 pairs of mittens for her grandchildren. How many mittens did the grandmother knit for her grandchildren? 2) The students decided to help the librarian. On the first day they sealed 8 torn books, on the second day 4 more books than on the first day, and on the third day 6 books. How many books did the schoolchildren seal in total? 3) Katya was washing the dishes. After she washed 6 dishes, she had two less dishes left to wash than she had already washed. How many plates does Katya need to wash? 4) Dima and Yura found 25 white mushrooms and 18 aspen mushrooms in the forest. Of these, 15 mushrooms were fried by my mother, and the rest were pickled. How many mushrooms went for salting? 5) Misha decided to help his mother and started peeling potatoes. After he has peeled 5 potatoes, he has 4 more potatoes to peel than he has already peeled. How many potatoes does Misha have to peel in total? Do you like assignments? Why are they interesting to you? Now everyone can choose to solve as many tasks as he wants and can complete in 10 minutes, and such tasks that he liked best. You will lay out the answers to each problem in peas on your individual plasticine-coated boards in a column. What do you think you and I can practice doing with them? And I think that you can still practice your ability to solve problems, understand them, write down the solution and perform verification. Everyone will be able to test their knowledge, skills and see the difficulties that they had while doing it, and what else they need to work on. You have 10 minutes to do it. Choose a person in each group to keep track of the time. Who trained the ability to complete tasks for speed and coped with all before the allotted time, raise your hand, I will come to you. Raise your hands, those who are ready to work. (The first hands are stretched out, approaches the child and looks at the answers, finding out which and why the child completes these tasks). Guys, the time allotted for the task is coming to an end. I see that many already want to test themselves. Hands up who wants to test themselves. And now guys, raise your hands, those who completed the first task and received the answer 10 mittens. Raise your hands, those who got a different answer in this task. (Comments on other results). Raise your hands, those who completed task two and received 26 books in response. Raise your hands, those who got a different answer in this task. Raise your hands, those who got a different answer in this task. Raise your hands, those who, when completing the fifth task, received 14 potatoes in the answer. Raise your hands, those who got a different answer in this task. Guys, which of you believes that he did well on the tasks? Raise your hands. What is your confidence based on, how many tasks have you completed? How many of the tasks that you performed were solved correctly? But you could probably set yourself the goal of practicing carefully, laying out the results of calculations on plasticine with peas, in this you have achieved success. You have very beautifully laid out numbers, look guys. Who had difficulty completing the assignments? What were the difficulties? What do you think everyone should do to avoid such difficulties? And now let's each think for 30 seconds, and then name 3 of his successes, which he achieved in completing this task. The time for thinking has come to an end. Now each of you will name your successes, and at this time we will all say in unison: “We are happy for you.” Now, guys, close your eyes, dream up and imagine yourself an artist. Take out paints, brushes and prepare water. We will draw up the crafts you made in the previous lesson. Who remembers in what technique we performed the work? What does this word mean, and from what language did it come to us? Who remembers and can describe the technology for performing the work? Lay out the first layer with paper pieces, dipping them in water. The second and subsequent layers on the paste. After several layers have been applied, let the work dry. Then we take it out of the form and draw it up. Well done, many trained their memory. Guys, what properties of paper allowed us to do this work? And now let's take your forms in our hands and carefully take out the paper cast. Look what you got, absolutely identical objects in shape. Now let's color the resulting model and at this time we will try to name as many common and different properties as possible between a real object and its paper cast. (Children draw up and discuss common and different properties along the way). Guys, I see that almost everyone has finished decorating their crafts. Let's put them on the shelf to dry. Did you enjoy being artists, how did you feel about doing this work? I enjoyed feeling that I was making things beautiful. Now we will train our attention and learn how to find as common properties as possible between objects. Look carefully at the objects on your tables, choose any of them and name as many common features as possible between it and a piece of paper that is also on your tables. Time for you to think 1 minute. You can discuss in groups. The time has come to an end. Let's try to name as many common properties as possible between your chosen object and a sheet of paper. I see that you have successfully completed this task. What could each of you learn to practice by doing this work? We have worked with you, and now we can rest a bit and gain new strength. Remember guys how your voices usually sound. Rather quiet rather loud or rather medium? Now you will need to use the full power of your voice. Break into pairs and stand in front of each other. Now you will have an imaginary battle with words. Decide which of you will say "yes" and which of you will say "no". Your whole argument will consist of only these two words. Then you will change them. You can start quietly, gradually increasing the volume of your voice until one of you decides that it can't be any louder. In this exercise, let's set a goal to develop our attention. As soon as you hear the bell ringing, stop, take a few deep breaths. Let's see who will be the most attentive. Well done! Pay attention to how nice it is to be in silence after such noise and din. Guys, Sit down straight, now we will move on to a new job.4. Learning new material. Tell me, what subjects did you take as a basis when doing work in the papier-mâché technique? U. Do you think it is possible to combine all these items into one group? And on what basis, property? Think about it. Look, I combined some objects into one group (a cardboard box, an opaque glass cup, an opaque plastic cup), and the following items into another group (a plastic transparent cookie box, a transparent glass cup and a plastic transparent glass). - By what property did I combine these objects into groups? I agree with you. And by what other property could I combine these objects into groups? I see that you have coped with this task, and now I would like to offer you an even more difficult task. I will tell you a certain property, and you will try, after discussing and conferring in groups, to break the objects lying on your table into groups. What can we learn from doing this task? Raise your hand, those who are ready to test themselves, how successfully he is able to divide objects into groups according to a given property, as he can negotiate. Attention! I call the property length. The group that completed the task raise your hands. Tell me how you reasoned and came to this opinion. The statements of the children are listened to and corrected. Guys, listen carefully, I call the following property mass. The group that completed the task raise your hands. Justify your answers. Guys, everyone else is listening carefully. If you disagree with something, listen to the end, and then raise your hand and ask the group questions or express and justify your point of view. Who has included other items in the groups and disagrees or wants to supplement the answer of the first group? Anyone have anything else to add? Okay, guys, now the task is more difficult property beauty. I'll give you a minute for discussion in groups. Time has come to an end. I see that in the discussions in the groups there were disputes. Tell what happened during the discussion. Yes, indeed, beautiful objects. But why did the dispute arise? Guys, why do you think such a dispute did not arise when we divided objects according to other properties? And we can’t compare which object is more beautiful than another, why? Guys, so far we cannot understand and agree on the sign of beauty. Let this be your homework. Talk to your parents, friends and try to answer this question all the same. We will return to this in the lessons. So, guys, let's summarize and say what we could learn from doing this task. U. Yes, guys, this assignment taught us a lot, it gave us a problem that many people think about, and we will talk about it more than once. Let's say "thank you" to this activity for all the things it taught us and made us think about. Guys, if we talk about what these items are used for, can they be summarized in one word? More precisely. (Shows a card with the word “vessel” and fixes it on the board with a magnet.) Write this word on your individual plastic boards with a marker. Try to do it as carefully as possible. Guys, now let's practice naming as many associations as possible to a given word. Think and name each one one association to this word. Guys, let's try, having discussed in groups, to give a definition to this word. So that everyone, having heard it, could understand what a vessel is. Raise your hands to anyone who does not understand the task. Time for you to discuss in groups 2 minutes. Choose a person who will keep track of the time. (Discussion in groups.) U. Let's thank (Sveta) for reminding us how much time is left to complete the task. Now let's hear the opinion of each group on the question of what a vessel is. Again, when the group speaks, everyone listens , questions after she finishes. Which group would like to start first? I see that opinions are divided. And what do you think, people could face such a question, could people agree on what to consider as vessels? Today we will learn how to work with the dictionary Misha. Take the dictionary from the shelf. Who remembers what dictionary you and I use in class if we need help? In the meantime, Misha is looking for a word, I suggest doing the following work, which you can do based on your experience. Try to make as many sentences as possible with the word "vessel". Thank you all, many of you have made very interesting and original sentences. Misha found the definition of the word “vessel” in the dictionary, let's give him a word. Thank you Misha, you helped us all a lot, and practiced working with the dictionary yourself. Guys, do you understand all the words in this definition? Let's try to determine the meaning of this word. Look at the blackboard. I fixed three more words next to the word “vessel”. Read these words: - ship dishes court Write these words on your plastic boards with a marker. Meanings, what words do you not understand? Then let's try to read them carefully again. D. How are these words similar and why did I put them next to the word "vessel"? That's right, you were considerate. What do you think this root means? Think about it and discuss it in groups. You have 1 minute for this. (The opinions of children in all groups are heard). Do you want to know what other people think about this? And where can we find and, after reading, find out what people managed to agree on? Now Anya will read to us what is written in the dictionary about this. It says that part of the word court root is of ancient Russian origin, and it means literally, a whole made up of parts. How do you understand this? Give examples. A vessel, then this is an object in which many different parts of a substance or how many objects are stored. Here are the guys how much the dictionary helped us learn and how many meanings the word turns out to have. What could we learn from doing this work? And now let's take a break and play the game that we met at the beginning of the lesson. Who trained your memory and memorized the name of the game, raise your hands. (Children raise their hands) Get up from the tables so that there is some free space around. Imagine that you need to chop wood from several chocks. Show me how thick the piece of wood you want to cut is. Place it on a stump and raise the ax high above your head. Whenever you bring the ax down with force, you can shout out loud, "Ha!" Then put the next block in front of you and cut again. Let's agree that, in two minutes, when I ring the bell, you will stop, take a few deep breaths, after, everyone can tell me how many blocks he chopped. Raise your hand, who accepts our agreement. We start chopping wood. (Makes a signal to stop the game by ringing a bell). I see that many of you were very attentive and trained your memory, remembering our agreement with you before the start of the game “Chopping Wood”. Pay attention to how nice it is to be in silence after such noise and din. Let's listen to the silence. So, how many chocks did you manage to cut in two minutes. Sit down children. Now that we have rested, we can go to work with renewed vigor. Now name as many vessels as possible that are not in the class. Let Roma read the definition of the word “vessel” again. (The child reads the definition in the dictionary) U. If all the items you named are vessels, then only liquid and bulk items can be stored in them. What other items can we store in them? Look, I put cubes in a vase. How many of them, count. I put a textbook and pens in the jar. So, can we store other items in the jars? Is it convenient, reasonable? Why? So, people could understand this and agree to store only liquid and bulk objects in vessels. What liquids can you name? What bulk items can be stored in vessels, name? Can other objects perform the function of vessels? Prove. (Children's opinions are divided). Look, I'm pouring water into a wicker vase, can I store water in it? Let's check how long you can store water in a wicker vase. Children, mark the time and count the seconds. (Everyone counts in unison) How much did we get? This means that the basket can also become a vessel. Can a bag made of paper be a vessel? Guys, then the paper bag will also be a vessel. But will it always be convenient and reasonable? Why then will the purpose of objects depend? But still, people agreed to call vessels objects in which it is convenient to store liquids and loose bodies. Guys, the paints have already dried and your crafts are completely ready, most of them can be called vessels. You were masters. And what do you think, when and why could the first vessels appear? And when did the first people appear? These are very difficult questions. You can learn more about this in high school in history lessons. Let's agree with you to consider that the vessels appeared a very long time ago, along with how the first people appeared. You can return to this very serious issue with your children more than once. Go to the museum again and talk to the staff, invite a history teacher to a lesson. Children should feel like explorers. I think it will be interesting for you to see what ancient vessels looked like. What do you think you could store in them? Pay attention to what it is made of they are ceramic, i.e. clay. How they are framed. Remember, we read the legends and myths of Ancient Greece at extracurricular reading lessons, so these vessels are Greek and they depict the god Apollo and the goddess Athena.U.- And now, I will give each group texts about vessels at different times and in different countries. These are texts that talk about vessels in Ancient Greece, Ancient Egypt, Ancient Russia, Ancient China (4 texts by the number of groups). Each of you will read the text, discuss its content in the group. After you have consulted in groups, make a short presentation of your work introduce yourself to the inhabitants of the country whose vessels you have read about and tell us, the inhabitants of other countries. You can make illustrations that would show the vessels. I suggest that you learn to listen to the other person, ask questions when completing this assignment. Let's get started. Preparation time 8 minutes. Identify in groups a person who will keep track of time. Raise your hands to those who do not understand the task. (Those who do not understand the task raise their hands, ask questions). Then we do not waste time and start working. I wish you luck. I see that the guys in charge of time show us that the work must come to an end. One more minute get ready for the speeches So, guys, the first group will start their presentation reading the text about the vessels in ancient Egypt. Come out to the board. Let's pin your drawings to the board. Guys, what new things could we learn from the story of the guys? Let's thank the group for an interesting story. Now let's give the floor to the group that read about the vessels in ancient Greece. Guys, please come to the board. Guys, what new things could we learn from the story of the guys? Let's thank a group of guys for an interesting story. Now we ask the group preparing a story about vessels in Ancient China to come out. The children go out, fix the illustrations on the board with magnets. They begin to talk about what they have read. Guys, what new things could we learn from the story of the guys? Let's thank a group of students for a fascinating story. Now we ask you to leave the group that was preparing a very interesting story about the vessels of Ancient Rus'. The topic is very interesting, because from the story of the guys we can learn about what vessels our ancestors used with you Russian people. The children go out, attach the illustrations to the board with magnets. They begin to talk about what they have read. Guys, what new things could we learn from the story of the guys? Let's thank the guys for a very informative story. Guys, all the bands performed just fine. The stories and drawings made for them were very meaningful, colorful. What conclusion can we draw about the features of vessels in different countries and at different times? Let's think now and say what this work could teach, what new things we learned.U. This work taught us a lot. We learned about vessels in different countries in ancient times. We learned to listen to each other and ask questions. We learned to retell texts and make illustrations for them. I suggest you get some rest and gain strength for the next work. Let's do a physical minute.5. Fizminutka.U. Guys, you and I have rested, gained strength and can transgress to a new job. Let's sit straight, straighten our backs, show each other that we are ready to learn new things, develop ourselves. Guys, look, I have objects on the table. How many are there? Name these items. What can we name these items? Guys, we have already done this work in the lesson, name as many common properties of these objects as possible. And who guessed why these objects seemed cold to the first student, and warm to those who last touched him? Guys, which of these vessels of water will fit more? Opinions are divided. Try to prove the correctness of your answer in several ways. And who can offer another way to check. So that you do not have to pour water from one vessel to another. Let's calculate how many small vessels are needed to fill a jar and decanter with water. (I form the concept of a number as a result of measuring values.) (In each of the groups, there are identical jars and decanters, and a bucket of water on the tables. One child from the group performs an action, and the rest in an undertone consider how many measurements are needed for this. At the same time, the teacher deliberately creates a situation in which two groups need to find out how much water fits in a jar, and the other two need to find out how much water fits in a decanter, while the measurements of those who find out how much water fits in a decanter and in a jar are different.) U. Have two groups fill in and count how much water fits in a jar, and the other two groups find out how much water fits in a decanter. (Children perform actions.) U. How much water did it take to fill the jar? And how much, in order to fill the carafe? So, which vessel of water holds more? It turns out that the first way to find out which of the vessels of water holds more, by first filling one vessel with water and then pouring water into another vessel, turned out to be wrong? Who thinks differently, or guessed how this could happen? Let's try to check your opinion. Let's take the same measurement vessels, let them be larger jars, and fill the vessels with water. (Children complete the task.) U. How many measuring jars of water did it take to fill the jar? How many measuring vessels did it take to fill the carafe with water? So, it turns out, which of the vessels of water holds more? The result is the same as in the first case. It turns out that Olga was right when she said that different measurements are the reason that there was more water in the decanter than in the jar. U. Guys, what generalization can we make after doing this work? Guys, let's agree with you and name the measure we used for liquids. It is equal to this jar. (Display). Let her be called bena.U. I agree with you. Guys, we have done a very good job and now we can relax. I think that you will not refuse to drink orange juice. Then let's go to the dining room. There are twenty of us in the class, let's use our measuring vessel and ask for 20 Bens of juice. Please pour 20 Bens of orange juice for the whole class. Salesman. And what is a bena? Salesman. I have never heard of such a measure. Guys, I can't fulfill your request, I don't know what this measure is. Seller. Banks are different, but I have not met the capacity of which, would be equal to 1 Bene. I don't know how much juice you need to pour. I can't understand you. Do people still not agree on what kind of measuring vessels to use? There must be a measure that all people use. Think about who went to the store with your parents or bought milk or juice yourself. What measure did you call? Packaging is a vessel, which means that there is a measure of the capacity of a liquid in a vessel such as a liter. Write this word on your plastic boards. People agreed to measure liquids with this measure. Remember and name similar, root words for the word "liter". Let's come up with a sentence with this word. I wonder how much liquid can fit in a liter vessel? Show.U. Hands up who wants to know how much liquid can fit in a liter vessel? Look, this is a liter jar, it holds exactly one liter of water. (The teacher shows a liter jar of water. A liter jar is placed on the table for each group) Children, touch this jar, close your eyes and take turns touching the jar with your palm. Remember how it feels to the touch. Do you want to know how many Bens make one liter? Let's find out. So how many bens are in a liter? So a liter is a larger measure than Ben. How many tablespoons can make a liter? Let's find out. I will fill a liter jar with water, and you count out loud how much water I need in a measure tablespoon. Is it convenient to use such a measure as a tablespoon when you need to find out how many such measures fit in a large vessel? Why? Therefore, people agreed to use as a measure for liquids liter.U. Children, is it convenient to use a bucket as a measure? U. So what made people come up with a smaller measure liter? Which measure will you use more often a bucket or a liter? Children's answers and summing up the lesson.
Application №3 Activation of cognitive activity in the classroom.

Application No. 4 Comparison of cognitive activity in the lesson