Formation of cognitive independence in children of primary school age in the learning process

Conclusion

Conclusion

List of sources used

Introduction

Relevance

The relevance of the research problem lies in the fact that now very high requirements life in the organization of education and training are forced to look for new, more effective methods of mastering new material. Children should be ready to learn new material and new knowledge, so the formation of cognitive independence in a child younger than school age will be relevant

Contradiction

Thus, there are contradictions between the need to form the cognitive independence of the child and the insufficient development of tasks in the classroom.

Problem

The problem of the research is to develop tasks of readiness for the ability to form in teaching at school.

The object of the study is the process of formation of cognitive independence of children at school.

Conditions for the formation of cognitive independence at school and the conditions for its formation

Select and develop a lesson that contributes to the formation of cognitive independence in children of primary school age in the learning process

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

1. Familiarize yourself with the literature on the research problem;

2. Develop and select a lesson for the formation of cognitive independence;

3. Describe the lesson on the formation of cognitive independence.

Hypothesis

Formation of cognitive independence in junior schoolchildren It will be effective if you offer them an interesting unusual lesson, which will allow children to form their cognitive independence.

Scientific novelty

The novelty lies in the fact that lessons were selected and reworked for the formation of cognitive independence in children of primary school age.

Theoretical and practical significance

The theoretical and practical significance of the study lies in the fact that the importance of the lesson as the basis for the development of independence of children of primary school age has been studied, a variable form of using excursions in the classroom has been developed. primary school, which has been tested and confirmed by the results experimental work.

1. Cognitive independence

1.1 The essence of cognitive independence and its manifestation

Cognitive independence is the ability to critically consider the phenomena of life, to see the emerging tasks, to be able to set them and find ways to solve them, to think, to act proactively, creatively, to strive to discover something new and to persevere in achieving the goal. Independence as a core quality of the personality, manifests itself in the process of performing cognitive and practical tasks with minimal assistance and guidance from other persons, while true independence presupposes a conscious motivation for actions and their validity. Cognitive independence is the goal of a specially organized work of a technology teacher. Cognitive independence is characterized by the student's ability to make motivated decisions with minimal outside help to solve the tasks assigned to him by the teacher in the educational process.

Non-traditional forms of the lesson contribute to the formation of cognitive independence, help in the formation basic concepts technology course, adapt the material to the age characteristics of students, apply the knowledge they have gained in life, develop intelligence, erudition, broaden their horizons. The benefits of non-traditional forms of the lesson are obvious, since at present the school must form people with a new type of thinking, initiative, creative people, courageous in making decisions, competent. Non-traditional forms of the lesson are based on the understanding of students as a subject of the educational process, are aimed at developing the personality of schoolchildren, their creativity and motivational-value sphere and have a great variety, but they can still be grouped into the following positions: lesson-game or lesson-learning game; lesson-educational discussion; study lesson. Analysis of psychological and pedagogical research; in the field of the formation of cognitive independence suggests that a number of issues remain insufficiently developed. In particular, questions related to the substantiation of psychological and pedagogical conditions aimed at the formation of cognitive independence in younger schoolchildren as a personal property, taking into account their gender-role characteristics, have not been interpreted; with the development of a system of methods and techniques aimed at the formation of the named property, taking into account the gender-role and individual characteristics of younger students in the course of the above process.

Thus, we have identified a number of contradictions in the problem under study between:

* the need of society for a competitive, independent, creative, intellectual personality, whose training continues in primary school, and the lack of systemic knowledge about the dynamics and psychological and pedagogical conditions for the formation of cognitive independence in younger students, taking into account their gender-role characteristics;

* importance scientific justification the process of formation of cognitive independence in younger students, which develops with the practice of updating the software and methodological support for the formation of the named personal property and the lack of interpretation of the psychological and pedagogical conditions for optimizing this process in elementary school; awareness by teachers of the need to activate the cognitive needs of younger students and their insufficient understanding of the use of pedagogical diagnostics to identify the level of development of motivation in the latter;

* aspiring teachers primary school to the use of a system of means aimed at the formation of motivational, content-operational and volitional attitudes among younger students, and the lack of a theoretical justification for a holistic pedagogical technology, which takes into account the patterns of formation of cognitive independence in the latter.

The revealed contradictions made it possible to reach the research problem, which consists in the insufficient development and validity of the process of formation of cognitive independence in younger students, taking into account their gender-role characteristics, which has a significant impact on increasing the productivity and quality of their educational and cognitive activity.

The area of ​​cognitive interest is cognitive activity, during which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education. It is interest that plays the main role in maintaining and developing cognitive activity.

To identify the level of formation of a student's cognitive needs, it is necessary to identify the following parameters of cognitive interest.

Indicators of intellectual activity

The manifestation of students' interest in the educational process is their intellectual activity, which can be judged by many actions.

The questions of the student addressed to the teacher most of all signify cognitive interest. The question expresses the desire to comprehend the still unclear, to penetrate deeper into the subject of one's interest. On one's own question asked expresses a search, an active desire to find the root cause. An inert, indifferent to learning student does not ask questions, his intellect is not disturbed by unresolved questions.

Another indicator of intellectual activity is the desire of students, on their own initiative, to participate in activities, in the discussion of the questions raised in the lesson, in additions, amendments to the answers of comrades, in the desire to express their point of view. The teacher's suggestions ("Who wants?", "Who can?") are, of course, addressed to students who have these aspirations. It is from them that one should expect a quick and active response to the formulation of problematic issues, the clash of different points of view, disputes, conjectures and assumptions, which raises the general tone of learning.

A clear indicator of the intellectual activity that accompanies the interest of schoolchildren is their active handling of the acquired baggage of knowledge and skills. Cognitive interest does not get along with a cliché and a template, so the involvement of acquired knowledge in various situations and tasks indicates their flexibility, their free use and can contribute to the desire to penetrate deeply into knowledge.

The active turnover of acquired scientific knowledge is a very significant indicator of interest, which means that knowledge itself has already become a method of learning new things, and cognitive interest has risen to a high level of its development.

It also happens, of course, that a student, in proving his judgments, relies on empirical foundations, extracting them from his observations and impressions, on some fragmentary examples, especially memorable cases from life. Similar manifestations of student activity are also evidence of cognitive interest, but of a different, less high level.

Thus, the first and most basic parameter of indicators of cognitive interest that a teacher can detect without sufficient effort is the intellectual activity of the student, in which all its manifestations in cognitive interest are collected as a focus.

emotional manifestations.

Another parameter of indicators by which the teacher can judge the presence of students' cognitive interest is the emotionally favorable background of the student's cognitive activity. The emotional beginning in interest is its most important energy resources.

The emotional mood of the student's activity is an indicator of his cognitive interest. According to his observations, the teacher can establish such emotional manifestation cognitive interest, such as surprise, anger, empathy, adequate to the content of acquired knowledge. Students most clearly express the emotions of intellectual joy. These emotions are born for various reasons: they can accompany sympathy for the hero of the work, historical event, scientific discovery, sympathy for the personality of a scientist, a public figure. Usually, this clearly visible and even rapidly flowing process is expressed in the replicas, facial expressions, and gestures of younger students.

Volitional manifestations

The parameters of indicators of students' cognitive interest are regulatory processes, which, in interaction with the emotional mood, are expressed in the peculiarities of the course of students' cognitive activity.

First of all, they are manifested in the concentration of attention and weak distractibility. In this sense, some researchers judge the absence or weakness of student interest by the number of distractions.

A very clear indicator of cognitive interest is the student's behavior in the face of difficulties. Sustained and sufficiently deep interest is usually associated with the desire to overcome difficulties, to try different ways to solve a complex problem.

The regulatory mechanisms of the cognitive activity of the student very tangibly and tangibly let you know about the interest in knowledge and the aspirations for completeness. learning activities.

Indicative in this regard are the reactions of students to the bell from the lesson. For some, the call is a neutral irritant, and they continue to work, trying to bring it to the end, to complete it with a successful result, others are instantly demobilized, stop listening, leave the task they have begun unfinished, close their books and notebooks and run out first for a break. However, the reaction to the call is also an excellent indicator of an interesting and uninteresting lesson.

In addition, installed general patterns activities of interest in learning.

The first is the dependence of the interests of students on the level and quality of their knowledge, the formation of methods of mental activity. It should be understood in such a way that the more knowledge the student has on a particular subject, the higher his interest in this subject. And vice versa.

The second is the dependence of the interests of schoolchildren on their attitude towards teachers. They learn with interest from those teachers who are loved and respected. First the teacher, and then his science - dependence, which manifests itself constantly.

In each class, specific types of children's attitudes towards learning are gradually identified, which, first of all, the teacher should be guided by.

Based on the parameters of cognitive interest, several levels of cognitive activity of the student can be distinguished.

So, T.I. Shamova distinguishes three levels of cognitive activity:

The first level is reproducing activity.

It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, the absence of questions like: "Why?"

The second level is interpretive activity.

It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.

Characteristic indicator: greater stability volitional efforts, which manifests itself in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.

The third level is creative.

It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

A characteristic feature is the manifestation of high volitional qualities of the student, perseverance and perseverance in achieving the goal, broad and persistent cognitive interests. This level of activity is provided by the excitation of a high degree of mismatch between what the student knew, what was already encountered in his experience and new information, a new phenomenon. Activity, as the quality of an individual's activity, is an essential condition and indicator of the implementation of any learning principle.

However, the allocation of only three levels of cognitive activity, in our opinion, does not reflect modern painting activities of younger students.

I.P. Mean, focusing on the activity of the child, subdivides younger students into five types. The first type is the most common - good performers ("listeners and answerers"). They are diligent but uninitiated. The leading motive of their activity is an indirect interest: to please their parents, to gain authority in the class, to earn the teacher's praise. The second type is children with intellectual initiative: they have personal opinion, avoid prompts, try to work independently, like difficult tasks. The third type is children who show a special attitude to intense learning activities. They are active, they think well, but they think slowly, and therefore they are in tension all the time. They require an individual approach. The fourth type is children with low intellectual abilities. They cannot independently carry out educational tasks, are in a depressed state, or, conversely, demonstrate recklessness. The main thing for them is that the teacher does not notice them. The reasons here are different: the immaturity of the child, weak preschool. Finally, in each class there is a small group of children who are united negative attitude to teaching. Children cannot master the school curriculum due to intellectual backwardness, deep neglect.

Conditions for the formation of cognitive independence of younger students

During the theoretical analysis the main conditions for the organization of such training, which will contribute to the formation of cognitive independence of younger students, are identified.

The first condition is to change the mechanism of knowledge assimilation: new knowledge is not given to students in the form of a finished sample, but is created by them in the process of independent search activity.

The second condition is the need to build educational material as a developing system of knowledge. The fulfillment of this condition ensures the possibility of implementing all three elements in the activity structure: goal setting, goal fulfillment, control and evaluation of the result.

The most important condition for the conditional development of cognitive independence of younger students is the introduction of a system of educational creative tasks. Each task represents a problem situation for the student, which he resolves in the course of a heuristic search. The complexity of educational creative tasks is determined by the levels of development of subject knowledge. Any level is constructed as a sequence of increasingly complex topics, each of which is developed as a series of increasingly complex cognitive tasks, that is, educational creative tasks. In the course of performing such tasks, something new, useful for the subject of activity, is necessarily created.

The fourth condition is the use of joint forms of organizing the education of younger students. The research shows that in order for students to master traditionally adult areas of activity: goal-setting, control, evaluation of the result, it is necessary to move from the "child-adult" relationship to the "child-child" relationship. It is shown that it is communication in a group of equal peers that gives the younger student the opportunity to be critical of the actions, words, opinions of other people, forms the ability to see the position of another person, evaluate it, agree or challenge, and most importantly - to have their own point of view, to distinguish her from a stranger, to be able to defend her. The use of discussion and collective-distributive forms of education creates conditions for the development of reflection of each student in relation to his own intellectual activity.

An important condition in the process of developing the cognitive independence of students is the personality of the teacher, his leading organizational role. In the course of research, it was found that the teacher should not only be a source of ready-made samples of knowledge, but the organizer of students' independent search activities to create new significant samples. The teacher is required to have greater confidence in students, greater reliance on their own observations, personal experience, intuition, fantasies, and initiative. The lesson becomes a kind of laboratory of joint search, organized and directed by the teacher.

The creation of positive motivation and high emotional mood is another condition for the successful development of students' cognitive independence. For younger students, due to their individual and age characteristics, a favorable emotional background in the classroom is very important. The results of the research showed that if the student has no desire, interest in the methods and content of educational activities, then there is no hope of achieving significant results in its implementation, since a thought is born not from another thought, but from the motivational sphere of our thinking (L.S. Vygotsky) . The system of educational creative tasks, therefore, is objectively necessary for the formation of a positive motivational background for students.

In the course of the research, the importance of the purposeful formation of independent search activity and the need for each lesson to achieve an increment not only in knowledge, but also in the activity aspect were revealed. This means that each lesson sets not only the task of discovering and assimilating new knowledge (representations, concepts, relationships), but also the task of forming the ability to implement the main components independent activity: goal setting, goal implementation, monitoring and evaluation of results. The processing of all components of independent search activity in their unity ensures the development of cognitive independence as a whole.

Three Components of Cognitive Autonomy

There are three components of cognitive independence: motivational, content-operational and volitional. All these components are interconnected and interdependent. However, the most significant of them is motivational, since the manifestation of independence in cognitive activity is directly related to its motive. We examined in detail the role of motivation in the educational activity of a younger student in the previous paragraph. We only note that since cognitive activity is the quality of activity, in which, first of all, the student’s attitude to the subject and process of activity is manifested, the formation of positive motives for learning in students should be put in the first place among all its conditions.

At the heart of the cognitive motive is a cognitive need. That is what needs to be formed, since the need is the root cause of all forms of human behavior and activity.

The need is closely connected with the presence of stable cognitive interests in schoolchildren. The area of ​​cognitive interest is cognitive activity, during which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education. It is interest that plays the main role in maintaining and developing cognitive activity.

1.2 Cognitive activity

T. Hobbes put forward a fair demand that each study must begin with the definition of definitions. Thus, let us try to define what is meant by speaking of activity.

To begin with, let us give various definitions of the concept of "activity" found in the psychological and pedagogical literature.

So Nemov R.S. Defines activity as "a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one's existence" .

Researcher Zimnyaya I.A. in turn, by activity means " dynamic system interactions of the subject with the world, during which the emergence and embodiment in the object takes place mental image and the realization of the relations of the subject mediated by it in objective reality.

Activity is also an active attitude to the surrounding reality, expressed in the impact on it.

In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. The creative nature of human activity is manifested in the fact that thanks to it, he goes beyond the limits of his natural limitations, i.e. exceeds its own hypothetical possibilities. As a result of the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines with their help, produced new consumer products, material and spiritual culture, and ultimately transformed himself. "The historical progress that has taken place over the past few tens of thousands of years owes its origin precisely to activity, and not to the improvement of the biological nature of people" .

Thus, learning activities include a variety of actions: recording lectures, reading books, solving problems, etc. In action, one can also see the goal, the means, the result. For example, the purpose of weeding is to create conditions for the growth of cultivated plants.

So, summing up the above, we can conclude that activity is an internal (mental) and external (physical) activity of a person, regulated by a conscious goal.

Human activity is very diverse, we will consider in more detail the cognitive activity of a person.

Age features of a child of primary school age

Primary school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in a child's life - his admission to school. This age is called the "peak" of childhood.

"At this time, there is an intensive biological development of the child's body" (central and vegetative nervous systems, bone and muscle systems, the activity of internal organs). Mobility increases during this period. nervous processes, excitation processes predominate, and this determines such characteristic features of younger students as increased emotional excitability and restlessness. Transformations cause great changes in the mental life of the child. The formation of arbitrariness (planning, implementation of action programs and control) is put forward in the center of mental development.

The arrival of a child in school gives rise not only to the transfer of cognitive processes to a higher level of development, but also to the emergence of new conditions for personal development child.

Psychologists note that educational activity becomes the leading one at this time, however, gaming, labor and other types of activities influence the formation of his personality. "Teaching for him (the child) is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, the whole way of his life are changing"

Entering school is such an event in the life of a child, in which two defining motives of his behavior necessarily come into conflict: the motive of desire ("I want") and the motive of obligation ("must"). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults.

A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical remarks addressed to him affects his well-being and leads to a change in self-esteem. If before school some individual characteristics child could not interfere with his natural development, were accepted and taken into account by adults, then the school standardizes living conditions, resulting in emotional and behavioral deviations personality traits become especially noticeable. First of all, hyperexcitability, hypersensitivity, poor self-control, misunderstanding of the norms and rules of adults reveal themselves.

The child begins to occupy a new place within family relationships: "he is a student, he is a responsible person, he is consulted and considered" .

The dependence of the younger student is growing more and more not only on the opinions of adults (parents and teachers), but also on the opinions of their peers. This leads to the fact that he begins to experience fears of a special kind, as A.I. Zakharov, "if at preschool age fears due to the instinct of self-preservation prevail, then at primary school age social fears prevail as a threat to the well-being of the individual in the context of his relations with other people" .

In most cases, the child adapts himself to a new life situation, and various forms of protective behavior help him in this. In new relationships with adults and peers, the child continues to develop reflection on himself and others, i.e. intellectual and personal reflection becomes a neoplasm.

Primary school age is a classic time for the formation of moral ideas and rules. Of course, early childhood also brings a significant contribution to the moral world of the child, but the imprint of "rules" and "laws" to be followed, the idea of ​​"norm", "duty" - all these typical features of moral psychology are determined and formalized precisely in the younger years. school age. "The child is typically" obedient "in these years, he takes in the soul with interest and enthusiasm different rules and laws. He is incapable of forming his own moral ideas and strives precisely to understand what "should" be done, enjoying the adjustment"

It should be noted that younger students are characterized by increased attention to the moral side of the actions of others, the desire to give a moral assessment to the act. Borrowing criteria for moral assessment from adults, younger students begin to actively demand appropriate behavior from other children.

AT given age there is such a phenomenon as the moral rigorism of children. Younger students judge the moral side of an act not by its motive, which is difficult for them to understand, but by the result. Therefore, an act dictated moral motive(for example, to help mom), but ended unsuccessfully (broken plate), is regarded by them as bad. The assimilation of the norms of behavior developed by society allows the child to gradually turn them into his own, internal, requirements for himself.

Involved in educational activities, under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with the traditions and new social expectations of people. It is at this age that the child for the first time clearly begins to realize the relationship between him and others, to understand the social motives of behavior, moral assessments, the significance of conflict situations, that is, it gradually enters the conscious phase of personality formation.

With the advent of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, retain to a large extent the property characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best of all. On the other hand, going to school gives rise to new, specific emotional experiences, because the freedom of preschool age is replaced by dependence and submission to the new rules of life. The needs of the younger student are also changing. The dominant needs in primary school age are the needs for respect and veneration, i.e. recognition of the child's competence, achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). Thus, at the age of 6, the need for knowledge of the external world and its objects "significant for society" becomes more acute. According to the research of M.I. Lisina, at primary school age, the need for recognition by other people develops. In general, younger students feel the need to "realize themselves as a subject, joining the social aspects of life, not just at the level of understanding, but, like transformers" . One of the main criteria for evaluating oneself and other people is the moral and psychological characteristics of the individual.

Therefore, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of social relations.

So, summing up the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations.

"Without the game there is not and cannot be a full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. "V.A. Sukhomlinsky.

Ways of forming cognitive independence

Continuity experimental system is expressed in the fact that its content takes into account the level of readiness for independent activity, with which preschoolers are included in initial education, as well as unified fundamental approaches to the organization of assimilation of educational content continue to be implemented. It's about first of all, about the principle of unity of the content and operational aspects of education, its orientation towards the "zone of proximal development" of the child. In this we see the objective prerequisites for the implementation of continuity. As the process of experimental work showed, it is necessary to help first graders overcome the existing gap between weak requirements that arise, as a rule, during the development of search content. This function in the formative experiment is performed by the stage of procedural preparation.

According to its plan, the study is aimed at achieving the readiness of younger schoolchildren to successfully solve the problems of the subsequent stage of education, therefore, the prospects of the developed system of formation is its integral quality, which was originally assumed. To the greatest extent, the prospects of the formation process are reflected in the organizational, procedural and motivational side of search activity.

In particular, a solid assimilation of the minimum program of procedural skills and motivational composition provides a reliable basis for the formation of students' skills to organize their actions, predict results, carry out independent search, the whole complex, in terms of its developmental capabilities, goes beyond initial level, focused on a generalized model for the implementation of search activities, regardless of content Equally important for efficiency; of the system of formation, the achievement of such a combination of its components, in which the continuity of the pedagogical influence on the quality being formed is created. Its necessity is due not only to complex composition cognitive independence and the interconnection of its components. An equally important role belongs to those features that arise in the process of formation in connection with the specifics of the organization of educational activities in the primary grades. Namely: the primacy of students mastering many program knowledge and general educational skills and abilities, the integrity of the initial link in the secondary school system and its relative independence, pronounced sensitivity to the formation of certain elements of cognitive independence. All this requires a constant and multifaceted impact on the quality being formed, a fine thoughtful adjustment of the results achieved, taking into account the age and individual characteristics of younger students.

How was the continuity of formation ensured? We consider the most reliable prerequisite for the implementation throughout the entire initial stage (from the period of literacy to the last quarter of the third grade) of search activities in various forms of presentation, calendar and thematically regulated by the curriculum. An equally important condition was the sufficient repetition of the types of cognitive tasks throughout grades I-III, which, combined with a variety of forms of presentation of search content, made it possible to avoid methodological monotony and at the same time purposefully achieve strength and flexibility of the skills being formed.

Didactic games as a means of activating the cognitive activity of younger students as a condition for the success of education.

Didactic games are characterized by the presence of a task of an educational nature - a learning task. Adults are guided by it, creating this or that didactic game, but they clothe it in an entertaining form for children.

An essential feature of a didactic game is a stable structure that distinguishes it from any other activity. Structural components of a didactic game: game design, game actions and rules.

The game intent is expressed, as a rule, in the name of the game. Game actions contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply their knowledge, skills and abilities to achieve the goals of the game. Rules help guide game process. They regulate the behavior of children and their relationships with each other. Didactic game has a certain result, which is the final game, gives the game completeness. It acts primarily in the form of solving the set educational task and gives the students moral and mental satisfaction. For the teacher, the result of the game is always an indicator of the level of achievement of students in the acquisition of knowledge or in their application.

Here are examples of didactic games that teachers use in practice.

a) Games - exercises. Game activity can be organized in collective and group forms but still more personalized. It is used when consolidating the material, checking the knowledge of students, in extracurricular activities. Example: "The fifth extra". In a natural science lesson, students are asked to find in a given set of names (plants of the same family, animals of a detachment, etc.) one randomly included in this list.

b) Search game. Students are invited to find in the story, for example, plants of the Rosaceae family, whose names, interspersed with plants of other families, are found in the course of the teacher's story. Such games do not require special equipment, they take little time, but give good results.

c) Games are a competition. This includes contests, quizzes, imitations of television contests, etc. These games can be played both in the classroom and in extracurricular activities.

d) Plot - role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a "Press Conference", "Round Table", etc. Students can play the roles of agricultural specialists, historians, philologists, archaeologists, etc. The roles that put students in the position of a researcher pursue not only cognitive goals, but also vocational guidance. In the process of such a game, favorable conditions to meet a wide range of interests, desires, requests, creative aspirations of students.

e) Educational games- travels. In the proposed game, students can make "journeys" to the continents, to various geographic zones, climatic zones etc. In the game, information new to students can be communicated and existing knowledge can be tested. A game - a journey is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Each "station" is marked.

Activation of cognitive activity through a didactic game is carried out through the selective focus of the child's personality on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge, i.e. there is an interest in learning. Systematically strengthening and developing cognitive interest becomes the basis of a positive attitude to learning, increasing the level of academic performance. Cognitive interest is (search character). Under his influence, the younger student constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

Cognitive interest is one of the most important motives for us to teach schoolchildren. Its effect is very strong. Under the influence of cognitive educational work, even weak students proceed more productively.

Cognitive interest with the correct pedagogical organization of students' activities and systematic and purposeful educational activities can and should become a stable feature of the student's personality and strong influence for its development.

Cognitive interest also appears to us as a powerful means of learning. Classical pedagogy of the past claimed - "A teacher's deadly sin is to be boring." Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically excite, develop and strengthen the cognitive interest of students as an important motive for learning, and as a persistent personality trait, and as a powerful means of educative education, improving its quality.

Cognitive interest is directed not only to the process of cognition, but also to its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy volitional effort, but his faithful ally. Included in interest are, therefore, volitional processes facilitating the organization, flow and completion of activities.

Thus, in cognitive interest, all the most important manifestations of personality interact in a peculiar way. Cognitive interest, like any personality trait and motive of a student's activity, develops and is formed in activity, and above all in teaching.

The formation of students' cognitive interests in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students' cognitive activity.

The first thing that is the subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thoughtful selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.

First of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus of knowledge, its primary element. Surprised, a person, as it were, seeks to look into the front. He is in a state of expectation of something new.

But cognitive interest in educational material cannot be maintained all the time only vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. More K.D. Ushinsky wrote that a subject, in order to become interesting, must be only partly new, and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.

Such teaching leads to the realization that ordinary, repetitive phenomena of the world around us have many amazing sides about which he can learn in class. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention.

All significant phenomena of life, which have become commonplace for the child due to their repetition, can and must acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will definitely stimulate the student's interest in knowledge. That is why the teacher needs to transfer schoolchildren from the level of his purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, understanding of patterns. Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions scientific research, discoveries. Not everything in the educational material can be interesting for students. And then there is another, no less important source of cognitive interest - the organization and inclusion of didactic games in the lesson. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the process itself, the student must find attractive sides, so that the learning process itself contains positive charges of interest.

The path to it lies, first of all, through the inclusion of didactic games.

Organization of educational and cognitive activities. The main components of the organization of educational and cognitive activity of younger students.

Under the organization of educational and cognitive activity of students understand a certain order of the didactic process in the structural and functional sense, giving this process the necessary form for the best implementation of the goal.

I will consider various approaches to the concept of "organization".

"Organization" - from the late Latin "organiso" - I report a slender appearance, I arrange. In the explanatory dictionary of SI. Ozhegov's organization is interpreted as "a good, thoughtful arrangement, internal discipline." According to the "Philosophical Encyclopedia" organization - "ordering, establishing, bringing into the system ... an object, the ratio of parts of an object." In the same place, the duality of the concept of "organization", its subject part (the location and interconnection of the elements of the whole) and the functional part (the actions and interactions of these elements) are highlighted.

Pedagogical science is based on the basic concepts of the theory of scientific organization of labor. According to V.P. Bogolepov, the organization can be characterized as a certain order in the structural and functional sense: the relationship and mutual arrangement of the elements of a certain complex (the subject and structural parts of the organization); actions and interactions of the elements of the complex (functional part), due to the unity of goals or the functions they perform and certain circumstances of place and time. . According to this theory, the organization is considered as one or another order.

I will consider the concept of "organization of educational and cognitive activity." As a result of the analysis of the literature in relation to the concept of "organization of educational and cognitive activity" of primary school students, there are three approaches to its definition:

1) as an activity only of a teacher (V.I. Zagvyazinsky, L.P. Knysh, V.P. Strezikozin, N.A. Semenov, V.P. Tarantei, etc.);

2) as an activity only for students (M.A. Danilov, M.S. Zagorodnaya, S.F. Zbanduto, V.I. Esipov, T.M. Nikolaeva, T.I. Ogorodnikov, O.S. Tesemnitsina) ;

3) as a relationship, the interaction of a teacher (management) and a student, as well as the interaction of students with each other (V.Ya. Golant, K.B. Esipovich, N.N. Kazantsev, N.V. Popov, I.Ya. Lerner , E. I. Mashbits, A. Ya. Savchenko, R. A. Khabib, V. A. Vykhrushch, G. I. Shchukina, V. K. Dyachenko).

The main components of the organization of educational and cognitive activity of younger students.

Teacher activities:

1. Activities that promote understanding, awareness and acceptance by students of the goals and objectives of education.

2. Information activity (acquaintance with new knowledge), formation of skills of educational and cognitive activity.

3. Management of the process of acquiring knowledge, the formation of skills of educational and cognitive activity.

4. Management of the process of cognition of the scientific picture of the world.

5. Management of the process of transition from theory to practice.

6. Organization of practical and creative classes aimed at developing competence.

7. Verification and evaluation of the competence acquired by students in educational and cognitive activities.

Student activities:

1. Understanding, awareness, acceptance of the set goals, awareness of the motives of activity.

2. The acquisition of new knowledge, the formation of learning skills.

3. The process of sensory cognition, the acquisition of ideas and knowledge for the formation of concepts.

4. Knowledge of the scientific picture of the world.

5. Acquisition of skills of educational and cognitive activity.

6. Practical use knowledge, skills of educational and cognitive activity in the surrounding world.

7. Formation of skills for analysis and self-control of the results obtained in educational and cognitive activities.

As you can see, approaches 1 and 2 are only various aspects of the concept under consideration, and only approach 3 contributes to correct understanding question. This is due to the fact that educational and cognitive activity is binary in nature, therefore, in its organization two interrelated and interdependent activities - teachers and students - should be considered.

Consequently, the organization of educational and cognitive activity should be understood as a special ordering of educational and cognitive actions of students and teachers that meets the goals, motives and tasks and proceeds in a certain mode. The term "special order" should be considered as a set of forms of educational and cognitive activity, goals, methods, means, learning outcomes, which are determined by the teacher in accordance with the requirements for the content of education.

The expedient organization of educational and cognitive activity provides contingency external conditions, actions, with those internal processes that create a favorable "internal environment" (motivation, activity of mental, emotional, perspective and other processes important for cognition), contributing to the intensive development of the personality ... The overall tone of the teaching, discipline depends on the organization of educational and cognitive activity thoughts, composure, decency and clarity of students in independent educational work, mutual assistance in learning.

I will single out the following primary signs of the organization of educational and cognitive activity of trainees (according to G.I. Khozyainov):

1. A clear formulation of the goal, setting goals and bringing them to the attention of the trainees;

2. Construction of learning as a system for organizing educational and cognitive activity of students at different stages of the lesson. Choice of the most rational types activities of trainees in mastering the educational material.

3. The choice of teaching methods in accordance with the tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Accounting for the individual characteristics and capabilities of trainees. Individualization and differentiation in the organization of educational activities.

Ministry of Education and Science of the Russian Federation

GOU VPO "Buryatsky State University»

Pedagogical Institute

Department of Mathematical and Natural Sciences

Admission to protection

2013

Head cafe MiEN Ph.D., Associate Professor

Rybdylova D. D

Graduate work

Development of independence in younger students in the process of teaching mathematics

Completed: 6th year student

PMNO (c / o)

Scientific adviser: Ph.D.,

docent

Ulan-Ude

2013

Introduction

Chapter 2

2.1 Study of the levels of development of independence of students in grade 3

2.2 Development of independence of students in grade 3 in the process of teaching mathematics

2.3. Analysis of the results of a study of the development of independence of children of primary school age

Conclusion

Bibliography

Application

“In order to be able to connect theory with practice,

with everyday and comprehensive

work for the common good,

To do this, you need to study a lot and independently.

Introduction

The independence of a student is the ability to set himself various educational tasks and solve them without support and motivation from outside. It is connected with the need of a person to perform actions on his own conscious impulse. That is, such features of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals, plan their work come to the fore. The help of an adult is to force these qualities to manifest themselves to the full, not to suppress them with constant overprotection. What can this total control lead to? The child gradually ceases to be responsible for his actions; shifts the blame onto an adult. It is important to let him know that success depends primarily on his initiative and independence, and not at all on the efforts of adults.

The problem of formation of educational independence of students is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students' readiness for self-determination and self-development in the constantly changing conditions of the development of our society.

The relevance and formulation of the research problem, the successful solution of complex problems of education and upbringing in a modern school, in particular, is inextricably linked with the problem of intensifying the pedagogical process, searching for the most effective methods, forms and techniques of working with students. task in modern conditions is the implementation in the educational process of maximum independence of primary school students. An analysis of studies on the problems of effectiveness and optimization of education, as well as the practice of schools, makes it possible to make sure that one of the main conditions for improving the quality of education is the formation of independent thinking in younger students, the ability to independently extract and analyze information.

The experience accumulated by mankind is assimilated by each new generation in the process of vigorous activity. In the structure of this activity, a system of material social objects and methods of practical activity with them, a system of ideal objects, concepts, knowledge and mental actions with this knowledge are distinguished. In the process of learning, a person must master various types of both practical and theoretical activities in their interconnection. In recent scientific research the problem of independence is posed more and more clearly. A number of works, in particular works, etc. convincingly testify: theoretical types of activity not only occupy a leading place in intellectual types of labor, but also determine the success of practical activity. In turn, according to and, the successful mastering of new mental actions is helped by external, material actions. They enable invisible internal actions to be made visible and understandable. Such a transfer of mental actions to the external, material plane is of particular importance when working with younger schoolchildren.

It seems that the connection between a child's independence in everyday life and educational independence is the most direct. The sooner he learns to serve himself, establish contacts with adults and peers, follow certain rules, the easier it will be for him to adapt to school requirements. In reality, this may not be entirely true.
Another junior schoolboy is quite independent at home. He dresses and undresses himself, easily makes friends with unfamiliar children on the playground or in the country, helps his mother around the house, understands his father's tools, maybe even go to the store alone ...
And in the lesson he has to be constantly encouraged to work, he cannot write down homework, they don’t check what they have done, they can’t choose the color of the pencil of their own free will, etc. The child needs to change clothes in the locker room, prepare for the lesson, solve the problem and write down the sentence, do the test work, do homework. But do we understand at the same time that not all of the above are manifestations of independence in learning? After all, independence in changing clothes and independence in finding a way to complete a task are not identical. Such a divergence of views is determined by the fact that academic independence is important in teaching, while everyday independence is more often manifested outside of school. But what kind of independence is more important and necessary for a child of seven or ten years? What independence prevails at this age?

In the lesson, learning independence is more important: the teacher wants the student to be proactive, to be well versed in the educational material, to learn to evaluate his strengths and capabilities, not to be afraid of the new, the unknown. What is learning independence?

According to the opinion, the educational independence of a schoolchild is "the ability to set various educational tasks for himself and solve them without support and motivation from outside" ("Do this...", "Do this..."). It is associated with a person's need to perform actions on their own conscious impulse ("I want to do this ...", "I need to do this ...", "I'm interested in doing this ..."). That is, such features of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals, plan their work come to the fore. Thus, in this work, learning independence is more relevant.

Didactics established that the development of independence and creative activity of students in the process of teaching mathematics occurs continuously from the lowest level of independence, reproducing independence, to the highest level, creative independence, consistently passing through certain levels of independence. Management of the process of development of reproducing independence into creative independence consists in the implementation of successive interrelated, interpenetrating and mutually conditioning stages of educational work, each of which ensures that the student reaches the appropriate level of independence. The task of educating and developing the independence of the individual in learning is to manage the process of development of reproducing independence into creative independence. But in the practice of teaching the elementary course of mathematics, it is observed that in mathematics lessons the main attention is traditionally paid to the development of mathematical thinking, mainly to the development of practical techniques for performing certain types of tasks.

Purpose of the study- to identify effective methods of teaching mathematics, aimed at developing independence in younger students.

Object of study- the process of formation of independence in younger students.

Subject of study- the process of teaching mathematics to younger students, aimed at the formation of independence.

Research hypothesis- the formation of independence among younger students will be carried out effectively when certain conditions are met:

Introduction to the system of teaching mathematics special tasks, exercises and tasks for the development of independence.

Systematic inclusion of younger schoolchildren in educational activities in mathematics lessons.

Optimal use of teaching methods aimed at developing independence in younger students in mathematics lessons.

Ensuring friendly relations between younger students and classmates and teachers.

Tasks:

1) analyze the state of the problem in pedagogical and psychological theory and practice;

2) to determine effective methods that form independence in junior schoolchildren in mathematics lessons;

The methodological basis of the study is the conduct of experimental work and the identification of the degree of its effectiveness are the works of scientists, teachers, knowledge of the relationship between rational, concrete and abstract, private and general; theoretical provisions of pedagogy and psychology about the leading role of activity in cognition and development, about subject-practical activity as one of the most important ways of cognition and means of implementing a positive plan.

The study used the following methods:

Theoretical: analysis of scientific and methodological literature, comparison, generalization;

Empirical: pedagogical observation of students' activities, experiment.

Experimental base: 3 classes of the Irkhideyskaya and Bilchirskaya secondary schools of the Osinsky district of the Irkutsk region, in the amount of 6 and 8 people.

The practical significance of the study is to identify effective methods of teaching mathematics, aimed at the formation of independence in younger students in the process of teaching mathematics; development of the content and methodology for the formation of independence of younger students in mathematics lessons; development of special assignments and exercises aimed at developing the independence of younger students in mathematics lessons.

The method under study, proposed as a result of the study, makes it possible for children to develop constructiveness and flexibility of thinking, creative creative qualities of the individual.

Chapter 1

1.1. The problem of developing the independence of children of primary school age

"Knowledge is only then knowledge,

when it is acquired by effort

your thoughts, not your memory"

Scientific reflection of the social and pedagogical meanings of the student's independence in the educational process is an enduring priority in the context of the development of education. Domestic thinkers, they understood by independence the ability of a person to think critically, understand the surrounding life, cultivate strong convictions, high ideals and, based on them, consciously correct their behavior. A certain contribution to the justification of the problem of independence was made,. At the end of the 19th - beginning of the 20th centuries, they emphasized the importance of developing the creative abilities of students, their independence. In the history of domestic pedagogy of the twentieth century, the development of students' independence was considered in line with the connection between learning and life, using the process of the research method, as a fundamental condition for the development of students' creative independence. , and independence were interpreted as an integral quality of the personality, representing the unity of the rational, emotional and volitional principles.

In the context of the developed theoretical and conceptual provisions, the development of the independence of the individual was associated with the problem of interest. Interest, as a component of independent activity, is based on an active principle, transforming into a personality quality, it contributes to the disclosure of its creative possibilities. A creative position is facilitated by the attitude to activity as an independent value, highly significant for the individual. It is this attitude, according to Ya. A. Ponomarev, that underlies the independent creative thinking, and, therefore, it is necessary to form it in the first place.

And one of the main means of developing independence in pedagogical science was considered the organization creative activity students through active teaching methods, organization of research activities of the student. In line with the formation of the developing learning paradigm, the direction of ideas is shifting from the issues of organizing independent activity to the problem of achieving independence by the student, taking into account his interests and capabilities. In this regard, it emphasizes the importance of creative work, the meaningful assimilation of the basics of science by schoolchildren. notes that it is possible to stimulate the development of independence by modeling students' learning difficulties and creating problem situations. considers that the presence or absence of transfer, that is, the ability to use knowledge beyond stereotypes, is recognized as an indicator of the level of development of schoolchildren's independence.

Organizational skills are a factor contributing to the development of independence. They reflect the essence of the procedural side of the phenomenon. Along with organizational skills and the development of motives for great importance in the structure of independence has a strong-willed purposefulness. An analysis of each of the parts in the structure of independence shows that all of them are in an organic relationship, and this quality itself at school age is mediated by the worldview and motivational sphere. This circumstance creates favorable conditions for conscious pedagogical management development of independent activity in the pedagogical process. Realized complex analysis scientific and theoretical data allows us to define the creative independence of a younger student as an integrative set of qualities that characterize his personality and activities and reflect the focus on obtaining new knowledge about the surrounding reality.

Representatives of Russian advanced pedagogical thought paid much attention to the issues of educating independence as a personality trait in their writings:,. Of undoubted interest in terms of the problem under study are theoretical and practical advice on the education of children. In order to improve the learning process in every possible way, to strengthen the independence of students in the Yasnaya Polyana school, he made many innovations and proposals. At the end of the 19th - beginning of the 20th centuries, the most prominent representatives of the pedagogical and psychological science- paid special attention to the implementation of the principle of developing the creative abilities of students, their independence. A certain contribution to the further development of the problem of independence has been made, which the development of the "amateur" of the child put forward as the main didactic principle and conditions for influencing the formation of personality. The study and analysis of the literature allows us to note that the problem of student independence in Russian pedagogy of the 20th century is one of the most important and is consistently developed at all stages of school development. In particular, in the pedagogical and psychological literature of the 20th century of the 20-30s, it is associated with the general tasks of shaping the younger generation, as a result of which the emphasis is noticeably shifted from the actual didactic positions towards the problem of independence as an ideologically necessary quality of the individual. We find a detailed formulation of these questions in the works, where she not only puts forward the demand for independence for children, but also indicates various ways of educating students. Ideas about the tasks and importance of independence and its development among schoolchildren were shared and largely continued by the most prominent teachers and psychologists, and others.

At the same time, the essence of education through independence is considered in a new way. In that historical period the school itself is conceived as amateur, that is, it is in it that the child exercises in independent activity. The basis of the school is the activity of the student himself, his gradual self-development with the help of a teacher who provides material.

Somewhat later, from the second half of the thirties, it is emphasized that the development of independence is possible through the connection of learning with life. The process through schoolchildren's awareness of the social significance of the knowledge they receive. The application of the research method is interpreted differently. Its purpose is to develop students' research interests. It is the research method, according to teachers, that makes it possible to acquire techniques and skills for independent work. considers the research method to be pivotal in the development of creative independence in students.

The desire to give the pedagogical system dynamism, to turn it towards social transformations made it possible in the 20th century to develop theoretical and methodological aspects of independent activity. In the field of independence during this period, the method of organizing independent work is being tested as an effective condition for updating students' knowledge. A system of methodological tools is being developed (independent work, homework, work with a book, practical and laboratory work). The types of work that contribute to the development of students' independence in the educational process are determined.

Further development of the problem of developing independence in the educational process occurs in the years of the twentieth century and is associated with the work of teachers:,. These scientists argued that independence is a holistic quality of the individual, representing the unity of the rational, emotional and volitional principles. This deepens the development of ideas outlined in previous historical stages development of pedagogy.

Thus, the means of developing independence, in particular independent work, are aimed at organizing the activities of teaching, taking into account the specific possibilities of students for independent cognition in conditions specially created for this.

In the future, this position is developed in the works,. It should be noted that the period under review of the 60-80s is characterized by the reformation of the pedagogical system into a system of developmental education, since the former pedagogical system did not lead to the development of the individual abilities of the student. Progressive educators, criticizing the system, are revising teaching methods. Since the mid-60s, he has been proposing to use methods that allow in the educational process to increase the level of independent activity of students from reproductive to research, correct the content of educational material, and gradually formulate the tasks of the "renewed school". As the developing system of education develops, some changes occur in understanding the essence of independence. Increasing attention is being paid motivational component in the activities of schoolchildren. The direction of ideas is shifting from the organization of independent activity to the process of self-activity of the student, taking into account his interests and capabilities, the judgments of scientists about what should be understood by the term "independence".

In psychology textbooks, independence is seen as a quality of thinking. The dictionary-reference book on age-related pedagogy gives the following definition: “Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out one’s activities without constant guidance and practical outside help”

Reveals independence as personality traits; - desire and ability to think independently;

Ability to navigate in a new situation, find your own approach to a new task; the desire not only to understand the acquired knowledge, but also the ways of obtaining them; independence of one's own judgments."

It should be noted that here the term "independence" appears in the unity of the motivational and operational side of the teaching to want, be able, strive, be able to carry out, where the motives for independent learning are enriched - needs, interests, aspirations, as well as ways of independent search for knowledge and solving the set Problems. For our study, these features are essential.

Considers independence "as a volitional quality, expressed in the ability to consciously direct one's educational work and social activities, one's behavior, in accordance with one's own views and beliefs, overcoming obstacles on the way to achieving the goal."

Researchers put forward various types of independence, highlighting three types of independence:

1) organizational and technical independence;

2) independence in the process of cognitive activity;

3) independence in practical activities.

Allocates four types of independence: educational, domestic, social and vocational.

AT psychological dictionary There is such a definition: “Independence is a generalized property of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.”

Individual scientists in the field of psychology understand independence as a property that characterizes one side of the personality, for example, the quality of the will, the quality of the mind, thinking. by independence of will he understands "non-susceptibility to other people's influences and suggestions, when the person himself sees objective grounds for doing this and not otherwise." believes that "independence is a conscious activity performed without outside help and bringing elements of her personal into the work.

Understands independence as the ability of the student's personality in activities performed without outside interference. by active independence he understands the presence of the student's intellectual ability and his ability to independently isolate the essential and secondary features of objects, phenomena and processes of reality and, through abstraction and generalization, reveal the essence of new concepts. notes that "Activity certainly presupposes one or another degree of independence of the student's thought."

substantiates next levels: copying - reproducing, combined and creative:

Level I - independently performing exercises, tasks and tasks by schoolchildren in order to train according to the shown, ready-made model, where the children's knowledge is not “rebuilt”, but reproducing actions are performed with a minimum expenditure of mental effort.

Level II - characterized by the fact that children perform more complex actions on the transfer of knowledge and skills (as if making the transition from “ignorance” to “knowledge”), i.e., they carry out independent activities.

III level - the ability to creatively use existing knowledge and skills in new conditions, in solving various problem situations, the manifestation of readiness to practically use knowledge in life at the level of creative activity on a topic set by the teacher, as well as at the level of creative activity on an independently chosen topic.

Independence as a quality of personality is characterized by a high level of conscious activity that a child performs without outside help.

An analysis of research data shows that when identifying the conditions and means for the development of independence, many authors attempt to identify as many different factors as possible, which are far from unambiguous from the point of view of the development of independence in children. An analysis of the five components of self-reliance that offers; 1) circle and system of knowledge; 2) mastering the methods of mental activity; 3) mastering certain organizational technological skills; 4) strong-willed purposefulness; 5) the focus of the individual on solving problems related to her needs.

Only a certain level of formation of independence is the most important for the development of independence, because without them there can be no question of independent activity. All other components are also important for the formation of independence in children and it is necessary to pay some attention to their development, but without them, the development of independence in children is possible, even at the lowest level.

Conclusions - the result of the development of independence are: 1) the presence of generalized skills and abilities; 2) development of cognitive forces and abilities.

The first two components are equivalent, in addition, knowledge and skills should be generalized. This is a very important circumstance that many researchers pay attention to. Students need to be taught the methods of generalized and systematic knowledge, since the insufficiently systematic nature of knowledge makes it difficult to develop independence.

Thus, the problem of the development of independence in children in our time is of particular attention and importance, since independence becomes necessary not only for educational purposes, but also for the formation of future citizens' needs for continuing education and self-education, as well as in the ability to see the essence of the task facing them and navigate the new conditions of life and work.

1.2. Development of independence of younger schoolchildren in mathematics lessons

In the didactic and methodological literature, one can find numerous classifications of types and types of independent work of students on various grounds and criteria. However, no matter what type and type of independent work of students the teacher organizes, it is important that he takes into account and deeply understands the specifics of the type of activity of the students themselves. Non-creative (reproductive, reproducing) activity of students in learning is manifested in the solution of standard, same-type tasks and the same type of tasks. Also, activities are carried out according to some algorithm or stereotyped models and samples. In the process of organizing independent work, it is aimed at comprehending, memorizing the acquired knowledge and methods of activity. Its result is the formation of skills, skills for solving stereotypical problems, the development of logical memory, logical (discursive) thinking.

In solving a creative problem, the student first conducts a mental enumeration of the methods of solution known to him and, not finding it in the arsenal of his previous experience, constructs a new method. Creative skills personalities in mathematics lessons can manifest themselves only in creative activity in the learning process. Learning is effective when the goal set by the teacher becomes the goal of the students themselves. The process of cognition is more active and deep. The desire to understand any issue encourages students to research. One of the methods for creating motivation for studying a topic is the method of “discovering a topic by children”, based on the psychological characteristics of children's perception, on a natural desire to solve a riddle posed in an interesting form; answer the question that arose during the educational dialogue; see what is unfamiliar in the text and try to figure it out on your own. The main thing is not to give children ready-made knowledge.

The student's independent activity, in whatever form it takes, always has a single basis in the learning process - individual cognition. It is based on three types of student activity: 1) activities for the assimilation of concepts, theories, regular or use of ready-made information in familiar learning situations (when solving typical cognitive tasks); 2) activity, the purpose of which is to determine possible modifications of the action of learned patterns in the changed conditions of the situation - learning; 3) activities aimed at independent discovery patterns (solving creative problems).

Further, it must be remembered that primary school age will be considered as a period of formation of the subject of educational activity, as a transition from a child's readiness to become a schoolboy ("I want to be taught") to a child's ability to teach myself ("I can teach myself on my own"). Independence, subjectivity of the child in educational activities should not be identified with adult independence. (If we assume that by the end of primary school age, in principle, an adult level of independence in self-learning is achievable, then there is no need for a secondary school. Common sense suggests that this is a falsely set task.)

Parents try to do everything for the child, but this is no better for anyone, the baby will not become independent. He learns to rely on others, faith in his own strength is undermined. Independence itself is not formed, it develops.

There are stages in the development of independence:

stage of imitation. The child copies all the actions and images of adults.

The stage of partial independence. Children do some of the work themselves.

The stage of more complete independence. Some work is done independently.

Often, parents themselves refuse to develop independence in children, it is more convenient and easier for them. There is no need to worry if the child does something without the knowledge or permission of the parents. If the child follows the instructions of the parents, he will not look for ways to interact differently with the parents. No matter how the parents punish, the child will still hope for guardianship.

As the child grows up, independence develops. At each stage, it is necessary to moderately encourage children's independence. It is undesirable to limit independent activity, as it will lead to negative reactions.

The process of developing autonomy in teachers requires considerable patience. It is important to teach children: responsibility, accept and adequately respond to criticism, desire for social activities, internal discipline. It is the internal discipline that forms independence.

It is impossible to educate independence without providing it. Learning activities should show their results. To get a result, the child needs to be aware of it as a goal. Many people wonder if first-graders can be independent? This is one of the tasks of mental development. Not only independence is developed, but also mental development.

The level of development of independence of thinking contributes to making balanced and deliberate decisions, a life strategy is formed, the ability to predict the future.

The main task of the teacher is to form the components of educational activity. Signs of independent activity:

Teacher Guides

Task of the teacher

Student autonomy

Complete the task without the intervention of the teacher

Student activity

When working independently, it is better for a teacher to use memos, methodological recommendations. When performing tasks, constantly pay the attention of schoolchildren to memos, algorithms. Students will quickly acquire the ability to master the material.

The most effective type of independent work is creative activity. An important condition in the formation of creative activity is motivation, which is based on the educational and cognitive process. To improve efficiency, diagnostics are carried out. Diagnosis can be started from the 2nd grade, by the method of questioning. For example, you might ask: “Is it better to solve one difficult problem or several simple ones? »

There are some conditions for the formation of the practice of independent activity:

·Availability of the system to use the task.

· Develop task planning, in content and form.

· The level of complexity of tasks should correspond to the level of educational abilities of younger students.

· Compliance with the duration of independent work.

· Consistent complication of tasks.

· A clear combination of control and self-control, the formation of task goals.

Day after day, teachers calmly, consistently teach all students in the class how to organize workplace and prepare for the lesson, completing assignments. Repetition will not harm anyone, some students are only being mastered, formed, and more intelligent children “reinforce”. Discipline and irritable tone are unacceptable. This contributes to a negative perception of the school and the teacher, excessive stress in the classroom. Independent activity is organized based on images that set the sequence of actions. Choral pronunciation of work methods will help to expand and consolidate the experience of independent work.

Diagnosis of schoolchildren is carried out carefully. Many children are independent in life. They dress themselves, undress, help their parents, they can even go to the store. They easily find friends and communicate. However, at school, the child may behave differently. The teacher complains that the child is passive, he needs to be regularly pushed and hurried to work. It is necessary to understand what is the independence of the younger student in their studies.

The student needs to learn to set goals and objectives for himself, to be able to solve them from his own motivation. The child should feel that he is interested in what needs to be done. Then there will be no constant control and standing over the soul by the parents. Diagnostics of the development of younger schoolchildren lies in this. Teachers believe that an important quality of a child is interest, activity in learning, the ability to plan their work, initiative and the ability to set goals. At first glance, it may seem to parents that the baby is still small to make decisions and complete tasks. Parents do not take care of the child all his life, so he needs to reveal the qualities of independence.

The constant control of parents hinders the development of independence of younger students. The child does not need to often hear from adults such phrases as “Do not interfere in the conversations of the elders”, constantly repeat that he is still small and the like. If a student is so controlled, then he will cease to be responsible for his actions and will shift the blame onto others.

If the child has not yet learned to set goals for himself, he needs to give options for action. Lessons for younger students will help develop and reveal independence. For example, a dictation in Russian. The baby should be asked what needs to be done first, what to repeat, what needs to be done at the end of the dictation, etc. Perhaps the child will not immediately understand what needs to be done first: go for a walk or do homework or wait until the parents come.

Parents should not expect that the baby will immediately learn to make decisions and solve problems. He can be hinted that the path to success is not parental efforts, but his own initiative and independence.

To develop independence, teachers recommend making reminders for the child. The memo contains an algorithm in different situations. For example, how to solve a difficult problem, learn a new rule, work on mistakes. Memos are drawn in the form of a drawing or diagram. It is hung over the desktop and the child can already check the algorithm. So the development of independence of younger schoolchildren will begin to move forward from the “dead point”.

In teaching, self-control is an important skill. Due to inattention, children often make mistakes. The student should be able to find out how to find the spelling of words in the dictionary, remember the content of the paragraph, check the correctness of mathematical calculations. At home, at school in the lesson, you need to have a self-test scheme at hand. When the baby learns to check himself, then there will be fewer mistakes made.

School enrollment for a child is new stage personal growth and development. Now learning activities are involved in the development of independence. Business qualities are manifested in adolescence. And they are formed in the process of learning. Motivation to achieve success depends on business qualities.

Tips for parents in raising the independence of a young child.

The child needs to be taught how to fulfill household obligations. He can help with the housework, then in the future there will be a personal duty, for which only the child is responsible. For example, set the table, water the flowers, take out the trash, etc.

The child must take care of himself. The requirements for children must be adequate, due to age. You do not need to do the work for the child if he is able to cope with it himself. Otherwise, the child will easily get used to the fact that the parents will remind you a couple of times and still do it themselves, and at the same time will stop responding to the words. If the kid is told several times to collect and prepare clothes, but he does not, then let the student worry tomorrow when he will be late for school.

The child can be involved in the discussion of general plans, let him express his opinion, which must be taken into account. If there is a conflict, discuss together, you need to find a solution to the problem, come to a compromise.

· You do not need to stand over the child and control all the time, so he will never learn to be independent. The child is doing business, do not bother, just from time to time to see how things are progressing. If the baby is distracted, it is worth asking how progress is in work.

The child's questions must be answered, but "not chewed." You should ask the kid how they did this or that task at school. Parents can pretend that they have forgotten how this is done, because so much time has passed. For example, finding synonyms can be looked up together in a dictionary. So the child learn to use the dictionary and reference books.

· So that the younger student is less distracted, a schedule is drawn up. The child will be able to control his time. For example, how much and what time it takes for lunch, doing homework, etc.

The kid wants to take a walk or watch an interesting program, again, together you need to calculate the time in order to have time to do everything. A completed task is considered done if it is accurate and complete.

It is worth taking a closer look and identifying the features of the baby, having observed the style of work: it “swings” for a long time when performing a task or easily joins the work, how quickly it gets tired with monotonous work, which type of activity is easier. For example, counting, writing, drawing, reading. Given these features, you can make a plan for the implementation of lessons for each day. Gradually, the student will learn how to correctly calculate his time and parents will no longer be necessary in the child's room. You only have to control final result activities. The child is equipped with a permanent place of the desktop, where it will be pleasant and convenient for him to study. It is impossible to allow the simultaneous combination of lessons and watching TV, a computer. The environment should be quiet and calm.

· The portfolio is assembled independently by the student. A list of items for a specific day will help you not to forget anything.

What parents say and promise must be carried out without fail. Otherwise, children will end up ignoring threats. They promised to put it in a corner, so let it stand.

Independent activity of students is a complex and time-consuming process. Both parents and teachers should be interested in this. Only united work can give desired result. Although the main task lies with the parents, because they have been trying to form independence in the child since childhood. They lay down and reveal certain skills and abilities. A more or less prepared student is transferred to the experienced hands of a teacher, who helps to reveal the necessary potential in the child.

Each family develops different relationships - all parents know about this, but some do not follow it. Parents can follow their own problem-solving methods or be guided by some recommendations. When making demands on a child, it is important not to forget about his right to his own opinion, to make his own decisions and bear responsibility. If the child is from dysfunctional families, then the main share should fall on the teacher.

Both parents and teachers will have to be patient. These are just children who need help to become an independent person. After all, attention is too important for them.

In the materials of the Federal State Educational Standards of the second generation, one of the value orientations is "the development of independence as a condition for its self-actualization." In this regard, the key competence of a younger student is learning independence, which is based on reflective skills, takes into account the individual characteristics of students and relies on general educational skills and abilities.

The independence of a student is the ability to set himself various educational tasks and solve them without support and motivation from outside. It is connected with the need of a person to perform actions on his own conscious impulse. That is, such features of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals, plan their work come to the fore. The help of an adult is to force these qualities to manifest themselves to the full, not to suppress them with constant overprotection. What can this total control lead to? The child gradually ceases to be responsible for his actions; shifts the blame onto an adult. It is important to let him know that success depends primarily on his initiative and independence, and not at all on his mother's or father's efforts.

The problem of formation of educational independence of students is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students' readiness for self-determination and self-development in the constantly changing conditions of the development of our society.

At the initial stage of education in the activities of the teacher priorities are: teaching students the ability to set goals and independently organize their activities to achieve them; evaluate the results of your actions.

That is the main task teachers are the formation of components of educational activity. At the same time, formation is understood not as "violent" activity "from the outside", but the creation of conditions for the organization and management of independent activities by students. The role of the teacher in this process is also to select the necessary means and techniques for their implementation.

For effective leadership independent learning activities of students, it is important to determine the signs of independent work:

The presence of the task of the teacher;

Teacher's Guide;

Student autonomy;

Performing the task without the direct participation of the teacher;

Student activity.

For the successful organization of independent work in the classroom, it is important for the teacher to use various methodological recommendations, memos. This helps them quickly master the necessary skills, learn a certain procedure and some general ways of organizing their activities.

It is very important to control the performance of independent work. Each independent work must be checked, summed up, determined: what was done better, and what should be paid special attention to. It is necessary to recognize the cause of the error - to find the right way to fix it. It is when performing independent work that there is a real opportunity to find out the cause of the error, and, consequently, to correctly plan the independent work of students related to improving skills, achieving solid knowledge, rational use study time. The results of independent work allow the student to see his progress.

Since one of the leading tasks facing the teacher is to create conditions for the organization and management of students' independent activities, it becomes necessary to determine the main stages in the organization of independent educational activities of younger students, both at the level of the teacher and at the level of the student. The technological rationale for this organization is the activity of the teacher and the student at the appropriate stages of the lesson.

Most effective view independent work is considered independent work of a creative nature. An important condition for the formation of independent creative activity is motivation, which is based on elementary school students' educational and cognitive interest. To improve the efficiency of motivation formation, its diagnostics are carried out. Starting from the 2nd grade, through a questionnaire, you can determine the type of educational and cognitive interest of students.

Of greatest interest are the students' answers to the question: "Which problem will you choose for your independent work - the one where the solution will be at a high level of complexity, or will you solve several simple problems?"

As a result of processing the questionnaires, the type of cognitive interest of students is determined: by content (external): "I will solve this problem, since there are a lot of interesting pictures on this page of the textbook"; according to the process (internal): "I will solve it, since the way to solve it did not open up to me right away, I need to make an effort to find it."

To confirm the survey data, tasks are offered, for example, of this nature.

Given a sequence of several rows of numbers. There are no signs of arithmetic operations between numbers, but there is a result. Without changing the arrangement of numbers, it is necessary to put the signs of arithmetic operations (+, -, *,:) and brackets so that the result is a unit:

1 2 3 4 5 6 7 = 1

1 2 3 4 5 6 7 8 = 1

There are two possible solutions here:

Option 1.

1-(2 + 3) – 4 = 1

(1 + 2) 3:(4 + 5) = 1

1 + 2 + 3 – 4 + 5 – 6=1

1-(2 3 + 4): 5 + b - 7 = 1

(1 + 2 + 3): (4 + 5 – 6) + 7 – 8 = 1

Solving in this way, students do not highlight the general principle of solving this group of expressions. They solve each expression as completely new, by trial and error, focusing on external, insignificant signs. Thus, the type of educational and cognitive interest is determined - by content.

Option 2.

1 - 2 + W - 4 = 1

((1 + 2):3 + 4): 5 = 1

((2 + W - 4) + 5): 6 = 1

(((1 + 2): 3 + 4): 5 + 6): 7 = 1

(((1-2 + 3 – 4) + 5): 6 + 7): 8 = 1

By completing the task in this way, students discover the general principle of solving the entire group of expressions. In expressions with odd numbers, the ratio (1 + 2) is used: 3. In expressions with even numbers, the ratio (1 - 2 + Z - 4), when the product is first found, then sequentially added and subtracted. Based on the choice of this solution, the educational and cognitive interest in the process is determined.

Tasks of this nature help the teacher not only in determining the type of educational and cognitive interest, but also contribute to the formation of students' independence in finding a new way of action, in setting goals, in planning their activities. The analysis of two options for solving one task allows the development of students' variant thinking.

The practice of organizing independent work made it possible to formulate conditions that contribute to its effectiveness:

The presence of a system in the use of tasks for organizing independent work.

Development of planning tasks for independent work, both in form and content.

Correspondence of the level of complexity of tasks with the level of learning abilities of students.

Compliance with the optimal duration of independent work (no more than 15–20 minutes) when designing a lesson.

Consistent complication of the content of the tasks of independent learning activities of students.

A clear formulation of the purpose of the tasks and a combination of control with self-control, assessment with self-assessment.

Encouraging students to choose tasks of a high level of complexity.

A reasonable combination of independent work with other forms and methods of teaching.

Today, when the level of development of a student is determined and evaluated by his ability to independently acquire new knowledge and transfer it to a new, unfamiliar situation, the teacher's activity should be aimed at organizing it in learning, starting from elementary school.

The developmental function of teaching requires the teacher not only to present knowledge in a certain system, but also to teach schoolchildren to think, look for answers to the questions posed, and acquire new knowledge based on already known ones. Students should be purposefully taught cognitive activity, armed with educational and cognitive material. "A well-organized brain costs more than a well-filled brain" (M. Montaigne).

The degree of development of the student is determined by his ability to independently acquire new knowledge, to use the already acquired knowledge in educational and practical activities. The leading task in elementary school is to educate students in activity and educational independence. Education cannot be considered properly oriented and cannot proceed successfully if the task of equipping schoolchildren with a system of skills and habits of educational work is not set.

Academic independence, initiative, search activity - these are the key features of the portrait of an ideal graduate modern school. It is clear that these features should be laid in the foundation school education- to elementary school.

The main reason for the inability of the student to work independently is that he was not taught to work this way. Children do not always know how and can show their ability to do without the help of an adult and at the same time cope with the implementation of educational and beyond. learning tasks. This requires, firstly, psychological readiness. It lies in the ability to see or create for oneself a situation of psychological necessity and comfort. Secondly, the child must master the elementary skills of introspection and self-assessment. Thirdly, the child must have the ability to foresee the course and overall result of his learning activities. Fourth, you need room for initiative and creativity at all stages of the task. The independence of a person, depending on the circumstances, takes on a different form. For a student, educational independence is important, outside the school, "everyday" is usually manifested. The two positions are closely related, but not identical.

The development of independence and creative activity of students in the process of teaching mathematics occurs continuously from the lowest level of independence, reproducing independence, to the highest level, creative independence, consistently passing through certain levels of independence. Management of the process of development of reproducing independence into creative independence consists in the implementation of successive interrelated, interpenetrating and mutually conditioning stages of educational work, each of which ensures that the student reaches the appropriate level of independence and creative activity. The task of educating and developing the independence of the individual in learning is to manage the process of development of reproducing independence into creative independence.

According to the nature of the educational independent activity of students in extracurricular classes in mathematics, it is advisable to distinguish four levels of independence.

The first level is the simplest reproducing independence.

This level is especially pronounced in the student's independent activity when performing exercises that require a simple reproduction of existing knowledge, when the student, having a rule, a model, independently solves problems, exercises for its application.

A student who has reached the first level of independence, but has not yet reached the second level, when solving a problem, uses the model he has, or a rule, or a method, etc., but if the problem does not correspond to the model, then he cannot solve it. At the same time, he does not even make any attempts to somehow change the situation, and most often refuses to solve a new problem under the pretext that such problems have not yet been solved.

Since the first level of development of independence can be traced in many students at the beginning of classes, the task of the teacher is not to ignore it, believing that students attending extracurricular activities have already reached higher levels, but in ensuring the transition of all students to the next, higher levels of independence.

The second level of independence can be called variable independence. Independence at this level is manifested in the ability to choose one definite one from several existing rules, definitions, reasoning patterns, etc. and use it in the process of independently solving a new problem. At this level of independence, the student shows the ability to perform mental operations, such as comparison, analysis. Analyzing the condition of the problem, the student goes through the means at his disposal for solving it, compares them and chooses the more effective one.

The third level of independence is partial search independence. The independence of the student at this level is manifested in the ability to form (combine) generalized methods for solving a wider class of problems, including those from other branches of mathematics, from the rules and regulations he has for solving problems of a certain section of mathematics; in the ability to carry out the transfer of mathematical methods considered in one section to solve problems from another section or from related subjects; in an effort to find own rule", technique, method of activity; in search of several ways to solve a problem and in choosing the most rational, elegant; in varying the conditions of the problem and comparing the corresponding methods of solving, etc. In these manifestations of independence, there are elements of creativity.

A student at this level has a relatively large set of mental activity techniques - he is able to compare, analyze, synthesize, abstract, etc. Control of results and self-control occupy a significant place in his activity. He can independently plan and organize his educational activities.

The psychological characteristics of younger students, their natural curiosity, responsiveness, special disposition to learn new things, readiness to perceive everything that the teacher gives, create favorable conditions for the development of cognitive activity.

The development of cognitive activity and independence of children is more effective if certain tasks are used in mathematics lessons. These include:

Tasks not limited to known ways solutions;

Tasks that contribute to the creation of a problem situation;

Tasks involving the use of children's life experience;

Tasks that carry elements of entertainment;

Jobs that have practical significance;

Tasks that allow different ways solutions.

The student should be praised for any initiative shown in the performance of educational tasks: he solved the problem in an unusual way, he himself found additional material in preparation for the lesson, discovered a new way of memorizing, etc.

The independence of the student in learning activities includes the following qualities: initiative, foresight, self-esteem, self-control, readiness to show creativity in learning.

The following pedagogical conditions provide for the development of the independence of the younger student: the use of various types of group association of students in order to consistently include each student in independent educational work (group work with a leader and democratic type of interaction between participants); a system of special tasks that implement the idea of ​​being in demand and using independent actions of a student.

The independence of the student is the guarantee of his successful learning in high school. It is on how the foundations of independence will be laid at primary school age that the development of this important quality in the future depends. The educational independence of a student is one of the aspects of his personal development, the ability to expand his knowledge and skills on his own initiative, that is, the ability to teach himself. Academic independence, initiative, search activity are the key features of the portrait of an ideal graduate of a modern school. These features should be laid at the very beginning of school education. In order to cultivate academic independence, to develop mental capacity students, systematic, planned work of the teacher is necessary.

Ministry of Culture of the Russian Federation

Kemerovo State University of Culture and Arts

Institute of Music

Department of Pedagogy and Psychology

Formation of independence and diligence in younger students

Course work

Executor:

Sherina Alexandra Valerievna,

FEA-091 group student

Scientific adviser:

Grigorenko N. N.

Head department:

Grigorenko N. N.

Kemerovo

Introduction

1.1 Definition of autonomy

1.2 Definitions of industriousness

2.1 Age and individual characteristics of younger students

2.2 Development of independence in the learning process

2.3 Labor is an important factor in education

2.4 Assessment of the level of formation of independence and diligence in younger students

Conclusion

Bibliography

Attachment 1

Annex 2

Appendix 3

Introduction

Diligence and independence are the two most important qualities of a person that must be formed from childhood.

Preparing the younger generation for life, and in particular, for work and independence is one of the urgent tasks in personality development. That is, from an early age, you need to start teaching how to work, in fact, to cultivate respect and love for work and independence.

The upbringing of these qualities in the younger generation is considered as one of the most important factors in the formation of a comprehensively developed personality, since they are a means of developing the physical, spiritual, moral and creative powers of a person.

The purpose of educating diligence in modern conditions is to prepare students for activity, to form their attitude to work as a need. To achieve this goal you need:

to form in students firm convictions that work is the responsibility of everyone;

to cultivate industriousness, discipline, social and labor activity, responsibility, creative attitude to work.

Independence is also an important quality. The ability to clearly set a goal and achieve it without the help of others. You need to take care to form it in childhood, otherwise it will be too late later when the child “sits on your neck”.

In this paper, we consider the conditions for the formation of these qualities in primary school age. This age is most deeply and meaningfully presented in the works of V.A. Averin, L.V. Kuznetsov, D.B. Elkonin, L. F. Obukhova, P. I. Pidkasistoy, V. V. Davydov, L. V. Zankov and others.

If at this age the qualities in question are not instilled in students, then “worthless” people will grow out of them, they will not be able to realize themselves in life, and in the future this can lead to isolation and a feeling of uselessness in society. They simply will not be able to do anything for themselves, and in general they will be useless in society.

Various aspects of labor education were studied by Aksenov D.E., Alekseev S.N., Makarenko A.S. The works of Marx K. and Engels F., E.A. Faraponova, A. Ya. Zhurkina, I.I. Zaretskaya, Chernyshevsky N. G., Ushinsky K. D.

Morozov M.F., Shiyanova E.N., Kotova I.B. also have a lot of valuable works on independence. and many others. others

As you can see, the degree of knowledge of the literature on this problem is quite high. This was of interest to scientists before, and it is of interest today.

The purpose of this work is to consider the conditions for the formation of independence and diligence in primary school age.

To do this, you must complete the following tasks:

1. To study the content of the concepts - "independence" and "hard work";

2. Consider the main characteristics of primary school age;

3. Study the literature on this issue;

4. Determine the basic conditions for the formation of these qualities at a given age;

The object of the research is the process of development of the junior schoolchild. The subject of the study is the development of independence and diligence at this age.

Research methods - analysis of psychological and pedagogical literature, comparison, questioning.

The study was conducted on the basis of MBOUDOD "Center for Children's and Youth Tourism and Excursions (Young Tourists) named after. Dvuzhilny, Kemerovo. The study involved primary school students. Students participated in the survey.

The work consists of an introduction, two chapters (paragraphs 2 and 4), a conclusion and a list of references. The first chapter deals with the concepts of "independence" and "hard work", the second chapter contains a description of primary school age, as well as the main conditions for the formation of independence and hard work at this age. Given practical part with the level of development of these qualities at the considered age. In conclusion, the main conclusions on the studied problem are given, as well as a list of references used in this work.

The paper attempts to analyze and systematize the basic psychological concepts: industriousness and independence, readiness for work, needs and motives of labor activity. The personal components of readiness for work and independent work, as well as the psychological and pedagogical conditions for their formation, are revealed. All this together constitutes the psychological content in the upbringing of industriousness and independence in the younger generation.

Chapter 1

§1.1 Definition of the concept of "independence"

In pedagogical literature, the independence of students as one of the leading principles of education has been considered since the end of the 18th century. The question of the development of independence and activity of students is central in the pedagogical system of K.D. Ushinsky, who substantiated the ways and means of organizing independent work of students in the classroom, taking into account the age periods of study. In the 70s and 80s. natural methodologists A. N. Beketov, A. Ya. Gerd proposed a system for organizing various practical independent work (experiments, observations, etc.).

The theorists of the labor school (G. Kershensteiner, A. Ferrier, and others) solved the problem of increasing the independence of students by stimulating their “mental self-activity,” using manual labor as the main educational tool.

In the 20s. 20th century played a certain role in the development of the theory of student independence integrated system learning and other forms of individualization of learning.

The emergence of the need for independence indicates that a person has reached a fairly high level of development, which is characterized by the desire to take his own, fairly independent position in the structure of emotional, informational, professional and other connections with other people.

Independence is one of the leading qualities of a person, expressed in the ability to set certain goals for himself, to achieve them on his own. Independence means a person's responsible attitude to his actions, the ability to act consciously in any conditions, to make unconventional decisions.

Independence - independence, freedom from external influences, coercion, as well as the ability to exist without outside help or support. Independence can be a quality, a property, as individual person and any community. The desire to act independently does not exclude the possibility or even the desirability of outside help, since a person depends on many circumstances and other people that influence him. But some in their minds melt these influences, and as a result, something of their own, unique and special is obtained; others blindly copy someone else's experience, imitate everyone and everything, do not have their own face and a definite position.

“When determining the degree of independence of pupils, teachers, as a rule, take into account whether he is able to rely on his own strength, whether he has a personal opinion, whether he can act on his own initiative, whether he knows how to correctly evaluate himself.” (Pedagogy P. I. Pidkasisty).

Effective independence includes such additional components as the ability to correctly assess one's capabilities when setting and accepting a goal, activity and initiative in finding ways to achieve it, perseverance in achieving it; a sense of responsibility for the work done and the desire to do it well: self-confidence and results, adequate self-esteem, the habit and ability to analyze the reasons for success and failure in work.

The upbringing of independence is impossible without the development of motivation for independent activity and for a consistent increase in its level. According to 3. F. Ponomareva, the formation of independence in the social useful activity mediated by motives. The upbringing of independence should be based on motives associated with the individual's awareness of the results of his work.

N. A. Lukyanova considers independence as a quality of a person, which implies the desire for independent activity, the need for it and the mastery of such ways of behavior that allow all this to be realized. She comes to the conclusion: when the motives for independent work and the way it is done in labor lessons become stable, we can assume that independence has acquired the status of a general quality of behavior.

Scientists identify levels of self-development, based primarily on what content can be learned in learning without external help. The authors distinguish between independence in reproducing activity (based on a predetermined pattern, means, rule, formula, etc.) and creative independence, when changes are made to the implementation of the proposed action (i.e., not in following the knurled rails to obtain a product, but in the very fact of finding some new, in something different way). In creative independence, several levels are distinguished: from the simplest forms (combining previously known separately means) to the desire for independent formulation of problems and their solution.

Independence is considered as a quality of personality, akin to activity, initiative. The activity of the individual in a developed form is the desire and ability of a person to produce socially significant transformations in various types of activity. The highest form of activity is initiative, which can be regarded as the desire and ability of the subject to rise above the level of the requirements of the situation, to set goals that are excessive from the point of view of the original task.

Thus, independence is a generalized property of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior.

Self-reliance is associated with active work thoughts, feelings and will. This relationship is two-way: 1) the development of mental and emotional-volitional processes is a necessary prerequisite for independent judgments and actions; 2) the judgments and actions that develop in the course of independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of the decisions made despite possible difficulties.

This quality gives the ability to focus on one's personal positions, to accept own solutions and implement them, regardless of situational external influences. (Encyclopedia. General and social psychology.)

§1.2 Definitions of the concept of "hard work"

Hard work is an innate need for activity. Already in the first years of a baby's life, in his games there are elements of work, overcoming and improving himself, which need encouragement and support. Children's play is the beginning of introducing the child to increasingly difficult activities, and then to work. It is important that children in the family have permanent and clearly defined duties, the presence of which and the periodic verification of their fulfillment inspire the child with a sense of his usefulness and skill. Punishment by labor is unacceptable. On the contrary, it is important to create situations where any assignment will be a reward, a special form of trust.

Diligence is a character trait that consists in a positive attitude towards the process of labor activity. It manifests itself in activity, initiative, conscientiousness, enthusiasm and satisfaction with the labor process itself. AT psychologically industriousness implies an attitude to work as the main meaning of life, the need and habit to work. (Dictionary of a psychologist-practice / compiled by S. Yu. Golovin).

Nikolai Gavrilovich Chernyshevsky - the great Russian revolutionary democrat, scientist, thinker, writer and critic - highly valued work as a means of physical and moral education. “In work, he saw the foundations of human community, considered it necessary to educate the younger generation in love for work and hatred for parasitism, the ability to combine word with deed and the desire to work for the common good.

Konstantin Dmitrievich Ushinsky - the great Russian teacher, the founder of Russian pedagogical science and the folk school in Russia - highly valued work, pointed out that it was work that creates values, scourged idleness and parasitism. He attached great importance to physical labor, considering it useful to combine physical labor with mental labor in human activity.

Speaking about labor and its educational significance, he quite rightly pointed out that "teaching is labor and must remain labor, but labor full of thought." Education, in his opinion, should develop in a person the love and habit of work.

Dictionary of the Russian language gives the following interpretation of this word: industriousness is “love for work, diligence in work”. However, in relation to pedagogical and psychological views, the meaning of the word "industriousness" greatly expanded the boundaries of the explanatory dictionary.

This is the habit of working; responsible attitude to their duties; exactingness to the method and results of their work, self-critical analysis of activities; intolerance to the manifestation of laziness and irresponsibility; creativity; a combination of diligence and initiative; conviction in the necessity and importance of labor both for their existence and development, and for society as a whole.

A. I. Kochetov and V. I. Petrova in their work “Education among schoolchildren” point to the core quality of diligence, which unites all components of readiness for work. The level of its development is an indicator of the formation of the need for labor and work experience.

The works of many authors say that labor should be free. Unfree labor not only does not elevate a person morally, but reduces him to the level of an animal. Labor can only be free if a person himself accepts it, upon realization of its necessity; forced labor, for the benefit of another, destroys the human personality of the one who labors, or rather, works. Labor is not play or fun; he is always serious and heavy; only a full awareness of the need to achieve this or that goal in life can make a person take on the burden that is a necessary attribute of any true work.

“Unfortunately, among modern schoolchildren, there are still quite often children who do not have diligence, the habit of work, hard work, constant mental and physical activity. Moreover, a considerable part of them do not have even the most basic labor skills. (Alekseev S. N., Semykin N. P. Wise school of labor.)

rich folk wisdom proverbs, sayings about work: “Labor is the head of everything!”, “Working is always useful!”, “Without labor you can’t pull fish out of the pond”, “Hands teach your head”, “Cause -: time, fun - hour !" etc. All of them affirm his omnipotence. Folk traditions, legends, fairy tales are filled with pride for a person who knows how and loves to work: their heroes are dexterous, courageous, hardworking, ready to bring happiness to people with their work; diligence and diligence overcome laziness and idleness; wit and resourcefulness, perseverance and purposefulness help the heroes overcome deceit and cruelty, violence and natural disasters.

This is no coincidence. Only labor is able to give a person what is not given to him directly by nature. As Karl Marx explained, labor is a process that takes place between man and nature, when man, through his activity, exchanges substances between himself and nature. The result of this interaction is always dual: on the one hand, a person changes, transforms the surrounding reality, on the other hand, he certainly changes himself, affirms and develops as a person. Moreover, no other form of human activity (play, communication, etc.) has such a serious formative effect on him as work. (Family and children: education of industriousness / A. K Beshenkov).

Speaking about work, one can also single out creative work, which is possible only when a person treats work with love, when he consciously sees joy in it, understands the benefits and necessity of work, when work is made for him the main form of manifestation of personality and talent.

Such an attitude towards work is possible only when a deep habit of labor effort has been formed, when no work seems unpleasant, if there is any sense in it.

Creative work is absolutely impossible for those people who approach work with fear, who are afraid of the feeling of effort, afraid, so to speak, of the sweat of labor, who at every step do nothing but figure out how to get rid of work as soon as possible and start something. other. This other seems attractive to them until they take it.

It is necessary to point out one more circumstance, to which we attach, unfortunately, small matter. Labor is not only socially productive, but it is also of great importance in personal life. We know very well how much more fun and happier people live who can do a lot, who succeed in everything and argue, who will not get lost under any circumstances, who know how to own things and command them. And vice versa, we always pity those people who, before every trifle, are at a dead end, who do not know how to serve themselves, but always need nannies, then friendly service, then help, and if no one helps them, they live in uncomfortable environment, sloppy, dirty, confused.

Drawing a conclusion on this chapter, we can say that trust, sympathy and respect are caused by that person who willingly takes up any work, performs it recklessly and cheerfully, does not whine, does not complain that he does not like this business, that he was tortured by excessive work, he is tired, it's time to rest. Hardworking, diligent, obligatory, the one in whom the habit of work has become a character trait, second nature, is always recognized and appreciated by people precisely as a person who has the most important quality for independent living. And vice versa, a lazy person, unaccustomed to prolonged labor stress, is perceived as a worthless, unprepared, socially immature person who will not bring happiness to himself or others in life.

Chapter 2 Independence and diligence of younger students

§2.1 Age and individual characteristics of younger students

primary school age independence diligence

“Each age is a qualitatively special stage of mental development and is characterized by many changes that together make up the peculiar structures of the child's personality at a given stage of his development. In the process of historical development, the general social conditions in which the child develops change, the content and methods of teaching change, and all this cannot but affect the change in the age stages of development ”(A.V. Petrovsky).

Preschool is over. It was during this period that the formation of basic personal formations took place. The fate of any person largely depends on how his preschool childhood passed. A good preschool teacher can give a forecast of the development of his pupil: what kind of life awaits the child, whether he will be happy or unhappy, whether he will become a winner or be a loser.

With the entry into school life, the child, as it were, opens up a new era. How do these two eras differ for him? L.S. Vygotsky said that parting with preschool age- this is parting with childish spontaneity. As if developing this idea, another American psychologist, R. Bern, warns that, getting into school childhood, the child finds himself in a less condescending, and therefore more demanding and tough world. The child himself needs to understand his relationships with teachers and peers. He needs to meet alone with the demands on himself, on what he does. For the first time, a fundamentally new type of activity is opened for him - educational activity.

School education makes new demands not only on the knowledge and skills of the child, but also on the qualities of his personality, which are formed in the process of learning due to the new nature of the child's relationship with the people around him: having become a schoolchild, he begins to carry out a serious social work. Now his relationships with other people are largely determined by the assessment of his teaching and behavior at school.

That is, with the arrival at school, the child finds himself in a new social situation of development and is faced with a new activity, which becomes the main one. If until that time in all previous years the main subjects of the social situation of development were "child - adult", then with the arrival of the child in school it is differentiated: the situation "child-teacher" permeates the entire life of the child. It becomes a kind of center of the child's life, defining the child's relationship to both parents and peers.

Despite the fact that during this period the main activity becomes educational, the game continues to occupy a large place as well. Role-playing games are retained by younger schoolchildren, but they differ from the games of preschoolers both in plot and in specific content. Games based on plots of important social events, literary works, and films predominate. The content of the games is mainly actions and deeds that make it possible to identify such qualities as courage, courage, resourcefulness, etc. . In addition, assuming a certain play role often helps the child cope with real difficulties.

Primary school age is a very important period in the formation of the personality of the child, his moral qualities, in mastering the norms of behavior. The younger student acquires the experience of life in a team (with members of which he is not connected by family or play relations), and this is of decisive importance for his further moral development. Although, having entered the school, the student immediately enters the school community, the true collective relations of the child are formed gradually. Initially, the child has only the need to communicate with peers. During this period, the child does not yet feel like a member of the team, does not show interest in the success of his comrades. In the 2nd grade, children already begin to consider their behavior not only from the point of view of personal interests, but also from the point of view of members of their team, they become more sensitive to the comments that are made to them in front of classmates. There are certain forms of mutual assistance. In the 3rd and 4th grades, their place in the school team becomes very important for children, they strive to enjoy the trust and respect of their comrades, so fulfilling the requirements of the team usually becomes not only a necessity for the child, but also a need.

During the primary school age, the child learns to manage his feelings, their circle expands; feelings become longer, deeper, more stable. There is a significant development of higher feelings (moral, intellectual, aesthetic). At the same time, the formation of moral feelings is ahead of the child's awareness moral standards. Often the child cannot explain why one should act this way and not otherwise, but a moral sense tells him what is good and what is bad. Height requirements are also imposed on strong-willed qualities. Gradually, the younger student learns to control his behavior, restrain his feelings, suppress unexpected desires becomes less impulsive in their behavior. Gradually, he begins to form valuable volitional qualities: perseverance, purposefulness, independence, perseverance, endurance, diligence, self-control. (Pedagogical Encyclopedia I. A. Kairov).

At this age, the "sense of adulthood" of the child is very pronounced. An indicator of the emergence of a sense of adulthood can be considered: the emergence of desires and requirements of an "adult" attitude towards oneself from others, the desire for independence and the desire to protect some areas of one's life from adult intervention, the presence of one's own line of behavior, one's own views and the desire to defend them. Therefore, it is very important to adequately respond to the child's manifestations of a sense of adulthood.

At this age, big changes occur in cognitive sphere child. Memory acquires a pronounced cognitive character. Changes in the field of memory are connected with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive methods of memorization (repetition, careful long consideration of the material), the child at an older age moves on to grouping, comprehending the connections of different parts of the material.

Learning activities contribute to the development cognitive abilities child. At school, in a relatively short period of time, he must master the system of scientific concepts - the basis of the sciences. The system of scientific concepts has been created over thousands of years. What mankind has been creating for many centuries, a child must learn in a small number of years. This task is very difficult! The process of assimilation of a system of concepts, a system of sciences, cannot be regarded as a matter of mere memory. The child is required to develop mental operations (analysis, synthesis, reasoning, comparison, etc.). In the process of schooling, not only the assimilation of individual knowledge and skills takes place, but also their generalization and, at the same time, the formation of intellectual operations. The words of L.S. Vygotsky: "Consciousness and arbitrariness enter consciousness through the gates of scientific concepts." (Obukhova, L. F. Developmental psychology).

So, primary school age is the period of a child's life from 6-7 to 10-11 years old, when he is studying in the primary grades (grades 1-4) of the school. It is typical for this age that educational activity becomes the leading activity. The student moves from playing to learning as a cardinal way of assimilation of human experience. (Dictionary of a psychologist-practice / compiled by S. Yu. Golovin). Moral qualities develop, norms of behavior are realized, a sense of collectivism and mutual assistance is formed. Such qualities as perseverance, purposefulness, independence, perseverance, endurance, diligence, self-control develop. That is, this age is suitable for the formation of the qualities we are considering - independence and hard work (it is important not to miss this moment).

§2.2 Development of independence in the learning process

Independence is formed as the child grows up and at each age stage has its own characteristics. At each stage, it is necessary to reasonably encourage children's independence, develop useful skills and abilities. Restriction of the independent activity of the child leads to the suppression of the personality, causes negative reactions.

One of the methods of forming independence in primary school age is independent work. Independent work of students, individual or collective learning activities carried out without the direct guidance of a teacher. From the point of view of organization, independent work can be frontal (classwide) - students perform the same task, for example, write an essay on a given topic; group - to complete the task, students are divided into small groups (3-6 people each); steam room - for example, when conducting experiments; individual - each student performs a separate task. The most common types of independent work: working with a textbook, reference books or primary sources, solving problems, doing exercises, writing, presenting, observing, designing, modeling, etc.

The process of educating independence requires a lot of patience from teachers. It is important to teach pupils: to accept criticism and adequately respond to it; responsibility (and its prerequisite is the possibility of choice - a conscious and voluntary decision); internal discipline, implying, in addition to the precise fulfillment of duties, meaningful activity, in which creativity is introduced, the desire for public benefit. It is internal discipline, and not diligence “from now to now” that distinguishes an independent person. He controls his actions, not they them.

Independent people can be educated only by giving them independence. But not everyone strives for this - it is more convenient to deal with people who are conformal, dependent. As A. S. Pushkina wrote: “The independence of a person is a guarantee of his greatness.” (Pedagogy P. I. Pidkasisty).

Learning activities must be effective. In order to get the result, the child needs to realize it in the form of an appropriate goal. Consequently, the conditions of mental development contribute to the development of the ability to independently formulate the purpose of the activity. But can a first-grader be considered independent? Very relatively. Thus, one of the tasks of the mental development of a first-grader is to develop his independence, including mental independence. Along with the effectiveness of educational activities is mandatory, and most importantly arbitrary. The arbitrariness of educational activity implies that its successful implementation is possible if the child can voluntarily (including volitional regulation) control his emotions, motor activity, cognitive activity, relationships with other people. All this is possible only in the presence of the arbitrariness of all mental processes, and therefore it can be considered the leading one in this triad. It is she who provides an independent formulation of the goal. That is what is needed to develop a plan to achieve the goals. It is she who allows the child to follow the dominant “must” instead of the dominant “want”.

For the development of voluntary behavior, it is important for a child not only to be guided by the goals set by an adult, but also the ability to independently set such goals and, in accordance with them, independently organize and control their behavior and mental activity.

In the first and second grades, children are still characterized by a low level of arbitrariness in behavior, they are very impulsive and unrestrained. Children are not yet able to independently overcome even minor difficulties that they face in learning.

Therefore, at this age, the upbringing of arbitrariness consists in systematically teaching children to set goals for their activities, to persistently achieve them, i.e. teach them independence.

At the same time, one should remember the powerful incentive value of the goal for overcoming difficulties. The goal then fulfills its constructive function when it is formed before the start of the activity and if it is associated with a not very large amount of work to be done. Otherwise, the child refuses to work. (Averin V.A. Psychology of children and adolescents).

Today it is generally recognized that the status and authority of a person are largely determined by the level of formation of the intellectual sphere, the independence of her thinking, the qualities of her mind, the ability to argue the correctness of not only her own point of view, but also to understand and accept the point of view of another person, to show resourcefulness, quick wit, wit. The ability to make deliberate and balanced decisions, the ability to predict the future, form a strategy for life, build an adequate image of the “I”, navigate situations, people, and problems are associated with the level of development of independent thinking. That is why the development of independent thinking is one of the main tasks of education. And properly organized group learning activities, based on students' awareness of a common goal, on mutual assistance, mutual control and mutual learning, provide each student with maximum activity and independence. (Shiyanov E.N., Kotova I.B. Personal development in education).

“I'm used to having someone else do things for me. From the first steps, my mother took care of me, then the teachers. An almost complete lack of independence ... - a young girl from the Kirovograd region, who did not identify herself, writes to the editorial office of Komsomolskaya Pravda. “They take care of us, not noticing and not knowing that they are doing unreasonable things. My whole life seemed rosy to me. But every day I began to encounter more and more real life". (Alekseev S. N., Semykin N. P. Wise school of labor.)

In this striking example, we see that independence is one of the necessary qualities that needs to be nurtured and developed. You can’t “put a child on your neck” - this will not lead to anything good. You will only make it worse for him. More independence - more self-confidence, more chance to achieve something worthwhile in life.

§2.3 Labor is an important factor in education

We often pronounce the words "industriousness", "hardworking". But do we always think about what content we put into this concept? At first glance, everything is clear and simple. An industrious person is one who loves to work.

Simple, but not really. For example, little Alyosha hurries to bring slippers to his mother when she returns from work, sets the table with her with pleasure, but it’s hard for him to put away his toys, he doesn’t like it. So what is he, hardworking or lazy? Is it possible to educate a person in such a way that he treats any work with love? To answer this question, consider the definition of the concept of "industriousness".

In the "Explanatory Dictionary" by V. Dahl, a hardworking person is defined as a diligent, hard-working person who does not tolerate idleness. In the capacious concept of "industriousness" lies a deep, ambiguous content: here is the ability, and the desire to work, and the ability to feel the joy of work. That is why diligence underlies the perception of labor as the primary vital need: without the ability and desire to work, without the ability to receive satisfaction from one's work, it is impossible to treat it as a need.

Many parents, seeking for the time being to protect their child from work, think that industriousness comes in adulthood, when a person has already chosen his life path and is engaged professional labor. They argue, approximately, like this: if he has time to work out, let him enjoy life for now, and diligence will be formed - life will force you to work. Deepest delusion!

No, if you do not teach a little person to enjoy work as he enjoys other aspects of life, work can turn for him into a forced, joyless occupation, a burden, an unpleasant necessity. Fulfilling this necessity, a person will feel unhappy. Do you wish bad luck for your child? Of course not. This means that only one thing remains: to cultivate industriousness from an early age, especially since an early age is especially favorable for cultivating the habit of work, mastering labor practices, the development of those personality traits, character traits, on which a person’s position in work largely depends.

The well-known Polish teacher, doctor and writer Janusz Korczak said that a good, valuable beginning is inherent in every child and the most important task of adults is not to destroy what is laid down by nature, but to help all the best to open up. In his book When I Become Little Again, he invites adults to look at themselves through the eyes of children, to try to understand them. The book begins with an epigraph - a dialogue between the reader and the author. “It is a very difficult thing to bring up children,” adults say. "Very difficult," Korczak agrees. “It is difficult because you have to sink to their understanding,” the adults continue. “No, it’s difficult because you have to rise to their purity!” the writer objects.

All of the above applies in full measure to the education of industriousness. There are no naturally lazy children; everyone can be brought up to be hardworking. What is needed for this? What is industriousness? Probably in the work that is done with interest. And with interest, they usually do the work that is not only attractive in some way, but also well known. If something does not work out, everything, as we say, falls out of hand, and if it works out, then the matter “burns” in the hands of a person.

We already know two conditions: in order to love labor, one must be able to work; in order to work with interest, it is necessary that work attracts. How to provide them?

Consider first the first of the conditions. Objections are possible about it: everything in the world cannot be taught. Well, what the child has been taught, he will treat with love, but what has not been taught? Obviously, it is necessary to teach some general actions that facilitate work, make it meaningful and attractive. And, above all, to teach them to set the goal of labor, to choose the most rational way to achieve it, to evaluate the results of their activities.

Some might say that this can hardly be taught to young children. However, he is wrong. The child begins to act purposefully in infancy. So they put him on his stomach, and he tries to crawl, because he wants to get a toy. If there is no goal in front of him, the baby will not move. And we deliberately put the brightest objects in front so that this goal is.

The child grows up, goes to school, begins to master educational work. And during this period, it is important not only to demand the completion of the task, but to help him master those methods of rational activity, thanks to which he will be able to complete it: to teach him how to plan homework, choose the sequence of work, ask himself once his favorite questions “what?”, “how?”, “why?” to be sure that the task was completed correctly, that the training material was remembered.

Well, how to fulfill the second condition - to make work attractive? And is it possible for every kind of labor to be like this? Perhaps, given that one or another type of activity can be attracted for various reasons.

One of them is the content and method of execution. Some like to sew, others like to work in the garden, others love to take care of pets, others like to sculpt, draw, cut.

The attractiveness of work can also be determined by its purpose. For example, cleaning an apartment, putting things in order in your corner is not so interesting to do. But the aesthetic enjoyment of the put in order, cleanliness, suddenly opened space, comfort created by one's own hands can cause a positive attitude towards everyday homework of little interest.

It can also attract the consciousness that with your work you help others, you show concern for loved ones, comrades. Such a moral experience of the feeling of the necessity of one’s work for others serves as a prerequisite for the realization of the social, social significance of work in adulthood, when a hardworking person gets used to equally conscientiously perform any work necessary for society, regardless of whether he likes it or not. The consciousness of its necessity, the usefulness of one's labor for the common cause becomes this case incentive to work.

Finally, the attractiveness of work can be determined by the way it is organized. For the education of diligence at a young age, this is of particular importance. The favorite way to organize any activity in elementary school is the game. Psychologists talk about the game as the leading activity in this period of a person's life. In the game, the child learns the world, masters the laws of human communication. And if, when organizing labor activity, this feature is taken into account, amazing success can be achieved.

The game form of labor, joint actions with adults, make even those types of activities that previously seemed boring to him interesting for the child.

The child is drawn to communicate with the elders, he seeks to imitate them. After all, children most often play as adults, copying what they have to observe in the family, in the yard, with neighbors, at school, in the clinic, that is, in the social environment surrounding them. And if adults invite children to play together, this inspires confidence.

For example, you want to form in your child the habit of finishing the work that has been started, constantly fulfilling their duties, but the child can’t get used to putting the toys back in their place - they don’t like it, from their point of view, a useless thing. And what if the work of restoring order is turned into a game?

The game? Yes! But it is she who forms the habit of finding a place for everything. And this is an interested attitude to self-service, putting things in order, this is also a way of educating accuracy, composure, patience.

Also, in the formation of industriousness in a younger student, one must remember about those personality traits, moral and volitional characteristics that contribute to the education of industriousness. And not only remember, but also pay attention to their development. What moral and volitional qualities are necessary for a person to grow up hardworking?

Observation, because children learn a lot in labor actions, examples, by observing the activities of adults and peers. The more attentive and observant children are, the more successfully their life experience, including labor experience, is formed.

Persistence, because work is overcoming, overcoming the unknown, overcoming the material, overcoming oneself.

Perseverance, because an indispensable sign of diligence is the ability and desire to bring the work begun to the end.

Curiosity, because without the desire to know skills are not acquired, and without skills, positive work experience is not formed.

Demanding on oneself, because otherwise it is impossible to achieve conscientiousness and responsibility in the performance of tasks, to cultivate the skills of self-control, attention to the quality of the results of one's work.

Interest and ability for creativity, because it is creative search, non-standard solution of tasks, the desire to find rational methods for their implementation, to introduce novelty give rise to an interested attitude to work, bring satisfaction.

The desire to take care of others, because the manifestation of care for loved ones, comrades, one's team as a result of work or the goal of work also contributes to the emergence of a sense of satisfaction, aesthetic enjoyment of work. However, at the same time, the motives for which the child tries are important: does he really feel satisfaction from the fact that he is useful in his work, or does he work in anticipation of praise, reward? In the first case, he develops valuable moral qualities associated with the desire for mutual assistance, care, collectivism, in the second - selfish inclinations, not only contrary to the morality of our society, but also adversely affecting the psychological climate of the family: the egoism of children brings misfortune, first of all , their closest people.

This means that the upbringing of a hardworking person is also a social task, in which labor is a means of self-affirmation and self-development of a person. At the same time, this is a moral task, on the solution of which both the well-being of a growing person and the well-being of the family that raised him depends. To solve this problem, you need to start from early childhood. If the components of industriousness are not already laid down at this age: curiosity and observation, concentration and patience, self-criticism and a caring attitude towards others, the ability to comprehend, plan and evaluate the results of work, it is much more difficult for the educator in the future to form a child's attitude to work as a need.

“The goal of labor education and training at school should be to instill love for work and respect for working people, to develop in them labor skills and abilities in the process of study and socially useful work.” (Psychological foundations of labor education of schoolchildren E. A. Faraponova).

What does it take to develop a child's need for work? First of all, the organization of labor activity, because any quality of a person develops and forms in the type of activity that requires this quality. In other words, it is simply impossible to bring up the need for labor without being included in labor itself.

Let's see how we fulfill this requirement, do we sometimes become unwitting culprits of the fact that in children the need not only does not develop, but even fades? Of course, unwitting culprits, because we do it unconsciously, simply without thinking about the consequences of our actions, without taking into account the impact that some fairly common life situations can have on the development of the child.

Often the parents of schoolchildren, often from the best, as it seems to them, motives, instead of diligence and the need for vigorous activity, form in their children an unwillingness to work, raise a consumer.

Here is a fairly typical example. A little schoolboy is preparing his homework, and his mother sees what unsightly, skewed circles, squares, triangles he gets. Is it possible to reconcile with the fact that tomorrow in class the son will look worse than others? But instead of patiently explaining to the child how best to do it, the mother chooses the easiest way for her - she herself does his work for her son. The son cries bitterly, tries to protest, he still wants to do it on his own. However, having received an A for his mother's work, having heard praise addressed to him, he decides: everything turned out very well. This is repeated more than once. And from class to class, the boy not only no longer protests, but is also offended if his mother has no time and he himself has to “suffer”. This is how, instead of industriousness, passivity is brought up, the inability to overcome difficulties in study, in work, in everyday life. At the same time, such children are especially demanding of their loved ones, because they are used to it from childhood: everyone is obliged to take care of them, to serve them.

Of course, you can do all the homework yourself and faster and better, especially since preparing lessons really takes a lot of time for children today. But think what kind of life experience they get in this case! And this habit, in the end, becomes a character trait, a position of personality, and the already grown-up daughter scornfully refuses, for example, to help her mother. Then we begin to wonder: where does callousness come from, where does laziness come from, because, it seems, in the family she bad example does not see?

By the way, most often assurances that children are not loaded at home with household chores are heard when one has to talk with parents about the poor academic performance of a son or daughter. Is there a pattern here? Isn't it because the child finds it difficult to study because from childhood the habit of work, hard, systematic work is not instilled?

Sometimes you can hear such characteristics from parents: “An obedient son, whatever I ask, he will do everything”, “Mine will not contradict me in anything, what is entrusted - he will do everything.” Of course, this is good, but not enough for cultivating the habit of work, for developing the need for work. One-time assignments can probably achieve obedience, simple diligence, but initiative in the performance of labor affairs, the desire to be useful of one's own free will, out of necessity, to do something for loved ones can hardly be formed.

So, the main condition for education perceived need in work - the inclusion of children from the very early age into labor activity, the formation of elementary labor skills and abilities, work experience child. Knowledge, skills, and practical skills are a necessary substantive basis for treating work as a need. The more perfect the skills, the higher the skill, the freer a person feels in the mastered form of activity, the more satisfaction the work gives him.

However, this is not enough. Equally significant is the emotionally positive attitude towards work. The ability to experience joy from a successfully completed work, the ability to see creativity in work, to enjoy the process of work itself - all these are manifestations of an aesthetic attitude to work. Without such an attitude, the education of the need for labor is unthinkable. How to call him?

We have already said that not only the content of labor can be attractive, but also the form of its organization, the nature of relationships in labor. “The main method of humanistic education,” writes the famous Soviet teacher Sh. A. Amonashvili in his book “Hello, children!”, “is to bring the child the joy of communicating with you: the joy of joint knowledge, joint work, play, rest.” However, true cooperation is impossible without respect for the personality of the child, without the trust of adults. Do not skimp on words, an encouraging smile to let the baby feel how precious what is made by his hands! Don't be fooled, take the time to admire his work.

By the day of March 8, the son has prepared a gift for you. Perhaps he did not delight you: a thing that would seem to be completely unnecessary, some kind of simple frame that does not harmonize with modern sophisticated furnishings. But be indulgent, appreciate the son's desire to bring joy. It will be painful and insulting for him to see the object of his work carelessly abandoned, and a crack will appear in your relationship.

It is also very important that from the first years of a child’s life he accumulates the experience of collective work, satisfies the need for communication with adults and peers, develops the need to work for others: first for his loved ones, then for a group of peers, and finally , for society.

In addition, an undesirable, burdensome duty, but as an important and interesting matter, as your duty to others and an opportunity to show your individuality. This is where the perception of labor as the first necessity of life begins.

Let's sum up some results. Very great, as we have already said, is the role of labor in the moral perfection of the individual. It is in labor that a person masters the culture of communication. In joint work, a collective worker is formed, ready to help, respecting the goals and results of the work of the team. In work, morally valuable qualities of a person are also formed: kindness and responsiveness, respect for working people and their work, careful attitude to public property and intolerance to carelessness and mismanagement, a caring attitude towards others and a critical attitude towards oneself. In other words, in the process of labor activity, a system of human relations to work, the team, relatives, society, and oneself as a participant in the labor process and the process of communication is formed. In labor, the volitional qualities of a person are formed and developed: the ability to work stress, the ability and desire to bring the work begun to the end, patience and concentration, purposefulness and the ability to allocate one's time. (Family and children: education of industriousness A. K. Beshenkov).

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thesis, added 01/23/2014


Formation of independence of younger schoolchildren using the experience of M. Montessori in a regular school. The content of the experimental work, the diagnosis of the characters of students. Curriculum development, preparation of a specially equipped classroom for children.

term paper, added 01/14/2015


Independent work of children of primary school age, its features and organization. Manifestations of the child's independence in educational, play and work activities. Pedagogical conditions for its stimulation. Organization of control and evaluation of schoolchildren.

term paper, added 02/04/2015


Labor education as a pedagogical problem. The study of psychological and pedagogical literature on the research problem. Formation of labor skills in younger students. Ways of formation of skills of industriousness in the family. educational potential of the family.

term paper, added 06/07/2010


The essence of the concept of "independence". Influence of mental processes on the development of students' independence. Optimization of independence of schoolchildren. Levels of development of cognitive activity. The main ways of formation of independence in children.

thesis, added 02/03/2011


The concept of cognitive independence of a younger student. Teaching and educational process in elementary school. Creating the right, positive motivation for the student. Implementation of learning principles. Tasks and productivity of cooperation between family and school.