Conditions for the development of cognitive activity of younger students. Report on the topic: "The development of cognitive activity of younger students." Coordination of teachers' activities as a condition for the development of cognitive activity of younger students
Pedagogical article on the topic: "Formation of cognitive activity of younger students."
The problem of the formation of cognitive activity of younger students in the learning process is one of the most important in modern pedagogical science, because. the improvement of the quality of education, the motivation of students to achieve educational and creative results largely depends on its resolution. Cognitive activity is studied by psychologists and educators from various angles, but any study is considered as part of the general problem of education and development. Today, the problem of interest is being increasingly explored in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life. Cognitive activity is an active orientation associated with a positive emotionally colored attitude to the study of a subject with the joy of learning, overcoming difficulties, creating success, with self-expression of a developing personality (I.V. Metelsky). Cognitive activity is a selective orientation of a person, turned to the field of knowledge, to its subject side and the very process of mastering knowledge (G.I. Shchukina).
Levels of cognitive activity of students.
Zero level - the student is passive, reacts poorly to the requirements of the teacher, does not show a desire for independent work, prefers the mode of pressure from the teacher.
Low level - reproducing activity.
It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, and the absence of questions like: "Why?"
The middle level is interpretive activity.
It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.
High level - creative.
It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.
At the heart of the structure of the general intellectual development of children of primary school age, certain principles for the successful implementation of cognitive activity can be distinguished:
- the principle of subjectivity - the maximum assistance of the teacher to the development of the child's ability to realize his own "I" in relationship with other subjects of the community and the world as a whole;
- the principle of independence, due to the form of an active attitude to the material being studied. The cognitive independence of a younger student is a complex of the following qualities: interest in cognitive activity, emotional-volitional orientation, the development of cognitive activity, the ability to analyze and correct work, the ability to use existing knowledge and skills in a new situation, the ability to find additional information, etc.;
- the principle of creativity, which helps not only the active perception of students educational material in the process of its presentation by the teacher, but also its creative transformation.
- the principle of orientation towards self-realization, including the provision of psychological comfort in the classroom; creation of dialogue relations teacher-student; reliance on the personal experience of students as one of the sources of activation of cognitive activity; individualization and differentiation of education; taking into account the emotions and value orientations of students; constant stimulation of cognitive activity and creative independence, etc.
- the principle of pedagogical support - a special system of pedagogical activity that reveals the individual potential of each student as a process of jointly with the child determining his own interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from achieving the desired results in learning, self-education, communication, a healthy lifestyle life.
The formation and development of cognitive activity in younger students is favored by the following conditions: diversity, emotionality, brightness of educational material, its feasibility and expediency, connection with previously acquired knowledge, frequent checking and evaluation of schoolchildren's work, their involvement in the process of independent search, solving problems of a problematic nature and others
Cognitive activity is traditionally understood as all kinds of active attitude to learning as to knowledge; the presence of significance for the child of teaching as knowledge; all kinds of cognitive motives (the desire for new knowledge, the means of acquiring it, the desire for self-education); goals that realize these cognitive motives and serve their emotions.
Having studied the problem of enhancing the cognitive activity of younger students in the educational process on the basis of theoretical facts and the results of their application in practice, we were convinced that this problem is relevant in modern school. The most effective ways and means for the development of cognitive activity are entertaining exercises. Cognitive activity with the right pedagogical organization activities of students and systematic and purposeful educational activities can and should become a stable feature of the student's personality and has a strong influence on his development.
Cognitive activity is aimed not only at the process of cognition, but also at its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. cognitive activity is not the enemy of volitional effort, but its faithful ally. Interest includes, therefore, volitional processes that contribute to the organization, flow and completion of activities. When the teacher takes into account the type of temperament, the student develops cognitive activity more and, as a result, more productive assimilation of the material occurs.
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Sanko Anna Eduardovna Pedagogical conditions for the development of cognitive activity of younger schoolchildren (Org. aspect): Dis.... kand. ... cand. ped. Sciences: 13.00.01: Chelyabinsk, 1997 138 p. RSL OD, 61:98-13/209-8
Introduction
I. Theoretical basis development of cognitive activity 9
1. Overview of interpretations of the concept of "cognitive activity" 9
2. Activity approach to the development of cognitive activity 32
3. Development of cognitive activity and developmental education 49
II. Pedagogical conditions for the development of cognitive activity 64
1. Coordination of teachers' activities as a condition for the development of cognitive activity of younger students 64
2. Tasks and organization of experimental experimental work on the development of cognitive activity 90
Findings 128
References 128
Introduction to work
Today, the main task of the school and society is the education of a truly spiritual, intelligent personality. Education, more than before, should be aimed at developing the intellectual and spiritual potential of the individual, its socialization. Upon graduation, a person should be able to realize himself in society, not only in accordance with the conjuncture of the labor market, but also in accordance with his personal needs. A. S. Rubinshtein wrote that the goal of a teacher should not be one formal correspondence of external behavior to the requirements of society, not external adaptation to them, the goal should be the formation of a person’s internal purposefulness (178). What acts as such a striving of the individual? In our opinion, this is the child's attitude to learning, which manifests itself in interest in the material being assimilated, and the desire to master the methods of activity, and the mobilization of moral and volitional efforts. By the time of entering school, the child is the subject of various types and forms of activity. Thanks to a special attitude to learning, the child is able to learn, discover personal meaning knowledge, perceive knowledge to skill as a means of self-improvement. The child is the subject of learning - has a need for self-development and, importantly, is able to satisfy this need through learning. All of the above allows us to assert that the possession of such a quality as cognitive activity makes the subject of a child's teaching. That is why the topic of the development of cognitive activity does not cease to be significant to this day.
The problem of the development of cognitive activity in various aspects was considered in various works of teachers and psychologists. It was reflected in the works of B.V. Ananiev (10, 11, 12), A.L. Leontiev (128, 129), L.I. , 219, 220), N. P. Morozova (46, 146)), V. A. Krutetsky (121, 122, 171) and others. but as a most complex phenomenon that manifests itself in man's attitude to knowledge.
The most complete coverage of the available approaches to the problem of the formation of cognitive activity was received in the works of G.I. (212).
The psychological basis for the development of the theory of cognitive activity was the provisions of the theory of activity developed in the works of psychologists A.N. Leontiev (128, 129), L.S. I. Bozhovich (42, 43) and others. All authors emphasize the importance of posing problems related to the formation and development of cognitive activity, since they are closely related to the problems of the formation of independence and creativity in cognitive activity, the solution of which will bring us closer to the goal.
In the works of scientists-teachers, the structure of the cognitive activity of the student, its functions, methods and techniques of activation, criteria and levels of cognitive activity and independence were considered. Psychological aspects of cognitive activity were studied by B.G. Ananev (11), A.N. Leontiev (128), L.S. Rubinstein (177,178), A.S. Vygotsky (65), V.P. and others.
Thus, the relevance of the topic of the development of cognitive activity is determined by the contradiction between the urgent need to develop the cognitive activity of younger students and the insufficient use of the possibility of improving this process. The importance and relevance of the problem under consideration, its insufficient development in the practice of schools determined our choice of the research topic: "Pedagogical conditions for the development of cognitive activity of younger schoolchildren (organizational aspect)".
Object of study- organization of cognitive activity of younger students.
Subject of study - organization of the process of development of cognitive activity of younger students.
Purpose of the study- consists in determining the organizational and pedagogical conditions that ensure the development of cognitive activity of younger students.
The study was based on the following hypothesis: the process of developing the cognitive activity of younger students will become more effective if:
students are aware of the tasks set by the teacher and the need to solve them;
emerging learning difficulties are commensurate with the cognitive abilities of the student and are due to the course itself educational process;
the educational process takes place in certain pedagogical conditions, namely, in the conditions of coordination of the activities of teachers and tracking the dynamics of the development of cognitive activity of students.
In accordance with the goal and the hypothesis put forward, the following research objectives are defined:
Find out the state of the problem in pedagogical theory and practice;
To establish the level of development of cognitive activity of younger students;
Theoretically substantiate and experimentally test the pedagogical conditions that ensure the development of cognitive activity of younger students.
The methodological basis of the study is the provisions on the dialectic of cognition, the active role of the subject in cognition, the universal connection of phenomena and their determinism, as well as the philosophical doctrine of the personality, its development, and human activity.
When solving the tasks set, we used the following research methods: study and analysis of the state of the research problem in the philosophical, psychological, and pedagogical literature; pedagogical observation, testing, analysis of educational and cognitive activity of schoolchildren, study and generalization of advanced pedagogical experience, pedagogical experiment, methods of mathematical statistics.
Research base.
Experimental work was carried out on the basis of MOU No. 26, school No. 3 in Chelyabinsk. More than 190 children of the 2nd grade and 11 teachers took part in the experiment. Approbation of the main ideas and results of the study was carried out in the experience of the schools of the city of Kurgan.
The theoretical and experimental study was carried out in stages. At the first stage(1994-95) studied the development of the problem of the development of cognitive activity in modern didactics and the practice of teaching schools, and observed the organization of cognitive activity of primary school students. The problem, purpose and hypothesis of the study were formulated, tasks and a work plan were developed. The research at this stage was carried out with the help of a scientific theoretical analysis of pedagogical, psychological and methodological literature, as well as literature on management issues. Among the empirical methods, we used observation, questioning and generalization of advanced pedagogical experience. At this stage, a stating experiment was carried out, aimed at identifying the level of development of cognitive activity of younger students.
Second phase(October 1995 - 1996) provided for the continuation of the theoretical analysis of the problem of improving the development of cognitive activity. At the same time, methods of concretization of theoretical knowledge, methods of mathematical statistics were applied in the processing of experimental data.
Tr th stage _ (1996 - May 1997) - research, took place in parallel with theoretical work on the problem, during which the influence of the coordination of teachers' activities on the dynamics of the development of cognitive activity was tested. The control phase consisted in comprehension, generalization and description of experimental work.
Scientificnovelty and theoretical significance research:
The development of cognitive activity of primary school students is considered in conjunction with the principle of developmental education. All the main characteristics of developmental education - its content, the type of learning activity of students - contribute to the inclusion of the child in active cognitive activity.
The ratio of reproducing and creative cognitive activity for primary school students is concretized. Reproduction and creativity are related to each other as two independent links of a single whole, and for a given age, reproduction acts as the first leader.
3. Pedagogical conditions for the development of cognitive activity have been developed, including the coordination of teachers' activities and tracking the dynamics of the development of students' cognitive activity.
Practical significance with it is necessary to develop technological maps with analyzes of self-analysis of the lesson, which allow predicting the result from a specific pedagogical impact, and correlating the predicted result with the real one, as well as developing maps for monitoring cognitive activity.
Reliability of the study is ensured by the compliance with the purpose of the study by the selection of methods; activity approach to the process of development of cognitive activity of younger students; systematic verification of research results at various stages of experimental work.
On the protection Pedagogical conditions are introduced that ensure the progressive development of cognitive activity:
coordination of the activities of teachers, tracking the dynamics of the development of cognitive activity of students;
the ratio of reproducing and creative cognitive activity for students primary school.
Dissertation structure. The work consists of an introduction, two chapters, a conclusion and a list of references.
Let's clarify conceptual apparatus, which will be used in our work:
cognitive activity- a quality expressed in the student's attitude to learning, the desire to master the methods of activity and the mobilization of moral and volitional efforts to achieve the goal of the activity;
cognitive independence- a set of personality traits characterized by the desire, readiness, ability to acquire knowledge and methods of activity without outside help;
teacher coordination- cooperation to achieve a common goal;
monitoring of cognitive activity- a way of collecting, storing, using information about the dynamics of the development of cognitive activity.
teaching e - the ordered activity of the teacher in realizing the goal of learning (educational tasks), providing information, education, awareness and practical application of knowledge.
Doctrine- a process (more precisely, a co-process), during which, on the basis of knowledge, exercise and acquired experience, new forms of behavior and activity arise, and previously acquired ones change.
About doctrine- the ordered interaction of the teacher with students, aimed at achieving the goal.
Organization- streamlining the didactic process according to certain criteria, giving it the necessary form in order to best achieve the goal.
Review of interpretations of the concept of "cognitive activity"
The problem of the development of cognitive activity has a rich history. This is understandable, because the need to solve it is dictated by great practical significance. A lot of scientific works have been devoted to the development of the problem of cognitive activity. This provides ample opportunities for the modern researcher.
Despite the great urgency of the problem of the development of cognitive activity, it is by no means completely new. The theme of cognitive activity has its roots in the distant past. It was staged by outstanding teachers of the past: Ya.A. Komensky, Ly.G.
The first serious references to cognitive activity are found in the writings of Jan Amos Comenius. Ya.A.Komensky attached great importance about students' independent actions in teaching: "Let no one think that one can become a true person without learning to act like a person..." (114).
The ideas of training and education of Ya. A. Komensky were opposed by the scholastics of the era of feudalism. Ya.A. Komensky strove for the formation of an independent active mind of children, the ability to work and humanism. According to Kamensky, the school should become a "laboratory" for the training of children imbued with humanism, trained to act effectively in the field of "labor", namely, the incessant mental labor of students, the competition of the mind and talents. This is the basis for the development of cognitive activity of children.
In Russia, the views of Jan Amos Comenius found support in the person of many teachers, for example, N.I. Novikov (91), who identifies cognitive activity with the need "to enrich the mind and heart." Such a serious attempt to comprehend the problem was undertaken by V.F. Odoevsky, V.F. Belinsky and A.I. Herzen. VF Odoevsky, for example, described in detail the methodology of working with children's questions. VG Belinsky and AI Herzen for the first time gave a holistic picture of the development of cognitive activity, with the help of which cognition is activated. K.D. Upshnsky considered teaching as a serious work requiring strong-willed skills of a child. He also emphasized the inseparable connection between learning and activity: * "quenching the thirst for knowledge is unthinkable without the activity and activity of students, while the thirst for activity causes a need for new knowledge (202, 206). The problem of the development of cognitive activity was also reflected in the pedagogical views of L.N. Tolstoy, he saw the creation of a creative atmosphere in the classroom as the main condition for the development and improvement of cognitive activity (202). inciting to activity, aimed at mastering the desired object or phenomenon (179).
The problem of the development of cognitive activity was reflected in the works of A.S. Makarenko and S.T. Shatsky. S.T. Shatsky drew attention to the factor of active assimilation of social experience (35).
J.A. Komensky, the great Czech teacher and his successor D. Locke, an English philosopher and teacher, laid the foundations for the laws of education and upbringing - one of which is accounting went even further than the child’s natural desire for knowledge, active action. D. Locke, having comprehended the need for a humane attitude towards the child as a principle that determines the choice of pedagogical means in training and education. D. Locke noted that children hate idle pastime, that they have a natural desire for free and diverse activities, in which their inclinations and abilities are revealed, and argued that all our meaning is based on our own experience, it ultimately comes from it. From this follows the conclusion that cognitive activity is necessary for the accumulation of cognition experience. (114)
One of the most prominent representatives of the era of enlightenment, JJ Rousseau, rethought the thoughts and judgments that existed at that time about education and upbringing, and came up with his original theory. The central point of his pedagogical program is "natural education". An important place in his work is occupied by the "Social Contract", which raises important pedagogical problems of personality formation.
JJ Rousseau believed that three factors influence a child: nature, people and society, each of them performs its role: nature develops abilities, people teach how to use them; objects and phenomena enrich the experience. (114).
According to Zh-Zh Russov, if the educator takes into account the child's inclinations and needs for knowledge, then he ensures that he is prepared for social duties. The internal motivation of this process is the desire of this child to improve.
In the spirit of the ideas of JJ Rousseau and other teachers of the past, the Swiss pedagogue - democrat in the XVIII early XIX in I.G. Pestalozzi. He emphasized the need for a close combination of physical, moral and mental development through the active cognitive activity of the child. He, like many other thinkers of that time, did not understand the socio-historical conditionality of natural forces and human capabilities. But his merit is that he assigned a decisive role in shaping the personality of the child to the methodology of education and training, which encourages self-activity and self-development of the natural forces and inclinations inherent in man. However, the task of developing the child's abilities was sometimes subordinated to another, no less important task of education - equipping students with the necessary knowledge.
The innovative approach of I.G. Pestalozzi to the development of the child in the learning process allowed him to develop another, theoretically and practically valuable position: training, education and development should be carried out in close connection and with the active cognitive activity of students. In modern conditions, all these ideas sound important.
Development of cognitive activity and developmental learning
By the time the child enters school, he becomes the subject of various forms and activities. His need for the realization of himself as a subject is activated, and the expansion of the scope of this realization finds its most vivid expression in a role-playing game. But if a preschooler does not yet have a need for self-change, then a younger student, thanks to a special attitude to learning, is able to realize and discover the personal meaning of knowledge. The task of developing cognitive activity is inconceivable without an adequate attitude of the child to learning, that is, without turning the child into the subject of his own learning activity, perceiving knowledge, skills and abilities as a means of self-improvement. To be such a subject means to have a need for self-development, and that it is of no importance to be able to satisfy this need through learning means to want, love and be able to learn; this is nothing else than the purposefulness of cognitive interests, which are real motives; to be the subject of learning means to strive for the effective mastery of knowledge and skills, as well as methods of activity.
The methodological principle of the process of education and development of the student's personality is the requirement for priority mastery of educational and cognitive activities, and only on this basis - mastery of the system scientific knowledge. At the same time, the learning process should be transferred from the goal of learning, which is usually set by society, to the internal state of the student himself, to his personal sphere, to the level of his development. And since the level of individual development of a student is different, this requires a differentiated approach to learning. The effectiveness of education and development of the student's personality is determined by the quality of the consistent implementation of all stages of mastering educational and cognitive activities:
Those. awareness of one's own motives, values and attitudes;
Awareness of the personal goal of activity and the subordination of all other components of the personal sphere to it;
Mastering educational and cognitive activities at the level of algorithms;
Mastering educational and cognitive activity at the level of choosing an acceptable way of activity;
Independent creative performance of activities.
It is clear that in the process of cognition, during the transition from the heuristic to the creative levels, the student ^ comes from one assessment of his own activity to another, forming a holistic view of himself as a self-developing personality.
Personality is a certain stable system of traits, characteristic features individual, on the one hand, and on the other hand, the very bearer of these traits, the subject of conscious volitional activity.
The problem of personality is central in a whole spectrum of sciences - in philosophy it is, first of all, the question of what place a person occupies in the world, what he actually is and what he can become, how individual qualities and social attitudes correlate in personality.
Various philosophical pjols form independent interpretations of this problem. If in ancient philosophy the personality acted primarily as a relationship between the individual and society, then in Christianity it is understood as a special entity, an "individual substance" of a rational nature. In the era of the New Age, the problem of self-consciousness as a relation of a person to himself comes to the fore, and the concept of personality practically merges with the concept of "I", the identity of a person is seen in her mind. According to Kant, a person becomes a person thanks to self-consciousness, which distinguishes him from animals, and allows him to freely subordinate his "I" to the moral law.
In contrast to the rationalist tradition, existential philosophy considers the individual not in identity with society, but in opposition to each other. They distinguish between the individual as a naturalistic category and the personality as a spiritual, soul-body unity. Personality, according to Berdyaev, is always a whole, not a part (of the world, society, space), and this whole is given within existence, and not in the external natural world.
Indeed, a person is a whole, but a whole that is in a constant process of change. It is the very contradiction that generates the formation of itself, the contradiction between the personal and the social, between form and content, between the finite and the infinite, between freedom and destiny. Therefore, a personality cannot be completed, it is not given as an object, it is created, creates itself, it is dynamic.
The formation and development of a person as a person is a complex process that includes many different phenomena and factors of natural and social, subjective and objective, controlled and spontaneous nature.
And the development of personality will inevitably entail the development of cognition, and hence consciousness and self-knowledge, and therefore activity also develops.
Developing cognitive activity, it should be understood that it is necessary to approach this issue systematically. The introduction of any one element that develops cognitive activity will inevitably entail another. So, for example, the content of education requires certain tools of activity, and the corresponding type of relationship between the teacher and the student can take place only at the point of their contact within the lesson. Or the assimilation of the meaning of scientific concepts requires the search activity of the child. The system of developmental education in elementary school aims to create conditions for turning the child into a subject of educational activity, i.e. a child with such personality traits as cognitive activity. The system of developing education has integrity, because all its characteristics serve the same purpose. In this regard, it is advisable to clarify the concept of a system. V.G. Afanasiev understands a system as “a set of objects whose interaction expresses the emergence of new integrative qualities that are not characteristic of “separately taken components forming the system” (22, p.! ^ The integrity of the developmental education system is characterized not only by the presence of connections, relationships, but also the interdependence of each of the components.All the main characteristics of developmental education - its content, methods, type of learning activity of students, features of the interaction between the participants in the educational process and the communication unfolding in it - are subject to one goal, are interconnected and interdependent, and most importantly contribute to the inclusion the child into active cognitive activity.The developmental education system is most adequate to the task of improving the cognitive activity of younger students.All components of this system have already been selected in accordance with the main characteristic-content of education.Educational content is often considered as ve means of activating the teachings of schoolchildren. T.I. Shamova writes: raising the scientific level school education requires students to master complex theoretical concepts, laws, ideas, and the ability to penetrate into the essence of the studied natural phenomena, and this is possible only if schoolchildren effectively operate the content of educational material (212, pp. 162-163). This educational material is the subject of educational and cognitive activity. We fully agree with V.A. Belikov that the subject of educational and cognitive activity is a reflection of the content of scientific knowledge, i.e. scientific knowledge, being the subject scientific knowledge, with some simplification becomes the subject of educational knowledge (27, p. 108). Therefore, it should be noted that the developing nature of educational activity as a leading activity in primary school age is due to the fact that its content is theoretical knowledge (72, p. 145). As for empirical knowledge, their assimilation is carried out with such an organization of the educational process, when subject-practical tasks are solved that require students to obtain a specific result. At the same time, each specific practical task is solved separately from the others. When the external conditions of such problems vary, the child singles out their similar features, with which he correlates some identical method of solving. But as soon as the external circumstances are changed, a task of a certain type is “not recognized”, which leads to the failure of its solution, since the assimilation of empirical knowledge by schoolchildren in solving practical problems is very close to a simple acquisition of information. The principle of such assimilation will be the movement of thought from the particular to the general, i.e. first of all to similar; in this case, some classifications of objects are built according to characteristic external or sensual features.
Coordination of teachers' activities as a condition for the development of cognitive activity of younger students
In order to purposefully develop the cognitive activity of younger students, the unity of teachers in their views on the key issues of training, development and education is necessary. Each teacher must see a common goal and strive for it, coordinating his actions with other teachers, subordinating his activities to the goals generally accepted in the team. This does not exclude, but on the contrary, it implies that each teacher has his own, unique handwriting. In general, the school should have a cult of the unity of the diverse (55, p. 31). In this regard, it becomes necessary to designate the coordination of teachers' activities as the main and basic condition for the development of cognitive activity of younger students. Cooperation is, first of all, interaction, coordination involves the organization of joint activities, of all teachers - participants in the process, as a result of which a common goal is achieved for them.
Domestic scientists interpret the concept of "coordination" as a process of coordination of functions horizontally, in contrast to "subordination", which represents the coordination of functions vertically.
We understand coordination as a functional-organizational structure, when the subject acts in accordance with his mission and functional duties in order to achieve harmony of individual efforts. We fully agree with Yu.A.Konarzhevsky, who means by coordination "a kind of professional activity on the formation of truly working ties among members of the teaching staff, building relationships between them that are most conducive to achieving a school-wide result. "Here are the components of coordination identified by Yu.A. Konarzhevsky:
1. forecasting various kinds of interactions between members of the teaching staff in order to awaken activity and initiative;
2. designing group associations for successful cooperation of teachers' efforts. Directing the energy of each teacher to achieve a school-wide goal, harmonizing the interactions of teachers;
3. showing the role of the individual activity of each teacher in the context of the pedagogical process;
4. work to create links and interactions between the head of the school and teachers and the development of cooperative relations on this basis;
5. constant stimulation of the collective creative energy of teachers, the formation of truly working relationships between them;
6. identification of interdisciplinary links and links of continuity;
7. formation of teachers' labor interest, professional confidence and self-affirmation, creation of an atmosphere of satisfaction of each teacher with their work;
8. rallying individuals into a single working pedagogical unity;
9. creating conditions for the manifestation of the initiative of teachers, the concentration of their volitional efforts in a certain direction;
Y. Acquaintance of the teaching staff with an assessment of the nature, quality and effectiveness of interactions.
Thus, coordination is not only a way of cooperative relations, but also a tool for obtaining the final result (112).
In our study, we set ourselves the goal of developing pedagogical conditions for the development of cognitive activity of younger students. Therefore, it seems to us not entirely appropriate detailed description all levels of the organizational structure of the management of an educational institution. Let's stop at the level that directly concerns us. This level of teachers class teachers employees of the psychological service. In terms of content, this is the level of operational management.
Coordination at this level presupposes "the creation of new organizational structures in the form of new associations of teachers" (55, p. 261). These are organizational structures that have their own status. The department is exactly the structural education that can solve the problems that arise due to the inconsistency, lack of coordination of educational programs, in curricula schools. M.M. Potashnik defines the department as "an association of teachers and researchers of one or more related scientific disciplines. An important component of the activities of the departments, in addition to discussing the problems and methods of teaching (in this they coincide with method associations), is the mandatory research activity of members of the department which involves scientifically prepared experiments, development, discussion and examination of new programs, new technologies for training, education and development, as well as advisory, predictive, expert, monitoring functions (198, p. 253).
Therefore, teachers - members of the department coordinate their efforts with others in order to achieve their common goal - the development of cognitive activity, as well as the ultimate goal of all education - the comprehensive development of the individual. Consequently, the department of elementary grades, being a structural subdivision of the school, carries out educational and scientific-methodical work in several academic disciplines. In addition to the fact that the Department of Primary School is entrusted with:
Implementation of the learning process in the academic disciplines of the department;
Correction of traditional and development of innovative curricula taking into account the requirements of developmental education, teachers are developing teaching aids, didactic tools and private teaching methods in the context of the ideas of developmental education that meet the task of developing cognitive activity,
Conducting scientific research and expert work on the basis of the goal of developing the cognitive activity of primary school students;
Study, generalization;, and dissemination of: advanced pedagogical experience in the development of cognitive activity of teachers of the department;
Organization of joint work with other departments of the school to develop the cognitive activity of younger students.
Each teacher - member of the department has:
Work plan for the development of cognitive activity of younger students for each of the teachers;
Analysis of work on the development of cognitive activity.
The expression of the coordination of the activities of teachers at the primary level will be the introduction of teaching academic disciplines subject teachers. In our opinion, it is necessary in elementary school, especially in innovative educational institutions, as it will contribute to the solution of many problems, and above all, the task of more intensive formation of theoretical thinking. The teaching of academic disciplines by subject teachers in primary school will reflect the structure of scientific knowledge, make the most fundamental concepts of science the subject of assimilation, reveal their internal connections and relationships, and also show their manifestation on specific facts and phenomena of reality. The teaching of academic disciplines by subject teachers will help teach children the transformation methods adopted in science, to think in terms of this scientific discipline. The implementation of the idea of teaching academic disciplines by subject teachers in elementary school, in our opinion, will have a significant impact on the structure and content of academic subjects. Since each academic discipline is nothing more than a "peculiar projection of one or another" high form of social consciousness (science, art, morality, law) in the plane of assimilation, as V.V. Davydov says, then in elementary school, thanks to such training, logic the construction of an academic discipline is even closer to the logic of science. Children have the opportunity to get deeper scientific information through the assimilation of those concepts that are fundamental in the relevant field of knowledge. Construction school programs subject teachers for primary school students allows to ensure continuity between the presentation of knowledge in the primary and secondary levels.
It is also important that a teacher who is a specialist in one field of knowledge has a great advantage over primary school teachers who teach children in several disciplines. Due to narrow specialization, he knows large quantity ways of activity, ways of transformation, in this area, not only general, but also specific. Consequently, the transfer of these methods to children will have an impact not only on the process of activity itself, but also on the direct activity of the subject, because. according to T.I. Shamova (55), it is associated with the forms and methods of activity, and each new transition in the development of forms of cognition there is a transition to an ever deeper reflection of the surrounding world. An elementary teacher often owns common, traditional for all disciplines ways of penetrating into the essence of phenomena and their relationship. Thus, all of the above allows us to consider the teaching of academic disciplines by subject teachers at the initial level as a condition that will help create the basis for the theoretical interpretation of the content being assimilated, its comprehension, in turn, this deep penetration into the essence of the studied phenomena activates the cognitive activity of students, contributes to the formation of activity as a quality of cognitive activity of schoolchildren. On the issue of the formation of the educational and methodological complex, we fully agree with B.V. has no value. Therefore, the structure of the educational and methodological complex should be created depending on the specific methodological goal, depending on the characteristics of the content of the educational material, the specifics of the subject, the level of training of students. The curricula of subject teachers are part of the educational and methodological complex, and therefore are closely related to the teaching technology. By learning technology, we mean an integral system, the main structural element of which is the learning situation. It is also the algorithmization of the activities of the teacher and the student based on the simulation of all types of learning situations (208).
The main technological unit of developmental learning is the learning task. The technological nature of developing education is substantiated by the managerial approach to the cognitive activity of students. This concept of controlling the cognitive activity of students is a fundamental theory of the gradual formation of mental actions (G.Ya. Galperin, N.F. Talyzina, etc.).
But if in traditional education the main thing is for students to provide the opportunity to reproduce patterns of action according to particular rules, then in the conditions of developmental education, the main task becomes the disclosure of the principles of action, and then the only possible type of student activity is an activity that reproduces the essential properties scientific research, the so-called "quasi-research" activity. Therefore, the management of the development of cognitive activity presupposes, under the conditions of developmental learning, the identification of a picture of the ongoing changes in the activity of each individual as he becomes a subject of educational activity. Consequently, in contrast to the traditional in developmental education, the task of finding the principles for constructing a certain single action acquires a deep logical meaning for the child. Thus, the methodological system in the process of developmental education requires a phased implementation, namely: the creation of a positive motivation for educational activities; ensuring goal setting; implementation of the system of educational activities; availability of control and evaluation. The methodological system and technology of training with the appropriate technological means make up the educational and methodological complex. Let us consider how the methodological means correspond to the stages of educational activity.
UDC 373.3: 37.036.5 LBC 351.2
Mayorova Natalya Vladimirovna
graduate student
departments of pedagogy primary education Chuvash State Pedagogical University
them. I. Ya. Yakovleva Cheboksary Maiorova Natalia Vladimirovna Post-graduate Department of the Pedagogics of Primary Education
I. Yakovlev Chuvash State Pedagogical University
Cheboksary [email protected] Pedagogical conditions for the development of creative cognitive activity
junior schoolchildren
Pedagogical conditions of development of creative educational activity
of younger students
The article presents the pedagogical conditions for the development of creative cognitive activity of younger schoolchildren, presents the materials of experimental work on the development of the quality under study, and proves its effectiveness.
The article presents the pedagogical conditions of development of creative educational activities of younger schoolboys, materials and experimental work on the development of the investigational quality and proved its efficiency.
Key words: creativity, activity, creative activity, creative thinking, junior schoolchildren, pedagogical conditions.
Key words: creativity, activity, creativity, creative thinking, the younger students, pedagogical conditions.
The relevance of the problem under study. On the present stage development
pedagogical science and practice, the development of the creative activity of schoolchildren is one of the most urgent and acute problems. New state standards in the field of education suggest educational outcomes which do not come down to mastering subject knowledge, skills and abilities. A graduate of the school, according to the Federal State Educational Standard of the new generation, is an inquisitive, actively and interestedly knowing the world, who has a motivation for creative work, mastering ways to solve problems of a creative and exploratory nature.
Modern economic conditions, diversity and complexity of the process
owls emerging in the world, competition in the labor market determines the need for people with such qualities as creative thinking, as well as the ability to quickly and non-standard problem solving.
Thus, the modern general education school is faced with the task of systematic and purposeful development of the creative activity of students.
The younger school age is sensitive for the development of the creative activity of the individual, since among the advantages of this age one can note intensive intellectual and emotional development, increased impressionability, and a tendency to fantasize. At this age, there is a change in the leading type of activity - from playing to learning activities, which makes it possible to effectively develop creative activity precisely at primary school age.
Considering the society's need for creative personality We have set ourselves the following tasks:
1. to identify the initial level of development of creative cognitive activity in younger students in general educational institutions Cheboksary;
2. highlight the pedagogical conditions, the creation of which contributes to the development of the studied quality;
3. create a program for the development of creative cognitive activity of younger students, covering all participants in the educational process;
4. check the effectiveness of the use of this program and the pedagogical conditions we have identified for the development of creative cognitive activity upon completion of the experiment.
Material and methods of research. In order to study the development of creative cognitive activity of younger schoolchildren, we used a set of theoretical (analysis, synthesis, comparison, generalization, interpretation) and
empirical methods of psychological and pedagogical research (pedagogical observation, testing, questioning, pedagogical experiment).
The study was conducted on the basis of 3 grades of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary, which included 86 students of grade 2, and 3 grades of MBOU "Secondary School No. 37 with in-depth study of individual subjects" in Cheboksary. Cheboksary, which included 86 students of the 2nd grade. The study also included parents (86 people each) and teachers (16 people each) of these educational institutions. The choice of specific research methods was due to our ideas about the structure of the creative activity of younger students as a complex personal education.
According to the results of the primary study, in order to increase the objectivity of the data obtained during the experiment, we formed 2 groups: experimental (3 classes on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary) and control (3 classes on the basis of MBOU "Secondary School No. 37 with an in-depth study of individual subjects "Cheboksary).
At the next stage of the study, we developed a program for the development of creative activity, which covered all participants in the educational process: teachers, students and their parents, and the administration of the educational institution.
With the participants of the control group, no activities were carried out according to the program of the experiment. After the implementation of the program, the participants of both groups were retested using the same methods.
Research results and discussion. Considering the definitions of creative cognitive activity proposed by various authors, we understand this concept as the highest level of cognitive activity, which is characterized by the desire of the individual to overcome the usual norms and methods of action, manifested in the constant search for new tasks, mastering original methods and techniques for solving them, introducing them into the educational process new, previously unused items. Creative
activity is manifested in the readiness of students for self-improvement, independence and initiative in the course of solving educational problems, in the desire to go beyond any restrictions. This is the desire for new goals, objects, conjectures, hypotheses, new results.
During the ascertaining stage of the experiment, the following conclusions were drawn regarding the difficulties and shortcomings in the work on the development of creative cognitive activity of younger students:
1. students of the 2nd grade of the institutions covered by the study have approximately the same level of development of creative thinking;
2. the parents of these students are not sufficiently motivated to develop creative activity in their children;
3. teachers are not sufficiently prepared to work on the development of the studied quality in schoolchildren;
4. there is no consistency in the work on the development of creative cognitive activity of students;
5. in educational institutions there are no subject circles, sections, clubs in the direction of interest to students.
Specified conclusions pilot study were taken into account when we compiled a program for the development of creative cognitive activity of younger students, the main content of which was aimed at overcoming these difficulties and shortcomings.
The developed program for the development of creative cognitive activity of younger students was implemented on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary from October 2011 to April 2014 (3 academic years). It included the following areas:
1. Conducting developmental classes with students according to the developed program of extracurricular activities “I am learning to think creatively” (from grades 2 to 4).
2. An educational program for parents (“Parents Kaleidoscope”) has been developed and implemented, which is educational meetings in the form of a parent club.
3. An educational program for teachers (“Pedagogical Kaleidoscope”) has been developed and implemented, which is a series of training seminars within the framework of a school methodological association to develop the creative activity of younger students.
4. On the basis of this educational institution, the Small Academy of Sciences was created, which is an extracurricular activity for children in areas of interest to them ("Young Pythagoras", "Young Physicist", "Young Chemist", "Young Geologist", "Laser Show" , "Language of Dolphins", etc.).
At the end of the experiment, in order to test the effectiveness of the implementation of this program, we noted a significant dynamics in the development of creative cognitive activity of younger students who were included in the experimental groups(Table 1).
Table 1.
Development of creative activity of younger schoolchildren before and after the experiment
Control groups Experimental groups
Level Indicator before the experiment, % Indicator after the experiment, % Level Indicator before the experiment, % Indicator after the experiment, %
low 52.42 32.15 low 56.77 17.23
medium 41.75 44.87 medium 36.91 47.32
high 5.83 12.72 high 6.32 35.45
Thus, the implementation of the program for the development of creative cognitive activity of younger students made it possible to achieve positive results. Among younger students who have completed the program, there are significant improvements in all indicators of creative thinking. A survey of teachers and parents, as well as observation, confirms the development of the creative activity of pupils.
On the basis of experimental work and the implementation of the program developed by us, the following pedagogical conditions for the development of creative cognitive activity of younger students were identified:
1. Formation of motivation in the development of creative cognitive activity among all participants in the educational process.
The development of cognitive activity of students contributes to the positive motivation of learning and interested relationships between participants in educational and cognitive activities. At present, in pedagogy and educational psychology the central problem is the problem of motivation of educational activity, in particular, the formation of cognitive motivation of students. The purposeful formation of the motivational sphere is, in essence, the formation of the personality itself.
In the course of a survey of parents of schoolchildren, it was found that very little attention is paid to the development of creative cognitive activity in families. An analysis of the survey conducted with parents showed that more than half of the parents, having shifted the responsibility of upbringing to teachers, are interested in the success of their children, but do not take any measures to identify and develop the creative potential of their child.
The results of the study showed that if parents have the motive of self-education and creativity, the child is involved in learning activities and learns its motives.
2. Preparedness of the teacher for the development of creative cognitive activity of younger students.
The main role in the development of creative cognitive activity belongs to the teacher. If the teacher is against the manifestation of the student's creative activity, then the child's creativity can be suppressed.
The atmosphere in the classroom should allow freedom of expression, questions and interaction of students. It is necessary to plan learning situations, questions, discussions, when children know that their participation is welcomed and appreciated.
In an atmosphere of benevolence, trust, empathy, respect, the child seeks to fully reveal his abilities. Seeing how his dignity, independent thought, creative search are valued, he begins to strive to solve more complex problems. It is very important for him to feel that he is considered, his opinion is valued, trusted. The teacher may well create such an environment, such conditions, to provide children with the opportunity to express their opinions, to make assumptions, to choose.
However, according to a survey conducted among teachers, the main problem is ignorance of the theory of creativity and difficulties in determining promising areas of activity, choosing organizational forms and activities of students to develop creative cognitive activity. The teacher needs knowledge about the creative personality, the essence of creative activity and the process of its formation, which are indicators of his professional competence.
3. Consistency in the work on the development of creative cognitive activity.
In the practice of teaching, as the acquaintance with the experience of a number of teachers showed, the development of creative cognitive activity takes place, but it is episodic in nature and is more often carried out by teachers intuitively, without a deep knowledge of the content and methodology for developing this personality trait.
Only in the presence of a system that is adequate to the set goal and specific tasks can positive results be achieved with the least expenditure of intellectual effort on the part of both the teacher and the students.
4. The presence of subject circles, sections, clubs in the direction of interest to students.
For the formation and development of students' creative cognitive activity, it is necessary to create subject circles, sections, clubs in the direction of interest to students.
Summary. As we can see, the results obtained indicate a significant increase in the level of development of creative cognitive activity of younger students who were included in the experimental groups. The study confirmed that the implementation of the pedagogical conditions identified by us contributes to the development of the studied quality.
Bibliographic list
1. Mayorova N. V. The problem of the development of creative cognitive activity in the history of pedagogical thought / N. V. Mayorova // Bulletin of the ChSPU named after I. Yakovlev. - 2013. - No. 3 (79) (Humanities and pedagogical sciences). - S. 76 - 80.
2. Romanova E. N. Pedagogical conditions for the formation of readiness of rural junior schoolchildren for creative activity / E. N. Romanova // Bulletin of the ChSPU named after I. Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132 - 136.
1. Mayorova N.V. Problem of development of creative cognitive activity in the history of educational thought / N.V. Mayorova / / Herald CSPU them IY Yakovlev. -2013. - No. 3 (79) (Humanities and pedagogical sciences). - Pp. 76 - 80.
2. Romanova E. N. Pedagogical conditions of formation of readiness of rural elementary school students to creative activity / E.N. Romanova / / Herald CSPU them IY Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132-136.
Introduction ……………………………………………………………………………3
Chapter 1
- The concept of "cognitive activity" and its essence……………………..6
- The level of cognitive activity………………………………………..11
- The role of the teacher's personality in cognitive activity……………………16
- Features of the formation of cognitive activity of younger students in the learning process……………………………………………..23
Conclusions on the first chapter………………………………………………………...30
Chapter 2 Experimental work on the formation of cognitive activity of younger students…………………………...31
2.1 Diagnosis of the level of formation of cognitive activity in younger students……………………………………………………………...31
Chapter I Theoretical foundations for the formation of cognitive activity of younger students in the learning process
- The concept of "cognitive activity" and its essence
The problem of the formation of cognitive activity arose a long time ago and is one of the most urgent to this day. The level of cognitive activity of a student determines the effectiveness of solving the teaching, developing and educating learning tasks.
The problem of interest in teaching in the history of Russian pedagogical thought and in the practice of teaching was built up gradually under the influence of the demands of life. Socio-economic changes in Russia led to the vital issues of the development of education. The most educated people of that time who accepted the advanced ideas of European pedagogy, I.I. Betskaya and F.I. Yankovic. Ideas I.I. Betsky to create class educational establishments and to grow in them a “new breed of people” expressed a new attitude to human nature. The nature of a child cannot be awakened while the teaching is woeful; it is necessary to make the children accustomed to studies, to arouse in them a love for learning. Practically directing the restructuring of education in Russia, Betskoy proved this in the statutory documents and in his works. However, the idea was not realized. Further search for the system of education and training was carried out by F.I. Yankovic. Yankovic advocated the use of entertaining elements in teaching, games that enliven classes. For the first time he saw the connection of interest in learning with morality. Line of interest with moral education can be traced in the views of N.I. Novikov. He identified curiosity with the need to learn. The condition for the development of N.I. Novikov considered the knowledge of the educator of the forces and abilities that give observation of the child's activities "by natural impulse", expressing interest, attention to the student. It was difficult to implement the first approaches to the problem of interest in learning. In schools organized by N.I. Novikov and in public schools founded by F.I. Yankovich, cramming and beatings prevailed, and the children tried to run away from lessons, skipping classes for several months. For the first time, curiosity was separated from inquisitiveness by V.F. Odoevsky. He believed that the curiosity inherent in children, with proper guidance, can develop into curiosity, into a passion for knowledge, developing mental independence. In detail, in the context of his pedagogical theory, the problem of interest was considered by K.D. Ushinsky. In his theory, he psychologically justified the interest in learning. Deep psychological basis the whole pedagogical theory of K.D. Ushinsky and interest issues increased attention to the development of children. The sharp criticism of training and education during the period of social and pedagogical upsurge led to the idea of close attention to the inner world of the child on the basis of his complete freedom. This point of view was reflected in his pedagogical views by L.N. Tolstoy. He rightly believed that a child's interest can be revealed only under conditions that do not restrict the manifestation of his abilities and inclinations. The most important condition for the manifestation of interest is the creation of such a natural, free atmosphere in the lesson, which causes a rise in the mental strength of the child. ON THE. Dobrolyubov and N.G. Chernyshevsky believed that only education based on the reasonable freedom of the child develops his interests and curiosity, strengthens his mind and will. From these positions, N.A. Dobrolyubov highly appreciated R. Owen's schools, where teachers supported and developed children's interest in learning. But progressive ideas were difficult to put into practice. There were many reasons: unsatisfactory training of teachers, especially in elementary school, conservatism of teachers, overloaded programs, difficult financial situation of the people's teacher. After victory October revolution search for new ways of teaching and educational work associated with the task of educating generations capable of building a communist society. From a Marxist position, she considered the problem of N.K. Krupskaya. Practical use progressive ideas on the problem of interest in learning were found in the experience of teachers A.S. Makarenko and S.T. Shatsky. .
S.T. Shatsky paid the most serious attention to the problem of interest in learning. A.S. Makarenko reveals some methodological techniques maintaining and developing interest: a clue that provokes a guess, posing an interesting question, introducing new material, looking at illustrations that prompt questions, etc. Makarenko believed that the life and work of a child should be permeated with interest, that the content of educational work is determined by children's interest. Further development of the problem of interest was connected with the transition to the class-lesson system of education. Sh.A. Amonashvili developed the problem of interest in teaching six-year-olds. Interest in learning is merged with the entire life of a younger student: a careless turn of the method, the monotony of the method can undermine interest, which is still very fragile. Today, the problem of interest is being increasingly explored in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life. .
Today we need a person who not only consumes knowledge, but also knows how to extract it. The non-standard situations of our day require a breadth of interest from us. A special kind of interest is interest in knowledge, or cognitive activity. Its area is cognitive activity, in the course of which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education.
Cognitive activity plays in pedagogical process main role. I. V. Metelsky defines cognitive interest as follows: “Interest is an active cognitive orientation associated with a positive emotionally colored attitude to the study of a subject with the joy of learning, overcoming difficulties, creating success, with self-expression of a developing personality.”
G.I. Shchukina, who was specially engaged in the study of cognitive activity in pedagogy, defines it as follows: “cognitive interest appears before us as a selective orientation of the personality, turned to the field of cognition, to its subject side and the very process of mastering knowledge.”
Cognitive activity is studied by psychologists and educators from various angles, but any study is considered as part of the general problem of education and development. Today, the problem of interest is being increasingly explored in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life.
Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing, cognitive activity becomes the basis of a positive attitude to learning. Cognitive activity 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 activity has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. .
Cognitive activity is one of the most important motives for us to teach schoolchildren. Her action is very strong. Under the influence of cognitive activity, educational work, even for weak students, proceeds more productively. Cognitive activity, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development. Cognitive activity also appears to us as a powerful means of learning. Classical pedagogy of the past stated - "The deadly sin of a teacher is to be boring.". When a child studies under duress, he gives the teacher a lot of trouble and grief, but when children study willingly, things go quite differently. Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically excite, develop and strengthen the cognitive activity of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of upbringing education, improving its quality. Under the influence of interest, mental activity develops, which is expressed in a variety of questions with which a student, for example, turns to a teacher, parents, adults, finding out the essence of the phenomenon of interest to him. Finding and reading books in the area of interest, choosing certain forms of extracurricular work that can satisfy his interest - all this forms and develops the student's personality.
Cognitive activity also acts as a powerful means of learning. Describing interest as a means of learning, it should be noted that interesting teaching is not entertaining teaching, saturated with effective experiments, demonstrations of colorful manuals, entertaining tasks and stories, etc., it is not even facilitated teaching, in which everything is told, explained to the student it remains only to remember. Interest as a means of learning works only when internal stimuli come to the fore, capable of holding flashes of interest arising from external influences. Novelty, unusualness, surprise, strangeness, inconsistency with previously studied - all these features can not only arouse instant interest, but also arouse emotions that give rise to a desire to study the material more deeply, i.e., contribute to the stability of interest. Be attentive to every child. To be able to see, to notice in a student the slightest spark of interest in any aspect of educational work, to create all the conditions in order to kindle it and turn it into a genuine interest in science, in knowledge - this is the task of a teacher who forms cognitive activity. .
1.2 Levels of cognitive activity
G.I. Schukina identifies reproductive-imitative, search-performing and creative activity, thereby offering a methodological basis for enhancing the cognitive activity of students. Here, the division of levels of cognitive activity corresponds to the classifications of teaching methods. In the first one, we are talking about reproductive-imitative activity, where the student's own activity in educational activities is insufficient; in the second - about the search-performing, in which the student is already independently trying to find ways to solve the educational problem; and, finally, in the third - about the creative activity of students, when both the learning task and the methods for solving it are proposed by the student himself. In the names themselves, the teacher seems to be given recommendations on certain teaching methods that ensure the achievement of an appropriate level of cognitive activity.
T.I. Shamova also distinguishes three levels of cognitive activity, but defines them not by teaching methods, but by the pattern of action: reproducing, interpreting and creative activity. Being at the first level of cognitive activity, the student must learn to reproduce, if necessary, the acquired knowledge or skills. The name of the interpretive layer speaks for itself; already having some knowledge, it is necessary to learn how to interpret them in new educational conditions, starting from familiar patterns. The creative level of PA is typical for students who not only learn the connections between objects and phenomena, but also try to find a new way for this purpose.
In both classifications we are talking about a student who constantly demonstrates activity (of different levels) in mastering knowledge. Students have varying degrees of involvement in the inquiry process. It is impossible to ignore the position of the student who passively accepts knowledge (in sociology, this is one-sided acceptance), and the one whose activity is included in the cognitive process from time to time, depending on the learning situation. That is why another approach to cognitive activity is proposed, where a zero level of activity is singled out, characterized not by a rejection of educational activity, but rather by an indifferent attitude towards it; situationally active as transitional stage from zero to stable, performing activity in the educational process; and creative, where the student's subjective position can be revealed as much as possible.
Indicators of cognitive activity include stability, diligence, awareness of learning, creative manifestations, behavior in non-standard learning situations, independence in solving learning problems, etc. The degree of involvement in the educational process and the manifestation of student activity is a dynamic, changing indicator. It is in the power of the teacher, educator and educator to help the student move from the zero level to the situationally active, and from there to the active performing one. And in many respects it depends on the teacher whether the pupil will reach the creative level or prefer to sit out in Kamchatka.
Table "Levels of cognitive activity"
Basis for classification | ||
An approach according to G.I. Shchukina | Stages of the cognitive process (according to T.I. Shamova) | The degree of student involvement in the learning process |
Zero Activity The student is passive, reacts poorly to the teacher's requirements, does not show a desire for independent work, prefers the mode of pressure from the teacher. |
||
Reproductive-imitative activity. Experience in learning activities is accumulated through the assimilation of samples, while the level of the individual's own activity is insufficient. | reproducing activity. The student must understand, remember and reproduce knowledge, master the methods of its application according to the model | situational activity. The activity of the student is manifested only in certain learning situations (interesting content of the lesson, teaching methods, etc.); determined mainly by emotional perception. |
Search and execution activities. The student does not just accept the task, but he himself seeks the means of its implementation (there is a large degree of independence) | interpretive activity. Revealing the meaning of penetration into the essence of the phenomenon, the desire to know the connections between phenomena, to master the way of applying knowledge in new conditions | executive activity. The position of the student is determined not only by emotional readiness, but also by the acquired habitual methods of learning activities, which ensures a quick perception of the learning task and independence in the course of its solution. |
Creative activity. The task itself can be set by the student, and new, non-standard ways of solving it are chosen. | Creative activity. Not just penetration into the essence of phenomena, but an attempt to find a new way for this purpose. | Creative activity. The position of the student is characterized by a willingness to engage in a non-standard learning situation, the search for new means to solve problems. |
After analyzing the table, we can give a brief description of each level of cognitive activity.
Zero level - the student is passive, reacts poorly to the requirements of the teacher, does not show a desire for independent work, prefers the mode of pressure from the teacher.
Low level - reproducing activity.
It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, and the absence of questions like: "Why?"
The middle level is interpretive activity.
It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.
High level - creative.
It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.
A characteristic feature is the manifestation of high volitional qualities of the student, perseverance and perseverance in achieving the goal, broad and persistent cognitive interests. This level of activity is provided by the excitation 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 the quality of an individual's activity, is an essential condition and indicator of the implementation of any learning principle.
1.3 The role of the teacher's personality in shaping the cognitive activity of younger students
The teacher has every opportunity to awaken in the child those hidden "treasures" that he possesses. He has the opportunity to develop the capabilities of children so that they can further fully realize themselves in the modern world. To do this, the teacher needs to express approval to the children about their slightest success and celebrate each of their successes. And then the cognitive activity of the child will manifest itself in all areas of educational activity.
In order to develop cognitive activity in children, the teacher must:
Use a large arsenal of tools to maintain interest in the subject;
Direct the educational and cognitive process to achieve the final result;
To carry out individualization and differentiation of the educational process;
Avoid overloading students;
Take into account the heredity and characteristics of the psychophysical development of children;
Differentiate the amount of homework;
Monitor and adjust the assimilation of each educational element;
To create conditions in the classroom for the development of the personality of students, their assimilation of ways to solve their problems, self-government in educational activities.
To create conditions for the development of a child's personality means to make learning subjective.
The conditions for subjective learning are as follows:
1. Installation on partnership in communication, recognition of the partner’s rights to his own point of view and its protection, the ability to listen and hear the partner, the readiness to look at the subject of communication from the partner’s position.
2. Openness of knowledge, its ambiguity, personal understanding.
3. Problematic, inconsistent knowledge, giving grounds for the emergence of a meaningful attitude to the material being studied.
4. Joint design of the goal and content of the lesson, students' choice of a way to achieve the goal.
5. Self-assessment of one's own activities to achieve the result.
Nowadays, teachers have a great responsibility for the development of a socially active, creative, able to rationally process information and find non-standard ways solving personality problems. Only a teacher who is creative, proactive, not indifferent to the results of his pedagogical activity, possessing modern thinking, keenly aware of the peculiarities of the new time, looking for new ways to improve the quality of students' knowledge can provide a new quality of education. However, despite the personality of the teacher and her interest in the quality education of children, one can often observe a picture when the student “serves out” the allotted time and can at the same time remain absolutely passive and indifferent to what is happening in the lesson.
Let's think about the question: why do many students learn the educational material poorly, do not want to work in the classroom?
Reason one. Because the lessons are of the same type, the same structure.
The second reason. More often ask those who are active in the lesson.
Reason three. There is a fear or barrier to answer incorrectly, make a mistake, or even seem stupid and ridiculous.
Reason four. The atmosphere in the classroom is the relationship that the teacher builds.
Reason five. Hanging "labels" - the division into strong and weak students.
Reason six. The personality of the teacher himself, his authority - is it always possible to respect a teacher just because he is a teacher?
It should also be noted that the cognitive activity of students is formed by means of selecting information and ways of including students in cognitive activity. This is explained by the fact that any information of the teacher, no matter how interesting it may be, cannot constantly satisfy the students. Students experience satisfaction if success prevails in their own activities, and they feel intellectual and spiritual development. Thus, a teacher, especially of primary school, when preparing for lessons, needs to carefully review and be able to choose the information that will be accessible, understandable and interesting to children. An equally important stage in the selection of information is taking into account the level of development of children and their abilities. So, cognitive activity occurs if information:
1) makes you wonder, strikes the imagination;
2) makes you think;
3) brings students to the vision of the new in familiar material;
4) is the basis for the formation of concepts, laws, rules;
5) aims at intra-subject and inter-subject communications;
6) focused on use in practice.
An equally important role in the formation of cognitive activity is played by how correctly and interestingly the teacher was able to organize the process of activity. Thus, the formation of cognitive activity is successful if the process of activity:
Causes in students the desire to find attractive aspects of the educational process;
Accompanied by thoughts: “thought it out”, “how did I not know this before”, “it’s not so difficult”;
Aims at resolving conflicts;
Makes you look at the phenomenon from the other side;
Focuses on the application of knowledge in new conditions;
Incorporates elements of complication into all kinds of exercises
and tasks;
Develops imagination, ingenuity, logic;
Assumes research elements.
The main thing in the activity of the student is a sense of one's own growth in the conditions of situations of success constantly created for him by the teacher.
And now I would like to dwell, first of all, on the features of the relationship that develops between teachers and students in the process of educational activities of the latter, their orientation, nature, on the main forms and methods of interaction and trace how the relationship between teacher and student, in particular in elementary school influence the formation of cognitive activity in children.
In the course of learning, there are, as it were, two logics: the teacher and the student (Socratic dialogue), which do not always coincide in their subject content. The teacher relies, as a rule, on a system of signs that are essential from the point of view of the logic of science, and the student often works with signs that are personally significant for him, although not essential from the point of view of the teacher as a “bearer” of scientific knowledge.
The dialogue between the teacher and the student is often built on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads to the fact that the student seeks to guess what the teacher wants from him and please him, because the teacher is "always right." The older the student becomes, the less he asks questions, repeating after the teacher schemes, patterns of actions in the form in which they are asked. The failed dialogue turns into a boring monologue of the teacher. Ignoring the student's subjective experience leads to artificiality, alienation of the student from the process of cognition and leads to unwillingness to learn and loss of interest in knowledge.
Any activity is associated with individual goals and intentions, human needs: Social values cannot be imposed, they must be consistent with the individual values of the student, which have become the content of his inner world, the source of subjective activity.
The mechanism of the formation of cognitive activity can be expressed very succinctly by the formula of S. L. Rubinshtein: "External conditions act through internal ones, forming a single whole with them."
Through the self-activity of the child, his consciousness is formed. The term consciousness means not just knowledge given from the outside, subject to assimilation. This is a kind of combination of two sources of knowledge, this is a joint knowledge, in which both the teacher and the student bring in part of their experience. This presupposes genuine cooperation between the teacher and the student, in which the teacher not only teaches, but also relies on the student’s experience, reveals it, helps to extract from this experience the content that is necessary for the assimilation of knowledge, and thereby enriches this experience and, together with the student, transforms it on a new basis.
In pedagogical terms, the problem of mutual understanding between a teacher and a student is not only a problem of interpersonal communication. This is a kind of interaction between a teacher and a student in the process of working on the content of knowledge. They turn to each other, enter into an active, dialogic relationship.
Actually, this is the essence of pedagogical cooperation, when in pedagogical activity a creatively working teacher “departs” from the usual representation of the work of a teacher, where some should teach and guide development, while others should learn and develop under vigilant supervision and guidance.
Pedagogical cooperation acts as a two-way process, the success of which depends on the improvement of both the personal qualities of the student and the activities and personality of the teacher himself. Thus, in this process there is a personal impact and interaction between the teacher and students. This is the first essential condition pedagogical cooperation, the second - independent activity of the student. The third condition is the humanization of the pedagogical process.
A teacher who professes the idea of dialogue, faced with distortions and defects in the student's personal development, will strive to find an approach that is adequate to his individual abilities, inclinations and interests. And when he finds it, he will begin to build communication taking into account individual characteristics. Psychological sense pedagogical communication is to find the most correct method of interaction for each individual student, which would awaken in him good feelings, trust and a desire to understand himself and contribute to making the right decisions and improving his actions.
And, finally, the fourth condition is a creative pedagogical search. The listed conditions are the criteria, by the presence or absence of which one can judge the dialogic relationship between the teacher and the student, when the teacher interacts with the student as his ally and partner (i.e., subject-subject interpersonal relationships).
Dialogue is the most common type of communication, where the equality of interrelated subjects can best unfold and manifest itself.
At primary school age, the educational dialogue begins with immersion in the mind of the child of a cultural interlocutor, whose role is played by the teacher. Mastering one or another subject content, students enter into an argument. In this dispute, the point of view of each student crystallizes, and at the same time, the limits of its application are revealed.
Objecting to culturological interlocutors, the younger student creates his own version of the answer to the questions discussed in the lesson. At first, children's options, models, hypotheses are very clumsy and poorly understood constructions. And the teacher needs a lot of work to dialogize the subject content of the educational material so that students can speak out on it.
Teacher in teaching dialogue
1) poses an educational problem, setting the sequence of work, i.e. implements a specific program of dialogical training;
2) is an active participant in the dialogue. He does not play in ignorance and misunderstanding. Dialogue is productive only when it brings its participants to the level of eternal problems, the final solution of which is unknown not only to the student, but also to the teacher;
3) helps children to formulate their thoughts about the subject.
A primary school teacher is a person who sees the child throughout the school day and is able to evaluate him from all sides. And if a teacher shows sincere attention to children, if he creates conditions for broadening his horizons, if intellectual activity, learning bring joy, pleasure to students, if a child has the opportunity to engage in activities that evoke positive emotions, then there is a chance to raise a gifted child and carefully " pass it on to middle-level teachers. Therefore, it largely depends on the skill of the teacher whether the pupil will be able to prove himself in educational activities or prefer to just sit out in class.
1.4 Features of the formation of cognitive activity of the youngerschoolchildren in the learning process
The cognitive activity of students is an important factor in improving and at the same time an indicator of the effectiveness and efficiency of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.
The formation of cognitive activity of students is one of the urgent problems of the entire educational process. In the process of development of cognitive activity, three groups of stages of knowledge assimilation can be distinguished: initial (actualization basic knowledge, motivation and goal setting, perception and comprehension), medium (fixation and application), final (generalization and systematization).
To date, there are two ways to enhance cognitive activity: extensive and intensive. Moreover, both of them have the same ultimate goal: the education of an educated, moral, creative, socially active person capable of self-development. But the approaches to achieving the goal are different. The extensive path is implemented primarily through an increase in the number of academic disciplines or, in other words, an increase in the amount of knowledge communicated to students. The intensive path is based on the formation of a subjective, personally interested position of the student, and this involves changing the very structure of curricula and intensifying teaching methods (developing, student-centered learning, etc.).
Activation of cognitive activity involves a certain stimulation, strengthening the process of cognition. Self-knowledge can be represented as a sequential chain consisting of perception, memorization, preservation, comprehension, reproduction and interpretation of the acquired knowledge. Obviously, activation can be carried out simultaneously at all successive stages, but it can also occur at any one. Stimulates, activates knowledge, especially the teacher. His actions are to strengthen each of the stages of cognition (less often, one or more) with the help of various techniques and exercises. It is according to this logic that developmental education programs are built: through the constant organization of conditions for intensive cognitive activity to the usual cognitive activity, and then to the internal need for self-education. Consequently, we can talk about different levels of cognitive activity of younger students in educational activities. It is obvious that activity is connected with the strengthening of the student's subjective position.
An analysis of these positions made it possible to conditionally identify four main types of learning activity and develop tactics (the next pedagogical interactions) and strategy (prospect for the development of the position of the student in the educational process) of pedagogical activity: zero activity (expressed object position); situational activity (mainly object position); performing activity (mainly subjective position); creative activity (pronounced subjective position). The teacher is obliged to “see” and include in cognitive activity both the student who takes a passive position, and the one who from time to time “turns on” to interactive learning, and the student with a pronounced readiness for joint cognition. Let's analyze the selected types of cognitive activity from the point of view of pedagogical tactics and strategy.
First type. The student is passive, weakly responsive to the teacher's demands, does not show interest in either joint or individual work, and is included in activities only under pressure from the teacher. Emotional, intellectual and behavioral skills for learning in interaction are not developed. There is a pronounced object position in the educational process.
The teacher's tactics in this case is based on creating such an atmosphere of classes that would remove the student's feeling of fear, tightness. Such students are classified as "neglected" (primarily by the teacher himself). By “scrolling” past failures, they themselves reduce the ability to constructively approach a new learning task in advance, and therefore it is very important to neutralize negative memories. The main technique that helps to establish such relationships will be the so-called "emotional strokes" (calling by name, kind affectionate tone, etc.). When working with this group, the teacher should not wait for immediate inclusion in the work, as their activity may increase gradually. Do not offer them training tasks that require a quick transition from one type of activity to another. Give them time to think about the answer, as improvisation is difficult for them. Do not knock down during the answer, asking unexpected and tricky questions. Be prepared for the fact that after the change, these children switch rather slowly from intensive motor activity to mental.
The strategic direction in working with these students is their transfer in educational interaction from a pronounced object position to a predominantly object position. This is possible due to the special atmosphere of the lessons, focused on the psychological liberation and emotional inclusion of students in general activities. Then a chain is born: a state of comfort, openness, removal of fear of joint work, readiness to engage in cooperation with a teacher or classmates, expectation and emotional readiness to master a new type of cognitive activity.
The second type is realized mainly in the student's object position. Characteristic indicators are the manifestation of interest and activity only in certain situations (interesting content of the lesson, unusual teaching methods), which is rather associated with emotional excitability, often not supported by acquired skills for independent work. During the lesson, these students prefer explaining new material to repetition; they easily connect to new types of work, but they can also easily lose interest if they have difficulties. They may surprise the teacher with quick, correct answers, but this only happens sporadically. The tactics of educational interaction with these students is to reinforce their subjective (active) state in educational activities not only at the beginning, but also in the process of work. Here, the help of a teacher is invaluable, who, if necessary, can help relieve intellectual fatigue, overcome volitional apathy, and stimulate interest. Here are some activation examples. "Delayed guess". At the beginning of the lesson, the teacher offers students a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the process of working on a new topic. Another technique is the “Crossword Questionnaire”: students fill out a crossword puzzle on the topic being studied (prepared in advance by the teacher himself or his assistants); "aerobatics" can be called a situation when part of the concepts of the crossword puzzle "cooks" new theme. Schoolchildren of this type are characterized by haste and incompleteness of actions, which is why it is important for them to be able to use an answer plan, rely on reference signals, create algorithms for a particular educational action, drawings-hints (“cheat sheets”), tables. But there is one feature: they are easier to remember and use those schemes that they create themselves (or together with the teacher). Thus, the teacher's action strategy in working with situationally active students is not only to help them get involved in learning activities, but also to maintain an emotional and intellectual atmosphere throughout the lesson. Then the student experiences a feeling of joy and elation not only in the perception of the learning task, but also in the course of its implementation. And having experienced a sense of success once, he will want to repeat and strengthen his achievements and for this he will show certain intellectual and volitional efforts. If subsequent lessons do not deceive his expectations, then there will be prerequisites for a gradual transition to a performance-active type of cognition.
The third type - students with an active attitude to cognitive activity, as a rule, are loved by teachers. They systematically do their homework and are readily included in the forms of work offered by the teacher. It is on them that the teacher relies when studying a new (difficult) topic, and they also help the teacher out in difficult situations ( open lessons, visiting the administration, etc.). The main advantage of these students is stability and constancy. However, they also have their own problems. For perseverance and diligence they are often called "crammers". And some think that these children study is easy. There is some truth in this, but for some reason they forget that such apparent ease is the result of earlier efforts: the ability to focus on the task, carefully study the conditions of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat (and not once!) all this chain. And these students, as well as the rest, need careful attention from the teacher. Sometimes they start to get bored if the material being studied is quite simple, and the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational task and no longer want to or wean themselves to look for non-standard solutions. A little later, they realize that the teacher's approval can be obtained not for something "overtime", but simply for a job well done that does not require the search for additional material. The main techniques that stimulate active students are all problematic, partially search and heuristic situations that are created in the classroom. For example, “problem dialogue”, when, discussing the wording of the lesson topic proposed by the teacher, students predict its content. Or a “brainstorming” consisting of the following steps: creating a bank of ideas (a mandatory rule - no criticism!), analyzing ideas (search for a rational grain in each, even the most fantastic proposal, selecting the most productive ideas), presenting the results of the group’s work and further selection suggested ideas by experts. Often when ideas are presented, new proposals are born, which are immediately included in the discussion. You can offer students special role-playing situations. Schoolchildren can connect to the technology for evaluating the oral and written answers of classmates, that is, take on the role of an “expert” (just remember to arm the “experts” with the requirements for evaluating answers so that there are no significant disagreements).
The creative type of cognitive activity is characterized by a pronounced subjective position of the student. These schoolchildren have non-standard thinking, vivid imagery of perception, purely individual imagination, and a unique attitude to the world around them. However, it is they who often create problems in educational activities, which are based on consistency, logic, and thoroughness.
The activity of the teacher at this level of cognitive activity consists, first of all, in the development of the very need for creativity in schoolchildren, in the desire for self-expression, self-actualization. To help achieve this goal, individual techniques that activate the creativity of students, and special creative lessons: KVN, sports clubs, etc., can also help. But when working with children of a creative type, the teacher must remember about equality: every child has the right to creative self-expression. There is no need to divide children into talented and “other”, even if creative manifestations do not suit us, teachers, in some way.
Thus, cognitive activity is a complex personal formation that develops under the influence of a wide variety of factors: subjective (curiosity, perseverance, will, motivation, diligence, etc.), objective (environmental conditions, teacher's personality, teaching techniques and methods). The type of learning activity is a dynamic indicator. It is in the power of the teacher to help the student move from the zero type to situational and, possibly, performing, creative activity. I would especially like to emphasize the idea that all students need attention and care from the teacher: those who do not show much interest in learning, and those who outwardly make a favorable impression and, it would seem, do not need special support. Therefore, it largely depends on the skill of the teacher whether the student will be able to prove himself in educational activities or prefer to just sit out in class.
Conclusions on the first chapter
Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality.
Cognitive activity can be viewed from different angles: as a motive for learning, as a stable personality trait, as a powerful means of learning. In order to activate the educational activity of the student, it is necessary to systematically excite, develop and strengthen cognitive activity both as a motive, and as a persistent personality trait, and as a powerful means of learning.
Cognitive activity of students in is an important improvement factor and one about temporarily an indicator of effectiveness and p e the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, encourages self-study b development.
and b about natural activity. Thus, both types of cognitive b
Teachers have a great responsibility for the development of children. The teacher must know the characteristics of each child and be able to choose the right approach for working with children. In most cases, a friendly trusting atmosphere between the teacher and students in the classroom is a necessary condition for the formation of cognitive activity of younger students.
Chapter II Experimental work on the formation of cognitive activity of younger students
2.1 Diagnosis of the level of formation of cognitive activity in younger students
In order to identify the level of development of cognitive activity in younger students, a study was conducted on the basis of the MBOU "Lyceum No. 17" of the city of Berezovsky. The experiment involved students of grade 4 B in the amount of 28 people.
The experiment consisted of three stages:
Stage 1 - ascertaining.
At this stage, primary diagnostics of the level of cognitive activity of younger students in the experimental class was carried out.
Stage 2 - forming.
At this stage, we organized work to increase the level of cognitive activity in the classroom.
Stage 3 - control.
At this stage, a repeated diagnosis of the level of cognitive activity of students in the 4th grade was carried out, and an analysis of the results obtained was carried out.
To identify the level of cognitive activity, we used the method of observation, individual conversations with students, and questionnaires.
Observation. Purpose: to identify the level of cognitive activity of students, to determine the ratio of distractibility and cognitive activity, as well as to find out the emotional attitude to learning.
Observer instructions
The observation period is the first week in all lessons (for the first stage of diagnosis) and the last week (for the second stage of diagnosis). The experimenter must be very attentive, paying attention to the actions and reactions of the students. The results of observations must be recorded in the observation form.
In the process of observation, we noted the presence of the following manifestations in younger students:
1.Activity:
Shows interest in the subject.
He asks questions and seeks to answer them.
Interest is directed to the object of study.
Shows curiosity.
2. Independence:
Completes tasks independently.
Shows persistence in achieving goals.
3. Distractibility (number of any non-study related activities).
Evaluation of results
If a student asks a large number of questions aimed at knowing not only factual, but also theoretical material, all his actions are of a purposeful cognitive nature, performs all tasks on his own, wants to perform tasks of increased complexity that go beyond the program, then we can talk about an active attitude to learning and a high level of cognitive activity.
If a child asks questions aimed at knowing only the factual material, and his activity and distractibility are approximately equal, and, receiving tasks for self-fulfillment, the student needs help, then we can talk about the average level of cognitive activity, a positive attitude towards learning.
If the child is distracted for most of the lesson and shows little activity, or does not show it at all, if his questions do not have any purposeful cognitive nature or they are not related to this subject at all, and there is no independence in completing tasks, then we can talk about low level of cognitive activity or its absence at all.
During the school week, the children were observed in the classroom. The observation form noted the number of questions asked by the child, the number of purposeful statements, the number of replicas, the number of tasks performed independently, and the distractibility of students. Then the children's activity and their distractibility were calculated.
Thus, during the observation it turned out:
In 4 people, activity exceeds distractibility, which may indicate a high level of cognitive activity. These children very often ask a large number of questions aimed at knowledge of not only factual material, but also theoretical. These children complete their learning tasks on their own.
In 16 people, activity and distractibility are approximately equal, which indicates an average level of cognitive activity. These children are only interested in factual material and try to make statements that are purposeful. In progress independent tasks these kids need help.
And in 8 people, distractibility exceeds activity, which indicates a low level of learning activity. These children ask very few questions and often these questions do not have a purposeful cognitive character, they are very often distracted. They cannot complete tasks on their own.
An analysis of the diagnostic results showed that the majority of students are children with an average level of interest in learning, these children are active in the lesson “on the instructions of the teacher”, and are distracted a lot by extraneous activities during the lesson. The number of children in whom distractibility exceeds activity is greater than in children with a predominance of activity.
Student survey.
We conducted an initial survey. The purpose of its implementation is to identify the level of cognitive activity of younger students in the experimental class. We developed a questionnaire that consisted of 10 questions and the following 4 answer options: “almost never”, “sometimes”, “often” and “almost always”, which were chosen by students when filling out the questionnaire. Maximum students could score 40 points. Thus, the number of points scored determined the level of formation of the student's cognitive activity. Pupils who scored from 0 to 10 points had a zero level of development of cognitive activity, 11-22 points - a low level - reproducing activity, 23-34 points - an average level - interpretive activity, and from 35 to 40 points - a high level - creative activity ( see appendix 2).
Having subjected the results of the experiment to processing, we obtained the following indicators, which are presented in tables 1 and 2 (see Appendix 3).
For a more visual image, we will reflect the result of the experiment in the diagram (Fig. 1)
Fig.1 Diagram of diagnostics of cognitive activity of younger schoolchildren (the first ascertaining experiment).
Thus, our analysis shows that the level of cognitive activity of younger students in the experimental class is insufficient for a full-fledged learning process and for the full development of a student.
2.2 Formation of cognitive activity of students in the educational process.
During the experiment, the methods and techniques described below were used.
A few words about how to build a lesson taking into account the levels of cognitive activity. The structure of such lessons with matriruet not less than four basic models. The lesson can be linear (with each group in turn), mosaic (inclusion in the activities of a particular group depending on the learning task), active role-playing (connecting students with a high level of activity to connect the rest) or complex (combining all the proposed options). The main criterion for the lesson should be inclusion in the educational I performance of all students without exception at the level of their potential.
In the course of the formative experiment in the 4 "B" class, in order to increase the level of cognitive activity, we conducted entertaining and educational lessons, in which various types of work were carried out (individual, frontal work, work in pairs, groups), non-standard lessons, lessons using ICT.
For example, a Russian language lesson in grade 4 on the topic "Spelling an unstressed vowel in a prefix, root and ending of nouns and adjectives." The purpose of the lesson is to systematize and consolidate knowledge about the spelling of an unstressed vowel in different parts of the word.
Lesson fragment
1. Actualization of knowledge.
2. Determining the topic of the lesson.
3. Motivation based on reflection.
Today we will work in groups:
- The first group will work on unstressed vowels in the prefix;
- The second group is at the root;
- The third group is at the end of nouns and adjectives.
Now you yourself will need to make a choice in which group to work. And this is probably the most difficult. Try to remember which part of the word spelling is the most difficult for you, or remember what mistakes the teacher corrects you most often.
4. Division into groups.
Choose the card you need, the one you need to practice spelling the vowel in the prefix; root; ending.
Determine the group you will be working with.
Take places in groups.
For some children, the division into groups (L. Arina, M. Dasha, S. Niyaz - zero level) caused difficulty, since they usually make mistakes in the spelling of all parts of the word. They needed the teacher's help. When working in a group, these students did not show activity at first, but gradually got involved in the work, showing interest and activity. This is evidenced by the notes at the end of the lesson: “Today at the lesson I worked better than before (S. Niyaz), ... I was interested, I had a lot of time Dasha), ... I realized that I could work better (Arina).
Dividing into groups also caused difficulty for Yegor D. (high level), since he is an excellent student, he learns all topics, writes without errors. He was assigned the role of consultant.
5. Work in groups.
The purpose of the work at this stage is to activate cognitive activity through a group form of work.
Observing the children, we came to the conclusion that children like this type of work, many are active and initiative, they are less insecure.
In order to develop cognitive activity, we used riddles - a brief description of an object or phenomenon, often in poetic form, containing a task in the form of an explicit (direct) or supposed (hidden) question. There are riddles that t a fortuneteller by two, or even by one sign, must restore a holistic image of an object or phenomenon, for example:I swam in the water, but remained dry (goose).These riddles require additional and n formations (why do bird feathers stay dry after bathing?). In other riddles, a list of and signs can be expanded or they are built on the basis of a negative comparison.It jumps along the branches, but not a bird; red, but not a fox (squirrel); It flies, not a bird, howls, not a beast. (wind)
The children alternately compared different and at the same time somewhat similar signs, grouped them in a new way and, by eliminating erroneous answers while accumulating new signs, found a clue. Such an analysis develops the ability to think logically and reason.
A common type of riddles is metaphorical riddles, for example, fire in such riddles is compared with a red rooster(The red cockerel runs along the perch!).Solving such riddles develops both figurative and logical thinking.
A specific form of working with riddles is the solution of crossword puzzles or puzzles. To solve crossword puzzles, you can organize various forms of work: independent work, work in groups, in pairs.
Consider these forms of work in the Russian language lesson on the topic "Pronoun". The purpose of the lesson is to consolidate the studied material.
The children were asked to work in pairs. They had to find in the dictionary words that contain pronouns, underline them (agronomist, wagon, hare, astronaut, sparrow, month, horizon, etc.).
To solve crossword puzzles, the children were divided into groups.
Children like these forms of work, they are active, everyone without exception is involved in the work. Particularly active are children who do not like to write a lot, get tired quickly (L. Arina, M. Dasha, M. Ilya, S. Niyaz, G. Polina).
In the lessons we used cognitive tasks, questions, games. A special place among them is occupied by didactic games is a creative, purposeful activity, during which children learn more deeply about the phenomena of the surrounding reality. Games and their elements make the learning process interesting, help to overcome difficulties in mastering the material. Towards didactic with These games include collective creative activities of a gaming, cognitive nature. When selecting didactic games, the teacher proceeds from the interest of students, going beyond the curriculum.
In our work, we used techniques that are especially loved by children.
"Restoration". Students receive text or drawing with gaps missing an element a mi. You need to fill in the gaps.
It should be noted that at least effective techniques on the formation of cognitive activity of younger students are as follows:
"Catch the mistake." Students in the text with specially made mistakes, find them and explain I understand their essence.
"Change". The topic of the lesson is written in words upside down, without changing the order of words in the sentence. Children are invited to read the topic correctly and tell how they did it.
"Creativity for the Future" Pupils perform creative tasks in the preparation of didactic materials: compose puzzles, riddles and crossword puzzles on the topic of the lesson, come up with games to study e niya, repetition or consolidation.
Thus, the use of the above methods contributes to:
- increase the activity of students, the growth of their interest in the subject;
- formation of skills of independent work with educational material;
- the desire to establish causal relationships that exist in nature and society.
Recently, primary school teachers have used nesta n gift forms of education. According to the definition of I.P. Podlasy, a non-traditional (non-standard) lesson is an "impromptu educational I non-traditional (unestablished) structure". The main goal of non-standard lessons is to activate the cognitive activity of students for educational work. The non-traditional form of the lesson (game, journey, fairy tale) corresponds to the age with specific features of younger students. In the game, children easily master new knowledge and skills.
Education in elementary school can be seen as a special transitional period in which there is a change in e activities: play gives way to study. For non-standard t In the lesson, various forms of the relationship between play and learning are used. As a result, the student must learn to acquire new knowledge, skills and develop their abilities. In modern times n teachers practice a variety of types of non-standard t ny lessons. This is a quiz lesson, a competition lesson, a fairy tale lesson, a travel lesson, an auction lesson and he, an integrated lesson, a lesson-meeting, etc. Not only the teacher, but the whole class prepares for such lessons in advance.
We have had such lessons. At the lessons, all the children took an active part in the work, with interest they were included in all types of tasks. Children who experience rapid fatigue in ordinary lessons showed activity and high efficiency here.
It is known that the leading activity for younger schoolchildren is teaching, which can be of a different nature: imitative, reproductive, search, creativity. R chesky. Among the means of activating the teachings of schoolchildren, didactists put forward such as educational content, methods and e we are learning, a form of learning organization. Let's consider how each of these means can be implemented in the practice of the teacher's work.
The content of the educational material contributes to the enrichment e niya and expansion of knowledge of the child, gaining experience, h the development of his horizons. However, in the content of the teaching, not all and attracts the student. In this regard, before teaching e Lem there is a task - to interest children. One of the means of increasing the cognitive activity of children is to show the significance and value of the content of educational material, which must be observed at all stages of the lesson, especially when about setting cognitive tasks for children, creating incentives at catch of teaching. The age characteristics of younger schoolchildren dictate compliance with such a requirement as attracting a mindful material in the classroom. It is advisable to use puzzles, didactic games, quizzes, riddles and other m a material that may interest and captivate students.
Along with the content of the educational material, teaching methods play an important role, with the help of which the educational process is organized. The main ones are methods m nogo training and independent educational work of students. In problem-based learning, methods such as about problematic presentation of knowledge, heuristic conversation, researcher b sky method of teaching. When teaching children in the primary grades, the most common problematic presentation of knowledge by the teacher, e teaching students to search at certain stages of presentation. The essence of problem-based learning is a problem, i.e. such a cognitive b problem, the result and ways of solving which the students have no idea h known, but they have the necessary knowledge to solve it. Setting cognitive tasks for children always creates a problem situation, during which they may experience certain difficulties. For example, in the lessons a topics, tasks can be problematic: posing a question to the existing condition of the problem, compiling examples on the instructions of the teacher, solving problems on the material of the surrounding reality b wear, etc. In reading lessons, problematic tasks are the identification of new facts and phenomena, the use of comparison techniques, the formation of a value judgment, the establishment of cause-and-effect relationships, etc.
Here are fragments of a problem lesson in mathematics.
Lesson topic: “Written division multi-digit number to two digits.
Purpose: to introduce the algorithm for the written division of a multi-digit number by a two-digit one.
At the stage of updating knowledge, students with zero and low levels were involved in the work, since these tasks were worked out over several lessons and did not cause difficulties. The children felt confident and were not afraid to answer.
compute:
560: 70 =
180: 60=
150: 50=
153: 51 =
210:35 =
Who was able to complete the task completely?
At this stage of work, children, who often do not have time to complete all the tasks in the classroom, constantly lag behind, feel confident, because they see that “... even the excellent students did not complete all the tasks completely” (M. Ilya). So the children of this group develop self-confidence, they are no longer afraid to admit that they have not done all the work.
Creating a problem situation
How did they reason, calculating the value of expressions 153: 51? 210:35?
What unites these expressions?
Do we need to learn how to solve such expressions?
What will be the topic of our lesson?
At this stage, students with a high and medium level showed activity.
Analyzing the observations of the children during the lesson, we came to the conclusion: conducting problem lessons contributes to an increase in cognitive activity, the development of mental operations, and the formation of a sustainable interest in learning activities.
An essential role in the activation of cognitive activity in schoolchildren also play a role in independent work as a teaching method. In the process of independent search, thinking is actively working, so the acquired knowledge is meaningful and durable. Independent work in the educational process develops knowledge a students' abilities, contributes to the development of practical and ical skills and abilities, increases the culture of mental work at and makes the acquired knowledge meaningful and deep.
When working with children of primary school age, the teacher should always, first of all, take into account the age characteristics of these children and be able to build a lesson so that the child is interested and actively participates in this lesson. In children of primary school age, involuntary attention and memory predominate. Therefore, this feature determines the frequent change of activities and the inclusion of the game in the learning process.
2.3 Comparative analysis of the obtained data
After the formative experiment, a control examination of the children of the experimental class was carried out.
observation.
In this class, repeated observation of the activities of students in the lesson was carried out according to the sameparameters, as in the first stage (activity, independence, distractibility).Observation datalisted in the table (see Appendix 4).
The observational analysis showed the following results:
In 12 students, activity exceeds distractibility.
In 16 people, activity and distractibility are approximately equal.
As a result of observation at this stage, no students were identified whose distractibility exceeds activity.
We have carried outre-survey students.
The analysis of questionnaires of the second stage showed that the level of cognitive activity became higher. Thus, the percentage of students with high level cognitive activity increased by 22.1%, with an average level became 10.2% more. There are no low level students.
For a more visual image, we will reflect the result of the experiment in diagram 2 (Fig. 2)
Fig. 2 Diagnostics of cognitive activity of younger schoolchildren (the second ascertaining experiment).
In diagram 3 (Fig. 3) we compare the data of the initial and final stages of the experiment.
Rice. 3 Diagram of diagnostics of cognitive activity of younger schoolchildren at the initial and final stages of the experiment.
Comparing the results of the control stage of the experiment, we can conclude that the lessons, in which there is a change in activities, as well as various interesting and entertaining tasks, promotes an increase in the level of development of cognitive activity in primary school students.
According to the results obtained, it can be concluded that the level of formation of cognitive activity in younger students directly depends on the teacher's ability to organize work in the lesson, find an approach to each student, as well as on the types of tasks that children need to complete during the lesson.
All of the above indicates that the methods and techniques used by us in the formative experiment are effective for the development and formation of the cognitive activity of younger students.
Thus, in the course of analyzing the levels of cognitive activity of younger students in the experimental class, it can be concluded that the conduct of experimental work, which consisted in the development of cognitive activity, has a positive trend.
Conclusions on the second chapter
The problem of cognitive activity is one of the eternal problems of pedagogy. Psychologists and ped a The gogs of the past and present have tried and are trying in different ways to answer the eternal question: how to make a child want to learn?
e and e vogo to a higher level. And in many respects it depends on the teacher whether the pupil will reach the highest level.
I would like to emphasize that all students well are given in attention and care with st about teacher's crowns: and those who do not about are of particular interest in learning, and those who outwardly make a favorable impression and, kaz a elk would not need special d hold. Therefore, in many ways from the mind e niya teacher depends on whether he will be able to with the nurse to prove himself in educational activities or prefer to do nothing.
Thus, the intensive development of the cognitive b This activity is facilitated by the observance of a number of mandatory conditions:
- systematic increase knowing a telny difficulty of educational work;
- a variety of educational activities when mastering new material;
Individual approach to students.
Conclusion
Cognitive activity as a pedagogical phenomenon is a two-way interrelated process: on the one hand, it is a form of self-organization. and student's education and self-realization; on the other hand, it is the result of the teacher's special efforts in organizing the student's cognitive activity. At the same time, we must not forget that the end result of the efforts of the teacher is the translation of special b but the organized activity of the student in his about divine. Thus, both types of cognitive b activities are closely interrelated with each other.
However, different students are characterized by a different degree, or intensity, in active cognition. The degree of manifestation of student activity e Gosya in the educational process is a dynamic, changing indicator. In the power of the teacher, and tatelya, teacher to help the student to move from zero e vogo to a relatively active or executive active level. And in many respects it depends on the teacher whether the pupil reaches the creative level.
It should also be emphasized that activity is associated with motives, goals, tasks, attitudes, abilities and claims of the individual and is formed under the influence of internal and external factors. The concept of "posn a active activity" is revealed through the concept of "cognizing a body activity", and "activity" - through the concept of "active in active activity is defined as an intensified, energetic activity, and the concept of "cognitive activity" includes a person's attitude to the environment.
The teacher plays a very important role in shaping the cognitive activity of the younger student. The level of development of cognitive activity in children depends on how correctly the teacher can:
Create a positive atmosphere in the classroom;
Use a large arsenal of tools to maintain and n interest in the subject;
Concentrate on the main thing in the educational material;
- direct the educational and cognitive process to achieve the final result;
- carry out individualization and differentiation of learning b but-educational process;
Avoid overloading students;
Take into account the heredity and characteristics of PS and physical development of children;
- control and correct the assimilation of each educational o element;
- create conditions in the classroom for the development of the personality of students, their assimilation of ways to solve their problems, self-government in educational activities.
Bibliography
1. Bakhir V.K. Developing education // Primary school - 2004.-№ 5.-p.26-30.
2. Buryak, V.K. Activity and independence of students in cognitive activity / V.K.Buryak // Pedagogy. - 2007. - No. 8. - P. 71–78.
3. Weiss V. Perspective planning of educational work in elementary school // Education of schoolchildren. - 2005.- P.217.
4. Gorenkov E.M. Technological features of the joint activity of the teacher and students in the didactic system of L.V. Zankova // Primary school. - 2004. - No. 2. - P.44.
5. Demidova S.I., Denishcheva L.O. Independence of students in teaching mathematics. - M.: Enlightenment, 2005.-p.45.
6. Gryaznov Yu.P. Development of cognitive activity of students / Yu.P. Gryaznov, L.A. Lisina, P.I. Samoylenko // Specialist. - 1998. - No. 2. - S. 30-33, No. 3. - S. 31-35, No. 4. - S. 30-33.
7. Istomina N.B. Methods of teaching mathematics in elementary school: Textbook for students. avg. and higher ped. textbook manager - M.: "Academy", 2004.- P.73
8. Kainova, A.L. Features of use gaming technologies for enhancing the cognitive activity of students / A.L. Kainova // Designing the optimal educational space "student - teacher": problems and findings: scientific materials. practical Conf., Lida, November 14, 2007 / GrGU im. Ya. Kupala; resp. ed. A.V.Bogdanovich. - Grodno: GrGU, 2008. - S. 80 - 84.
9. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary: For students of higher and secondary pedagogical institutions - M. - Publishing house. center "Academy", 2005. -p.425.
10. Kulbyakina L.Ya., Zotova T.N. Questions in the methodology of teaching mathematics // Elementary school. - 2004.–S.84;422
11.Metelsky I.V. How to set a learning task for students // Primary school. - 2004.–P.87.
12. Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad; Editorial staff: M.M. Bezrukikh, V.A. Bolotov, L.S. Globova and others - M .: Great Russian Encyclopedia, 2006. S. - 528 ..
13. Podlasy I.P. Pedagogy. New course: a textbook for students of pedagogical universities: in 2 KN. - m.: Humanite. Publishing house Center VLADOS, 2005.–P.20.
14. Programs of educational institutions. Primary classes. At 2 hours Part 1. Mathematics / M. I. Moro, Yu. M. Kolyagin, M. A. Bantova, G. V. Beltyukova and others.
15. Pedagogy: a textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. Piggy. M.: Ped. Tot. Russia, 2004.–S.140;312.
16. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2003. - P. 175.
17. Stolyarenko L.D. Pedagogy. Series "Textbooks, teaching aids". Rostov n/a; "Phoenix", 2005. -p.75.
18. Smoleusova T.V. Stages, methods and ways of solving problems // Elementary school. -2003. - No. 12. -p.62-66.
19. Tatyanchenko D., Vorovshchikov S. Development of general educational skills of schoolchildren. // Public education No. 8, 2003. - P. 34
20. Tishuk, Ya.V. Features of using modern pedagogical technologies to enhance the cognitive activity of students / Ya.V. Tishuk // Designing the optimal educational space "student - teacher": problems and findings: materials of scientific. practical Conf., Lida, November 14, 2007 / GrGU im. Ya. Kupala; resp. ed. A.V.Bogdanovich. - Grodno: GrGU, 2008. - S. 185-190.
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22. Shchukina, G.I. Activation of cognitive activity of students in educational activities. - M: Enlightenment, 1971. -p.123
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I wrote my term paper myself (based on psychological and pedagogical literature and Internet resources, for my daughter, a 2nd year student of a pedagogical college.
Brief summary of the work:
Introduction………………………………………………………………………… 3
1. The problem of the development of cognitive activity in the scientific and pedagogical literature………………………………………………….6
2. The essence of the concept of “cognitive activity…………………….11
3. The influence of some mental processes on the development of cognitive activity of a younger student ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Pedagogical conditions for the development of cognitive activity of younger students…………………………………………………………………..18
5. Ways of formation of cognitive activity in children of primary school age ………………………………………… ……………..22
Conclusion…………………………………………………………………..28
Bibliography…………………………………………
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DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
STATE BUDGET EDUCATIONAL INSTITUTION OF SECONDARY VOCATIONAL EDUCATION
CITY OF MOSCOW PEDAGOGICAL COLLEGE №10
Coursework in Pedagogy
Students of 321 groups
Gasanova Sabina Shakhin kyzy
Supervisor
Globa Lyudmila Petrovna
__________________
Manager's signature
Grade __________
2013
Introduction………………………………………………………………………… 3
- The problem of the development of cognitive activity in the scientific and pedagogical literature………………………………………………….6
- The essence of the concept of “cognitive activity…………………….11
3. The influence of some mental processes on the development of cognitive activity of a younger student ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Pedagogical conditions for the development of cognitive activity of younger students…………………………………………………………………..18
5. Ways of formation of cognitive activity in children of primary school age………………………………………… ………… …..22
Conclusion…………………………………………………………………..28
References……………………………………………………………29
Introduction
Today, the main task of the school and society is the education of a truly spiritual, intelligent personality. Education, more than before, should be aimed at developing the intellectual and spiritual potential of the individual, its socialization.
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 main general education» from December 17, 2010 No. 1897. The standard is focused on the formation of personal characteristicsgraduate ("portrait of a graduate of the basic school"): actively and interested in learning about the world,able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice. These characteristicsmake increased demands on the individual: the ability to independently understand a changing situation, be able to analyze, compare, predict undesirable events and model an expedient, adequate style of behavior. To do 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 posing the problem of the cognitive development of younger schoolchildren is due to the fact that in the context of the 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 the overall development of the personality of the student, his creativity, interest in learning, the formation of the desire and ability to learn.
Psychologists believe that primary school age brings great unrealized opportunities in the knowledge of the world around. Educational activity is a 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 possession of such a quality as cognitive activity makes the subject of a child's teaching.
Purpose: to study pedagogical conditions that ensure the development of cognitive activity of children of primary school age.
Tasks: In accordance with the goal, the following research objectives are defined:
- To study the problem of the development of cognitive activity in the scientific and pedagogical literature.
- Define the essence of the concept of "cognitive activity".
3. Reveal the levelinfluence of some mental processes on the development of cognitive activity of a younger student.
4. Consider the pedagogical conditions of development and ways of forming cognitive activity in children of primary school age.
This problem in various aspects was studied in the works of teachers and psychologists. The most complete coverage of the problem of the formation of cognitive activity was received in the works of G.I. Shchukina and T.I. Shamova.
The psychological basis for the development of the theory of cognitive activity was the provisions of the theory of activity developed in the works of psychologists A.N. Leontiev, L.S. Rubinstein, M.V. Demin, L.I. Bozhovich and others.
Psychological aspects of cognitive activity were studied by B. G. Ananiev, A. N. Leontiev, L. S. Rubinshtein, A. S. Vygotsky, V. P. Zinchenko, and others.
In the pedagogy of modern primary school, various aspects of solving didactic problems related to the activation of cognitive activity on the principles of student-centered learning are widely used (V.V. Davydov, V.P. Zinchenko, N.F. Talyzina, V.D. Shadrikov, I.S. Yakimanskaya and others).
The essence of cognitive activity in the process of educational activity as the leading type of activity in primary school age is reflected in the studies conducted by E.I. Alexandrova, V.V. Davydov, L.V. Zankov, N.B. Istomina, Yu.M. Kolyagin, L.G. Peterson, A.M. Pyshkalo, L.P. Stoilova, M.N. Skatkin, D.B. Elkonin and others.
Psychological and pedagogical concepts that reveal the content of cognitive activity and activity, the relationship between personality and cognition are reflected in the works of B.G. Anan'eva, L.A. Aristova, M.A. Danilova, B.I. Esipova, I.Ya. Lerner, P.I. Pidkasistogo, Z.F. Chekhlova and others.
Thus, relevance of the topicthe development of cognitive activity is determined by the contradiction: between the increased requirements for the level of development of the cognitive activity of the individual and the insufficient use by the teacher-practitioner of the unique opportunities of childhood in the development of the cognitive activity of schoolchildren;between the need to implement a student-centered model of education and the level of training of a teacher who does not own active methods of developing the cognitive activity of children of primary school age.
The importance and relevance of the problem under consideration, its insufficient development in the practice of the school determined the choice of the topic of the course work: "Pedagogical conditions for the development of cognitive activity of children of primary school age."
Subject of study:pedagogical conditions for the development of cognitive activity of younger students.
- The problem of the development of cognitive activity in the scientific and pedagogical literature
The problem of developing the cognitive activity of schoolchildren is 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.
The realities of today require the orientation of the education of younger schoolchildren towards the development of the cognitive activity of the individual as the basis of personal development, since in the process primary education the foundation of learning skills is laid, which later becomes the main condition continuing education. The imperfection of the traditional system of monitoring and assessing students' knowledge often conflicts with motivational sphere educational process.
The study of pedagogical, philosophical and psychological literature indicates the presence of numerous definitions of the concepts of "activity" and "cognitive activity".
Modern ideas about the essence of cognitive activity, which is significantly different in adults, are completely ambiguously correlated with the formally similar accents of previous schools and trends in the history of pedagogical science. We do not have sufficient grounds to say that the recommendations of Plato, Aristotle, medieval philosophers and teachers in improving the methods of scientific knowledge are directly related to the development of cognitive activity of younger students. On the other hand, without a description of such problems, a historically comparative analysis would be obviously incomplete. An attempt to track in the history of pedagogical thought exclusively the problems of the actual cognitive activity of younger schoolchildren is obviously impossible already due to the generally recognized uncertainties of the very concepts of cognition, activity, child, junior schoolchild.
Due to such difficulties, the real landmarks of historical analysis can be described something like this:
The question of the nature of cognitive activity has been studied in the history of the humanities for a long time and in various aspects;
Fully recognizing the legitimacy of different points of view on the nature of human cognitive activity (I. Kant, B.F. Lomov, K. Marx, S.L. Rubinshtein, M.N. Skatkin, G.P. Shchedrovitsky, etc.), we believe that the necessary characteristic properties of cognitive activity are specific components: a) motivation, b) obtaining satisfaction from creativity.
Not all actions that are formally associated with learning testify to a high level of cognitive activity. For example, it would be unreasonable to measure the level of cognitive activity in terms of the number of visits to the library or the time spent on homework.
Cognitive activity, apparently, is expressed in the movement of the very motive of a person (and, especially, a younger student) to master something new, unusual, obviously requiring labor and effort to join the existing database in long-term memory; in the emergence of a feeling of precisely independent heuristic search, even in the case of solving an already known problem.
Moreover, if the task does not cause a feeling of complexity, is a simple commentary, a special case for applying existing knowledge and skills, such a task is not related to cognitive activity.
Thus, the main characteristics of the cognitive activity of people are:
Bright, in comparison with the average indicators, dissatisfaction with the stereotypical (or, using the term D.N. Uznadze, intra-setting) values of 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;
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 visible world;
Not every activity of a person characterizes his desire for knowledge. Apparently, cognitive activity also characterizes a specific, and by no means inherent in everyone, intellectual fearlessness, a desire to move further into such reasoning, premonitions and associative series, where the very term “knowledge” becomes far beyond dispute, where the desire to be is already higher than the desire to understand. Of course, the list of such characteristics of cognitive activity can be continued.
The question of the nature of cognitive activity occupied one of the central places at the stage of the birth of philosophy as a science. Most of the sources and knowledge about this phenomenon have been lost forever, especially many corresponding uncertainties in the description of the pre-philosophy of Ancient Babylon, the entire Sumero-Akkadian culture, and Ancient Egypt. There is much more information about about a dozen philosophical and humanitarian schools of ancient China and India.
A detailed analysis of such an era, of course, is beyond the scope of the subject field of the study. Let us only note, in our opinion, essential for the study.
Firstly, these are attempts to present cognitive activity as something artificially formed and peculiar only to a kind of spiritual elite.
Secondly, these are attempts to present cognitive activity as an obvious evil that hinders the movement of a person to wisdom, to the state of a motionlessly contemplating sage, from which “flowers grow”.
Thirdly, we note the existence of a weaker, but extremely original tradition of analyzing alienated forms of cognitive activity of data, for example, in the very fact of the law (ancient Chinese legalist school), in the very processes of mastering language abstractions (fa-jia school). We give several examples of the formation of such algorithms.
The main spiritual, moral and ideological source that has been feeding the Chinese-Confucian civilization for centuries is the teachings of Confucius. Cognitive activity is a “growing feeling”, and not finding the truth.
In Taoism, "dao" is the single objective law of subjugation of the world. According to him, a person is not able to change the natural order of things, and he should not make efforts to do this, since the understanding of everything rests on his own natural rhythms. A person must passively contemplate the natural course of events in order to achieve "tao" - the highest level of knowledge. Socialization is a blind assimilation of the experience of ancestors, the main evaluation criterion in this approach is respect for ancestors.
In ancient Indian philosophy, knowledge is the study of what happens in the mind as a result of contact with the world of objects [Buddhism]. In Buddhism, the role of cognitive activity is most significant at the stages of self-improvement of a person during his passage along the "eight-fold path". People moving along the eightfold path can stop at one of them if they violate the vital and moral foundations, thereby not reaching the highest level of knowledge - "nirvana". To achieve "enlightenment" a person can and must only himself; the role of intermediaries (sacred books, spiritual mentors) in Hinduism, Buddhism and Taoism, although great, is secondary.
Thus, already in the era of pre-philosophy, the main questions were posed, which even now remain the most ambitious and complex.
The main problems of cognitive activity as a way of socialization in antiquity were interpreted quite differently. Antiquity, taking, in accordance with the tradition of historiography, its boundaries from about the time of Homer to the 5th century AD, provides an example of almost an encyclopedia of all the problems in the area of interest to us. Let's give some examples.
Cognitive activity is interpreted by Socrates as a culture of doubt, as a sincere passion for creative scientific research. Describing cognitive activity, Socrates proceeded from the fact that the criterion of knowledge is philosophical literacy, the ability to reason.
Pythagoras understood cognitive activity as "passionate and sympathetic contemplation", intellectual contemplation, which we also resort to in mathematical knowledge. Cognitive activity is present throughout the entire "wheel of birth", during the passage of the soul of all types of rebirths. Like many philosophers of antiquity, Pythagoras connected the fate of society with the educational development of its citizens. According to Pythagoras, one can talk about the socialization of a person only when he is able to distinguish himself from the mass of other people, can independently foresee "what will be to his advantage by the example of what happened to others"; otherwise, a person is considered "the worst person, because, acting badly, he hopes for the best."
Conclusion: Thus, it is in the Pythagorean tradition that for the first time a guideline is given for the methodology of teaching (including children), the creatively active development of mathematical knowledge.
- The essence of the concept of "cognitive activity"
The problem of developing the cognitive activity of younger schoolchildren, as studies show, has been in the center of attention of teachers since ancient times. Pedagogical reality proves every day that the learning process is more effective if the student is cognitively active. This phenomenon is fixed in pedagogical theory as the principle of "activity and independence of students in learning". The means of implementing the leading pedagogical principle are determined depending on the content of the concept of "cognitive activity". The content of the concept of "cognitive activity" can be divided into several areas. A number of scientists consider cognitive activity as a natural desire of schoolchildren for knowledge.
It is well known that human nature is the desire for knowledge. This desire is manifested in the child from the first days of his life. Teachers of the past looked at the development of the student holistically. D. Locke in his work "Thoughts on Education" affirms the idea of the unity of the physical and spiritual development famous thesis "A healthy mind in a healthy body". With a strong body, the author believes, it is easy to move forward along the chosen path. Carrying out the idea of the unity of physical and spiritual development, the authors find important pedagogical means for the development of cognitive activity. So, to maintain interest in classes, they should be stopped until the moment of fatigue, when the child still has an expectation from the first lesson. Thus, a pedagogical tool is singled out - the regulation of the teaching load and its dosing depending on the fatigue of students.
So, the natural desire for knowledge develops in the educational process when it is regulated by the teacher and the student's educational activity is organized so that different sides his mental activity, like other areas of his life, for example, in conversations, games, family activities or meetings with comrades. Another point of view is also quite popular: cognitive activity is understood as a characteristic of the activity of a younger student, its intensity and intensity. Many works of domestic teachers are devoted to the problem of activating the educational process. For example, P.N. Gruzdev and Sh.N. Ganelin, R.G. Lamberg, investigated the problem of activating the thinking of students in the learning process, analyzed the problem of independent activity of students and concluded that independence is the highest level of activity.
Here is what T.I. Shamova: "We do not reduce cognitive activity to simple voltage intellectual and physical strengths of the student, but we consider it as a quality of personality activity, which manifests itself in the student's attitude to the content and process of activity, in his desire to effectively master knowledge and methods of activity in the optimal time, in the mobilization of moral and volitional efforts to achieve educational and cognitive goals."
There is another group of scientists who understand cognitive activity as a quality of personality. For example, G.I. Shchukina defines "cognitive activity" as a quality of a person, which includes a person's desire for knowledge, expresses an intellectual response to the process of cognition. The quality of the personality "cognitive activity" becomes, in their opinion, with a steady manifestation of the desire for knowledge. This is a structure of personal quality, where needs and interests denote a meaningful characteristic, and the will represents the form.
E.A. Krasnovsky gives cognitive activity a very special definition: "the manifestation of all aspects of the student's personality: this is an interest in the new, the desire for success, the joy of learning, this is also an attitude towards solving problems, the gradual complication of which underlies the learning process."
The studies reflected in the pedagogical literature have made a huge contribution to the development of the theory of cognitive activity: they contain original ideas, theoretical generalizations, and practical recommendations.
The search for effective ways to improve the quality of assimilation of educational material is also characteristic of pedagogical practice. Improving the effectiveness of schoolchildren's education does not remove the problem of such a socially significant quality as cognitive activity. Her formation at primary school age has a positive effect on personality development. Because of this, it is necessary, in our opinion, purposeful pedagogical activity on the formation of cognitive activity of schoolchildren.
An analysis of the literature on the problems of the development of cognitive activity shows that scientists understand this term in different ways. Some identify activity with activity, others consider activity the result of activity, others argue that activity is a broader concept than activity.
The problem of activity is studied in various aspects: biological, psychological, pedagogical, sociological, etc. Thus, biologists consider the adaptation of the organism to the environment, the reaction to external stimuli, which is a form of manifestation of activity. Biological activity is also inherent in man as a hereditary property that ensures adaptation to the environment. So, we drew attention to the fact that the common feature for all studies is the presence of several factors in the process of formation of cognitive activity. Among them is an internal factor, i.e., a subjective characteristic of a cognitive action. The bearer of cognitive activity is a holistic subject of cognition - a person.
Some scientists define the process of cognitive activity of younger students as a purposeful activity focused on the formation of subjective characteristics in educational and cognitive work. The concept of "development" is generally recognized in pedagogy and psychology. D.B. Elkonin notes: "development is characterized, first of all, by qualitative changes in mental functions, the emergence of certain neoplasms in it. Development consists in qualitative transformations of various systemic processes, which leads to the emergence of individual structures, when some of them lag behind, others run ahead." The basis for the development of cognitive activity is a holistic act of cognitive activity - an educational and cognitive task. In accordance with the theory of D.B. Elkonin, the development of cognitive activity is carried out through the accumulation of positive educational and cognitive experience.
Scientists, depending on the nature of the cognitive activity of the subject, determine the following levels of activity:
* Reproductive-imitative activity, with the help of which the experience of activity is accumulated through the experience of another;
* Search and executive activity is a higher level, since there is a greater degree of independence here. At this level, one must understand the task and find the means to accomplish it;
* Creative activity is a high level, since the task itself can be set by the student, and new, unconventional, original ways of solving it are chosen.
Conclusion: Thus, on the basis of the analysis, we define cognitive activity for ourselves as a changing personality property, which means a student’s deep conviction in the need for knowledge, creative assimilation of a system of scientific knowledge, which is manifested in the awareness of the purpose of the activity, readiness for vigorous action and directly in most cognitive activity.
- The influence of some mental processes on the development of cognitive activity of a younger student
The transformation of the cognitive sphere that takes place at primary school age is extremely important for further full development. Many children of primary school age have insufficient formation of attention, memory, and the ability to regulate mental actions. Their true development is replaced by the assimilation of stereotypical modes of action under standard conditions. In reality, cognitive processes do not function in isolation from each other, but represent a complex system. Therefore, developmental work aimed at improving a separate mental process will affect not only its own productivity, but also the level of functioning of cognitive spheres in general, and hence cognitive activity in particular. Let us consider the influence of some cognitive processes, such as thinking, attention and memory, on the education of younger students.
Thinking. With the beginning of learning, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire an arbitrary character. The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the mental activity of the child a dual character: concrete thinking, associated with reality and direct observation, is already subordinate to logical principles, however, abstract, formal-logical reasoning is not yet available to children. At this age, the child's thinking is closely connected with his personal experience and therefore, most often in objects and phenomena, he singles out those aspects that speak of their application, actions with them. As he masters learning activities and assimilates the basics of scientific knowledge, the student gradually becomes attached to the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Children master the techniques of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The development of thinking is associated with the emergence of important new formations of primary school age: analysis, internal plan of action, reflection.
Attention. We constantly hear complaints from teachers and parents about the inattention, lack of concentration, and distractibility of children of this age. The inattention of younger students is one of the most common reasons for the decline in academic performance. Most often, such a characteristic is given to children 6-7 years old, that is, first-graders. Their attention is really still poorly organized, has a small volume, is poorly distributed, and unstable, which is largely due to the insufficient maturity of the neurophysiological mechanisms that ensure the processes of attention.
During the primary school age, significant changes occur in the development of attention, there is an intensive development of all its properties: the volume of attention increases especially sharply, its stability increases, switching and distribution skills develop. Well-developed properties of attention and its organization are factors that directly determine the success of education in primary school age. As a rule, well-performing students have the best indicators of attention development. At the same time, special studies show that different properties of attention have an unequal "contribution" to the success of learning for different school subjects. So, when mastering mathematics, the leading role belongs to the amount of attention; the success of mastering the Russian language is associated with the accuracy of the distribution of attention, and learning to read - with the stability of attention. From this, a natural conclusion suggests itself: by developing various properties of attention, it is possible to improve the performance of schoolchildren in various ways. academic subjects.
Memory . At primary school age, memory, like all other mental processes, undergoes significant changes. The child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated. A first-grader has a well-developed involuntary memory that captures vivid, emotionally rich information and events of his life for the child. However, not everything that a first-grader has to remember at school is interesting and attractive for him. Therefore, immediate memory is already insufficient here. There is no doubt that the child's interest in schoolwork, his active position, high cognitive motivation are necessary conditions for the development of memory. For the development of a child's memory, not only and not so much special memorization exercises are useful, but the formation of interest in knowledge, in individual academic subjects, the development of a positive attitude towards them. Improving memory in primary school age is primarily due to the acquisition in the course of educational activities of various methods and strategies of memorization associated with the organization and processing of memorized material.
It is also worth noting that the very fact of the child's joint lessons with a patient, interested, attentive to his problems adult can often have a developing effect. Formation of cognitive activity of schoolchildren during extracurricular activities is achieved in the process of their communication as a special type of interaction. This communication contributes to the formation of the need of schoolchildren for the independent acquisition of knowledge, skills and abilities, their creative use and the development of a sustainable cognitive interest. The content, forms and methods should aim students at independent cognitive activity, which creates a basis for communication, helps to consolidate the new knowledge of students obtained in the process of communication. This formed knowledge allows students to organize communication at a higher level, arouse in them the need to exchange information, to help a friend.
Findings: As a result of a theoretical study of the state of the problem of the formation and development of cognitive activity in the theory and history of pedagogy, we found out that the problem of interest to us is multifaceted and multifaceted, having many different approaches and concepts. Despite the close interest in the problem of teachers and psychologists, some aspects are still not well developed. In the theory of pedagogy, numerous studies have developed separate means of developing the cognitive activity of children of primary school age, but their use almost always does not give a tangible result. The system of developing education with all its components meets the task of developing cognitive activity.
- Pedagogical conditions for the development of cognitive activity of younger students
The cognitive activity of a junior schoolchild is considered as a constantly changing deep and qualitative property of the personality, aimed at understanding the subject of activity and achieving a final, significant result for him.
Main Featurescognitive activity are:
The natural desire of schoolchildren for knowledge;
Positive attitude towards learning;
Active cognitive activity aimed at understanding the subject of activity and achieving a result that is significant for the child;
Manifestation of will in the process of mastering knowledge.
The cognitive activity of a person is not an invariable hereditary property of the personality, so we can talk about its formation and development. The following can be distinguishedways and conditionscontributing to the development of cognitive activity of a younger student:
- ensuring the children's internal acceptance of the goal of the upcoming work, ensuring an understanding of what expected result to focus on;
- exclusion of superficial assessment of the results of previous work and at the time of updating knowledge;
- combining various forms of organization of educational work, determining their place at each stage of the lesson;
- discussion of the results of activities and the use of exercises and tasks invented by the children themselves;
- teaching younger students rational ways of mental work;
- emotional saturation of the lesson, the “excitement” of the teacher himself. Creation of a benevolent emotional background in the work of the teacher and students.
Positive emotions experienced by children in the learning process stimulate their cognitive activity:
- stimulation and encouragement of the very acts of cognitive activity of students by the teacher;
- at each lesson, the child should be given the opportunity to express his attitude to what is happening (development of reflection), in order to realize the significance of the achieved result of the activity;
- organization homework on the principle of independence and the possibility of using the acquired knowledge in communication with peers;
- classes should be built taking into account the individual and age characteristics of children.
This will help to correctly determine the volume and content of educational material, develop adequate methods, teaching aids, outline ways for an individually differentiated approach to students of various groups in learning conditions.
The role of the teacher in the development of cognitive activity
junior schoolchildren
Success in teaching children is determined by many factors: the level of development of the abilities of each child, the age characteristics of children, teaching methods. An important factor in the development of cognitive abilities of students is the personality of the teacher. The value of the learning process is largely due to the nature of their interpersonal relationship with the teacher.
The role of the teacher involves the deepening of knowledge about others and about oneself, since learning is the transfer to others not only of one's knowledge, skills, abilities, but also of worldviews, attitudes towards people, the ability to build constructive interpersonal relationships.
The current practice of preparing students does not fully ensure the theoretical, practical and psychological readiness of those who are called upon to carry out training and education. In addition, modern retraining of teachers does not provide for the diagnosis and correction of professional and personal qualities (the ability to objectively analyze their own behavior, optimally build their communication with schoolchildren, effectively restore their working capacity, development adequate self-esteem etc.)
At the same time, teachers need to freely navigate the knowledge of the age characteristics of children of primary school age, the development and correction of the cognitive, volitional and emotional spheres of children. This makes it possible to make the educational process more meaningful and effective, to take into account not only the current level of development of pupils, but also to see its prospects, to actively and purposefully contribute to this.
However, it should be noted that the lack of a systematic approach to the training of future teachers and the retraining of teachers working at school, in terms of the formation of the ability to self-diagnose professional and personal qualities, the full mastery of knowledge of the psychology of teaching children of primary school age, does not form a holistic view of the content of work on development of cognitive abilities of younger students, the possibility of acquiring the necessary skills and abilities is limited. However, the process of teaching children involves not only a simple transfer of knowledge, but stimulating schoolchildren to positive self-perception, overcoming difficulties, the desire to develop themselves, and the formation of positive motivation for them to study at school.
Conclusion: Developing cognitive activity, cultivating the desire for knowledge, we develop personality little man who can think, empathize, create. The issues of developing the cognitive activity of a younger student are relevant and important for every teacher.
In conclusion, I would like to say that all of the above really confirms the correctness of the position on the adequacy of the developmental education system for the task of developing the cognitive activity of children of primary school age.
- Ways of formation of cognitive activity in children of primary school age
The psychological characteristics of younger students, their natural curiosity, responsiveness, special disposition to learn new things, readiness to perceive everything that the teacher gives, create favorable conditions for the development of cognitive activity.
The search for ways to develop the activation of cognitive activity in younger students, the development of their cognitive abilities and independence is a task that many teachers, psychologists, methodologists and teachers are called upon to solve.
The creation of teaching aids is in close connection with the development of technology, science, the level of pedagogical and psychological thought, and advanced pedagogical experience. This aspect is the main one in the development of the student's personality, since sufficient preparedness for cognitive activity relieves psychological stress in learning, prevents academic failure, and preserves health.
The most important factor in the development of cognitive activity is the creation of effective and efficient conditions for the development of children's cognitive abilities, their intellect and creativity, and broadening their horizons.
The interest of the child is the most important source of his activity in the cognitive process, one of the most effective stimuli of attention. The presence of cognitive interest in the subject helps to increase the activity of students, improve academic performance, independence. Interest in the activities of the child is caused and maintained various methods: alternation of various forms of classes (lessons, extracurricular forms, games, quizzes, school thematic "days", etc.), the use of vivid visualization, a competitive method, etc.
Consider the cognitive activity of the student on the example of the structure of one lesson.
1. The inclusion of schoolchildren in the work at the beginning of the lesson - it is necessary from the very beginning of the lesson to interest the children, to attract their attention, this is done due to the topic written large on the board, bright tables, illustrations, and an interesting introductory word from the teacher.
2. Maintaining interest during the lesson - children should not only be interested, they should actively participate in the educational process, that is, respond to the teacher's information, answer questions, complete tasks, strive to prove themselves in competitive exercises.
3. The cognitive activity of children is also manifested in the independence of students, in how much they succeed in independent work, how homework is done, how much the student learns independently studied material, whether this type of work is interesting to him.
4. The activity of children should also be manifested when the teacher conducts a frontal check of completed assignments.
In these areas, the level of formation of cognitive activity in children is also assessed. Teachers distinguish between two levels:
1. High: active orientation in new material; independent selection of key concepts; understanding and acceptance of the learning task, the choice of ways of working; possession of mental operations, activity, initiative, finding unconventional solutions;
2. Low: learning activities and operations are not related to each other in a holistic learning activity; lack of understanding of the meaning of the learning task; little personal effort academic work; weak activity, lack of initiative, desire to look for new solutions.
Age-related changes in the conditions of education and upbringing of children have a decisive influence not only on the psyche, but also on cognitive activity. Children of primary school age can not only productively master the methods of objective and cognitive actions, empirical and theoretical knowledge, but also be psychologically included in the educational activity itself, that is, consciously master those methods of educational actions that change and develop their cognitive abilities.
Research shows that it is not always educational institutions able to create the necessary conditions to develop all these components to the right extent. Developing cognitive activity, cultivating the desire for knowledge, we develop the personality of a small person who knows how to think, empathize, and create. The issues of developing the cognitive activity of a younger student are relevant, important for every teacher who is not indifferent to the fate of his students.
Purposeful work on the development of cognitive abilities of primary school students isholistic process,based on the harmonization of its leading components:
Target . Understanding the goal as an ideal, consciously planned result of the educational process in relation to the actions and conditions that generate it. The essence of this component is the setting by adults of the goals of joint activities and the acceptance of these goals by the student.
At each stage of personality development, a qualitative transformation of the inner world of a person and a radical change in his relationship with others take place. As a result of this, the personality acquires something new, characteristic of this particular stage, which remains in the form of noticeable traces throughout his subsequent life. Personal new formations do not arise from scratch, they are prepared by all previous development. The strategy of the cognitive and personal development of primary school students is to create conditions for a positive perception of the learning process and for further self-development and self-perception.
Informative. This component consists of professional knowledge, skills and abilities that determine the direction of the educational process as a whole. The content of both developmental and correctional work is determined by the teacher. The choice of the content of specific techniques is determined by many circumstances and is carried out by the teacher depending on the goal and tasks facing him, age, the initial level of development of the child, the level of initial motivation, the nature of existing and emerging deviations, and many other factors.
When choosing one or another developmental program, the focus should be on the development of the child's personality as a whole, in the aggregate - mental processes, the formation of general intellectual skills and the development of the personal sphere (development of adequate self-esteem, communication skills, removal of aggressive-defensive reactions, anxiety, etc. .).
Technological.The most important task of education is the formation of a versatile developed personality. It is important to develop the ability to analyze and synthesize, creative abilities, the ability to see the system of events, to understand cause-and-effect relationships.
This component most directly reflects the procedural essence of the work on the formation of the cognitive and emotional-volitional spheres of students. It is implemented with the help of certain methods and means of correctional and developmental activities.
The game form contains the greatest possibilities. At primary school age, the game remains emotionally attractive; in the course of performing this activity, the main tasks of correction and development are solved. Therefore, it is advisable to conduct such classes in a playful way, to combine the use of components of play and learning activities. In every specific case From the variety of available methods and means, the teacher can choose the adequate and most effective ones.
Motivational. A necessary prerequisite for teaching children at school is the formation of their motivation to cooperate with adults and peers, as well as the creation of motivational readiness to accept the proposed methods, means and forms of educational activities.
Special attention should be paid to the formation in schoolchildren of the motive for adequate perception of difficulties and the desire to correct their mistakes, the ability to assess their abilities and, again, the desire to develop their potential.
Operational and regulatory.When planning and organizing educational and developmental activities, it is necessary to proceed from the ability of each child to cope with the proposed tasks: they should lie in the zone of moderate difficulty, be accessible to children. Required for early stages provide a positive experience of success against the backdrop of a certain amount of effort. In the future, it is necessary to increase the difficulty of tasks in proportion to the age capabilities of children and the previously formed level of development of the intellectual sphere.
A stimulating role should be played by tasks that are difficult, but doable, require children to expend certain efforts, mobilize efforts, but ultimately lead to success, not to psychological trauma, the formation of a negative attitude to the requirements of adults and, in general, to the personality of the teacher. It is necessary to encourage independent activity and initiative of schoolchildren.
Estimated and effective.The component is based on the selection of methods that adequately reflect the level of development of the cognitive sphere of children. Every activity performed by a child depends on evaluation. It should be noted that the assessment of significant adults is the most important source of self-esteem development in children. It is unacceptable that the assessment generates fear or causes negative feelings. Children with low self-esteem need a preliminary positive assessment of their abilities and efforts, approval, and praise.
When teaching children in elementary school, it is necessary to take into account the fact that the process of development and formation of a child's personality is a process of gradual expansion of intellectual, volitional, moral and other possibilities for regulating and self-regulating the behavior of a growing person. The features of this process are included in the process of development and education of schoolchildren as the most important component.
Conclusion
Thus, the following conclusions can be drawn:
1. The formation of cognitive activity 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 solution
2. Cognitive activity is a result that fixes the fact that a younger student acquires the skill of a creative attitude to the learning process, a steady need for cognitive activity, as well as a factor in changing the personal qualities of a younger student, including: social orientation, the ability to reflect, to cooperate, purposefulness, perseverance the ability to put forward cognitive tasks and independently solve them, etc.
4. Pedagogical conditions that contribute to the development of 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 the younger schoolchild to the formation of internal motivation for self-development.
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