From the experience of a teacher of Russian language and literature. Organization of research activities of schoolchildren

The purpose of research activities in education is the acquisition by students of the skill of research as a universal way of mastering reality, the development of the ability for a research type of thinking, the activation of the student's personal position in the educational process based on the acquisition of new knowledge. The educational and research activity of schoolchildren is an activity related to the search for an answer to a creative, research problem with a previously unknown solution.
Research activities- an effective means of developing theoretical thinking, as it allows fixing causal relationships on specific material, establishing the results of the development of processes, making generalizations and ascent “from the particular to the general” (“the theory of educational activity and its subject” by V. V. Davydov). During research activities, the conditions and norms of activity that arose and existed in the field of science are reproduced. Thus, research learning is active in nature.
At various levels of education and for various types of educational institutions, the research activity of students has its own specific functions: in preschool education and elementary school - the preservation of the research behavior of children as a means of developing cognitive interest and becoming motivated for learning activities; in the basic school - the development of students' ability to take a research position, independently set and achieve goals in educational activities based on the use of elements of research activities within the framework of the subjects of the curriculum and the system of additional education; in high school - the development of research competence and pre-professional skills as the basis of profile education; in additional education - creating conditions for the development of abilities and inclinations of students in accordance with their specific needs in the context of flexible educational programs and individual support.
The research activity of students is an educational technology that uses educational research as the main means. Research activity involves the implementation by students of educational research tasks with a previously known solution, aimed at creating ideas about an object or phenomenon of the world, under the guidance of the head of the research work.
Educational research is an educational process implemented on the basis of research activity technology. Its main characteristics are:
highlighting problem points in the educational material, suggesting ambiguity;
developing the skill of highlighting several versions, hypotheses (viewing an object, developing a process, etc.) in a selected problem, formulating them;
development of the skill of working with different versions based on the analysis of evidence or primary sources (methods of collecting material, comparisons, etc.);
developing the skills of analysis and acceptance based on the analysis of one version as the true one.
The main goal of a student's research project is to get an idea about a particular phenomenon, to develop the ability to take a research position in relation to surrounding phenomena. To achieve this goal, it is necessary to create conditions for students to independently set research objectives, select an object, attempt analysis, and put forward hypotheses. At the same time, the student acts in accordance with his interests and preferences, takes a creative, authorial position when performing research, that is, independently sets the goals of his activity. At each stage of research, it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the methodology, otherwise the study may gradually turn into a sequence of standard educational stages that is usual in the reproductive system of education.
During research activities, the method of projects is used, which allows you to plan the study, while the work remains research, which is organized by the project method.
Among the forms of organization of research activities, the following can be distinguished:
1. Problematic teaching of lessons in a general education school in traditional subjects. At the same time, a problematic approach to teaching a lesson is implemented: the presentation by the teacher of various points of view on a given topic; the organization of the discussion, during which the analysis of the primary sources presented by the teacher takes place and various opinions are expressed, which are then formulated in the form of conclusions. You can organize student reports that reflect different points of view on a problem.
2. Introduction to the grid of the basic component of the curriculum of special subjects. For example, the course "methods of scientific research", within the framework of which the methodology of research activities is given, the setting and implementation of research tasks, and the presentation of results in the classroom are worked out.
3. Elective courses of pre-profile and profile training in the field of various natural sciences and humanities, which are based on the implementation of research projects.
4. Additional education programs, the use of a wide range of different forms of group and individual work, fixing the result as a completed research work.
5. Application of the research approach when conducting excursions, setting individual research tasks with fixing the result in the form of reporting creative works.
6. School-wide projects based on research activities.
7. Campaigns and expeditions as independent forms of organization of research activities and as elements of the annual cycle of educational research.
8. Scientific and practical conferences and competitions as a form of presentation of research activities.
9. Activities of thematic clubs and youth associations (youth scientific societies, small academies of sciences, etc.).
The results of research learning are divided into two parts. The first notes the compliance of the result of the student's research work with the norms of the research. The second one shows what abilities and characteristics of the individual were developed in the process of implementing research training (the ability to see and highlight the problem, the ability for reflective thinking, the level of cognitive motivation, the presence and severity of the author's position, etc.).
The quality of a student's research work is determined by the ratio of the presented and actually mastered subject material; the ability to build and present the structure of the study in accordance with the norms that have developed in the scientific environment; ability to reflect. Thus, research activity turns into a leading activity for adolescence, since it sets the way for the implementation of effective social, subcultural, and professional tests.
The main types of educational and research activities can be distinguished:
- problem-reference study: comparison of data from various literary sources in order to highlight the problem and design options for its solution;
- analytical and systematizing research: observation, fixation, analysis, synthesis, systematization of quantitative and qualitative indicators of the studied processes and phenomena;
- diagnostic and prognostic research: study, tracking, explanation and forecasting of qualitative and quantitative changes in the studied systems, phenomena, processes;
- inventive and rationalization research: improvement, design and creation of devices, mechanisms, devices;
- experimental research activity: checking the assumption about the confirmation or refutation of the result;
- design and search activities: search, development and protection of the project, the target setting is the methods of activity, and not the accumulation and analysis of factual knowledge.
- descriptive research: observation and qualitative description of a phenomenon.
The most effective in terms of the formation of key competencies among students is project-research activity - the activity of designing one's own research, which involves identifying goals and objectives, principles for selecting methods, planning the course of research, determining expected results, assessing the feasibility of research, and determining the necessary resources.
The main means of organizing research work is a system of research tasks containing a problem, the solution of which requires theoretical analysis, the application of scientific research methods, with the help of which students discover knowledge previously unknown to them.
Research assignments include:
- cognitive tasks - specially selected learning tasks that should be, as it were, snatched from the surrounding reality. One of the constituent elements of the organization of cognitive activity in the classroom is the formulation and solution of the problem. A problem is a complex cognitive task, the solution of which is of significant practical or theoretical interest (for example: how much electricity does our school consume);
- creative tasks that can take the form of a riddle, can be compiled on the basis of an unusual and interesting text, contain a question or task;
- lesson-research, when the phenomenon, the study of which is provided for by the program, is offered for independent observation under the guidance of a teacher;
- lesson-seminar, which is based on the content of the educational material of previous classes.
Thus, it should be noted the importance and necessity of research activities, during which students develop the ability to see problems; to ask questions; put forward hypotheses; define concepts; classify; observe; conduct experiments; draw conclusions and conclusions; structure the material prove and defend their ideas.

References

1. Alekseev N. G., Leontovich A. V., Obukhov A. V., Fomina L. F. The concept of the development of research activities of students // Research work of schoolchildren. 2001. no. one.
2. Andreev V.I. Dialectics of education and self-education of a creative person. - Kazan: Publishing house of KGU, 1988.
3. Belykh S.L. Management of the student's research activity. - M: Well. "Research work of schoolchildren", 2007.
4. Vygotsky L.S. Pedagogical psychology / Ed. V.V. Davydov. - M .: Pedagogy - Press, 1999.
5. Leontovich A.V. Research activities of students. - M .: 2003.
6. National educational initiative "Our new school"
7. Obukhov A.S. Research position and research activities: what and how to develop? // Research work of schoolchildren. 2003. No. 4.
8. Savenkov A.I. Research teaching and design in modern education // Research work of schoolchildren. 2004. No. 1.

The federal component of the State Educational Standard for Primary General Education formulates the idea of ​​implementing a personality-oriented, developing model of primary school, the content of education in which will be focused on ensuring self-determination and self-education of the individual, on mastering the methods of cognitive activity, and children gaining experience in various types of activities. This requires the creation in educational practice of certain conditions for the inclusion of younger students in active cognitive activity. So the task of the school, the teacher is to organize such activities that will help equip the student with methods of cognition, form his cognitive independence, the ability to realize his abilities and personal qualities. An important place in the implementation of these tasks is occupied by the research activities of schoolchildren.

It is the research activity that contributesearly identification and development of schoolchildren's professional inclinations, the formation of leadership qualities, the ability to work in a team, the ability to independently make decisions in a situation of choice, argue one's point of view, and engage in scientific work.

In my work as a class teacher, I see the possibility of implementing the relationship between the educational and educational process, through the organization of research activities of students. Since the class-lesson system largely limits the possibility of individual and group research work of students, its organization is possible within the framework of extracurricular activities.

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The teacher determines the level, form, time of research depending on the age of the students and specific pedagogical tasks. The formation of research activities, as a rule, takes place in several stages.

The first stage corresponds to the first grade of elementary school. The tasks of enriching the research experience of first-graders include:

• maintaining the research activity of schoolchildren on the basis of existing ideas;
• development of skills to raise questions, make assumptions, observe, make subject models;
• the formation of initial ideas about the activities of the researcher.

To solve problems, the following methods and methods of activity are used: in lesson activities - a collective educational dialogue, examination of objects, creation of problem situations, reading-examination, collective modeling; in extracurricular activities - games, activities, a joint determination of his own interests with the child, individual drawing up of schemes, the implementation of models from various materials, excursions, exhibitions of children's works.

The second stage - the second grade of primary school - is focused on:

• to acquire new ideas about the features of the researcher's activity;
• on the development of skills to determine the topic of research, analyze, compare, formulate conclusions, draw up research results;
• to support the initiative, activity and independence of schoolchildren.

The inclusion of younger students in educational and research activities is carried out through the creation of a research situation through educational and research tasks and tasks and the recognition of the value of joint experience. At this stage, the following methods and methods of activity are used: in lesson activities - educational discussion, observations according to the plan, stories of children and teachers, mini-research; in extracurricular activities - excursions, individual drawing up of models and schemes, mini-reports, role-playing games, experiments. The progressive development of the research experience of students is ensured by the expansion of the operational actions performed in solving educational and research problems and the complication of activity from frontal under the guidance of a teacher to individual independent activity. The inclusion of schoolchildren in teaching and research activities should be flexible, differentiated, based on the characteristics of the manifestation of the individual research experience of children.

The third stage corresponds to the third and fourth grades of elementary school.

At this stage of learning, the focus should be on enrichment.

research experience of schoolchildren through further accumulation

ideas about research activities, its means and methods,

understanding the logic of research and developing research skills. By

compared with the previous stages of training, the complication of activities

is to increase the complexity of educational and research tasks, in

reorientation of the educational process to the formulation and decision by themselves

schoolchildren of educational and research tasks, in deployment and

awareness of reasoning, generalizations and conclusions. Taking into account the features

at this stage, appropriate methods and methods of activity are distinguished

schoolchildren: mini-studies, research lessons, collective

performance and defense of research work, observation, questioning,

experiment and others. Throughout the stage, it is also provided

enrichment of the research experience of schoolchildren based on

individual achievements. In addition to the lesson teaching and research

activities it is necessary to actively use the opportunities

extracurricular forms of research organization. It may be different

extracurricular activities in subjects, as well as home studies

schoolchildren. Homework is optional for children, they

performed at the discretion of the students. The main thing that

the results of the children's work were necessarily presented and

commented by the teacher or the children themselves (show, exhibition). At

this should not require the student to tell in detail about how

conducted a study, and it is important to emphasize the desire of the child to

performance of work, to note only the positive aspects. Thereby

provides stimulation and support for research activity

child

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CONCLUSION

Life success in the modern world is largely determined by a person’s ability to determine immediate and long-term prospects, be able to set goals, outline an action plan, find and analyze the necessary information and resources, and correctly evaluate the results achieved. Creativity, independence in decision-making, mobility and initiative are needed. The tasks of forming these qualities are also assigned to education. In my opinion, it is the research activity of schoolchildren that helps to lay the foundations for the development of a thinking, independent and creative personality.

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Attachment 1

Tasks and exercises for the formation of research skills

Ability to see the problem	The ability to see the hypothesis
"Look at the world through someone else's eyes" "Continue the unfinished story" "Make up a story on behalf of another character" "Make a story using the given ending" Six Thinking Hats Method (Ed. De Bono) "How many values ​​does an item have" "One theme - many stories" (V.N. Volkov, V.S. Kuzin) "See in a Different Light"	"Let's Think Together" "Find the possible cause of the event" “What would happen if a magician fulfilled the three most important desires of every person on Earth” (J. Freeman) "Logical - illogical" Tasks: discussion of the most famous hypotheses, answers to problematic questions and others
Ability to ask questions	Development of skills to define concepts
"Learn something new about the item on the table" "Question answer" "Find the hidden word" "Guess what they asked" "Determine the cause with questions" “Ask as many questions as possible to the owl (sparrow, hare, etc.) "Time Machine Questions" "Stranger Questions"	"Enlighten the Alien" "Compare descriptions" "Describe the character of the cartoon" "Operation - generalization" "Riddles - descriptions" "Crosswords in reverse" Game "Difficult words" "Revealing Causes and Effects"
Development of skills to classify	Developing Observation Skills
"Choose the opposite concept" "Continue row" "An association" "Find the Mistakes" "The Fourth Extra" "Golden mean"	"Paired Pictures" "Look - Play" "Find the Artist's Mistakes" "What Looks Like What" "Learning to Observe" "Working hands" "Look and name"
Developing the ability to make inferences	Development of skills to evaluate ideas
"Check the correctness of the statements" "Five Cards" "Name more items according to the criteria"	"Brainstorm" Working with the Idea Evaluation Matrix

Annex 2

Levels of formation of research skills of younger students

Table #1

Criteria Levels	Practical readiness in the implementation of educational research	Research Motivation	The manifestation of creativity in research activities	Independence in the implementation of research work
Baseline	No knowledge and specific skills of research activities	Low motivation	Actions by analogy	Only under the guidance of a teacher
Elementary level	Initial knowledge and elementary skills for the implementation of collective educational research	External motives prevail	Collective creativity: new ideas are generated in a collective search	Collective search by analogy can be carried out without the direct participation of the teacher, difficulties in individual independent work
Productive level	Skills related to the definition of the topic, searching for information in books, the ability to work with text, to highlight the main thing; ability to present the results of educational research.	External and internal motives for research	The ability to choose an original topic, it is interesting to present the result of the work	Some stages of the study can be carried out independently by others - with the help of parents and a teacher
creative level	The ability to independently and creatively approach the choice of research topic, the ability to set goals, tasks, productively find ways to solve the tasks	Sustainable internal motives for research	the ability to present the result of the activity in an original way	a high degree of independence in the implementation of work at all stages of the study

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I offer tasks and exercises for developing the ability to see problems that have been used in practice. Task "Look at the world through someone else's eyes." One of the most important properties in identifying problems is the ability to change one's own point of view, to look at the object of study from different angles. Naturally, if you look at the same object from different points of view, you will definitely see something that eludes the traditional view and is often not noticed by others. For this, the following exercises were performed:

• continue the unfinished story;
• make up a story on behalf of another character (imagine that for some time you became a diary in Masha's briefcase, a pebble on the road;
• describe one day of your imaginary life) or using this ending (... the bell rang from the lesson, and Dima continued to stand at the blackboard; ... and the hare peacefully fell asleep in Olya's arms);
• determine how many meanings an object has (find as many options for non-traditional, but at the same time real use, for example, a brick, a newspaper, a piece of chalk);
• name as many features of an object as possible (for example, a table, a house, an airplane, a book, etc.).

Once a problem is identified, a solution is sought. Therefore, further we learn to put forward a hypothesis, i.e. make assumptions. This process necessarily requires originality and flexibility of thinking, productivity, as well as such personal qualities as determination and courage. Hypotheses are born both as a result of logical reasoning and as a result of intellectual thinking. The more events a hypothesis can foresee, the more valuable it is. Initially, the hypothesis is not true, and not false - it is simply not defined.

"Knowledge begins with surprise at what is ordinary," the ancient Greeks said. Hypotheses (or hypothesis) arise as possible solutions to a problem. These hypotheses are then tested in the course of the study. The construction of hypotheses is the basis of research, creative thinking.

In the ability to develop hypotheses, we use the following exercise:

• let's think together why the snow in the mountains does not melt in summer; why many children love computer games, etc.;

When making assumptions, we usually use the following words: suppose, suppose, perhaps, maybe, etc.

Another important skill for research is the ability to ask questions. After all, knowledge begins with a question. To do this, I use the following exercises: I show pictures of people, animals and suggest asking them questions. Another task, what questions will help you learn new things about the item on the table?

The game "Find the hidden word" (children ask different questions about the same subject, starting with the words "what", "how", "why", "what for").

We prepare children for the fact that the present always continues in the future, and therefore I accustom them to further questions: what else can interest you in this problem? What else can you suggest or do? These questions arouse curiosity, challenge the child's imagination.

It is also necessary to learn how to define concepts. In order to learn to define a concept, I use relatively simple techniques: description, comparison of my descriptions with the description of the same objects by classical scientists or classmates, distinction (for example, spring and autumn are seasons, but how do they differ), generalization.

Generalization is a logical operation of transition from a specific concept to a generic one by discarding its species-forming feature (features) from the content of the specific concept. To do this, I use the following task - from the given concepts it is necessary to build such series in which each subsequent concept would be generic in relation to the previous one.

An important means of developing the ability to give definitions are ordinary riddles. We look at them not just as fun, but as a fun, but still quite a serious task. The answer to the riddle is its defined part, and the formulation is the second half of the definition, its defining part. Compiling and solving crossword puzzles can also be seen as an exercise in defining concepts.

Also with children, we learn to classify.

The study and knowledge of the world is not limited to the perception of objects and phenomena, their sensory reflection. It involves the allocation of common essential features in objects and phenomena. Through classification, people not only organize experience into units that are meaningful to them, but also transform concrete observations into abstract categories. Classification is the operation of defining concepts on a certain basis into non-overlapping classes. For example, I offer children the popular task “the fourth extra”. We classify objects according to the main feature, color, shape, etc. The more division, the more productivity of thinking. And this quality is very important in creative activity. To form the last skills, I use classification tasks with obvious errors. Such tasks allow developing critical thinking, which is very important in research activities.

We are also learning to observe. In order for observation to become possible, it is important to have observation - a fusion of mindfulness and thinking.

Exercises for the development of attention and observation: first, I put in front of the children some of their favorite things. We consider this subject together carefully and calmly. Then I invite the children to close their eyes. I remove the object and ask you to remember and name all its details. The next stage of the exercise is to draw the studied thing from memory. Another block of tasks is paired pictures containing differences. A good opportunity for developing the ability to observe and analyze visual images is given by tasks with intentionally made mistakes.

Today modern society needs educated, creative, active young people and makes a social order for the formation of a literate and socially mobile person who is aware of his historical, cultural, spiritual belonging to the Motherland, understands his civil rights and obligations, clearly imagines his potential opportunities, resources and ways of realization chosen life path, ready to serve the Fatherland . Life itself puts forward an urgent practical task - education of a person-creator, creator and innovator capable of resolving emerging social and professional problems unconventional, proactive and intelligent.

The modern system of education and upbringing should be a system that combines general education, general development and profile training students, putting forward as a fundamental idea competency-based approach in the educational space, it directs us teachers to search for and test new programs and textbooks, new technologies, new methods and techniques focused on the formation and individual development of personality, the development of key competencies in students. The emphasis is shifted to the formation in children of the ability to think independently, acquire and apply knowledge, make decisions, plan actions, cooperate effectively, and be open to new contacts. These tasks cannot be solved by "delivering" the relevant knowledge to the students. From year to year, the information flow in various fields of knowledge is increasing. The introduction of the USE requires not only standard knowledge, but also the ability to analyze historical situations, work with a variety of sources, formulate and argue one's position. The ability to self-knowledge develops only in research activities. The research method has not yet found wide application in pedagogical practice.

We have accumulated certain experience in the organization of educational and research activities of schoolchildren. Research as a method and as an independent technology is used by us both in the classroom and in extracurricular work on history.

We have prepared, tested, generalized at the municipal and regional levels author's technology organization of educational and research activities of students in history lessons and after school hours. A number of presentations at district, regional and Russian conferences, as well as articles by the author in the Nizhny Novgorod "Pedagogical Education" in 1999, 2001, 2005, were devoted to its practical results.

Technology of educational and research activities based on the use of creative needs, cognitive interests, motives personal development, is more high level of developmental education, a means of forming independent thinking, competence. Main goals and tasks of this technology are: improving the quality of education, differentiation and individualization of education, mastering the methods of self-study and research methods, profile training of students, continuity of the school-university level.

What is research activities of students ? This is an activity , associated with the solution by students of creative, research problems with a previously unknown solution and suggesting the presence of the main stages characteristic of research in the scientific field.

The main point of research in education is that it is educational. If in science the main goal is to obtain new knowledge , then in education - the acquisition by students of a functional research skill, developing the ability to research type of thinking activation of personal position learner based on the acquisition of new knowledge. Important restrictions are imposed on the subject, nature and scope of research requirements of developmental psychology. Adolescence is characterized by a still low general educational level, an unformed worldview, and an underdeveloped ability for independent analysis. Therefore, not every research task is suitable for implementation at school.

Roles today teachers are diverse: this is an enthusiast, specialist, researcher, consultant, organizer, leader, partner. The teacher is and organizer of educational and research activities students. It is possible to manage educational and research activities, using your research skills and experience, constantly increasing your professional competence.

What are basic methods and techniques of organization teaching and research activities of students? We have developed routing methods of educational research:

Creation of a favorable climate for partnership relations between teacher and student -> development of interest in the subject, self-education skills -> involvement in creative and project activities -> teaching methods of independent work, research skills -> organization of educational and research activities.

In the organization of this technology, one can single out several stages.

First stage- various diagnostic methods in order to differentiate students according to cognitive interests, practical needs, according to the level of training and abilities: questioning; testing; individual conversations; observation and analysis; conversations with parents and students, consultations with teachers, a psychologist.

Result: differentiation of students according to their abilities and creative orientation, taking into account individual characteristics and the level of development, learning, competence.

The second stage is the development of interest in the subject, the creative abilities of students, self-education skills takes place in the course of cognitive, creative and project activities in the history classroom. stands("Mysteries of History", "Historical Calendar", "Historical Mosaic", "XX century in faces", "History of the Fatherland through the eyes of artists"), exposure(“Native Side”, “Glorious Pages of the History of the Fatherland”, “History of the Second World War”, “Famous Russians”), voluminous visual aids(models of Russian churches, medieval fortresses, weapons) are not only informational in nature, but also encourage creativity and research. At the constantly updated stand " Today in class" materials of the teacher and students are placed, the results of their creative and project activities. Creative and design work students in the classroom and out of class (drawings, diagrams, crafts, creative work on the board, poems, interviews, historical writings, essays, reports, presentations, etc.) contribute to the development of interest, abilities, independent work skills, search. Of great importance for the formation of interest in the subject is demonstrating the example of historical figures, who managed to prove themselves, achieved certain results in creative intellectual activity.

For example, to performance lesson"Journey to Ancient Egypt" students of the 5th and 10th grades prepared creative works: "Pharaoh is a living god", "Military campaigns of the pharaohs", models of pyramids, masks of gods, costumes and scenery, filmstrips, mini-presentations.

Of great importance for the development of creative and research qualities are home writings and essays on history. Here is a list of essay topics completed by the student over the course of 3 years: “Fulton's Steamboat Journey”, “Interview with Bismarck”, “Experts are investigating. The case of Ivan the Terrible”, “Was Peter the Great a revolutionary on the throne”, “How would Russia develop if there were no Tatar-Mongol invasion”, “The Nizhny Novgorod Kremlin yesterday, today, tomorrow”.

At the generalizing and revisiting lesson, students defended the project " Children's historical encyclopedia. Russia in 17-18 centuries.", which presented author's articles, poems, drawings, tests and crossword puzzles of students. Interesting creative projects: Coat of arms of Mulino», "Day of National Unity", "My Favorite City", "Nizhny Novgorod Kremlin - a miracle of Russia».

The result is the development of interest in the subject, the creative abilities of students, self-education skills, mastering the basics of project activities, preparing presentations.

The third stage is the preparation and conduct of non-traditional lessons - the corein the construction of the educational process.

Educational topics are studied not by paragraphs, fragmentarily, but by combining historical material into large blocks, thematic reference notes(in grades 5-8 through lessons of learning new material, in grades 9-11 - mainly through a school lecture).

Individual topics or questions are studied using various sources knowledge: documents, historical monographs, Internet sites. Some students are given the opportunity to independently plan the study of new material and then speak to classmates in the form project, presentations, reports, messages.

In each thematic block, the students and I choose the topic of the lesson that interests them the most,projectwhich we are preparingtogether.Many types of such lessons have been developed and tested, involving the implementation by students of educational research or its elements: lesson-travel, lesson-competition, lesson-presentation, lesson - oral journal, lesson-rally, integrated lessons, lesson-laboratory, lesson-creative report, lesson of invention, lesson "amazing nearby" , a science fiction project lesson, a story about scientists, etc.

Having prepared business cards of the twentieth century for the lesson "Russia and the World on the Threshold of the 21st Century the students showed presentations "Event of the century", "Man of the century", talked about the lessons of history, the future of Russia and the world, their place in it, conducted a sociological survey, formulated their own forecasts. Lesson-press conference« Anti-Hitler Coalition in World War II simulated a possible historical situation on the eve of the Great Victory - a press conference of the "heads" of states - members of the coalition for "journalists" from different countries, which resulted in "articles" - an analysis of the positions of the countries of the anti-Hitler coalition on the most important issues of the Second World War and the post-war order of the world. result rally lesson with the participation of the leaders of the main parties participating in the first Russian revolution, leaflets and proclamations about tactics and strategies of political parties in Russia. tasksintegrated lesson "Crusades and their consequences" there were not only a generalization of knowledge, but also a comparison of historical sources and a work of art - the novel by W. Scott "Ivanhoe", the defense of the projects "Medieval castles", "Weapons of medieval knights"

result are a steady interest in the subject, a more complete assimilation of the program material, the development of oral and written speech skills, the ability to work with various sources of information, drawing up a plan, an outline, developing the skills and abilities of mental activity, highlighting the main thing, analysis, generalization, participation in the discussion of the problem, own judgment, mastering communication skills, improving the quality of knowledge and competencies.

The fourth stage is the organization of educational and research activities in the classroom and after school hours - in research lessons, laboratory classes , in abstracting, in the preparation of educational and research projects, in competitions.

The research method is also used in different stages of the combined lesson: repetition, learning new material, reflection and when doing homework. Research homework allows for long-term study.

Yes, to lesson-research "Plans of the Decembrists: a missed chance or utopia?" one group of students studied the constitutional drafts of the Decembrists, identified liberal-bourgeois ideas, compared them, as well as the Decembrist drafts and the 1993 constitution of the Russian Federation, highlighting common ideas and differences. The second group on documents and historical literature analyzed the plan of the Decembrist uprising, drew up possible schemes for their implementation, studied the role of Prince S. Trubetskoy and, relying on sources, doubted the interpretation of his behavior in the textbook, putting forward and arguing, based on the documents and memoirs of the Decembrists, their own version. The third group analyzed the views of Pestel and Ryleev on power. The result of the lesson was essay:“Scenarios for the development of Russia after the possible victory of the Decembrists”, “Plans of the Decembrists: utopia or a missed chance?”

For an extra-curricular event dedicated to the Decembrist Annenkov, students prepared original portraits of the Annenkov couple, read book by A. Dumas "Fencing Teacher" and memoirs Polina Goble compared a historical source, a work of art and a textbook, played some interesting scenes.

On the lesson- laboratory lesson "Russia on the eve of the abolition of serfdom" the students studied the drafts of the abolition of serfdom by Herzen, Chernyshevsky, Kavelin according to the documents and gave their assessments.

Extracurricular activities suggest wider opportunities for the implementation of student research activities: organization research practice students educational expeditions– hikes, trips, excursions with clearly defined educational goals, optional and elective classes, involving in-depth study of the subject, student research society (UNIO)- a form of extracurricular work that combines work on educational research, collective discussion of the results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc., participation in olympiads, competitions, conferences, projects.

The main means of educational and research activities are primary sources (historical documents and materials, generally recognized historiography), resolution of historical problems, debatable issues, "blank spots" in history.

The support of the teacher is capable and gifted children.The purpose of the UNIO "Erudite"- introduce students to the world of history as a science, familiarize themselves with the methods of historical research and the language of science, deepen knowledge, form historical consciousness, skills and abilities of independent research. For this purpose, within the framework elective and elective organized series of lessons on the following topics:

1. Historians who left a deep mark on science.
2. Levels, methods and algorithm of scientific knowledge.
3. Bibliographic search, work with historical sources.
4. Registration of educational - research work.
5. Research presentation.

Developed information sheets and memos"To help the young thinker": "What you need to know about the library", "Methods of reading", "Main types of records: extracts, plan, synopsis, theses", "Rules for the design of bibliographic references", "How to prepare for a speech". "Requirements for the preparation and execution of research work."

On theconferencesUNIO(“Reformers of Russia”, “Spiritual Names of Russia”, “Man at War”, “Woman at War”, “Patriotism in the History of Russia”, “Nizhny Novgorod-Decembrists”, “Chicks of Petrov’s Nest”, “My Genealogy”, etc. ) the best reports were discussed, exhibitions and stands were arranged, parents and guests were invited. Most of the works also have practical significance: presentations are used in lessons, class hours, and holidays. The best researches became prize-winners of district and regional competitions, were awarded with diplomas of the Ministry of Education of the Nizhny Novgorod Region. Student research work and the video film "The History of Mulino" became exhibits of the Volodarsky Museum of Local Lore.

At present, when educational institutions of various types and directions have appeared, it seems necessary to develop special programs that meet their requirements, specifics, goals and objectives. The author has developed a programcourse "History of the Russian Army". Its goal is to reveal in a systematic way the main stages in the history of the creation, development and improvement of the Russian armed forces, the formation of Russian military traditions and patriotism, on the basis of the richest domestic historical experience, to activate the military-patriotic education of students. It was tested first as part of an elective and elective, then training course in the cadet classes of a comprehensive school. For the third year, the author has been teaching this course at a cadet boarding school. The program helps students assess their needs and opportunities, make an informed choice of the profile of training and further education, instill spiritual and patriotic values ​​in the younger generation and readiness for their manifestation in various spheres of society, especially in the military and public service. The program provides the teacher with ample opportunities to choose the forms and methods of educational activities. It allows you to use the problematic presentation of theoretical material in the form of a lecture, conversation, polylogue, actively introduce interactive and group methods of work, creative tasks, projects (information, game, research), use non-traditional and integrated forms of lessons, methods of business, role-playing, simulation games ( “I am a commander”), workshops, discussions, round tables, conferences, meetings with RA veterans and officers, visits to museums and monuments. A special place is occupied by the study of historical sources and maps. The result of the training course is a conference with the presentation of student projects, creative and research works.

Elective course "Debatable issues of national history"(authors V.K. Romanovsky, E.G. Kalinkina) expands, systematizes and generalizes students' knowledge at the problem level, reveals controversial issues of history, their ambiguous interpretations in historical literature, helps students to assimilate the richest heritage of outstanding Russian scientists, famous historical concepts, contributes to the formation of citizenship, helps in choosing research topics.

Doing research can be likeindividual workscapable and gifted students or bothcourse design on a profile subject followed by the defense of the results as a creative exam. The main result of the research activity is intellectual product. Study presentation is of decisive importance. The presence of presentation standards is a characteristic attribute of research activity. There are several of them: theses, scientific article, oral report, abstract.Of great importance arepresentationsin various forms, the use of posters, layouts, drawings, models.

Young researchers of the 7th grade presented their version of "Children's Encyclopedia"on the history of the Time of Troubles, accompanying herauthor's drawings and poems. 10th grade students completedcollection of scientific articles"Nizhny Novgorod-Decembrists". 11th grade students preparedresearch abstracts and presentations:

1. History of the village of Mulino.
2. Women at war.
3. My family during WWII.
4. Nizhny Novgorod - participants in the Crimean War. (Attachment 1).

While working on the projects “Temples of the Volodarsky District”, “Spiritual Names of Russia”, students performedtrips and excursionsto Orthodox churches and monasteries, where they participated inrestoration workFlorishchensky monastery. (Application).

result this stage is to increase the motivation for learning, the development of independence in learning, the inclusion of students in active educational and cognitive activities; formation of skills and abilities of educational, research and project activities; improving the communicative culture; the use of acquired knowledge, skills, methods of activity necessary for successful learning at the next educational level, for the formation of professional orientation. Students annually win prizes at regional olympiads, successfully participate in regional and Russian conferences and competitions and olympiads (“Talents of the Nizhny Novgorod Land”, Olympiads of Moscow State University, UNN, Historical Championship).

So the widespread use research method creates an environment for empowerment self-education of schoolchildren, systematization of individual elements of students' knowledge, development of communicative qualities, team cooperation, makes it possible to use various sources of knowledge, teaches you to enter into a discussion and develop your own opinion, teaches public speaking techniques, gives experience in literary speech, allows you to actively use information technology, creates conditions for variability and differentiation of education, promotes earlier profiling, develops research skills, and the creative potential of schoolchildren.

Based on the technology of research activities, it can be implementedmodelspecialized school both on the basis of a general education school and in cooperation with institutions of additional and higher professional education. We have proven the effectiveness of this technology on practice. This is evidenced by the results of questioning, testing, the Unified State Examination, participation and victories in subject Olympiads and competitions of various levels, victory in the Nizhny Novgorod TV game "For distant lands",graduates continue to workuniversity research . Works well at school cadet class and open socio-economic profile tenth grade.

For teachers participating in the educational process, it is important to understandthe following questions:

1. How to harmonize the thematic plans of the courses of the subjects within which the research is being carried out.
2. How to choose projects and studies that correspond to the characteristics of the class, the tasks of the UVP.
3. How to build a series of studies and projects of one student for the consistent formation of specific skills and abilities of research work.
4. How to prepare students for academic research.
5. How to design and implement research.
6. Developmentownprojects and research.

The most decisive link in this innovationteacher.Work onresearchallows you to buildconflict-free pedagogy,relive inspiration again and again with childrencreativity,turn the educational process intoeffectivecreative activity, encourages professional and creative growth of the teacher.

Currently, in innovative pedagogy, there are several points of view on understanding the essence of the teaching and research activities of students. One of the most well-established is the concept of teaching and research activities of students as a new pedagogical technology (A.V. Leontovich and D.L. Monakhov adhere to this view). According to this approach, the research activity of schoolchildren is understood, according to Leontovich, "the solution of a creative problem that does not have a previously known result, suggesting the existence of the main stages characteristic of scientific research."

In turn, A.S. Obukhov considers research activity as "a creative process of joint activity of two subjects in search of a solution to the unknown, during which cultural values ​​are transmitted between them, the result of which is the formation of a worldview." Based on these philosophical positions, Obukhov believes that the teacher's task is to create a hypothetical-projective model for the formation of a developing environment for students. It is the teacher who should set the forms and conditions of research activity, thanks to which the student should form an internal motivation to approach any problem that arises before him from a research, creative position. (butts)

Of course, research activities for schoolchildren cannot be abstract (in any case, at first). The student must be well aware of the essence of the problem, otherwise the whole course of the search for its solution will be meaningless, even if it is carried out by the teacher perfectly correctly. The teacher should not lead the student directly to the answer, but only as a person more experienced in finding answers to questions, together with the student, look for a solution.

Educational research should be organized in such a way that the class works collectively and that the fulfillment of the common task depends on the individual efforts of the individual student. Each student performs his own work, evoking thoughts, feelings, requiring efforts of the will, giving rise to responsibility ”to other students for the work done as part of a common cause.

In the process of research activities, adolescents develop the ability to independently acquire knowledge, self-organization skills; feel the need for continuous self-education: interest in knowledge develops on their own initiative, without external stimulus; children develop adequate self-esteem; they learn speech culture: writing a text, uttering a monologue, conducting a conversation, discussion, interviewing and other forms of communicative interaction; learn to create materials for presenting research results: computer presentations, slideshows, videos. Research activity provides a high informative capacity and consistency in the assimilation of educational material, includes intra-subject and interdisciplinary connections. (Prokofieva L.B)

Of great interest are the works of the famous methodologist-geographer of the 20-30s. XX century., S.P. Arzhanov. As a theoretical basis for the organization of research education in the school of S.P. Arzhanov highlights the following provision: "The main thing is not in the results, but in the process of obtaining them." The very same process of obtaining results should be set so that it is as close as possible to the nature of scientific research. The learning process, built in this way, makes it possible to make the acquired knowledge the personal property of the student. The scientist considers the organization of educational research, correlating it with the stages of scientific knowledge. He comes to the conclusion that the main method of teaching should be laboratory-research:

learning should be based on the observation of the object (or topic of study) in its specificity;

Phenomena and facts must be analyzed;

answers must be obtained to questions that are caused by observation;

a comparison should be made of what is directly observed with similar phenomena, information about which can be gleaned from the mouth of a teacher or from textbooks;

accumulated material must be combined.

Specifying the general provisions, S.L. Arzhanov singles out such a specific element of research activity as problem solving. The class speaks freely "for" or "against" this or that working hypothesis; some put forward some considerations and arguments, others put forward others; the teacher outlines the path to the evidentiary resolution of the difficulty that has arisen. [late] Consequently, the study is based on a problem that initiates the search activity of students, causes various types of activities (cognitive, practical, evaluative, project, etc.) and generates a motive for activity aimed at solving the problem. The purpose of the research is to find ways to solve the problem and gain new knowledge. The solution of the problem, the search for truth leads to the development of the student's research skills. The methodological value of Arzhanov's ideas is preserved in modern conditions, when the problem of organizing research activities of students is relevant.

Based on the reasoning of S.P. Arzhanova, S.N. Pozdnyak in his article "Research activity of schoolchildren and the method of projects" identifies the following stages of educational research:

The difference between research activity and other types of creative activity

Research activity is understood as a form of organization of educational work associated with the solution by students of a creative, research problem with a previously unknown solution (in various fields of science, technology, art) and assuming the presence of the main stages characteristic of scientific research.

The main distinguishing feature of research activity is the presence of such elements as a practical methodology for studying the chosen phenomenon, own experimental material, analysis of own data and the conclusions that follow from it.

It is important that in the implementation of creative activity, the main thing is the approach, and not the composition of the sources, on the basis of which the work is performed. This is especially significant in the humanitarian fields. It is possible to perform both abstract and research work on the same sources. The essence of the research work is to compare the data of primary sources, their creative analysis and the conclusions drawn on its basis. The essence of abstract work is in the selection of material from primary sources that most fully illuminate the chosen problem.

Here are the comparative features of traditional and research learning

Traditional training:

• 1. The teacher sets out the basic ideas and concepts embedded in the content of the subject and reflected in the topic being studied.
• 2. Students learn vital ideas and concepts through their direct presentation by the teacher.
• 3. Educational knowledge should be built on a clear logical basis, optimal for presentation and assimilation.
• 4. The main goal of laboratory work is the formation of practical manipulative skills, as well as the ability to follow instructions aimed at achieving the planned results.
• 6. The study of the material in the course of laboratory work follows precisely established guidelines and is determined by a methodology aimed at illustrating the concepts and ideas learned in the class.
• 7. Laboratory experiments should be planned by the teacher so that the correct answers, the results are achieved only by those students who clearly adhere to the instructions for laboratory work.
• 8. In the course of laboratory work, students use instructions on what needs to be observed, measured, recorded in order to get the correct result they are looking for.
• 9. The essence of natural science knowledge should be illustrated with material on their application in technology.
• 10. For a true understanding of the content being studied, students should acquire a body of factual information related to this content.

Research teaching:

• 1. The student independently comprehends the leading concepts and ideas, and does not receive them ready-made from the teacher.
• 2. When studying natural science, it is necessary to create situations that provide students with the opportunity to get acquainted with ideas, concepts and at the same time require them to independently establish, discover these concepts using the examples provided.
• 3. Acquaintance with natural scientific ideas should include alternative points of view, shortcomings of existing explanations, doubts about the reliability of the conclusions.
• 4. Students have a leading role in making decisions about how to work with the material being studied.
• 5. Lab materials encourage students to come up with alternative ideas to the ones they are studying in class.
• 6. Students encounter new phenomena, ideas, ideas in laboratory experiments before they are presented and studied in the classroom.
• 7. In laboratory experiments, students are given the opportunity to independently plan their research, determine its aspects, and suggest possible results.
• 8. Each student independently studies, describes and interprets the information and observations that he, along with everyone else, receives in the course of educational research.
• 9. To study the rule (or law), students should be introduced to examples from which this rule (or law) can be derived independently, without being presented by the teacher.
• 10. Students question the accepted ideas, ideas, rules, include alternative interpretations in the search, which they independently formulate, justify and express in a clear form [clarin]

Based on the analysis of the above, the following conclusions can be drawn:

• - research training is a specially organized training that provides independent learning activities, including the presence of practical research as an obligatory component;
• - in the course of research training, students master the method of scientific research, learn to put forward and substantiate (or refute hypotheses), analyze the information obtained during the experiment;
• - the skills acquired by schoolchildren in the course of the study provide them with a readiness to independently, creatively master new ways of activity, to carry out scientific research;
• - the result of applying the scientific method to the study of reality is new knowledge.

A scientific approach to the research process in pedagogical practice requires the implementation of a number of principles:

• - the principle of naturalness (the problem should not be far-fetched, but real, interest should not be artificial, but real, etc.);
• - the principle of awareness (both problems, goals and objectives, as well as the course of the study, its results);
• - the principle of self-activity (a child can master the course of research only through living it, i.e. through his own experience);
• - the principle of visibility;
• - the principle of cultural conformity.

The main types of creative activities of schoolchildren

Creative activity in educational institutions is organized, as a rule, in the form of optional courses and additional education programs. The main formal result of creative activity is the final work submitted by students to competitions and scientific and practical conferences that complete the corresponding courses.

A.V. Leonovich identifies five main types of creative work of schoolchildren.

Information and abstract - creative works written on the basis of several literary sources with the aim of the most complete coverage of any problem;

Problem-reference - creative works that involve a comparison of data from several literary sources, on the basis of which an own interpretation of the problem is given (a good work of this genre, in the presence of a generally accepted structure, may well be considered research work);

Experimental - describe a scientific experiment that has a known result. They are rather illustrative, suggesting their own interpretation of the features of the result, depending on changes in the initial conditions.

Naturalistic and descriptive - aimed at observing and qualitatively describing a phenomenon. A distinctive feature is the lack of a quantitative research methodology.

Research - creative work performed using a correct, from a scientific point of view, technique, having its own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study.

The listed types have common elements. This is, first of all, a compilation of literary data. In the case of abstract works, it is the main content of the work; in the case of the last three types, it acts as a literary review of data on the phenomenon under study. Moreover, each of the species has its own specifics and attributes.

Shvetsova Natalya Alexandrovna
primary school teacher
MAOU "School № 30"
Republic of Bashkortostan, Sterlitamak

In the conditions of the socio-economic life of modern society, there is a growing need for people who are able to quickly adapt to changing situations, creatively approach the solution of both everyday and social problems, and be active participants in the economic and spiritual development of the country. Life requires the formation of independence and initiative in the younger generation in acquiring new knowledge at school, at a university, and then in subsequent years. Therefore, the most important task of the school of the XXI century is teaching students the basics of search and research activities.

The educational and research activity of schoolchildren is defined as a specially organized, cognitive creative activity, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation, consciousness.

In the process of research activities, students actively search and discover new knowledge using the methods available to them (with varying degrees of independence). The student ceases to be a passive object, but becomes an active subject of cognition. The mental baggage acquired independently is assimilated deeply and firmly. If the student put his own efforts to obtain this content, breaking through difficulties, defending his positions, it will become his property for a long time. The role of the teacher in this case is reduced not only to the transfer of information, but to the organization of the work of students, its motivation, and consultations. By participating in research activities, students realize their importance, involvement in the world of adults, belonging to a big science, get acquainted with the methodology of scientific and creative work.

Scientific research and schoolchildren's research have certain similarities. First of all, it manifests itself in the general direction of the cognitive process itself. A scientist, studying an object or phenomenon and explaining its features and cause-and-effect relationships, makes scientific discoveries. Students also study the world around them and draw certain conclusions based on this. These conclusions are also a kind of "discovery", but not for science, but for the student himself.

Research is the process of searching for the unknown, new knowledge, one of the types of cognitive activity.

Research activities are based on:

• development of cognitive skills and abilities of students;
• ability to navigate in the information space;
• the ability to independently construct their own knowledge;
• the ability to integrate knowledge from various fields of science;
• the ability to think critically.

This method is focused on the independent activity of students, which they can perform independently, in groups, in pairs and in the time allotted for this work (from a few minutes of a lesson to several weeks, months). This work is quite complicated, so it is necessary to prepare primary school students gradually.

Study- this is a disinterested search for truth, always creativity. Research activity should be free.

Research tasks

Educational: activation and actualization of knowledge gained by students in the study of a particular topic; systematization of knowledge; acquaintance with a complex of materials that obviously go beyond the limits of the school curriculum.
Developing: developing the ability to think in the context of the topic being studied, analyze, compare, draw your own conclusions; select and organize material; use ICT in the design of the study; publicly present the results of the study.

Educational: to create a product that will be interesting to others and in demand by others.
Children's need for research is biologically determined, a child is born a researcher. An indefatigable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information about the world are considered as the most important features of children's behavior. It is this inner desire for research that creates the conditions for the mental development of the child to unfold from the very beginning as a process of self-development.

Therefore, the priority direction of the system of education and upbringing, in my opinion, is the formation of students' ability to independently, creatively master and rebuild new ways of activity in any sphere of human culture.

The main task of this direction is to give the student the opportunity to develop intelligence in independent creative activity, taking into account individual abilities and inclinations.

The initial step of both scientific and school research work is the choice of a topic. Well chosen and formulated, it reflects the general direction of the research. An important requirement for the research topic is its relevance. In addition, it should be interesting and exciting to the researcher himself, the student's work on the topic should be feasible and not drag out for a long time, the expected results are useful to him or his relatives.
Then the research problem is formulated. A problem is a difficulty, a complex question that requires clarification, the search for an answer to it. It is not necessary to demand from the student of the primary class a clear understanding and formulation of the problem. Often a general, approximate description of it is enough.

The purpose of the research is required. The goal expresses the main reason for which the study is being carried out, what should be achieved as a result of the work. The goal statement usually begins with the words reveal, find out, investigate, determine, justify, establish, develop, improve, study, etc.

I offer tasks and exercises to develop the ability to see problems that I apply in practice. Task: look at the world through the eyes of others. One of the most important properties in identifying problems is the ability to change one's own point of view, to look at the object of study from different angles. Naturally, if you look at the same object from different points of view, you will definitely see something that eludes the traditional view and is often not noticed by others.

To do this, perform the following exercises:

• continue the unfinished story;
• make up a story on behalf of another character (imagine that for some time you became a diary in Masha's briefcase, a pebble on the road;
• describe one day of your imaginary life) or using this ending (... the bell rang from the lesson, and Dima continued to stand at the blackboard; ... and the hare peacefully fell asleep in Olya's arms);
• determine how many meanings an object has (find as many options for non-traditional, but at the same time real use, for example, a brick, a newspaper, a piece of chalk);
• name as many features of an object as possible (for example, a table, a house, an airplane, a book, etc.).

Once a problem is identified, a solution is sought. Therefore, further we learn to put forward a hypothesis, that is, to make assumptions. This process necessarily requires originality and flexibility of thinking, productivity, as well as such personal qualities as determination and courage. Hypotheses are born both as a result of logical reasoning and as a result of intellectual thinking. The more events a hypothesis can foresee, the more valuable it is. Initially, the hypothesis is neither true nor false - it is simply undefined.
"Knowledge begins with surprise at what is ordinary," the ancient Greeks said. Hypotheses (or hypothesis) arise as possible solutions to a problem. These hypotheses are then tested in the course of the study.

The construction of hypotheses is the basis of research, creative thinking.

Having determined the goal, we begin to construct a hypothesis - an assumption put forward to solve the problem that has arisen, to explain a phenomenon or fact and to find ways to achieve the goal. When formulating a hypothesis, expressions of the type suppose, perhaps, suppose, if, maybe, are most often used.

Next, we outline the objectives of the study - the main steps towards achieving the goal and proving the hypothesis put forward. Together, they should ensure the achievement of a common goal. The objectives of the study may be to study and analyze the state of the problem posed, to identify the conditions for the effectiveness of the provisions of the hypothesis put forward, to experimentally substantiate them, to develop recommendations regarding the subject of the study, etc.

The allocation of 3-4 tasks is quite sufficient to solve the problem.
In some cases, young researchers and leaders of their work can decide on the object and subject of research. Therefore, we briefly touch on these categories. The object of study is a holistic area within which the study will be conducted. And the subject of research is a more specific aspect studied within the framework of this object, and includes only those connections and relationships that are directly related to the researcher in his work.

It is desirable to indicate the methods that were used in the research process. Scientific methods for testing the proposed hypothesis (methods) are usually divided into two large groups: theoretical and empirical. The first ones involve the search, analysis and comprehension of already existing knowledge on the research topic. Empirical methods for testing hypotheses involve observations, experiments, experiments.

FROM leaving the work plan is the next most important step of the researcher.

In a generalized form, it includes the following (according to Savenkov A.I.):

I. Collection of material. At this stage, the following activities are possible:

• think for yourself;
• read books, watch films about what you are researching;
• turn to the computer;
• ask another person
• observe;
• to conduct an experiment;
• make mathematical calculations.

II. Generalization of the received data.

The stage involves analysis, summing up, conclusions, conclusions on the work done.

III. Preparing for the defense.

In the course of work, the planned plan can be concretized, changed, refined.
Children's research Savenkov A.I. proposes to start with the understanding by students of the knowledge that they have on the issue under study. Such a beginning sets up children to realize the possibility and importance of their own judgments.

Working with literary sources involves the selection and study of materials from children's encyclopedias, reference books, popular science literature, periodicals on the topic, etc. A lot of useful and necessary information can be gleaned from the Internet.

Survey methods are used either orally (conversation, interview) or in writing (questionnaires, testing). The purpose of the survey, the list of questions or tasks is thought out in advance.

Observation as a research method is used especially often in elementary school. Observation is a systematic and purposeful perception of phenomena and facts of the surrounding reality. When organizing observations, the object of observation is outlined, the goal is formulated, the content is determined, and a plan for its implementation is drawn up. In the process of observation, special devices are used - magnifiers, microscopes, binoculars, photo and movie cameras.

The experiment involves an active impact on the subject of research. To conduct an experiment means to perform some actions with the subject of research and determine what has changed in this case. The purpose and plan of the experiment is thought out in advance.

The effectiveness of the use of research methods will increase due to the inclusion of logical thinking techniques. Let's briefly consider some of them.

The method of comparison, as the most elementary mental operation, makes it possible to identify the characteristic features of the objects under study by comparing them. The isolation of similar and distinctive features in the process of comparison helps to establish the most important characteristics that determine their essence.

Classification- division of objects and phenomena into groups based on their common essential features. The classification divides the objects under consideration into groups in order to streamline them, to give the study rigor and scientific character. Depending on the purpose, the same set of objects (phenomena) can be classified according to different criteria.

Analysis- the study of the object under study by considering individual aspects, the properties of the constituent parts of something.

Synthesis- study of an object or phenomenon in its unity and interconnection of parts, generalization, reduction into a single whole of the data obtained during the analysis.

Judgment- a statement about objects and phenomena, consisting of the affirmation or denial of something. To think is to make judgments.

inference- a form of thinking with the help of which new knowledge is derived from what is already known.

It is very important to develop in young researchers the ability to define the key concepts of research. The concept as one of the forms of logical thinking includes in its content not everything about a given object or phenomenon, but only the essential, most characteristic, important, stable properties and signs of it. When identifying them, it is effective to use such methods of logical thinking as analysis, comparison, generalization, classification.

In the final part of the research work, the obtained results are presented, and the coordination with the tasks set is carried out. Here, the researcher can indicate the directions of possible further research on this topic.

The used literature is arranged alphabetically in accordance with generally accepted requirements.
The appendices provide samples of research documents, include the material necessary to confirm the study.

The course and results of the research can be presented in the form of a report, report, abstract, which briefly outlines the most important of the work done. With the results of their work, students speak to classmates, parents, students of other classes, at a school, city scientific and practical conference. The speaker needs to be prepared for questions from the audience.

The following requirements are imposed on the design of the research results: the presence of a title page, footnotes, design of applications. The introduction clearly defines the goals of the study, relevance, degree of study of the topic, literature review. In the main part, the results of the study are presented in a logical sequence. In conclusion, you need to draw conclusions that should be short and clear, consistent with the goals, objectives, hypothesis.

Protection- the crown of the study and one of the main stages in the training of a novice researcher. It is necessary not only to talk about the work done, but, like any real research, it must be defended publicly. In addition, works are awarded in nominations: for the most interesting experiment, for the most original topic, for the brightest presentation, for the most scientific research, etc.

The presentation of works becomes a holiday for schoolchildren, where children receive an assessment of their work. The guys talk about how they feel like real scientists, communicating with each other, finding like-minded people. Students whose work is the most successful receive the right to participate in city scientific and practical conferences.
Significantly expand the field of research activities for children allow additional classes with primary school students outside of school hours.

Work outside of school hours on the organization of research activities of students is built in three directions.

The first direction is individual work. It provides work in two aspects:

• individual tasks for individual students in preparing one-time reports, oral messages, in conducting simple experiments, experiments, observations, in selecting literature, helping other children in preparing messages, in making visual aids for studying a new topic, etc .;
• work with students on a separate program: assistance in choosing a research topic, determining the range of problems, selecting the necessary literature, planning the work that the child will do, etc. A more detailed description of this work is below.

The second direction is group work. It includes work on the organization of research, joint research projects, where it is more expedient to involve several children in the work at once.

The third direction is mass work with children. Within the framework of this direction, meetings with interesting people are organized, meetings of the school scientific society of elementary school students (NOU), school Olympiads are held. Conferences of educational and research works of junior schoolchildren are held annually.

We build individual and group work with children on the formation of their research skills, on the development of their creative abilities, the development of independence in the form of the following technological chain, consisting of several stages.

At the first stage, a group of children is identified who want to purposefully engage in research activities, or children in whom the teacher, the organizer of research activities with children, saw a spark of research talent. At the same time, an important role is played by whether parents are willing to support their child in the research search. Since the experience of children of primary school age is small, it can be difficult for a child to cope without the help of parents. But at the same time, it is important that the help of adults be delicate, invisible to the child, not replace the research activities of children with the research and conclusions of adults, but only guide the children in the right direction.

Analyzing the effectiveness of work in the technology of educational research, we can draw the following conclusions:

• the assimilation of the algorithm of scientific research contributes to the formation of the scientific worldview of students;
• significantly expands the horizons of schoolchildren in subject areas;
• equips students with universal methods of learning activities, gives impetus to self-development, the ability to introspection, self-goal setting, self-organization, self-control and self-esteem;
• forms social experience in work and communication;
• contributes to the professional growth of teachers, expanding knowledge,
• both in the field of their subject and in pedagogical science, it makes it possible to get to know students better, to reveal their potential.

Based on the foregoing, we can conclude that the research tactics of the child is not just one of the teaching methods. This is the way to form a special style of children's life and educational activities. It allows you to transform learning into self-learning, really starts the mechanism of self-development. The main difference between children who are able to take part in research work is their need to learn new things. This can be seen from the monitoring of motivation for research activities: in the first grade, the presence of only situational interest; but already starting from the second grade - the growth of a stable and generalized interest in research activities.

Research activity in elementary school contributes to the overall development of schoolchildren, and directly to such indicators of mental activity as the ability to:

1. classify;
2. generalize;
3. select all possible solutions;
4. switch from one search for a solution to another;
5. draw up a program of action for their work;
6. view the object from different points of view;
7. compare different objects and their combinations;
8. make assignments on the proposed topic;
9. carry out self-control.

Observation of students shows that the percentage of children in whom these skills are formed or partially formed increases in all the studied modules. This suggests that the described method of work activates the exploratory behavior of children.

Research work is possible and effective on a voluntary basis. Guys are concerned about a variety of problems. However, the topic must be feasible, i.e., correspond to the age characteristics of children, and its solution must be useful to the participants in the study. If the interests of several students coincide, I organize mini-groups. Individually, or in a formed pair, or in a mini-group, the guys formulate possible topics for future work. Also, the theme should be original, with elements of surprise, extraordinary.

At all stages of work, we, teachers, must be clearly aware that the main result we expect is the development of creative abilities, the acquisition of new knowledge, skills and abilities by the child. More precisely, we must keep in mind that in this case we are dealing not with one result, but at least with two. The first can be considered what the child creates with his head and hands - a layout, a project, a report, and the like. The second and most important one is pedagogical: invaluable educational experience of independent, creative, research work, new knowledge and skills that make up a whole range of mental neoplasms that distinguish a true creator from a simple performer. Both of these results are clearly visible when children defend their own work. In this regard, the protection of the results is of particular importance.

The indicators by which the jury evaluates the work of the speaker may be different. Let us give as an example the criteria that were used at the city scientific and practical conference of junior schoolchildren in Sterlitamak "I am a researcher": the relevance of the topic, a clear statement of the goal, objectives, research hypotheses, the scientific and practical significance of the work, the originality of methods for achieving the set goal, form of work (abstract or search and research), presentation of results (drawings, photographs, graphs, presentation, etc.), presentation of the report, author's erudition in the area under consideration, design of the work.

Note that the above is not an immutable dogma. The content and organization of the research work of schoolchildren is a vast and multifaceted problem. On many aspects of it, scientists have different points of view.

For a more specific and detailed acquaintance with the methodology of organizing and conducting research work at school, we recommend the scientific and methodological journal "Research work of schoolchildren" (founder - Publishing House "National Education"), as well as the following literature:

1. Research activity of younger schoolchildren: program, classes, student work / ed. E.V. Krivobok, O.Yu. Saranyuk. - Volgograd: Teacher, 2009.
2. Prokhorova S.Yu., Fominykh N.M. Path to nature: organization of environmental research with younger students: Educational and methodological manual. - Rostov n / a.: Phoenix, 2008.
3. Savenkov A.I. Methods of research teaching of younger schoolchildren. - Samara: Educational Literature Publishing House, 2007.
4. Savenkov A.I. Psychological foundations of the research approach to learning. - M.: Os-89, 2006.
5. Semyonova N.A. Research activities of students. Magazine "Primary School" No. 2 2006.
6. Smolkina E.V. Research activities of students as a means
7. realization of the individual in the general educational space. Magazine "Primary School" No. 2 2007.
8. Pichugin S.S. Teaching and research activities of younger schoolchildren in mathematics lessons. Magazine "Primary School" №6,2008

In conclusion, let us recall the words of Anna Rogovin, with which she addresses teachers on behalf of the children:

"If you want to teach me something, let me walk slowly... Let me look... Touch and hold... Listen... Smell... And maybe taste... Oh How much can I find on my own! Just please don't rush me!"

Let the wise parting words of an American teacher become the motto of a teacher who wants to see his students as explorers of new unexplored routes, standing at the origins of unusual discoveries.