By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already passed a fairly long way of development. Recall that the various cognitive processes that provide the diverse activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading significance for general mental development. Psychological studies show that during this period it is thinking in more affects the development of all mental processes.

Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

• 1. Subject-effective (visual-effective).
• 2. Visual-figurative.
• 3. Abstract (verbal-logical).

Subject-effective thinking - thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further way of development of thinking lies in the transition to verbal-logical thinking - this is thinking in terms that are devoid of direct visibility inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them.

Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on the visual signs of objects, but on internal, essential properties and relationships. In the course of training, children master the methods of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, generalization.

As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, to think when necessary. In many ways, the formation of such arbitrary, controlled thinking is facilitated by the tasks of the teacher in the lesson, which encourage children to think. When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. A younger student regularly gets into the system when he needs to reason, compare different judgments, and carry out conclusions. In the process of solving educational problems in children, such operations of logical thinking as analysis, synthesis, comparison, generalization and classification are formed.

Recall that analysis as a mental action involves the decomposition of the whole into parts, the selection by comparing the general and the particular, the distinction between the essential and the non-essential in objects and phenomena. Mastering analysis begins with the child's ability to distinguish various properties and signs in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature, the properties of the object, come to the fore. The ability to distinguish properties is given to younger students with great difficulty. And this is understandable, because the concrete thinking of the child must do the complex work of abstracting the property from the object. As a rule, out of an infinite number of properties of an object, first-graders can single out only two or three. As children develop, expand their horizons and get acquainted with various aspects of reality, this ability, of course, improves. However, this does not exclude the need to specifically teach younger students to see their different aspects in objects and phenomena, to single out many properties.

In parallel with mastering the method of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential and non-essential features, while using such operations of thinking as analysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. In this case, the use of typical material helps: summing up a mathematical problem under an already known class, highlighting the root in related words, briefly (highlighting only the main one) retelling of the text, dividing it into parts, choosing a title for an excerpt, etc. The ability to highlight the essential contributes to the formation of another skill - to be distracted from non-essential details. This action is given to younger students with no less difficulty than highlighting the essential.

In the process of learning, tasks become more complex: as a result of highlighting the distinctive and common features of several objects, children try to divide them into groups. Here such operation of thinking as classification is necessary. In elementary school, the need to classify is used in most lessons, both when introducing a new concept and at the stage of consolidation.

In the process of classification, children analyze the proposed situation, single out the most significant components in it using the operations of analysis and synthesis, and generalize for each group of objects included in the class. As a result of this, objects are classified according to an essential feature. As can be seen from the above facts, all operations of logical thinking are closely interconnected and their full formation is possible only in combination. Only their interdependent development contributes to the development of logical thinking as a whole. Methods of logical analysis, synthesis, comparison, generalization and classification are necessary for students already in the 1st grade, without mastering them there is no full assimilation of educational material.

All of the above confirms that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental activity.

At primary school age, there is an intensive development of the intellect of children. Such mental functions as thinking, perception, memory develop and turn into regulated voluntary processes.

In order to form a scientific concept in a junior schoolchild, it is necessary to teach him a differentiated approach to the features of objects. It should be shown that there are essential features, without which the object cannot be brought under this concept. A concept is generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features. If students in grades 1-2 note the most obvious, external signs that characterize the action of an object (what it does) or its purpose (what it is for), then by grade 3, students already rely more on the knowledge gained in the learning process and allow them to identify essential features of the items. Thus, the concept of a plant includes such different objects as a tall pine tree and a small bell. These different objects are combined into one group because each of them has essential features common to all plants: they are living organisms, grow, breathe, multiply.

By the age of 8-9, the child undergoes a transition to the stage of formal operations, which is associated with a certain level of development of the ability to abstract (the ability to highlight the essential features of objects and abstract from secondary features of objects) and generalization. The criterion for mastering a particular concept is the ability to operate with it.

Third-graders should also be able to establish a hierarchy of concepts, isolate broader and narrower concepts, and find connections between generic and specific concepts.

The thinking of a junior schoolchild in its development comes from the ability to analyze the connections and relationships between objects and phenomena. By the end of grade 3, students should learn such elements of analysis as identifying relationships between concepts and phenomena: opposite (for example, a coward - a brave man), the presence of functional relationships (for example, a river and fish), part and whole (for example, trees - forest).

Some difficulties were noted among younger schoolchildren in mastering such a mental operation as comparison. At first, the child does not know at all what it is to compare. To the question: “Is it possible to compare an apple and a ball,” we often hear the answer: “No, you can’t, you can eat an apple, but the ball rolls.” If you ask the question differently, you can get the correct answer. You should first ask the children how the objects are similar, and then how they differ. Children must be led to the correct answer.

Particular difficulties arise in younger students in establishing cause-and-effect relationships. It is easy for a younger student to establish a connection from cause to effect than from effect to cause. This can be explained by the fact that when inferring from cause to effect, a direct connection is established. And when inferring from a fact to the cause that caused it, such a connection is not directly given, since the indicated fact can be the result of a variety of reasons that need to be specially analyzed. Thus, with the same level of knowledge and development, it is easier for a younger student to answer the question: "What will happen if the plant is not watered?" than to the question: "Why did this tree wither?"

To help younger students, it should be offered at each lesson and in extracurricular activities, exercises, tasks, games that would contribute to the development of logical thinking.

Development of logical thinking

Psychologist L.S. Vygotsky noted the intensive development of the intellect of children at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.

By the time they enter the middle school (grade 5), students should learn to reason independently, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns.

A child, starting to study at school, must have a sufficiently developed logical thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It must be shown that there are essential features, without which the object cannot be brought under this concept.

During the training in the primary level, the child, first of all, must get acquainted with the concepts, with their essential and non-essential features.

Therefore, the first stage in the development of theoretical thinking of younger schoolchildren can be called as follows: acquaintance with the features of concepts.

At the second stage, it is necessary to form the ability to operate with the essential features of concepts, omitting the non-essential features, that is, we are talking about the formation of such an operation of logical thinking as abstraction.

At the third stage, it is necessary to pay the most serious attention to the formation of a logical comparison operation based on essential and non-essential features of objects and phenomena. When forming this operation of logical thinking, special attention should be paid to the search for common and distinctive features of concepts, objects and phenomena.

The first three stages are implemented in grades 1-2 of elementary school.

At the fourth stage (Grade 3), students must learn to build a hierarchy of concepts, isolate broader and narrower concepts, and find connections between generic and specific concepts. The formation of the ability to define concepts based on the ability to find a more general generic concept and specific distinctive features can also be attributed to this stage in the development of logical thinking. For example: a ring (species concept) is a platform (generic concept) for boxing (species distinguishing feature).

The fifth stage (grades 3-4) involves the development of analytical activity, which at first (grades 1-2) consists in the analysis of a single object (search for signs), and by grades 3-4 in the ability to analyze the relationship between objects and phenomena (part and whole, juxtaposition, opposition, cause and effect, the presence of certain functional relationships, etc.).

By the end of elementary school, the child should have formed such operations of logical thinking as generalization, classification, analysis and synthesis.

The most important mental operations are analysis and synthesis.

Analysis is associated with the selection of the elements of a given object, its features or properties. Synthesis is a combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis through analysis.

The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a neoplasm of adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.

"Memory becomes thinking" (D.B. Elkonin)

In connection with the relative predominance of the activity of the first signal system, visual-figurative memory is more developed in younger students. Children better remember specific information, faces, objects, facts than definitions and explanations. They often memorize verbatim. This is explained by the fact that their mechanical memory is well developed and the younger student is not yet able to differentiate the tasks of memorization (what needs to be remembered verbatim and what in general terms), the child still has a poor command of speech, it is easier for him to memorize everything than to reproduce in his own words. Children still do not know how to organize semantic memorization: they do not know how to break the material into semantic groups, highlight strong points for memorization, and draw up a logical plan of the text.

Under the influence of learning, memory in children at primary school age develops in two directions:

The role and share of verbal-logical memorization is increasing (in comparison with visual-figurative memorization);

The ability to consciously control one's memory and regulate its manifestations (memorization, reproduction, recall) is formed. The development of verbal-logical memory occurs as a result of the development of logical thinking.

By the transition to the middle link, the student must develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, logical schemes, and reasoning. It is very important to teach the student to correctly set goals for memorizing the material. The productivity of memorization depends on motivation. If the student memorizes the material with the installation that this material will be needed soon, then the material will be remembered faster, remembered longer, and reproduced more accurately.

Perception becomes thinking

In the process of learning in the primary school, the perception of the child becomes:

a) more analytical;

b) more differentiating;

c) takes on the character of organized observation;

d) the role of the word in perception changes (if for first-graders the word primarily has the function of a name, i.e. it is a verbal designation after recognizing an object, for students of older grades the word-name is already the most general designation of an object, preceding its deeper analysis) .

The development of perception does not happen by itself, but goes in parallel with the development of thinking.

One of the most effective methods of organizing perception and educating observation is comparison. By developing in a child such a mental operation as a comparison, we make his perception deeper. At the same time, the number of perceptual errors decreases.

Attention becomes arbitrary

The possibilities of volitional regulation of attention in students in grades 1-2 are very limited. At this age, involuntary attention predominates in children. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to concentrate, work hard only if there is a “close” motivation (the prospect of getting an A, earning praise from a teacher).

The upbringing of the “distant” motivation of voluntary attention in younger schoolchildren should take place in accordance with age characteristics, by linking close and increasingly distant goals with each other. Involuntary attention becomes especially concentrated and stable when the educational material is clear, bright, and causes emotional perception in younger students. Since involuntary attention is supported by interest, then, naturally, lessons and activities with children should be exciting and entertaining.

Builds the ability to self-regulate

At this stage, such qualities as arbitrariness and the ability to self-regulate, reflection, are only the initial stage of formation. Then they become more complex and fixed. At first, these qualities apply only to situations that are related to learning, and then to other areas of the child's activity.

An interest is formed in the content of educational activities, the acquisition of knowledge

By the time of the transition from elementary school to secondary school, the attitude towards learning changes. First, first-graders develop an interest in the very process of educational activity (they can diligently do what they will never need in life, for example, copy Japanese characters).

Then an interest in the result of his work is formed: the boy on the street read the sign on his own, he was very happy.

After the emergence of interest in the results of their educational work, first-graders develop an interest in the content of educational activities, the need to acquire knowledge. This is due to the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward.

Younger students experience a sense of pride, a special upsurge of strength, when the teacher, encouraging them and stimulating their desire to work better, says: "Now you are working not like little children, but like real students!"

Even relative failures

It is useful to comment something like this: "You already write much better. Compare how you wrote today and how you wrote a week ago. Well done! A little more effort - and you will write the way you need to."

There is an awareness of a personal relationship to the world

At first, this factor affects the educational sphere as more familiar to children. The transition to middle school stimulates this process of forming a personal attitude to learning, but not all children are ready for it. As a result, a "motivational vacuum" may form, which is characterized by the fact that the old ideas no longer suit the children, and the new ones have not yet been realized, have not taken shape.

Character is taking shape

The character of a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will (a schoolchild of 7-8 years old is not yet able to pursue the intended goal for a long time, stubbornly overcome difficulties); capriciousness, stubbornness (explained by the shortcomings of family education). The child is accustomed to having all his desires and requirements satisfied. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he "wants" in the name of what he "needs".

By the end of elementary school, the child develops industriousness, accuracy, diligence, discipline.

The ability to volitional regulation of one's behavior gradually develops, the ability to restrain and control one's actions is formed, not to succumb to direct impulses, and perseverance grows. A student of grades 3-4 is able, as a result of the struggle of motives, to give preference to the motive of duty.

In general, during the child's education in the primary school, he should develop the following qualities: arbitrariness, reflection, thinking in concepts; successful completion of the program; main components of educational activity; a qualitatively new, more "adult" type of relationship with teachers and classmates.

Methods aimed at developing and determining the degree of mastery of the logical operations of thinking

The ability to highlight the essential

The teacher suggests a series of words: five words are given in brackets, and one is in front of them. In 20 seconds, students must exclude from the brackets (that is, highlight) the two words that are most significant for the word in front of the brackets. It is enough to offer from this list of 5 tasks.

Garden (plant, gardener, dog, fence, earth);

Plant, earth.

River (shore, fish, mud, fisherman, water);

Beach, water.

Cube (corners, drawing, side, stone, tree);

Corners, side.

Reading (eyes, book, picture, print, word);

Eyes, print.

Game (chess, players, fines, rules, punishments);

Players, rules.

Forest (leaf, apple tree, hunter, tree, shrub);

Tree, shrub.

City (car, building, crowd, street, bicycle);

Building, street.

Ring (diameter, hallmark, roundness, seal, diamond);

Hospital (garden, doctor, room, radio, patients);

Room, patients.

Love (roses, feeling, person, city, nature);

Feeling, man.

War (airplane, guns, battles, soldiers, guns);

Battles, soldiers.

Sports (medal, orchestra, match, victory, stadium);

Stadium, competition.

Processing of the received data: students who correctly completed the task, obviously, have the ability to highlight the essential, i.e. capable of abstraction. Those who made mistakes do not know how to distinguish between essential and non-essential features.

Ability to abstract = number of correct answers: 5 tasks.

Comparison

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the learning process. The formation of the ability to use this technique should be carried out in stages, in close connection with the study of specific content. It is advisable, for example, to focus on the following steps:

Identification of features or properties of one object;

Establishing similarities and differences between the features of two objects;

Identification of similarities between the features of three, four or more objects.

Since it is better to start working on the formation of a logical method of comparison in children from the first lessons, then objects or drawings depicting objects that are well known can be used as objects, in which they can highlight certain features, based on their ideas,

(for example, in math classes).

To organize the activities of students aimed at highlighting the features of an object, you can first ask the following question:

What can you tell about the subject? (an apple is round, large, red; a pumpkin is yellow, large, with stripes, with a tail; a circle is large, green; a square is small, yellow).

In the process of work, the teacher introduces the children to the concepts of "size", "shape" and asks them the following questions:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.) Purpose: to establish the level of development of students' ability to compare objects, concepts.

Students are presented or called any two objects or concepts, for example:

Book - notebook sun - moon

Horse - cow sleigh - cart

Lake - river rain - snow

Ruler - triangle bus - trolleybus

Each student on a piece of paper should write on the left the similarities, and on the right - the differences between the named objects, concepts.

4 minutes are given to complete the task for one pair of words. After that, the sheets are collected.

Generalization

Isolation of the essential features of objects, their properties and relationships is the main characteristic of such a method of mental actions as generalization.

It is necessary to distinguish between the result and the process of generalization. The result is fixed in concepts, judgments, rules. The process of generalization can be organized in different ways. Depending on this, one speaks of two types of generalization - theoretical and empirical.

In the course of elementary mathematics, the empirical type is most often used, in which the generalization of knowledge is the result of inductive reasoning (inference).

Two words are suggested. The student needs to determine what is common between them:

Rain - hail liquid - gas

Nose - eye betrayal-cowardice

Sum - product reservoir - channel

Fairy tale - epic school - teacher

History - natural history kindness - justice

You can offer 5 pairs of words. Time 3-4 minutes. Processing of received data:

Level of communication skills = number of correct answers: 5 tasks.

Classification

The ability to highlight the features of objects and establish similarities and differences between them is the basis of the classification technique. The ability to perform classification is formed in schoolchildren in close connection with the study of specific content.

This technique also reveals the ability to generalize, to build a generalization on abstract material.

Instructions: five words are given. Four of them are united by a common feature. The fifth word does not fit them. We need to find this word.

1) Prefix, preposition, suffix, ending, root.

2) Triangle, segment, length, square, circle.

4) Addition, multiplication, division, summand, subtraction.

5) Oak, tree, alder, poplar, ash.

6) Vasily, Fedor, Ivan, Petrov, Semyon.

7) Milk, cheese, sour cream, meat, curdled milk.

8) Second, hour, year, evening, week.

9) Bitter, hot, sour, salty, sweet.

10) Football, volleyball, hockey, swimming, basketball.

11) Dark, light, blue, bright, dull.

12) Airplane, ship, equipment, train, airship.

13) Circle, square, triangle, trapezoid, rectangle.

14) Bold, brave, resolute, angry, courageous.

Students can be given 5 tasks. Time - 3 minutes.

Processing of received data:

The level of formation of the mental operation = the number of correct answers: 5 tasks.

Anagram

Purpose: to identify the presence or absence of theoretical analysis in schoolchildren.

Progress of work: students are offered anagrams (words transformed by rearranging their constituent letters).

Students must use the given anagrams to find the original words.

LBKO, RAYAI, ERAVSHN, RKDETI, ASHNRRI, UPKS, OKORAV

As a result of completing the assignment, students can be divided into 2 groups: group 1 - they lack theoretical analysis (the ability to mentally highlight the properties of objects, in this case, the structure of a word), group 2 students quickly find answers by finding a general rule.

Processing of the received data: the level of formation of operations = the number of correct answers: 5 tasks.

Analysis of relations of concepts (analogy)

The concept of "analogous" in translation from Greek means "similar", "corresponding", the concept of analogy is the similarity in any respect between objects, phenomena, concepts, methods of action.

Forming in younger students the ability to perform inferences by analogy, it is necessary to keep in mind the following:

Analogy is based on comparison, so the success of its application depends on how students are able to highlight the features of objects and establish similarities and differences between them.

To use the analogy, it is necessary to have two objects, one of which is known, the second is compared with it according to some criteria. Hence, the use of the analogy technique contributes to the repetition of what has been studied and the systematization of knowledge and skills.

In order to orient schoolchildren to use analogy, it is necessary to explain to them in an accessible form the essence of this technique, drawing their attention to the fact that in mathematics it is often possible to discover a new method of action by guessing, remembering and analyzing a known method of action and a given new task.

For correct actions, by analogy, the features of objects that are significant in a given situation are compared. Otherwise, the output may be incorrect.

For example, given three words, the first two are in a certain connection. The same relationship exists between the third and one of the proposed five words. We need to find this fourth word:

Song: composer = airplane:?

a) an airport b) fuel; c) designer d) pilot; d) fighter.

Functional relationship: the song was composed by the composer.

The answer is the designer (the designer made the plane).

1) school: teaching = hospital:?

a) a doctor; b) a student; c) treatment; d) institution; d) sick.

2) song: deaf = picture:?

a) blind b) an artist; c) drawing; d) sick; d) lame.

3) knife: steel = table:?

a) a fork; b) a tree; c) chair; d) dining room; d) long.

4) locomotive: wagons = horse:?

a) a train b) a horse; c) oats; d) cart; d) a stable.

5) forest: trees = library:?

what about the town; b) a building; c) books; d) librarian; d) theater.

6) run: stand = shout 6?

a) crawl b) be silent; c) make noise d) call d) cry.

7) morning: night = winter:?

a) frost b) day; c) January; d) autumn; d) sled.

8) wolf: mouth = bird:?

a) air; b) beak; c) nightingale; d) egg; d) singing.

9) cold: hot = movement:?

a) rest; b) interaction; c) inertia; d) a molecule; d) run.

10) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) division.

11) circle: circumference = ball:?

a) space b) sphere; c) radius; d) diameter; e) half.

12) light:dark = attraction:?

a) metal; b) a magnet; c) repulsion; d) movement; e) interaction.

This technique allows students to identify the ability to determine relationships between concepts or connections between concepts:

a) cause - effect; d) part - whole;

b) genus - species; e) functional relationships.

c) opposite;

The level of formation of operations = the number of correct answers: the number of tasks.

To study the speed of the thought processes of students, you can use the method, the essence of which is to fill in the missing letters in the proposed words.

P - RO Z - R - O Z - O - OK

K - SA D - R - VO T - A - A

R - KA K -M - Nb K - N - A

G - RA X - L - D K - S - A

P -LE K - V - R P - E - A

The teacher pays attention to how much time the student took to think about each individual word and fill in the missing letters.

Variants of tasks for the development of logical thinking of younger students

The proposed methods have been tested. The tasks will take one hour (45 minutes) to complete. Students are given tasks according to options (for the study of thinking). It is necessary to give 5 minutes to complete the 1st - 5th tasks; 6th - 15 minutes.

Option 1

1) well; 2) paradises; 3) evolution; 4) rkchildren; 5) rbkadol.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 words from those written in brackets that are most significant for the word in front of the brackets. Write down these words.

1) Reading (book, glasses, eyes, letter, moon).

2) Garden (plant, gardener, land, water, fence).

3) River (shore, mud, water, fisherman, fish).

4) Game (chess, players, rules, football, penalty).

5) Cube (corners, wood, stone, blueprint, side).

Task 3. Compare the concepts: book - notebook. Write down common and distinctive features on a sheet in 2 columns.

1) Oak, tree, alder, ash.

2) Bitter, hot, sour, salty, sweet.

3) Rain, snow, precipitation, frost, hail.

4) Comma, period, colon, union, dash.

5) Addition, multiplication, division, summand, subtraction.

Task 5. You are offered 5 pairs of words. It is necessary to determine what is common between them (very briefly, the sentence should contain no more than 3 - 4 words).

1) Rain - hail.

2) Nose - eye.

3) The sum is the product.

4) Reservoir - channel.

5) Betrayal is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the five words below are in the same relationship. Find and write down this fourth word on the sheet.

1) wolf: mouth = bird:?

a) a sparrow b) nest; c) beak; d) nightingale; d) sing.

2) library: book = forest:?

a) birch; b) a tree; c) branch; d) log; e) maple.

3) bird: nest = human:?

a) people; b) worker; c) a chick; d) house; d) smart.

4) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) subtraction.

5) cold: hot = movement:?

a) interaction; b) peace; into the ball; d) trams; d) go.

6) west: east = shallowing:?

a) drought; b) south; c) flood; d) a river; e) rain.

7) war: death = heat:?

a) breathing b) vital activity; c) substance; d) temperature; e) death.

8) lightning: light = heat:?

a) the sun b) grass; c) thirst; d) rain; d) a river.

9) rose: flower = gas:?

a) oxygen; b) breathing; c) burning; d) state of matter; e) transparent.

10) birch: tree = poem:?

a) a fairy tale b) hero; c) poetry; d) lyrics; d) drama.

Option 2

Task 1. In the given words, the letters are rearranged. Write down these words.

1) UPKS; 2) ASHNRRI; 3) VTSTEKO; 4) OKAMNDRY; 5) LKBUINAC.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 of them that are the most significant for the word before the brackets.

1) division (class, dividend, pencil, divider, paper).

2) Lake (shore, fish, water, angler, mud).

3) Garden (fence, earth, plant, dog, shovel).

4) Reading (eyes, glasses, book, print, picture).

5) Game (chess, tennis, players, penalty, rules).

Task 3. Compare the concepts: lake - river. Write down common and distinctive features in 2 columns.

Task 4. Which concept in each of the lists is superfluous? Write it out.

1) Cold, hot, warm, sour, icy.

2) Rose, tulip, daffodil, flower, gladiolus.

3) Justice, kindness, sincerity, envy, honesty.

4) Triangle, segment, square, circle, rectangle.

5) Proverb, saying, fable, fairy tale, epic.

Task 5. 5 pairs of words are offered. It is necessary to determine what is common between them (very briefly, the phrase should contain up to 3 words).

1) Russian language - mathematics.

2) Nose - eye.

3) An earthquake is a tornado.

4) Gas - liquid. Envy is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the 4 below are in the same relationship. Find and write down the fourth word.

1) Song: composer = plane:?

a) fuel; b) a pilot; c) constructor; d) airfield.

2) rectangle: plane = cube:?

a) space b) rib; c) height; d) triangle.

3) school: teaching = hospital:?

a) a doctor; b) sick; c) treatment; d) institution.

4) ear: hear = teeth:?

a) see; b) treat; c) chew; d) mouth.

5) verb: hide - noun:?

a) concept; b) incline; c) name; d) form.

6) light:dark = attraction:?

a) metal; b) a molecule; c) repulsion; d) movement.

7) heat: drought = rain:?

a) a flood b) flood; c) autumn; d) summer.

8) birch: tree = poem:?

a) a fairy tale b) lyrics; c) poetry; d) drama.

9) rose: flower = oxygen:?

a) state of matter b) gas; c) subject; d) cloves.

10) north: south = night:?

a) morning b) light; in a day; d) evening.

Assessment methodology

	High level	Above average	Middle level	Below the average
1. Anagram.
2. Essential.
3. Comparison.
4. Classification
5. Generalization.
6. Analogy.
1 point is assigned for each correct answer.
General level of development of thinking

The proposed tasks, exercises, games will allow primary school teachers and parents to prepare students for secondary education.

Diagnostic techniques will be necessary in order to identify weaknesses, those mental operations that are not sufficiently formed, but which can be developed when conducting targeted classes with children, as well as when teaching at the middle level.

Exercises for every day

Task 1: Find signs of objects. Tell us about the shape, color, taste of apple, watermelon, plum, lemon, etc.

Recognize objects by given signs.

There is one such flower Do not weave it into a wreath Blow on it a little There was a flower - and there is no flower. At snow-covered bumps, Under a white snow cap, We found a small flower Half frozen, a little alive. Who loves me He is happy to bow And gave me a name Native land.

I fly in the summer I collect honey But when you touch Then I bite I will lay down the matting I will sow peas I'll put a kalach - No one to take. In a black field, a white hare Jumped, ran, made loops. The trail behind him was also white. Who is this white hare?

Come on guys Who can guess: For ten brothers Two coats are missing. hairy, green, She hides in the leaves Even though there are many legs And he can't run. The river roars furiously And breaks the ice. The starling returned to his house, And in the forest the bear woke up.

Task 2: Name the signs of the seasons. (The world).

response plan.

1. How does the length of the day change?

2. How does the air temperature change?

3. What is the precipitation?

4. How does the state of plants change?

5. How does the condition of the soil change?

6. How does the state of water bodies change?

Task 3. "Logical problem" (mathematics).

1. My name is Lena. My brother has only one sister. What is the name of my brother's sister?

2. The thermometer shows 10 degrees of heat. How many degrees do two of these thermometers show?

3. Ivan Fedorovich is the father of Marina Ivanovna, and Kolya is the son of Marina Ivanovna. Who is Kolya related to Ivan Fedorovich?

4. Mom, dad and I were sitting on the bench. In what order did we sit if it is known that I was sitting to the left of my father, and my mother was to my left?

5. Tolya caught perch, ruff and pike. He caught a pike earlier than a perch, and a ruff later than a pike. What fish did Tolya catch before the others? Can you tell which fish was caught last?

6. Kolya is taller than Vasya, but lower than Seryozha. Who is taller, Vasya or Seryozha? etc.

Task 4. "Anagram" (hidden word).

SOLO - _ _ _ _

A GAME - _ _ _ _

WILL - _ _ _ _

WIND - _ _ _ _ _ etc.

Task 5. Find the essential.

Purpose: to teach the child to find the essential features of objects.

Task: select 2 words that are most significant for the word in front of the brackets.

WAR (guns, soldiers, battles, airplane, guns).

HOSPITAL (garden, doctor, radio, patients, room).

SPORT (stadium, orchestra, award, competition, spectators).

CITY (car, building, crowd, bike, streets).

RIVER (coast, fish, mud, water, angler), etc.

Task 6. "Classification".

Purpose: to teach the child to classify. Task 6.1. Large and small, black and white circles are divided into 2 groups. On what basis are the circles divided? Choose the correct answer:

1) by color;

2) by size;

3) by color and size.

Task 6.2. A list of words (2 columns) is given. Choose a label for each of the columns:

1) words are distributed according to the number of syllables;

2) words are distributed according to the number of letters;

3) words are distributed by gender.

WORD CAT VASE MOUTH

FEATHER CHALK ROSE TOOTH

BOOK MOUSE HAND CURRENT

KINO MUSHROOM FEATHER FIR etc.

Task 7. "Comparison".

Purpose: to teach the child to compare objects.

Task: what is common and how are they different: 1) ALBUM, NOTEBOOK? 2) TABLE, CHAIR? 3) WINDOW, BLOOD, CLOUD? 4) WHITE MUSHROOM, Amanita?

5) deciduous tree, coniferous tree? 6) WOOD, SHRUBS?

Task 8. "Genus - species".

Purpose: to teach the child to attribute objects to a common generic concept.

Task 8.1. From the list of words, select the names of trees (flowers, vegetables).

Cabbage, maple, birch, bluebell, chamomile, onion, cucumber, ash, aspen, cloves, cornflower, garlic.

Task 8.2. The classification of words by gender was carried out. Choose the correct option from the four proposed: TOWELS, FLOOR, SOAP, CEILING, WALL, FRAME, KNIFE, PORCH, PORCH.

Task 9. "Search for common properties."

Purpose: to teach the child to find connections between objects; introduce him to the essential and non-essential features of objects.

Task: given two words little related to each other. In 10 minutes, you must write as many common features of these items as possible.

DISH, BOAT.

CHALK, FLOUR,

MATRYOSHKA, DESIGNER, etc.

Task 10. "Composing proposals". (Russian language, the world around).

Task: make as many sentences as possible, including these words: BALL, ROCKET, BOOK.

Task 11. "Echo".

Purpose: to develop the child's mental operations of analysis and synthesis.

Task: make new words from these words; questions will help you.

CHAMPION 1) What flower was given to the champion?

COOKING 2) What dish did the cook prepare?

BUCKWHEAT 3) What is the name of the water stream?

CLAMP 4) Where did you throw the clamp?

SEAL 5) Why was the seal caught?

Task 12. "Composing proposals."

Purpose: to develop the child's ability to establish connections between objects and phenomena, to think creatively.

Task: make up as many sentences as possible, including the following words: BICYCLE, FLOWER, SKY.

TABLE, APRON, BOOTS

Math lesson in 1st grade

Topic: Addition of "round" tens and units.

Purpose: the formation of computational skills and the ability to add "round" tens and ones;

Tasks: identifying single and double digit numbers

knowledge of ranks

application of knowledge and skills in the study of a new topic

formation of general educational competencies

During the classes

1. Organizational moment

The long-awaited call is given,

The lesson starts.

(on the board images of planets, a rocket).

Guys, look carefully at the board. What do you see there?

For a long time, the mysterious world of planets and stars has attracted the attention of people, attracted them with its mysterious beauty, etc.

2. Mental count

Now we will solve examples (they are written on the stars), and we will place the stars on the board to our planets in order to get to know this mysterious world better.

70 – 40 50 - 10

90 – 20 80 - 40

40 – 20 50 – 30

Today we are going on a big journey. And for this we need to take our control panels. (control panel - calculator). Ready?

Show the number that

1 dec. 3 units (thirteen)

3 dec.1 unit (31)

7 dec.2 units (72)

6 dec.5 units (65)

8 dec. (80) (verification).

Well done! Completed the task.

Dial the numbers 12, 4, 19, 61.

How many tens and ones are in these numbers? (1 dec. 2 units, 4 units, 1 dec. 9 units, 6 dec. 1 units)

(cards with these numbers are put on the board).

Guys, a very interesting date is hidden in these numbers. What is this date?

(April 12, 1961, Yu. A. Gagarin flew into space on a Vostok rocket and flew around our planet in 108 minutes). (Portrait of Yu. A. Gagarin on the board).

On the board: stars with the numbers 5, 8, 12, 6.17, 20, 10, 71.

Write down in your "flight log" the numbers in ascending order. (5, 6, 8, 10, 12, 17, 20, 71).

Name two digit numbers. Which of them means "round tens"? (10, 20).

Remember and say what it means to increase the number? (add).

Increase the number 10 by 20. Write down this equation. (10+20)

Which of these numbers must be increased by 7 to get 27? 17? 37?

What are the equalities?

On the board: 20 + 7 = 27

3. Theme of the lesson: Addition of "round" tens and ones

An astronaut must know and be able to do a lot.

Look carefully at this record and tell me, what are we going to do today in the lesson?

(Children express their guesses).

4. Physical education

An astronaut, before flying into space, goes through great trials, but he also needs to rest.

One, two, back and forth

Do it once and do it twice

One and two, one and two

Keep your hands to the sides

Look at each other

One and two, one and two.

Put your hands down

And everyone sit down!

5. Working with models (tens and units)

An astronaut is studying space. We, like astronauts, will study numbers.

Show the number: 40, 70, 90.35, 81.

Write down the numbers 35, 81 in different ways.

30 + 5 =35 80 + 1 = 81

3 dec. + 5 units = 35 8 dec. + 1 unit = 81 etc.

6. Working with the "logbook" (textbook)

Task 308 - write down equalities on the board and in a notebook.

Task 310 - orally.

7. Independent work

The astronaut is very brave, smart. He quickly finds a way out of any situation.

Task 313 (in pencil).

(60 + 6) - a numeric expression that can still be composed.

8. Fixing.

Let's see how we perform the last test in space. Will we be able to return back to our planet.

On the cards: (connect with arrows).

What attentive astronauts!

Guys, listen carefully. Now I will name the numbers, you must name the missing ones.

48, 49, 51, 52, 53 (50)

56, 57, 58, 59, 61, 62 (60)

18, 19, 21, 22, 23 (20).

What can you say about the missing numbers? (denoting round tens, two-digit).

How to get the number 58 if the number 50 is known?

9. Reflection (children attach stars to the desired field):

be an astronaut

interesting not interested

Being an astronaut is interesting, but very difficult. Well done boys! Thank you for the lesson!

Competence-Based Lesson Plans

The world

Topic: Earth is a planet in the solar system

Purpose: to introduce students to the planets of the solar system

Tasks: show the similarities and differences between the Sun and the planets

create conditions for the formation of information and communication competence of students

arouse interest in the knowledge of the world around

Equipment: textbooks, children's encyclopedias, a geographical atlas for elementary school students, Pleshakov A.A. "From Earth to Heaven"

Nuzhdina T. D. "A miracle is everywhere. The world of animals and plants",

DER "Man. Nature. Society".

During the classes.

Organizational moment. The bell rang.

We are in class today

Let's uncover secrets

Draw conclusions and reason.

Give complete answers

To get a five.

Knowledge update. Complete the crossword.

Workbook No. 1 "The World Around", Poglazova O.T., Grade 4, p.23.

What is a globe? (reduced model of the Earth).

What will be discussed in the lesson? (determining the topic of the lesson)

What do we know about the Earth? What is Earth? Why word

capitalized? (goal setting)

Topic of the lesson (teacher with children formulate the topic of the lesson)

Today our conversation is about the Earth as a planet of the solar system.

Question 1: What is the solar system?

Children work in groups with a geographical atlas and encyclopedias

Conclusion: The solar system is the Sun, planets revolving around the Sun, and their satellites, asteroids, comets, meteorites.

Question 2: Why is the system called "solar"?

Group work

Conclusion: The Sun is the main and largest celestial body, the center of the solar system, the star closest to the Earth, around which the planets move. This is a huge fireball, the temperature on the surface is 20 million degrees. It is 109 times larger than the Earth, for comparison, let's take a pea (Earth) and a soccer ball (Sun)

After the performance of the groups, we watch the animation "Model of the Solar System"

Question 3: How are planets different from stars?

Conclusion: Planets do not shine by their own light like stars. Planets are visible in the sky because they are illuminated by the Sun. They glow with a steady light, brighter than the stars. Each planet has its own path of movement around the Sun - an orbit.

Question 4: What planet can you live on?

Group work.

Each group prepares a story about the planet (children draw cards with the name of the planets)

Conclusion: In the solar system, people live only on Earth. There are no living beings on other planets.

Question 5: What is a satellite?

Group work.

Children are looking for more information about the moon

Conclusion: A celestial body that revolves around another all the time. Many planets have natural satellites, but people have created artificial satellites to study the Earth, the Sun, the planets, the stars.

We found answers to our questions in books, but someone before us studied celestial bodies. Who could tell us about them?

Question 6: What is the name of the science that studies the stars?

(Astronomy).

Homework: How a person studies the solar system.

Reflection. Emoticons: want to know more (wide eyes)

I know a lot (with a smile on my face)

The world

Poglazova O. T., EMC "Harmony", Grade 4

Theme "Natural areas. Severe Arctic."

Motivation: Today you work as zoologists - animal specialists. Tell your classmates about the amazing wildlife of the Arctic.

Task formulation: look at the map and photographs of animals living in the Arctic in the atlases, start filling out the table; read the texts in the textbook and in the encyclopedia, complete the table.

Source of information: textbook "World around" Poglazova O.T., Nuzhdina T.D., "Miracle is everywhere. The world of animals and plants", children's encyclopedia.

Check Tool: Table

Literary reading

Kubasova O.V., EMC "Harmony", Grade 3

Lesson topic: N. Nosov, the story "Cucumbers"

Stimulus: We are preparing a play based on N. Nosov's story "Cucumbers". We chose the most interesting passage, chose the characters - the actors. Anything else needed?

Task formulation: read the proposed text and determine what we will do.

Source of information: An artist is a person who works creatively in some area of ​​art, a painter.

Fashion designer - a specialist in the manufacture of clothing models.

Artist - fashion designer

Today we are preparing costumes for our artists. Remember what time of the year the events in the story take place, who our heroes are (children or adults), draw clothes for the actors on the models.

Check Tool: Summer Children's Clothing Model Show, Dress Up Doll Game (Boy)

The world

Poglazova O. T., EMC "Harmony", Grade 3

Lesson topic: Plant propagation

But in March there are no carnations, lilacs are not available,

And you can draw flowers on a piece of paper.

You can make a flower out of paper, fabric, beads.

Only this is not it!

I want to give my mom

Well, at least one living flower!

That's the problem, that's the problem.

Help me friends!

Task formulation. Think about plant reproduction, pay attention to bulbous plants, remember how onions were grown on a feather. Is it possible to do the forcing of bulbous plants? Find literature, get acquainted with the rules for forcing plants.

Source of information: natural history textbook Pleshakov A.A., magazines "All about flowers", "Peasant woman", "Manor" and others.

Verification tool: filling out a form

1. preparation: selection of material…………………………………………

soil preparation………………………………………………………

2. distillation: landing………………………………………………………..

conditions for the germination of bulbs………………………………………..

3. observation and diary entries:

planted……………….

sprouts appeared……………………..

leaf length (in a week)………………………………………………………

flower stalks appeared……………………………………………….

length of peduncles…………………………………………………………………..

flower dimensions (height, bud width)

duration of flowering……………………………………

You can make forcing tulips, hyacinths, crocuses.

Result: writing a research paper, speaking at an extracurricular event in front of students and parents.

Practical work in the Russian language lessons

Exercise 1.

Write the following adjectives for these words:

April -

Underline the part of the word with which the adjective is formed.

Task 2.

Choose from the brackets and fill in the missing letters. Write test words.

V ... lna (a, o) r ... sa (o, a)

R ... kA (e, and) p ... nek (i, e)

M ... rya (a, o) b ... nt (e, and)

S ... dy (e, and) d ... ska (a, o)

Task 3.

Underline only the nouns among these words.

Cheerful, fun, fun, fun, fun.

Run, run, runner, run, run, run.

Task 4.

Cross out the extra word in the row.

Sings, flew, makes noise, singing, sang, swept.

Noise, noisy, blue, miracle, taste, white, juicy, quiet, sleeping, sleepy, downy, yellow.

For the "red pencil".

Fishing.

Kostya Chaikin lived in the village of Dubrovka. He went fishing with his brother Yura. Quiet on the river. The reeds are noisy. The boys threw in their fishing rods. Kostya caught a pike. Yura is a ruff. Good wolf! There will be a fish and a cat leopard.

Subject. Separating soft sign.

October is coming soon. The flowers withered. Trova has fallen. The wind blows the leaves off the trees. The whole sky is in clouds. The summer is shallow rain. It's damp in autumn. Such a pagoda is called a bad weather.

Subject. Types of sentences according to the purpose of the statement.

Dear mother! I have a good rest. We live in a pine fox. There is a speech nearby. What are the creepy places here. And how do you live. Did Seryozha call me? Walk me more often. I kiss you. Dinis…

Material for exercises on selectivity of memorization

Subject. Repetition of what was learned in 1st grade.

Words are the names of things. Listen to the words. Remember only those that answer the question who?: student, sea, doll, book, cat, fly, uncle, cherry, rain. Lena.

Words are names for actions. Listen to the words. Remember those that denote the actions of objects: sister, swim, good, fly, scream, play, grass, teach, earthen, stand, ice cream, give.

Words are the names of features. Remember the signs of objects by color. (The teacher shows several subject illustrations in turn. Having seen the object, the guys must mentally name its sign by color, remember this word, then remember the next word - a sign of another object, and so on until the end). The illustrations depict: cucumber, tomato, lemon, orange, blue balloon, blue scarf, purple sheet of paper. Students must memorize the words: green, red, yellow, orange, blue, blue, purple.

Capital letter. Listen to the words. Remember only those that are capitalized: Moscow, ball, river, Pushkin, Anna Ivanovna, city, Barbos, Seryozha.

Sounds and letters. Listen to the words. Remember only the vowels: v, e, y, p, s, i, g, d, o, k, s.

Writing combinations zhi, shi, cha, schA, chu, schu.

1) Listen to the words. Remember only those that have a hissing sound: ruff, table, river, circus, magazine, hare, puppy, birds, cabbage soup.

2) Read the words. Remember only those in which there are combinations of zhi, shi, cha, scha, chu, schu: shouted, pulled, circled, searched, stocking, played, ran, pike, wore, tire.

3) The teacher shows illustrations one after another, which depict: skis, a chair, lilies of the valley, strawberries, sugar, pencils, a heron, cones, a basket, a watch, hedgehogs.

Test - forecast "The abilities of our child. How to recognize them?"

Such thematic diagnostics can be carried out in the 4th grade to study the issue of choosing a further profile of education by the child and parents. It will help parents once again make sure which innate abilities are a priority for their child.

If the child is dominated by abilities in the technical field, then he:

Interested in a variety of mechanisms and machines;

He likes to disassemble and assemble various devices, design models;

He spends hours trying to figure out the causes of breakdowns and malfunctions of various mechanisms and devices;

Uses damaged devices and mechanisms to create new models and crafts;

Likes and knows how to draw, draw; with pleasure creates drawings of sketches and mechanisms;

Reads special technical literature, makes friends according to his interest.

If a child has pronounced musical abilities, then he:

Loves music, can listen to it for hours, buys music records;

He enjoys attending concerts;

Easily memorizes melodies and rhythms, and can reproduce them;

If he plays a musical instrument and sings, he does it with great feeling and pleasure;

Tries to compose his own melodies;

Tries to learn how to play a musical instrument or already plays it;

Understands various areas of musical culture.

If a child has pronounced abilities for scientific activity, then he:

Has a pronounced ability to understand abstract concepts and to generalize;

Able to clearly express in words someone else's thought or observation, keeps records of them and uses them as needed;

Asks many questions related to the processes and phenomena of the world;

Often tries to give his own explanation of the processes and phenomena of the surrounding world;

He creates his own designs and schemes, studies and projects in the field of knowledge that interests him.

If a child has pronounced artistic abilities, then he:

Often expresses his feelings with facial expressions, gestures and movements, if he lacks words;

Knows how to captivate the audience and listeners with his story;

Has the ability to imitate, changes the tone and expression of the voice when imitating the person he is talking about;

With great desire to speak to the audience;

Capable of imitation and does it easily and naturally;

Likes to transform, using different clothes;

Plastic and open to everything new.

If a child has an outstanding intellect, then he:

He reasons well, thinks clearly, understands the unsaid, catches the reasons and motives for the actions of other people and can explain them;

Has a good memory;

Easily and quickly grasps school material; asks many interesting, unusual, but thoughtful questions;

Overtakes his peers in studies, but is not always an excellent student; often complains that he is bored at school;

Has extensive knowledge in various fields beyond his age;

Reasonable and even prudent beyond his years; possesses self-respect and common sense;

He reacts sharply to everything new and hitherto unknown.

If your child has a sports talent, then he:

Energetic and wants to move all the time;

Bold to recklessness and not afraid of bruises and bumps;

He loves sports games and always wins them;

Deftly controlled by skates and skis, balls and clubs;

In physical education lessons, among the best students, he is well developed physically, coordinated in movements, has good plasticity;

Likes to run, prefers games and competitions to sitting still;

Has an athlete - an idol, whom he tries to imitate;

Almost never seriously gets tired if he is doing what he loves.

If your child has literary ability, then he:

He always tells logically and consistently;

Likes to fantasize and invent;

He tries as widely as possible to use the palette of language in order to convey the smallest details of the described plot or character;

Likes to write stories, poems, diaries;

He does not hesitate to demonstrate his literary abilities.

If your child has artistic abilities, then he:

With the help of drawing or modeling, he tries to express his emotions and feelings;

In his drawings, he tries to convey the world around him through the prism of his own perception;

He is fond of artistic works of art, loves to look at them;

Able to see the beautiful and unusual nearby;

In his spare time he willingly sculpts, draws, draws;

Likes to create something interesting and unusual in the house.

This study will allow parents to take a different look at their child.

Memory development at home (for parents with children)

Development of memory through the installation of memorization

Game "Remember the commands"

Purpose: to learn to memorize commands at once (with a gradual increase in the number of commands from 3 to 7).

Game progress.

1) An adult gives the child a task to memorize several commands and calls them. For example: "Field the flowers, put the scissors in place, find the ball."

2) The child repeats the commands aloud and performs them in order.

3) Parents evaluate the completed task: for each memorized and completed command, a particular number of points is established.

4) The game continues. In the new task, the number of teams increases.

General rules for organizing joint activities of a teacher and schoolchildren

There are 4 main types of lessons in the teaching system: lectures, lessons for solving "key" problems, consultations, test lessons.

1. Lesson - test can be carried out from grade 1:

Children learn to evaluate themselves and classmates;

Cross-checking of notebooks is carried out;

Work is carried out in pairs, in fours.

Such work teaches students to communicate, to be tolerant of each other, to the failures of a comrade; children are more likely to help each other.

2. In grades 2-3, work becomes more difficult, like this:

It is carried out in fours of interchangeable composition;

Lessons are already being introduced on separate topics.

3. Lessons-lectures can be held in the 4th grade.

Lessons-lectures - a form that involves immersion of students in the proposed topic.

The goal is to create conditions for students to have a holistic view of the new topic.

Lesson-lecture is the first lesson on a new topic.

It is carried out like this:

1. The lecture plan is written on the board.

3. All studied material is summarized in notebooks according to the proposed plan.

4. Then work in pairs is proposed, students share their knowledge using the plan.

5. The result is summed up at the board.

Seminar lessons involve students turning to dictionaries, reference books, and additional literature.

The purpose of such lessons is to generalize and systematize the knowledge gained in the study of a particular topic.

Lessons-seminars are held according to the following plan:

1. A week before the seminar, questions and literature are communicated.

2. The teacher appoints assistants who prepare the messages.

3. Tasks for the seminar include both theoretical and practical questions.

4. Assistants' messages are heard. All students participate in the discussion.

5. Reviewing speeches.

6. Summing up.

Lessons-consultations are when children ask questions, and the teacher answers them.

The purpose of such lessons is to test the preparation of students for the test on a particular topic.

Lessons take the form of an interview. The teacher engages students in the learning content. Students can ask questions before the lesson or during the lesson.

Lessons for solving "key" problems involve both combined and integrated practical lessons during the study of a particular topic.

The purpose of such lessons is to complete a minimum of basic tasks on the topic; develop certain skills and abilities.

At practical lessons, tasks of increased difficulty are offered; tasks involving the use of knowledge in atypical conditions.

It is also practiced to conduct integrated lessons.

Credit lessons are the organization of individual work in a group.

Such lessons are held at the end of the study of a topic. The educational process is organized taking into account the following points:

1. Students systematically study or present a new topic, based on the story of another.

2. Students participate in the planning, organization, accounting and control of the work of the group.

3. Students are given the opportunity to learn everything that others know and transfer their knowledge to another.

Groups are formed according to the number of questions. One student is a consultant.

General rules for organizing group work in elementary school

1. Learn how to sit at a desk in order to look not at the teacher, but at the partner; how to put down a textbook, how to agree, how to object.

2. The teacher, together with the students, shows the entire course of the test at the blackboard.

3. Analysis of several errors. Analyze the non-content error, and the interaction that led to the error.

4. Connect in groups, taking into account their personal inclinations and not only. It is useful for a stubborn man to measure himself against a stubborn one. The weakest student needs not so much a strong one as a patient one.

5. For groups to work, at least 3-5 lessons are needed. Therefore, it is not worth transplanting children.

6. When evaluating the work of the group, one should emphasize not so much student's as human virtues: patience, goodwill, friendliness, friendliness.

The continuation of the test is practical work. One type of verification is testing.

Testing is a generalized material aimed at identifying the degree of assimilation of the studied material.

For the effective application of tests, the following conditions must be met:

1. The main condition is the complete independence of students in the process of completing tasks.

2. Tasks are offered in ascending order of difficulty.

3. A variety of forms for submitting test items.

4. Clarity of verbal formulations, questions, tasks.

5. Compliance with the requirements for the dosage of test items, in one subject test - no more than 12.

6. A clear instruction from the teacher at the beginning of work with the obligatory reading of the contents of the sheet.

Examples of competency-based tasks

Mathematics. Topic "Area of ​​a Rectangle"

Stimulus. What old wallpaper, everything turned yellow. It is necessary to make repairs in the summer, but I again forgot how many rolls of wallpaper are needed.

Russian language. The development of speech. 3rd grade, 2nd quarter.

Stimulus. Your birthday is coming up. Guests will come to you. Mom is preparing a treat, and what are you doing? I think you're decorating the table. But as?

Task formulation: remember what your guests love, think about how you can decorate the table.

A source of information:

Based on the knowledge of decorating the New Year's table, children themselves are looking for material, how and with what to decorate the table. From magazines, children's encyclopedias for girls, the Internet. At the same time, they draw up instructions for making table decorations.

Check Form

Instruction:

1. What is needed:

2. Order of execution:

Literature

Basov A.V., Tikhomirova L.F. Materials for assessing readiness for training in the middle link. Yaroslavl, 1992.

Volina V.V. We learn by playing. M., 1992.

Zaitseva O.V., Karpova E.V. At leisure. Games at school, at home, in the yard. Yaroslavl: Academy of Development, 1997.

Tarabarina T.I., Elkina N.V. Both study and play: Mathematics. Yaroslavl: Academy of Development, 1997.

Tikhomirova L.F. Development of cognitive abilities of children. Yaroslavl: Academy of Development, 1996.

Tikhomirova L.F., Basov A.V. Development of logical thinking of children. Yaroslavl: Gringo, 1995.

Elkonin D.V. Psychological development in childhood. M., 1996

V.V. Laylo. Memory development and literacy.

Good day, dear friends! Do you remember what grades you got in school? I remember. There are no triples in my certificate. But during any year of study there were triples, deuces, and even cola sometimes happened. So I think, who is Alexandra, my daughter, like? Excellent student, hangs on the honor roll! Apparently those additional exercises that we do with her are bearing fruit.

Lesson plan:

Exercise 1

A very interesting exercise! Useful not only for children, but also for adults. This exercise is used as a test at the casting of radio hosts. Imagine, you come to the casting, and they say to you: “Come on, my friend, connect us a chicken with a pole.” In all seriousness, they say so!

The meaning is precisely in this, it is necessary to combine two absolutely unrelated concepts. Radio presenters need this in order to quickly and beautifully compose lead lines to songs during live broadcasts, for easy transitions from one topic to another.

Well, the kids are suitable for the development of creative, creative, quick thinking.

So how do you connect a chicken with a pole? Lots of options:

1. The chicken walks around the post.
2. The chicken was blind, walked and crashed into a pole.
3. The chicken was strong, hit the pole, and it fell.
4. The pillar fell right on the chicken.

Do you want to work out? Good. Connect:

• chamomile with milk;
• headphones with a jellyfish;
• moon boots.

Exercise 2. Word Breakers

If in the previous exercise we connected, then in this we will break one long word into many short ones, consisting of letters of a large word. According to the rules, if a letter occurs once in a long word, then it cannot be repeated twice in short words.

For example, the word "switch" breaks down into:

• tulle;
• key;
• beak.

I don't see any more options, do you?

You can break any long words, for example, “holiday”, “picture”, “towel”, “polar explorer”.

Exercise 3. Puzzles

Solving puzzles helps to think outside the box, creatively. Teaches the child to analyze.

Rebuses may contain images, letters, numbers, commas, fractions, placed in a very different order. Let's try to solve some simple puzzles together.

1. On the first we see the syllable "BA" and "barrel". Connect: BA + Barrel = Butterfly.
2. On the second, the principle is the same: Baran + KA = Bagel.
3. The third is more difficult. Cancer is drawn, and next to it is “a = y”. So in the word cancer, the letter "a" must be replaced with the letter "y", we get "hands". To this we add another "a": hand + a = hand.
4. The fourth rebus with a comma. Since the letter “A” is the first, the guess word begins with it. Next, we see the “fist”, after the picture there is a comma, which means that the last letter must be subtracted from the word “fist”. Let's get "cool". Now we combine everything together: A + kula = shark.
5. The fifth rebus is only at first glance difficult. You need to remove the letter “and” from the word “saw”, and read the word “cat” backwards. As a result, we get: pla + current = handkerchief.
6. The sixth, fully alphabetic rebus. Everything is clear with the first and last letters, but what about the middle? We see the letter "o" drawn in the beech "t", so let's say "in t o". We connect: A + WTO + P \u003d AUTHOR.

Trained? Now try to solve the puzzle yourself.

You can share your answers in the comments. You will find many puzzles in children's magazines and.

Exercise 4. Anagrams

Can an orange be turned into a spaniel and vice versa? "Easily!" anagram lovers will answer. You don't even need a magic wand.

An anagram is a literary device that consists in rearranging the letters or sounds of a certain word (or phrase), which results in another word or phrase.

Just as easily, a dream turns into a nose, a cat into a current, and a linden into a saw.

Well, shall we try? Let's make it so:

• the "carriage" flew to the stars;
• "word" grew on the head;
• "lace" learned to fly;
• "atlas" became edible;
• "pump" settled in the forest;
• "mote" became transparent;
• the “roller” was placed on the table before dinner;
• "bun" learned to swim;
• "chamomile" was spinning by the lantern on summer evenings;
• "Park" could not live without water.

Exercise 5. Logic problems

The more logic puzzles you solve, the stronger your thinking becomes. After all, it is not for nothing that they say that mathematics is gymnastics for the mind. Indeed, when solving some of them, you directly feel how the brain moves.

Let's start with the simpler ones:

1. Kolya and Vasya solved problems. One boy decided at the blackboard, and the other at the desk. Where did Vasya solve problems if Kolya did not solve them at the blackboard?
2. Three old grandmothers live in the same entrance, on the third, fifth and seventh floors. Who lives on what floor, if grandmother Nina lives above Valya's grandmother, and Galya's grandmother lives below Valya's grandmother?
3. Yura, Igor, Pasha and Artem finished in the top four in the running competition. Who took what place? It is known that Yura did not run first or fourth, Igor ran after the winner, and Pasha was not the last.

And the next three problems Sashulya brought from the Mathematical Olympiad. These are tasks for the third grade.

“The gardener planted 8 seedlings. Of all but four, pear trees have grown. All but two pear trees grow pears. Pears from all fruit-bearing pear trees except one are not tasty. How many pear trees have tasty pears?”

“Vasya, Petya, Vanya wear ties of only one color: green, yellow and blue. Vasya said: "Petya does not like yellow." Petya said: "Vanya wears a blue tie." Vanya said: "You are both deceiving." Who prefers what color if Vanya never lies?

And now attention! A task of increased difficulty! "On the backfill," as they say. I couldn't solve it. I suffered for a long time, and then I looked at the answers. She is also from the Olympics.

“The traveler needs to cross the desert. The transition lasts six days. The traveler and the porter who will accompany him may take with him a supply of water and food for one person for four days each. How many porters will the traveler need to realize his plan? Enter the smallest number."

If you still fall asleep on any task, then contact me, I will help)

Exercise 6. Match puzzles

Matches are not toys for children! A tool for training thinking. For safety reasons, I suggest replacing matches with counting sticks.

These simple little sticks make very complex puzzles.

First, let's warm up:

• fold two identical triangles from five sticks;
• of seven sticks, two identical squares;
• remove three sticks to make three identical squares (see picture below).

Now more difficult:

Move three sticks so that the arrow flies in the opposite direction.

The fish also needs to be turned in the other direction, while shifting only three sticks.

After shifting only three sticks, remove the strawberry from the glass.

Remove two sticks to make two equilateral triangles.

The answers can be found at the end of the article.

Exercise 7

And now let's work as Sherlock Holmes! Let us seek the truth and discover lies.

Show the child two pictures, on one of which depict a square and a triangle, and on the other a circle and a polygon.

And now offer cards with the following statements:

• some figures on the card are triangles;
• there are no triangles on the card;
• there are circles on the card;
• some of the figures on the card are squares;
• all shapes on the card are triangles;
• there are no polygons on the card;
• There are no rectangles on the card.

The task is to determine whether these statements are false or true for each picture with figures.

A similar exercise can be carried out not only with geometric shapes, but also with images of animals. For example, put a cat, a fox and a squirrel on the picture.

Statements can be as follows:

• all these animals are predators;
• there are pets in the picture;
• all the animals in the picture can climb trees;
• all animals have fur.

Pictures and statements to them can be selected independently.

Exercise 8. Instruction

We are surrounded by a variety of things. We use them. Sometimes we do not pay any attention to the instructions that are attached to these items. And it also happens that there are simply no instructions for some very necessary items. Let's fix this misunderstanding! We will write the instructions ourselves.

Take, for example, a comb. Yes, yes, the usual comb! That's what we got with Alexandra.

So, instructions for using the comb.

1. A comb is a device for making hair smooth and silky, made of plastic.
2. Use a comb should be with increased shaggy and curly.
3. In order to start combing, approach the comb, gently take it in your hand.
4. Stand in front of a mirror, smile, bring the comb to the roots of your hair.
5. Now slowly move the comb down to the ends of your hair.
6. If there are obstacles in the form of knots on the way of the comb, then run the comb over them several times with weak pressure, while you can scream a little.
7. Each strand of hair is subject to processing by a comb.
8. Combing can be considered finished when the comb does not meet a single knot on the way.
9. After combing, it is necessary to rinse the comb with water, put it in a place specially designated for it.
10. If a tooth has broken off a comb, you need to throw it in the trash.
11. If all the teeth of the comb have broken off, send it after the tooth.

Try writing instructions for a pot, or slippers, or a glasses case. It will be interesting!

Exercise 9. Making up a story

Stories can be composed in different ways, for example, based on a picture or on a given topic. By the way, this will help. And I suggest you try to compose a story based on the words that must be present in this story.

As always, an example.

Words are given: Olga Nikolaevna, poodle, sequins, turnip, salary, gray hair, castle, flood, maple, song.

Here's what happened to Sasha.

Olga Nikolaevna walked down the street. On a leash, she led her poodle Artemon, the poodle was all shiny. Yesterday he broke the lock on the locker, got to the box of glitter, and poured it all over himself. And Artemon gnawed through the pipe in the bathroom and made a real flood. When Olga Nikolaevna came home from work and saw all this, gray hair appeared in her hair. And now they were going for turnips, as turnips calm the nerves. And the turnip was expensive, worth half the salary. Before entering the store, Olga Nikolaevna tied the poodle to a maple tree and, singing a song, went inside.

Now try it yourself! Here are three sets of words:

1. Doctor, traffic light, headphones, lamp, mouse, magazine, frame, exam, janitor, paper clip.
2. First grader, summer, hare, button, gap, bonfire, Velcro, shore, plane, hand.
3. Konstantin, jump, samovar, mirror, speed, sadness, trip, ball, list, theater.

Exercise 10

We have already worked as detectives. Now I propose to work as a police officer. The fact is that the words in well-known proverbs and sayings violated the order. We will deal with violators of the order. Try to arrange the words the way they are supposed to stand.

1. Food, comes, time, in, appetite.
2. You will pull out, not, labor, from, a fish, a pond, without.
3. Measure, one, a, one, seven, cut, one.
4. And, ride, sled, love, carry, love.
5. Waiting, no, seven, one.
6. Word, cat, and, nice, kind.
7. One hundred, a, rubles, have, don't, have, friends, a hundred.
8. Falls, not, apple trees, far, apple, from.
9. Flowing, stone, not, water, recumbent, under.
10. Autumn, consider, by, chickens.

I want to clarify. We don't do this on purpose. That is, it doesn’t happen that I say: “Come on, Alexandra, sit down at the table, let’s develop thinking!” No. All this in between times, if we go somewhere, we go, before going to bed instead of books. It is very interesting to do it, so you don’t have to force anyone.

Well, now the promised answers to matchstick puzzles!

Puzzle Answers

About two triangles of five matches.

About two squares out of seven.

We get three squares.

Expand the arrow (watch the color of the sticks).

We turn the fish.

And about two equilateral triangles.

I recently found this video on the internet. It has completely different exercises. We tried, until it turns out with difficulty. Well, let's practice. See if you can use it too.

Dare! Get busy! Develop with your children. Try these "golden" exercises. Show off your results in the comments!

Thank you for your attention!

And I look forward to visiting again! Here you are always welcome!

• Gudkova Maria Vladimirovna, master, student
• Chelyabinsk State Pedagogical University

• LOGICAL UNIVERSAL LEARNING ACTIONS
• LOGICAL THINKING
• JUNIOR SCHOOLCHILD

This paper presents the problems of the formation of logical thinking of younger students. The analysis of existing methods for the development of logical thinking was carried out, as well as new approaches to solving the problem were presented.

• Pedagogical design of the activities of an educational institution in the context of network interaction
• Formation of Professionally Significant Qualities of a Future Physical Education Teacher at Basketball Training Sessions at a University
• Improving the professional training of officers (historical excursus)

According to the new requirements of the Federal State Educational Standard, the teacher must not only give the student knowledge, skills and abilities, but also teach him how to apply them in real life. It is necessary to develop originality of thinking, move away from the way of solving problems with the help of "imitation". It is at primary school age, according to psychologists, that it is necessary to form logical thinking, a non-standard approach to solving the problem.

If at preschool age the leading activity of the child is the game, then in elementary school there is a reorientation to the educational one. Thinking becomes the main function. The development of mental activity is a priority in elementary school. GEF regulates to teach a child to make decisions in non-standard situations, both theoretically and in practice, using the acquired knowledge, skills and abilities, as well as to be able to find the necessary information. All these facts indicate that the development of logical thinking becomes, if not a priority, then one of the most important during the period of a child's education in elementary school. The development of logical thinking should be understood as: the implementation of analysis, synthesis, operating with concepts, drawing conclusions, reasoning, arguing, and most importantly, developing the habit of thinking independently, looking for extraordinary solutions. Mental activity, like any other, needs to be trained and developed. In the modern world, a child will often face such difficulties, so this topic is the most relevant today.

Many teachers and psychologists were interested in development problems (P. Blonsky, L. S. Vygotsky, S. L. Rubinshtein, P. Ya. Galperin, A. N. Leontiev, A. R. Luria, P. I. Zinchenko, A. A. Smirnov, B. M. Velichkovsky, G. G. Vuchetich, Z. M. Istomina, G. S. Ovchinnikov, J. Piaget). Statistics show that not all 4th grade students have the skills of logical thinking in full or at least partially. Sometimes some students do not master them even in high school. All these facts indicate certain problems in the development of logical thinking in younger students, as well as the need for targeted work to teach children the basic techniques of mental operations.

Most often, work in this direction is aimed at determining the conditions, teaching methods and pedagogical technologies that most effectively influence the formation of logical thinking in younger students. The result of the research most often was the solution of two problems: what should be the content of the acquired knowledge and how the teacher can convey information to the minds of students. After all, knowledge can be memorized mechanically, rational methods of thinking allow them to comprehend.

In early childhood, thinking undergoes significant changes. It becomes abstract and generalized. When performing intellectual operations, as psychologist L. Obukhova notes, younger students experience a number of difficulties. Firstly, it is difficult for children to analyze a word or sentence “by ear”. Secondly, it is often difficult for students to correlate the concepts of magnitude and quantity. Thirdly, there are difficulties in defining concepts.

On the basis of research conducted by such well-known teachers as P. Galperin and V. Davydov, one can give an example of children confusing size and quantity (a student in elementary school is shown 4 small circles and 2 larger ones. The question sounds like this - where is more? Children point to two large circles).

Other scientists (L. Vygotsky and A. Luria) noted that for a child of primary school age, speech is like glass through which something is visible, but the glass itself (the word) is not visible.

The ability to think logically is necessary for students already in grade 1. It is not possible to fully assimilate the material without possessing the slightest methods of logical thinking.

Teaching logical thinking, as well as its development, should be natural, close to real life situations. In this case, pedagogical means should take into account the age-related characteristics of the child's development (psychological and physical).

In the existing school educational programs, there are certainly exercises for the formation of logical universal actions, but given the need to develop abstract thinking, it makes sense to conduct an experiment to develop an additional program for the development of logical thinking, and it is possible to introduce exercises at any lesson both in the learning process and during extracurricular activities. Currently, there are a large number of various methods for the formation of logical universal educational actions. Each teacher must analyze and take into account the physical and psychological characteristics of younger students, take into account the individuality of each child, in order to introduce additional exercises for the development of logical thinking. Such tasks can be implemented in absolutely any lesson, both in the learning process and in extracurricular activities. The type of these exercises can be as follows: logical series (find the extra of a series of proposed items or make a logical series of pictures); labyrinth; find logical connections (determine the similarity between two objects); find an error classify items according to features. One of the most effective techniques is drawing. In the process of drawing, the development of the cognitive activity of the child takes place, such concepts as color, volume, space are formed.

The solution to this problem is that it is necessary to shift the emphasis from increasing the amount of information given to the student to the formation of logical universal learning activities. At the same time, the teacher should focus his attention on the establishment of general logical mental activity in the younger student, to form the skills of working with various types of inferences. Such an approach to the formation of the educational process can completely change the course of a standard lesson, for example: if the teacher used to set the topic of the lesson, now he must lead the students with leading questions to determine what the topic is and what they should study.

The indicator of formation mental activity is that the student is able to solve theoretical and practical problems of a higher level. Comprehension is manifested in the fact that the student is able to explain how one or another technique can be used. Primary school age is an active propaedeutic stage in the development of logical thinking, during which the foundations are laid for the implementation of logical operations of analysis, synthesis, generalization, limitation, classification, comparison, abstraction and others, which are the basis for successful mastering the curriculum of a general education school. The main age-related features that characterize the performance of logical operations by younger students include: the predominance of sensory, activity analysis over abstract, the implementation of synthesis mainly in a visual situation without interrupting actions with objects, the desire to replace the operation of comparison with the arrangement of objects, connections and relations between objects and their properties, replacing the essential features of objects with their bright external features.

Bibliography

1. Vygotsky, L.S. Thinking and speech / L.S. Vygotsky - M: AST, 2005.
2. Galperin, P. Ya. Problems of knowledge and skills formation among schoolchildren and new teaching methods at school / Galperin P. Ya., Zaporozhets N.V., Elkonin D.B. - M.: Enlightenment., 1963.
3. Kulagina, I.Yu. Developmental psychology: Child development from birth to 17 years: Textbook third edition / I.Yu.Kulagina. – M.: URAO, 1997.
4. Levites, V.V. Development of logical thinking in children of preschool and younger school age / V.V. Levites // Proceedings of the Russian Academy of Education. - 2006. - No. 3.
5. Thinking. Verbal subtests // Program for the study of children's readiness for schooling. – M.: Enlightenment, 1991.
6. Obukhova, L.S. Child (age) psychology / Obukhova L.F. - M .: Yurayt Publishing House; MGPPU, 2011.

R DEVELOPMENT OF LOGICAL THINKING

IN PRIMARY SCHOOL.

1. Introduction

The current stage of pedagogical practice is the transition from information and explanatory technology of education to activity-developing, which forms a wide range of personal qualities of the child. It becomes important not only the assimilation of knowledge, but also the very methods of assimilation and processing of educational information, the development of cognitive interests and the creative potential of students. An essential result of the child's stay in school should be the formation of those mental neoplasms, the qualities of his personality that the student needs for successful learning today and tomorrow.

Many years of experience in school convinced me that the development of logical thinking is a necessary condition for the achievement of solid knowledge by students. The ability to compare, analyze, highlight the main thing, generalize and draw conclusions allows you to achieve positive results in any kind of activity. As practice has shown, most primary school students want to learn as much new things as possible, but, unfortunately, such a desire does not always coincide with the possibilities. In the process of working with children in the first grade, the problem of their unformed ability to carry out the simplest logical operations was discovered. Many children had a vague idea of ​​what it means to prove a statement, did not know the simplest logic of proof, could not give a specific example illustrating the general position under study, choose a refuting example, found it difficult to apply the definition to recognize a particular mathematical object, could not always give an exact answer to the question posed (Figure 1).

Figure 1. Preliminary diagnosis of the level of formation

Logical thinking of students in grade 1 B

Preliminary diagnostics of the formation of logical thinking in students at the beginning of their education in the 1st grade (method of E.F. Zambacevicienė) revealed 3% of children with a high level of development, 31% of students turned out to be at a level of development below the average. All this determined the choice of the topic of self-education: "The development of logical thinking in elementary school."

1. Relevance

Each generation of people makes its own demands on the school. It used to be a paramount task to equip students with deep knowledge, skills and abilities. Today, the tasks of the general education school are different. Studying at school not only equips with knowledge, skills and abilities. At the forefront is the formation of universal educational activities that provide students with the ability to learn, the ability to select the right information in the mass, self-develop and improve themselves. New Federal educational standards of general education of the second generation have appeared, which state that the main goal of the educational process is the formation of universal educational activities, such as: personal, regulatory, cognitive, communicative. In accordance with the standards of the second generation pcognitive universal actionsinclude: general educational, logical, as well as the formulation and solution of the problem.

To logical universal actions include:

Analysis of objects in order to highlight features (essential, non-essential);

Synthesis - the compilation of a whole from parts, including independent completion with the completion of the missing components;

Selection of grounds and criteria for comparison, seriation, classification of objects;

Summing up under the concept, derivation of consequences;

Establishment of causal relationships;

Building a logical chain of reasoning;

Proof;

Hypotheses and their justification.

From the foregoing, it follows that already in elementary school, children must master the elements of logical actions (comparisons, classifications, generalizations, etc.). Therefore, one of the most important tasks facing the primary school teacher is the development of all qualities and types of thinking that would allow children to draw conclusions, draw conclusions, substantiate their judgments, and, ultimately, independently acquire knowledge and solve emerging problems.

In modern conditions, it is necessary to educate a person who is able to independently go beyond the standard set of knowledge, skills and abilities, to make an independent choice.

The leading pedagogical idea of ​​experience is to use cognitive processes as a means of achieving the required level of development of logical thinking, since it contributes to:

Formation and development of internal motivation of students to study at the primary level;

Increasing the mental activity of students and acquiring logical thinking skills on problems related to real life;

Development of individual characteristics of students, their independence, improvement of knowledge;

Education of a person who is able to independently go beyond the standard set of knowledge, skills and abilities, make an independent choice, make an independent decision.

1. The development of logical thinking of younger students.

By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already come a long way of development. Various cognitive processes that provide a variety of activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading significance for general mental development.

Psychological studies show that during this period it is thinking that has a greater influence on the development of all mental processes. The debate about the age at which a child is able to think logically has been going on for a long time. For example, according to the Swiss psychologist J. Piaget, children under 7 years of age are not capable of constructing logical reasoning, they are not able to evaluate the point of view of another person. Later theoretical studies and experiments largely refute this point of view, in particular, the experience of the Nikitin family indicates the opposite. The concept of developmental learning D.B. Elkonin and V.V. Davydov, pedagogical experiments convincingly demonstrated the enormous potential of children's abilities, and ways of their development were found.

Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

1. Subject-effective (visual-effective).
2. Visually figurative.
3. Abstract (verbal-logical).

Subject-effective thinking - thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further way of development of thinking lies in the transition toverbal-logical thinking - this is thinking with concepts devoid of direct visibility inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them. This new content of thinking in primary school age is given by the content of the leading educational activity.

Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on the visual signs of objects, but on internal, essential properties and relationships. In the course of training, children master the methods of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, generalization.

As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, to think when necessary. In many ways, the formation of such arbitrary, controlled thinking is facilitated by the task of the teacher in the lesson, encouraging children to think.

When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. A younger student regularly gets into the system when he needs to reason, compare different judgments, and carry out conclusions.

In the process of solving educational problems in children, such operations of logical thinking as analysis, synthesis, comparison, generalization and classification are formed.

Analysis - this is a mental division of an object or phenomenon into its constituent parts, the allocation of individual parts, features and properties in it. Analysis as a mental action presupposes the decomposition of the whole into parts, the selection by means of comparisons the general and the particular, the distinction between the essential and the non-essential in objects and phenomena.

Synthesis - this is a mental connection of individual elements, parts and features into a single whole. Analysis and synthesis are inextricably linked, are in unity with each other in the process of cognition. These are the most important mental operations.

Comparison - this is a comparison of objects and phenomena in order to find similarities and differences between them.

Abstraction is the basis of generalization.

Abstraction - this is a mental selection of essential properties and features of objects or phenomena while simultaneously abstracting from non-essential ones.

Generalization - the mental association of objects and phenomena into groups according to those common and essential features that stand out in the process of abstraction.

Mastering analysis begins with the child's ability to distinguish various properties and signs in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature, the properties of the object, come to the fore. The ability to distinguish properties is given to younger students with great difficulty. And this is understandable, because the concrete thinking of the child must do the complex work of abstracting the property from the object. As a rule, out of an infinite number of properties of an object, first-graders can single out only two or three. As children develop, expand their horizons and get acquainted with various aspects of reality, this ability, of course, improves. However, this does not exclude the need to specifically teach younger students to see their different aspects in objects and phenomena, to single out many properties.

In parallel with mastering the technique of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential and non-essential features, while using such operations of thinking asanalysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. In this case, typical material: subsuming a mathematical problem under an already known class, highlighting a root in related words, a brief (highlighting only the main) retelling of the text, dividing it into parts, choosing a title for an excerpt, etc. The ability to highlight the essential contributes to the formation of another skill - to be distracted from non-essential details. This action is given to younger students with no less difficulty than highlighting the essential.

In the process of learning, tasks become more complex: as a result of the identification of distinctive and common features, already several objects, the children try to break them into groups. This requires such an operation of thinking as classification. In elementary school, the need to classify is used in most lessons, both when introducing a new concept and at the stage of consolidation.

In the process of classification, children carry out analysis of the proposed situation, the most significant components are distinguished in it, using the operations analysis and synthesis, and generalizes for each group of subjects included in the class. As a result of this, objects are classified according to an essential feature.

As can be seen from the above facts, all operations of logical thinking are closely interconnected and their full formation is possible only in combination. Only their interdependent development contributes to the development of logical thinking as a whole. Methods of logical analysis, synthesis, comparison, generalization and classification are necessary for students already in the 1st grade, without mastering them there is no full assimilation of educational material.

These data show that it is at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental activity. A variety of psychological and pedagogical exercises can help in this.

4. Technology of experience in the development of logical thinking.

The development of thinking in primary school age has a special role. With the beginning of learning, thinking moves to the center of the child's mental development (L. S. Vygotsky) and becomes decisive in the system of other mental functions.

The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, is already subject to logical principles, but abstract, formally logical reasoning for children is still not available. Without logical thinking, that is, without the ability to correctly form concepts (define, classify, etc.), judgments, conclusions and proofs, knowledge is useless.

The purpose of pedagogical activity is to ensure positive dynamics in the development of logical thinking in the process of teaching students in grades 1-4.

To achieve this goal, it is proposed to solve the following tasks :

• creation of a system of exercises that contribute to the development of logical thinking;
• classification and description of practical tools that can be used by a teacher to develop logical thinking;

To implement the tasks, a complex was used methods :

• theoretical analysis of scientific literature;
• monitoring the activities of students in the classroom and after school hours;
• application of a system of exercises that contribute to the development of logical thinking;
• conducting psychological and pedagogical diagnostics;

questioning and testing of students

The development of logical thinking is inseparable from the formation of performing skills and abilities. The more versatile and perfect the skills and abilities of schoolchildren, the richer their imagination, the more real their intention, the more complex mathematical problems they solve.

In order for a younger student to develop logical thinking, it is necessary that he experience surprise and curiosity, repeat in miniature the path of mankind in cognition, satisfy the emerging needs in overcoming difficulties and solving problems.

Education should be built taking into account the interests of schoolchildren, related to their life experience, this will give much better results than education based on memorizing and accumulating a simple amount of knowledge. The student begins to think and reason logically when he encounters difficulties, the overcoming of which is important for him.

1. Tasks to develop the ability to compare.

Comparison is a mental operation that consists in comparing objects and phenomena, their properties and relations with each other and in this way identifying the commonality or difference between them. Comparison is characterized as a more elementary process, from which, as a rule, cognition begins. At the initial stages of acquaintance with the surrounding world, various objects are known primarily through comparison. Any comparison of two or more objects begins with their comparison or correlation with each other, i.e. starts with synthesis. In the course of this synthetic act, the compared phenomena, objects, events, etc. are analyzed. - highlighting the common and different in them.This approach includes the following main operations:

1. Identification of the features of an object.
2. The division of the selected features into essential and non-essential.
3. Identification of features that are the basis of comparison.
4. Finding similar and different features of objects, i.e., the implementation of an incomplete comparison.
5. Formulation of the conclusion from the comparison.

Showing an object (a cube, a ball, a pencil, an apple, a ruler, etc.), I offered to name the features (properties) of the object. Children named 2-3 signs, and then they experienced difficulty. Then I offered to compare this object (cube) with a group of other objects (apple, cotton wool, glass, weight). When comparing with an apple, the guys noticed that the apple is round in shape, and our cube has corners; when compared with cotton wool, we noticed that the cube is hard, and cotton wool is soft, etc. We found more and more new properties (signs) of the cube. By analogy, other objects were compared and all their signs were found. To consolidate this skill, I used the game "Recognize the subject." It consists in the fact that the called student goes to the blackboard and turns his back to the class. The teacher shows the children the subject. Students do not name the object, but highlight its main properties. The called student must learn the subject. Or the teacher lists the properties of the object, and the students name the object.

When the guys learned to highlight the properties of objects when comparing them with other objects, I began to form a concept of common and distinctive features of objects. She offered to compare 2, and then 3 objects (a book and a notebook, a pencil, a triangle and a ruler, etc.). In the process of comparison, we learned to find common features and distinctive ones. To further develop this technique, she conducted a series of tasks “Identical, different for two”, “Identical, different for three”, “Identical, different for four”.

Exercise : talk about the shape, taste, color of an apple, watermelon.

Exercise : name the time of the year according to the given signs.

A cold wind blows, clouds in the sky, it often rains. Vegetables are harvested in the village. Birds fly to warmer climes. The day is getting shorter. Exercise: select two words that are most significant for the word in front of the brackets:

City (car, building, crowd, bike, streets)

River (shore, fish, mud, water, angler)

Game (players, chess, tennis, punishment rules)

Hospital (garden, doctor, radio, hospital, premises)

Exercise : name the common features of objects:

Cats are dogs

Apple - watermelon,

Fur tree, pine tree,

Birch - aspen.

Exercise : name the distinguishing features of objects:

tree, shrub,

Autumn - spring,

The story is a poem

Sleigh is a cart.

Exercise: name common features; name the distinguishing features.

Fork spoon,

Table chair,

Window - cloth - cloud.

Exercise: determine if the comparison is correct:

1) the wings of a butterfly are beautiful, and those of a dragonfly are transparent;

2) maple leaves are carved, and birch leaves are green.

Challenge What has changed?

Exercise : name an object that has the following features: it has 4 sides and 4 corners.

Exercise How are the numbers similar?

7 and 71;

31 and 38

Exercise: how the words in each pair are similar and how they differ:

Slipper - hat Bear - bump

Gunpowder - rustle lip - fur coat

Exercise How are tasks similar and different?

It was - 25 pages. It was -?

Remaining – 9 pages Remaining – 9 pages

Read - ? pp. Read - 16 pp.

Exercise. The development of the ability to compare is greatly facilitated metagrams. In them, words differ only in one letter. In the metagram, a certain word is encrypted that needs to be guessed. Then the indicated letter must be replaced by another and another word should be called. These tasks not only teach to compare, but also develop the mental operations of analysis and synthesis.

For example: C B - I'm crying,

With R - I play,

C C - I sprinkle food.

(Answer: pain - role - salt)

Exercise . To develop the ability to compare and to enrich the vocabulary of children, we introduce children to related words. Offering pairs of words, I wonder how they are similar, what do they have in common?

Are the pairs of words similar? Try to explain their relationship.

Announcer - dictation

Glove - thimble

Friday - five

Circus - compasses

City - vegetable garden

2. Tasks for the development of the ability to generalize.

Generalization - this is a mental operation, which consists in combining many objects or phenomena according to some common feature. In the course of generalization in the compared objects - as a result of their analysis - something in common is singled out. These properties common to different objects are of two types: 1) common as similar features and 2) common as essential features.

Exercise : name a group of words with a common word:

January February March June

Table sofa chair chair

Exercise: continue the enumeration and call the group of words a common word:

Table, sofa, …, …, …__________.

Volga, Kama, …, …, …___________.

Exercise: Name a group of numbers in a common word:

a) 2; 5; 6; nine ___________________.

b) 12; 31; 57; 72 ___________________.

Exercise: Find equations among the following entries, write them down and solve.

30 + x > 40 45 - 5 = 40 62 + x = 94

80 - x 39 - 9

Exercise: What is the common word for the following words:

1. Faith, Hope, Love, Elena

2. a, b, c, c, n

3. table, sofa, armchair, chair

4. Monday, Sunday, Wednesday, Thursday

3. Tasks for the development of the ability to establish patterns.

Exercise: given a series of numbers. Note the features of the compilation of the series and write down the following number:

16; 14; 12; 10; … .

Exercise : find the pattern and fill in the missing number:

4. Tasks for the development of the ability to classify.

Exercise : words are given: lemon, orange, pear, raspberry, apple, strawberry, plum, currant.

Name: 1) berries;

2) fruits.

Exercise: words are given: table, cup, chair, plate, cupboard, teapot, sofa, spoon, stool, armchair, pan.

Underline the names of the furniture with one line, the name of the dishes with two lines.

Exercise : words are given: tangerine, apple, potatoes, plums, oranges.

Say the extra word.

Exercise: name classmates that begin with the letters B and C.

Exercise: divide words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, pen, pencil, pumpkin, desk, ruler, notebook, table, mouse, floor.

1 syllable 2 syllables 3 syllables

Exercise : letter E; E; F; Z; AND; TO; L; M; H; O are divided into two groups: vowels and consonants. Which line is classified correctly?

1) E, E, I, K, Z, L, M, N, O

2) E, E, I, O F, Z, K, L, M, O

3) E, E, N, O F, Z, I, K, L, M, N

4) I, E, E F, Z, K, L, M, N, O.

Task: numbers are given:

1; 2; 3; 4; 5; 6; 7; 8; 9; 10.

Divide them into two groups:

a) even;

b) odd.

To which group should the numbers be assigned?

16; 31; 42; 18; 37?

5. Tasks for the development of the ability to determine the relationship between objects of the genus-species type.

Exercise : from the list of words, select items of utensils: a cup, a table, a plate, a jacket, a bedside table, a hat, a scarf, a pan, a coat, a frying pan, a dress, a chair.

Exercise : select shoes from the list of words: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, spinning top, sneakers, pencil, designer.

Exercise : title columns:

cabbage raspberry apple

cucumber currant orange

Onion strawberry lemon

garlic gooseberry pear

tomato strawberry banana

Radish

The effectiveness of the experience

In the presented experiment, monitoring of the level of development of students' logical thinking was carried out in November-December 2013 (primary diagnostics) and November-December 2014.

Methodology E.F. Zambatseviciene

"Studies of verbal-logical thinking of younger schoolchildren"

1 subtest is aimed at identifying awareness. The subject's task is to complete the sentence with one of the given words, making a logical choice based on inductive thinking and awareness. There are 10 tasks in the full version, 5 in the short version.

Tasks of 1 subtest

"Finish the sentence. Which of the five words fits the given part of the phrase? »

1. The boot always has ... (lace, buckle, sole, straps, buttons) If the answer is correct, the question is asked: “Why not a lace?” After a correct explanation, the solution is estimated at 1 point, with an incorrect explanation - 0.5 points. If the answer is wrong, the child is asked to think and give the correct answer. For the correct answer after the second attempt, 0.5 points are given. If the answer is incorrect, the understanding of the word "always" is clarified. When solving subsequent samples of subtest 1, clarifying questions are not asked.

2. Lives in warm lands ... (bear, deer, wolf, camel, penguin).

3. In a year ... (24 months, 3 months, 12 months, 4 months, 7 months).

4. The month of winter ... (September, October, February, November, March).

5. Does not live in our country ... (nightingale, stork, tit, ostrich, starling).

6. A father is older than his son... (rarely, always, often, never, sometimes).

7. Time of day... (year, month, week, day, Monday)

8. A tree always has ... (leaves, flowers, fruits, root, shadow)

9. Season ... (August, autumn, Saturday, morning, holidays)

10. Passenger transport ... (harvester, dump truck, bus, excavator, diesel locomotive).

Figure 2. Revealing awareness

These charts show a decrease in the number of students with a level of awareness below the average from 51.8% to 31.1%, an increase in the number of students from 17.2% to 24.1%.

2nd subtest. Classification, ability to generalize

“One word out of five is superfluous, it should be excluded. What word should be excluded?

With a correct explanation, 1 point is put, with an erroneous one - 0.5 points. If the answer is wrong, ask the child to think and answer again. For the correct answer after the second attempt, 0.5 points are given. Upon presentation of the 7th, 8th, 9th, 10th samples clarifying questions are not asked.

1. Tulip, lily, beans, chamomile, violet.

2. River, lake, sea, bridge, pond.

3. Doll, jump rope, sand, ball, spinning top.

4. Table, carpet, chair, bed, stool.

5. Poplar, birch, hazel, linden, aspen.

6. Chicken, rooster, eagle, goose, turkey.

7. Circle, triangle, quadrangle, pointer, square.

8. Sasha, Vitya, Stasik, Petrov, Kolya.

9. Number, division, addition, subtraction, multiplication.

10. Cheerful, fast, sad, tasty, cautious.

Figure 3 Classification, ability to generalize

These diagrams show a decrease in the number of students with a level of ability to generalize and classify below the average from 34.5% to 31.1%, an increase in the number of students with a level of development above the average from 10.3% to 20.7% and a high level from 10.3% to 17.2%.

3rd subtest. Inference by analogy

“Choose from the five words written under the line, one word that would fit the word “clove” in the same way that the word “vegetable” fits the word “cucumber”. For the correct answer 1 point, for the answer after the second attempt - 0.5 points. Clarifying questions are not asked. 4. Flower

Bird

Vase

Beak, seagull, nest, feathers, tail

5. Glove

Boot

Hand

Stockings, sole, leather, leg, brush

6. Dark

Wet

Light

Sunny, slippery, dry, warm, cold

7. Clock

Thermometer

Time

Glass, sick, bed, temperature, doctor

8. Machine

A boat

Motor

River, lighthouse, sail, wave, shore

9. Table

Floor

Tablecloth

Furniture, carpet, dust, boards, nails

10. Chair

Needle

Wooden

Sharp, thin, shiny, short, steely

Figure 4 Inference by analogy

These diagrams show a decrease in the number of students with a level of development of the ability to reason by analogy below the average from 62.1% to 55.2%, an increase in the level of development above the average by 3 people - 10.3%.

4th subtest. Generalization

“Find a suitable generalizing concept for these two words. How can it be called together, in one word? If the answer is wrong, you are asked to think again. The scores are similar to the previous subtests. Clarifying questions are not asked.

1. Perch, crucian...

2. Broom, shovel...

3. Summer, winter...

4. Cucumber, tomato...

5. Lilac, hazel...

6. Wardrobe, sofa...

8. Day, night...

9. Elephant, ant...

10. Tree, flower...

Figure 5. Generalization.

These diagrams show a decrease in the number of students with an average level of development of the ability to generalize from 20.7% to 9.3%, an increase - with a level of development above the average by 6.9%, with a high level from 65.5% to 70%.

Conclusion.

This work was very important to me. Now I can say that the development of thinking is provided by purposefully organized activity, when the focus of the teacher's attention is not so much the problem of obtaining knowledge as the process of involving the student's intellect in solving the educational problem. In the works of L.S. Vygotsky repeatedly emphasizes the idea that any learning should be realized by the people who are learning. Students become active participants in the process of finding a solution, begin to understand the sources of its occurrence, realize the causes of their mistakes, difficulties, evaluate the method found, compare it with those offered by other students. At the same time, both the teacher and the students become relatively equal participants in joint activities.

I shared my experience with teachers at the school MO.

I would like to end the presentation of my work experience with the words of V. A. Sukhomlinsky: “A terrible danger is idleness at a desk: idleness 6 hours a day, idleness for months and years - this corrupts, morally cripples a person, and no school team, no workshop, no school site - nothing can compensate for what has been lost in the main sphere where a person should be a worker - in the sphere of thought.

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