Enhancing the cognitive activity of students in the classroom in primary school. Enhancing the cognitive activity of primary school students
Revitalization cognitive activities through didactic play it is carried out through the selective focus of the child's personality on objects and phenomena surrounding reality. This orientation is characterized by a constant striving for knowledge, for new, more complete and deeper knowledge, i.e. there is cognitive interest. Systematically strengthening and developing cognitive interest becomes the basis for a positive attitude towards learning, increasing the level of academic performance. Cognitive interest is (search). 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 a schoolchild is carried out with enthusiasm, he experiences an emotional uplift, joy from luck. Cognitive interest has a positive effect not only on the process and the result of the activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire a special activity and direction.
a) Games - exercises. Play activities can be organized in collective and group forms, but still more individualized. It is used to consolidate the material, to check the knowledge of students, in extracurricular activities. Example: "The fifth extra". In a natural science lesson, students are invited to find in a given set of names (plants of the same family, animals of the order, etc.) one that accidentally fell into this list.
b) Search game. Students are invited to find in the story, for example, plants of the Rosaceae family, the names of which are 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 they give good results.
c) Games - competition. These include contests, quizzes, imitations of television contests, etc. These games can be carried out both in the classroom and in extracurricular activities.
d) Subject - 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 "Press conference", "Round table", etc. Students can play the role of agricultural specialists, historian, philologist, archaeologist, etc. 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 for satisfying a wide range of interests, desires, requests, and creative aspirations of students.
e) Educational games - travel. In the proposed game, students can make "journeys" to continents, to different geographic zones, climatic zones, etc. The game can communicate information that is new to students and check existing knowledge. Game - a journey is usually carried out after studying a topic or several topics in a section in order to identify the level of knowledge of students. Marks are set for each "station"
f) Didactic games are especially necessary in the teaching and upbringing of young children school age... Thanks to games, it is possible to concentrate attention and attract interest even from the most uncollected students. At first, they are carried away only by play actions, and then by what this or that game teaches. Gradually, children develop an interest in the very subject of instruction.
Thus, a didactic game is a purposeful creative activity, in the process of which the learners comprehend the phenomena of the surrounding reality deeper and brighter and learn the world.
Also, the use of ICT in the classroom contributes to the activation of students in the classroom.
The many advantages of a lesson using ICT over a regular lesson, for example, an increase in the volume of tasks completed in the lesson; increasing cognitive activity and motivation for the assimilation of knowledge due to a variety of forms of work, the inclusion of a game moment, objectivity and timeliness of test results.
The guys are happy to take part in project activities.
In order to intensify the activity of students in the classroom, I use various forms and methods of teaching, introduce elements of novelty, a new type of work always follows from the previous one, being its continuation. Games, fun and surprise, combined with other techniques, contribute to the formation of solid knowledge, skills and abilities.
Lesson is the main form of organization of the educational process, and the quality of teaching, first of all, the quality of the lesson.
In Russian lessons, I use various types of activities. For example, having studied
The new material is going to be consolidated. I pay a lot of attention to exercises from the textbook, but in order to consolidate and further improve skills and abilities, along with work according to the model, it is necessary to use practical exercises based not only on the operations of recognition and establishing similarity, but also on various transformations of grammatical objects, on comparison and comparison not only concepts and rules studied at the moment, but also previously studied, on the application of the studied grammatical laws in a variety of linguistic situations.
In these cases, reproduction includes certain elements of creativity.
Partly creative is the work of completing sentences by guessing:
The guys were in the woods. Suddenly, they hear: someone is shura in the Christmas trees. There ё! Bug attacked . Not here ! She stabbed us and .
Tasks of the form are also creative in nature:
from, sheltered, tree, rain, girls, under
house, we, in, live, brick
growing, school, old, our, about, oak
clouds, the sun, from behind, peeped out
on, horses, meadow, graze
Another development of the thinking and imagination of students is the following: children are invited to write a text, having previously restored the meaning of each word and sentence as a whole.
Vpya cis. In lseu thio. Mdvdeei wicked in brlgeou and sleeping. Building blocks in dplue and gztyu rhoei. Zykai wicked pdo kstuy. Lzy vlkoi bgtoyu op lseu.
I use word games at different times. It is in the game, in a word, the child learns the subtleties of the Russian language. Taking into account the age and psychological characteristics of students, I conduct various games with words. I play games with first and second graders: “Who is more? The letter got lost, what is this word? Replace with one word
The value of such games lies in the fact that on their material you can also work out the reading speed, syllabic composition of the word, develop spelling vigilance and much more.
Spelling vigilance is formed gradually, in the process of performing a variety of exercises.
First of all, in my lessons, I teach children to hear sounds, determine their number in words, distinguish between vowels and consonants, stressed and unstressed. I constantly ask the children questions: which letter should be checked on the letter and why? How will you do it? In my work I use:
Spelling minutes
Spelling letter,
Spelling dictations,
Work with punched cards,
Show spelling with cards,
Spelling in proverbs, riddles,
Signal cards,
Game moments "The third extra", "Dangerous place", "Russell to the houses", "Light the flashlight". This work bears fruit with the observance of the systematic approach, with the constant honing of the children's ability to hear the sounding word.
In the explanation lessons, the following tasks are offered, allowing the students to deduce the rule on their own. For example, what a noun means.
Exercise 1: Compare the right and left columns.
I am a first grade student. I'm first class.
The pencil case contains pens and pencils. They are in the pencil case.
I put notebooks in my portfolio, I put them in my portfolio.
textbooks and pencil case.
The teacher asks questions.
1. Are both word entries a sentence?
2. If not, why not?
3. What word needs to be added to make it a sentence?
4. Write out the missing nouns by asking them a question.
Conclusion: words denoting an object, answering the questions of who? what? are called nouns.
Task 2. A chain of words is given:
Car, plane, Masha, Zhuchka, Vesnovka, Alma - Ata, shovel, Murka, Moscow.
1. Can you single out two groups among these words?
2. If possible, then on what basis? (by writing).
Conclusion: some words with a capital letter, and others with a small letter. Why?
3. What groups can you identify?
A) by name;
B) the name of cities, rivers;
B) animal names.
4. What question do all these words answer.
Conclusion: proper names - answer the question what? I who? - these are the nouns of people and the nicknames of animals that answer the question who? All other proper names answer the question what?
B. Consolidation lessons on this topic are designed to solve problems on the ability to distinguish nouns from other parts of speech.
At the stage of consolidation, the main means of creating
problem situation is the integration of questions and practical methodsthat allow finding an invariant solution to the problem. These lessons use the following tasks:
Task 1. From the given words, write out the nouns.
Cold, brave, nose, joy, cat, magpie, sparrow.
Task 2.
1. Consider the pictures:
2. Ask a question for the above pictures.
3. Ask a question for the pictures below.
4. How these words differ from each other.
Task 3. Write down proper names:
Surname Sidorov, Lake Baikal. Mount Elbrus, Sahara Desert, Republic of Kazakhstan. Ili River, Lake Balkhash.
C. The check is carried out to control the strength of the assimilation of the acquired knowledge, as well as the formation of grammatical skills and abilities. The leading means of problematic
More on the topic Forms of cognitive activity in primary school, their analysis:
- The tasks of a psychologist in primary school. Forms of work of a psychologist in primary school.
- 19. The syntax of the phrase. Working on the phrase in elementary school. Methods of control over the effectiveness of educational and cognitive activities used by the teacher primary grades in the work on the phrase. Psychodiagnostics on initial stage learning. Efficiency and its dynamics in primary school students in the process learning activities. 76
- Cognitive activity of the individual. Memory and thinking as forms of cognitive activity.
- Accents in the activity of a psychologist in primary school by grade.
- 26. The verb as part of speech, category and form of the verb. Conditions and techniques for studying the verb in elementary school. Organization of extracurricular educational work. The teacher as a subject of pedagogical activity.
- 29. The noun as a part of speech, category and form. Difficulty learning the noun in elementary school. Psychological analysis of the lesson. Implementation of the basic principles of teaching in the study of the noun.
- 17. The system of parts of speech in Russian. Service parts of speech. Methods for studying the official parts of speech in elementary school. Methods and techniques for studying the official parts of speech in primary school. Place the methods used to study parts of speech in the general classification of teaching methods. Pupil as a subject of educational activity.
- 29 Noun as a part of speech, category and form. Difficulty learning the noun in elementary school. Psychological analysis of the lesson. Implementation of the basic principles of teaching in the study of the noun.
- 21. Adjective as part of speech, category and form. Difficulty learning an adjective in elementary school. Pedagogical support of a child in overcoming learning difficulties: the nature and types of pedagogical support for students. Psychological features using grades and ratings. Functional readiness of children for schooling.
- 11. Algorithms for multiplication and division of natural numbers in the elementary course of mathematics. Psychological and pedagogical experiment: goals, features, stages. Methods of stimulating educational and cognitive activity of students.
- 28. The composition of the word. Word formation. Methods for studying the morpheme composition in primary school. Formation of the psychological structure of educational activity and its components. Learning as a process: essence, driving forces, functions.
Library
materials
Table of contents
I.1. Development of cognitive activity of students primary school as a psychological and pedagogical problem ………………………………………
I. 2. Ways of developing cognitive activity of younger students in the classroom …………………………………………………………………… ..
I.3. Organization of extracurricular activities in primary school, mediating the development of cognitive activity of students ... ... ... ..
Chapter ConclusionsI……………………………………………………………
2 5
Chapter II. Experienced pedagogical developmental work …………………
II.1. Diagnostics of the cognitive activity of pupils in the experimental primary class ………………………………….
Chapter ConclusionsII………………………………………………………….
Conclusion ……………………………………………………………… ..
List of used literature ………………………………………
Appendices ………………………………………………………………….
Introduction
The relevance of research. Education, more than before, should be aimed at the development of the intellectual and spiritual potential of the individual, his socialization. Today, the main task of the school and society is the upbringing of a truly spiritual, intelligent personality.
A.S. Makarenko dreamed of creating a system, the subject of which would be the upbringing of an "indecomposable person": "A person is not brought up in parts, he is created by a synthetic sum of influences to which he is subjected." This is still relevant today: the integration of lesson and extracurricular activities, the accumulated arsenal of means within the framework of related fields of education will make it possible to solve direct pedagogical problems in the course of generalizing advanced teaching experience, its introduction into mass practice.
Today, in the context of powerful economic development, education is becoming more complex, teaching is moving from simple teaching to the development of a person who thinks creatively, thinks and knows how to apply his knowledge in practice. In researchKruglikov V.N., Platonov E.V., Sharanov Yu.A. and a number of other authors say that withthe existing systems of lesson teaching and extracurricular activities are not able to fully achieve the tasks set for society. Therefore, there is a need for the application of new, progressive methods of work in the classroom, which will allow to activate the child's thinking, direct him into the mainstream of research and creative thinking. The development of the cognitive activity of children has acquired particular relevance today, since it is necessary for a person to think, find solutions to problems, offer several options for solving the problem. Such a person is required by a modern state.
New social relations in the modern world, new requirements for the educational and upbringing process are set out in the document "Federal State Educational Standard of the Basic general education»From"17"december2010 No.1897 . The standard is focused on the formation of personal characteristics graduate ("portrait of a primary school graduate"): actively and interestedly learning the world,able to learn, aware of the importance of education and self-education for life and work, able to apply the knowledge gained in practice. These characteristicsmake increased demands on the personality: the ability to independently understand a changing situation, be able to analyze, compare, predict undesirable events and simulate an appropriate, appropriate style of behavior. For this, it is necessary to have special personal qualities that are formed throughout life and are based on the desire for active knowledge and self-realization of the individual.
Relevance of the problem statement cognitive development elementary schoolchildren is due to the fact that in the conditions of modernization of general education in Russia, it is necessary to implement a qualitatively new personality-oriented developmental model of a mass primary school with the aim of overall development the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn.
Davydov V.V., Asmolova A.G. and A.V. Petrovskybelieve that primary school age carries great unrealized opportunities in the knowledge of the surrounding world. Learning activities are fertile ground for this. The need for self-development and the ability to satisfy it through learning characterizes the student as a subject of learning.All of the above allows us to assert that the subject of the child's teaching is the possession of such a quality as cognitive activity.
Research topic : "Development of cognitive activity of a younger student in the classroom and after school hours."
Object of study: lesson and extracurricular activities younger student.
Subject of study: conditions for organizing activities in the classroom and outside school hours, mediating the development of cognitive activity of younger students.
Purpose of the study: to determine the means and methods for the development of the cognitive activity of primary school children in the classroom and in extracurricular activities.
Research hypothesis: the activities of elementary school students in the classroom and after school hours should be built using game and problem methods, as well as a variety of visual aids that contribute to the development of students' cognitive activity.
Research objectives:
1. Describe the development of the cognitive activity of primary school students as a psychological and pedagogical problem.
2. To reveal the ways of developing the cognitive activity of younger students in the classroom
3. Consider the organization of extracurricular activities in primary school, contributing to the development of cognitive activity of students.
4. To diagnose the cognitive activity of students in the experimental primary class.
5. To develop recommendations for the organization of lesson and extracurricular work that develops the cognitive activity of students in the experimental class.
Methodological basis of the research: works by Anufrieva A.F. and Kostromina S.N., which provide basic recommendations for diagnostics and correction of students' cognitive activity. The work of V.V.Davydov which examines the main problems of developmental learning. Book Tylazin N.F., which describes the foundations of the formation of cognitive activity of students.
Research methods: theoretical analysis of literature, generalization, systematization, testing, statistical and mathematical processing of results.
Work structure: introduction, two chapters, conclusion, bibliography, appendix.
Research base: Mokro-Solenovskaya secondary school, class 2a.
Chapter I. Theoretical foundations of the development of cognitive activity of younger students by means of lesson and extracurricular work
I.1. The development of the cognitive activity of primary school students as a psychological and pedagogical problem
In the studies of Peterson L.G. the problem of the development of the cognitive activity of schoolchildren is described as one of the most important problems of modern pedagogy. It acts as a primary condition for the formation of students' need for knowledge, mastering the skills of intellectual activity, independence, ensuring the depth and strength of knowledge.
Cognitive activity, in the study of TI Shamova, is expressed in the movement of the very motive of a person (and, moreover, of a younger schoolchild) to master new, unusual, obviously requiring work and effort to join the existing database in long-term memory; in the emergence of the feeling of an independent heuristic search, even in the case of solving an already known problem.
Anufrieva A.F. in his research says that the task does not cause a feeling of complexity, it is a simple commentary, a special case for applying already existing knowledge and skills - such a task has nothing to do with cognitive activity.
According to N. Bordovskaya and A. Rean, the main characteristics of the cognitive activity of people are:
Vivid, in comparison with the average statistical indicators, according to A. Rean, dissatisfaction with the stereotypical (or using the term of DN Uznadze, intra-attitudinal) values \u200b\u200bof everyday life. In other words, if a person, and even more so a junior schoolchild, is sincerely and sufficiently satisfied with his life, the achievement of a high level of cognitive activity will not be supported by internal motivation;
R.A. Pastushkova says that "cognitive activity is a form of existence of doubt, which constantly reproduces the eternal question about the possibility of a finite list of causes and effects in the foreseeable world";
Not all human activity, according to N.F. Talyzin, characterizes his desire for knowledge. Apparently, cognitive activity also characterizes the specific, and not inherent in everyone, intellectual fearlessness, the desire to move on into such reasoning, premonitions and associative rows, where the term “knowledge” itself becomes far from controversial, where the desire to be higher than the desire to understand. Of course, the list of such characteristics of cognitive activity can be continued.
The development of cognitive activity, in the study of I.A. Zimnyaya, methods and methods of enhancing educational activity is one of the eternal problems of pedagogy. In numerous articles, various studies, scientific treatises, it has overgrown with interpretations, clarifications, points of view, and in the FSES of the basic school it is designated as one of the central pedagogical problems.
Cognitive activity, in the study of V.V.Davydov - this is the quality of the student's learning activity, which manifests itself in his attitude to the content and the learning process, in the desire to effectively master knowledge and skills, in the mobilization of moral and volitional efforts to achieve goals, the ability to receive aesthetic pleasure if goals are achieved.
In the studies of Yu.K. Babanskiy it is said that for the main school, independence as a responsible, proactive behavior, independent of outside influences, performed without outside help, on its own, is the main vector of growing up.
Cognitive activity in the work of Pastushkova M.A. is presented as a complex personal education, which develops under the influence of a wide variety of factors - subjective (curiosity, perseverance, will, motivation, diligence, etc.) and objective (environment, personality of the teacher, techniques and methods of teaching). The activation of cognitive activity presupposes a certain stimulation, strengthening of the cognition process.
The formation of cognitive activity is not the main task school psychologist, since the need for knowledge (one of the leading needs, the unsaturated nature of which is of particular importance for the development and self-development of the individual) is influenced by many factors - from general characteristics of the intensity of needs to the characteristics of family and school education.
But in practice, you constantly have to deal with problems associated with cognitive activity. However, according to V.S.Selivanov, these problems are often associated with inadequate expectations of adults: on the one hand, students are expected to do something that does not correspond to their age characteristics, and on the other, something that they have not only never been engaged in forming, but even, in a certain sense, they created conditions that impede such development.
Khutorskoy A.V. says that the most common indicators of a child's cognitive activity are:
Concentration, concentration of attention on the studied subject, topic (for example, any teacher recognizes the interest of a class by "attentive silence");
The child, on his own initiative, turns to a particular area of \u200b\u200bknowledge; seeks to learn more, participate in discussions;
Positive emotional experiences when overcoming difficulties in activities,
Emotional manifestations (interested facial expressions, gestures).
At each age stage, cognitive activity has its own forms of behavioral manifestations and requires special conditions for its formation. Immediate cognitive activity, or rather curiosity, is a genetically early form of cognitive activity, characteristic mainly for preschool age, but quite often manifested in the period of school childhood.
Outwardly, it manifests itself in the following:
Direct interest in new facts, entertaining phenomena, related questions to adults - parents, teachers;
A positive emotional experience associated with receiving new information.
This is the manifestation of the orientation of preschoolers and primary schoolchildren to the outside world, their sensual and mainly practical attitude to reality.
In the study of V.S. Selivanov. the main condition that ensures this level of cognitive activity is a rich information environment, as well as the possibility of practical activity in it. The main "barrier" preventing the development of this level of cognitive activity is the early introduction of theoretical forms of education, too early introduction of the child to the "book culture".
Petrovsky A.V. in his research says that cognitive activity associated with the acquisition of knowledge and skills necessary for solving cognitive tasks, striving for intellectual achievements.
This level of activity is most pronounced among primary school students. It is characterized by:
The desire to solve intellectual problems;
The desire to obtain funds for the solution of these tasks;
The need for intellectual achievement;
Questions on the topic under study, such as "how to do it", "why it should be done", "what is right, what is wrong", etc., characterizing the desire to learn, assimilate new information, master new way actions ;
Setting to master the proposed method of activity;
A positive emotional experience associated with the assimilation of new knowledge, techniques, methods of activity, the development of complex operations, finding ways to solve educational problems;
Interest in the meaning of unfamiliar words;
The situational nature of cognitive interest: after receiving new information, at the end of an action (lesson, completing a task), interest is exhausted, symptoms of satiety appear.
In pedagogical and psychological literature, this level is often called “reproductive-imitative,” which, of course, is quite adequate. However, the pronounced negative connotation in this title seems to deprive it of its true meaning.
This does not seem to be entirely true. Indeed, in cases where the assimilation of action patterns becomes valuable in itself, the child often exhibits intellectual passivity. This phenomenon, described and analyzed in detail by the famous Russian psychologist L.S. Slavina, “is of particular interest and deserves a special discussion. One of the clearest signs of intellectual activity is that the student cannot distinguish his own intellectual task from all other types of activity. N. Bordovskaya says that coarsening it can be said that it is more important for him to accurately rewrite the condition of the problem than to solve it. "
In those cases, when the special, main content of cognitive activity, according to N.F. Talyzin, becomes precisely the intellectual task, this level ensures mastering, in cooperation with an adult, samples of object actions, forms of speech interaction, etc., that is, the implementation zones of proximal development. The manifestations of cognitive activity at this level should not be confused with the desire to mechanically reproduce the model (technique, method, content of knowledge) offered to adults.
The main condition for the development of this level, in the study of N.A. Morev, is the attitude of adults - teachers and parents, their expectations about the child's success and the prospects for his future life. The main barriers are the development of competitiveness and the replacement of cognitive motivation with achievement motivation, as well as the orientation of teachers and parents mainly towards the performing side of the activity.
In the views of a significant number of teachers, as V.S.Selivanov says, the cognitive activity of a schoolchild is, in fact, equated to the fulfillment of requirements, formal activity in the lesson and to diligence, and genuine curiosity and the desire to understand how and why to do it right is considered as a hindrance educational process.
This is especially evident in primary school. Cognitive activity aimed at knowing the essential properties of objects and phenomena, understanding the significant connections between them. This level is characterized by a combination of the assignment of an activity goal set from the outside and an independent choice of methods and means of achieving it.
In this case, the following are added to the external features characteristic of the first level:
Interest in comprehending the content, essential properties of objects and phenomena that go beyond the school curriculum (Moreva N.A.);
Free and motivated handling of knowledge and skills in the field of interest;
The desire to complete tasks of increased difficulty;
Search for independent ways to solve the assigned tasks;
Using your own examples on the topic under study;
The relative stability of interest, the manifestation of interest is not associated with a specific educational situation.
Manifestations of cognitive activity at this level are most typical for students in grades 5-8.
The main conditions for the development of this level of cognitive activity, according to V.V.Davydov, is the inclusion of cognitive activity in the general context of a schoolchild's life, the level and ways of expressing the cognitive activity of adults - teachers and parents.
In the study of E.A. Krasnovsky. it is said that the barriers are the reproductive nature of the knowledge presented, the lack of identification of their connection with reality and the reproductive nature of education, as well as their lack of connection with the leading needs of age. "All this leads to formalism in the assimilation of school knowledge, the centralization of educational motivation on assessment."
Studies of many teachers and psychologists (Bordovskaya N., Rean A., Anufrieva A.F., Kostromina S.N., Asmolova A.G., Davydov V.V.) show that modern school (in contrast to the domestic school of the middle of the twentieth century) in the middle classes of the school, the so-called "departure from school" is practically not expressed or weakly expressed. On the contrary, as Thieves S.G. says. , “For all types of educational programs, the so-called 'withdrawal from learning' is characteristic of a relatively small group of schoolchildren. In general, students show a desire to learn, sometimes very strong. "
At the same time, as Babansky Yu.K. says, such motivation for learning in a significant part of cases is based not so much on cognitive motivation as on achievement motivation, and in itself not only does not serve as an indicator of children's cognitive activity, but can come into a certain conflict with her .
But at the same time, as E.A. Krasnovsky says, during adolescence for students, the value of cognitive activity decreases. The peak is noted in the 5-6th grades, and in the 7th and especially in the 8th - it sharply decreases.
In the study, Morev N.A. the role of the school is assessed primarily in terms of ensuring an appropriate level of knowledge and admission to a university. There are practically no statements about the developmental function of the school, about its role in the development of the cognitive needs and abilities of children.
Zimnyaya I.A. says that in gymnasiums, schools of the so-called "advanced level" this is more pronounced than in "mass schools." In the latter, personality traits associated with cognition are significantly less pronounced in ways of satisfying cognitive needs. And besides, what is more important, the parents of pupils of such schools find it difficult to answer questions about the child's abilities and life prospects. When talking about the most valuable and most desirable personality traits of children, parents practically do not talk about the qualities associated with cognition. Here answers related to the fulfillment of school requirements absolutely prevail - "diligent", "accurate".
Thus, nothing contributes to the development of cognitive needs and cognitive activity in these children. If, at the same time, we take into account that in such schools one can often find children from families with a low cultural level, then we can say that in the development of cognitive needs, the school passively follows the cultural level of the family, the presence or absence of the value of knowledge and appropriate means (books, the opportunity to visit museums, theaters, computers, etc.). It is characteristic that parents also value school and expect from it not the development of their child, but the provision of a stable system of knowledge.
After analyzing the psychological and pedagogical literature,we have established that cognitive activity is very important in the learning process, a cognitively active child is drawn to knowledge, it is vital for him to learn. That is why in ancient times, from the time of Socrates and today, it is especially important that in the classroom and after school hours the teacher is engaged in the development of the cognitive activity of children.
I. 2. Ways of developing the cognitive activity of younger students in the classroom
The psychological characteristics of junior schoolchildren, their natural curiosity, responsiveness, a special disposition to assimilate new things, their readiness to perceive everything that the teacher gives, create favorable conditions for the development of cognitive activity. School occupies a special place in a child's life and plays an important role in the fate of every person. It is the school that bears the main and extremely difficult task - to prepare students for independent steps in a changing society, to give them the necessary knowledge about society and the correct life attitudes. The task of modern education is to promote the emergence of a new type of person who feels "comfortable with changes, who likes changes, who is able to confidently and boldly face a completely unforeseen situation."
The development of cognitive activity is the improvement of methods that provide an active and independent theoretical and practical activity of schoolchildren at all levels of the educational process. The effectiveness of one method or another is determined not only by the success of students' acquisition of knowledge and skills, but also by the development of their cognitive abilities. To develop students, I use a variety of ways to enhance the learning process in my work. First of all, these are non-standard forms of lesson organization. Interest and joy should be the main experiences of the child in school and in the classroom.
Fundamental research in the field of teaching junior schoolchildren reveals the process of the 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. Research reflected in pedagogical literature, made a huge contribution to the development of the theory of cognitive activity: they contain original ideas, theoretical generalizations, and practical recommendations. Search for effective ways to improve the quality of assimilation teaching material typical for teaching practice. Improving the effectiveness of teaching schoolchildren does not remove the problem of such a socially significant quality as cognitive activity. Its formation in primary school age has a positive effect on personality development. Due to this, it is necessary, in our opinion, purposeful pedagogical activity on the formation of the cognitive activity of schoolchildren with learning difficulties.
The formation of the cognitive interests of students, the development of an active attitude to work occurs, first of all, in the lesson. According to V.A. Slastenin, it is necessary to activate the cognitive activity of students and increase interest in learning at every stage of any lesson, using various methods, forms and types of work for this: a differentiated approach to children, individual work in the lesson, various didactic, illustrative, handouts, technical teaching aids and others.
It is fundamentally important, according to A. Rean, that children experience the joy of discovery at each lesson, so that they develop faith in their strengths and cognitive interest. Interest and success in training are the main parameters that determine the full-fledged intellectual and physiological development, and hence the quality of the teacher's work.
The student works in the lesson with interest if he completes tasks that are feasible for him. One of the reasons for the reluctance to learn lies precisely in the fact that in the classroom the child is offered tasks for which he is not yet ready, with which he cannot cope. Therefore, it is necessary to know well the individual characteristics of children. The task of the teacher, according to Khutorskoy A.V., is the need to help each student to assert themselves, to look for and find their own ways of getting an answer to the problem.
The creation of non-standard situations in the lesson contributes to the development of cognitive interest and attention to the educational material, the activity of students and the removal of fatigue. The most often used in the practice of teachers is a fairy tale lesson, a competition lesson, a journey lesson, a game lesson. Each of these lessons has a number of its own characteristics, but they all allow you to create an atmosphere of benevolence, ignite a flame of inquisitiveness and curiosity, which ultimately facilitates the process of assimilating knowledge.
Another method of enhancing cognitive activity, in the studies of A.G. Asmolova, is the implementation of integration. Integration is a process of convergence and connection of sciences, which occurs along with the processes of differentiation. It represents a high form of embodiment of interdisciplinary connections at a qualitatively new level of education. Such a learning process under the influence of purposefully carried out interdisciplinary connections, according to Agapov Yu.V., affects its effectiveness: knowledge acquires the qualities of consistency, skills become generalized, complex, the ideological orientation of the cognitive interests of students is enhanced, their conviction is more effectively formed and comprehensive development is achieved. personality.
The activity of a younger student in the lesson is directly related to his cognitive interest, therefore it can be argued that the development of this quality of the student's personality will positively affect his cognitive activity.
Necessary conditions for solving the problem of teaching and developing a younger student, according to A.V. Petrovsky. :
1. "Fusion" of cognitive activity with the emotional state of the child: in order for interest to arise and be stable, it is necessary to use "emotional support" all the time. The lesson on the topic "What are the reservoirs" begins with an examination and discussion of the scheme. Children gain knowledge that there are many different reservoirs on Earth: rivers, lakes, swamps, oceans, seas, ponds. Then the children read the text, understand the natural history and geographical terms and concepts of deep-water and shallow-water rivers, a spring, a spring, a source, an estuary, explain the meaning of the phrase river - reservoir. That is, students master scientific knowledge.
In order for them to realize and remember the peculiarities of different water bodies, three emotional supports are offered - the rubric "Funny things" (funny poem "Why are whales silent?" By V. Bokov), a reproduction of a painting by I.K. Aivazovsky "Ship at the Shore" and lines by A.S. Pushkin "Goodbye, the sea!" ...The emotional impressions that children will receive as a result of working with these supports will help to retain in their memory important information about the characteristics of various bodies of water. For example, whales live in seas and oceans; the sea is calm and stormy, in different weather and at different times of the year, sea water can be of different colors: blue, green, black, bluish, etc.; the sea is beautiful, its waves make sounds (noise, hum, roar). Thus, the "fusion" of the child's cognitive activity with the emotional state helps to consider and study the object from all sides.
2. For the emergence of a lively cognitive interest among younger schoolchildren in the process of educational activities, Moreva N.A. believes that it is necessary to use the experience they already have, the knowledge that they received in the process of life spontaneously (in the family, through the media, books, etc.). Indeed, the child's own position (“I already know something about this”), the desire for independent activity (“I want myself”), the desire to reason (“I think that ...”) play a special role in deepening cognitive interest, the development of its breadth and stability.
3. It is necessary to support any initiative, independence of the student, his desire for an individual choice of a task, a partner in activity, a method of completing the task.
4. Speech warm-ups can solve the following specific tasks:
a) teach children to listen to a question, answer it in accordance with the purpose of the statement, build their own question, addressed to different people - a teacher, other adults, peers, friends, strangers;
b) to form the skills and abilities of participation in the dialogue;
c) teach schoolchildren to act out small scenes, the participants of which are both real (parents, friends, strangers) and imaginary heroes (animals, plants, objects), when performing a role, take into account its characteristics (mood, character, behavior, etc.) ;
d) develop the ability to understand gestures, facial expressions, reproduce various gestures, act out small pantomimic scenes. Bordovskaya N. claims that younger students not only learn to ask questions, but also learn a lot of useful things about the world around them.The teacher shows the children a drawing, for example a penguin, and suggests asking any questions about this drawing. Children ask: “Who is this: a bird or an animal? Where does he live? What does it look like? What are his legs called? Can penguins swim? Why do they live where there is a lot of snow? Are they accustomed to frost and ice? What do they eat? " You can offer the children homework: pick up a drawing of an animal or object and come up with as many different questions as possible for this drawing. Students are happy to compete with each other: who will compose more questions about one subject or object. What is a logical task? This is an exercise for quick wits, to test the ability to use existing knowledge in a non-standard situation. The logical task puts children in a situation where they must compare, generalize, draw conclusions, analyze. Logic tasks can be very diverse. The simplest type is riddles.
Thus, the analysis of the literature showed that in the lesson there are many means and methods for the development of the cognitive activity of children, among the most popular are games, contests, integration of subjects, KVN, work in pairs, lessons, fairy tales, lessons, travel. All lessons should be started so that the children are interested and try to find a solution to the problem, question, task themselves.
I.3. Organization of extracurricular activities in primary school, mediating the development of cognitive activity of students
Extracurricular activities are an integral part of the educational process and one of the forms of organizing students' free time and a means of developing their cognitive activity. Extracurricular activities are understood today mainly as activities organized outside of school hours to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities.
Extracurricular activities are an important, integral part of the education process for children of primary school age, according to A. Rean. This is the activity of children shown outside the classroom, mainly due to their interests and needs, ensuring the development, upbringing and socialization of a younger student. The interest of the school in solving the problem of extracurricular activities, according to N. Bordovskaya, is explained not only by its inclusion in the curriculum of grades 1-4, but also by a new look at educational results. School and institution additional education provide true variability of education, the possibility of choice.
Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, to form educational motivation, extracurricular activities contribute to the expansion of the educational space, creates additional conditions for the development of students, a network is being built that provides children with support, support at the stages of adaptation, the ability to consciously apply basic knowledge in situations other than educational.
Zimnyaya I.A. in his research says that the purpose of extracurricular activities is to create conditions for the manifestation and development of the child's interests on the basis of free choice, comprehension of spiritual and moral values \u200b\u200band cultural traditions, creating conditions for physical, intellectual and emotional relaxation of children. It is in these conditions, according to Zimnyaya I.A., that the development of cognitive activity is more effective.
Extracurricular activities provide ample opportunities for the all-round development of cognitive activity, since it is not limited by the curriculum and time.
The following types of extracurricular activities are available for implementation at school (Asmolova A.G.):
1) gaming activities;
2) cognitive activity;
3) problem-value communication;
4) leisure and entertainment activities (leisure communication);
5) artistic creation;
6) social creativity (socially transformative volunteer activity);
7) labor (production) activity;
8) sports and recreation activities;
9) tourism and local history activities.
In the basic curriculum, as Babansky Yu.K. noted, the main directions of extracurricular activities are highlighted: sports and recreation, artistic and aesthetic, scientific and educational, military patriotic, socially useful and project activities.
The types and directions of extracurricular activities of schoolchildren are closely related to each other. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity).
Extracurricular cognitive activity of schoolchildren, according to L.G. Peterson, can be organized in the form of electives, cognitive circles, scientific society students, intellectual clubs (like the club "What? Where? When?"), library evenings, didactic theaters, educational excursions, Olympiads, quizzes, etc.The acquisition of social knowledge by students, understanding of social reality and everyday life can be achieved only if the object of children's cognitive activity becomes the social world itself, i.e., the knowledge of the life of people and society: its structure and principles of existence, ethical and moral norms, basic social values, monuments of world and national culture, peculiarities of interethnic and interfaith relations.
In this regard, in the work of TalyzinaN.F., teachers are recommended to initiate and organize the work of schoolchildren with educational information, inviting them to discuss it, express their opinion, develop their position in relation to it.It can be information about health and bad habits, moral and immoral actions of people, heroism and cowardice, war and ecology, classical and popular culture and other economic, political or social problems of our society. The search and presentation of this information to schoolchildren should not make it difficult for the teacher, since it can be found in a wide variety of subject areas of knowledge.
When discussing such information, intragroup discussions are effective.
As an example, let us name several potentially controversial topics from different fields of knowledge: meetings of a circle of literature lovers organized for pupils can become a factor in the acquisition of experience of social action by schoolchildren.
As part of the work of a book lovers club or family reading evenings, socially oriented campaigns can be held to collect books for the library of a rural school located in the outback.
In subject circles, students can make visual aids or handouts for school studies and donate them to teachers and students. The activity of subject electives can become socially oriented if its members take individual patronage over underperforming primary school students.
In this regard, the activities of the members of the scientific society of students are recommended to be focused on the study of the microsociium around them, its topical problems and ways to solve them.
Such topics can be topics of research projects of students, and their results could be disseminated and discussed in the community surrounding the school.
Table 1
Institutions of additional education, culture, sports, health careChildren's research projects, extra-curricular activities of a cognitive orientation (student conferences, intellectual marathons, etc.), a school museum-club, etc.
School health camps
vacation
Thus, among the extracurricular activities for the development of cognitive activity, we also use olympiads, circle work, a club for the cheerful and resourceful, games, competitions, museums, research projects, excursions and travel.
Chapter Conclusions I
Cognitive activity has recently been the most pressing issue in pedagogy and psychology. Cognitive activity of students is a prerequisite for effective learning. By developing cognitive activity, the teacher arouses interest and encourages the motivation of schoolchildren not only to learn something new, but also to learn how to apply this knowledge in practice.
In the classroom, cognitive activity can be developed by posing a problem, various studies, experiments, didactic games. In addition, children are very active in responding to lessons, fairy tales, lessons, games, competitions, KVN. All these methods should be actively used by teachers in their activities.
Extracurricular activities should also be involved in the development of cognitive activity. In addition, it is extracurricular activities that make it possible to use experiments, competitions, expeditions, various excursions, games, competitions and similar methods to a greater extent.
In connection with the conducted theoretical analysis of psychological and pedagogical literature, it was found that the development of cognitive activity is a very important and necessary component in the work of teachers and psychologists, since it is this component that can significantly increase the effectiveness of the educational process. In addition, it is best to develop the cognitive activity of children in a complex: in the classroom, after school hours and at home with their parents, only in this case the children will receive full development.
Chapter II. Experienced pedagogical developmental work
II.1. Diagnostics of the cognitive activity of students in the experimental primary class
After conducting a theoretical analysis of the psychological and pedagogical literature on the chosen research topic, we found that cognitive activity strongly affects the quality of teaching, which, without the development of stable high cognitive activity in students, cannot be aroused during the lesson. Based on this, we decided to diagnose the level of cognitive activity in the experimental class. We selected students of the 2nd grade of the Mokro-Solenovskaya school. A total of 25 people took part. Of these, 14 are girls and 11 are boys. All children have approximately the same physical development, mentally and physically healthy. There are no deviations in development.
For the diagnosis of cognitive activity, we used the diagnosis of BH. Spielberg.
The proposed method for the diagnosis of cognitive activity is aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits. This version has been supplemented by us with new questions and a new processing option, and we have defined it as a methodology "Assessment of the level of cognitive activity" (Appendix 1).
In this method, the level of cognitive activity of primary schoolchildren was determined on a five-point scale, by deriving the average score for all the answers to the questions that are presented in the questionnaire and distributed in accordance with the rating scale.
High level - 4.0 - 5 points
Average level - 3.0 - 3.9 points
Low level - 2.5 - 2.9 points
The main criteria by which we assigned points are presented in Table 2:
table 2
Criteria for determining the levels of cognitive activity
We carried out this technique frontally with the whole class at once. The children were given forms with questions and a place for answers, the instructions were read, after which all the questions that the children had about testing were sorted out, and only after that the guys began to answer. The questionnaire consists of 19 questions.
After filling out by all students, the forms were analyzed. First, we deduced the average score for each student individually, and determined the sweats average score throughout the class. After deriving the average score, each student was assigned a level according to the method described above. The results of the diagnostics are presented in Table 3. The protocol of the primary data obtained as a result of testing is presented in Appendix 2.
Table 3
Results of diagnostics of the level of cognitive activity of junior schoolchildren
The data obtained are summarized in Table 4.
Table 4
The level of cognitive activity by indicators
If you look at the data in Table 4, you can see that there is not a single indicator in the class that would be developed at a high level, therefore, this experimental class needs to develop cognitive activity. The analysis showed that the majority of children do not know how to draw independent conclusions from information, cannot find the particular and the general in various similar objects and phenomena.The indicator according to the criterion "Is able to get a conclusion from information, and then" expand "it into a text, with movement from the main idea to a specific completion" at a high level was identified only in 7 people, that is, in 28%, this is a fairly low level in the class.
According to the indicator “Is able to model the course of judgment, firmly holding the internal plan of action,” a high level was found only in 14 children (56%).
According to the indicator "Is able to identify the essence in processes, phenomena on the basis of analysis, establishment of patterns", a high level was revealed only in 7 people (28%).
According to the indicator "Summarizes" from the spot "without having any additional information»A high level was found only in 8 children (32%).
According to the indicator "Brings knowledge into motion, revealing new knowledge of the studied phenomenon, forming new generalizations, making new conclusions", a high level was revealed only in 9 people (36%).
According to the indicator “Experiencing a continuous need to acquire new knowledge,” a high level was revealed only in 8 children (32%).
According to the indicator "Considers the same fact, a phenomenon from different points of view, showing a deep interest in scientific discoveries", a high level was found in 18 children, which amounted to 72%, this is the only indicator for which the largest number of children showed a high level.
According to the indicator "Substantively expresses his thought, idea", a high level - 12 children (48%).
According to the indicator “Generates ideas easily”, a high level was found in 9 people (36%).
According to the indicator “Has a large vocabulary of words. Has a culture of speech ”high level was shown by 7 people - 28%.
According to the indicator “In the course of work, trying to get trial conclusions and solutions”, a high level was established in 5 children (20%).
According to the indicator “The knowledge system is represented by separate associative information, but is not based on conclusions, conclusions,” a high level was found only in 10 children (40%).
According to the indicator “Can cover a large amount of information, has the skills to systematize and classify material, as well as presentation in the form of abstracts and summary form”, a high level - 9 people (36%).
According to the indicator "Possesses the skills of systematization and classification of material, as well as presentation in the form of abstracts and synoptic form", a high level of -17 children (68%), this indicator is also the highest in the class.
According to the indicator “In the course of consolidation, an attempt is made to discover new knowledge, but it ends mainly in failure”, a high level of -13 children (52%).
According to the indicator “Mastering the material occurs in the same volume and order in which it is described in the textbook without any changes. In case of change, the student does not experience difficulties. ”High level - 10 children (40%).
According to the indicator "Sees the ways of improvement", a high level - 10 children (40%).
According to the indicator “Can show his own attitude to facts,” a high level - 11 children (44%).
According to the indicator “Does not experience difficulties in broadly transferring knowledge from one topic to another,” a high level - 12 children (48%).
Let us illustrate the obtained indicators for clarity and ease of perception by diagram 1:
Diagram 1
Indicators of cognitive activity of junior schoolchildren in the experimental class
Summarizing the diagnostic results, we presented them in the form of the following table:
Table 5
Cognitive activity levels of students in the experimental class
As a result of the diagnostics, it was found that for most of the indicators of cognitive activity, children have an average and low level, a high level was shown by less than half of the children. Thus, there is a need to develop recommendations for primary school teachers, which will significantly increase the level of cognitive activity.
The survey of students in the experimental class served as the basis for developing recommendations for organizing class and extracurricular work with these students, aimed at developing their cognitive activity. The structure of the recommendations included forms, methods, tools and tasks designed to work with the entire class (frontal work), as well as differentiated depending on the levels of cognitive activity identified in students.
Front-end methods for working with a class:
The development of cognitive activity of students is facilitated by a variety of forms of education. So, along with traditional forms of education, non-traditional lessons should be applied:
1) lesson-KVN: "KVM - Club of Cheerful Mathematicians", "What a beauty these fairy tales ..." (for reading), etc .;
2) ypok-competition. These are the lessons I teach when summarizing the material. It can be "Brain - ring" in mathematics, "Own game" in reading lessons, or "What? Where? When?" on familiarization with the outside world;
3) excursion lesson: "On a visit to autumn", "On a visit to winter" (familiarization with the world around), "Mathematics around us" (mathematics), etc .;
4) travel lesson. It can be a trip to any fairy tale well known to children "Kolobok", "Princess - Frog", or a fight with the Serpent Gorynych, Barmaley, etc., where the children must complete any task to help the fairytale character overcome an obstacle.
The use of information and communication technologies is considered a modern means of forming a stable positive motivation for learning. Their active implementation in various lessons in primary school contributes, firstly, to the conscious assimilation of knowledge by students, and secondly, it helps to develop metasubject skills students: navigate the information flows of the surrounding world; master practical ways of working with information; develop skills that allow you to exchange information using modern technical means.
It is desirable that the classroom be equipped with a set of computer equipment, this makes it possible to more carefully study the issue of using ICT in the classroom:
Presentations;
Trainers;
Physical minutes;
Tests;
Viewing and listening to works;
Project activities.
I also use presentations in the lesson for frontal verification of the previous material.
The use of multimedia presentations in the lesson greatly increases the motivation of children, especially the authors of the materials. In this case, the student plays the role of a teacher, commenting not only on the content of his own presentation, but also explaining, arguing for the use of certain PowerPoint features.
When working with multimedia presentations in the classroom, it is necessary, first of all, to take into account the psychophysiological patterns of perception of information from a computer screen, TV, projection screen. Working with visual information supplied from the screen has its own peculiarities, since with prolonged work it causes fatigue and decreased visual acuity. Working with texts is especially laborious for human vision.
To ensure the effectiveness of the educational process, it is necessary:
1. Avoid monotony, take into account the change in the activity of students at its levels: recognition, reproduction, application.
2. Focus on the development of the child's thinking (mental) abilities, i.e. development of observation, associativity, comparison, analogy, highlighting the main thing, generalization, imagination, etc.
3. Provide an opportunity to work successfully in the lesson using computer technology and strong, and average, and weak students.
4. To take into account the factor of the child's memory (operational, short-term and long-term). It should be limited to control what is entered only at the level of operational and short-term memory.
In the process of teaching a younger student, the project method is increasingly being used.
Children are happy to compose their projects. For example, we carried out projects such as “My Favorite Number”, “Speak and Write Competently”, “Crafts from Paper”, a baby book “My lullabies”, “How much should a portfolio weigh,” “Is chewing gum useful or harmful? dr.
The information presented on computer disks allows virtual excursions, travel, which brings the child closer to the achievements of mankind. Such inclusions in the lesson and at events for students are most interesting.
With the help of Internet resources, you can collect a bank of presentations on all subjects.
In addition to information and communication technologies, at each lesson I do not forget to apply elements of health-preserving technologies: this is a reduction in the load in the lessons, dosed homework, physical education, changing the positions of students, conversations and games on topics about healthy way life. We start every morning with exercise. She developed a program of additional education "School of Health", designed for two years of study.
Methods for working with children with a high level of cognitive activity:
Collective learning methods are considered to be another modern and developing means of cognitive activity. CSR is an organization of the educational process in which learning is carried out through communication in “pairs”, groups, when everyone teaches (teaches) everyone.
interchange of texts
solving problems and examples according to the textbook (mutual assistance, mutual check)
mutual dictations
doing exercises in pairs
work on questions to the text.
In the classroom, such work is interesting for children. Performing work in pairs, each shows himself, showing the depth of the question being studied. For example, students love to compose dictations for a friend, then check them and evaluate the work. It is very effective to work in pairs to learn poems or tables of addition, multiplication, which helps to re-consolidate the material.
Children are happy to check and evaluate the work of another, and they must substantiate each mark that they put, which helps the child to really evaluate his own activities.
The unity of teaching and upbringing in the classroom has found its application and development in extracurricular activities. Cognitive interest is activated by circles, excursions, KVNs, quizzes, intellectual games, subject weeks and other forms of extracurricular work.
Extracurricular work with students who have a low and medium level of cognitive activity:
The main importance of various types of extracurricular work is that it helps to strengthen the interest of students in the subject, contributes to the development of their abilities. Extracurricular work allows you to combine different types of activities of a younger student: educational, labor, communicative, play.
Extracurricular activities and circles must be organized so that each student, based on their individual characteristics and interest, could work in these classes with enthusiasm.
In terms of content, extracurricular activities should be associated with work in the lesson, but here they solve problems of increased difficulty, tasks - ingenuity, tasks - jokes, entertaining tasks, logical problems, examples, equations, for the solution of which interesting techniques are used. Tasks are proposed for filling in magic squares, solving puzzles, charades, crosswords, etc. In the classroom, you need to combine teamwork and individual work. Considering all of the above, the following extracurricular activities should be carried out:
Mind games;
Quizzes;
KVNs;
Contests;
You can conduct a circle in the classroom. For example, a math circle, a literary circle, a circle around the world, etc. In these classes, children can prepare for competitions, olympiads.
Work on this problem yields certain positive results: the quality of students' knowledge increases, interest in learning increases.
Developing cognitive activity, fostering a desire for knowledge, we develop the personality of a small person who can think, empathize, and create.
The issues of the development of the cognitive activity of a younger student are relevant, important for every teacher who is not indifferent to the fate of their students
The degree of activity of schoolchildren is a reaction, the methods and techniques of a teacher's work are an indicator of his pedagogical skill.
Active teaching methods should be called those that maximize the level of cognitive activity of schoolchildren, encourage them to diligent learning.
In school practice and in methodological literature, it is traditionally customary to divide teaching methods according to the source of knowledge: verbal (story, lecture, conversation, reading), visual (demonstration of natural, screen and other visual aids, experiments) and practical (laboratory and practical work). Each of them can be more active and less active, passive.
An example of the use of active methods aimed at the development of cognitive activity (use active methods, taking into account the content of the material, the didactic goals of the lesson and age features students):
Verbal methods.
1. The method of discussion is used on issues requiring thought, I strive, in my lessons, so that children can freely express their opinions and listen carefully to the opinions of the speakers.This method is used for frontal work with a class.
2. Method of independent work with a student. In high school, in order to better identify the logical structure of the new material, I give the task to independently draw up a teacher's story plan or outline plan with the implementation of the installation: minimum text - maximum information.This method is used when working with students with a low level of cognitive activity.
In the course of the discussion, we correct, correct, clarify, supplement, remove all unnecessary, insignificant.
Using this outline, students always successfully reproduce the content of the topic when checking homework... The ability to take notes, draw up a plan for a story, an answer, a commented reading of a textbook, finding the main idea in it, working with reference books, popular science literature helps to form students' theoretical and figurative-objective thinking when analyzing and generalizing the laws of nature.
To consolidate the skill of working with literature, we give students various tasks that are feasible. This method is also used when working with students who have either a low or, on the contrary, a high level of cognitive activity. Moreover, children with a low level must perform easy tasks, and with a high level, difficult ones.
For example, in the 3rd grade when studying the topic: " Animal world our area. "We give assignments: to make a message about a representative of animals; (representatives are chosen at will.) title page drawn by an animal drawing.
In class, the student should try not to read, but to retell his message. For this, theses are first drawn up, and in the higher grades - an answer plan. This method is applied to students with a high level of cognitive activity.
With this type of work, students learn to analyze and generalize material, and also develops oral speech... Thanks to this, students, subsequently, do not hesitate to express their thoughts and judgments.
3. The method of independent work with didactic materials is intended for children with a high level of cognitive activity.
We organize independent work as follows: we give the class a specific educational task. We are trying to bring it to the consciousness of every student.
There are requirements here:
1.the text needs to be perceived visually (tasks are perceived inaccurately by ear, details are quickly forgotten, students are forced to often ask again)
2. you need to spend as little time as possible writing the text of the task.
Printed exercise books and student workbooks work well for this purpose.
4. The method of problem statement. This method is used in frontal work with the class.
In the classroom, we use a problematic approach to teaching students. The basis of this method is the creation of a problem situation in the classroom. Students do not have knowledge or methods of activity to explain facts and phenomena, put forward their hypotheses, solutions to this problem situation. This method contributes to the formation of students' methods of mental activity, analysis, synthesis, comparison, generalization, establishment of cause-and-effect relationships.
The problematic approach includes the logical operations necessary to select an appropriate solution.
This method includes:
1) putting forward a problematic issue,
2) creating a problematic situation based on the scientist's statement,
3) the creation of a problem situation based on the given opposite points of view on the same issue,
4) demonstration of experience or communication about it - the basis for creating a problem situation; solving problems of a cognitive nature. The role of the teacher when using this method is reduced to creating a problem situation in the classroom and managing the cognitive activity of students.
5) The method of independent solution of calculated and logical tasks... All students on assignments independently solve computational or logical (requiring calculations, reflections and conclusions) tasks by analogy or creative nature.
In the classroom, use the techniques of managing the cognitive activity of students:
1) Activating the activity of students at this stage of perception and accompanying the awakening of interest in the studied material:
a) reception of novelty - the inclusion of interesting information, facts, historical data in the content of educational material;
b) the method of semantization - the basis is the excitement of interest due to the disclosure of the semantic meaning of words;
c) the reception of dynamism - the creation of an installation for the study of processes and phenomena in dynamics and development;
d) the reception of significance - the creation of an attitude towards the need to study the material in connection with its biological, national economic and aesthetic value;
2) Techniques for enhancing the activity of students at the stage of assimilation of the studied material.
a) heuristic technique - difficult questions are asked and, with the help of leading questions, lead to an answer.
b) heuristic technique - discussion of controversial issues, which allows students to develop the ability to prove and substantiate their judgments.
c) research method - students, on the basis of observations, experiments, analysis of literature, solving cognitive problems, must formulate a conclusion.
3) Techniques for enhancing cognitive activity at the stage of reproducing the acquired knowledge.
a) naturalization method - performing tasks using natural objects, herbariums, collections, wet preparations;
b) reception of schematization - organisms are listed, it is necessary to show the relationship between them in the form of a diagram;
c) reception of symbolization.
Enhancement of cognitive activity can also be carried out at extracurricular activities.
Example: For class 2, playing the game: "Journey to the country of indoor plants".
In this case, the guys will act as flower growers and residents different countries... The "journey" was accompanied by "movement" around the map and a demonstration of colors.
Purpose: to show the relationship of the structure with the habitat, the adaptation of plants to different conditions, to activate the activity of students with special homework assignments.
In conclusion, I would like to say that the professionalism of a teacher is largely determined by the exactingness of oneself. Not to the students, but to myself. Students can sometimes seem inconsiderate, lazy, aggressive, weak, and arrogant. But the teacher's task is to equip them with knowledge, the skills to acquire this knowledge, the ability to cooperate responsively and proactively with others and to develop in themselves all the best that makes a person human.
Chapter Conclusions II
After diagnosing the cognitive activity of children, it was revealed that the class does not have the same cognitive activity, there are students with a high and low level, but most of them are students with an average level of cognitive activity.
When working with these children, it is necessary to apply the methods separately for each group. For example, for children with a high level, it is possible to use methods of self-study, for example, to ask them to prepare messages, to conduct pair lessons. For children with a low level, more games, contests are needed, which allow them to interest children, in addition, individual tasks and assistance in completing them are needed, in this case the child will gradually become interested in learning.
For children with an intermediate level, frontal methods are most suitable, but games and competitions will also be useful for them.
Conclusion
In the process of theoretical study of the issue of the development of cognitive activity by means of multimedia presentations, the following conclusions were made:
Cognitive activity is a result that fixes the fact that a younger student has acquired the skill of a creative attitude to the learning process, a stable need for cognitive activity, as well as a factor in changing the personal qualities of a younger student, among which: social orientation, the ability to reflect, to cooperation, dedication, perseverance, skill put forward cognitive tasks and solve them independently, etc.
Cognitive activity is also an interest in new things, a desire for success, the joy of learning, it is also an attitude towards solving problems, the gradual complication of which underlies the learning process. Cognitive activity reflects a certain interest of younger students in acquiring new knowledge, skills and abilities, internal purposefulness and a constant need to use different methods of action to fill knowledge, expand knowledge, expand horizons.
The formation of cognitive skills in a younger student is a purposeful process of developing stable personality traits of a younger student, reflecting the need, desire and inner conviction of the student in the need for creative knowledge of reality, the ability to formulate cognitive tasks and search for their solutions
Pedagogical conditionsthat contribute to the development of the cognitive activity of a younger student are complex and include: educational and methodological support educational process; the optimal combination of forms and methods of teaching, focused on the development of cognitive activity of a younger student, the inclusion of heuristic exercises and tasks aimed at integrating knowledge; orientation of the educational process and extracurricular activities of a younger student on the formation of internal motivation for self-development.
After analyzing the literature, we diagnosed the level of development of cognitive activity, the analysis of the results obtained in the test class showed low results in certain indicators, although the overall level of cognitive activity in the whole class is average.
Based on the results of diagnostics, we have developed recommendations for primary school teachers on organizing lessons and extracurricular activities in such a way as to maximize the cognitive activity of children.
List of used literature
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P R I L O W E N I
Appendix 1
Methodology "Assessment of the level of cognitive activity"
The assessment of cognitive activity is given by the teacher on a five-point scale, by displaying the average score for all indicators and enters into the table. Processing of results:High level - 4.0 - 5 points
Average level - 3.0 - 3.9 points
Low level - 2.5 - 2.9 points
Interpretation of results:
High level is creative.
It is characterized by interest and the desire not only to penetrate deeply into the essence of phenomena and their interconnections, but also to find a new way for this purpose. This level of activity is provided by the excitement of a high degree of mismatch between what the student knew, what was already encountered in his experience and new information, a new phenomenon. Activity, as a quality of an individual's activity, is an integral condition and indicator of the implementation of any principle of learning.
The middle level is interpretive activity.
It is characterized by the student's desire to identify the meaning of the studied content, the desire to learn the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
A characteristic indicator: great stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work begun to the end, in case of difficulty, he does not refuse to complete the task, but seeks solutions.
Low level - reproductive activity.
It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the way of its application according to the model. This level is distinguished by the instability of the student's volitional efforts, the lack of interest among students in deepening knowledge, the absence of questions such as: "Why?"
application 2
Protocol for determining the level of cognitive activity before the experiment
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Nikolaeva Valentina Alexandrovna
Primary school teacher
MBOU "Secondary School No. 7", Mendeleevsk
Features of scientific and cognitive activity of younger students
Extracurricular (extracurricular) activities of schoolchildren
This is by no means a mechanical addition to basic general education, designed to compensate for the shortcomings of working with lagging or gifted children. The clock is used at the request of students and is aimed at implementation different forms its organization, different from the lesson system of education. Extracurricular activities are organized as a full-time school with walks, lunch, and then extracurricular activities.
For the 1st and the 2nd grade - an educational program focused on the acquisition of social knowledge by the student in various activities;
For the 2-3rd grade - an educational program that forms a positive attitude towards basic values;
For the 4th grade - an educational program that gives the child the experience of independent social action,
School after lessons is a world of creativity, manifestation and disclosure by each child of their interests, their hobbies, their “I”. The content of extracurricular activities of students is determined by the target reference - the image of a graduate of an elementary school. It is aimed at the formation of moral, cognitive, communicative, aesthetic and physical potentials of students, at the development and manifestation of their individual characteristics.
Educational results of extracurricular activities of schoolchildren
First level of results - the acquisition of social knowledge by the student (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), an understanding of social reality and everyday life.
Second level of results - the formation of positive attitudes of the student to the basic values \u200b\u200bof society (man, family, Fatherland, nature, peace, knowledge, work, culture), value attitude to social reality as a whole.
Third level of results - the student gaining experience of independent social action.
results
1st level - the student knows and understands social life
2nd level - the student appreciates social life
3rd level - the student acts independently in public life
Successful mastery of knowledge in primary school comprehensive school impossible without children's interest in learning. The main form of education at school is a lesson. The strict framework of the lesson and the richness of the program do not always allow answering the questions of children, showing them the richness of nature, and revealing many of its “secrets”. In this case, the "Young Pathfinders" circle comes to the rescue, which is a natural continuation of the lesson, its addition. The course program is compiled in accordance with the requirements of the Federal State Educational Standard of Primary General Education. The inclusion of elements of entertainment is mandatory for classes with younger students. At the same time, the widespread involvement of game elements should not diminish the teaching, developmental, educational role of classes. In the selection of material for classes, the teacher should be guided by connections with the program material around the world, taking into account the need for continuity between the primary and secondary levels. The program of this course allows you to show students how exciting and diverse the natural world is. This is of great importance for the formation of genuine cognitive interests as the basis of educational activity. In the process of studying nature, schoolchildren can see the beauty and diversity of nature, navigate in concepts. Cultivating an interest in nature should awaken students' desire to expand their knowledge. By the requirement of new standards, the knowledge gained should not be a dead weight: he memorized a rule, but did not understand anything. A child should be able to freely use this knowledge, independently find and build up, apply it in life. Therefore, the requirements of the new standard include the formation and development of certain skills and competencies in a child. He will receive knowledge, in fact, the same, but not as an abstract set of facts that are far from his interests, but with an understanding of why he needs to know it, where and how it can be applied. This is what we must teach, starting from the first grade. It is impossible to demand reasoning and comparisons from a child who has just crammed in high school. This cannot be learned in two years. This should be learned from the first grade. This is the idea behind standards. Extra-curricular cognitive activity of schoolchildren can be organized in the form of electives, cognitive circles, intellectual clubs “What? Where? When ?, school editions of newspapers, educational excursions, olympiads, quizzes, round tables, conferences, disputes, KVNs, competitions.
It is advisable to work on the education of ecological culture with younger students, starting from the first year of study. The content and teaching methods of the "Young Pathfinders" circle contribute to the acquisition and consolidation of the solid knowledge and skills by schoolchildren, acquired in the lessons of the surrounding world, and ensure the unity of development, education and training. Various types of work are used to successfully conduct classes: game elements, games, handouts, proverbs and sayings, physical education minutes, rebuses, crosswords, puzzles, fairy tales. All this opens up the wonderful world of nature for children, teaches them to love and cherish. The need for the circle developed by us lies in the desire of children to learn something new about nature.
During the year I led the "Young Pathfinders" circle of scientific and educational direction in the first grade. And at the beginning of the school year, there were fears: Will extracurricular activities become an additional burden for students? Children's experiences in full-time schools have shown that engaging students, not overloading them, and benefiting children if not more, is doing fun, ungraded activities. This is nothing less than obligatory lessons. And the employment of younger adolescents with a useful business under the supervision of an experienced teacher-mentor for almost the entire daylight hours on the territory of an educational institution is a very urgent problem of modern society: family, public, law enforcement agencies.
Making a serious activity entertaining for a child is the task of initial education.
K. D. Ushinsky.
Currently, in the Republic of Kazakhstan, high requirements are imposed on education, therefore the teacher must take a fresh look at the meaning and purpose of all subjects.
The teacher constantly has to revise his teaching methodology, his attitude to work. If earlier it was enough to tell and show, today this is not enough for quality teaching. A good result can only be obtained if you followprinciple: the knowledge that the student discovered on his own has a completely different meaning for him than those that he simply learned and assimilated.
The rapid socio-economic development of modern society determines the need for an active, creative personality capable of self-education. Social order society stimulates the improvement of the education system. Today it is no longer enough to ensure the mastery of the student with the amount of knowledge; great importance is attached to the task of "teaching to learn", to awaken in the child the desire to learn about the world around him.
The problem of the formation and activation of educational and cognitive activity is especially relevant for elementary school, since it is at the primary school age that educational and cognitive activity is formed and becomes the leading one. The success of the learning process and the development of the personality as a whole depend on how successful its formation will be.
The search for ways to enhance the cognitive activity of students, the development of their cognitive abilities and independence is a task that teachers, psychologists and methodologists are recognized to solve. Even KD Ushinsky wrote: "To make a serious occupation entertaining for a child is the task of initial training."
An elementary school teacher is obliged to teach children to learn, to preserve and develop the cognitive need of students, to provide the cognitive means necessary for mastering the basics of science. Therefore, it is puttarget - to develop the cognitive activity of students through the use of individual forms and methods of teaching in the classroom, acting as a condition for the success of teaching.
Cognitive activity develops logical thinking, attention, memory, speech, imagination, maintains interest in learning. All these processes are interconnected.
Realizing these problems, we began to collect and try various methodological and didactic techniques in our work. All work is carried out in several directions: didactic games and game moments, work with dictionaries and diagrams, integration input, use of group work, collective cognitive activity.
Therefore, before proceeding to the study of any topic, a lot of time is devoted to searching for active forms and methods of teaching, thinking over each lesson. Based on my work experience, I want to propose some techniques that will allow the teacher to solve many problems: to make the learning process creative, joyful, to get good learning outcomes, constantly keeping the attention of children, to control discipline.
Stable cognitive interest is formed by different means. One of them isamusement ... Elements of entertainment: play, everything unusual, lively interest in the process of learning, help to assimilate any educational material.
One of effective means development of cognitive activity isa game .
I use different types of games in my work:
AND) Teaching and supervising (by purpose) games:
The game is calledteaching if students acquire new skills and knowledge in it.
Game "Endings".
The teacher starts a sentence to be completed. Anyone who says the wrong ending leaves the game:
If the windowsill is higher than the table, then the table ... (below the windowsill).
If Sasha is equal in height to Petya, then Petya is ... (equal to Sasha).
If Katya is to the left of Tanya, then Tanya ... (to the right of Katya).
The game is calledcontrolling if knowledge known to students is involved. The goal is to consolidate previously acquired knowledge in control.
Game "Transformation".
Turn a big house into a small (house).
Turn a large stool into a small one (stool).
Turn the word "tractor driver" into a machine (tractor).
Turn the word "table" into a room (dining room).
Turn a small ponytail into a large one (ponytail).
B) Group (collective) and individual (by mass) games.
All children have a sense of collectivism, the desire to participate with friends in joint activities.
In games, especially collective ones, the moral qualities of the child are also formed. During the game, children learn to help their comrades, to take into account the opinions and interests of others, and to restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, character.
Game "Building a house".
We will build a house today
To the delight of the new settlers
So that everyone becomes in it
Happy and cheerful.
Children build a house from geometric figures, name and write down how many figures are in their house.
On the other hand, children are characterized by the desire for independence, self-esteem, and hence the need to test their individual capabilities.
IN) Movable and quiet (by reaction) games.
The most natural state of a child is movement. This is expressed in play activity, which, as a rule, consists of outdoor games.
Game "I will not go astray".
The student starts counting: 1,2,3,4,5,6, and instead of the number 7 he says: "I won't get lost!" The next participant says the number 8,9,10, etc., only instead of the numbers that are divisible by 7, he says: "I won't get lost!" The participant who made a mistake is eliminated from the game.
The younger school age is known as the age of cognition, and therefore the number of mind games is of great interest.
At firstmath lessons When children are just starting to write numbers, we prepare individual cards with assignments, which parents help in making. Solving examples, children connect balls, mushrooms, letters with numbers on the number line. Individual work preceded by frontal work at the board.
We associate traditional punched cards with literary characters known to children, cartoon characters, and funny people. The performance of such tasks is accompanied by the emotional response of children. Involved in the manufacture of punched cards former students - seventh-graders who performed this work with great interest.
The children came up with the tasks "Ladoshki" and "Sea Animals" themselves. It is necessary to find the sum of the numbers written in the palm of your hand and the numbers offered by jellyfish, crayfish, starfish. The numbers are chosen so that children can find a convenient way to complete the task.
Computational tasks are accompanied by game plots and drawings. For instance:
Kesha is at a loss, he does not know how to complete the task. Help him!
Piglet is going to visit Pooh, but he needs to manage to solve examples. Help him!
Jerry has already completed this task, can you?
This was the first time the Forest Man encountered such a task. Explain to him the course of its implementation.
By solving the examples, you will find out how many eggs the hen will lay.
For coloring children are offered heroes of famous cartoons, fairy tales, funny stories. Tasks differ in a variety of form and content, are compiled in accordance with the program material.
In the first grade, the teacher is given an installation to memorize the composition of numbers within 10. In the future, the formation of the skill of addition and subtraction within 20 depends on him. One of the stages of work on the composition of numbers is proposed to usemath crosswords. They resemble the missing number examples, which we call "box" examples. Initially, in the process of oral counting, I use simple crosswords for the children to understand the principle of completing the task, then the more complex ones are performed by the children on their own, since it is difficult to put them on the board. A variety of forms of crosswords, different levels of difficulty, allows you to maintain interest in this type of work for a long time.
Game technology allow creating favorable conditions for gaining knowledge andon russian lessons , while ensuring the ease of assimilation of the material, a way of knowing the world, which forms a highly developed personality. The game allows you to easily and naturally learn the skills of mastering the language material and how the activity contributes to the meaningful application of the acquired knowledge and skills in one's own speech practice. Playing in the lesson helps to instill in childrenlove and interest in the Russian language, to realize its national identity. Mastering the skills to recognize, analyze, classify linguistic facts, model speech behaviorin accordance with communication tasks are easier and more interesting when using play activities in the lesson. Only the systematic use of game techniques in Russian lessons helps to activate the mental activity of younger students, allowing the teacherdiversify the lesson, make it bright, emotional.
Carrying out work to develop a positive attitude of students to the game in the learning process in my work, I use didactic games in the lessons of the Russian language, which not only contribute to the activation of mental activity, but also to improve the quality of students' knowledge.
Fragments of the Russian language lesson with didactic games... When conducting a general lesson on the topic "Composition of a word", the following were used:
Creative game "I work as a poet".
The teacher, while playing, teaches rhyming words (cat-mole, guest - nail), and then gives two rhyming words (snowman - coal, nose - Eskimo) and offers interesting, original, witty to pick up the missing words. Parse some words by composition.
Blinded wesnowman.
Carrot instead of a nose.
His eyes outcoal
And like an Eskimo.
Games - the competition "Hit the answer, like a ball, straight into the target", "Football".
These games use morphemic analysis and word construction tasks. The class is divided into 3 teams. The winner is the team that completes the task quickly and correctly. The game uses a ball. The result is the number of goals.
Guessing fairy tales - riddles "Big relatives".
Once upon a time there was a root, ordinary, not very complex, but very ancient. Over the course of his long life, he acquired a large family. There are also nouns:construction site, builder, construction, buildingand adjectives:construction, drill,and verbs:build, build.
We rarely see relatives and friends, there is no time to write letters, so our elder decided to gather all his great relatives. Sent out invitation cards. Brothers responded first - verbsbuild and build with families. The rest did not keep themselves waiting long. Have come. Lined up. Everything is as if on selection, they love to do business, each has its own prefix for that: who hasyou,whobefore, is andfor, for, for, for, for, for.The hospitable owner rejoiced, became proud: "Well done, relatives, look what a rich collection of prefixes they have collected!" Business verbs, energetic. And today they work, and in the past they have worked wonderfully well, and they do not forget about the future. Nouns do not lag behind them - they rush to visit their grandfather. They have a lot of prefixes, and they are not poor in suffixes.
Tasks:
1. Try to write down these many relatives.
2. What is the name of the elder - the progenitor from whom they all descended?
The use of these techniques made it possible to determine how firmly the children have mastered the knowledge on this topic. These techniques helped to reveal the level of knowledge of children in an interesting, entertaining form for them, to activate the mental activity of younger students.
To activate cognitive activity in Russian lessons, game tasks are also used to develop the ability to act in the mind, for examplepuzzles.
In the lessons of the knowledge of the world we teach children to observe plants and animals, we form in students elementary ecological ideas about the relationship of living organisms with the environment, about their food and information connections. At the same time, we turn to scientific and methodological literature, various means of visualization, we look for entertaining material of natural history content, available junior schoolchildren... We also use fiction, which contains figurative poetic descriptions of the nature around us. We use poetic images at various stages of the lessons of "Knowledge of the World" and in other lessons ( literary reading, labor training), in extracurricular work we try to interest children, teach them to understand, love and protect nature. When using poetic images, children better assimilate natural history material, independently try to unravel the secrets of nature.
Playing in the lesson is not just a game, it is acquaintance with new material, repetition of what has been well studied, consolidation and generalization of students' knowledge.
Good or bad game.
Divided into two teams, the guys give an answer to the question: "Is it good or bad to pick a large bouquet of lilies of the valley, daisies?"
Good: - Flowers are beautiful, you can give it to someone.
- They smell good.
- When there are flowers at home, it becomes cozy.
Poorly: - Wither quickly and be thrown away.
- If you tear up large bouquets, you will harm nature.
- They will quickly disappear.
- The forest will become ugly, empty.
The guys conclude: the forest is wealth, it must be protected. While in the forest, one must not forget the rules of behavior in it, so as not to harm nature.
To enhance cognitive activity, it is usedcrossword, concealing in itself great opportunities for the development of the child's creative abilities, memory training. Working with crosswords is possible at all stages of the lesson.
The use of elements of the game, competition, simple visual aids and technical means make studying proccess more interesting, children are more likely to be active, resourceful, quick-witted and achieve good results. The use of entertaining material in the classroom helps to activate the educational process, develops the cognitive activity of students. Often used in lessonspuzzles ... This helps to create interest in the class and increase their activity. Even from preschool age, children are drawn to riddles, how to amazing and interesting game... They try not only to guess the riddle, but also to remember it in order to ask others. It often happens that children themselves try to compose riddles. In addition, the riddle introduces them to the world of discoveries: they recognize objects and phenomena already known to them from a new, previously unknown side. Thus, children deepen and refine their initial knowledge about the world around them, they are carried away by the brightness and imagery of the language.
In order for the work on the riddle to be as complete as possible, it must be difficult to guess, but evidence must be used.
Such a versatile work not only develops in schoolchildren the ability to compare, contrast the phenomena of the surrounding reality, reveals the beauty of the real world, but also activates the cognitive activity of students.
Help keep your child interested in learningbright visual aids , inclusion in the learning processgames ... Learning by playing - no one will dispute this commandment. It is possible and necessary to invite famous heroes of children's fairy tales, funny people - Buratino, Dunno, Gnome, Little Red Riding Hood, Piggy to lessons. They can ask children "tricky" questions, bring letters with assignments. The children's favorite is Misha the bear, a character in the puppet theater. He knows how to speak, pat on the head the most distinguished, shake his head and regret if someone did not succeed or someone is upset about something. Sometimes Misha got angry with one of the children and went back to the forest. The forest is quiet, no one makes noise or bothers him. If Misha is absent for several days, the children ask when he will come, try not to offend him so that he does not leave. Children believe that Misha, like them, can think, get angry, and be happy. After all, children have no boundaries between the real and the imaginary.
It is well known that nothing attracts attention and stimulates the work of the mind likeamazing ... We try to use a technique called "Surprise!" For example, when studying a topic, we tell the children a story (we see surprise on their faces) and ask a question.
Children are very fond of the "Catch a mistake!" Explaining the material, we deliberately make a mistake. Students are first warned about this in advance. Sometimes we suggest "dangerous places" with facial expressions, gestures. We teach children to instantly react to mistakes, defend their point of view, not being afraid to argue with the teacher. Children correct the mistake by proving their point of view.
Enriches and activates the educational process in the lessons of knowledge of the world usingworks of fiction ... Stimulates and maintains the interest of students, enlivens the teacher's story, skillfully included in the lesson an excerpt from a story, a fairy tale. Works of fiction help to observe natural phenomena, to notice patterns in them. But these works can become a valuable educational and didactic tool if they have artistic value, the presentation in them is related to the topic of the lesson, available to primary school students, have a cognitive value and the volume should be small.
On the lessonsliterary reading used proverbs and sayings, phrase-mongers and tongue twisters. In parallel with pure words, tongue twisters, proverbs, combinations of vowels and consonants, reading blocks are included in the working off.
« Word slides "
CO
CAT
MOLE
BULKA
MAGPIE
BULLFINCH
NEIGHBORING
NEIGHBORING
Birdhouse
DIAPOSITIVES
"Half-erased words"
Option 1. The gum minx removed parts of the letters in the words. Try to recover the letters and read the words. (The individual elements of the letters are erased).
Option 2. The upper or lower part is erased in the words. Guess what words are written.
And we must not forget about such an important factor in enhancing educational and cognitive activity asencouragement .
In the first years of study, the child still has little experience of cognitive activity
educational skills are insufficiently developed, self-awareness is not formed, mental regulators of activity are weak. Positive emotions accompany the formation cognitive actions... Therefore, a child of primary school age constantly needs approval and recognition. Encouragement evaluates not only the positive results visible at the moment, but in itself it pushes and encourages the child to further fruitful work.
The following incentives are used:
applause from comrades;
the smile of the teacher;
the gentle look of the teacher;
pat on the head.
Clever girl! Well done!
Well done!
the flag on the desk;
medal, badge.
Mimic and pantomimic:
Verbal:
Materialized:
The choice of reward depends on the personality of the student; on how much his cognitive interest is formed, on the child's readiness for encouragement, on the performance of children, on the teacher's work in this direction.
In this way,enhancement of cognitive activity helps to solve the following tasks:
the formation of fluency of thinking, flexibility of mind, the ability to put forward and develop hypotheses;
the development of individual abilities of students through student-centered learning, the use of elements of developmental education for the fullest realization of the intellectual and creative abilities of students;
development of mental properties of personality, memory, attention, thinking and imagination;
teaching rational techniques, applying knowledge in practice.
Thus, the use of certain forms and methods of teaching in the classroom, contributing to an increase in the cognitive activity of students, leads to the success of learning.
I would like the assignments that are used in the classroom and after school hours to help children stay curious, show high cognitive activity and understand that mental work is a great joy.
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