Presentation on pedagogy on the topic "Activation of the cognitive activity of a younger student" download for free. Activation of cognitive activity of younger schoolchildren in the psychological and pedagogical literature
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Innovative forms of education as a means of enhancing cognitive activity junior schoolchildren Primary teacher MBOU classes M-Kurgan school No. 2 Zaikina N.I.slide 2
Relevance Today's children have changed a lot compared to the time when the current education system was created. First of all, the social situation in the development of children of this century has changed: - the awareness of children has sharply increased; - modern children read little; - characterized by limited communication with peers; - the majority of children do not participate in the activities of children's organizations; - there is a polarization of children according to the level mental development; Today children express and defend their opinion more openly. Recently, the interest of schoolchildren in learning has fallen sharply, which to a certain extent was facilitated by outdated forms of the lesson.
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The teacher strives for progress, wants to change his activities for the better - it is this process that is innovation. The inventive activity of the teacher at the innovative lesson is revealed in a variety of unusual tasks, extraordinary actions, constructive suggestions, entertaining exercises, designing the course of the lesson, creating learning situations, didactic material, selection scientific facts, organizations creative work students.
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BASICS of modeling an innovative lesson An innovative lesson is a dynamic, variable model for organizing learning and teaching students for a certain period of time. It can be based on: - elements of extracurricular work, laboratory and practical work, excursions, forms of extracurricular activities; - teaching students through artistic images; - revealing the abilities of schoolchildren through active methods creative activity(using elements of theater, music, cinema, visual arts); research activity, implying the active use methodological knowledge in the learning process, revealing the features of the mental work of students; - the use of psychological knowledge that reflects the specifics of the personality of students, the nature of relationships in the team, etc.
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. Student's position: WHAT AND HOW WILL I STUDY MYSELF? Lesson of independent activity Teacher's position: HOW AND WHAT WILL I TEACH? Model of independent work TYPES OF INNOVATIVE FORMS OF LESSONS
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Lesson - training The goal is the acquisition by students of certain skills and abilities through repeated repetition of the same knowledge or actions. Necessary elements of the lesson: selection of unusual tasks, variety didactic material; organization of: – competitions; – mutual control, etc.
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Research activity lesson The goal is to use, develop and generalize the experience of students and their ideas about the world. The purpose of students' activities in a research lesson is to obtain a specific result (product). DISTINCTIVE FEATURES OF THE LESSON:: independent educational activity of the student, orientation of study to the end result; change of lesson, closed forms of relations between the teacher and students to more open ones, aimed at joint activities and cooperation.
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Lesson differentiated learning The goal is the development and formation of the abilities of each student. CONDITIONS FOR THE IMPLEMENTATION OF SUCH LESSONS: - determining the levels of knowledge of students and their learning abilities; - allocation of the basic volume of knowledge necessary for consolidation; - definition of teaching methods for each student; - preparation of didactic material; - preparation of blocks of educational material; - establishment of regulations for the performance of certain tasks; definition of control mechanism learning activities students during independent work with the aim of designating further steps or stages of organizing training.
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Lesson project activities The goal is to make the learning process creative, purposeful, and the student - responsible and purposeful. The task is to prepare all students for a feasible for everyone, but mandatory cognitive activity. Advantages of the project method: - systematic consolidation of knowledge in other academic subjects; development of skills and abilities of planning, research and systematization of the obtained data; development of social (teamwork) and physical skills; - Development of self-confidence. Children learn to approach the world around them creatively, gain confidence that they can improve their lives and the lives of others.
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Problem-based learning is a form of organizing student learning based on the creation of a problem situation. In such a lesson, either a problem is posed or a problem is defined together with them. The goal is to activate the cognitive sphere of activity of students on the basis of identifying cause-and-effect relationships. The task is to organize learning activities based on the activation of students' thinking at all stages of the lesson. The nature of the cognitive activity of students can be different: some decide using questions and answers; others - by the method of situation analysis; the third - by the method of diagnostics and conclusions; fourth - selection, etc.
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TIPS FOR THE TEACHER on conducting lessons: Demonstrate trust. Do not interfere with the task, until the student himself asks for help. Do not criticize for mistakes. Conduct the interview in the form of clarification of details. Determine the specific amount of work so that the student can calculate his strength. Create conditions for students to self-evaluate the result of their own activities. Set a time frame for doing the work. Determine the criteria for performing independent work. Develop forms of control of independent activity, criteria for evaluating the result of the teacher's activity.
Oksana Borisovna Legkhikh
Activation of cognitive activity of younger students in the classroom
Work description.
Activation of cognitive activity students is one of the main tasks in my work. Conscious and durable assimilation of knowledge by students takes place in the process of their active mental activity. Therefore, I strive to organize the work in such a way that the educational material becomes the subject of active student action. tricks activation of cognitive activity that I use in my work are varied. I try to abandon the template as often as possible in the organization lesson. Thus, encourage students to revitalization, to independent "creativity", to the realization hidden opportunities everyone schoolboy help me unconventional (non-standard) forms of organization lesson. rhymed start lesson, Start lesson with elements of theatrical "Counter", "Repeat", "Smart" and etc.) travel lessons, fairy tale lessons, lessons Excursions allow children to better absorb the material. One of these lessons–"Journey through fairy tales" I shared my experience at the regional seminar. On such lessons are embodied in common cause teacher creativity and student creativity. Such lessons provide an opportunity to develop a thirst for knowledge. I can say that educational material from standard lessons are forgotten faster than the one that is parsed or generalized to non-standard lessons.
Stable informative interest is formed by various means. Effective means of developing interest in the subject, along with other methods and techniques that I use on lessons, is an amusement, didactic game. AT didactic In games, the child compares, observes, compares, classifies objects according to certain characteristics, makes analysis and synthesis available to him, and makes generalizations. Usage entertaining material on the lessons helps to activate the learning process, develops cognitive activity, children's observation, attention, memory, thinking, relieve children's fatigue. The form of entertaining exercises that I use on lessons, various: rebuses, crosswords, chainwords, quizzes, riddles. Great interest, for example, lessons natural science causes eavesdropping and analysis of "overheard conversations in nature" between plants, insects, birds, animals. This material not only helps in an interesting way to acquaint students with educational material, but also to cultivate love for all living things, causes a desire to help plants, animals, and preserve them.
Noting that the inclusion in lesson game moments make the learning process more interesting and entertaining, creates a cheerful working mood in children, facilitates overcoming difficulties in mastering the educational material, supports and enhances children's interest in the subject, contributes to activation of mental activity, I began to use the game at different stages lesson. Majority didactic games contains a question, task, call to action, for example: "Who is more accurate and faster?", "Don't yawn!", "Answer immediately!", etc. Many games and exercises are based on material of varying difficulty, which makes it possible to implement an individual approach, to ensure the participation of students with different levels of knowledge in the same game.
In order to overcome the rote learning in learning, an important place in lesson take problem situations. The impetus for productive thinking, aimed at finding a way out of the state of difficulty that the student experiences at the moment of encountering something that raises a question, is a problematic situation. By means of creating any problem situation in the educational process, I pose educational problems (problem task, problem task, problem question).Each educational problem implies a contradiction. By introducing educational problems into the educational process, the management of the assimilation process becomes the management of the process of getting out of the problem situation, or rather the process independent solution problems for students.
Differentiated education is one of the main areas of my work, since, I believe, it creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for the advanced training of those who are able to learn ahead of time. A differentiated approach is the main way to implement the individualization of learning. Taking into account the individual characteristics of children is one of the leading principles didactics. Knowing that different students need different time, different volume, different forms and types of work in order to master the program educational material, I carry out a differentiated approach in a combination of individual, group and frontal work and at all stages of learning, at all stages of mastering knowledge and skills.
I attach great importance to the use of visual and didactic material. Visualization contributes to the development of students' emotional and evaluative attitude to the observed knowledge. By conducting independent experiments, students are convinced of the truth of the acquired knowledge, the reality of the phenomena and processes that the teacher tells them about. And confidence in the truth of the information received, conviction in knowledge make them conscious, strong. Visual aids increase interest in knowledge, make it easier to master it, and support the child's attention. I apply the following types visibility: natural (plants, animals, minerals, etc.); acquaintance of students with real objects of nature; experimental (phenomena of evaporation, ice melting, etc.); acquaintance with phenomena and processes in the course of experiments, observations; pictorial (paintings, drawings, photographs, slides); acquaintance with some facts, objects, phenomena through their reflection; volumetric (models, dummies, geometric shapes); sound (recordings, tape recordings, etc.); symbolic and graphic (drawings, diagrams, maps, tables); and etc.
Activation of cognitive activity students also through the use of information and communication technologies on their lessons.
The use of ICT helps me to lessons at a high aesthetic and emotional level; provides visibility, engagement a large number didactic material. Observations show that the use of ICT in lessons enhances positive learning motivation, activates the cognitive activity of students, increases the amount of work performed by lesson; a high degree of differentiation of training is provided. I make presentations for lessons I use multimedia discs. For lessons the world around me using wonderful articles « Big Encyclopedia Cyril and Methodius" I cook on various topics reference material. All this has good results: participating in school competition"Best lesson with ICT» , I took second place with my class.
Various techniques and methods that I use in my work contribute to activation of cognitive interest among schoolchildren and getting high learning outcomes in the classrooms where I work.
Students have 100% academic performance, the quality of knowledge in subjects is 50% -65%.
My students are participants and winners school and All-Russian Distance Olympiads.
Educational activity inextricably linked with educational process. Therefore, the education of the personality of the student continues outside of school hours. I develop and conduct morning performances, competitions, Mind games, as well as conversations on ethical and spiritual and moral topics, about health protection, conversations on traffic rules. I try to constantly improve my pedagogical skill. In 2013, she took advanced training courses at the BEI OO DPO (PC) FROM "Oryol Institute for the Improvement of Teachers". I follow the latest pedagogical literature, get acquainted with the latest achievements educational science and practices. I work closely with parents. She delivered lectures, reports at various Topics: "Mode of the day in life schoolboy» , "Labor education in the family" and others. I involve parents in holding holidays and events in the classroom. I try to give useful practical parenting advice. What has been achieved, I share with my colleagues, giving open lessons and extracurricular activities using ICT, make presentations at meetings methodical association, teachers' council.
Knowledge is the basis of any creativity, therefore, in the process of preparing for each new academic year and during school year I am doing my best познакомиться with the latest teaching aids, and take into service what can be used in my future work.
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Activation of cognitive processes of younger students Teacher high school No. 43 Zholudeva A.V.
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Cognitive interest Cognitive interest is one of the most important motives for teaching younger students. Under the influence of cognitive interest, even among weak students, educational work proceeds more productively. Cognitive interest is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive interest not only has a positive effect on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention.
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The greatest activating effect in the classroom is given by situations in which students themselves must: defend their opinion; take part in discussions and discussions; put questions to your comrades and teachers; review the responses of comrades; evaluate responses and written works classmates; engage in training with those who are lagging behind; independently choose a feasible task; find multiple options possible solution cognitive task (problem); create situations of self-examination, analysis of personal cognitive and practical actions.
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The game is an effective tool that stimulates the desire to become better. Exercise games. Example: "The fifth extra." Find the extra word. Run, run, run, run, run. Find the extra figure and explain why it is extra.
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Search game. Game "Find the answer." - Look at the desk. - What do you see? Your task is to choose the correct answer for each example. 510 – 390 474 348 + 168 623 703 – 229 516 328 + 295 143 425 + 282 120 649 + 180 820
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Competition game. This includes contests, quizzes, imitations of television contests, etc. These games can be played both in the classroom and during extracurricular activities. Game-announcer. - Read the text, the poem, as the announcer reads on television. (Trying to peep into the text as little as possible, look into the camera with your eyes)
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Role-playing games. The game "Teremok" Purpose: to know the characteristics of sounds, to learn to read syllables. Only vowels live in the tower. Consonants knock on the vowels in the tower and ask permission to enter. Those let them in only when the consonant correctly tells about himself. Then the syllable-fusion is read. In the process of playing, children not only get acquainted with new sounds, but also learn expressive speech, correct pronunciation.
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Educational travel games. In the proposed game, students can make "journeys" to the continents, to various geographical zones, climatic zones etc. In the game, information new to students can be communicated and existing knowledge can be tested. A game-journey is usually held after studying a topic or several topics of a section in order to determine the level of knowledge of students. For each "station" marks are set.
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In order to improve academic performance and activate mental activity, each child should take an active part in the lesson. In mathematics lessons, I actively use counting sticks and geometric material. With their help, we study the composition of numbers, addition, subtraction, division, multiplication.
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With the help of geometric material, you can test the knowledge of students. Each child has a set geometric shapes: squares and triangles. I set the task: I name examples and answers. If the answer is correct, lay out a square, if not, a triangle. For example, 5x5=25 - lay out a square, 3x3=10 - lay out a triangle. I make examples so that it is easy to check them. In 3-4 minutes, all students have grades. 5x6=30 4x7=30 6x9=54 7x3=18 4x5=20 6x3=18
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It is important that the presentation of new material is interesting to all children and is aimed at activating their mental activity. For example, when studying such a part of the word as a prefix, in front of each child on the table there is a set of 9 prefixes: in-, for-, about-, from-, on-, to-, over-, s-, re- and 9 cards with the word -hod-, which is the root of the word. The children are faced with the task of adding single-root words using the proposed prefixes.
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Activation of cognitive activity of younger students. Speech at Moscow Region elementary school Teacher Lebedeva M.A.
Activation of cognitive activity of students - the most urgent problem modernity. Teaching students to learn is the most important task of every teacher. The primary task for today's teacher is to create conditions under which students are forced to actively, creatively work both in the classroom and at home, to educate a person - a figure capable of solving life problems based on knowledge.
The main tasks of enhancing the cognitive activity of students: 1) excitation of students' cognitive interest in learning, a positive emotional attitude to the material being studied, a desire to learn, fostering a sense of duty and responsibility for learning; 2) the formation and development of a knowledge system as the basis for educational success;
4) the formation and development of a system of skills and abilities of students, without which there can be no self-organization of their activities; 5) mastering the methods of self-education, self-control, rational organization and culture of mental work of students. 3) the development of mental and especially mental activity as a condition for learning and cognitive skills, cognitive independence of students;
Ways to enhance the cognitive activity of students. 1. The use of non-traditional forms of the lesson.
2. The use of game forms, teaching methods and techniques.
3. Transition from monologic interaction to dialogical (subject - subjective). four . Using a variety of forms in the lesson academic work students.
5 . Wide application of the problem-task approach (a system of cognitive and practical tasks, problematic issues, situations). Types of situations: - situation-choice when there is a number ready-made solutions, including incorrect ones, and it is necessary to choose the correct one; - situation-uncertainty, when there are ambiguous decisions due to lack of data; - a situation-surprise that surprises the trainees with its paradoxicality and unusualness; - a situation-suggestion, when the teacher makes an assumption about the possibility of a new pattern, new or original idea that involves in the active search for trainees; - a situation - a discrepancy, when it does not "fit" into the existing experience and ideas, and many others.
6. Application of new information technologies- thematic presentations, - theoretical material in an accessible, bright, visual form, - video clips and videos, - maps, - diagrams, - tables and much more. 7. Systematic use of various means of control.
8. Involving students in the creation of creative works
9. Use of all methods of motivation and stimulation of students. Emotional encouragement, educational and cognitive games, creating situations of success, stimulating assessment, free choice of tasks, satisfaction of the desire to be a significant person. Cognitive reliance on life experience, taking into account cognitive interests, creating problem situations, motivation to search for alternative solutions, fulfillment of creative tasks, Volitional informing about mandatory results, formation of a responsible attitude, identification of cognitive difficulties, self-assessment and correction of one's activity, formation of reflexivity, forecasting of future activity Social Development the desire to be useful, the creation of situations of mutual assistance, the development of empathy, the search for cooperation, the interest in the results of collective work, the organization of self- and mutual verification.
On the topic: methodological developments, presentations and notes
Activation of cognitive activity of younger students in mathematics lessons
Developing mathematical abilities, generating interest through active games, travel games, visual aids, entertaining tasks in rhyming form, making riddles using a balloon...
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Slide text: ACTIVATION OF COGNITIVE ACTIVITY OF YOUNGER SCHOOLCHILDREN Teacher: Churilova O.V. MOU secondary school No. 6 with. Olgino 2011
Slide text: RELEVANCE OF THE TOPIC: Scientific and technical progress imposes certain requirements on human XXI century: he must be not just a creator, but a creative and intellectually developed creator. The upbringing and formation of such a person is engaged in modern school where, to the extent possible, the principles individual approach to students. The most important place in the system school education is assigned to primary classes as a basic link in the development of an intellectual and creative personality.
Slide text: Activation of cognitive activity - improvement of methods that provide active and independent theoretical and practical activities of schoolchildren at all levels educational process. In the activation of cognitive activity, there are hidden reserves for increasing the "productivity" of pedagogical work. The need to intensify cognitive activity is dictated by the increased requirements for upbringing and education.
Slide text: Solving the problem of enhancing cognitive activity is inseparable from improving the effectiveness of teaching methods. The effectiveness of a particular method is determined not only by the success of the students in acquiring knowledge and skills, but also by the development of their cognitive abilities.
Slide text: The initial level of cognitive abilities of the class.
Slide text: PROBLEM: How to activate the cognitive activity of students with different mindsets, make learning comfortable, help strengthen the mental and physical health children?
Slide text: PURPOSE OF PEDAGOGICAL ACTIVITY: TASKS OF PEDAGOGICAL ACTIVITY: Raise the level of both logical and abstract thinking. Consider age, individual characteristics students Develop a system of exercises that develop the intellectual activity of younger students Model the learning process as research activities students To create conditions for the activation of the intellectual activity of younger students with different mindsets.
