Municipal budgetary educational institution

"Secondary school No. 28"

Intellectual development of younger students

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction……………………………………………………………1

Chapter 1. Psychological and pedagogical foundations of intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills…………………………………………………………..4

The essence of intellectual skills……………………….15

schoolchildren at Russian language lessons

Research activities of younger students at

Russian language lessons……………………………………41

References……………………………………………….52

Application…………………………………………………………..55

1

Introduction.

The whole life of a person constantly puts before him acute and urgent tasks and problems. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Therefore, we need an ever deeper knowledge of the world, the discovery in it of more and more new processes, properties and relationships between people and things. Therefore, no matter what new trends, born by the demands of the time, penetrate the school, no matter how programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

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

Intellectual development is the most important aspect of the preparation of the rising generations.

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

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

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

They are chosen by the teacher depending on the objectives of the lesson and the content of the material being studied:

Heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge, develop creative abilities;

Dialogical method - provides a higher level of cognitive activity of students in the process of learning;

Monological method - replenishes the stock of knowledge of students

additional facts.

N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. .I.Makhmutov, A.M.Matyushkin, I.S.Yakimanskaya and others.

The main task of the school, and first of all - the holistic development of the individual and readiness for further development. Therefore, the following topic was chosen: "Intellectual development of younger students."

Objective:

1. Increase interest in the learning process.

2. The ability to non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

object work is - the process of teaching schoolchildren.

Subject – problem-based learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve the goal, the following tasks:

To study and analyze the psychological, pedagogical and methodological literature on the research topic.

To reveal the essence of intellectual development.

Organize research work.

To solve the tasks, the following research methods were used:

Analysis of psychological, pedagogical, methodical works on the research topic;

Observation, conversation, testing, questioning;

Pedagogical experiment and data processing.

Chapter 1. Psychological and pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", which has passed into modern languages ​​from Latin to XVI century and originally meant the ability to understand, in recent decades it has become an increasingly important general scientific category. The specialized literature discusses the intellectual resources of individual groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As you know, the cognitive sphere of personality is investigated with the help of tests.

The concept of "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist F. Galton. The ideas of F. Galton were further developed in the works of the American psychologist D. Cattell, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, denoted by the term "mind", "intelligence". This step was taken by the famous psychologist A. Binet, who developed in 1905, together with T. Simon, a system of tests to measure the level of development of the intellect of children.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. They were each asked to define intelligence and name the best way to measure intelligence. As the best way to measure intelligence, almost all scientists have named testing, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability for abstract thinking" (L. Termen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 1920s and 1940s. There is still no agreement on what intelligence tests should measure); as before, testers build their diagnostic systems on the basis of conflicting models of intelligence.

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

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function (memory) and such abilities that are clearly direct consequences of learning (the ability to operate, vocabulary) are taken as components of intelligence.

The English psychologist G. Eysenck essentially reduces a person's intellect to the speed of mental processes.

American psychologists R.Kettel and J.Horn distinguish 2 components in the intellect: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of intellect is actually the sum of life-formed skills.

The author of one of the most famous methods of studying intelligence, the American psychologist D. Wexler, interprets intelligence as a general ability of an individual, which manifests itself in purposeful activity, correct reasoning and understanding, and in adapting the environment to one's capabilities. For the famous Swiss psychologist J. Piaget, the essence is in structuring the relationship between the environment and the organism.

German scientists-teachers Melhorn G. and Melhorn H.G. called intelligence is a set of abilities that characterize the level and quality of the thinking processes of an individual. They believe that the function of the intellect is to mentally solve objectively existing problems. Directed problem thinking is the expression of the most developed form of intelligence. It creates new knowledge for the development of the surrounding world. Problem thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes possible a conscious impact on nature and society in accordance with human thoughts.

Psychodiagnostics suggest that it is difficult to compare IQs that are derived from various tests with each other, since different concepts of intelligence are the basis of different tests, and different tasks are included in the tests.

At present, many psychometricians see more and more clearly the imperfection of their means of assessing intelligence. Some of them are trying to improve the testing procedure, widely using mathematical and static methods, not only in compiling test systems, but also in developing intelligence models underlying these tests. So, in testing, a direction has become widespread, representatives of which, when characterizing and measuring intelligence, use the method of factor analysis.

Representatives of this trend rely on the work of Ch. Spearman, who back in 1904, based on the analysis of the results of passing a number of intellectual tests by subjects, put forward a theory according to which intelligence consists of a common factor "G"-" general mental energy "- involved in solving all intellectual tests, and a number of specific factors-" S”, each of which operates within the limits of this test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Gilford.

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may fail to act when solving others. Consequently, different components of intelligence are involved in solving different tests.

Guilford experimentally singled out 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible).

In order to get an idea of ​​the intellectual development of the subject, it is necessary, according to Guilford, to investigate the degree of development of all factors that make up intelligence.

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

Spatial ability.

Perception speed.

Ease of handling digital material.

Understanding words.

associative memory.

fluency of speech.

understanding or reasoning.

In general, intelligence (from the Latinintellektus- understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking.

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

The intellect is the highest product of the brain and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms.

A qualitative leap in the development of human intellect occurred with the emergence of labor activity and the appearance of speech. Intellectual activity is closely connected with human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not deviate from reality, but more deeply and fully reveals the patterns of the existing.

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

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

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

It is possible to identify typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude to the surrounding world of phenomena.

The desire to go beyond the known, the activity of the mind find expression in the constant desire to expand knowledge and creatively apply them for theoretical and practical purposes. The activity of intellectual activity is closely related to observation, the ability to single out in phenomena and facts their essential aspects and interrelations.

A developed intellect is characterized by a systematic approach that provides internal links between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The systemic nature of the intellect is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activities. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed in the school of life to executive labor and imitative actions, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways of studying reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

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

The very concept of intellectual (mental) development is interpreted by different researchers in different ways.

S. L. Rubinshtein and B. G. Ananiev were among the first to call for research into general mental development, general intelligence. So,

This problem has been studied in various directions. Among these studies, it should be noted the research of N.S. Leites, who notes that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterize the possibility of theoretical knowledge and practical activity of a person. The most essential thing for the human intellect is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thus makes it possible to creatively transform reality. As N.S.Leites showed, some activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general mental abilities. For example, N.D. Levitov believes that general mental abilities primarily include those qualities that are designated as quick wits (quickness of mental orientation), thoughtfulness, criticality.

N.A. Menchinskaya fruitfully investigated the problem of mental development with a group of her colleagues. These studies proceed from the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. Blonsky drew attention to this: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason.” Thus, knowledge is a necessary condition for thinking . Secondly, those mental operations with the help of which knowledge is acquired are important for characterizing mental development. That is, a characteristic

mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized both by what is reflected in consciousness, and even more so by how reflection occurs.

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking are outlined, determined by the levels of analytical and synthetic activity. These levels are based on:

a) links between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

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

The point of view of L.V. Zankov is also of interest. For him, decisive in terms of mental development is the integration into a certain functional system of such modes of action that are characteristic in nature. For example, younger schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can talk about progress in mental development when these diverse ways of mental activity are united into one system, into a single analytical-synthetic activity.

In connection with the above, the question arises of the substantive criteria (signs, indicators) of mental development. The list of such very general criteria is given by N.D. Levitov. In his opinion, mental development is characterized by the following indicators:

independent thinking,

speed and strength of assimilation of educational material,

speed of mental orientation (resourcefulness) in solving non-standard tasks,

deep penetration into the essence of the phenomena being studied (the ability to distinguish the essential from the non-essential),

criticality of the mind, the lack of a tendency to biased, unreasonable judgments.

For D.B. Elkonin, the main criterion for mental development is the presence of a properly organized structure of educational activity (formed educational activity) with its components - setting a task, choosing means, self-control and self-examination, as well as the correct ratio of subject and symbolic plans in educational activity.

In this regard, N.A. Menchinskaya considers such features of mental activity as:

speed (or, accordingly, slowness) of assimilation;

flexibility of the thought process (i.e., the ease or, accordingly, the difficulty of restructuring work, adapting to changing task conditions);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

various levels of analytical and synthetic activities.

E.N. Kabanova-Meller considers the main criterion of mental development a wide and active transfer of methods of mental activity, formed on one object, to another object. A high level of mental development is associated with an interdisciplinary generalization of mental techniques, opening up the possibility of their wide transfer from one subject to another.

Of particular interest are the criteria developed by Z.I. Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Speed ​​of work and speed of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of progress is determined by the number of exercises of the same type needed to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called "economical thinking", that is, the number of reasoning, on the basis of which students identify a pattern that is new to themselves. At the same time, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information contained in the conditions of the problem, often solve it on the basis of blind trials or unreasonable analogies. Therefore, their path to a solution turns out to be uneconomical, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways to operate with it, fully extract the information contained in the conditions of the problem, constantly control their actions, so their path to solving the problem is concise, concise, rational.

An important task of modern psychology is to build objective, scientifically based indicator psychological methods that can be used to diagnose the level of mental development of schoolchildren at various age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren in the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

methods of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

In the pedagogical dictionary, the concept of "skill" is defined as follows: "skills - preparedness for practical and theoretical actions performed quickly, accurately and consciously, on the basis of acquired knowledge and life experience."

Learning skills involve the use of previously gained experience, certain knowledge. Knowledge and skills are inseparable and functionally interconnected parts of any purposeful action. The quality of skills is determined by the nature and content of knowledge about the intended action.

The study of each academic subject, conducting exercises and independent work equips students with the ability to apply knowledge. In turn, the acquisition of skills contributes to the deepening and further accumulation of knowledge. Improving and automating, skills turn into skills. Skills are closely related to skills as ways of performing an action that correspond to the goals and conditions in which one has to act. But, unlike skills, a skill can be formed without a special exercise in performing any action. In these cases, it relies on knowledge and skills acquired earlier, while performing actions that are only similar to the given one. At the same time, the skill improves as the skill is mastered. A high level of skill means the ability to use different skills to

achieving the same goal depending on the conditions of the action. With a high development of skill, an action can be performed in various variations, each of which ensures the success of the action in given specific conditions.

The formation of skills is a complex process of analytical and synthetic activity of the cerebral cortex, in

during which associations are created and consolidated between the task, the knowledge necessary for its implementation and the application of knowledge in practice. Repeated actions reinforce these associations, and task variations make them more and more accurate. Thus, traits and signs of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. maintaining accuracy and pace, despite some side effects, strength (the skill is not lost during the period when it is practically not used), maximum approximation to real conditions and tasks.

In modern pedagogical literature there is no single approach to the classification of learning skills. Some scientists believe that “skills and skills are divided into generalized (interdisciplinary) and private (specific for individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others.” However, the division of skills into types is to a certain extent conditional, because. often there is no sharp boundary distinguishing them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided with educational-organizational, educational-intellectual, educational-informational and educational-communicative skills. The same classification

Yu.K.Babansky. We will dwell in more detail only on educational and intellectual skills.

In his work, Yu.K.Babansky identifies the following groups of intellectual skills: to motivate one's activity; carefully perceive the information; memorize rationally; logically comprehend the educational material, highlighting the main thing in it; solve problematic

cognitive tasks; perform exercises independently; exercise self-control in educational and cognitive activities.

As you can see, Babansky will base his classification on an active approach. Without rejecting this classification, we will consider another class of intellectual skills, which was based on the concept of "intelligence". In this classification, by intellectual skills we mean the readiness of a person to perform intellectual actions. The intellectual skills here are the following skills:

perceive,

remember,

to be attentive,

think,

have intuition.

Let's consider the listed groups of intellectual skills, including those identified by Yu.K.Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational, largely depends on the presence of positive motives for learning.

By nature, an unconditional orienting reflex “why?” is inherent in a person. The task of teachers is to ensure that during the entire period

school education to create the most favorable conditions for maintaining this curiosity inherent in a person, not to extinguish it, but to supplement it with new motives coming from the very content of education, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated, and, most importantly, schoolchildren must be taught to “self-stimulate” their motives.

Among the variety of learning motives, two large groups can be distinguished: the motives of cognitive interest and the motives of duty and responsibility in learning. The motives of cognitive interest are manifested in an increased craving for cognitive games, educational discussions, disputes and other methods of stimulating learning. The motives of duty and responsibility are associated primarily with the presence of a conscious academic discipline in the student, the desire to willingly fulfill the requirements of teachers, parents, and respect the public opinion of the class.

Knowing the state of the student's motives, the teacher can promptly prompt him on the elimination of which shortcomings should be worked hard in the near future. Indeed, many students do not think about this problem at all, and it is enough to draw their attention to this, as they involuntarily begin to engage in self-education, at least in its most elementary forms. Other schoolchildren also have to be prompted with available methods of self-education of the motives for learning. Still others need even more careful and systematic control over the course of self-education, in the provision of ongoing assistance to them. Teachers should teach schoolchildren to understand the subjective significance of learning - what can the study of this subject give for the development of his inclinations, abilities, for professional orientation, bringing close to mastering the profession of interest. Teachers should help the student to realize that

gives a teaching to prepare for communication in a pulsating environment, in a work team. All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, feelings of duty, responsibility and conscious discipline usually act as sources of stimulation. Self-education of academic discipline and strong-willed composure is also connected with the development of "noise immunity"; the ability to force yourself to do it again and again

"intractable" solution to the problem. Equally important is the clear presentation of requirements on the part of teachers, the unity of such requirements, and a clear motivation for the grades given.

A reasonable reward system deserves serious attention. The praise of the answer, the commendable entry in the diary and on the progress screen - all this contributes to the emergence of socially valuable motives that play a particularly important role in learning motivation in general.

The most important thing for the teacher is the need to achieve the transfer of external stimulation into self-stimulation in students of internal motivation. And here the skillful fusion of goal-setting and motivation of the student is especially important. Thinking through the tasks of his activity at home and in the classroom, the student, especially the older one, thereby already motivates his activity. Schoolchildren are more actively engaged in self-education of motives if they see that this process is of interest to teachers, parents, student assets, when they are supported when difficulties arise.

So, we see what specifically involves the process of self-stimulation of learning:

students' awareness of teaching as a public duty;

assessment of the theoretical and practical significance of the subject and the issue under study;

assessment of the subjective significance of teaching in general and of this subject for the development of one's abilities, professional aspirations, or, conversely, for the purposeful elimination of the reasons that prevent one from fully relying on one's real learning opportunities;

the desire to acquire not only the most interesting, bright, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-order, volitional stimulation of education;

persistent overcoming of educational difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, class staff;

conscious suppression of fear of upcoming answers, classwork or tests.

2. The ability to perceive.

Perception is the reflection in the mind of a person of objects or phenomena with their direct impact on the senses. In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but represents a qualitatively new stage of sensory cognition with its inherent features.

Although perception arises as a result of the direct action of the stimulus on the receptors, perceptual images always have a certain semantic meaning. The ability to perceive in a person is closely connected with thinking, with understanding the essence of an object. The ability to consciously perceive an object means the ability to mentally name it, i.e. to attribute the perceived object to a certain group, class of objects, to generalize it in a word. Even at the sight of a stranger

object, we are trying to catch in it the similarity with objects familiar to us, to attribute it to a certain category. The ability to perceive is the ability to organize a dynamic search for the best interpretation, explanation of the available data. Perception is an active process during which a person performs many actions in order to form an adequate image of an object.

Multiple psychological and pedagogical experiments have shown that we cannot perceive before we learn to perceive. Perception is a system of perceptual actions, and mastering them requires special training and practice.

The most important form of perception is the ability to observe. Observation can be characterized as a deliberate, planned perception of objects or phenomena of the surrounding world. In observation, perception acts as an independent activity. We often do not distinguish between certain sounds of a foreign language, we do not hear falseness in the performance of a piece of music, or we do not see it in the rendering of color tones in paintings. Observation can and should be learned.

The famous Dutch scientist M. Minnart said: “Enlightenment depends on you - you just need to touch your eyes with a magic wand called“ know what to look at ””. Indeed, the success of observation is largely determined by the formulation of the problem. The observer needs a "compass" indicating the direction of observation. Such a "compass" is the task assigned to the observer, the plan of observation.

For successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer the experience of a person, the more knowledge he has, the richer his

perception. These patterns of observation should be taken into account by the teacher when organizing the activities of students.

The formation of the ability to observe in students helps to ensure a more effective assimilation of new knowledge when applying the principle of visualization of learning. Obviously, the learning process should not be built only on the principle that students accept the information that they communicate on

lesson teacher; "The learning process should be organized as an active mental activity of students." Experimental studies have shown that an essential component of the decision-making process is the manipulation of the image of the situation that has developed on the basis of orienting-research perceptual activity. The need to translate the problem situation into an internal plan for the decision-making process indicates the extreme importance of the correct approach to the study of the principle of visualization of learning. The use of visualization in teaching should guide not only the process of creating an image of a situation, but also the process of restructuring this image in accordance with the task at hand. The sequence of using visual aids in the lesson should guide the activity of students in creating a model of the material being studied.

Such an approach to using the principle of visualization in teaching, when it is based on active observation and active mental activity of students, should ensure effective and lasting assimilation of knowledge.

3. The ability to be attentive.

Mindfulness is an important and inseparable condition for the effectiveness of all types of human activity, primarily labor and educational. The more complex and responsible the work, the more demands it makes for attention. For the successful organization of educational work, it is necessary that students have the ability to be attentive to the proper extent. Even the great Russian teacher K.D. Ushinsky, emphasizing the role of attention in learning, wrote: “attention is exactly the door through which everything that only enters the soul of a person from the outside world passes.” It is clear that teaching children to keep these doors open is essential to the success of the whole teaching.

Depending on the object of concentration (perceived objects, memory representations, thoughts, movements), the following manifestations of attention are distinguished: sensory (perceptual), intellectual, motor (motor). Attention as a cognitive process is divided into two types according to the nature of its origin and methods of implementation: involuntary attention and voluntary. Involuntary attention arises and is maintained regardless of the conscious intentions of the person's goals. Voluntary attention is consciously directed and regulated concentration.

Since the definition of the concept of "skill" emphasizes the need for conscious performance of actions, then, speaking of the ability to be attentive, we will understand the formation of voluntary attention. Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets himself a certain task in his activity and consciously develops a program of action. This intellectual ability is formed not only through education, but also to a large extent through the self-education of students. In the degree of formation of the ability to be attentive, the activity of the individual is manifested. With arbitrary attention, interests are indirect in nature (these are the interests of the goal, the result of the activity). If in goal-directed activity the content and the process of activity itself become interesting and significant for the child, and not just its result, as in voluntary concentration, then there is reason to speak of post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; it is reasonably associated with the most intense and fruitful mental activity, high productivity of all types of labor. The value of educational activity is especially great for the formation of voluntary attention, that is, the ability to be attentive.

School age is a period of its active development, some psychologists (P.Ya. Galperin and others) believe that the inattention of schoolchildren is associated with an inferior formation of control functions in conditions when it develops spontaneously. In this regard, the tasks of systematic development of the ability to be attentive are carried out as a constant purposeful formation of automated actions of mental control. The intellectual ability to be attentive is characterized by various qualitative manifestations. These include: stability, switching, distribution and volume of attention.

An analysis of teaching practice allows us to highlight some typical shortcomings that prevent students from listening carefully to teachers' explanations. First of all, this is a weak concentration of attention on the main thing, a violation of the logic of presentation, the absence of well-thought-out, clear, unambiguously interpreted generalizations and conclusions. Artistic, figurative techniques are very rarely used; this reduces the emotional tone of the explanation. The attention of students is sometimes hindered by the inability of teachers to ensure good discipline in the classroom.

Of particular importance in order to maintain the attention of students at the proper level is a variety of teaching methods: storytelling, conversation, independent resolution of problem situations, etc. with their correct combination and alternation, you can actively develop mindfulness as a personality trait.

4. The ability to remember.

The most important feature of the psyche is that the reflection of external influences is constantly used by the individual in his further behavior. The gradual complication of behavior is carried out due to the accumulation of individual experience. The formation of experience would be impossible if the images of the external world that arise in the cerebral cortex

brain, disappeared without a trace. Entering into various connections with each other, these images are fixed, preserved and reproduced in accordance with the requirements of life and activity.

The memorization, preservation and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic of the mental life of a person, ensuring the unity and integrity of the human personality. The totality of skills to memorize, store and reproduce various kinds of information, we will further call the intellectual ability to memorize.

Memory as a mental process is divided into separate types in accordance with three main criteria:

according to the nature of the mental activity that prevails in the activity, memory is divided into motor, figurative and verbal-logical;

by the nature of the goals of the activity - into involuntary and arbitrary;

by the duration of consolidation and preservation (in connection with its role and place in activity) - into short-term, long-term and operational.

According to the definition of intellectual skills, by the formation of the ability to memorize we mean the development of arbitrary figurative or verbal-logical memory, which must be long-term or operational.

Figurative memory is a memory for representations, pictures of nature and life, as well as for sounds, signs, tastes. For enhanced teaching of geometry (and many other sciences), it is especially important for students to develop a memory for representations.

are embodied in a different language form, then their reproduction can be oriented towards the transfer of either only the main meaning of the material, or its literal verbal design.

The ability to memorize verbal-logical forms is a specifically human skill, in contrast to the ability to memorize images, which in their simplest versions can also be formed in animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. The ability to memorize verbal and logical forms belongs to the leading intellectual skills necessary for the assimilation of knowledge by students in the learning process.

Memorization and reproduction, in which there is a special purpose to remember or recall something, is called arbitrary memory. It is possible to talk about the formation of the ability to memorize only when the development of arbitrary memory occurs.

Long-term memory is characterized by long-term preservation of material after repeated repetition and reproduction. The concept of "working memory" denotes mnemonic processes that serve directly human actions and operations. When a person performs any action, for example, arithmetic, he performs it in parts, in pieces. At the same time, a person keeps “in his mind” some intermediate results until he deals with them. As you move towards the final result, a specific “waste” material may be forgotten. A similar phenomenon is observed when reading, cheating, in general, when performing any more or less complex action. Pieces of material that a person operates on can be different (the process of reading in a child begins with the folding of individual letters). The volume of these pieces, the so-called operational units

memory, significantly affects the success of a particular activity.

In addition to the types of memory, its main processes are also distinguished. At the same time, it is precisely the various functions performed by memory in life and activity that are considered as the basis. Memory processes include memorization (reinforcement), reproduction (actualization, renewal) and preservation of material. Let us briefly describe the relevant skills.

The ability to memorize (in the narrow sense, as part of the general educational and intellectual ability to memorize) can be defined as the ability to consolidate new knowledge by linking it with previously acquired knowledge.

The ability to reproduce information is the ability to update previously fixed knowledge by extracting it from long-term memory and transferring it to operational memory.

Already in adolescence, memory should become an object not only of education, but also of self-education. Self-education of memory achieves significant success when it is based on knowledge of the patterns of its formation. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

5. The ability to have intuition.

Intuition (lat. intuitio- contemplation, vision, gazing) - a term that means the same as direct contemplation, knowledge gained in the course of the practical and spiritual development of an object, visual representation. Although intuition differs from the ability to think discursively (that is, logically deduce one concept from another), it is not opposed to it. The contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge can only be achieved with

through reason and intellectual intuition. By the latter, Descartes understands the highest form of knowledge, when the truth of one or another position, idea becomes clear to the mind directly, without the help of reasoning, evidence (for example, if two quantities are equal to the third, then they are equal to each other).

Scientific knowledge is not reduced to one logical, conceptual thinking; sensual and intellectual intuition plays an important role in science. Whatever way this or that position is obtained, its reliability is proved by practical verification. For example, the truth of many axioms of mathematics and the rules of logic are intuitively seen not because of their innate nature, but because, having been verified in practice, billions of times, they have acquired for a person the “strength of prejudice”.

6. The ability to exercise self-control in learning.

It is known that without current and final control it is impossible to objectively assess the real effectiveness of educational work. Without checking the degree of assimilation of the material, the accuracy of the problem being solved, the literacy of writing an essay, without developing the habit of always checking your actions, it is impossible to guarantee their correctness.

Meanwhile, the study of the degree of development of the skill of self-control in students shows that it is formed, as a rule, weakly. Students do not always work correctly with the control questions of the textbook, with the answers in the problem books.

The experience of teachers in the city of Moscow and St. Petersburg shows that it is useful to use special techniques to develop students' self-control skills. Firstly, it is necessary to advise schoolchildren during home preparation to check the degree of assimilation of educational material by drawing up a plan of what they have read and retelling its main thoughts in their own words.

The next important means of developing self-control is to teach schoolchildren to systematically answer textbook control questions, as well as additional control questions that require reflection on the text. In the middle and high grades, students are asked to compose control questions for the text themselves if they are not in the textbook. In this case, self-control over the ability to single out the main, essential is simultaneously carried out. A particularly valuable method of self-control is checking the correctness of the written assignments. To do this, methods specific to each subject are used. For example, in mathematics, an approximate estimation of the correctness of the solution of a problem is made; the life reality of the results is assessed; the accuracy of calculations is checked by inverse actions (multiplication by division, addition by subtraction, and so on).

A notable feature of the experience of modern teachers is the involvement of schoolchildren in the mutual verification of essays and independent work. With the introduction of codoscopes into school practice, such a form of work on errors has also expanded significantly, such as comparing your solution with a sample that is shown on the screen.

The combination of the methods of work described above invariably ensures the development of the ability to exercise self-control in learning.

7. The ability to independently perform exercises, solve problematic and cognitive tasks.

Modern pedagogy proceeds from the fact that the student should be not only an object of learning, passively perceiving the educational information of the teacher. He is called upon to simultaneously be an active subject of it, independently owning knowledge and solving cognitive problems. To do this, he needs to develop not only skills

careful perception of educational information, but also the independence of learning, the ability to perform training exercises, conduct experiments, and also solve problematic problems.

A valuable means of developing the skills of independent solution of educational problems are tasks for students to find the scope of the studied issues in the surrounding reality and, on this basis, to compose new problems in physics, mathematics and other subjects. The students really like the independent compilation of problems, especially if the teacher then organizes their collective discussion, as well as the solution of the best of them.

The most valuable means of developing independent thinking is problem-based learning. In problem-based learning, students make assumptions, look for arguments to prove them, independently formulate some conclusions and generalizations, which are already new elements of knowledge on the relevant topic. Therefore, problem-based learning not only develops independence, but also forms some skills in teaching and research activities.

8. Ability to think.

The most important of all intellectual skills - the ability to think - we will consider in a little more detail. Academician A.V. Pogorelov noted that “…very few of those graduating from school will be mathematicians. However, it is unlikely that there will be at least one who does not have to reason, analyze, prove. Successful mastery of the fundamentals of science and tools of labor is not possible without the formation of a culture of thinking. Even T.A. Addison said that the main task of civilization is to teach a person to think.

Cognitive activity begins with sensations and perceptions, and then there may be a transition to thinking. However, any, even the most developed thinking always retains a connection with sensory cognition, i.e. with

sensations, perceptions and ideas. Thought activity receives all its material from only one source - from sensory cognition.

Through sensations and perceptions, thinking is directly connected with the external world and is its reflection. The correctness (adequacy) of this reflection is continuously checked in the course of practice. Since within the framework of only sensory cognition (with the help of the ability to feel and perceive) it is impossible to fully dissect such a general, summary, direct effect of the interaction of the subject with the object being cognized, then the formation of the ability to think is necessary. With the help of this intellectual skill, further, deeper knowledge of the external world is carried out. As a result, it is possible to dismember, unravel the most complex interdependencies between objects, events, and phenomena.

In the process of thinking, using the data of sensations, perceptions and ideas, a person at the same time goes beyond the limits of sensory cognition, i.e., begins to cognize such phenomena of the external world, their properties and relations, which are not directly given at all in perceptions and therefore are not directly at all observable.

For the mental activity of a person, its relationship is essential not only with sensory cognition, but also with language, with speech. Only with the advent of speech does it become possible to abstract one or another of its properties from the cognizable object and fix, fix the idea or concept of it in a special word. Human thinking - in what forms it was not carried out - is not possible without language. Every thought arises and develops inextricably linked with speech. The deeper and more thoroughly this or that thought is thought out, the more clearly and clearly it is expressed in words, in oral or written speech. Conversely, the more

the verbal formulation of a thought is improved, honed, the clearer and clearer this thought itself becomes.

Special observations in the course of psychological and pedagogical experiments showed that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning aloud. When the solvers begin specifically and more and more clearly to formulate, pronounce one after another the main reasoning (even if it is clearly erroneous at the beginning), then such thinking aloud usually facilitates the solution of problems.

Such a formulation, consolidation, fixation of a thought in words means reading a thought, helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, a detailed, consistent, systematic reasoning becomes possible, i.e. a clear and correct comparison with each other of all the main thoughts that arise in the process of thinking. Thus, in the word, in the formulation of thought, the most important necessary prerequisites for the formation of the ability to think discursively are contained. Discursive thinking is reasoning thinking, logically divided and conscious. Thought is firmly fixed in speech formulation - oral or even written. Therefore, there is always the possibility, if necessary, to return to this thought again, to think it over even more deeply, to check it and, in the course of reasoning, to correlate it with other thoughts.

The formulation of thoughts in the speech process is the most important condition for their formation. The so-called inner speech can also play an important role in this process: when solving a problem, a person solves not out loud, but silently, as if talking only to himself. Thus, the formation

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal shell.

Cognition presupposes the continuity of all knowledge acquired in the course of human history. Fixation of all the main results of cognition is carried out with the help of language - in books, magazines, etc. In all this, the social nature of human thinking emerges. The intellectual development of a person is necessarily accomplished in the process of assimilation of knowledge developed by mankind in the course of socio-historical development. The process of human cognition of the world is conditioned by the historical development of scientific knowledge, the results of which each person masters in the course of training.

During the entire period of schooling, a ready-made, established, well-known system of knowledge, concepts, etc., discovered and developed by mankind in the course of all previous history, appears before the child. But what is known to humanity and is not new to it, inevitably turns out to be unknown and new for every child. Therefore, the assimilation of all the historically accumulated wealth of knowledge requires great efforts of thinking, serious creative work from the child, although he masters a ready-made system of concepts, and masters it under the guidance of adults. Consequently, the fact that children learn knowledge already known to mankind and do it with the help of adults does not exclude, but, on the contrary, suggests the need to develop the ability to think independently in children themselves. Otherwise, the assimilation of knowledge will be purely formal, superficial, thoughtless, mechanical. Thus, the ability to think is a necessary basis both for the assimilation of knowledge (for example, by children) and for the acquisition of completely new knowledge (primarily by scientists) in the course of the historical development of mankind.

The ability to think involves the ability to use logical forms - concepts, judgments and conclusions. Concepts are a thought that reflects the general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form. Judgments are a reflection of the connections between objects and phenomena of reality or between their properties and features. Judgments are formed in two main ways:

directly, when they express what is perceived;

indirectly - through inference or reasoning.

In the inferential, reasoning (and, in particular, predictive) work of thinking, its mediated character is most clearly manifested. An inference is such a connection between thoughts (concepts, judgments), as a result of which we obtain another judgment from one or more judgments, extracting it from the content of the original judgments. All logical forms are absolutely necessary for the normal course of mental activity. Thanks to them, any thinking becomes conclusive, convincing, consistent and, therefore, correctly reflects objective reality.

The process of thinking is, first of all, analysis, synthesis, comparison and generalization. So, the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to single out certain aspects, elements, properties, connections, relationships, etc. in an object; to break down a cognizable object into various components. The ability to synthesize is the ability to combine the components of the whole identified by analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize creates the basis for the formation of the ability to compare different objects. The ability to compare

This is the ability to compare objects of knowledge in order to find similarities and differences between them. Comparison leads to generalization. In the course of generalization in the compared objects - as a result of their analysis - something in common is singled out. These common properties for various objects are of two types:

common as similar features,

common as essential features.

Common essential features are identified during and as a result of in-depth analysis and synthesis.

Patterns of analysis, synthesis, comparison and generalization are the main, internal, specific patterns of thinking. On their basis, only all external manifestations of mental activity can be explained. Thus, a teacher often observes that a student who has solved a given problem or mastered a certain theorem cannot carry out the transfer, i.e. use this solution in other conditions, cannot apply the theorem to solve problems of the same type, if their content, drawing, etc. somewhat modified. For example, a student who has just proved the theorem on the sum of the interior angles of a triangle in a drawing with an acute triangle often fails to carry out the same reasoning if the already familiar drawing is rotated by 90° or if the student is given a drawing with an obtuse triangle. This situation indicates the insufficient formation of the skills to analyze, synthesize and generalize. Variation of the conditions of the task helps the student to analyze the task proposed to him, single out the most significant components in it and generalize them. As he singles out and generalizes the essential conditions of different problems, he transfers the solution from one problem to another, which is essentially similar to the first one. So behind the external dependence "variation of conditions - transfer of the decision" is the internal dependence "analysis - generalization".

Thinking is purposeful. The need to apply the ability to think arises first of all when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear before a person. By its very nature, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are not sufficient (although necessary) to achieve them. Such situations are called problematic.

The ability to think is the ability to seek and discover something new. In those cases where old skills can be dispensed with, a problematic situation does not arise and therefore the ability to think is simply not required. For example, a student of the second grade does not make him think of a question like: "How much will be 2x2?". The need to apply the ability to think also disappears in those cases when the student has mastered a new way of solving certain problems or examples, but is forced to solve these same types of tasks and examples that have already become known to him again and again. Consequently, not every situation in life is problematic; provoking thought.

Thinking and problem solving are closely related to each other. But the ability to think cannot be reduced to the ability to solve problems. The solution of the problem is carried out only with the help of the ability to think, and not otherwise. But the ability to think is manifested not only in solving already set, formulated tasks (for example, school type). It is also necessary for the very setting of tasks, for identifying and understanding new problems. Often, finding and posing a problem requires even more intellectual effort than its subsequent resolution. The ability to think is also necessary for the assimilation of knowledge, for understanding the text in the process of reading, and in many other cases that are not at all identical to solving problems.

Although the ability to think is not limited to the ability to solve problems, it is best to form it in the course of solving problems, when the student comes across problems and questions that are feasible for him and formulates them.

Psychologists and educators come to the conclusion that it is not necessary to remove all difficulties from the path of the student. Only in the course of overcoming them will he be able to form his intellectual skills. Help and guidance on the part of the teacher is not to eliminate these difficulties, but to prepare students to overcome them.

In psychology, the following simple and somewhat conditional classification of types of thinking is common: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think visually.

And in the historical development of mankind, and in the process of development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age, the ability to think visually is mainly formed. In all cases, the child must clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet master concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - at first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. Mastering concepts in the course of mastering the basics of various sciences by schoolchildren - mathematics, physics, history - is of great importance in the intellectual development of children. The formation of the ability to think abstractly in schoolchildren in the course of mastering concepts does not mean at all that there is no need to develop the ability to

think visually. On the contrary, this primary form of the ability to think still continues to improve. Not only in children, but also in adults, all types and forms of mental activity are constantly developing - to one degree or another.

The individual features of the ability to think include such qualities as independence, flexibility, speed of thought. The ability to think independently manifests itself primarily in the ability to see and pose a new problem and then solve it on your own. The flexibility of thinking lies in the ability to change the initial plan for solving a problem if it does not satisfy the conditions of the problem, which are gradually isolated in the course of its solution and which could not be taken into account from the very beginning.

The most important sign of the formation of the ability to think is the formation of the ability to highlight the essential, independently come to new generalizations. When a person thinks, he is not limited to stating this or that fact or event, even if it is bright, new, interesting and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

Pupils not only of the senior, but also of the junior grades are quite capable, on the basis of the material available to them, to isolate the essential in phenomena and individual facts and, as a result, come to new generalizations. A long-term psychological-pedagogical experiment by V.V. the last time. The thinking of schoolchildren undoubtedly still has very large and insufficiently used reserves and possibilities. One of the main tasks

psychology and pedagogy - to fully reveal all the reserves and, on their basis, make learning more effective and creative.

The main types of tasks, the inclusion of which in the system of work of a teacher with students will contribute to the formation of their intellectual skills, are primarily research assignments (observations, preparation of an experiment, search for an answer in the scientific literature, etc.), which contribute to the development of inquisitiveness, independence, and inductive thinking. There are a number of tasks aimed at developing creative thinking, among which the most common are: writing essays, compiling your own tasks, “tricky” tasks, where you have to guess about any condition contained in an implicit form, tasks for designing instruments or fixtures and etc.

Very important assignments to establish cause-and-effect relationships , contributing to the development of logical thinking, widely based on analysis, generalizations.

The development of analytical and synthetic activities is facilitated by tasks requiring a choice of solution (economical, more precise or exhaustive) from among those proposed. (Finding a shorter solution to a mathematical problem).

An important role in the development of logical and generalizing thinking is played by tasks for comparison , starting with the simplest - "stronger than ..." - and ending with comparisons that reveal the similarity or difference of concepts, complex phenomena.

Along with tasks that provide comparison, selection and search for the most rational solution, legitimate tasks aimed at streamlining mental actions , accustoming students to perform them in a strict sequence, the observance of which ensures that the correct results are obtained, i.e. use

algorithms or their independent compilation. Elements of algorithmic thinking are formed in the study of Russian and foreign languages, mathematics, physics, chemistry.

Some difficulties arise in the development work guesswork and intuition . In mathematics, this is bringing students to “insight”, which occurs when, on the basis of an analysis of the conditions and enumeration of possible solutions, the entire path of the solution becomes clear to the student and the actual computational work is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and generalization features to highlight the phenomenon in a particular class or species. Among them: summing up the task under an already known type, selecting a generalizing concept for a group of words or selecting a generic concept for a generalizing concept, finding commonality in a group of concepts and assigning a concept that is suitable for this common feature to them.

The process of any, including school education, must satisfy two important human needs. One of them is the desire for knowledge of the world, for the acquisition of knowledge, the other is the desire for the formation of one's own individuality, for one's intellectual development, for a deeper knowledge of the world and a more complete use of one's own forces.

The development of mental abilities and independence of thinking underlies mental activity. Independence of thinking cannot be obtained by one-sided study of ready-made information. Therefore, methods of study that address reproductive thinking, attention and memory are not enough. Along with them, methods are needed that encourage students to direct knowledge of reality, to independently resolve theoretical problems. This is problem-based learning.

Chapter 2

schoolchildren in the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

For a number of years, the system of teaching the Russian language in the primary grades of G. A. Bakulina has been gaining more and more recognition among teachers. It is aimed at improving the quality of oral and written speech of children, ensures the active involvement of schoolchildren in the formulation, formulation and solution of educational problems.

This system provides for such an implementation of the educational process, in which at each structural stage of the Russian language lesson in the course of studying the linguistic material and on its basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

This is achieved by making certain changes in the content and organization of the learning process compared to the traditional system.

The content is changed by:

Introduction of additional vocabulary during vocabulary and orthographic work, consolidation, repetition and generalization of what has been studied;

Increasing the scale of the use of proverbs, sayings, phraseological units at different stages of the lessons;

Expansion of the scope of work with concepts and terms;

Inclusion in the content of the lessons of various types of texts of an educational and cognitive nature.

The updated content of education helps to expand the horizons of students, deepens knowledge about the world around them, favors the development of the child as a person, activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of the intellectual abilities of students.

For the purpose of practical substantiation of the conclusions, work was carried out to test the working hypothesis.

The pedagogical experiment consists of three stages:

stating

Formative

controlling

The purpose of the first stage of the work was to test the readiness of students to solve research tasks and exercises.

To determine the level of formation of intellectual abilities, it is necessary to know the attitude of each child to the lessons of the Russian language. A questionnaire was proposed to determine the attitude of schoolchildren to the subject.

No. p.p.

Creative tasks differ in their didactic purpose, the degree of independence of students, and the level of creativity. The most important didactic goal of creative tasks is to develop in schoolchildren the ability to successfully navigate life, quickly and correctly solve life problems, and the ability to apply acquired knowledge and skills. Tasks are different in terms of complexity, interesting in content, aimed at exploring the various qualities of creative thinking.

All this contributed to the identification of the intellectual abilities of students.

The test consisted of 7 tasks. Time was limited - 40 minutes. The assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Level of intellectual abilities

At the second stage, such exercises were selected and compiled, in the course of which students develop verbal-logical thinking, attention, memory, and intellectual abilities. From lesson to lesson, the tasks become more difficult.

mobilization phase.

The purpose of the mobilizing stage is to include the child in the work. Its content includes groups of exercises that involve various operations with letters. Letter material is used in the form of a graphic representation of letters on special cards that schoolchildren can rearrange, interchange on a typesetting canvas, that is, carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the types of thinking of the child: visual - effective, visual - figurative, verbal - figurative, verbal - logical. At the same time as thinking, attention, memory, intelligence, observation, and speech ability develop.

What two permutations of cards with letters must be done in the bottom row so that the letters at the top and bottom are in the same order?

What four permutations of cards with letters should be done in the bottom row so that the letters in both rows are in the same sequence?

What letter can be added to the letters W, W, H? (SCH)

The specifics of holding a minute of calligraphy

At the minute of calligraphy, two phases are distinguished: preparatory and executive. The preparatory phase, in turn, consists of two parts:

definition and formulation by students of the theme of a minute of calligraphy;

children's formulation of a plan for upcoming actions for writing letters and their elements.

In the first part of the preparatory phase, students, using specially designed techniques, independently determine the letter (s) intended for writing. For example, the teacher gives the task: “Look carefully at this image and tell me what letter are we going to write today? Is it more common than others? How many times? What letter is this?

a p r n

g r

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (letters) and give a complete reasonable answer, at the same time formulating the topic of a minute of calligraphy: “Today we

let's write a letter R. She is depicted more often than others, or rather, 5 times. For the second part of the preparatory phase, the teacher writes on

on the board a chain of letters, compiled according to a new principle for each lesson, and offers the children the next task

For example: “Determine the order of writing letters in this row:

Rra Rrb Rrv Rrg Rr…”

Students explain aloud the writing system: “Capital P, lowercase p, alternate with letters in alphabetical order.”

At the executive phase, children write down the started series of letters in a notebook, independently continuing it to the end of the line.

Thus, in a minute of calligraphy, students not only improve their graphic skills, but also develop thinking, attention, intelligence, observation, speech and analytical and synthetic abilities.

Features of conducting vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop the creative abilities of children, students determine the word that they will get to know.

Each technique has its own specific use and carries a certain load.

First reception- search related to work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word you will learn today is hidden in a chain of letters. Carefully consider the chain, find the syllables in it in the following order: SG, SGS, SGS

(C- consonant, G- vowel)

Putting them together in the specified sequence, you will know the word.

KLMNSTTKAVGDSCHSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

From lesson to lesson, tasks and their principle of compilation change. Familiarization with the lexical meaning of the word being studied is carried out by a partial search method, during which children make up definitions, find generic concepts and essential features of an object designated by a new word. This type of work contributes to a more solid mastery of the spelling of the word.

2. "Mentally remove the letters denoting voiceless consonants in this figure, and you will recognize the word that we will meet in the lesson."

P F B K T X E W S R H Y W Z Ts A (Birch)

3. "Mentally cross out unpaired consonants for hardness - softness, and you will learn a new word that we will learn in the lesson."

AND O W G C H O R SCH O Y D(Garden)

Second reception- consists in the use of various ciphers and codes with specific instructions from the teacher to determine a new word.

4. Look carefully at this cipher:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L W T

and the key to it: 2 - 1, 1 - 4, 2 -5, 1 - 4, 1 - 2, 1 - 1

Having solved the key of this cipher, you will learn the word that we will get acquainted with in the lesson.

P ***

Systematic work with symbols, codes, ciphers allows you to form abstract thinking.

The specifics of learning new material.

In elementary grades, a partial search method is used to study new educational material. The clearly formulated questions of the teacher alternate with the answers of the students in such a way that at the end of the reasoning-search, the students independently come to the necessary conclusion.

In the upper grades of elementary school, the use of the problematic method is quite justified and effective. It involves the teacher creating a problem situation, studying it by students and formulating a conclusion.

Creating a problem situation involves several levels: high, medium, low.

A problematic task (situation) at a high level does not contain hints, at an average level - 1-2 hints. At a low level, the role of prompts is played by questions and tasks, by answering which students come to the desired conclusion.

For example, when studying the topic: “A soft sign at the end of nouns after hissing”, three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, silence, hut, rye, knife.

Average level.

Read the columns of words carefully. Explain the principle of their grouping. Formulate a rule for writing them.

daughter doctor

quiet hut

rye knife

Low level.

Read carefully the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech are all written words?

Determine the gender of first and second nouns

columns?

What consonants are at the end of the nouns in both columns?

At the end of which nouns and in what case is a soft sign written?

Participation in the search requires children to have maximum concentration, intense mental activity, the ability to correctly express their thoughts, activate the cognitive process, ensure fluency in analytical and synthetic actions, and teach logic in reasoning.

Consolidation of the studied material.

When consolidating the studied material, it is possible to purposefully form certain intellectual qualities and skills of students through a special selection of exercises. Each type of tasks is aimed at improving intellectual qualities.

Job example:

Read the sentence, give it a description: spread this sentence, adding one word to it at each repetition and repeating all previously spoken words.

Fog descended on the city.

A white mist descended on the city.

A white mist slowly descended on the city.

White fog slowly descended on our city.

Thus, the intellectual development of younger schoolchildren in the process of teaching the Russian language occurs by enriching its content and improving the methods of practical activity of students in the classroom.

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Kulagina I.Yu. Developmental psychology: Full life cycle of human development. - M .: TI Sfkra, with the participation of "Yurait", 2002. 269p.

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APPENDIX

1. Determine the pattern, continue the series:Aab Aav Aag _______________________________________________________________

2. Look carefully at a series of letters, find a dictionary word. V J M O G U R E Z U P N O E ________________

3. Write pairs of words. Sample: poplar - tree. pike tableware plate bird lily of the valley berry thrush fish raspberry flower ________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: checked, checked, check. Insert the missing letters. Underline the spellings. Sample: oak, oaks - oak.

1) du..ok, du..ki, du..; _______________________________2) zu..ki, zu.., zu..ok; _______________________________3) ring.., ring..ki, ring..ok; _______________________________4) side .., side ..it, side ..ka; ________________________________

5. Compose and write down two vocabulary words m r x sh z o o o o _______________ _______________

6. Read. Replace the question mark with the correct number. forest forest ladder 1 2 ?

8B . Unscramble the word and write it down.BUT

R

B BUT

BUT

H

___________________

The attitude of younger students to the subject.

No. p.p.

This table shows that the Russian language is in last place.

The development of the intellect of younger students

graduate work

1.2 Features of intellectual development in primary school age

Pupils of primary school age are characterized by certain levels of such intellectual abilities as memory, perception, imagination, thinking and speech, attention, in addition, these abilities are divided into different levels (R.S. Nemov, S.A. Rubinshtein) - educational and creative. There are also general intellectual abilities and special abilities.

General intellectual abilities are the abilities that are necessary to perform not just one, but many types of activities; these abilities meet the requirements that are imposed not by one, but by a whole series, a wide range of relatively related activities. General intellectual abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, focused attention, perception, memory, imagination, thinking and speech, attention. Consider each type of intellectual ability in more detail.

Perception is characterized by involuntariness, although elements of arbitrary perception are found already in preschool age. Children come to school with sufficiently developed perception processes: they have high visual acuity and hearing, they are well oriented to many shapes and colors. But first-graders still lack a systematic analysis of the perceived properties and qualities of objects themselves. When looking at a picture, reading a text, they often jump from one to another, missing essential details. This is easy to notice in the lessons of drawing an object from life: drawings are distinguished by a rare variety of shapes and colors, sometimes significantly different from the original.

The perception of a younger student is determined, first of all, by the characteristics of the object itself, therefore, children perceive not the most important, essential, but what stands out clearly from the background of other objects (color, size, shape, etc.). The process of perception is often limited only to recognition and subsequent naming of an object.

Perception in grades I-II is characterized by weak differentiation: often children confuse similar and close, but not identical objects and their properties, and among frequent errors there are omissions of letters and words in sentences, substitutions of letters in words and other literal distortions of words. But by the third grade, children learn the "technique" of perception: comparing similar objects, highlighting the main, essential. Perception turns into a purposeful, controlled process, becomes dissected.

Speaking about certain types of perception, it should be noted that in primary school age, the orientation towards sensory standards of form, color, and time increases. Thus, it was found that children approach form and color as separate features of an object and never oppose them. In some cases, to characterize the object, they take the form, in others - the color.

But in general, the perception of colors and shapes becomes more accurate and differentiated. The perception of form is better given in planar figures, and in naming three-dimensional figures (ball, cone, cylinder) there are long difficulties and attempts to objectify unfamiliar forms through specific familiar objects (cylinder = glass, cone = lid, etc.). Children often do not recognize a shape if it is placed in an unusual way (for example, a square with the corner down). This is due to the fact that the child grasps the general appearance of the sign, but not its elements, therefore, at this age, tasks for dismemberment and construction (pentamino, geometric mosaic, etc.) are very useful.

In the perception of the plot picture, there is a tendency to interpret, interpret the plot, although a simple enumeration of the depicted objects or their description is not excluded.

In general, the development of perception is characterized by an increase in arbitrariness. And where the teacher teaches observation, focuses on different properties of objects, children are better oriented both in reality in general and in the educational material in particular.

The memory of a junior schoolchild is a primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. A younger student remembers more easily what is bright, unusual, what makes an emotional impression. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization.

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

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. In elementary grades, other methods are also used to facilitate memorization, comparison and correlation.

It should also be noted that without special training, a younger student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

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

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed.

In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, the knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Imagination in its development goes through two stages. In the first, the recreated images very approximately characterize the object, are poor in details, inactive - this is a recreating (reproductive) imagination. The second stage is characterized by a significant processing of figurative material and the creation of new images - this is a productive imagination. In the first grade, the imagination relies on specific objects, but with age, the word comes first, giving room for fantasy.

The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge. With age, the realism of children's imagination increases. This is due to the accumulation of knowledge and the development of critical thinking.

The imagination of a junior schoolchild at first is characterized by a slight processing of existing ideas. In the future, creative processing of ideas appears.

A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination. In the same way, when reading and telling a child, he relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.

As a result of the constant work of the teacher, the development of the imagination begins to go in the following directions.

1. At first, the image of the imagination is vague, unclear, then it becomes more accurate and definite.

2. At first, only a few signs are reflected in the image, but by the second or third classes there are much more, and significant ones.

3. The processing of images, accumulated ideas in grade I is insignificant, but by grade III the student acquires much more knowledge and the image becomes more generalized and brighter. Children can change the storyline of the story, introduce a convention, understanding its essence.

4. At first, any image of the imagination requires reliance on a specific subject (when reading and telling, for example, reliance on a picture), and then reliance on a word develops. It is this that allows the student to create a mentally new image (children write essays based on the teacher's story, according to what they read in the book).

In the process of learning, with the general development of the ability to control one's mental activity, the imagination also becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before them.

Thinking, as it were, unites all cognitive processes, ensures their development, promotes their participation at each stage of the mental act. And the cognitive processes themselves, in necessary cases, acquire a structure similar to an intellectual act. Tasks for attention, memorization, reproduction are essentially transformed intellectual tasks solved by means of thinking.

The thinking of a child of primary school age moves from visual-figurative to verbal-logical, conceptual thinking. This imparts a dual character to mental activity: concrete thinking, which is connected with reality and direct observation, begins to obey logical principles, but at the same time, abstract, formal logical conclusions are not yet available to a child of this age. Therefore, a child of this age develops various types of thinking that contribute to success in mastering the educational material.

The gradual formation of an internal plan of action leads to significant changes in all intellectual processes. At first, children tend to make generalizations based on external, usually unimportant, features. But in the learning process, the teacher fixes their attention on connections, relationships, on what is not directly perceived, so students move to a higher level of generalizations, they are able to assimilate scientific concepts without relying on visual material.

In elementary school, all cognitive processes develop, but D.B. Elkonin, like L.S. Vygotsky believes that changes in perception and memory are derived from thinking. It is thinking that becomes the center of development during this period. Because of this, the development of perception and memory follows the path of intellectualization. Students use mental actions in solving problems of perception, memorization and reproduction. "Thanks to the transition of thinking to a new, higher level, a restructuring of all other mental processes takes place, memory becomes thinking, and perception becomes thinking. The transition of thinking processes to a new level and the associated restructuring of all other processes constitute the main content of mental development in primary school age " .

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

For the first, several stages of assimilation are distinguished:

1) highlighting the functional features of objects, i.e. associated with their purpose (cow - milk);

2) enumeration of known properties without highlighting essential and non-essential (cucumber is a fruit, grows in a garden, green, tasty, with seeds, etc.);

3) highlighting common, essential features in a class of single objects (fruits, trees, animals).

For the latter, several stages of development are also distinguished:

1) consideration of specific individual cases of the expression of these concepts (one more than the other);

2) a generalization relating to known, encountered cases and not extended to new cases;

3) a broad generalization applicable to any cases.

The predominant type of attention at the beginning of learning is involuntary attention, the physiological basis of which is the orienting reflex of the Pavlovian type - "what is it?". The child is not yet able to control his attention; the reaction to the new, the unusual is so strong that he is distracted, being at the mercy of direct impressions. Even when focusing attention, younger students often do not notice the main and essential, being distracted by individual, catchy, noticeable signs in things and phenomena. In addition, the attention of children is closely connected with thinking, and therefore it can be difficult for them to focus on obscure, incomprehensible, meaningless material.

But such a picture in the development of attention does not remain unchanged; in grades I-III, a stormy process of the formation of arbitrariness in general and voluntary attention in particular takes place. This is due to the general intellectual development of the child, with the formation of cognitive interests and the development of the ability to work purposefully.

The self-organization of the child is a consequence of the organization, initially created and directed by adults, by the teacher. The general direction in the development of voluntary attention consists in the child's transition from achieving a goal set by an adult to setting and achieving his own goals.

But the voluntary attention of the younger schoolchild is still unstable, since he does not yet have internal means of self-regulation. This instability is found in the weakness of the ability to distribute attention, in easy distractibility and satiety, fatigue, difficulty switching attention from one object to another. On average, a child is able to hold attention within 15-20 minutes, so teachers resort to various types of educational work in order to neutralize the listed features of children's attention. In addition, psychologists have found that in grades I-II, attention is more stable when performing external actions and less stable when performing mental actions.

This feature is also used in pedagogical practice, alternating mental activities with material and practical ones (drawing, modeling, singing, physical education). It was also found that children are more likely to be distracted if they perform simple but monotonous activities than when solving complex tasks that require the use of different ways and methods of work.

The development of attention is also associated with the expansion of its volume, the ability to distribute it. Therefore, in the lower grades, tasks with pairwise control turn out to be very effective: by controlling the work of a neighbor, the child becomes more attentive to his own. N. F. Dobrynin found that the attention of younger schoolchildren is sufficiently concentrated and stable when they are fully occupied with work, when work requires maximum mental and motor activity, when emotions and interests are captured by it.

Speech is one of the most important mental processes of a junior schoolchild, and mastery of speech occurs in the lessons of the native language along the lines of its sound-rhythmic, intonation side; along the line of mastering the grammatical structure and vocabulary, increasing the vocabulary and understanding one's own speech processes.

One of the functions of speech that come to the fore is communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct. Often this is speech-repetition, speech-naming, the child may be dominated by compressed, involuntary, reactive (dialogical) speech.

Speech development is the most important aspect of overall mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to carry out self-regulation and self-control of activities.

At primary school age, "a very significant acquisition of the child's speech development is his mastery of written speech, ... which is of great importance for the mental development of the child." This period accounts for active learning in reading (i.e., understanding written speech) and writing (building your own written speech). Learning to read and write, the child learns in a new way - coherently, systematically, thoughtfully - to build his oral speech.

In a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enriching vocabulary, improving the grammatical structure of speech, etc.

Physical activity

The border between the first childhood (preschool period) and the second - the age of 6-7 years - is one of the key, turning points of ontogeny...

Game as a means of developing cognitive processes of younger students

Qualitative changes have taken place in the practice of teaching children of primary school age in recent years. And at this stage, perhaps, there is no other level of education...

Game technologies as a means of developing the cognitive interests of younger students

The younger student is in new conditions for him - he is included in a socially significant educational activity, the results of which are highly or poorly evaluated by close adults. From school performance...

The study of the features of the semantic memory of a younger student

The mnemonic activity of the younger student, as well as his teaching in general, is becoming more and more arbitrary and meaningful. Numerous psychological studies emphasize...

Features of attention of younger schoolchildren with hyperactive behavior

Attention is a mental process that is necessarily present when children learn about the world around them and is usually manifested in the concentration and orientation of the psyche on specific objects. From the flow of information...

Features of the formation of the school team in elementary school

Pedagogical conditions for the development of creative abilities in younger students

student creative creativity heuristic From a psychological point of view, primary school age is a sensitive period for the development of creative abilities. Primary school children are extremely inquisitive...

Project activity as a means of developing the reflexive abilities of younger students

In the context of developmental psychology, ontogenetic aspects of the study of reflection are being developed. Most of the authors L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin and others consider reflection to be a neoplasm of primary school age. A number of authors...

The development of fine motor skills of children of primary school age

Scientists have identified the following pattern: if the development of finger movements corresponds to age, then speech development is within the normal range. If the development of finger movements lags behind, then speech development is also delayed ...

The development of spatial thinking in the process of studying geometric material by younger students

The spatial concept and spatial imagination of the child are prerequisites for the formation of his spatial thinking and are provided by various mental processes ...

Development of creative imagination of younger students in music lessons

Is it possible to teach creativity to everyone? Studies by scientists have shown that everyone, especially if this work was started at primary school age. The process of imagination is manifested in the creation of something new by a person - new images and thoughts ...

The role of working with natural material in labor lessons in the development of imagination in younger students

Primary school age is a period in a child's life from about six to ten years old, when he is in primary school. During this period, teaching is the main activity in which a person is formed ...

Creative exercises as a means of improving the qualities of reading in the lessons of literary reading in elementary school

Reading, according to many scientists, psychologists, teachers, plays a huge role in education, upbringing and in human development. "Reading is the main tool of the elementary school, with which it can act as a mental ...

Theoretical foundations for the development of attention in children with OHP at primary school age

Levina R.E. believed that one of the causes of general underdevelopment of speech is a violation of attention. Lack of attention negatively affects the processes of perception ...

Aesthetic education of younger students

It is very difficult to form aesthetic ideals, artistic taste, when the human personality has already taken shape. Aesthetic development of personality begins in early childhood. For an adult to become spiritually rich...

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

The success of the intellectual development of the student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development, which convincingly proves modern psychology and pedagogy.

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

Creative abilities are realized through mental activity.

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

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

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

Currently, in the theory of textual criticism, approximately the same situation remains as in the 1920s and 1940s. There is still no agreement on what intelligence tests should measure); as before, textual scholars build their diagnostic systems on the basis of conflicting models of intelligence.

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

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between geometric shapes.

fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function of memory and such abilities that are clearly direct consequences of learning (the ability for digital operations, vocabulary) are taken as components of intelligence.

The English psychologist G. Eysenck essentially reduces a person's intellect to the speed of mental processes.

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

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

Spatial ability.

Perception speed.

Ease of handling digital material.

Understanding words.

associative memory.

fluency of speech.

understanding or reasoning.

The leading role in the structure of the intellect is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation; each of the mental processes is organically included in the mental act of the subject.

A qualitative leap in the development of human intellect occurred with the emergence of labor activity and the appearance of speech. Intellectual activity is closely connected with human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not deviate from reality, but more deeply and fully reveals the patterns of the existing.

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

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

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

It is possible to identify typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude to the surrounding world of phenomena. The desire to go beyond the known, the activity of the mind find expression in the constant desire to expand knowledge and creatively apply them for theoretical and practical purposes. The activity of intellectual activity is closely related to observation, the ability to single out in phenomena and facts their essential aspects and interrelations.

A developed intellect is characterized by a systematic approach that provides internal links between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

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

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

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

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

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking are outlined, determined by the levels of analytical and synthetic activity. These levels are based on:

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

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

The point of view of L.V. Zankov. For him, decisive in terms of mental development is the integration into a certain functional system of such modes of action that are characteristic in nature. For example, younger schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can talk about progress in mental development when these diverse ways of mental activity are united into one system, into a single analytical-synthetic activity.

Thus, an important task of modern psychology is to build objective, scientifically based indicator psychological methods that can be used to diagnose the level of mental development of schoolchildren at various age stages.

Development

intellectual abilities and thinking of junior

schoolchildren in the process of learning activities

At the moment, a significant problem is the development of the student as a person. This is due to the fact that the need has increased for those people who can quickly adapt in the educational, and then in the work team, showing independence and initiative in work.

After all, the formation of personality occurs in primary school age. All mental formations that will be formed at this age are basic for the development of the child, and have a significant impact on the further development of a person.

And one of these mental formations is the mental development of students, which largely affects the success of education. Therefore, the school now sets itself the task of not only giving students knowledge in various subjects, but also creating conditions in the learning process that would contribute to their mental development.

After all, the mental abilities of children are different. And the requirements that are imposed on students in schools do not always take into account these opportunities, therefore, there are difficulties in the assimilation and implementation of educational activities by schoolchildren, which in turn leaves an imprint on all aspects of the development of the personality of students: emotional, need-motivational, volitional, characterological . The assimilation of knowledge, first of all, is carried out with the help of such a mental process as thinking. The level of logical thinking of younger students helps them understand the basic laws and connections in the learning process, assimilate specific facts and systematize the knowledge gained in the subject, as well as establish the relationship between the knowledge gained and practice. The child receives all his knowledge in the process of life thanks to thinking. And thus, teaching children, we must first of all understand what is given to the child by nature, and what is acquired by him under the influence of the environment.

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

The younger school age is characterized by intensive intellectual development. During this period, the development of all mental processes and the child's awareness of his own changes that occur in the course of educational activities take place.

Capabilities- these are individual psychological characteristics of a person, which are a condition for the successful implementation of a particular productive activity.

Abilities are closely related to the general orientation of the personality, and to how stable a person's inclinations are to a particular activity.

What does intellectual ability mean?

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

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

Today, the problem of finding means of developing mental abilities associated with the creative activity of younger students, both in a collective and in an individual form of education, is relevant.

The successful development of creative abilities is possible only if certain conditions are created that are conducive to their formation. And those conditions are:

1. Early physical and intellectual development of children.

2. Creating an environment that determines the development of the child.

3. Independent solution by the child of tasks that require maximum stress.

4. Giving the child freedom in choosing activities, alternating tasks, the duration of one activity, etc.

5. Clever friendly help from adults.

6. Comfortable psychological environment, encouragement by adults of the child's desire for creativity.

For the development of creative abilities, the following measures can be proposed aimed at the effective development of the creative abilities of schoolchildren:

1. Introduction to the program of school education of special classes aimed at developing creative abilities.

2. In the classroom, give children tasks of a creative nature.

3. Use of problematic situations in the classroom.

4. The use of special games, tasks that develop the creative abilities of children.

5. Research on various topics.

6. Building a portfolio for kids.

7. Working with parents.

Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of the new cannot be the basis of solid knowledge. Therefore, the task of the teacher is to develop the mental abilities of students, involving them in active work.

But not every activity can develop abilities. This type of activity is a game.

1. Game in the development of cognitive activity.

Game technologies are one of the unique forms of learning that makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also everyday steps in learning the Russian language. The amusement of the conditional world of the game makes the monotonous activity of memorization, repetition, consolidation or assimilation of information positively emotionally colored, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, that is, it brings the necessary variety and interest to the learning process.

The game is a source of development of the child's consciousness, the arbitrariness of his behavior, a special form of relations between a child and an adult.

The play environment creates an environment where children are willing and able to exercise their independence. The game actions of the child, accompanied by a high emotional upsurge, a stable cognitive interest, are the most powerful stimulus for his activity in cognition.

Of great interest to younger students are didactic games. These games make you think, provide the student with the opportunity to test and develop their abilities. They are one of the means of developing intellectual abilities.

What are the goals of using didactic games?

This is, first of all:

a) intellectual development of younger schoolchildren;

b) creation of suitable conditions for the formation of the development of each child as a person, the development of his creative abilities;

in) individual approach to each child and the use of individual teaching aids;

G) emotional and psychological development of younger schoolchildren;

e) deepening of previously acquired knowledge;

e) an increase in the volume of concepts, ideas and information that the student masters.

Didactic games (developing, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate students in observation, reasonableness of judgments, habits of self-examination, teach children to subordinate their actions to the task, to bring the work begun to the end.

Didactic game is very important for the development of intellectual abilities of younger students. Over the course of several years of working in primary school, I have observed that Russian language classes do not always arouse interest among students. Some kids find it boring. And the reluctance to study Russian breeds illiteracy. And I thought about how to arouse interest in classes, improve writing literacy. After reading a lot of literature, analyzing my lessons, I came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select the material that can attract the attention of each student.

Here are just some of the techniques and didactic games that I use in my lessons.

I. "Choose three words"

Purpose: To follow the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics studied or covered.

Seven words are written on 7 cards:

1st set: fish, blizzard, oaks, ants, miracles, streams, mushroom.

2nd set: warehouse, magpie, hail, shooting, detour, gate, rise.

Two take cards in turn, the winner is the one who first has three words with the same spelling.

I fish blizzard miracles

II shooting warehouse forty

II. Postman game

Purpose: To consolidate students' knowledge of selecting a test word, expand vocabulary, develop phonemic hearing.

Progress: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they were invited: garden, park, sea, school, canteen, zoo.

mud-ki flat-ts books-ki bread-ts glue

kali-ka fla-ki oblo-ki pyro-ki martha-ka

redi-ka doo-ki lo-ki sli-ki

carrot-ka-li-ki spicy-ki golu-tsy

Tasks:

Explain spellings by choosing test words.

Make sentences using these words.

The value of these games is that on their material you can also practice reading speed, the syllabic composition of a word, develop spelling vigilance, and much more.

An important role of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children, creates a positive emotional mood during the lesson.

The child is happy to perform any tasks and exercises of the teacher. And the teacher, thus, stimulates the correct speech of the student, both oral and written.

Thus, every child has abilities and talents. Children are naturally curious and eager to learn. And in order for them to be able to show their talents, intelligent guidance is needed on the part of adults, on the part of the teacher. The tasks of the teacher, using a variety of teaching methods, including games, systematically and purposefully develop children's mobility and flexibility of thinking; to teach children to reason, to think, and not to cram, to draw conclusions themselves in order to feel the pleasure of learning.

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Introduction

2.2 Conducting intellectual games in extracurricular activities

2.3 Analysis of the results of experimental work

Conclusion

List of used literature

intellectual game thinking extracurricular

Introduction

The intellectual development of a person acquires particular relevance in the conditions of the current situation of the transition of society to the information stage of development. It is known that in the information society, in contrast to the industrial one, intellect and knowledge are mainly produced and consumed, respectively, and most of the members of society are engaged in the production of an information product. Therefore, in the emerging contours of the information society, education and intellect fall into the category of national wealth, and life in it requires a high intellectual level, information culture, and creative activity from members of the society.

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

Means, intellectual development

Numerous observations of scientists (V.V. Davydov, T.M. Savelyev, O.I. Tirinova), studies of psychologists have convincingly shown that a child who has not learned to learn, who has not mastered the methods of mental activity in the primary grades of the school, in the middle usually goes into category of underachievers. One of the important directions in solving this problem is the creation in the primary grades of conditions that ensure the full-fledged mental development of children, associated with the formation of stable cognitive interests, skills and abilities of mental activity, qualities of the mind, creative initiative and independence in search of ways to solve problems.

Currently, much attention is paid to preparing the younger generation for creative activity in all spheres of society. In this regard, the role of the school in the education of active, enterprising, creatively thinking and spiritually rich citizens of the country is increasing. Psychologists have established that the properties of the human psyche, the foundations of the intellect and the entire spiritual sphere arise and form mainly in preschool and primary school age, although the results of development are usually discovered later. Psychologist L.S. Vygotsky noted the intensive development of intelligence in primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory.

A significant contribution to the disclosure of the problem of intellectual development was made by N.A. Menchinskaya, P.A. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. A.M. Matyushkin, I.S. Yakimanskaya and others.

Given the relevance, social and practical significance of the problem of intellectual development, we have chosen the research topic "Intellectual development of younger students in extracurricular activities."

Target: Consideration of the most effective methods of intellectual development of younger students in extracurricular activities.

Tasks:

1. Analyze the psychological and pedagogical literature on the research problem.

2. To reveal the essence of the concept of "intelligence" and determine the factors of intellectual development.

3. Diagnose the students of the experimental class

4. Develop a series of intellectual games and test their effectiveness in extracurricular activities.

Object of study- intellectual development of younger students.

Subject is the intellectual development of younger students in extracurricular activities.

Research methods: analysis of psychological and pedagogical literature, observations, tests, diagnostic methods, pedagogical experiment.

I conducted research on intellectual qualities at primary school age at the State Educational Institution "Belodubrovskaya Secondary School" among children from 7 to 8 years old.

The experiment took place in natural conditions.

Chapter 1. Theoretical Foundations of the Intellectual Development of Primary School Students

1.1 The essence of the concept of "intelligence". Factors of intellectual development

The problem of the intellectual development of students in the conditions of the modern school is becoming dominant. Attention to this problem is dictated by the conditions of modern life.

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

Orientation to a person with a high level of formation of various qualities of intelligence encourages the teacher to constantly search for ways to update the educational process, as well as to identify and create the psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

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

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

The younger school age is characterized by intensive intellectual development. During this period, the development of all mental processes and the child's awareness of his own changes that occur in the course of educational activities take place.

In different psychological and pedagogical sources, the concept of "intelligence" is revealed in different ways.

D. Veksler understands intelligence as the ability to successfully measure one's strengths, life circumstances, using accumulated experience and knowledge. That is, intelligence is considered by him as the ability of a person to adapt to the environment.

Psychologist I.A. Domashenko: "Intelligence is a general cognitive ability that determines a person's readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations."

So, Intelligence is a combination of the qualities of an individual, which provides the mental activity of a person. In turn, it is characterized by:

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

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

The ability to think logically, the ability to establish causal relationships in the world around;

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

intellectual development- this is the formation of the ability to master and use various types of thinking (empirical, figurative, theoretical, concrete historical, dialectical, etc. in their unity). Its organic part is the ability to independently analyze events and phenomena of reality, draw conclusions and generalizations independently, as well as speech development: possession and free use of vocabulary wealth.

Mental development -- quantitative and qualitative changes that occur in the cognitive characteristics of the individual over time. Mental development is a dynamic system, determined both by the assimilation of social experience in the course of a child's activities, under the influence of spontaneous and purposeful learning, and by the maturation of an organic basis. The maturation of organic structures, on the one hand, creates the necessary prerequisites for development, and on the other hand, it itself depends on the functioning of the corresponding organic systems in the process of carrying out activities. The mental development of a child is staged. At each age level, specific prerequisites arise for the assimilation of new social experience, for mastering new methods of activity, for the formation of new mental processes. Mental development proceeds very differently depending on the conditions of life and the upbringing of the child. With spontaneous, unorganized development, its level is reduced, bearing the imprint of the defective functioning of mental processes.

In domestic psychology, the mental development of a person is understood as a qualitatively unique type of his functioning, characterized by the emergence of qualitatively new psychological formations and the transition of the psychological system to a new level of functioning (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov). Many psychologists in search of specific indicators of U. p. they turn to the analysis of the mental activity of students carried out in the process of schooling, to the characteristics of integral educational activity. The following are considered as indicators of mental development: internalization, i.e., the transformation of practical (external) objective actions into mental actions (L.S. Vygotsky, P.Ya. Galperin, N.F. Talyzina) - learning ability, i.e. ability to assimilate knowledge, methods of work, characterized by the pace of advancement (B.G. Ananiev, Z.I. Kalmykova) - the ability to generalize the transfer of mental operations to new material, to new conditions (E.N. Kabanova-Meller). There are also other indicators of integral educational activity, which can serve as characteristics of the level of mental development. Many researchers are looking for indicators of mental development in the characteristics of cognitive mental processes, mainly in the characteristics of thinking and memory. This is due to the fact that it is the noted mental functions that ensure the assimilation of incoming information and the adaptation of the individual to the environment, which is considered as the ultimate goal of the functioning of the human cognitive sphere.

1.2 Features of intellectual development in primary school age

Pupils of primary school age are characterized by certain levels of such intellectual abilities as memory, perception, imagination, thinking and speech, attention, in addition, these abilities are divided into different levels (R.S. Nemov, S.A. Rubinshtein) - educational and creative. There are also general intellectual abilities and special abilities.

General intellectual abilities are the abilities that are necessary to perform not just one, but many types of activities; these abilities meet the requirements that are imposed not by one, but by a whole series, a wide range of relatively related activities. General intellectual abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, focused attention, perception, memory, imagination, thinking and speech, attention. Consider each type of intellectual ability in more detail.

Perception is characterized by involuntariness, although elements of arbitrary perception are found already in preschool age. Children come to school with sufficiently developed perception processes: they have high visual acuity and hearing, they are well oriented to many shapes and colors. But first-graders still lack a systematic analysis of the perceived properties and qualities of objects themselves. When looking at a picture, reading a text, they often jump from one to another, missing essential details. This is easy to notice in the lessons of drawing an object from life: drawings are distinguished by a rare variety of shapes and colors, sometimes significantly different from the original.

The perception of a younger student is determined, first of all, by the characteristics of the object itself, therefore, children perceive not the most important, essential, but what stands out clearly from the background of other objects (color, size, shape, etc.). The process of perception is often limited only to recognition and subsequent naming of an object.

Perception in grades I-II is characterized by weak differentiation: often children confuse similar and close, but not identical objects and their properties, and among frequent errors there are omissions of letters and words in sentences, substitutions of letters in words and other literal distortions of words. But by the third grade, children learn the "technique" of perception: comparing similar objects, highlighting the main, essential. Perception turns into a purposeful, controlled process, becomes dissected.

Speaking about certain types of perception, it should be noted that in primary school age, the orientation towards sensory standards of form, color, and time increases. Thus, it was found that children approach form and color as separate features of an object and never oppose them. In some cases, to characterize the object, they take the form, in others - the color.

But in general, the perception of colors and shapes becomes more accurate and differentiated. The perception of form is better given in planar figures, and in naming three-dimensional figures (ball, cone, cylinder) there are long difficulties and attempts to objectify unfamiliar forms through specific familiar objects (cylinder = glass, cone = lid, etc.). Children often do not recognize a shape if it is placed in an unusual way (for example, a square with the corner down). This is due to the fact that the child grasps the general appearance of the sign, but not its elements, therefore, at this age, tasks for dismemberment and construction (pentamino, geometric mosaic, etc.) are very useful.

In the perception of the plot picture, there is a tendency to interpret, interpret the plot, although a simple enumeration of the depicted objects or their description is not excluded.

In general, the development of perception is characterized by an increase in arbitrariness. And where the teacher teaches observation, focuses on different properties of objects, children are better oriented both in reality in general and in the educational material in particular.

The memory of a junior schoolchild is a primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. A younger student remembers more easily what is bright, unusual, what makes an emotional impression. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization.

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

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. In elementary grades, other methods are also used to facilitate memorization, comparison and correlation.

It should also be noted that without special training, a younger student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

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

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed.

In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, the knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Imagination in its development goes through two stages. In the first, the recreated images very approximately characterize the object, are poor in details, inactive - this is a recreating (reproductive) imagination. The second stage is characterized by a significant processing of figurative material and the creation of new images - this is a productive imagination. In the first grade, the imagination relies on specific objects, but with age, the word comes first, giving room for fantasy.

The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge. With age, the realism of children's imagination increases. This is due to the accumulation of knowledge and the development of critical thinking.

The imagination of a junior schoolchild at first is characterized by a slight processing of existing ideas. In the future, creative processing of ideas appears.

A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination. In the same way, when reading and telling a child, he relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.

As a result of the constant work of the teacher, the development of the imagination begins to go in the following directions.

1. At first, the image of the imagination is vague, unclear, then it becomes more accurate and definite.

2. At first, only a few signs are reflected in the image, but by the second or third classes there are much more, and significant ones.

3. The processing of images, accumulated ideas in grade I is insignificant, but by grade III the student acquires much more knowledge and the image becomes more generalized and brighter. Children can change the storyline of the story, introduce a convention, understanding its essence.

4. At first, any image of the imagination requires reliance on a specific subject (when reading and telling, for example, reliance on a picture), and then reliance on a word develops. It is this that allows the student to create a mentally new image (children write essays based on the teacher's story, according to what they read in the book).

In the process of learning, with the general development of the ability to control one's mental activity, the imagination also becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before them.

Thinking, as it were, unites all cognitive processes, ensures their development, promotes their participation at each stage of the mental act. And the cognitive processes themselves, in necessary cases, acquire a structure similar to an intellectual act. Tasks for attention, memorization, reproduction are essentially transformed intellectual tasks solved by means of thinking.

The thinking of a child of primary school age moves from visual-figurative to verbal-logical, conceptual thinking. This imparts a dual character to mental activity: concrete thinking, which is connected with reality and direct observation, begins to obey logical principles, but at the same time, abstract, formal logical conclusions are not yet available to a child of this age. Therefore, a child of this age develops various types of thinking that contribute to success in mastering the educational material.

The gradual formation of an internal plan of action leads to significant changes in all intellectual processes. At first, children tend to make generalizations based on external, usually unimportant, features. But in the learning process, the teacher fixes their attention on connections, relationships, on what is not directly perceived, so students move to a higher level of generalizations, they are able to assimilate scientific concepts without relying on visual material.

In elementary school, all cognitive processes develop, but D.B. Elkonin, like L.S. Vygotsky believes that changes in perception and memory are derived from thinking. It is thinking that becomes the center of development during this period. Because of this, the development of perception and memory follows the path of intellectualization. Students use mental actions in solving problems of perception, memorization and reproduction. "Thanks to the transition of thinking to a new, higher level, a restructuring of all other mental processes takes place, memory becomes thinking, and perception becomes thinking. The transition of thinking processes to a new level and the associated restructuring of all other processes constitute the main content of mental development in primary school age " .

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

For the first, several stages of assimilation are distinguished:

1) highlighting the functional features of objects, i.e. associated with their purpose (cow - milk);

2) enumeration of known properties without highlighting essential and non-essential (cucumber is a fruit, grows in a garden, green, tasty, with seeds, etc.);

3) highlighting common, essential features in a class of single objects (fruits, trees, animals).

For the latter, several stages of development are also distinguished:

1) consideration of specific individual cases of the expression of these concepts (one more than the other);

2) a generalization relating to known, encountered cases and not extended to new cases;

3) a broad generalization applicable to any cases.

The predominant type of attention at the beginning of learning is involuntary attention, the physiological basis of which is the orienting reflex of the Pavlovian type - "what is it?". The child is not yet able to control his attention; the reaction to the new, the unusual is so strong that he is distracted, being at the mercy of direct impressions. Even when focusing attention, younger students often do not notice the main and essential, being distracted by individual, catchy, noticeable signs in things and phenomena. In addition, the attention of children is closely connected with thinking, and therefore it can be difficult for them to focus on obscure, incomprehensible, meaningless material.

But such a picture in the development of attention does not remain unchanged; in grades I-III, a stormy process of the formation of arbitrariness in general and voluntary attention in particular takes place. This is due to the general intellectual development of the child, with the formation of cognitive interests and the development of the ability to work purposefully.

The self-organization of the child is a consequence of the organization, initially created and directed by adults, by the teacher. The general direction in the development of voluntary attention consists in the child's transition from achieving a goal set by an adult to setting and achieving his own goals.

But the voluntary attention of the younger schoolchild is still unstable, since he does not yet have internal means of self-regulation. This instability is found in the weakness of the ability to distribute attention, in easy distractibility and satiety, fatigue, difficulty switching attention from one object to another. On average, a child is able to hold attention within 15-20 minutes, so teachers resort to various types of educational work in order to neutralize the listed features of children's attention. In addition, psychologists have found that in grades I-II, attention is more stable when performing external actions and less stable when performing mental actions.

This feature is also used in pedagogical practice, alternating mental activities with material and practical ones (drawing, modeling, singing, physical education). It was also found that children are more likely to be distracted if they perform simple but monotonous activities than when solving complex tasks that require the use of different ways and methods of work.

The development of attention is also associated with the expansion of its volume, the ability to distribute it. Therefore, in the lower grades, tasks with pairwise control turn out to be very effective: by controlling the work of a neighbor, the child becomes more attentive to his own. N. F. Dobrynin found that the attention of younger schoolchildren is sufficiently concentrated and stable when they are fully occupied with work, when work requires maximum mental and motor activity, when emotions and interests are captured by it.

Speech is one of the most important mental processes of a junior schoolchild, and mastery of speech occurs in the lessons of the native language along the lines of its sound-rhythmic, intonation side; along the line of mastering the grammatical structure and vocabulary, increasing the vocabulary and understanding one's own speech processes.

One of the functions of speech that come to the fore is communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct. Often this is speech-repetition, speech-naming, the child may be dominated by compressed, involuntary, reactive (dialogical) speech.

Speech development is the most important aspect of overall mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to carry out self-regulation and self-control of activities.

At primary school age, "a very significant acquisition of the child's speech development is his mastery of written speech, ... which is of great importance for the mental development of the child." This period accounts for active learning in reading (i.e., understanding written speech) and writing (building your own written speech). Learning to read and write, the child learns in a new way - coherently, systematically, thoughtfully - to build his oral speech.

In a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enriching vocabulary, improving the grammatical structure of speech, etc.

1.3 Intellectual games: their classification and meaning

Intellectual and creative games are in our country one of the favorite forms of leisure activities in our country. Having received millions of fans of all ages thanks to television, they have widely entered the practice of work, schools, libraries, cultural institutions, and youth work clubs. It can be said that there is no such public association that at one stage or another of its work did not use intellectual and creative games as a means of developing and providing leisure for its members. International and regional festivals of intellectual games held under the auspices of the International Association of Clubs "What? Where? When?" invariably attract a significant number of interested participants and spectators. In many regions of our country, intellectual game clubs, as non-profit organizations, carry out significant work among young people, carrying out not only the actual game projects, but also satisfying other diverse needs of young people.

Intellectual game - individual or (more often) collective performance of tasks that require the use of productive thinking in conditions of limited time and competition. Intellectual games combine the features of both gaming and educational activities - they develop theoretical thinking, requiring the formulation of concepts, the performance of basic mental operations (classification, analysis, synthesis, etc.).

On the other hand, this activity in itself is not a goal, but a means of achieving a game result (winning a competition), and this result quickly loses its value in itself and the goal shifts from the result directly to the process of searching and making a decision.

CLASSIFICATION OF GAMES:

1. Games for intensive learning.

Educational games for working with text.

business training

Games tests

2. Games for outdoor activities

indoor games

table games

outdoor games

3. Communicative-linguistic games.

Communication training games

Language learning games

Game creative evenings

4. Psychotechnical games

Games of psycho-self-regulation of the state

Wellness Games

Activation of reserve capabilities (suggestive self-improvement)

What is a game?

A game is a type of unproductive activity, the motive of which lies not in its results, but in the process itself.

Although the dictionary says about the unproductiveness of the game as an activity, intellectual games cast doubt on this statement. Of course, such games seem to have no practical result, but nevertheless, the cognitive effect of such games is high, how much interesting and useful knowledge they provide. It is intellectual games that turn intellectual activity into an exciting competition, awakening interest in the subject.

Meaning of mind games:

1. They give the opportunity to reveal themselves to the most talented, erudite children, those for whom knowledge, science, creativity are of paramount importance.

2. Contribute to the comprehensive harmonious development of the student, help develop the acquired skills and qualities necessary in life and study.

3. Develop mental abilities, improve and train memory, thinking, help to better assimilate and consolidate knowledge.

4. They are important in the upbringing, education and development of children, as a means of psychological preparation for future life situations.

It should be noted that when conducting intellectual games, students are always active. Emotional outbursts and intellectual experiences stimulate and maintain interest, contribute to the motivation of students.

Intellectual games create situations of success, there is success, there is a desire to learn.

Modern transformations in society, new strategic guidelines in the development of the economy, the openness of society, its rapid informatization, and dynamism have radically changed the requirements for education. The main goal of education is not a simple set of knowledge, skills and abilities, but personal, social and professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to rationally and effectively live and work in a rapidly changing world.

The ability to think clearly, logically perfectly and clearly express one's thoughts is now required by everyone. One of the priority areas for building a national model of education is the training of the intellectual elite - young people who are able to take key positions in government, the economy, science, culture, and art.

All intellectual games can be conditionally divided into elementary and compound (which are a combination of elementary). In turn, elementary games can be classified depending on the number of answer options from which the participants choose the correct one. Naturally, any intellectual game can be played both individually and in groups.

The simplest intellectual game is test games, which are a set of statements and a given number of answers to them - from 2 (this game is called "Believe it or not") to 5 ("Scrabble-lotto") This type of game is usually used as a warm-up , for games with the audience or in between "main" intellectual games.Their advantage is the high role of luck, which allows even not very prepared participants to achieve success, as well as the ability to vary the complexity of tasks.

The most complex of these games are the so-called "strange circumstances", when more and more specific information is consistently reported about the desired object. The sooner a person (team) solves the encrypted concept, the more points he gets.

The standard volume of these games is 15 "Believe it or not" questions or 8-10 "Erudite-Lotto" questions.

This type of games is a serious means of development when they contain an implicit but clear algorithm for finding the right solution, the task is a paradox, and / or requires a paradoxical decision.

second group(relatively rare) are games that can be conditionally called "filling in the gaps" (a key word is omitted or replaced in the phrase that needs to be restored or remembered), "restoring lists" ("Who loved whom", "Where did the phrase come from", "Let's talk different languages").

third group are games in which participants are asked to group objects according to certain characteristics, most often identified by the participants themselves. The Intellectual Games Clubs have developed several variants of such games:

"Every hunter wants to know." A very important characteristic of space is its color design. Color is also the basis of human emotional memory. Therefore, when correcting the spatial element of the chronotope, we use this game, which can be used in two versions - in the first of them seven players participate, each of which is "entrusted" with a certain color (at the first stages these are the colors of the main spectrum, then the tasks can be complicated) . Then one or another object is called, and for a limited time in a competitive environment, the corresponding player must respond to this stimulus. In the presence of a large room, the answer may be hampered by the need to perform additional manipulations with the space. In a simpler version of the game, (at least two people can participate), each player needs to correctly name the color of a certain object in a competition (or time limit).

"North - South" This game is also used to form a rational image of space. It is held in the form of a competition, usually couples participate. The facilitator names the object (an element of the geographical environment, literary), and the participants must answer (and only the one who is assigned the corresponding direction is responsible, which requires coordination in pairs). Is this object located to the north or south (option - to the west or east) of the object specified by the master). A more complex version of the game is one in which the participants must, in the form of a correct answer, change their spatial position according to the conditions.

fourth group are intellectual games in which participants are invited to answer a particular question in a certain time. The individual form is represented by "Own game" (usually three participants participate in it in each round).

However, the main games of this type are undoubtedly "Brain Ring" and "What? Where? When?". The first is a full-time competition between teams, and the second is a tournament in which the task of the team is to score the maximum number of points.

Composite intellectual games.

When holding a specific event, the scenario usually includes the combination of certain types of intellectual games in accordance with the general idea of ​​\u200b\u200bthis event, as well as based on the tasks of entertainment, maintaining the attention of both participants and spectators. Therefore, usually such games are a combination of certain elementary intellectual games.

As an example of the development of such a complex intellectual game, we will cite the game "The Fifth Corner", developed in the Mind Games Club of the city of Gus-Khrustalny.

The game is individual in nature, four people compete in the first stage, five in the subsequent ones; The cycle consists of five stages.

At the beginning of the game, the first four players occupy the corners on the sides of the stage. The playing field is divided into 5 sectors. The host asks the players 21 questions. Time to think about the answer - 15 seconds. The player can signal the presence of an answer already at the time of reading the question. The player who gave the signal first answers.

If the answer is correct, the player moves to the next sector or gets the right to move any other player back a sector. The goal of the game is not only to occupy the last fifth sector (Fifth Corner), but also to hold out there until the last 21 questions. Only the player who himself reached it can force out the player from the fifth corner. If no player has reached the fifth corner in 21 questions, the player who is closest to him is declared the winner of the stage. In the next stage of the game, he starts it, being "in the fifth corner." The task of the other players in this case is to force him out of there. Unlike intellectual games, creative games involve the presence of tasks with an "open answer" (the absence of a single correct solution), in the process of this type of game, adolescents express themselves through the means of one or another type of art, and finally, as a result of such games, some unique, not originally planned result.

Many games were taken by us from the practice of theater training based on the systems of K.S. Stanislavsky, M. Chekhov, M.O. Knebel and others, transformed by us in accordance with specific tasks

The main success factors in organizing a game program:

Constancy of form and regularity of publication

Possibility of participation of the widest possible groups of the population.

Clarity of the structure of the program (who, for what and how receives prizes).

1.4 Development of intelligence of primary school age by means of a computer

The radical changes taking place in the field of education are caused by the need of society for personnel capable of making non-standard decisions, able to think creatively, i.e. intellectually developed people.

The school should prepare a thinking and thinking person who not only has knowledge, but also knows how to use it in life. Therefore, the focus on the formation of the mental abilities of the child should act as a top priority from the very beginning of education. The main form of manifestation of intellectual development in primary school age is educational independence (the ability to learn). What it is? This skill:

1) plan your immediate and future steps;

2) evaluate the result of their actions;

3) evaluate their knowledge and skills, detect and fix their insufficiency in something and, if necessary, seek help, i.e. the ability to carry out the reflection necessary to answer the first question of self-education "What to study?".

In primary school, the foundations should be laid not only for subject knowledge, but also for knowledge about one's own ignorance. It is with the action of self-esteem, with the ability to understand that “I already know and can do this, but I don’t know this,” and learning independence begins, the transition from just a diligent student to a person who knows how to learn and extract, and then independently analyze information.

Therefore, it is necessary for intellectual development to organize learning activities in the classroom so that children encounter situations where their knowledge conflicts with new facts. An impossible practical task or a task dissimilar to the previous one is given, and I ask questions:

Can you complete this task?

What don't you know?

Analyzing a practical task that is dissimilar to the previous one, the student sees the unacceptability or insufficiency of old knowledge. I help him with questions:

What did you want to do?

What did you do?

What knowledge did you apply?

Mission completed?

Why not done?

What is unknown?

What will be the purpose of your further education?

Sometimes I formulate a problematic question (it is impossible to give an answer to it right away):

Can you answer the question right away?

What do you need to know in order to answer?

In the course of work, all the questions that arise in children are recorded. It is these difficulties that are the basis for compiling a technological map, which defines the goals of further education. However, awareness of "what needs to be learned" is not enough. The student must understand what search actions are necessary to acquire the missing knowledge and skills.

In this regard, the second question of self-education arises: "How to learn?" or "How to achieve the goal?" There are three answers to it:

independently invent the missing method of action;

independently find the missing information in any "repository";

request the missing data from the expert.

"The educational independence of a developed junior schoolchild consists in the ability or ability to initiate a joint action with an adult to find the missing ways to solve new problems" . Guessing about the missing course of action, the elementary school student first of all resorts to the help of the teacher. A teacher is one who teaches the teaching itself. It is important to teach children not so much to act as to plan future action, not allowing the student to lose sight of the ways to achieve the goal in pursuit of the result.

One of these methods is the development of an algorithm. It is difficult to do without this at the stage of planning and organizing activities, since it is necessary to establish a sequence of actions to solve the problem and answer the question "What and how to do in order to achieve the goal?".

At the stage of evaluating the results of the activity, the student answers the question "Is the result obtained correct?". Control in the process of activity is much more effective than control based on the results of activity, therefore, with the presence of an algorithm, intermediate control is easier to implement. The importance of issues related to the ability to compose, write down and implement algorithms has steadily increased in recent years. In a number of publications, in particular in articles by N.Ya. Vilenkina, L.G. Drobysheva, A.V. Goryacheva, etc., substantiates the expediency of early familiarization of children with computer technology, the development of their algorithmic, logical thinking, and the development of the basics of programming. The main argument is the need to prepare schoolchildren for life in the information society. At the forefront is the formation of an innovative culture among students. It is necessary to teach children to navigate information flows, to effectively search for information, process it, and classify it. And the search for new information (working with a computer, with dictionaries, etc.) is associated with algorithms.

To date, several programs have been prepared for elementary schools to study computer science. Among them, I would like to highlight the machine-free version of "Informatics in games and tasks" (author A.V. Goryachev).

The authors of the program and textbooks pay serious attention to the development of such logical techniques as analysis, synthesis, comparison, abstraction, and generalization. It is these techniques that are necessary for the perception and processing of information and, of course, for the compilation of algorithms. The formation of this skill is carried out in four stages.

At the first stage, children get acquainted with the concepts of operation (action), the result of an operation, learn to determine the result of an action.

At the second stage, they learn what an action program or algorithm is, learn to establish a sequence of actions, execute simple algorithms, and compose verbal algorithms.

At the third stage, children get acquainted with the ways of visual representation of algorithms, learn to clearly execute the algorithms given by these methods.

At the fourth stage, children learn how to write algorithms.

At each stage, diagnostics are carried out, during which the degree of formation of this skill is revealed. In the "Dosing of home independent work" section, exercises are given that form these skills.

Tasks of a reproductive nature (level 1) are aimed at testing students' knowledge of the basic concepts on the topic, the ability to execute a ready-made algorithm.

Tasks of a reconstructive nature (level 2) involve testing students' abilities not only to work according to a ready-made algorithm, but also their ability to find errors in the algorithm, make additions and changes to it.

Constructive tasks (level 3) provide the child with the opportunity to find many options for solving the problem, give the freedom to choose the means to achieve the goal. The child is given a condition and a result that needs to be achieved, and he himself is looking for ways to achieve it.

If students perform tasks of only the first and second levels, then this means that they understand the purpose of educational activity, in achieving which they use private methods and ready-made algorithms, which means that we can talk about the average level of development of student independence. If a student can create an algorithm himself, then this means that he has a high level of development of educational independence, since he can independently set goals for educational activities, draw up a plan for self-education and is able to find means for its implementation. Self-compilation of programs is not mandatory in elementary school, children should only be able to use the finished program, be able to read it, and explain the sequence of actions. However, in the lessons in all subjects, it is necessary to involve children in the compilation of algorithms. For example, set homework assignments. It is clear that the children do not always succeed in programs at home, they compose them with errors. But the very process of thinking about the sequence of operations performed has the most favorable effect on the development of algorithmic thinking.

Intellectual development is a development characterized by types of thinking (creative, cognitive, theoretical, etc.), a style of thinking (analytical mindset, imaginative thinking, visual-figurative thinking), qualities of the mind (smartness, flexibility, independence, criticality, the ability to act in mind, etc.), cognitive processes (attention, imagination, memory, perception), mental operations (isolation, comparison, analysis, synthesis, systematization, etc.), cognitive skills (the ability to raise a question, isolate and formulate a problem, put forward a hypothesis, prove it, draw conclusions, apply knowledge), learning skills (planning, setting goals, reading and writing at the right pace, taking notes, etc.), extra-subject knowledge and skills, subject knowledge, skills and abilities, an integral system of general educational and special knowledge.

Based on this idea of ​​the level of development, it is possible to formulate the goals of its development - it is necessary to develop mental processes in their various forms and types.

It should be noted that the intellectual sphere does not develop in parts, but as a whole: it is impossible, for example, to develop only ingenuity without developing the flexibility of the mind. Therefore, in pedagogy there is a system of problem-based learning methods, a system of interactive methods, and diagnostic techniques.

Chapter 2

2.1 Identification of the level of formation of the qualities of thinking in students of grade 2

The purpose of this stage of our study was to identify the level of development of thinking of younger students.

Tasks of this stage:

To diagnose the level of development of thinking among students of the 2nd grade of the State Educational Institution "Belodubrovskaya Secondary School of the Kostyukovichi District";

Determine the features of the creative development of students;

The main indicators of creative thinking that P. Torrens identifies are fluency, flexibility, originality and elaboration.

For our comparative analysis, the most significant and indicative will be quantitative values: above the norm of development and below the norm of development, which is a characteristic of favorable or, conversely, unfavorable conditions for the development of cognitive mental processes.

At the beginning, we used an abbreviated version of the figurative (curly) battery of the creativity test by P. Torrens, focusing on the task " Finish the drawing" .

The task "Finish the drawing" is the second subtest of the figurative battery of creative thinking tests by P. Torrens.

Before presenting the test, we fully read the instructions and carefully thought through all aspects of the work. Tests do not allow any changes and additions, as this changes the reliability and validity of test indicators.

During testing, it is unacceptable to create an anxious and tense environment for an exam, test, or rivalry. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, stimulate the search for alternative answers. Testing took place in the form of an exciting game. This is very important for the reliability of the results.

There are 7 students in the class (girls - 4; boys - 3).

The test run time is 10 minutes. Together with preparation, reading instructions, handing out sheets, etc. 20 minutes were allotted for testing.

Before handing out the worksheets, we explained to the children what they would do, aroused their interest in the tasks and created motivation to complete them. For this we used the following text. "Guys! I think you will enjoy the work ahead of you. This work will help us to know how good you are at inventing new things and solving different problems. You will need all your imagination and ability to think. I hope that you will give free rein to your imagination and you'll love it."

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