What do you need to know about the intellectual development of schoolchildren? Theoretical and methodological foundations of the intellectual development of junior schoolchildren in Russian language lessons.

A child entering school is influenced by the educational process. A change in cognitive processes occurs in the consciousness, preparing the child for adult life. This requires special interest and diligence from students.

The development of schoolchildren begins from primary school and continues until the end of education. Of course, the development does not end there. The school one is being replaced by another development. So, primary school age is considered more important in the development of schoolchildren. Child psychologists say that this stage is considered decisive in the intellectual development of children. In elementary school, changes occur in the child's mind.

Children begin to engage in new, hitherto unknown types of activities and activities. Such activities sometimes require perseverance and perception from the student. Some psychologists have noticed that it is primary school students who are able to comprehend and remember more information than students in high school. Perhaps this can be traced because at a younger age it is possible to arouse interest in learning.

The intellectual development of schoolchildren must include cognitive processes. The development of intelligence at school age will be influenced by memory, thinking, and perception. It is necessary to pay special attention to memory. At primary school age, children's memory is simply excellent. They can be said to senselessly remember everything that the teacher tells them.

In high school, this ability sharply declines; perhaps this is due to the fact that the acquired knowledge is already being comprehended and assimilation is worse. The development of children's intelligence is also influenced by means of thinking. If a schoolchild is forced to think out loud and express his thoughts in words, then the development of intelligence will be more successful.

In particular, the development of intelligence will be influenced by the student’s ability to use images when expressing his thoughts. In many ways, the intellectual development of a student is influenced by communication with the outside world, people, and especially with adults. Because it is adults who will serve as objects of imitation and a source of various knowledge for children. It is also worth paying attention to educational games, in particular games in groups, in pairs.

It is also necessary for the formation of intellectual abilities and literary development of schoolchildren. Introducing a child to reading books helps develop memory, perseverance, improves speech skills, and develops logical thinking. In order to somehow identify intellectual abilities, they resort to a variety of techniques.

There are a number of methods for developing intelligence. In particular, these are all kinds of intellectual tests, which are a set of techniques. Let's list some of them. For example, a school intelligence test. Thanks to this test, it is possible to identify in a student, in addition to his general level of intelligence, the degree of assimilation of knowledge acquired in the classroom. It also makes it possible to determine which abilities or capabilities are more developed in children.

This psychological test has two equal forms A and B, which include six subtests with different compositions of tasks. In total, the test contains 119 tasks that students must complete in forty minutes. There is a specific time limit for completing the subtest. When performing a psychological test, the individual indicator is the entire sum of points obtained by adding up the results of solving the entire set of tasks.

There is also a test of mastery of thinking. School test of mastery of thinking - most of the tasks in it are based on information from school textbooks. All tasks are arranged by discipline (Russian language, literature, mathematics, history, etc.). The tasks are presented in the form of closed-type tasks. Each student's correct answer should be worth 1 point.

The level of knowledge of conceptual thinking is determined as a percentage (the percentage of all correct answers out of the total number of questions). Based on the test results, you can also find out information about the percentage of correct answers to questions related to certain academic disciplines. The psychological test SHTOM contains 2 corresponding forms - A and B for conducting the test and its purpose for recognizing the thinking of students in the second, third and fourth (fifth) grades.

The process of conceptual thinking provides an opportunity to organize, analyze and systematize the information received, classify it into familiar categories, and also allows you to draw conclusions and conclusions. The Guilford psychological test can also be classified as a method of intellectual development.

Thanks to this test, it is possible to determine social intelligence. J. Guilford's test makes it possible to measure the general level of development of social intelligence, as well as assess individual abilities in understanding the behavior of children and adults: the ability to foresee the consequences of behavior, the correspondence of the display of verbal and nonverbal expressiveness, awareness of the logic of development in complex situations of interpersonal interaction, awareness of internal motivation in human behavior.

A similar method of intellectual development is provided for the entire age range, starting with children aged 9 years. The total time for conducting a psychological test, including familiarization with the instructions, is half an hour. The following tips can be offered to parents of students. In order for a child’s intelligence level to increase, the student must be given more independence. Let him discover new knowledge for himself.

Create conditions for the child to complete his activities so that he is interested in learning and discovering something new for himself. It is necessary to constantly praise the student for his academic success, as well as for his patience and perseverance. It has been noted that praise and support provide an opportunity to significantly increase a student’s intellectual achievements. Under no circumstances should you give a child negative marks for his achievements.

In this regard, he may lose interest in studying, his intellectual abilities may decrease, and he may lose confidence in himself and his abilities. Also, parents should not compare students with other children; it is better to compare him with himself. For example, when performing some task, tell him that today he did better than yesterday. With this approach, the child will improve himself, thereby improving his abilities and capabilities.

Parents should support their child in all endeavors and aspirations. Also, there is no need to rush to give him tasks that exceed his intellectual abilities; parents need to be patient. There is no need to force the student to do any tasks; if he is spinning, overtired or upset, it will be great to do something else with him. It is also necessary to periodically allow the child the opportunity to sometimes do something he likes, in addition to studying.

In conclusion, we can say the following. In order for a student’s intellectual abilities to be well developed, it is necessary to constantly study with him. Give more independence in choosing activities, hobbies, and aspirations.

A person’s entire life constantly confronts him with acute and urgent tasks and problems. The emergence of such problems, difficulties, and surprises means that in the reality around us there is still a lot of unknown, hidden things. Consequently, we need an ever deeper knowledge of the world, the discovery in it of more and more new processes, properties and relationships of people and things. Therefore, no matter what new trends, born of the demands of the time, penetrate the school, no matter how the programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks. Intellectual development is the most important aspect of preparing younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his students. And the degree of students’ interest in learning, level of knowledge, readiness for constant self-education, i.e. depends on his ability to “fill the vessel and light the torch,” and his ability to organize systematic cognitive activity. their intellectual development, which is convincingly proven by modern psychology and pedagogy.

Most scientists recognize that the development of schoolchildren’s creative abilities and intellectual skills is impossible without problem-based learning.

Creative abilities are realized through mental activity.

A significant contribution to the disclosure of the problem of intellectual development, problem-based and developmental learning was made by N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I.Ya. Lerner, M.I. Makhmutov, A.M. Matyushkin, I.S. Yakimanskaya et al.

The concept of “intelligence,” which passed into modern languages from Latin in the 16th century and originally denoted the ability to understand, has become an increasingly important general scientific category in recent decades. It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

In 1921, the journal “Psychology of Education” organized a discussion in which leading American psychologists took part. Each of them was asked to define intelligence and name a way in which intelligence could best be measured. Almost all scientists named testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as “the ability for abstract thinking” by L. Theremin, “the ability to give good answers according to the criterion of truth, truth” by E. Thorndike, a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality” S. Colvin and others.

Currently, in the theory of textual criticism, approximately the same situation remains as in the 20s - 40s. There is still no agreement on what intelligence tests should measure); Textual critics still build their diagnostic systems on the basis of contradictory models of intelligence.

For example, modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Digital capabilities.

Lexicon.

The ability to perceive similarities or differences between geometric shapes.

Speech fluency.

Reasoning ability.

Memory.

Here, as components of intelligence, we take both the general mental function of memory and those abilities that are clearly direct consequences of learning (the ability to perform digital operations, vocabulary).

The English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

German scientists-teachers Melhorn G. and Melhorn H.G. intelligence is a set of abilities that characterize the level and quality of an individual’s thought processes. They believe that the function of intelligence is to mentally solve objectively existing problems. The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the world around us. Problematic thinking leads to a more or less large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

L. Thurstone, in turn, developed a model of intelligence consisting of 7 factors:

Spatial ability.

Speed of perception.

Ease of handling digital material.

Understanding words.

Associative memory.

Speech fluency.

Understanding or reasoning.

The leading role in the structure of intelligence is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception is manifested in observation, memory records phenomena that are significant in one way or another and selectively “presents” them in the process of reflection, imagination is included as a necessary link in solving a creative problem, i.e. each of the mental processes is organically included in the mental act of the subject.

A qualitative leap in the development of human intelligence occurred with the emergence of labor activity and the advent of speech. Intellectual activity is closely related to human practice, serves it, and is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of existence.

The social nature of human activity ensures its high intellectual activity. It is aimed not only at understanding objective reality, but also at changing it in accordance with social needs. This nature of intellectual activity ensures the unity of cognition itself (thinking), the attitude towards the cognizable (emotions) and the practical implementation (will) of this action.

Raising a child’s intellect requires the comprehensive development of his cognitive abilities (the breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. Cultivating the intellect is one of the central tasks of the comprehensive harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important aspect of preparing younger generations for life and work, which consists in guiding the development of intelligence and cognitive abilities by stimulating interest in intellectual activity, equipping them with knowledge, methods of obtaining it and applying it in practice, instilling a culture of intellectual work " Caring for the education of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

It has been proven that intellectual development is a continuous process that takes place in learning, work, games, and life situations, and that it occurs most intensively during the active assimilation and creative application of knowledge, i.e. in acts that contain particularly valuable operations for the development of intelligence.

We can identify typical features of developed intelligence, knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude towards the surrounding world of phenomena. The desire to go beyond the known, the activity of the mind is expressed in a constant desire to expand knowledge and creatively apply it for theoretical and practical purposes. Closely related to the activity of intellectual activity is observation, the ability to identify their essential aspects and relationships in phenomena and facts.

Developed intelligence is distinguished by its systematic nature, providing internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The independence of the intellect is inextricably linked with its creative character. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence.

In modern psychology it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between a student’s learning and his intellectual development has not yet been sufficiently studied.

The very concept of intellectual development is interpreted differently by different researchers.

N.A. fruitfully studied the problem of mental development. Menchinskaya with a group of her employees. These studies proceed from the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. drew attention to this. Blonsky: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is of reasoning.” Thus, knowledge is a necessary condition for thinking. Secondly, to characterize mental development, those mental operations through which knowledge is acquired are important. That is, a characteristic feature of mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be classified as intellectual skills. In the word, mental development is characterized both by what is reflected in consciousness and, even more so, by how the reflection occurs.

This group of studies analyzes schoolchildren's mental operations from different perspectives. Levels of productive thinking are outlined, determined by the levels of analytical and synthetic activity. These levels are based on the following characteristics:

a) connections between analysis and synthesis,
b) the means by which these processes are carried out,
c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as systems of operations, specially formed to solve problems of a certain type within one school subject or to solve a wide range of problems from different fields of knowledge E.N. Kabanova-Meller.

The point of view of L.V. is also of interest. Zankova. For him, the decisive factor in terms of mental development is the unification into a certain functional system of such methods of action that are characteristic by their nature. For example, younger schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can speak of progress in mental development when these diverse methods of mental activity are united into one system, into a single analytical and synthetic activity.

Thus, an important task of modern psychology is to build objective, scientifically based indicator psychological methods with the help of which it is possible to diagnose the level of mental development of schoolchildren at various age stages.

Federal state treasury

educational institution

"Secondary school No. 151"

Olenegorsk-2, Murmansk region

Development of intellectual skills

and creative abilities of children

primary school age

2013

Target: deepening theoretical knowledge on the topic “Development of intellectual skills and creative abilities of children of primary school age.”

The rapid growth of information technology and rapid scientific progress are placing ever greater demands on human intellectual potential. (M.K. Akimova)

The problem of developing intellectual abilities is not new for psychological and pedagogical research, but is still relevant.

Intelligence ( from the Latin word intellektus - understanding, comprehension, comprehension) in psychological science is considered as “a relatively stable structure of an individual’s mental abilities”

In the theory of intelligence (developed under the leadership of B.G. Ananyev), intelligence is an integrated system of cognitive processes. The degree of integration of cognitive processes (psychomotor skills, memory, thinking) is a criterion for the development of intelligence.

D. Wexler under intelligence understands the ability to successfully measure strength and life circumstances, using accumulated experience and knowledge. That is, he views intelligence as a person’s ability to adapt to the environment.

Psychologist I.A. Domashenko -" Intelligence- general cognitive ability, which determines a person’s readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.”

The idea of intelligence as a prerequisite for learning is developed in the context of the psychological and pedagogical problem of learning ability (N.A. Menchinskaya, Z.I. Kalmykova).

In these studies, the nature of intelligence is identified with “productive thinking,” the essence of which is the ability to acquire new knowledge (the ability to learn or learnability). Indicators of learning ability are the level of generalization of knowledge, the breadth of its application, the speed of assimilation, and the pace of progress in studies. The “core” of individual intelligence is a person’s ability to independently discover new knowledge and apply it in non-standard situations. Thus, the characteristics of learning ability determine the success of training, thereby acting as a criterion for intellectual development.

So, Intelligence- this is a set of qualities of an individual that ensures a person’s mental activity. In turn, it is characterized by:

Erudition: the sum of knowledge from the field of science and art;

The ability to perform mental operations: analysis, synthesis, their derivatives: creativity and abstraction;

The ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;

Attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

According to modern researchers, basic mental functions, including intellectual ones, develop in the first year of life. Many authors consider the age of 8-12 years to be one of the critical periods of intellectual development. Both according to Piaget's theory and in accordance with the data obtained by Thurstone (1955) and Bailey (1970), by the age of 6, intellectual development is already more than a third, by 8 years half, and by 12 years - by three quarters. Thus, primary school age is an age of intensive intellectual development

The properties of the human psyche, the basis of his intellect and his entire spiritual sphere, are formed mainly at primary school age, and therefore the primary school teacher is faced with the task of child development,

his creative abilities, education of a creative personality in general

Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities.

The task of a modern school is not so much the acquisition of knowledge as such, but rather general development, the development of the ability to acquire knowledge and master it. In this regard, the development of general educational activities of schoolchildren is of particular importance.

The basis of general educational activities, as is known, is formed by general educational and subject-specific intellectual skills, the presence and level of development of which ultimately determines the success of this activity

General educational intellectual skills are defined as preparedness for theoretical actions performed quickly, accurately and consciously based on acquired knowledge and life experience. These are mental actions that are associated with the process of mastering a variety of educational subjects. Unlike subject skills, they have a wide range of actions, therefore general educational intellectual skills belong to “metaknowledge”, that is, those that are used in various fields when mastering different knowledge (N.A. Menchinskaya, N.F. Talyzina)

The criteria for intellectual and mental development are:

· independence of thinking,

· speed and strength of assimilation of educational material,

· quick orientation when solving non-standard problems,

· ability to distinguish the essential from the unimportant,

· different levels of analytical and synthetic activity,

· criticality of mind.

Intellectual general educational skills provide a clear structure of the content of the process of setting and solving educational problems. These include:

identification of objects of analysis and synthesis and their components;

identification of essential features of the object;

determining the ratio of object components;

conducting different types of comparisons;

establishing cause-and-effect relationships;

operating with concepts, judgments;

classification of information;

mastery of evidence components;

formulating the problem and identifying ways to solve it

The level of intellectual development of a junior schoolchild is determined mainly by the degree of formation of the following skills:

Dialectically analyze educational or any other material;

Compare objects, facts, phenomena;

Classify the material;

Summarize, make a summary;

Abstract;

Highlight the main, essential;

Synthesize material;

Establish cause-and-effect relationships, analogies;

Identify logically complete parts in what you read, establish relationships and interdependence between them;

Write an essay on a given topic;

Use research skills (setting problems, developing hypotheses, choosing solution methods, proof, verification).

For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop skills in thinking, and independence in finding ways to solve problems.

However, such conditions are often not fully provided, since a still common method in practice is the teacher organizing students’ actions according to a model, training-type exercises based on imitation and not requiring the manifestation of invention and initiative.

Under these conditions, children do not sufficiently develop such important qualities of thinking as depth, criticality, flexibility, which are aspects of their independence. The development of independent thinking requires an individual approach to each child.

The development of psychological new formations of primary school age is inextricably linked with educational and play activities.

Play is a source of development of the child’s consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between a child and an adult.

The play environment creates an environment where children want and can show their independence. Game actions child, accompanied by high emotional uplift, stable cognitive interest, are most a powerful stimulus for his activity in cognition.

Games during the learning process - didactic games - are of great interest to primary schoolchildren. These games make you think and provide an opportunity for the student to test and develop their abilities. They are one of the means of developing intellectual abilities.

The purposes of using didactic games with the following:

Intellectual development of younger schoolchildren;

Creation of suitable conditions for the formation of the development of each child as an individual, the development of his creative abilities;

Individual approach to each child and the use of individual learning tools;

Emotional and psychological development of junior schoolchildren, which is facilitated by participation in didactic games.

Deepening previously acquired knowledge;

Increasing the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.

Development of intellectual skills in Russian language lessons

Didactic games have long taken a strong place in the practice of conducting Russian language lessons in elementary schools. Certain methods for their preparation and implementation have emerged, a wealth of material has been accumulated, and there is whole line interesting teaching aids. But modern life places ever higher demands on the student as an individual, which means it’s time to take the didactic game to a qualitatively new level, to make it creative.

In the primary grades of a modern school, one of the effective techniques that actively influences cognitive activity and their emotional sphere is creative play. It helps to create an emotional mood in schoolchildren, evokes a positive attitude towards the activity being performed, improves overall performance, makes it possible to repeat the same material many times without monotony and boredom, and achieve its solid assimilation.

For example, there is a game where you need to write a letter in each cell to make a word.

First, you need to give each student the opportunity to come up with their own words, encouraging each new option (whale, bush, map, book, etc.) Then you can complicate this game by asking the children to choose words for only one part of speech, or for a given topic, or for some spelling rule.

The teacher can conduct such a game many times, at different stages of the lesson, the main thing is that it corresponds to the goals of the lesson and fits in organically

into the structure.

The next type of such a multifaceted creative game in Russian language lessons could be the game “An Extra Word.” The essence of this game is that from a number of words, students first need to remove one “extra word”, justifying their answer, then from the remaining ones one more, then another, until 2-3 “necessary words” remain.

Which word is missing in this series: Yura, Julia, Juno, Ella.

Possible answers:Ella , since all words begin with the capital letter "U", and the wordElla with a capital letter "E";Juno , because in all words

2 syllables each, but this one has three;Julia, because in all words the letter “a” is written at the end, and in the wordJulia "I";Yura , because All names are female, and this is male.

This game is useful because students involuntarily have to compare the proposed words according to various criteria: lexical meaning, composition, grammatical features, etc. – which always leads to the development of concepts.

A large scope for children's imagination is opened up by the game of inventing their own words (necessarily motivated, i.e. having a connection with real words. For example, when studying the topic “Proper names”, he will ask children to come up with their own nicknames for animals, reflecting their appearance or habits : the goat Bodulya, the rooster Screamer, the dog Bark, the horse Quickfoot, the lamb Curly, etc.

When learning how to classify, each task can become more complicated or simplified by increasing or decreasing the number of objects in the group, changing the objects themselves, the appearance of several stages of solution, and the appearance of several possible division options.

On what basis were the letters divided into two groups?

a) AOUYE YAYEYYU

b) AOUYIE YAYEYU

c) PKTF MRLZ

d) BVG YCHSCH

On what basis were words divided into two groups?

a)yama child

anchor mint

elm berry

(Feature of the letter “I”)

b) Misha Ivanov

Katya Petrova

Sasha Zaitsev

Anna Borisova

(The first column contains first names, and the second column contains last names)

Divide words into groups:

ants, nightingales, sparrows, lilacs, cornflowers, bells.

(Can be divided into two groups: representatives of flora, representatives of fauna; can be divided into two groups: words with a separating soft sign, words in which a soft sign indicates the softness of consonants).

Metagrams ( riddles in which given words are guessed based on features formulated in a condensed rhymed text, and the content of such a task necessarily indicates letters, the change of which changes the meaning of the word)

I am with a “P” - round, yellow, tastes good

And I hide under the surface of the earth,

And with “K” I am either small or immense

And I often raise ships. (Turnip – river)

A calligraphic minute, or a minute of calligraphy, is an integral part of each lesson. 5-8 minutes are allocated for its implementation in the lesson structure. This type of work contributes to children’s ability to see, correct and analyze their own and others’ mistakes. Children find interesting exercises that force them to think carefully, rack their brains, and teach them to think and not just copy. Tasks can be very different. For example, a teacher writes a chain of letters or elements, composed each time according to a new principle, and children must notice this pattern and pronounce it.

A)Iii Iii - there is an increase in the lowercase letter after the capital one by one, which means the next chain is written like this: Aaaand etc.

b)Ii Ii – alternating capital and lowercase letters;

V)II IIi – each subsequent chain is increased by one capital letter.

The following work option is possible:

Letter T.

Words on the board: beautiful, lovely, wonderful, sad.

A) What part of speech do these words belong to? (Part of speech is an adjective.) Name the grammatical features of adjectives.

b) for which adjective can you choose a synonym?sad?

(sad). What spelling is there in this word? (unpronounceable consonant T). What other word has this spelling? (In a wordcharming )

Have you guessed what letter we will write? (letterT)

Chain: ttttt tttt

Crosswords occupy a special place in the system of didactic games. Crosswords are technologically easy to use. In them, all the rules are agreed upon in advance, everything that is needed to be fulfilled is available. The student solves the crossword puzzle alone from start to finish. His work does not depend on other children; he receives maximum independence. And independent work is the most important way for students to acquire new knowledge, skills and abilities. The developing and organizing role of crosswords is that when solving them, students have to work with textbooks, manuals, reference books, dictionaries, and encyclopedias without any coercion.

Compiling crosswords is not an easy task; creating a thematic crossword is more difficult than usual, because the vocabulary is limited to a certain area of knowledge. When composing crosswords, it is necessary to adhere to the didactic principle of scientific content and its accessibility for students. It is also necessary to match and interrelate the content of the crossword puzzle and the process of solving it.

Didactic play is very important for the development of children’s intellectual skills and cognitive abilities. In their totality, didactic games (educational, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, and the habit of self-testing , teach children to subordinate their actions to the task at hand, to complete the work they have begun.

Every child has abilities and talents. Children are naturally inquisitive and eager to learn. In order for them to show their talents, they need smart guidance from adults. The teacher’s tasks, using a variety of teaching methods, including games, are to systematically and purposefully develop children’s mobility and flexibility of thinking; teach children to reason, think, and not cram, and draw their own conclusions in order to feel the pleasure of learning.

Literature.

Bakulina G.A. the use of complex intellectual and linguistic exercises in Russian language lessons. //Elementary school.No. 1.2003.

Tyurina I.A Game in Russian language lessons. // primary school, No. 2.2008

Grischuk Yu.V. Teaching schoolchildren how to classify. // Elementary School. №8.2006

Kudryashova G.V. Meeting of the methodological association of primary school teachers “Educational and didactic games as a means of developing students’ cognitive activity: pros and cons” // Head teacher of primary school. №8.2007

Peshkova T.P. Calligraphic minute as a means of cultivating interest in the Russian language. // Elementary School. No. 12.2006

Eskendarov A.A., Kazieva P.A., Khidirov Sh.Sh. Actualization of students' cognitive interest: crosswords in the system of didactic games. // Elementary school, No. 1.2007

The use of didactic games in teaching in primary school.

www.fos.ru.pedagog 19507 html

Exercises to develop intellectual abilities.

azps.ru/training/

Formation of general educational skills in primary school.

Simply put, with an individual approach when teaching schoolchildren, thinking becomes more productive. But on the other hand, the child must have appropriate mental development to increase the level of learning. By the way, it is worth immediately noting that many teachers believe that learning ability depends on the child’s level of intelligence. That is, simply put, if the level is low, then no matter how much you teach a child, he still won’t learn anything. This statement is completely false. The level of intelligence, first of all, depends on the methods of teaching, and also, importantly, on the personal qualities of the teacher. In order to educate schoolchildren and improve their level of thinking, it is necessary that the teacher always be able to find a special approach to each child. It’s no secret that every person has a certain way of thinking, because it’s not for nothing that people are conventionally divided into humanists and technicians. Therefore, in order to teach better thinking, you need to choose the area that is easier for the child, and through it find ways to teach complex subjects.

Development methods

It is worth noting that teaching schoolchildren is easier and simpler precisely at primary school age. This is not surprising, since elementary school students often really want to learn new things and are sincerely upset if they fail. But middle and high school students already have slightly different priorities. Learning and knowledge cease to be the main goal for them. Their mental development is much more difficult to improve and motivate children to learn something new, especially if it is difficult for them.

If we talk about specific methods for improving thinking and increasing intelligence, then, of course, we should immediately focus on developing memory. The more information a person can remember, the higher his intelligence becomes. But provided that he can not only accumulate the information received, but also process it. Otherwise, rapid memorization of large amounts of information, without subsequent processing, may be a sign of low intelligence, and, on the contrary, of various mental and mental illnesses.

In order to improve mental development and memory, teachers need to remember that work with primary schoolchildren should be carried out in a playful way. A child cannot simply be forced to learn a poem. He needs to be interested in this poem. Therefore, modern teaching methods offer a variety of forms of conducting lessons in the form of a game.

Tests

In order to correctly determine the teaching methods of a particular student, you need to know exactly the level of his intelligence and thinking. This is why there are special psychological tests. They are divided into different blocks, each of which is aimed at a specific area. After the child passes the tests, the teacher can determine how developed the child is, what teaching methods are best to use, and what type of information the student will perceive most easily and quickly.

In order for children to be sufficiently developed and have a large stock of knowledge and skills, they need to be taught from early childhood, improving their memory and constantly offering new information. But even if a child has not received enough before entering school, this gap can always be filled in the lower grades. You just need the right approach, patience and desire of the teacher.

Development of intellectual abilities of younger schoolchildren

Intelligence is the ability to think. Intelligence is not given by nature; it must be developed throughout life.

Intellectual development is the most important aspect of preparing younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his students. And the degree of students’ interest in learning, level of knowledge, readiness for constant self-education, i.e. depends on his ability to organize systematic, cognitive activity. their intellectual development.

Intellectual development acts as the most important component of any human activity. In order to satisfy his needs for communication, study, and work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think about it. Therefore, a person’s intellectual abilities develop through activity and themselves represent special types of activity.

When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

The process of development of intelligence is possible with the correct organization of educational and cognitive activity and is especially effective at primary school age when personal needs for cognition are quite strong. The development of intellectual abilities, the development of independent, creative, search, and research thinking is one of the main tasks of school education in general and in the primary grades in particular. Primary education should lay the basic foundations for the intellectual development of children, which would create conditions for raising a creative, independently thinking person who critically evaluates his actions, who could compare, compare, put forward several ways to solve a problem, highlight the main thing and draw generalized conclusions; apply knowledge in non-standard conditions.

This becomes possible under one condition: painstaking work on the student’s intellectual development.

- What does intellectual ability mean?

Intellectual abilities are abilities that are necessary to perform not just one, but many types of activities.

Intellectual abilities mean memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks in teaching children of primary school age.

The development of a student’s intellectual abilities cannot occur without setting and solving a wide variety of problems. The task is the beginning, the initial link of the cognitive, search and creative process; it is in it that the first awakening of thought is expressed. It is known from school practice that questions that require viewing something from an unusual angle often confuse children. And this is understandable: they were not taught this. Meanwhile, it is more beneficial to consider the same subject from ten different sides than to study ten different subjects from one side.

Where and how can we develop intellectual abilities?

The main forms of work that primary school teachers use in their work are:

Ø subject circle

Ø intellectual games

Ø Olympiad

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his students. And the degree of interest of students in learning, level of knowledge, readiness for constant self-education, i.e. their intellectual development, depends on the teacher’s ability to “fill the vessel and light the torch,” and the ability to organize systematic cognitive activity.

Every child has abilities and talents. Children are naturally inquisitive and eager to learn. In order for them to show their talents, they need smart guidance from adults. The teacher’s tasks: using a variety of teaching methods, including games, to systematically and purposefully develop children’s mobility and flexibility of thinking. Stimulate the processes of restructuring, switching, search activity, teach children to reason, to approach problems flexibly, not to cram, but to think. Draw your own conclusions, find new, original approaches, get elegant results, beautiful solutions in order to feel the pleasure of learning.

Most scientists recognize that the development of intellectual skills is impossible without problem-based learning.

Problem-based learning methods have a positive effect on the development of intellectual abilities of primary school students.

Not all material is problematic. However, it should also be presented to children in the form of tasks that fulfill a functional purpose. If the necessary cognitive actions are not formed in younger schoolchildren, then tasks are offered in a playful form, in the form of a didactic mini-game. Consequently, the teacher needs to specially plan tasks for students in the lesson, in which they would perform similar intellectual actions again and again on a new information basis. Completing the task constantly expands the information base for new knowledge. Thus, knowledge and methods of intellectual action are acquired in the process of performing many different tasks. The fundamental didactic requirement of developmental education technology is setting the goal of the lesson in the form of developmental tasks, which define intellectual actions leading to an understanding of the educational material. The success of completing developmental tasks causes strong emotional phenomena, including the so-called feeling of “mental joy”.

The next didactic requirement of developmental education technology is formulated as preparation for the success of completing developmental tasks in the educational process. The technology of developmental education imposes another important requirement on tasks used at various stages of the educational process - tasks should not only lead students to understand what is being studied, but also perform a corrective function. Thanks to this, the proposed teaching technology can be used when working with children with high intellectual potential, as well as with children with an average level of intelligence. Tasks for the development of logical and creative thinking, reconstructive and creative imagination, analytical-synthetic perception and logical memory from lesson to lesson, changing their content in accordance with the topic of the lesson, repeatedly repeat the methods of performing actions, only gradually increasing the level of their complexity.

At primary school age, the leading activity is learning. Therefore, in order for a child to successfully adapt to school life, it is necessary to make a smooth transition from one type of activity to another. To do this, the teacher uses various kinds of gaming techniques in lessons. He can classify them into both classroom activities and extracurricular activities. Games must be educational or educational in nature. Their goal is to broaden their horizons, form their own worldview, and interest in the knowledge of younger schoolchildren. And here the games that come first are those that are of an intellectual nature.

During the lessons, you can offer children tasks like: “guess”, “think”, “what has changed”, “establish a pattern”, “decipher”, “make a figure”, “solve a puzzle” - which contribute to the development of students’ mental activity.

Mind games.

Even greater activity in students can be observed when using special intellectual games, which, by their mechanism, require active cognitive activity from students. This category also includes the so-called “intelligence” tasks - charades, puzzles that arouse great interest. These include well-known riddles. Guessing riddles by younger schoolchildren can be considered a creative process, and the riddle itself can be considered a creative task.

Riddle story- in this case about nature, the answer to which

can be obtained if children understand for themselves certain connections and patterns of nature.

Observation

Observation, as one of the fundamental teaching methods, has been known for a very long time, but in modern teaching methods it has not lost its relevance, but, on the contrary, has acquired new features and is mandatory for natural disciplines.

In the process of observation, students develop the ability to see, notice, and explain natural phenomena. In the elementary grades, children's direct observations of nature should be scientific, accessible, and fun. Nature enriches the horizons and general awareness of schoolchildren, develops observation, attention, thinking, and aesthetic feelings.

Multimedia presentations

One of the active forms of learning used in work is multimedia presentations. They help convey information in a visual, easily understood form. Changing vivid impressions of what you see on the screen allows you to maintain attention throughout the entire lesson. The use of multimedia presentations makes lessons more interesting, includes vision, hearing, emotions, and imagination in the perception process, helps children dive deeper into the material being studied, and makes the learning process less tiring. Presentations significantly save time, improve the culture of the lesson, allow a differentiated approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education of primary schoolchildren.

Very important for the development of intellectual abilities of younger schoolchildren didactic game.

The value of the game lies in the fact that it can be used not only in lessons, but also in extracurricular activities (“An Hour of Mathematical Leisure”, KVN, “Battle of Experts”, “Smart Men and Smart Girls”), as well as during club classes.

Didactic games (educational, cognitive) should contribute to the development of children's thinking, memory, attention, creative imagination, ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, habits of self-examination, teach children to subordinate their actions to the task at hand, to complete the work they have begun.

Even Jan Amos Komensky called for making any work of a schoolchild a source of mental satisfaction and spiritual joy. The teacher must structure the entire learning process in such a way that the child feels: learning is a joy, and not just a duty; learning can be done with passion. Therefore, lessons and extracurricular activities must be at a high level of interest and cognitive activity, take place in a friendly environment and in a situation of success.

Teachers need to systematically use interesting tasks, puzzles, rebuses, anagrams, and gaming psychotrainings in the teaching and educational process. It is necessary to include more tasks in the work to develop memory, attention, and logical thinking. The development of intellectual abilities of younger schoolchildren is based on a high level of mental operations. They are known to be a condition for successful, easy, quick mastery of learning activities.