Vestnik kasu - theoretical foundations for the formation of figurative thinking of younger schoolchildren as a component of intellectual and cognitive activity. Features of the development of figurative thinking in children of primary school age

Dissertation abstract on the topic "Development of visual-figurative thinking of younger schoolchildren in the educational process when getting acquainted with nature"

As a manuscript

BELKOVICH Victoria Yurievna

DEVELOPMENT OF VISUAL-FIGURE THINKING OF JUNIOR SCHOOLCHILDREN IN THE EDUCATIONAL PROCESS WHILE ACQUAINTED WITH NATURE

Specialty 13.00.01. - general pedagogy, history of pedagogy and education

dissertations for the degree of candidate of pedagogical sciences

The work was carried out at the Department of Pedagogy and Andragogy of the State Educational Institution of Additional Professional Education (Advanced Training) of Specialists "Tyumen Regional State Institute for the Development of Regional Education"

Scientific adviser: Doctor of Pedagogical Sciences, Doctor of Chemistry

Sciences, Professor, Honored Worker of Science of the Russian Federation

Alexander Alexandrovich Macarena

Official opponents: Doctor of Pedagogical Sciences, Professor

Viktor Alekseevich Dalinger

Candidate of Pedagogical Sciences, Associate Professor Irina Gennadievna Pchelintseva

Leading organization: GOU VPO "Tobolsk State

Pedagogical Institute. DI. Mendeleev"

The defense will take place on December 6, 2005 at 3:00 pm at a meeting of the dissertation council D 212. 177.02 for the defense of dissertations for the degree of Doctor of Pedagogical Sciences at the Omsk State Pedagogical University at the address: 644099, Omsk, emb. Tukhachevsky, 14, room. 212.

The dissertation can be found in the library of the Omsk State Pedagogical University.

Scientific Secretary of the Dissertation Council Candidate of Pedagogical Sciences,

General characteristics of work

Visual-figurative thinking plays a significant role in the intellectual development of a preschooler and a younger student. Based on it, the preschool child gets the opportunity to isolate the most essential properties, relationships between objects of the surrounding reality; images, ideas that arise in the mind cause an emotional response to events in a preschooler. In the transition to schooling, thinking acquires the features of generalization, the younger student learns to think logically. However, this age is sensitive to learning based on visualization. Visual-figurative thinking enables the younger student to master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are an important acquisition that will help the younger student to move on to the assimilation of scientific knowledge. A decisive role in the formation of ideas is played by original model images (symbolic means). The ability to use model images in thinking is the basis for understanding the various relationships of objects, allows you to create holistic works with a complex structure, including several objects that interact with each other.

N.F. Vinogradova, JI.E. Zhurova, B.C. Mukhina and others emphasize the special significance of the continuity of visual-figurative thinking as a transitional type of thinking from practical to theoretical, which helps the younger student to be psychologically included in the educational activity itself. MM. Bezrukikh, JI.A. Wenger, E.V. Zaika indicate that through the development of figurative representations in primary school age, the optimization of arbitrary cognitive functions (perception, imagination, attention, memory) occurs. This leads to an increase in the level of intellectual development of the child.

Based on the analysis and generalizations of pedagogical research (JI.A. Wenger, N.E. Veraksa, L.S. Vygotsky, P.Ya. Galperin, A.V. Zaporozhets, H.H. Poddyakov, A.V. Ponomarev, C.JI. Rubinshtein, D .B. Elkonin) it can be concluded that the visual-figurative thinking of younger schoolchildren develops in the process of interaction of game and speech actions, educational and cognitive activities, as well as when getting acquainted with nature.

The use of symbolic means when getting acquainted with nature contributes to the transition from one-time perception to the processing of the viewer.

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but-spatial image, allows the younger student to build his own knowledge, master the sign-symbolic means of mastering reality, carry out independent action, take a position that allows you to look at the process of assimilation of material from the outside, trace the path of your development.

Significant for our study is the issue of using symbolic means that contribute to the development of observation of younger students, which was studied by I.E. Kulikovskaya, N.N. Nikolaeva and others, as well as the development of independence - cognitive (T.N. Babaeva, M.V. Kru-lekht), creative (O.N. Somkova).

A.N. Aminov, S.V. Zaitsev emphasize that the effectiveness of the educational and cognitive process, including the level of development of independence of visual-figurative thinking of students, is largely determined by the position of teachers towards decentration and dialogic communication.

The comprehension of these contradictions identified the problem of this study: the theoretical justification and practical implementation of the development of visual-figurative thinking of younger schoolchildren when getting acquainted with nature based on the use of a complex of symbolic means, which determined the topic of the dissertation research: “Development of visual-figurative thinking

thinking of younger schoolchildren in the educational process when getting acquainted with nature.

During the implementation of the pedagogical system, diagnostic tools will be used to identify the dynamics of results and adjust the process;

4. To prepare a methodological manual for primary school teachers on the development of visual-figurative thinking of younger students. Methodological base of the research:

Methodology of pedagogical research (IO.K. Babansky, V.I. Zagvyazinsky, N.I. Zaguzov, V.V. Kraevsky, A.A. Makarenya, A.A. Makarov, N.N. Surtaeva, A.P. Tryapitsyna, O.I. Feldstein, JI.A. Shipilina and others);

Humanistic approach (Sh.A. Amonashvili, V.A. Sukhomlinsky, K.D. Ushinsky and others);

Personality-oriented approach (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.).

Theoretical basis of the study:

The concept of the cultural and historical nature of higher mental functions (JI.C. Vygotsky);

The concept of development of abilities (L.A. Wenger);

Concepts of developing primary education and the theory of learning activity (P.Ya. Galperin, V.V. Davydov, J1.V. Zankov, D.B. Elkonin, I.S. Yakimanskaya, etc.);

The theory of the operational structure of the intellect by J. Piaget;

Theory of didactics and mechanisms (V.A. Dalinger, V.S. Lednev, M.N. Skatkin and others);

Research into the mechanisms of a developing concept (M. Berger, B.M. Kedrov, etc.);

The principle of visual manipulations as substitutes for actions with real objects (V.P. Zinchenko);

Psychological and pedagogical problems of improving the professional skills of teachers (N.A. Aminov, S.A. Gilmanov, V.I. Zagvyazinsky, N.V. Chekaleva).

The following methods were used in the research process:

Theoretical: analysis of pedagogical, psychological, sociological literature on the research topic; analysis of a package of state documents of Russian education; modeling and design;

The main stages of the study:

P stage (2002-2004) - experimental. A stating experiment was carried out in order to identify the level of development of visual-figurative thinking of younger schoolchildren, awareness was studied, difficulties and skills of teachers of schools in the south of the Tyumen region were identified on the problem, a complex of symbolic means was developed in the lessons when getting acquainted with nature, through a formative experiment, its implementation and testing was carried out , during which its effectiveness was revealed.

The basis of this study were: schools-complexes "Kindergarten-elementary school" No. 78, 84, 85, non-state specialized school of arts "Aurora" (Tyumen); school-complex "Kindergarten - primary school", MOU secondary school No. 1, 2 (Zavodoukovsk); MOU secondary school p. Komsomolsky, MOU secondary school p-Novaya Zaimka (Zavodoukovsky district); MOU secondary school No. 9 (Tobolsk). The study involved students in grades 1 and 2 (6-9 years old), primary school teachers. Our pedagogical experiment covered 87 primary school teachers and 367 primary school students.

The necessary skills of teachers for the successful development of visual-figurative thinking of younger schoolchildren are revealed. The theoretical significance of the results of the study lies in

The theoretical knowledge of pedagogy about the complex of symbolic means has been supplemented by establishing relationships between the principles, tasks, logic of technological actions and methodological support. The practical significance of the study lies in the development of:

the practice of primary education and in the system of advanced training of teachers working with younger students.

The following provisions are put forward for defense: 1. The pedagogical system aimed at the development of visual-figurative thinking of younger students in the educational

gender, describing a complex of symbolic means, including the logic of technological actions, methodological support and the specifics of the organization of the activities of subjects of education (teacher-student).

Approbation and implementation of the results of the study were carried out in the process of experimental work in the school-complex "Kindergarten - primary school" No. 78 (Tyumen), secondary school No. 1.2 (Zavodoukovsk), discussions at meetings of specialists from regional departments of education ( 2003-2004), practical and lecture classes during advanced training courses for elementary school teachers in the south of the Tyumen region; speeches on the topic of research at scientific and practical conferences at various levels: the all-Russian "Integration of methodological work and the system of advanced training of personnel" (Chelyabinsk, 2005), the interregional "Specifics of adult education in the context of the socio-cultural development of regions" Tyumen, 2004) , the 6th interregional intersectoral scientific and practical conference with the participation of near and far abroad “Problems of pedagogical innovation in a professional school” (St. Petersburg, 2005), regional “Problems of pedagogical innovation. Sociality of modern education” (Tobolsk - St. Petersburg, 2005).

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a bibliography containing 160 sources, 11 appendices. The main text of the dissertation contains 17 tables, 5 figures.

The introduction substantiates the relevance of the study, formulates the goal, hypothesis, defines the object, subject, tasks, methods, reveals the scientific novelty, theoretical and practical significance of the work, formulates the provisions submitted for defense, characterizes information about the approbation and implementation of the results of the work done.

The first chapter "Theoretical studies of visual-figurative thinking in the theory of pedagogy" presents an analysis of the problem of the development of visual-figurative thinking of younger students, identifies the conditions and factors that contribute to the development of visual-figurative thinking, reveals ways to develop visual-figurative thinking and the specifics of their inclusion in educational the process of primary school, the issues of continuity in the development of visual-figurative thinking at the stage of transition of children from preschool to primary education are considered.

The study and analysis of psychological and pedagogical literature allows us to conclude that the development of visual-figurative thinking of younger students is considered by various authors from the point of view of complicating and improving the means and methods of cognitive activity: transformative, aimed at the ability to distinguish between a plan of real objects and a plan of models (JT .A. Wenger, H.H. Poddyakov); reproducing, which reflect the relationship between the produced and planned actions (A.A. Lyublinskaya, N.A. Menchinskaya, I.S. Yakimanskaya); classification related to the emergence of operations of distinction, generalization and formation of concepts (B.S. Volkov, I.V. Dubrovina, V.V. Zinchenko, B.M. Kedrov).

On the basis of the allocated means and methods, the specific functions of visual-figurative thinking in the process of mental development of younger schoolchildren were determined:

Correlation of the visual image of an object with the visually perceived features of this object;

Identification of classes of objects according to similar features in order to compile an appropriate classification and use it to identify specific phenomena;

Performing primary ordering;

Schematizing definition of concepts by external features.

A variety of visual-figurative thinking is visual thinking based on a visual image, which contributes to the child's independent understanding of the meaning of what he sees.

As a result of the analysis of theoretical sources, we have identified the conditions and factors that contribute to the development of visual-figurative thinking of younger schoolchildren.

By conditions we mean subjective (the formation of subject-subject relations between the teacher and students; the level and individual

the teacher’s position) and objective (the presence of a special content of education) requirements and prerequisites, by implementing which the teacher achieves the development of an out-of-situation orientation, independence, development of individual images, and the formation of a system of knowledge in acquaintance with objects of nature in younger students.

As factors in the development of visual-figurative thinking, we single out qualitative changes in the mental development of a younger student, structural psychological neoplasms that arise in a child when he is included in the types of activities and communication organized by the teacher: the level of formation of the internal action plan and the internalization mechanism; the ability to create a visual image, operate it and orientation in space; dominance of substructures of visual-figurative thinking.

Analysis of the educational process from the standpoint of a meaningful approach made it possible to determine the ways of developing visual-figurative thinking and the specifics of their inclusion in the educational process of elementary school:

Visual spatial modeling using model actions, on the basis of which, when solving a cognitive task, the student performs the transformation of the conditions of the task, modeling relationships in graphic, subject, letter form, control over the implementation of actions;

Game forms and game situations through the inclusion of systematized sets of didactic games, conditional and abbreviated ways to perform game actions, the introduction of new roles and new situations, modeling actions (translating the game “inside”);

Experimental research activity based on the organization of transformative thought-practical experiments, speech and sign-symbolic modeling of ways to resolve situations. The selected ways of developing visual-figurative thinking ensure the successful adaptation of the child to a new type of activity (educational).

The continuity of preschool and primary school education is a multifaceted problem. When studying it, the attention of researchers is focused on discussing the readiness of a child of the seventh year of life to study at school (JI.A. Wenger, A.JI. Wenger, V.V. Davydov, V.S. Mukhina, N.I. Nepomnyashchaya).

The problem that unites the efforts of teachers of preschool institutions and primary school is to ensure the level of development of intellectual functions in a child, which determines the possibilities of child development and success in educational activities. The general pattern - the formation of new psychological qualities not in spite of, but on the basis of what was achieved earlier, must also be taken into account when leading the child to the ability to reason consistently, to draw conclusions from observed facts, which is necessary at school, i.e. to the use of logical forms of thinking, but at the same time, teachers must describe

to draw on images, visual representations, on the richness of the student's own experience.

At senior preschool age, in the process of various types of activity, the child identifies the essential connections of phenomena and reflects them in a figurative form - the form of representations and elementary concepts. Representations formed at the empirical level and elementary concepts, when the main content of knowledge is presented in the form of images of previously perceived objects and phenomena, can become the core of the system of school knowledge. The foundation of the level of development of visual-figurative thinking, laid at preschool age, allows the younger student to master the system of scientific concepts at a high theoretical level (P.G. Samorukova).

One of the foundations for continuity in the development of visual-figurative thinking is the development of abilities as ways of independently solving mental, creative and other tasks, as a means of allowing the future student to be successful in various activities, including educational. At the same time, the mastery of signs and symbolic function is one of the directions of the mental development of the child.

V.V. Brofman emphasizes that the development of the ability for visual modeling is a prerequisite for the subsequent mastery of those types of modeling that act as learning activities. And this, in our opinion, gives serious grounds for the interconnection of the idea of developing the cognitive abilities of preschoolers with the ideas of developing the educational activities of younger schoolchildren.

A questionnaire survey of parents - future first graders, conducted in preschool institutions in Tyumen (230 people were interviewed) showed that one of the most common mistakes is the overestimation by parents of the verbal side of development in the mental education of children of older preschool age. Most parents (70%) believe that the more words a child knows, the more developed he is.

We agree that a certain outlook, a stock of specific knowledge is necessary for a potential student as a foundation, the basis of what he will later master at school. However, it is a mistake to take fluency of speech, knowledge of many verses by heart, the ability to read, write as evidence of a child's good readiness for school. Often, behind the developed skills of writing, reading, counting, there is a lack of practical acquaintance with the world, an inability to single out the essential central connections of phenomena in a particular area of reality and reflect them in a figurative form.

Thus, the level of formed visual-figurative thinking becomes an important indicator of a child's readiness for school.

In the second chapter “Theory and practice of using symbolic means in the development of visual-figurative thinking of younger schoolchildren when getting acquainted with nature. The results of the pedagogical experiment" disclosed and supplemented the possibilities of symbolic means in the development of visual-figurative thinking of younger students, presented the content

a complex of symbolic means aimed at the development of visual-figurative thinking of younger schoolchildren and the results of a pedagogical experiment on the implementation of the proposed complex.

Due to the inclusion of symbolic means in the educational process, various forms of modeling reality are used in the activities of younger students, and spatial modeling occupies an important place among them. The ability for visual spatial modeling is one of the fundamental specific human abilities, and its essence is that when solving various kinds of mental tasks, the student builds and uses model representations (visual models) that reflect the relationship of the conditions of the problem, highlights the main points in them that serve guidelines for the decision. Such model representations can display not only visual, visible connections between things, but also essential, semantic connections that are not directly perceived, but can be symbolically represented in a visual form.

Studying the results of L.A. Wenger, B.C. Mukhina, as well as the experience of the work of innovative teachers, allowed us to conclude that the introduction of symbolic symbols both as a modeling tool and as the basis of generalization implements the representation function and ensures the complex inclusion of mental processes. The ready-made symbols, diagrams, symbols are accompanied by the installation to understand the material, and not to memorize, let alone write it down, which in turn helps students with an oral answer, contributes to psychological emancipation.

According to our research, in the current situation of a school lesson on the subject "The World around", teachers (75%) mainly focus on a quantitative increase in children's knowledge about the capabilities of various animals and plants. Pictures and paintings are used, the story of an adult, simultaneous observations of natural phenomena in the immediate environment. At the same time, we state in children the fragmentary nature of knowledge, the inability to correlate the visual image of a natural object with the visually perceived features of this object, to use model images that convey relationships between phenomena and their elements.

In order to increase the level of revealed low indicators among younger schoolchildren, we highlight the sequence in demonstrating models when getting acquainted with nature:

Model of ecological-systematic groups for external reflection of a natural object;

Schematic models for comparing natural objects and finding signs of their differences and similarities;

Object-schematic models for the schematizing definition of concepts by external features;

Systematization models for the identification of objects and their ordering, classification.

This sequence in the use of models confirms the role of symbolic means in the formation of students' abilities to operate with images, the development of the ability to act in terms of representations by younger students.

We have developed a pedagogical system aimed at the development of visual-figurative thinking of younger schoolchildren, which includes a complex of symbolic means (Fig. 1).

Educational component "World around"

Scientific-figurative picture of the world

Representation. concepts

Emotional-sensual sphere

Interest

Astonishment

Joy, sadness

Visual-figurative thinking

Complex of symbolic means

principles

technology action

methodological support

Result

Rice. 1. A fragment of the pedagogical system aimed at the development of visual-figurative thinking of younger students

The identification of the possibilities of symbolic means was carried out by us on the basis of research activities for the development of observation and independence of younger students. From the point of view of the development of observation, graphic models and the organization of birdwatching activities were used, from the point of view of the independence of younger schoolchildren in labor activity, the methodology developed by us with the inclusion of the subject model "Flower Gardens" was used. Thanks to the symbolic inclusion, younger students formed attitudes to search for hidden internal connections and relationships (increase in the level of observation), develop creative independence, the ability to model, create individual images of plots for decorating a flower bed (increase in the level of independence).

The possibilities of symbolic means, their developing effect confirms the expediency of including in the educational process of elementary school a com-tex of symbolic means, aimed at developing visual-figurative thinking of younger students

By the term "complex" we mean a set of components, which include principles, tasks, the content of the educational process, technological actions, and methodological support.

The proposed complex uses symbols related to functions and actions related to them in meaning. This allows younger students to develop the ability to operate with images, to imagine hidden possible changes and transformations of the properties and relationships of natural objects.

The introduction of a complex of symbolic means into the educational process is the basis of the pedagogical experiment, which was carried out in two stages: ascertaining and formative-controlling.

Starting to study the problem of the development of visual-figurative thinking of younger schoolchildren, we revealed the level of development of visual-figurative thinking and the symbolic function of younger schoolchildren; difficulties and skills of teachers to organize activities for the development of visual-figurative thinking of younger students in the educational process; the level of professional skills of teachers in working with children on the development of visual-figurative thinking.

An analysis of the materials obtained in the ascertaining experiment makes it possible to speak of a complex dependence of the ability to operate with one's ideas on the content that the child identifies and fixes in the process of solving, as well as on a number of additional skills and abilities. These include such skills as the generalization of images, the actualization of images and their transformation in terms of representations in accordance with modeling activity. A discrepancy was found between the ability to establish relationships between natural objects and the process of building a model: 28% of students experience difficulties in correlating model (symbolic) and real plans, 34% of students showed a low level of modeling actions, an inability to present hidden changes in the situation.

The ascertaining experiment revealed the specifics of the images necessary for the successful functioning of visual-figurative thinking. For the full functioning of visual-figurative thinking, a certain ratio and interaction is necessary:

1) representations that reflect the real side of a natural phenomenon (the stability of the image);

2) representations reflecting the hidden possibilities of a natural phenomenon (variation of the image).

At the same time, we studied the level of teachers' skills to organize educational and cognitive activities aimed at developing visual-figurative thinking of younger students.

The results of the questionnaire survey showed that at the present stage, 85% of teachers in the organization of educational and cognitive activity are dominated by the information method of teaching, which does not fully stimulate the development of visual-figurative thinking, cognitive abilities of younger students. When choosing means for the development of cognitive activity, 72% of teachers limit themselves to messages and demonstrations of material. This approach provides the younger student with the achievement of short-term results - the assimilation of specific knowledge and skills. Only 11% of teachers have the choice and ability to use techniques and means aimed at developing the sign-symbolic function in younger students, the ability to operate with knowledge.

In the conditions of developmental education, the effectiveness of educational and cognitive activity is determined not only by the content of the educational material (the material should be understandable and interesting), but also by the teacher's achievement of mutual understanding and mutual respect with children. Therefore, to form the level of visual-figurative thinking is not only to prepare the content of educational material, but also to carry out direct interaction with students. From this point of view, we have identified teachers' abilities for decentration and didactic communication and obtained the following results: 56% of teachers demonstrate self-centered behavior (centration based on identification), 62% of teachers prefer ineffective methods of encouragement (tendency towards a "controlling" style of communication).

The results of a survey of teachers showed that in the educational process the level of teachers' skills to organize educational and cognitive activity becomes an important condition for the development of visual-figurative thinking of younger students.

Analysis of the results of the ascertaining experiment confirmed the need to organize events in the educational process aimed at developing visual-figurative thinking of younger students, searching for and working out mechanisms for implementing the developed set of symbolic means in the course of the pedagogical experiment, and proved the significance and relevance of the study.

At the second - formative-controlling - stage of the pedagogical experiment, the implementation and testing of the effectiveness of a complex of symbolic means in familiarizing younger students with nature, proposed by us, was carried out. At the formative stage, work was carried out in two directions.

The first direction is the experimental teaching of younger schoolchildren on the basis of the introduction of a complex of symbolic means. The training was conducted in the form of general group lessons. Based on the specifics of the images that we need to form, the children of the experimental group were offered tasks of three types.

Tasks of the 1st type are generalized-schematic for understanding symbolic patterns. In the process of observing objects of nature, in the course of game forms, children got acquainted and independently created symbolic situations: a symbol of a weather phenomenon, a graphic reflection of natural dependence, sound reflections, etc.; learned to analyze symbolic means in terms of form: graphics, gestures, words, sounds, to designate the same objects in different ways.

Tasks of the 2nd type are figurative and descriptive for the formation of an image that can be updated in the productive, creative activity of the child. For this purpose, problem situations and competitive events were created (contests of dreamers, for the saddest (funniest) letter, etc.) to invent stories about objects of nature, their relationship with humans.

Tasks of the 3rd type - changing to establish links and interdependencies of animate and inanimate nature using various types of models: graphic (calendars of nature, subject (globe, thermometer), subject-schematic (model of ecological and systematic groups of objects of animate and inanimate nature). For this specially organized work was carried out:

Phenological observations of natural objects, filling in the phenological calendar;

Winter feeding of birds and keeping a calendar of bird watching;

Organization of labor activity for the design of flower beds using an object model.

In the control group, individual elements (task options) of the developed complex were introduced.

Thanks to tasks of a generalized-schematic type, we were able to identify indicators of the success of completing tasks by children in the experimental group: firstly, the clarity and stability of the created images and, secondly, the ability to act in terms of ideas. It was possible for students to designate images with the help of gestures, sounds, symbols of their own composition and to operate with them without a visual object. Analyzing symbolic means, younger students mastered ways to designate the same object.

Through various types of modeling and the appropriate organization of educational and cognitive activities with the help of tasks of a changing type, students mastered the free transition from models that retain a certain external resemblance to modeling objects to models that are symbols of relations. In the course of training, students were able to build models of the dependence of plant growth on factors of inanimate nature, use the model to describe a new object, to show independence in labor activity, in the process of observation. This demonstrates the development in children of the experimental group of the ability to act in terms of ideas.

When performing tasks of figurative-descriptive and changing types, we noted an increase in the number of children who could operate in the visual and verbal-mental planes. Description of natural objects, riddles and stories of his own composition differed in individual images, their depth, which was manifested in an increase in the total number of images, the appearance of secondary images, detailed descriptions of objects.

The effectiveness of the development of visual-figurative thinking of younger schoolchildren was assessed according to the following criteria: 1) internalization of modeling actions, 2) flexibility of images, 3) fluency of images, 4) depth of images.

We studied changes in the development of visual-figurative thinking using the method of observing the educational and extracurricular activities of students, studying the products of pedagogical activity, the methods of L.A. Wenger, A.R. Luria, R.S. Nemov, I.V. Tsvetkova, as well as the method of peer review.

In the course of experimental training, the following positive changes were recorded: 1) the level of formed information increased by 48.7%.

terrorization of simulation actions; 2) by 46.2% - the level of flexibility of images; 3) by 65.6% - the level of fluency of images; 4) by 63.5% - the level of depth of images (Table 1).

Table 1

Dynamics of development of visual-figurative thinking of younger schoolchildren (%)

Criteria Control group Experimental group

Stage 1 Stage Significance of differences Stage 1 Stage Significance of differences

1 17,7 26,2 11,2 15,9 64,6 13,4

2 17,1 22,1 8,3 15,8 62,0 11,5

3 17,9 33,4 10,2 15,7 81,3 6,9

4 11,4 19,5 8,2 13,0 76,5 8,6

Note: the table reflects changes in the selected criteria by indicators

high level

The high level of indicators in the experimental group indicates that the developed complex of symbolic means makes it possible to ensure the effectiveness of the development of visual-figurative thinking in younger students.

Comparison of the results (average score) of the ascertaining and control experiments made it possible to identify positive changes in the level of development of visual-figurative thinking of younger schoolchildren (Table 2). The application of Student's t-test confirmed their statistical significance.

table 2

Comparative data of the ascertaining and control experiments in the experimental and control groups (average score)

Methodology group

Raven Matrix Pictogram Verbal Fantasy

Experimental group before training 6.8 2.6 4.9

Experimental group after training 8.5 4.6 6.5

Control group before training 7.3 2.6 4.8

Control group after training 7.9 2.9 5.0

d- Student's test 2.04 2.08 2.01

The second direction is teaching teachers to use a complex of symbolic means in the educational process. The training was carried out according to the program of the special course "The use of symbolic means in the educational process of elementary school." During the period of the experiment, 320 listeners were covered.

Practical tasks are differentiated according to the levels of professional training (1-reproductive, P-creatively constructive, III-research) and the method of implementation (group, individual). Such a differentiation of training tasks made it possible to carry out final control in the process of teaching teachers.

The final control showed that by the end of the training, teachers were able to complete both group and individual tasks of a creatively constructive and research level. The success of teacher training was assessed according to the criteria and indicators:

1. The skills of teachers in organizing work aimed at developing visual-figurative thinking of younger students:

Anticipate the result of the development of a younger student in educational and cognitive activities (development of success indicators);

Select and use techniques and tools that stimulate visual-figurative thinking.

2. Level of pedagogical position:

Ability for didactic communication (orientation to the child in the process of educational and cognitive activity);

The ability to decenter (the ability to transform the pedagogical situation).

Thus assessing the level of skills of teachers in the learning process, it was found that 208 teachers (65%) showed skills in organizing work on the development of visual-figurative thinking of younger students, 1 [2 teachers (35%) find it difficult to independently build a technology for using symbolic means, but at the same time they show success in modeling task options based on the proposed technology.

Detailed practical training of teachers' skills was carried out on the basis of the methodological sites of the secondary school No. 1 (Zavodoukovsk), the secondary school in the village of Novaya Zaimka (Zavodoukovsky district) and in the activities of members of the creative group. The effectiveness of this work is evidenced by the data on the change in the position (centration, didactic communication) of teachers when interacting with younger students (Table 3).

Table 3

Change in the pedagogical position of teachers in the process of pedagogical experiment (%)

Centerings Didactic communication

identification of alienation real decentering "supporting style" "controlling style"

Up to expert After exp. Up to expert After exp. Up to expert After exp. Up to expert After exp. Up to expert After exp.

56 13 14 - 30 67 38 72 62 28

differences are significant differences are significant differences are significant differences are significant differences are significant

The conducted research and the results obtained allowed us to draw the following conclusions:

4. In the process of operating with symbols, the number of generalized images increases, which indicates a significant expansion of the links between the word and the image.

5. The implementation of training for teachers on the inclusion of symbolic means in the educational process when getting acquainted with nature contributes to the formation of teachers' skills to select and use techniques and methods that stimulate the development of visual-figurative thinking of younger students.

nicknames, focus on the child in the process of educational and cognitive activity (ability for didactic communication), transform the pedagogical situation (ability for decentration).

The positive dynamics of indicators of the development of visual-figurative thinking of younger schoolchildren, recorded in the course of experimental work, confirms the validity of the hypothesis put forward and gives reason to believe that the tasks set have been completed.

The main provisions of the dissertation research are reflected in the following publications of the author:,

1. Belkovich V.Yu. Develop and educate by nature // P.F. Kapterev and modern education. Tyumen: TOGIRRO, 2001. 0.2 pp.

2. Belkovich V.Yu. Possibilities for the development of visual-figurative thinking of older preschoolers and a change in the position of a teacher in the organization of cognitive activity // Theory and methodology of modern scientific research of the Tyumen region: Collection of articles of graduate students and applicants. Tyumen: TOGIRRO, 2003.0.3 pp.

3. Belkovich V.Yu. Continuity in the development of visual-figurative thinking of younger schoolchildren in the system "Kindergarten - primary school" // The specifics of adult education in the conditions of sociocultural development of regions: Materials of the interregional scientific and practical conference (November 27, 2004, Tyumen). Section 3. Tyumen: TOGIRRO, 2004. 0.4 pp.

4. Belkovich V.Yu. Educational-game model as a way to develop figurative thinking of younger schoolchildren //Materials of the IX Regional Scientific and Practical Conference “Problems of Pedagogical Innovation. The sociality of modern education. - Tobolsk: TSPI im. DI. Mendeleev; St. Petersburg: IOV RAO, 2005. 0.3 pp.

5. Belkovich V.Yu. Preparing a teacher for the development of a plan of representations for younger schoolchildren when getting acquainted with nature // Materials of the VI All-Russian scientific and practical conference "Integration of methodological (scientific and methodological) work and a system for improving the qualifications of personnel." Part 5. Chelyabinsk: Education Publishing House, 2005. 0.3 pp.

6. Belkovich V.Yu. The role of symbolic means in the development of visual-figurative thinking and the formation of concepts among younger schoolchildren // Materials of the 6th interregional scientific and practical conference with the participation of near and far abroad "Problems of pedagogical innovation in a professional school." St. Petersburg: IOV RAO, 2005. 0.2 pp.

7. Belkovich V.Yu. Modeling activity during acquaintance with nature as a means of developing the observational skills of younger schoolchildren // Psychological and pedagogical research in the education system: Proceedings of the 3rd All-Russian Scientific and Practical Conference. Part 3. Moscow - Chelyabinsk: Education Publishing House, 2005. 0.4 p.

8. Belkovich V.Yu. To the question of the independence of children's thinking and pedagogical decentration // New in pedagogical research. Scientific

school of Professor A.A. Macareni. Tobolsk: TSPI named after D.I.Mendeleev, 2005.0.4 sq.

9. The development of visual-figurative thinking of younger students when getting acquainted with nature. Toolkit. Tyumen: TOGIRRO, 2005.1.5 sq.

Signed for printing 31.10.2005

Volume 1 p.l. Circulation 100 copies.

Tyumen Regional State Institute for the Development of Regional Education

RNB Russian Fund

Dissertation content author of the scientific article: candidate of pedagogical sciences, Belkovich, Victoria Yurievna, 2005

INTRODUCTION

CHAPTER I. Theoretical studies of visual-figurative thinking in the theory of pedagogy.

1.1 Analysis of the problem of the development of visual-figurative thinking of younger students in the psychological and pedagogical literature.

1.2 Conditions and factors contributing to the development of visual-figurative thinking.

1.3 Ways of developing visual-figurative thinking and the specifics of their inclusion in the educational process of elementary school.

1.4 Continuity in the development of visual-figurative thinking of younger students at the stage of transition from preschool to primary education.

CONCLUSIONS ON THE FIRST CHAPTER.

CHAPTER II. Theory and practice of using symbolic means in the development of visual-figurative thinking of younger schoolchildren when getting acquainted with nature. Results of the pedagogical experiment.

2.1 The possibilities of symbolic means in the development of visual-figurative thinking of younger students.

2.2 Development and theoretical substantiation of a complex of symbolic means aimed at the development of visual-figurative thinking of younger schoolchildren when getting acquainted with nature.

2.3 Planning a pedagogical experiment. The results of the ascertaining stage of the experiment.

2.3.1. Criteria-diagnostic tools for revealing the level of development of visual-figurative thinking of younger schoolchildren.

2.3.2. The results of the ascertaining stage of the pedagogical experiment.

2.4 Analysis of the results of the formative-controlling stage of the pedagogical experiment.

2.4.1. The dynamics of the study of changes in the development of visual-figurative thinking of younger schoolchildren.

2.4.2. The results of teaching teachers to use a complex of symbolic means in the educational process.

CONCLUSIONS ON THE SECOND CHAPTER.

Dissertation Introduction in pedagogy, on the topic "Development of visual-figurative thinking of younger students in the educational process when getting acquainted with nature"

The relevance of research. With the beginning of systematic schooling, learning activity becomes the leading activity of the child. He faces the task of acquiring scientific ideas and concepts, studying the laws of development of nature and society. The success of a student is largely determined by the level of development of thinking and is the basis for assessing the developmental side of learning.

N.F. Vinogradova, JT.E. Zhurova, B.C. Mukhina and others emphasize the special significance of the continuity of visual-figurative thinking as a transitional type of thinking from practical to theoretical, which helps the younger student to be psychologically included in the educational activity itself. MM. Bezrukikh, JI.A. Wenger, E.V. Zaika indicate that through the development of figurative representations in primary school age, the optimization of arbitrary cognitive functions (perception, imagination, attention, memory) occurs. This leads to an increase in the level of intellectual development of the child.

Based on the analysis and generalizations of pedagogical research (JI.A. Wenger, N.E. Veraksa, JI.C. Vygotsky, P.Ya. Galperin, A.V. Zaporozhets, H.H. Poddyakov, A.V. Ponomarev, C.JI. Rubinshtein, D.B. Elkonin) it can be concluded that visual-figurative thinking of younger schoolchildren develops in the process of interaction of game and speech actions, educational and cognitive activity, as well as when getting acquainted with nature.

The use of symbolic means when getting acquainted with nature contributes to the transition from one-time perception to the processing of a visual-spatial image, allows the younger student to build his own knowledge, master the sign-symbolic means of mastering reality, carry out independent action, take a position that allows you to look at the process of assimilation of material from the outside, follow the path of its development.

Significant for our study is the issue of using symbolic means that contribute to the development of observation of younger students, which was studied by I.E. Kulikovskaya, H.H. Nikolaeva and others, as well as the development of independence - cognitive (T.I. Babaeva, M.V. Krulekht), creative (O.N. Somkova).

In the current conditions of the educational process of elementary school, education should not be reduced to the transfer of knowledge to children, which becomes an end in itself. However, according to the results of research by I.V. Dubrovina, knowledge often does not act as an object of assimilation and search for means, but as an obligatory program requirement and is accompanied by strict forms of control. Intuitive knowledge acquired by children, which could become a source of cognitive interests, is sometimes presented in a ready-made form. The possibilities of self-development, self-movement of children's thinking in these cases are ignored, and the level of emergence and development of new, obscure images, assumptions turns out to be insignificant and unaccounted for. Attachment to rigid verbal formulations of the methods of solving problems formed by students N.G. Salmina considers as defects of sign-symbolic (semiotic) development.

A.N. Aminov, C.B. Zaitsev emphasize that the effectiveness of the educational and cognitive process, including the level of development of independence of visual-figurative thinking of students, is largely determined by the position of teachers towards decentration and dialogic communication.

The study of the practice of developing visual-figurative thinking in the educational process of elementary school indicates the actualization of contradictions:

Between the need to develop visual-figurative thinking of younger students as a condition for successful learning activities and the lack of systematic work on its formation;

Between the need in the course of developmental education to promote the formation of voluntary control over the functioning of their ideas in younger students based on knowledge that reflects the general essential connections and properties of natural objects, and the inability of teachers to select methods and means for the development of visual-figurative thinking, consciously include them in the educational process.

The comprehension of these contradictions outlined the problem of this study: the theoretical justification and practical implementation of the development of visual-figurative thinking of younger schoolchildren when getting acquainted with nature based on the use of a complex of symbolic means, which determined the topic of the dissertation research: “The development of visual-figurative thinking of younger schoolchildren in the educational process with acquaintance with nature.

The purpose of the study is to theoretically substantiate, develop a pedagogical system aimed at developing visual-figurative thinking of younger schoolchildren when getting acquainted with nature.

Object of study: the educational process in elementary school. Subject of study: a system that promotes the development of visual-figurative thinking of younger students when getting acquainted with nature.

In accordance with the goal, a research hypothesis was put forward: we can expect an increase in the level of development of visual-figurative thinking of younger students if:

The educational process will be carried out on the basis of the developed pedagogical system, including symbolic means, and the use of methodological recommendations to ensure this process;

To realize the possibilities of a complex of symbolic means when getting acquainted with nature;

Teachers will develop the skills to use a complex of symbolic means in order to develop visual-figurative thinking of younger students.

In accordance with the goal and hypothesis of the study, the following research objectives are defined:

1. To substantiate the possibilities of using a complex of symbolic means for the development of visual-figurative thinking of younger students.

2. Develop a pedagogical system that includes symbolic means.

3. Develop diagnostic tools and explore the dynamics of the development of visual-figurative thinking of younger students.

4. To prepare a methodological manual for primary school teachers on the development of visual-figurative thinking of younger students.

Methodological basis of the research: methodology of pedagogical research (Yu.K. Babansky, V.I. Zag-Vyazinsky, N.I. Zaguzov, V.V. Kraevsky, A.A. Makarenya, A.A. Makarov, H.N. Surtaeva, A.P. Tryapitsyna, O .I. Feldstein, JT.A. Shipilina and others); - humanistic approach (Sh.A. Amonashvili, V.A. Sukhomlinsky, K.D. Ushinsky and others);

Personality-oriented approach (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.). Theoretical basis of the research: the concept of the cultural and historical nature of higher mental functions (JI.C. Vygotsky); the concept of ability development (JI.A. Wenger); concepts of developing primary education and the theory of learning activity (P.Ya. Galperin, V.V. Davydov, JI.V. Zankov, D.B. Elkonin, I.S. Yakimanskaya, etc.); the theory of the operational structure of the intellect by J. Piaget; the theory of didactics and mechanisms (V.A. Dalinger, V.S. Lednev, M.N. Skatkin and others); studies of the mechanisms of the developing concept (M. Berger, B.M. Kedrov, etc.); the principle of visual manipulations as substitutes for actions with real objects (V.P. Zinchenko); psychological and pedagogical problems of improving the professional skills of teachers (N.A. Aminov, S.A. Gilmanov, V.I. Zagvyazinsky, N.V. Chekaleva).

The following methods were used in the research process: - theoretical: analysis of pedagogical, psychological, sociological literature on the research topic; analysis of a package of state documents of Russian education; modeling and design;

Empirical: pedagogical experiment, peer review method, survey methods (questionnaire, conversation), analysis of the products of the activities of educational subjects; methods of statistical analysis of the reliability of differences.

The main stages of the study:

I stage (2001 - 2002) - search. The current state of the problem in the theory and practice of primary education was studied, the theoretical and practical prerequisites for the development of visual-figurative thinking in the process of educational activity of younger schoolchildren were identified, the subject, tasks and hypothesis of the study were specified, its theoretical and methodological base was determined, and the methodology for conducting experimental work was substantiated.

Stage II (2002-2004) - experimental. A stating experiment was carried out in order to identify the level of development of visual-figurative thinking of younger schoolchildren, awareness was studied, difficulties and skills of teachers of schools in the south of the Tyumen region were identified on the problem, a complex of symbolic means was developed in the lessons when getting acquainted with nature, through a formative experiment, its implementation and testing was carried out , during which its effectiveness was revealed.

Stage III (2004-2005) - generalizing. The analysis and theoretical generalization of the data of experimental work, further wider practical verification of the results of the experiment, the introduction in the form of evidence-based recommendations for primary school teachers on the effective use of the symbolic complex for the successful development of visual-figurative thinking of younger students were carried out.

The basis of this study were: schools-complexes "Kindergarten - primary school" No. 78, 84, 85, non-state specialized school of arts "Aurora" (Tyumen); school-complex "Kindergarten-elementary school", MOU secondary school No. 1, 2 (Zavodoukovsk); MOU secondary school p.Komsomolsky, MOU secondary school p.Novaya Zaimka (Zavodoukovsky district); MOU secondary school No. 9 (Tobolsk). The study involved students in grades 1 and 2 (6-9 years old), primary school teachers. Our pedagogical experiment covered 87 primary school teachers and 367 primary school students.

The reliability of the results obtained and the conclusions based on them is ensured by the use of modern scientific methodology, psychological and pedagogical analysis of the achievements of students, the use of a set of methods of the theoretical and empirical level of research, corresponding to the goal, object, subject, tasks and logic of the work, a combination of qualitative and quantitative data analysis.

The scientific novelty of the research is that:

A pedagogical system has been developed aimed at developing visual-figurative thinking of younger schoolchildren in the educational process when getting acquainted with nature;

Possibilities of a complex of symbolic means are revealed;

The necessary skills of teachers for the successful development of visual-figurative thinking of younger schoolchildren are revealed. The theoretical significance of the results of the study lies in the fact that:

The ideas of the theory of pedagogy have been expanded, considering the possibilities of a complex of symbolic means in the aspect of the development of visual-figurative thinking of younger schoolchildren;

The practical significance of the study lies in the development of:

Programs of the special course "The use of symbolic means in the educational process of elementary school", aimed at increasing the competence of teachers in the development of visual-figurative thinking of younger students;

Diagnostic tools that allow you to explore the dynamics of the development of visual-figurative thinking of younger students;

The proposed materials can be used in the pedagogical practice of primary education and in the system of advanced training of teachers working with younger students.

The following provisions are put forward for defense:

1. A pedagogical system aimed at developing visual-figurative thinking of younger schoolchildren in the educational process when getting acquainted with nature, describing a set of symbolic means, including the logic of technological actions, methodological support and the specifics of organizing the activities of educational subjects (teacher-student).

2. The possibilities of a complex of symbolic means are realized through the inclusion of younger schoolchildren in the process of activity for the formation of abilities for the development of visual-spatial modeling, observation, independence in labor activity.

3. Diagnostic tools, including adapted methods, as well as criteria and indicators for identifying the level of development of visual-figurative thinking of younger students: internalization of modeling actions (the ability to build a model of dependencies of natural objects; the ability to establish “model-original” relationships), flexibility of images (transformation images when performing tasks of various types; operating images without using visualization), fluency of images (number of images within one solution method; degree of independence in creating images), depth of images (elaboration and variety of details of characteristics related to the central image; the presence of secondary images) .

4. The formation of teachers' skills for the development of visual-figurative thinking includes the development of abilities for decentration, pedagogical communication, the selection and creation of a complex of symbolic means, the organization of the activities of younger students in the educational process while getting acquainted with nature.

Approbation and implementation of the results of the study were carried out in the process of experimental work in the school-complex "Kindergarten - primary school" No. 78 (Tyumen), secondary school Nos. 1, 2 (Zavodoukovsk), discussions at meetings of specialists from regional departments of education ( 2003-2004), practical and lecture classes during advanced training courses for elementary school teachers in the south of the Tyumen region; speeches on the topic of research at scientific and practical conferences of various levels: the All-Russian "Integration of methodological work and the system of advanced training of personnel" (Chelyabinsk, 2005), the interregional "Specifics of adult education in the conditions of socio-cultural development of regions" Tyumen, 2004 ), the 6th interregional intersectoral scientific and practical conference with the participation of near and far abroad “Problems of pedagogical innovation in a professional school” (St. Petersburg, 2005), regional “Problems of pedagogical innovation. Sociality of modern education” (Tobolsk - St. Petersburg, 2005).

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a bibliographic list containing 160 sources, 11 appendices. The main text of the dissertation contains 17 tables, 5 figures.

Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"

Conclusions on the second chapter

1. The symbolic function as a qualitatively new achievement in the mental development of the child marks the birth and development of the internal plan of thinking. Symbolic means (models, diagrams) contribute to the formation of an image of a special type - a schematized image that reflects not all, but the most essential properties and relationships of objects. A schematized image, in contrast to a specific one, is an image of a higher order, close to the conceptual reflection of reality.

With the help of sign symbolism as a modeling tool and the basis of generalization, cognitive visualization of educational material takes place, which contributes to the complex inclusion of mental processes. The use of visual models (model representations) in solving mental problems allows the younger student to display not only visual, visible connections between things, but also significant, semantic connections that are not directly perceived, but can be symbolically represented in a visual form.

2. Modeling when getting acquainted with nature changes the approach of students to the analysis of the phenomena and objects around them: an attitude is formed to search for hidden internal connections and relationships; the examination of the external properties and relations of objects is being reconstructed; analysis is carried out from the point of view of the system in which the given object exists; the level of development of observation of younger schoolchildren is significantly increased.

Subject models help the younger student to consolidate knowledge about a particular labor process, form an understanding of the relationship between its components, and are easily understood by children as a plan for a story or upcoming work. Using visual aids, younger students acquire valuable skills for independent planning, consistent implementation of activities, monitoring and evaluating the result.

3. The use of a complex of symbolic means in the educational process of elementary school when getting acquainted with nature contributes to the formation of subject knowledge in younger students through a certain logic and methods of activity, as well as through a symbolic organization. The knowledge of the symbolized signs endowed with a deep meaning by the younger schoolchild allows expanding the integrity of the picture of the world in the mind of the child due to its universal symbolic component. Predominant work with content, the use of real and graphic models of concepts and relationships between them makes it possible to implement the principles of building developmental learning - a sensual approach and constant experimentation with models of concepts. This approach allows the teacher to build a qualitatively different system of content selection for the successful adaptation of a preschooler to school education.

4. Experimental work on the topic of the study was carried out with the aim of implementing a set of symbolic means aimed at the formation of arbitrary control over the functioning of their ideas in younger students based on knowledge that reflects the general essential properties and connections of objects of nature.

When tracking the level of development of visual-figurative thinking of younger students, the following criteria were used:

Interiorization of modeling actions;

Flexibility of images;

fluency of images;

Image depth.

5. In the course of the pedagogical experiment, an increase in the level of formation of the internalization of modeling actions in younger students was recorded, since its level was significantly higher in the experimental group compared to the control group. By the end of the pedagogical experiment, the students, for the most part, have mastered: a free transition from models that have an iconic (resembling nature) character to models that are conditional images of the relationships of natural objects; building models in sequence: according to the current situation and according to one's own plan.

6. When using a complex of symbolic means in the experimental group, the level of flexibility and fluency of images increased. By analyzing the symbolic means, the children mastered ways of designating the same object. The formation of clear and stable images in students created through creative activity (composing, drawing, modeling) was achieved. The increase in self-created images was accompanied by the appearance of metaphorical names by the end of training.

7. In the process of thematic studies, when getting acquainted with nature, the level of formation of the depth of images has changed: from moderate detail to the appearance of secondary images. The presence of vivid images in riddles-descriptions, stories about natural objects indicates the formation of the ability for extra-situational orientation and free verbal expression.

8. As a result of the training of primary school teachers under the program of the special course "Using Symbolic Means in the Educational Process of Primary School", the level of professional skills of teachers in organizing educational activities aimed at developing visual-figurative thinking of younger students has increased. After the training, the pedagogical position of teachers changed: the formation of the ability for real decentration in the process of educational and cognitive activity and the “supporting style” of didactic communication.

9. A survey of primary school teachers revealed that the vast majority of respondents consider the introduction of a complex of symbolic means when getting acquainted with nature and a system of classes based on it appropriate. In the process of teaching, teachers must take into account that for the development of visual-figurative thinking of younger students, it is important to use a complex of symbolic means, to master the methods of developing a sign-symbolic function.

Conclusion

At present, in the conditions of developmental education, the task of developing such content of education and its methods that would ensure the formation of a full-fledged thinking process in younger students is particularly acute, when each act of mental activity ensures the growth of certain clear knowledge and at the same time leads to the emergence of new ones. obscure images - assumptions.

Primary education uses the form of thinking that occurs in preschool age. The advancement of the junior schoolchild along the path of cognition of the surrounding world occurs due to the sensually perceived material.

In this regard, the development of visual-figurative thinking at the beginning of schooling is of particular relevance, since this period, due to the flexibility and plasticity of mental processes, is most favorable for the development of the child's figurative and sensory spheres.

Insufficient focus on the development of the emotional-sensory and figurative spheres (emphasis on the development of verbal-logical thinking) causes difficulties for the younger student in understanding the meaning of what he sees, which leads to the formation of a fragmented, disparate perception of reality, a gap between sensory and conceptual material.

Visual-figurative thinking is carried out on the basis of the transformation of images of perceptions into images of representation. In the image - a vision of the subject from several points of view. Thanks to the development of visual-figurative thinking and its variety - visual thinking, a junior schoolchild develops the ability to operate with images, to represent hidden changes and transformations of the properties and relationships of objects.

The analysis of theoretical studies devoted to the development of visual-figurative thinking of younger schoolchildren allowed us to conclude that, thanks to the developed visual-figurative thinking, the student perceives the learning result through a symbolic designation and forms a generalizing image, attitude, concept. This confirms the need to introduce signs and symbols into the educational process.

According to I.E. Kulikovskaya, the need for the existence of symbols is associated with the materialization of images, feelings, ideas, which act as a kind of “carriers of meaning”.

When getting acquainted with the surrounding world, nature, symbols provide the primary schoolchild with purposefulness of activity, change the nature of mental activity, ways of perceiving and understanding the world.

As our study showed, the idea of developing visual-figurative thinking, sign-symbolic function in primary school age can be implemented in the process of getting to know nature within the framework of the subject "The World Around".

In the course of our study, the possibilities of symbolic means used in the educational process of elementary school were supplemented in terms of the development of observation (we used graphic models) and the independence of younger students in work (the inclusion of the subject model "Flower Gardens"). As a result, younger students formed an attitude to search hidden internal connections and relationships (level of observation) and the development of creative independence, the ability to model, create individual images of plots for decorating a flower garden (level of independence).

To achieve the effectiveness of the educational process, we have developed a pedagogical system aimed at developing visual-figurative thinking of younger students, including the content, methods, forms, means of the educational component "The World Around", as well as a set of symbolic means when introducing younger students to nature.

The complex of symbolic means developed by us contributes to the formation of representations in younger schoolchildren, which are built when operating with visual signs and sensually perceived objects.

The developed complex is based on the gradual transfer of children from playing to learning activities with fixing their attention on the cognitive content of the material. Predominant work with content, the inclusion of symbolic means makes it possible to implement the principles of building developmental learning - sensory experience and constant experimentation with models of concepts. There is an appeal equally to the feelings and intellect of the child. Fantasy is attracted to the maximum, students, along with the teacher, are full-fledged "creators" of the lesson: their interesting ideas, suggestions can change the form and even the course of joint activities. This approach allows the teacher to build a qualitatively different system of content selection for the development of visual-figurative thinking of younger students.

The proposed complex uses symbols related to functions and actions related to them in meaning. This allows junior students to develop the ability to operate with images, to imagine hidden possible changes and transformations of the properties and relationships of natural objects.

The sequence of thematic tasks is aimed at the formation of subject knowledge through a certain logic and methods of activity, as well as through a symbolic organization.

Theoretical analysis and experimental work made it possible to substantiate the research hypothesis, which suggests that an increase in the level of development of visual-figurative thinking of younger students can be expected if:

The educational process will be carried out on the basis of the developed pedagogical system, including symbolic means, and methodological recommendations providing this process;

During the implementation of the pedagogical system, diagnostic tools will be used to identify the dynamics of results and adjust the process;

To realize the possibilities of a complex of symbolic means when getting acquainted with nature;

Teachers will develop the skills to use a complex of symbolic means in order to develop visual-figurative thinking of younger students.

The obtained results of theoretical research and experimental work give reason to believe that the tasks set for the work have been fulfilled and allow us to draw the following conclusions:

1. An analysis of the state of the problem of the development of visual-figurative thinking of younger schoolchildren in the theory and practice of elementary school confirmed the relevance and timeliness of posing the question of developing a pedagogical system that contributes to the development of visual-figurative thinking of younger schoolchildren when they get acquainted with nature.

2. The successful development of visual-figurative thinking in the lessons of the surrounding world when getting acquainted with nature occurs on the basis of the implementation of the pedagogical system, which includes a complex of symbolic means aimed at developing subject knowledge in younger students through a certain logic and methods of activity, as well as through a symbolic organization.

3. The formation of representations in younger students that reflect the “model-original” relationship has a positive effect on the development of skills to represent a change in the position of the hidden parts of an object based on the perception of the visible parts of this object; there is a transition from external signs of natural objects to functional non-visual ones.

4. During the implementation of a complex of symbolic means on the basis of the developed diagnostic tools, a positive dynamics in the development of visual-figurative thinking of younger schoolchildren was revealed.

5. The formation of representations in younger students that reflect the “model-original” relationship has a positive effect on the development of skills to represent a change in the position of the hidden parts of an object based on the perception of the visible parts of this object; there is a transition from external signs of natural objects to functional non-visual ones.

6. In the process of operating with symbols, the number of generalized images increases, which indicates a significant expansion of the links between the word and the image.

7. The implementation of teacher training on the inclusion of symbolic means in the educational process when getting acquainted with nature contributes to the formation of teachers' skills to select and use techniques and methods that stimulate the development of visual-figurative thinking of younger students, focus on the child in the process of educational and cognitive activity (ability for didactic communication), transform the pedagogical situation (the ability to decenter).

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The master class “Visual thinking of younger students” is a practical work on the development of figurative thinking in younger students, which can be used in correctional and developmental classes, as well as in addition to classroom and extracurricular activities. This material can be useful as guidelines for educational psychologists, primary school teachers, as well as for parents (at home).

Relevance.

The younger school age is characterized by intensive intellectual development. During this period, there is an intellectualization of all mental processes and the child's awareness of his own changes that occur in the course of educational activities. The development of thinking becomes the dominant function in the development of the personality of younger schoolchildren, which determines the work of all other functions of consciousness.

Figurative thinking is not a given from birth. Like any mental process, it needs development and adjustment. According to psychological research, the structure of figurative thinking is the intersection of five main substructures: topological, projective, ordinal, metric, and compositional. These substructures of thinking exist non-autonomously, but intersect. Therefore, a tempting idea arises to develop the imaginative thinking of children in such a way as not to “break” its structure, but to make the most of it in the learning process. Constant reliance on the image makes the acquired knowledge emotionally saturated, activates the creative side of the personality, imagination. Figurative perception of the world is characterized by mobility, dynamism, associativity. The more channels of perception are involved, the more connections and relationships are included in the content of the image, the more complete the image, the more opportunities for its use.

Logic was a revolution for human consciousness. She raised him to the level of a conscious person and was a catalyst for the further development of personality and the transformation of external nature. Logical thinking is followed by figurative thinking. Previously, these rudiments were found only in thinkers, philosophers, artists and writers. It is thanks to the spread of imaginative thinking that progress occurs. There have also been scientific, technological and information revolutions.

Target: to attract teachers to use the acquired knowledge in practice.

Master class tasks:

highlight the relevance of this topic;

Explain the theoretical aspects of the formation and development of figurative thinking in children;

to acquaint teachers with game exercises;

Present game exercises.

Theory

The development of figurative thinking can be processes of two kinds. First of all, these are the natural processes of the emergence and progressive change of figurative thinking that take place in ordinary, everyday conditions of life. It can also be an artificial process that takes place in a specially organized learning environment. This takes place when, for one reason or another, figurative thinking is not formed at the proper level.

One of the important signs of the development of figurative thinking is how much the new image differs from the initial data on the basis of which it is built.

The development of a figurative reflection of reality in younger students goes mainly along two main lines:

a) improving and complicating the structure of individual images, providing a generalized reflection of objects and phenomena;

b) the formation of a system of specific ideas about a particular subject. Individual representations included in this system have a specific character. However, being combined into a system, these representations allow the child to carry out a generalized reflection of the surrounding objects and phenomena.

Stages

Russian psychologist N.N. Poddyakov showed that the development of the internal plan in children of preschool and primary school age goes through the following stages:

Stage 1: Initially, the development of the intellect goes through the development of recalling what they had previously seen, heard, felt through what they did, through the transfer of once found solutions to the problem to new conditions and situations.

Stage 2: Here speech is already included in the statement of the problem. The solution found in verbal form can be expressed by the child, so at this stage it is important to get him to understand the verbal instructions, formulate and explain in words the solution found.

Stage 3: The problem is already solved in a visual-figurative plan by manipulating the images-representations of objects. The child is required to be aware of the methods of action aimed at solving the problem, their division into practical - the transformation of the objective situation and theoretical - awareness of the way the requirement is made.

Stage 4: Here the development of the intellect is reduced to the formation of the child's ability to independently develop a solution to the problem and consciously follow it.

Exercise number 1. "What does it look like?" Task: you need to come up with as many associations as possible for each picture. The very concept of figurative thinking implies operating with images, carrying out various operations (thinking) based on representations. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize.

Ex. 2 Problems for changing figures, for the solution of which it is necessary to remove the specified number of sticks.

"Given a figure of 6 squares. We must remove 2 sticks so that 4 squares remain."

Given a figure that looks like an arrow. It is necessary to shift 4 sticks so that 4 triangles are obtained.

"Continue the pattern." " The artist painted part of the picture, but did not have time to draw the other half. Finish the drawing for him. Remember that the second half must be exactly the same as the first."

The exercise consists of a task to reproduce a drawing about a symmetrical axis. The difficulty in doing this often lies in the inability of the child to analyze the sample (left side) and realize that the second part of it should have a mirror image. Therefore, if the child finds it difficult, at the first stages you can use a mirror (attach it to the axis and see what the right side should be).

Next. This exercise is similar to the previous one, but is a more difficult version of it, because. involves the reproduction of a pattern with respect to two axes - vertical and horizontal.

"Look carefully at the picture. Here is a handkerchief folded in half (if there is one axis of symmetry) or four times (if there are two axes of symmetry). What do you think, if the handkerchief is unfolded, what does it look like? Draw the handkerchief so that it looks unfolded. "

Next slide. This exercise is connected with such a phenomenon of the Russian language as homonymy, i.e. when words have different meanings but are spelled the same.

Which word means the same as the words:

1) a spring and what opens the door;
2) the girl's hair and a grass cutter;
3) a branch of grapes and a tool for drawing;

4) a vegetable that makes one cry and a weapon for shooting arrows (a burning vegetable and small arms);
5) part of a gun and part of a tree;
6) what they draw on, and greenery on the branches;
7) a lifting mechanism for a construction site and a mechanism that needs to be opened so that water flows.

Think of words that are the same in sound but different in meaning.

sl .14
Solving puzzles helps to think figuratively, 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.

sl .15 “I represent five…”

“I represent five…”: five items of the same color, five items with the letter “K” (or whatever), five items smaller than 10 cm, five pets, five favorite sweets, etc.

You need to imagine, and then you can draw these five objects.

DC 18

Exercise number 9. List the items. Ask your child to list objects around you that are round (square, triangular, etc.).

Items can be listed by color (green, red, blue, etc.) or size (large, small, very small, etc.).

Exercise number 10. Guessing riddles is a task for designating objects, which forms in children the ability to “see” an object by verbally designating its signs. It is important to pronounce riddles clearly, with expression, making logical stresses and pausing.

Conclusion

This master class is addressed to educational psychologists, primary school teachers, as well as parents of younger students.

Having studied this material, the above categories will gain motivation for the systematic use of game exercises in their work on the development of figurative thinking in younger students.

Introduction

Chapter I. Development of thinking in integrated lessons of mathematics and labor training.

Clause 1.1. Characterization of thinking as a mental process.

Clause 1.2. Features of the development of visual-effective and visual-figurative thinking of children of primary school age.

Clause 1.3. Studying the experience of teachers and methods of work on the development of visual-effective and visual-figurative thinking of younger students.

Chapter II. Methodological and mathematical foundations for the formation of visual-effective and visual-figurative thinking of younger schoolchildren.

Clause 2.1. Geometric figures on the plane.

Clause 2.2. The development of visual-effective and visual-figurative thinking in the study of geometric material.

Chapter III. Experimental work on the development of visual-effective and visual-figurative thinking of younger students in integrated lessons of mathematics and labor training.

Clause 3.1. Diagnostics of the level of development of visual-effective and visual-figurative thinking of younger schoolchildren in the process of conducting integrated lessons of mathematics and labor training in the 2nd grade (1-4)

Clause 3.2. Features of the use of integrated lessons in mathematics and labor training in the development of visual-effective and visual-figurative thinking of younger students.

Clause 3.3. Processing and analysis of experimental materials.

Conclusion

List of used literature

Application

Introduction.

The creation of a new system of primary education stems not only from the new socio-economic conditions of life in our society, but is also determined by the great contradictions in the system of public education that have developed and clearly manifested themselves in recent years. here is some of them:

For a long time, there was an authoritarian system of education and upbringing in schools with a strict management style, using coercive teaching methods, ignoring the needs and interests of schoolchildren, cannot create favorable conditions for introducing ideas for reorienting education with the assimilation of ZUNs to the development of the child's personality: his creative abilities, independence thinking and sense of personal responsibility.

2. The teacher's need for new technologies and the developments that pedagogical science gave.

For many years the attention of researchers has been focused on the study of learning problems, which have yielded many interesting results. Previously, the main direction in the development of didactics and methodology followed the path of improving individual components of the learning process, methods and organizational forms of learning. And only recently, teachers have turned to the personality of the child, began to develop the problem of motivation in learning, ways of forming needs.

3. The need for the introduction of new educational subjects (especially the subjects of the aesthetic cycle) and the limited scope of the curriculum and the time of teaching children.

4. The fact that modern society stimulates the development of selfish needs (social, biological) in a person can also be attributed to the number of contradictions. And these qualities contribute little to the development of a spiritual personality.

It is impossible to resolve these contradictions without a qualitative restructuring of the entire system of primary education. The social demands placed on the school dictate the search for new forms of education for the teacher. One of these urgent problems is the problem of integration of education in primary school.

A number of approaches have been outlined to the question of the integration of education in primary school: from conducting a lesson by two teachers of different subjects or combining two subjects into one lesson and conducting it by one teacher to creating integrated courses. The fact that it is necessary to teach children to see the connections of everything that exists in nature and in everyday life, the teacher feels, knows, and, therefore, integration in learning is the imperative of today.

As a basis for the integration of education, it is necessary to take, as one of the components, the deepening, expansion, clarification of non-fast general concepts that are the object of study of various sciences.

The integration of education has the goal: in elementary school to lay the foundations for a holistic view of nature and society and to form an attitude towards the laws of their development.

Thus, integration is a process of rapprochement, connection of sciences, occurring along with processes of differentiation. integration improves and helps to overcome the shortcomings of the subject system and is aimed at deepening the relationship between subjects.

The task of integration is to help teachers integrate separate parts of different subjects into a single whole with the same goals and functions of learning.

An integrated course helps children combine the knowledge they gain into a single system.

The integrated learning process contributes to the fact that knowledge acquires the qualities of a system, skills become generalized, complex, all types of thinking develop: visual-effective, visual-figurative, logical. The personality becomes comprehensively developed.

The methodological basis of an integrated approach to learning is the establishment of intra-subject and inter-subject connections in the assimilation of sciences and understanding the patterns of the entire existing world. And this is possible under the condition of repeated return to the concepts in different lessons, their deepening and enrichment.

Therefore, any lesson can be taken as the basis for integration, the content of which will include that group of concepts that relates to a given academic subject, but in an integrated lesson knowledge, analysis results, concepts from the point of view of other sciences, other scientific subjects are involved. In elementary school, many concepts are cross-cutting and are considered in the lessons of mathematics, the Russian language, reading, fine arts, labor education, etc.

Therefore, at present it is necessary to develop a system of integrated lessons, the psychological and creative basis of which will be the establishment of links between concepts that are common, cross-cutting in a number of subjects. The purpose of educational preparation in elementary school is the formation of personality. Each subject develops both general and special qualities of the individual. Mathematics develops intelligence. Since the main thing in the activity of a teacher is the development of thinking, the topic of our thesis is relevant and important.

Chapter I. Psychological and pedagogical foundations of development

visual-effective and visual-figurative

thinking of younger students.

clause 1.1. Characterization of thinking as a psychological process.

Objects and phenomena of reality have such properties and relations that can be known directly, with the help of sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in visible space), and such properties and relations that can be known only indirectly and through generalization. , i.e., through thinking.

Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.

The first feature of thinking is its indirect character. What a person cannot cognize directly, directly, he cognizes indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas, and on previously acquired theoretical knowledge. indirect knowledge is indirect knowledge.

The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, the concrete.

People express generalizations through speech, language. Verbal designation refers not only to a single object, but also to a whole group of similar objects. Generalization is also inherent in images (representations and even perceptions). But there it is always limited by visibility. The word allows you to generalize without limit. The philosophical concepts of matter, motion, law, essence, phenomenon, quality, quantity, etc., are the broadest generalizations expressed in words.

Thinking is the highest level of human cognition of reality. Sensual basis of thinking are sensations, perceptions and representations. Through the sense organs - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental tasks that life puts before a person, he reflects, draws conclusions and thereby cognizes the essence of things and phenomena, discovers the laws of their connection, and then transforms the world on this basis.

Our knowledge of the surrounding reality begins with sensations and perception and moves on to thinking.

The function of thinking is to expand the boundaries of knowledge by going beyond the limits of sensory perception. Thinking allows, with the help of inference, to reveal what is not given directly in perception.

The task of thinking is to reveal the relationships between objects, to identify connections and separate them from random coincidences. Thinking operates with concepts and assumes the functions of generalization and planning.

Thinking is the most generalized and mediated form of mental reflection, establishing connections and relationships between cognizable objects.

Thinking is the highest form of active reflection of objective reality, consisting in a purposeful, mediated and generalized reflection by the subject of essential connections and relations of reality, in the creative creation of new ideas, forecasting events and actions (speaking in the language of philosophy); the function of higher nervous activity (in the language of physiology); a conceptual (in the system of the language of psychology) form of mental reflection, characteristic only of a person, establishing connections and relationships between cognizable phenomena with the help of concepts. Thinking has a number of forms - from judgments and conclusions to creative and dialectical thinking and individual characteristics as a manifestation of the mind using existing knowledge, vocabulary and an individual subjective thesaurus (i.e.:

1) a dictionary of the language with complete semantic information;

2) a complete systematized set of data about any field of knowledge, allowing a person to freely navigate in it - from the Greek. thesauros - stock).

The structure of the thought process.

According to S. L. Rubinshtein, every thought process is an act aimed at solving a specific problem, the formulation of which includes a goal and conditions. Thinking begins with a problem situation, a need to understand. At the same time, the solution of the problem is a natural completion of the thought process, and its termination when the goal is not achieved will be perceived by the subject as a breakdown or failure. The emotional well-being of the subject, tense at the beginning and satisfied at the end, is connected with the dynamics of the thought process.

The initial phase of the thought process is the awareness of the problem situation. The very formulation of the problem is an act of thinking, often it requires a lot of mental work. The first sign of a thinking person is the ability to see the problem where it is. The emergence of questions (which is typical for children) is a sign of the developing work of thought. A person sees the more problems, the wider the circle of his knowledge. Thus, thinking presupposes the presence of some initial knowledge.

From understanding the problem, thought moves to its solution. The problem is solved in different ways. There are special tasks (tasks of visual-effective and sensorimotor intelligence) for the solution of which it is enough to correlate the initial data in a new way and rethink the situation.

In most cases, a certain base of theoretical generalized knowledge is needed to solve problems. The solution of the problem involves the involvement of existing knowledge as means and methods of solution.

The application of the rule involves two mental operations:

Determine which rule needs to be involved for the solution;

Application of general rules to particular conditions of the problem

Automated action patterns can be thought of as thinking skills. It is important to note that the role of thinking skills is great precisely in those areas where there is a very generalized system of knowledge, for example, in solving mathematical problems. When solving a complex problem, a solution path is usually outlined, which is recognized as a hypothesis. Awareness of the hypothesis generates the need for verification. Criticality is a sign of a mature mind. An uncritical mind easily takes any coincidence as an explanation, the first solution that comes up as the final one.

When the test ends, the thought process moves on to the final phase - judgment on the issue.

Thus, the thought process is a process that is preceded by awareness of the initial situation (conditions of the task), which is conscious and purposeful, operates with concepts and images, and which ends with some result (rethinking the situation, finding a solution, forming a judgment, etc.). )

There are four stages of problem solving:

Training;

Solution maturation;

Inspiration;

Checking the found solution;

The structure of the thought process of solving the problem.

1. Motivation (desire to solve a problem).

2. Analysis of the problem (highlighting "what is given", "what needs to be found", what redundant data, etc.)

3. Search for a solution:

Finding a solution based on one well-known algorithm (reproductive thinking).

Finding a solution based on choosing the best option from a variety of known algorithms.

Solution based on a combination of individual links from various algorithms.

Search for a fundamentally new solution (creative thinking):

a) based on in-depth logical reasoning (analysis, comparison, synthesis, classification, inference, etc.);

b) based on the use of analogies;

c) based on the use of heuristic techniques;

d) based on the use of an empirical trial and error method.

4. Logical substantiation of the found idea of the solution, logical proof of the correctness of the solution.

5. Implementation of the solution.

6. Verification of the found solution.

7. Correction (if necessary, return to stage 2).

So, as we formulate our thought, we form it. The system of operations that determines the structure of mental activity and determines its course is itself formed, transformed and consolidated in the process of this activity.

Operations of mental activity.

The presence of a problematic situation, from which the thought process begins, always aimed at solving some problem, indicates that the initial situation is given in the representation of the subject inadequately, in a random aspect, in insignificant connections.

In order to solve the problem as a result of the thought process, it is necessary to come to a more adequate knowledge.

To such an increasingly adequate cognition of its subject and the solution of the problem facing it, thinking proceeds through diverse operations that make up various interrelated and mutually transitioning aspects of the thought process.

These are comparison, analysis and synthesis, abstraction and generalization. All these operations are different aspects of the main operation of thinking - "mediation", that is, the disclosure of more and more essential objective connections and relationships.

Comparison, comparing things, phenomena, their properties, reveals identity and differences. Revealing the identity of some and the differences of other things, comparison leads to their classification. Comparison is often the primary form of knowledge: things are first known by comparison. It is also an elementary form of knowledge. Identity and difference, the basic categories of rational cognition, appear first as external relations. Deeper knowledge requires the disclosure of internal connections, patterns and essential properties. This is carried out by other aspects of the thought process or types of mental operations - primarily by analysis and synthesis.

Analysis is the mental division of an object, phenomenon, situation and the identification of its constituent elements, parts, moments, sides; by analysis we isolate phenomena from those random, unimportant connections in which they are often given to us in perception.

Synthesis restores the whole dissected by analysis, revealing more or less significant connections and relationships of elements identified by analysis.

Analysis dismembers the problem; synthesis combines data in a new way to resolve it. Analyzing and synthesizing, thought goes from a more or less vague idea of the subject to a concept in which the main elements are revealed by analysis and the essential connections of the whole are revealed by synthesis.

Analysis and synthesis, like all mental operations, first arise on the plane of action. Theoretical mental analysis was preceded by a practical analysis of things in action, which dismembered them for practical purposes. In the same way, a theoretical synthesis was formed in a practical synthesis, in the productive activity of people. Formed first in practice, analysis and synthesis then become operations or aspects of the theoretical thought process.

Analysis and synthesis in thinking are interconnected. Attempts at one-sided application of analysis outside of synthesis lead to a mechanical reduction of the whole to the sum of its parts. In the same way, synthesis without analysis is also impossible, since synthesis must restore the whole in thought in the essential interconnections of its elements, which are distinguished by analysis.

Analysis and synthesis do not exhaust all aspects of thinking. Its essential aspects are abstraction and generalization.

Abstraction is the selection, isolation and extraction of one side, property, moment of a phenomenon or object, essential in some respect, and its abstraction from the rest.

So, considering an object, you can highlight its color without noticing the shape, or vice versa, highlight only the shape. Starting with the selection of individual sensible properties, abstraction then proceeds to the selection of non-sensory properties expressed in abstract concepts.

Generalization (or generalization) is the rejection of single features while maintaining common ones with the disclosure of significant relationships. Generalization can be made by comparison, in which common qualities are distinguished. This is how generalization takes place in the elementary forms of thought. In higher forms, generalization is accomplished through the disclosure of relationships, connections and patterns.

Abstraction and generalization are two interrelated sides of a single thought process, through which thought goes to knowledge.

Cognition takes place in concepts, judgments and inferences.

A concept is a form of thinking that reflects the essential properties of communication and the relationship of objects and phenomena, expressed by a word or a group of words.

Concepts can be general and singular, concrete and abstract.

Judgment is a form of thinking that reflects the relationship between objects or phenomena, it is the affirmation or denial of something. Judgments can be false and true.

Inference is a form of thinking in which a certain conclusion is drawn on the basis of several judgments. There are inductive, deductive, and analogical inferences. Induction is a logical conclusion in the process of thinking from the particular to the general, the establishment of general laws and rules based on the study of individual facts and phenomena. Analogy is a logical conclusion in the process of thinking from particular to particular (based on some elements of similarity). Deduction is a logical conclusion in the process of thinking from the general to the particular, the knowledge of individual facts and phenomena based on the knowledge of general laws and rules.

Individual differences in mental activity.

Individual differences in the mental activity of people can manifest themselves in the following qualities of thinking: the breadth, depth and independence of thinking, the flexibility of thought, the speed and criticality of the mind.

The breadth of thinking is the ability to cover the whole issue without losing at the same time the parts necessary for the cause.

The depth of thinking is expressed in the ability to penetrate into the essence of complex issues. The quality opposite to the depth of thinking is the superficiality of judgments, when a person pays attention to the little things and does not see the main thing.

Independence of thinking is characterized by the ability of a person to put forward new tasks and find ways to solve them without resorting to the help of other people.

The flexibility of thought is expressed in its freedom from the shackling influence of methods and methods of solving problems fixed in the past, in the ability to quickly change actions when the situation changes.

Quickness of mind is the ability of a person to quickly understand a new situation, think it over and make the right decision.

The criticality of the mind is the ability of a person to objectively evaluate his own and other people's thoughts, carefully and comprehensively check all the propositions and conclusions put forward. The individual features of thinking include the preference for a person to use a visual-effective, visual-figurative or abstract-logical type of thinking.

There are individual styles of thinking.

The synthetic style of thinking manifests itself in creating something new, original, combining dissimilar, often opposite ideas, views, and carrying out thought experiments. The motto of the synthesizer is "What if ...".

The idealistic style of thinking is manifested in a tendency to intuitive, global assessments without detailed analysis of problems. A feature of idealists is an increased interest in goals, needs, human values, moral problems, they take into account subjective and social factors in their decisions, strive to smooth out contradictions and emphasize similarities in various positions. "Where are we going and why?" is a classic idealist question.

The pragmatic style of thinking relies on direct personal experience, on the use of those materials and information that are readily available, striving to get a specific result (albeit limited), a practical gain as soon as possible. The motto of the pragmatists: "Something will work", "Anything that works"

The analytical style of thinking is focused on a systematic and comprehensive consideration of an issue or problem in those aspects that are set by objective criteria, it is inclined to a logical, methodical, thorough (with an emphasis on details) manner of solving problems.

The realistic style of thinking is focused only on the recognition of facts, and “real” is only that which can be directly felt, personally seen or heard, touched, etc. Realistic thinking is characterized by concreteness and an attitude towards correcting, correcting situations in order to achieve a certain result.

Thus, it can be noted that the individual style of thinking affects the way the problem is solved, the line of behavior, and the personal characteristics of a person.

Types of thinking.

Depending on what place the word, image and action occupies in the thought process, how they relate to each other, three types of thinking are distinguished: concrete-active or practical, concrete-figurative and abstract. These types of thinking are also distinguished on the basis of the characteristics of the tasks - practical and theoretical.

Visual-effective thinking is a type of thinking based on the direct perception of objects, real transformation in the process of actions with objects. The type of this thinking is aimed at solving problems in the conditions of production, constructive, organizational and other practical activities of people. practical thinking is primarily technical, constructive thinking. The characteristic features of visual-effective thinking are pronounced observation, attention to details, particulars and the ability to use them in a particular situation, operating with spatial images and schemes, the ability to quickly move from thinking to action and vice versa.

Visual-figurative thinking is a type of thinking characterized by reliance on representations and images; the functions of figurative thinking are associated with the representation of situations and changes in them that a person wants to receive as a result of his activity that transforms the situation. A very important feature of figurative thinking is the establishment of unusual, incredible combinations of objects and their properties. In contrast to visual-effective thinking, in visual-figurative thinking, the situation is transformed only in terms of the image.

Verbal-logical thinking is mainly aimed at finding general patterns in nature and human society, reflects common connections and relationships, operates mainly with concepts, broad categories, and images and representations play an auxiliary role in it.

All three types of thinking are closely related to each other. Many people equally developed visual-effective, visual-figurative, verbal-logical thinking, but depending on the nature of the tasks that a person solves, one, then another, then a third type of thinking comes to the fore.

Chapter II. Methodological and mathematical foundations of the formation

visual-effective and visual-figurative

thinking of younger students.

clause 2.2. The role of geometric material in the formation of visual-effective and visual-figurative thinking of younger students.

The mathematics program in the elementary grades is an organic part of the mathematics course in the secondary school. Currently, there are several programs for teaching mathematics in primary grades. the most common is the three-year elementary school mathematics program. This program assumes that the study of relevant issues will be carried out during the 3 years of primary education, in connection with the introduction of new units of measurement and the study of numbering. In the third grade, the results of this work are summed up.

The program includes the possibility of implementing interdisciplinary connections between mathematics, work, speech development, fine arts. The program provides for the expansion of mathematical concepts on concrete, life material, which makes it possible to show children that all those concepts and rules that they get acquainted with in the lessons serve the practice, were born from its needs. This lays the foundation for the formation of a correct understanding of the relationship between science and practice. The mathematics program will equip children with the skills necessary to independently solve new educational and practical problems, instill in them independence and initiative, habits and love for work, art, a sense of responsiveness, perseverance in overcoming difficulties.

Mathematics contributes to the development in children of thinking, memory, attention, creative imagination, observation, strict sequence, reasoning and its evidence; provides real prerequisites for the further development of visual-effective and visual-figurative thinking of students.

This development is facilitated by the study of geometric material associated with algebraic and arithmetic material. The study of geometric material contributes to the development of cognitive abilities of younger students.

According to the traditional system (1-3), the following geometric material is studied:

¨ In the first grade, geometric material is not studied, but geometric shapes are used as didactic material.

¨ In the second grade, they study: a segment, right and indirect angles, a rectangle, a square, the sum of the lengths of the sides of a rectangle.

¨ In the third grade: the concept of a polygon and the designation of points, segments, polyhedra with letters, the area of a square and a rectangle.

In parallel with the traditional program, there is also an integrated course "Mathematics and Design", the authors of which are S. I. Volkova and O. L. Pchelkina. The integrated course "Mathematics and Design" is a combination in one subject of two subjects that are diverse in the way they are mastered: mathematics, the study of which is theoretical in nature and not always equally complete in the process of studying, it is possible to realize its applied and practical aspect, and labor training, the formation of skills and skills, which is of a practical nature, not always equally deeply supported by theoretical understanding.

The main provisions of this course are:

A significant strengthening of the geometric line of the elementary course of mathematics, which ensures the development of spatial representations and imaginations, including linear, planar and spatial figures;

Intensification of the development of children;

The main goal of the course "Mathematics and Design" is to ensure the numerical literacy of students, give them initial geometric representations, develop visual-effective and visual-figurative thinking and spatial imagination of children. To form elements of design thinking and constructive skills in them. This course provides an opportunity to supplement the subject "Mathematics" with the design and practical activities of students, in which the mental activity of children is reinforced and developed.

The course "Mathematics and Design" on the one hand contributes to the actualization and consolidation of mathematical knowledge and skills through the targeted material of logical thinking and visual perception of students, and on the other hand, creates conditions for the formation of elements of design thinking and design skills. In the proposed course, in addition to traditional information, information is given about lines: a curve, a broken line, a closed one, a circle and a circle, the center and radius of a circle. The idea of angles is expanding, they are getting acquainted with three-dimensional geometric shapes: a parallelepiped, a cylinder, a cube, a cone, a pyramid and their modeling. There are various types of constructive activities for children: construction from sticks of equal and unequal lengths. Planar construction from cut out ready-made figures: triangle, square, circle, plane, rectangle. Volumetric design using technical drawings, sketches and drawings, designing according to the image, according to the presentation, according to the description, etc.

The program is accompanied by an album with a printed base, which contains tasks for the development of visual-effective and visual-figurative thinking.

Along with the course "Mathematics and Design" there is a course "Mathematics with the strengthening of the line on the development of cognitive abilities of students", authors S. I. Volkova and N. N. Stolyarova.

The proposed mathematics course is characterized by the same basic concepts and their sequence as the current mathematics course in elementary school. One of the main goals of developing a new course was the creation of effective conditions for the development of cognitive abilities and activities of children, their intellect and creativity, and the expansion of their mathematical horizons.

The main component of the program is the purposeful development of the cognitive processes of younger students and the mathematical development based on it, which includes the ability to observe and compare, notice the common in the different, find patterns and draw conclusions, build the simplest hypotheses, test them, illustrate with examples, and classify objects. , concepts on a given basis, develop the ability to make simple generalizations, the ability to use mathematical knowledge in practical work.

The fourth block of the program in mathematics contains tasks and assignments for:

Development of cognitive processes of students: attention, imagination, perception, observation, memory, thinking;

Formation of specific mathematical methods of action: generalizations, classifications, simple modeling;

Formation of skills to practically apply the acquired mathematical knowledge.

The systematic implementation of purposefully selected content-logical tasks, the solution of non-standard tasks will develop and improve the cognitive activity of children.

Among the programs discussed above, there are developmental education programs. The developmental education program of L.V. Zanyukov was developed for a three-year elementary school and is an alternative education system that has been and is still in practice. Geometric material permeates all three elementary school courses, i.e. it is studied in all three grades compared to the traditional system.

In the first grade, a special place is given to acquaintance with geometric figures, their comparison, classification, identification of the properties inherent in a particular figure.

"It is this approach to the study of geometric material that makes it effective for the development of children," says L. V. Zanyukov. Its program is aimed at developing the cognitive abilities of children, therefore, the mathematics textbook contains many tasks for the development of memory, attention, perception, development, and thinking.

Developmental education according to the system of D. B. Elkonin - V. V. Davydov provides for cognitive functions (thinking, memory perception, etc.) in the development of the child. The program aims to form mathematical concepts in younger students based on meaningful generalization, which means that the child moves in the educational material from the general to the particular, from the abstract to the concrete. The main content of the presented training program is the concept of a rational number, which begins with the analysis of genetically initial relations for all types of numbers. Such a relation that generates a rational number is the ratio of magnitudes. With the study of the quantities and properties of their relations, the course of mathematics begins in the first grade.

Geometric material is associated with the study of quantities and actions with them. Crossing out, cutting out, modeling, children get acquainted with geometric shapes and their properties. In the third class, methods for directly measuring the area of figures and calculating the area of a rectangle on given sides are specially considered. Among the available programs there is a program of developmental education by N. B. Istomina. When creating her system, the author tried to take a comprehensive account of the conditions that affect the development of children, Istomina emphasizes that development can be carried out in activities. The first idea of Istomina's program is the idea of an active approach to learning - the maximum activity of the student himself. Both reproductive and productive activities affect the development of memory, attention, perception, but thought processes develop more successfully with productive, creative activities. "Development will go on if the activity is systematic," Istomina believes.

And outwardly - by their open behavior, and internally - by their mental processes and feelings. Conclusions on the first section For the development of all cognitive processes of a younger student, the following conditions must be observed: 1. Educational activity must be purposeful, arouse and maintain a constant interest among students; 2. Expand and develop the cognitive interests of ...

The whole test as a whole, which indicates that their levels of development of mental operations of comparison and generalization are higher than those of poorly performing schoolchildren. If we analyze individual data by subtests, then difficulties in answering individual questions indicate a poor knowledge of these logical operations. These difficulties are most often found in low-achieving schoolchildren. It...

Junior student. Object of study: the development of figurative thinking among students of the 2nd grade of secondary school No. 1025. Method: testing. Chapter 1. Theoretical foundations of the study of figurative thinking 1.1. The concept of thinking Our knowledge of the surrounding reality begins with sensations and perception and proceeds to thinking. The function of thinking is to expand the boundaries of knowledge by going beyond ...

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Introduction

The study of the mechanisms of formation of figurative thinking in ontogenesis is of great importance for developmental and pedagogical psychology, in which the idea that the development of thinking occurs as a kind of change in its forms, as the displacement of lower forms during the transition to more advanced ones (from visual-effective to visual-figurative and from it to abstract, theoretical thinking). Such an idea, which has been preserved in psychology for a long time, determined to a certain extent the attitude to the development of problems of figurative thinking, since the latter was often identified only with sensual forms of reflection of reality, described in terms of "empirical", "concrete", "contemplative" and opposed to theoretical, abstract , scientific thinking.

For example, at school, under the influence of the assimilation of knowledge, circle work on interests, there is an intensive formation of figurative thinking of students. However, the features of its development, indicators, conditions of formation are set based on the content of each academic subject (type of activity). The school still does not have scientifically based recommendations on building a general logic for the development of figurative thinking of students from grades I to XI, a description of age standards and individual characteristics of its functioning, which, of course, makes it difficult for the harmonious development of the student's personality.

The relevance of the topic is undeniable, since visual-figurative thinking is the basis for conceptual (verbal-logical) thinking, and the further cognitive person and the development of the personality as a whole depend on its development.

Object: features of the cognitive sphere of younger students.

Subject: figurative thinking.

Thus, the purpose of our course work: to study the development of figurative thinking in schoolchildren.

Analysis and generalization of psychological and pedagogical sources on the problem;

To study the concepts: types of thinking, image and figurative thinking;

Choose methods for studying the development of figurative thinking;

Conduct a study to study the development of figurative thinking;

Analysis of the obtained results.

Hypothesis - first-grade students have an average and above average level of development of figurative thinking.

Chapter 1. Thinking as a psychological process

1.1 Main types and properties of thinking

Our knowledge of the surrounding reality begins with sensations and perception and moves on to thinking. The function of thinking is to expand the boundaries of knowledge by going beyond the limits of sensory perception. Thinking allows, with the help of inference, to reveal what is not given directly in perception.

Thinking is the most generalized and mediated form of mental reflection, establishing connections and relationships between cognizable objects.

With the development of society, thinking evolves and more and more moves to a generalized, theoretical level, to concepts. Abstractions of number, space and time appear and develop. Just as the development of the technical potential of society leads to operating with physical phenomena that are not amenable to perception by our senses, and thinking passes to operating with concepts that do not have not only sensory, but in general any representations. Many concepts of modern nuclear physics are a good example to illustrate this.

There are several classifications of types of thinking. The most common classification characterizes thinking in terms of the use of substitutes for reality, the building material for one or another type of thinking. Therefore, this classification presents three types of thinking. The first is object-effective (visual-effective), the tool of which is the object, the second is visual-figurative (sometimes called simply figurative thinking), operates with images of the real world, and the last is verbal-logical (conceptual), in which we use the word ( concept).

These types of thinking in the history of mankind (phylogenesis) can be analyzed as forms of knowledge developing on the basis of each other. For the ontogenetic development of each personality, such an approach is applicable only in general terms. For example, figurative thinking in a particular person is not supplanted by a verbal-logical type of thinking, but develops intensively, which later makes it possible to successfully implement such types of professional activities as technical, pictorial, graphic, subject-artistic, etc.

Figurative thinking (visual-figurative). Visual-figurative thinking was the second type in the history of development after objective-active thinking. It allowed (and allows) to cognize the real world without the participation of practical actions, and can only be implemented in the ideal plan. Figurative thinking "grasps" a visual situation simultaneously (at the same time), often intuitively, that is, without detailed analysis and reasoning. At the same time, it has the ability to display in a sensual form of movement, the interaction of several objects at once.

If a verbal response is not required, then the conclusions are not formulated verbally. In general, the word in figurative thinking is only a means of expression, interpretation of the transformations performed in images. The process of figurative thinking, carried out in the form of images, proceeds quickly, rather curtailed. The decision comes, as it were, suddenly, in the form of insight, a kind of mental spatial picture. Therefore, in addition to simultaneity (simultaneity), it is necessary to add impulsiveness and syntheticity to the distinctive features of figurative thinking. The specificity of figurative thinking is the filling of its results with personal content and meaning.

Images are much more closely connected than the word with the sensual attitude of a person to the world around him, to his experiences. The image presents not only the perceptual features and properties of the object, but also the emotional and personal attitude towards them, which often cannot be detected when operating with concepts.

Visual-figurative thinking - thinking, which is based on the modeling and resolution of a problem situation in terms of representations. Acting as the next stage in the development of the intellect after visual-effective thinking, this type of thinking is based on the use of certain preceptive standards, on the basis of which it is possible to reveal perceptually non-obvious connections between objects. Thus, in the representations that visual-figurative thinking operates, not only situationally arising connections are expressed, but also deeper, hidden essential properties that are not represented in a visual situation. The basis for the functioning of visual-figurative thinking is the translation of the perceptual structure of a problem situation into a system of semantic features that form certain meanings, due to which a sufficiently large breadth is achieved for modeling possibilities.

In concepts, especially scientific ones, the social and generic experience of a person is fixed. And in this sense, they are impersonal. This difference between the concept and the image is one of the factors that determine the great difficulties in the initial assimilation of concepts and the preference for using examples when studying new educational material. At the same time, the images that we offer to other people do not always contribute to the clarification of the truth, and at times even complicate this process.

There are several reasons for this. First, it is the poverty of the resulting image. Indeed, there are many situations when the image in the resulting expression (drawing, object design, schematic representation, verbal description, etc.) turns out to be much poorer than it was at the time of its creation, operating on it. This phenomenon is due to the fact that a person does not have enough accurate means to express the content of the image he has. Therefore, there should be a stock of created images. The more of them and they are richer, the more opportunities a person has for their modification, transformation, that is, successful operation with them.

Secondly, the understanding of the presented image is significantly influenced by the proximity of personal meanings that fill the corresponding images of the transmitting and receiving information.

Thirdly, people differ in their ability to create and operate with images. For some, representations are enough to easily and freely create images and operate with them. This ability is associated with the development in an adult of the arbitrariness of all mental processes. But there are people who, according to their individual characteristics, require the presence of a visual basis for the ease and freedom of creating an image.

Visual-figurative thinking is the basis for conceptual (verbal-logical) thinking. The foundations of logical analysis are already laid in it, but only the initial ones.

1.2 Theoretical foundations for the study of figurative thinking

In psychology, the varieties of figurative thinking, which are formed under the influence of different systems of knowledge, methods of cognition, the conditions for the development of figurative thinking, the role of figurative thinking in the formation of concepts, have been little studied.

In particular, figurative thinking is understood as the process of thought working with external and internal systems of a person, operating with mental, dynamic signs, models, images and creating new ones (signs, models, images) addressed to oneself and others with the aim of interacting and gradually changing the outside world. as well as human self-change.

L.B., Itelson notes that the mechanisms of figurative thinking have a three-link character:

1) a certain stimulus-irritant (external, internal, symbolic);

2) reintegration (activation of the entire system of excitations associated with it in the past);

3) isolation, disintegration. The whole chain of emerging associative images obeys a certain principle.

The younger school age is characterized by intensive intellectual development. During this period, there is an intellectualization of all mental processes and the child's awareness of his own changes that occur in the course of educational activities. The most significant changes are taking place, as L.S. Vygotsky, in the sphere of thinking. The development of thinking becomes the dominant function in the development of the personality of younger schoolchildren, which determines the work of all other functions of consciousness.

As a result, the "serving thinking" functions are intellectualized and become arbitrary. The thinking of a younger student is characterized by an active search for links and relationships between different events, phenomena, things, objects. It differs markedly from the thinking of preschoolers. Preschoolers are characterized by involuntariness, low controllability, they often think about what interests them.

And younger students, who, as a result of studying at school, need to regularly complete assignments, are given the opportunity to learn to control their thinking, to think when they need to, and not when they like it. When studying in the primary grades, children develop awareness, critical thinking. This is due to the fact that the class discusses ways to solve problems, considers solutions, children learn to substantiate, prove, and tell their judgments.

There are such children for whom it is difficult to think practically, and to operate with images, and to reason, and those for whom it is easy to do all this. Differences in the thinking of children require the individualization of the selection of tasks, exercises performed in the process of cognitive activity, taking into account their specificity and focus on the development of a particular function of thinking.

In the real process of thinking (acquisition of knowledge) there are both<образная>, and<понятийная>logic, and these are not two independent logics, but a single logic of the flow of the thought process. The mental image itself, with which thinking operates, is by its nature flexible, mobile, reflecting a piece of reality in the form of a spatial picture.

There are different ways to create subject images according to drawings, diagrams. Some students rely on visualization, looking for a kind of sensory support in it. Others operate easily and freely in the mind. Some students quickly create images based on visualization, keep them in memory for a long time, but get lost when it is necessary to modify the image, because under these conditions the image expands, as it were, and disappears. Others operate well with images.

The following regularity has been found: where the originally created images are less visual, bright and stable, their transformation, operation with them is more successful; in those cases when the image is objectified, burdened with various details, it is difficult to manipulate it.

The main function of figurative thinking is the creation of images and operating them in the process of solving problems. The implementation of this function is provided by a special representation mechanism aimed at modifying, transforming existing images and creating new images that are different from the original ones.

The creation of an image according to the idea is carried out in the absence of an object of perception and is provided by its mental modification. As a result, an image is created that is different from the visual material on which it originally arose. Thus, the activity of representation, at whatever level it is carried out, ensures the creation of something new in relation to the original, i.e., it is productive. Therefore, the division of images into reproductive and creative (productive) is not correct.

Spatial thinking is also a kind of figurative.

Chapter 2

2.1 Cognitive sphere of a primary school student

The cognitive sphere is the sphere of human psychology associated with its cognitive processes and consciousness, which includes a person's knowledge about the world and about himself.

Cognitive processes - a set of processes that ensure the transformation of sensory information from the moment the stimulus affects the receptor surfaces to the receipt of a response in the form of knowledge.

In early school age, a child experiences many positive changes and transformations. This is a sensitive period for the formation of a cognitive attitude to the world, learning skills, organization and self-regulation.

The main feature of the development of the cognitive sphere of children of primary school age is the transition of the mental cognitive processes of the child to a higher level. This is primarily expressed in the more arbitrary nature of the flow of most mental processes (perception, attention, memory, ideas), as well as in the formation of abstract-logical forms of thinking in the child and teaching him written speech.

At first, visual-effective thinking prevails (grade 1.2), then abstract-logical thinking (grade 3.4) is formed.

Arbitrary memory becomes the main type of memory in a child, the structure of mnemonic processes changes.

The age of 7-11 years in its psychological content is a turning point in the intellectual development of the child. The development of logical thinking. The mental operations of the child become more developed - he is already able to form various concepts himself, including abstract ones.

In the process of schooling, all spheres of a child's development are qualitatively changed and restructured. Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed.

2.2 The development of figurative thinking in younger students

The development of figurative thinking means the transition of a person to a higher level of intellectual development compared to the level at which he was previously.

One of the most famous theories of the development of human thinking is the theory developed by J. Piaget.

If a child lags behind his peers in terms of the development of figurative thinking, it is necessary to develop it specially.

There are different types of developmental learning. One of the training systems developed by D.B. Elkonin and V.V. Davydov gives a significant developmental effect. In elementary school, children receive knowledge that reflects the regular relationships of objects and phenomena; the ability to independently obtain such knowledge and use it in solving various specific problems; skills that are manifested in a wide transfer of the mastered action to different practical situations. As a result, visual-figurative thinking and, consequently, verbal-logical thinking in their initial forms develop a year earlier than in traditional programs.

Special studies G.I. Minska showed that the experience gained by a child in solving visual-effective tasks (the formation of orientation mechanisms in the conditions of the task and the activation of speech forms of communication) can have a decisive influence on the transition to visual-figurative and verbal thinking. In other words, the organization of attention, the formation of speech, etc. are important for the development of a child's thinking.

The well-known psychologist J. Piaget distinguishes four stages in the development of a child's intellect. At the stage of sensorimotor, or practical thinking (from birth to 2 years), the child learns the world around him as a result of his actions, movements, manipulations with objects (visual-effective thinking). With the advent of speech, the stage of preoperative thinking begins (lasting from 2 to 7 years), during which speech develops, the ability to mentally (internally) imagine external objective actions (visual-figurative and verbal-logical thinking) is formed.

Of greatest interest to us is the stage of pre-operational thinking, namely, visual-figurative thinking.

One of the important signs of the development of visual-figurative thinking is how much the new image differs from the initial data on the basis of which it is built.

The degree of difference between the new image being formed and the original images reflecting the conditions of the problem characterizes the depth and radicalness of the mental transformations of these initial images.

The development of a figurative reflection of reality in younger schoolchildren proceeds mainly along two main lines: a) improving and complicating the structure of individual images that provide a generalized reflection of objects and phenomena; b) the formation of a system of specific ideas about a particular subject. Individual representations included in this system have a specific character. However, being combined into a system, these representations allow the child to carry out a generalized reflection of the surrounding objects and phenomena.

The main line of development of visual-figurative thinking is the formation of the ability to operate with images of objects or their parts. The basis of such an operation is the ability of children to arbitrarily update these images. Such skills arise in children in the course of assimilation of two closely interconnected systems of actions. First, a system of analyzing actions is formed, during which the child is taught to sequentially identify the main and then the derivative parts of the subject, that is, they are taught to go from the general to the particular.

Then, in productive activity, a system of reproducing actions is formed, during which the child is taught to recreate, first, the main parts of objects, and then derivatives. The logic of reproduction corresponds to the logic of the analysis of the subject and unfolds from the general to the particular.

In the course of such training, children develop the ability to arbitrarily actualize the idea of the perceived object and then embody this idea in a design or drawing.

An essential moment in the development of visual-figurative thinking is the formation in children of a certain technique for operating with images. The basis of such an operation is the use by children of a special group of means of mental activity, with the help of which various kinds of mental movements of objects in space are carried out.

Our analysis of both domestic and foreign studies shows that the development of visual-figurative thinking is a complex and lengthy process. N.N. Poddyakov showed that the development of the internal plan in children of preschool and primary school age goes through the following stages:

1st stage. The child is not yet able to act in the mind, but is already capable of manipulating things on a visual-active plane, transforming the objective situation directly perceived by him with the help of practical actions. At this stage, the development of thinking consists in the fact that at first the situation is given to the child visually, in all essential features, and then some of them are excluded, and the emphasis is placed on the child's memory. Initially, the development of intellect proceeds through the development of recall of what they have seen, heard, felt, done by them, through the transfer of once found solutions to the problem to new conditions and situations.

2nd stage. Here speech is already included in the statement of the problem. The task itself can be solved by the child only on the external plane, by direct manipulation of material objects or by trial and error. Some modification of the previously found solution is allowed when it is transferred to new conditions and situations. The solution found in verbal form can be expressed by the child, so at this stage it is important to get him to understand the verbal instructions, formulate and explain in words the solution found.

3rd stage. The problem is solved already in a visual-figurative plan by manipulating the images-representations of objects. The child is required to be aware of the methods of action aimed at solving the problem, their division into practical - the transformation of the objective situation and theoretical - awareness of the way the requirement is made.

4th stage. This is the final stage, at which the task, after finding its visual-effective and figurative solution, is reproduced and implemented in an internally presented plan. Here, the development of intelligence is reduced to the formation in the child of the ability to independently develop a solution to the problem and consciously follow it. Thanks to this learning, there is a transition from the external to the internal plan of action.

So, visual-figurative thinking acquires the main significance in the knowledge of the surrounding world by younger students. It gives the child the opportunity to assimilate generalized knowledge about the objects and phenomena of reality, becomes a source of children's creativity.

In order to find out how visually-figurative thinking is developed among younger students, it is necessary to conduct an examination, that is, to diagnose, in order to provide timely assistance if necessary.

Chapter 3. Practical part

An ascertaining experiment is an experiment that establishes the existence of some immutable fact or phenomenon. An experiment is ascertaining if the researcher sets the task of identifying the current state and the level of formation of a certain property or parameter under study, in other words, the actual level of development of the studied property in the subject or group of subjects is determined.

The research procedure took place in several stages:

1 selection of research methods;

2 planning and conducting the study;

3 analysis of the results of the study.

The organization on the basis of which the study was conducted is the Municipal General Education Boarding School "General Education Boarding School of Secondary (Complete) General Education No. 17" Young Rescuers of the Ministry of Emergencies. "Children from the first to the eleventh grade, both boys and girls, study at this educational institution .

We have chosen the following methods:

- "Nonsense", aimed at the study of visual-figurative thinking and elementary figurative representations of the child about the world around him;

- "A series of plot pictures", which allowed us to directly assess the level of development of visual-figurative thinking;

The study was conducted on an individual basis.

To study the formation of elementary figurative ideas about the world around us, we used the diagnostics of "Nepitsy" (see Appendix No. 1). The study was conducted individually with each child. Children were offered pictures depicting animals in ridiculous situations (a cat sitting on a tree, a goose on a chain, etc.). The child worked according to the instructions for 3 minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be. At the time the child completed the task, we recorded the time it took to complete, the number of correctly marked absurdities, and the correctness of their explanation.

We evaluated the results on a 10-point system and correlated with the standards:

	Indicators	State of the art
	In the allotted time (3 minutes), the child noticed all the absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.	Very tall
8-9 points	The child noticed and noted all the available absurdities, but 1-3 of them failed to fully explain or say how it should really be.
6-7 points	The child noticed and noted all the available absurdities, but 3-4 of them did not have time to fully explain and say how it really should be.
4-5 points	The child noticed all the existing absurdities, but 5-7 of them did not have time to fully explain and say how it should really be in the allotted time.
	During the allotted time, the child did not have time to notice 1-4 of the 7 absurdities in the picture, and the matter did not come to an explanation.
	During the allotted time, the child managed to detect less than 4 of the 7 available absurdities.	Very low

Conclusions about the level of development:

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

0-1 point - very low

At the next stage of our study of visual-figurative thinking, the children were offered the "Series of plot pictures" method (see Appendix No. 2).

The plot pictures are laid out in front of the child and they are offered to consider them and put them in order: "Decompose what happened first, what then and how it all ended. Now tell me what is drawn there." An adult does not interfere in the process of laying out pictures. The child can correct his own mistakes.

1 point - does not understand the task, acts inadequately to the instructions (very low level).

2 points - the task understands, lays out the pictures without taking into account the sequence of events depicted in the picture, perceives each picture as a separate action, without combining them into one plot (low level).

3 points - accepts the task, lays out the pictures, confusing the actions, but eventually lays them out sequentially, but cannot compose a coherent story about this event (intermediate level).

4 points - accepts the task, lays out the pictures in a certain sequence, combining them into one event and can make up a story about it (high level).

The study was conducted in the 1st grade, 25 people study in it. We chose exactly the 1st grade, since it is the first in elementary school and is transitional from visual-figurative thinking to verbal-logical. At this age, one can most accurately trace the success of the formation of visual-figurative thinking.

As a result of the analysis of the results obtained by the "Nelepitsy" method, the following results were obtained:

Very high level - 8% (2 people);

High level - 32% (8 people);

Average level - 48% (12 people);

Low level - 12% (3 people).

Based on these data, a diagram was compiled that clearly shows the diagnostic results:

As a result of the analysis of the results obtained using the "Series of plot pictures" method, the following results were obtained:

High level - 72% (18 people);

Average level - 16% (4 people);

Low level - 12% (3 people).

Thus, according to the results of the study, a comparative analysis can be made.

Of all students in grade 1, we can identify 22 people with a high and medium level of development of figurative thinking, which confirms our hypothesis.

Also revealed 3 people with a low level of development of figurative thinking. Consequently, these children will develop verbal-logical thinking much worse than the rest of the students in this class. These students need special classes aimed at developing figurative thinking.

Conclusion

Both domestic and foreign studies show that the development of visual-figurative thinking is a complex and lengthy process. Analyzing the views of representatives of various approaches and schools regarding the dynamics of thinking in primary school age, we note significant age-related changes in this most important systemic function that ensures the child's adaptation to the conditions of life in the subject and social environment. The main change in the process of thinking in primary school age is the transition from visual-figurative thinking to verbal-logical. This means that the visual-figurative thinking of a younger student should be well developed.

In this work, after analyzing various literature on developmental psychology and pedagogy, the following were considered: the concept of thinking as a mental process, visual-figurative thinking and the development of figurative thinking in younger students.

The conducted theoretical and practical research gives grounds to conclude that figurative thinking is not a given from birth. Like any mental process, it needs development and adjustment.

The practical part of the work presents the results of the study, which, in turn, confirmed the hypothesis put forward by us that in the first grade, figurative thinking should not be developed below the average level.

Based on the results obtained, we have developed recommendations for parents on the development of visual-figurative thinking in younger students.

The recommendations are aimed at developing in children the ability to mentally regroup the elements of an object; navigate in a simple plan-scheme of space; the ability to navigate in a schematic representation of an object and the ability to design; the ability to mentally transform an object, "read" and create simple schematic images of various objects; plan your actions in your mind.

student visual figurative thinking

Bibliography

1. Vygotsky L. S. Questions of child psychology. - St. Petersburg, 2006.

2. Galperin P. Ya., Zaporozhets A. V., Karpova S. N. Actual problems of developmental psychology. M., 2007.

3. Dubrovina I. V. Working book of a school psychologist. - M., 2003.

4. Ilyasova I. I., Lyaudis V. Ya. Reader on developmental and pedagogical psychology. Works of Soviet psychologists of the period 1946 - 1980. - M., 2008.

5. Kulagina I. Yu. Developmental psychology. M., 2005

6. Luskanova N.G. Ways of psychological correction of anomalies in personality development. In: Health, development, personality. M.: Medicine, 2000.

7. Mukhina B. C. Developmental psychology - M., 2003

8. Nemov R. S. Psychology: Dictionary reference book: at 2 pm - M., 2005.

9. Nemov R. S. Psychology. Volume 2. - M., 2001.

10. Ovcharova R. V. Reference book of a school psychologist. - M., 2006.

11. Pavlova Yu. A. Psychological and pedagogical conditions for the formation of skills and abilities. M., 2008.

12. Rogov E. I. Handbook of a practical psychologist in education. - M., 2001.

13. Fridman L. M., Kulagina I. Yu. Psychological reference book of the teacher. Minsk, 2001.

14. Kharlamov I. F. "Pedagogy", Minsk, 2003.

15. Reader in general psychology. Psychology of thinking // Ed. Yu.B. Gippenreiter - M., 2004

16. Elkonin D. B. Selected psychol. works. Irkutsk. 2002

17. Yakimanskaya I. S. The main directions of research of figurative thinking. - Minsk, 2004.

Application

With the help of this technique, elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are evaluated. With the help of the same technique, the child's ability to reason logically and grammatically correctly express his thoughts is determined. The procedure for carrying out the technique is as follows. First, the child is shown the picture below. It has some rather ridiculous situations with animals. While looking at the picture, the child receives instructions with the following content: "Look carefully at this picture and say if everything here is in its place and correctly drawn. If something seems wrong to you, out of place or incorrectly drawn, then point to this and explain why it is not so. Next, you will have to say how it really should be."

Note. Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be.

The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.

Evaluation of results

10 points - such an assessment is given to the child if, in the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it should really be .

8-9 points - the child noticed and noted all the available absurdities, but from one to three of them he was not able to fully explain or say how it should really be.

6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it should really be.

4-5 points - the child noticed all the available absurdities, but 5-7 of them did not have time to fully explain and say how it should really be in the allotted time.

2-3 points - in the allotted time, the child did not have time to notice 1-4 out of 7 absurdities in the picture, and the matter did not come to an explanation.

0-1 point - in the allotted time, the child managed to detect less than four of the seven available absurdities.

Comment. A child can get 4 or more points in this task only if, in the allotted time, he completely completed the first part of the task, determined by the instruction, i.e. found all 7 absurdities in the picture, but did not have time to either name them or explain how it should actually be.

Technique "A series of plot pictures"

Purpose: to identify the level of formation of visual - figurative thinking of children 5-7 years old.

Stimulus material: plot pictures depicting a sequence of events.

Conducting a survey: plot pictures are mixed up in front of the child and they are offered to consider them and put them in order: "Decompose what happened first, what then and how it all ended. Now tell me what is drawn there." An adult does not interfere in the process of laying out pictures. The child can correct his own mistakes.

Processing instruction: acceptance and understanding of the task, the child's ability to understand that one event is shown in all the pictures, and also that the event has a certain temporal sequence, the child's ability to compose a coherent logical story.

1 point - does not understand the task, acts inadequately to the instructions.

3 points - accepts the task, lays out the pictures, confusing the actions, but eventually lays them out sequentially, but cannot compose a coherent story about this event.

4 points - accepts the task, lays out the pictures in a certain sequence, combining them into one event and can make up a story about it.

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Chapter 1 development of visual and figurative thinking in primary school age

1.1 Characteristics of thinking as a mental process

1.2 Features of the development of visual-figurative thinking of younger students

Chapter 2 characteristics of the results of the study of the level of visual-figurative thinking of younger students

2.1 Stages and methods of research

2.2 Characteristics of the study results

CONCLUSION

REFERENCES

APPS

INTRODUCTION

Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, since it turns out that the period of life of a junior schoolchild is a period of intensive and moral development, when the foundation is laid for physical, mental and moral health.

For a number of years, the main efforts of Soviet scientists who studied the cognitive processes of children of primary school age were concentrated on the study of two problems. One of them is the problem of the development of perception processes. The second problem is the problem of the formation of conceptual thinking. At the same time, the problem of developing the visual-figurative thinking of schoolchildren is much less developed. Important materials on this issue are contained in the works of A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Minsky and others.

However, the main features of the formation and functioning of visual-figurative thinking have not yet been sufficiently studied.

Visual-effective and visual-figurative thinking are of great importance in the mental development of younger schoolchildren. The development of these forms of thinking largely determines the success of the transition to more complex, conceptual forms of thinking. In this connection, the study of the basic functions of these more elementary forms and the determination of their role in the general process of the child's mental development occupies an important place in contemporary psychological research. A number of studies have shown that the possibilities of these forms of thinking are extremely large and are far from being fully used.

With age, the content of schoolchildren's thinking changes significantly, their relations with other people become more complicated, various forms of productive activity arise, the implementation of which requires knowledge of new aspects and properties of objects. Such a change in the content of thinking also requires its more advanced forms, which provide the opportunity to transform the situation not only in terms of external material activity, but also in terms of the imagined one.

A number of studies (B.G. Ananiev, O.I. Galkina, L.L. Gurova, A.A. Lyublinskaya, I.S. Yakimanskaya and others) convincingly show the important role of imaginative thinking in performing various activities, solving both practical and educational tasks. Various types of images were identified and their function in the implementation of thought processes was investigated.

The problem of figurative thinking was intensively developed by a number of foreign scientists (R. Arnheim, D. Brown, D. Hebb, G. Hein, R. Hold, etc.)

In a number of domestic studies, the structure of visual-figurative thinking is revealed and some features of its functioning are characterized (B.G. Ananiev, L.L. Gurova, V.P. Zinchenko, T.V. Kudryavtsev, F.N. Limyakin, I. S. Yakimanskaya and others).

Many authors (A.V. Zaporozhets, A.A. Lyublinskaya, J. Piaget and others) consider the emergence of visual-figurative thinking as a key moment in the mental development of a child. However, the conditions for the formation of visual thinking in younger schoolchildren, the mechanisms for its implementation are far from being fully studied.

It should be noted that the ability to operate with ideas is not a direct result of the child's assimilation of knowledge and skills. An analysis of a number of psychological studies suggests that this ability arises in the process of interaction between various lines of the child's psychological development - the development of objective and instrumental actions, speech, imitation, play activity, etc.

An analysis of both domestic and foreign studies shows that the development of visual-figurative thinking is a complex and lengthy process, a comprehensive and complete study of which requires a cycle of experimental and theoretical work.

Purpose: to study the features of the development of visual-figurative thinking in children of primary school age.

Describe thinking as a mental process

To consider the features of the development of visual-figurative thinking of younger students

Diagnose the development of visual-figurative thinking in primary school age

Describe the results of the study

Object of study: figurative thinking of children of primary school age.

Subject of research: the development of visual-figurative thinking in children of primary school age.

Research methods: In the study, we used theoretical and experimental methods: analysis of psychological and pedagogical literature, methods "Composing a whole from parts", "Successive pictures", "Exclusion of an inappropriate picture".

Research base: the research took place on the basis of secondary school No. 7 in Novogrudok with 20 students aged 6-7 years.

Portal for the student. Self-training

Vestnik kasu - theoretical foundations for the formation of figurative thinking of younger schoolchildren as a component of intellectual and cognitive activity. Features of the development of figurative thinking in children of primary school age

Dissertation abstract on the topic "Development of visual-figurative thinking of younger schoolchildren in the educational process when getting acquainted with nature"

Dissertation content author of the scientific article: candidate of pedagogical sciences, Belkovich, Victoria Yurievna, 2005

Dissertation Introduction in pedagogy, on the topic "Development of visual-figurative thinking of younger students in the educational process when getting acquainted with nature"

Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"

List of references of the dissertation author of scientific work: candidate of pedagogical sciences, Belkovich, Victoria Yurievna, Tyumen

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Similar Documents

Chapter 1 development of visual and figurative thinking in primary school age

Chapter 2 characteristics of the results of the study of the level of visual-figurative thinking of younger students

Portal for the student. Self-training

Dissertation abstract on the topic "Development of visual-figurative thinking of younger schoolchildren in the educational process when getting acquainted with nature"

Dissertation content author of the scientific article: candidate of pedagogical sciences, Belkovich, Victoria Yurievna, 2005

Dissertation Introduction in pedagogy, on the topic "Development of visual-figurative thinking of younger students in the educational process when getting acquainted with nature"

Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"

List of references of the dissertation author of scientific work: candidate of pedagogical sciences, Belkovich, Victoria Yurievna, Tyumen

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Chapter 1 development of visual and figurative thinking in primary school age

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