Coursework: The development of cognitive abilities in younger students through participation in intellectual games. Cognitive abilities and features of their development in children of primary school age
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MINISTRY OF CULTURE OF THE RUSSIAN FEDERATION
FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
"SAINT PETERSBURG STATE INSTITUTE OF FILM AND TELEVISION"
Faculty of Screen Arts
Department of directing
in Pedagogy
Development of cognitive abilities of a child in preschool age
Completed:
Malkov S.A.
3rd year student, group 351-a
Work checked:
Silantieva M.V.
St. Petersburg
Introduction
The development of cognitive abilities and cognitive interest of preschoolers is one of the most important issues in the upbringing and development of a young child. The success of his schooling and the success of his development as a whole depends on how developed the child's cognitive interest and cognitive abilities are. A child who is interested in learning something new and who succeeds in it will always strive to learn even more - which, of course, will have the most positive effect on his mental development.
In this paper, we will try to answer the following questions:
What determines the process of development of cognitive abilities of a preschooler;
How does this process differ in different periods preschool age;
What exercises can develop these cognitive abilities in a child.
Capabilities. Prerequisites
The development of the child is closely connected with his abilities - such individual psychological characteristics of the personality that provide high achievements in activity, determine the suitability of a person for one or another of its types.
The development of abilities is determined by the unity of external and internal conditions in their interaction. Domestic psychologists emphasize the enormous role of communication, education, training in the process of social inheritance of culture, the experience acquired by mankind for the development of abilities. The natural biological basis of abilities are inclinations. These include:
· State of the art
The ratio of the first and second signal systems,
· Natural properties of analyzers
· Individual variations in the structure and degree of functional maturity of individual sections of the cerebral cortex.
Speaking about the abilities of the child, it is necessary to note the age prerequisites for the ability, or the age factors of giftedness. Each age period has its own unique, specific internal conditions of development, and with age there is not only an increase in mental strength, but also their limitation, sometimes the loss of valuable features of previous periods. “At each age, the child is especially sensitive, sensitized to certain kinds of influences, in connection with which, at a given genetic level, in the presence of appropriate socio-pedagogical conditions, certain mental processes and qualities develop most intensively ...” Zaporozhets A. V., 1973, p. 34 .
Age characteristics, as it were, prepare and temporarily maintain favorable conditions for the formation of certain abilities, act as an integral part, components of children's abilities themselves. If we talk about childhood and primary school age, then during this period a kind of increased readiness for the development of artistic abilities is manifested. Prerequisites are important, but they should not be equated with abilities. No matter how great the inclinations of the child, they are realized in the ability only in the process of his activity.
The development of abilities is a complex process. It is not limited to their quantitative growth. In the process of development, first of all, a qualitative restructuring of abilities occurs. As S. L. Rubinshtein (1946, 1976) emphasizes, the development of abilities takes place in a spiral: the opportunities that are realized, which represent the ability of one level, open up opportunities for further development, for the development of abilities of a higher level. In childhood, cognitive, some special, practical abilities begin to form. Basics general psychology S. L. Rubinstein
Cognitive (cognitive) abilities include both sensory abilities (perception of objects and their external properties) and intellectual abilities, which provide relatively easy and productive mastery of knowledge, the essence of objects and phenomena of the surrounding world.
General process of development of cognitive abilities
Studies of domestic and foreign psychologists indicate a very early dates manifestations of cognitive abilities in children. Their presence is evidenced, for example, by accuracy, differentiation of perception, the ability to isolate the most characteristic properties objects, the ability to understand difficult situations, to find the most optimal solution, which implies the presence of ingenuity and originality of the mind, observation, ingenuity. N. S. Leites (1984) believes that a prerequisite for general mental abilities is activity and self-regulation. The specific manifestation of these general universal internal conditions for the implementation of any activity is determined to a large extent by the age of the child and the properties of the type nervous system. Leites N. S. The problem of the correlation of age and individual in the abilities of the student // "Questions of Psychology", 1985, No. 1, p. 9-18.
In childhood, such forms of mediated cognition as the use of sensory standards and visual-spatial modeling are formed. The main patterns of this process in the childhood period are revealed. So, when mastering actions for the application of assimilated standards, children move from simple identification of the properties of the perceived object with the corresponding standard to the action of comparing the properties of the standard with the properties of objects that differ from the standard in one way or another, and finally to the action in which complex properties are recreated as a result of combinations of two or more standards Development of cognitive abilities in the process preschool education. / Ed. L. A. Venger. - M., 1986. .
Education aimed at mastering children with actions with sensory standards and spatial models has an effective impact on the development of cognitive abilities.
The development of cognitive abilities of preschoolers by age
Each age has its own characteristics of the formation of cognitive activity of preschoolers. Let's consider them in more detail.
From 1 year to 3 years
Children at this age are especially active in learning the world around them, and the main objects of knowledge are the objects with which the child interacts. The process of cognition at this age occurs due to the interaction of the child with objects, his personal participation in various life situations, observations, etc.
In order to stimulate the development of the cognitive abilities of a preschooler at this age, it is necessary to give him complete freedom of action in the knowledge of the world around him, enough space and time for cognitive activity. Naturally, all these conditions must be observed, not forgetting about the safety of the baby.
From 3 to 4 years
By the kindergarten age, children, as a rule, already accumulate a sufficient amount of knowledge about the world around them, but are not yet able to establish relationships between ideas about the surrounding reality. During this period, sensory knowledge of the world and aesthetic perception begin to form. Interest in actions and objects is replaced by interest in their features and properties. A child at this age is interested not only in seeing objects in action, but also in determining their features and comparing one object with another. In a word, now the development of the cognitive abilities of a preschooler involves not only observing how a toy car rides, but also determining its shape, color and distinguishing it from other toy cars according to these features.
From 4 to 5 years
After 4 years, the development of the cognitive abilities of schoolchildren provides not only the perception and study of the surrounding reality, but also the beginning of the perception and understanding of human speech. Despite the fact that the child already, for sure, speaks well, it is only now that it begins to act as a means of learning speech. At this age, the child learns to correctly understand and accept information transmitted through the word. During this period, the active vocabulary of the child is enriched not only with words-objects, but also with words-concepts.
After the age of 4 years, there are several main directions for the development of the cognitive abilities of a preschooler:
Establishing relationships between objects, phenomena and events - as a result, the child perceives the world not as separate fragments, but as an integral chain of events,
acquaintance with those objects and phenomena that the child does not see in front of him and does not touch,
the beginning of the first manifestations of the child's personal interests (for example, the baby begins to understand that he likes to draw, sing or dance),
the beginning of the formation of a positive attitude towards the world around.
From 5 to 7 years old
At this age, the development of the cognitive abilities of preschoolers includes the knowledge of the "big world", as well as the understanding and implementation of such concepts as humanity, kindness, politeness, caring, compassion, etc. At this age, children no longer simply perceive information and establish relationships between phenomena, but are also able to systematize the acquired knowledge, memorize it and use it for its intended purpose. At this age, it is formed careful attitude to a world based on ideas of moral values.
Now the child not only compares, but also draws conclusions, independently identifies patterns in phenomena, and is even able to predict certain results. In a word, if earlier child perceived ready-made solutions, now he strives to come to some result himself and shows interest in finding solutions to a particular problem.
Development of basic cognitive abilities
Perception
The basis of perception is the work of our senses. Perception is the main cognitive process of sensory reflection of reality; its objects and phenomena in their direct action on the senses. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person's orientation in the world around him, in society.
There are two main substructures in the structure of perception:
Types of perception
properties of perception.
Types of perception: simple (size, shape of objects, their colors); complex; special (space, time and motion).
Perception properties:
o Integrity
o Structure
o Meaningfulness
Perception should be seen as an intellectual process. It is based on an active search for features necessary to form the image of an object.
The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot analyze this or that object on their own. In objects, preschoolers notice not the main features, not the most important and essential, but what clearly distinguishes them from other objects: color, size, shape.
The process of development of children's perception at preschool age was studied in detail by L.A. Wenger. In the age period from 3 to 7 years, the child develops the ability to mentally dismember visible objects into parts, and then combine them into a single whole. A preschool child learns, in addition to the contour, to distinguish the structure of objects, their spatial features and the ratio of parts. The development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.
The best results in the development of perception in a preschool child are obtained only when the child is offered for comparison standards that affect the senses (sensory standards). Such sensory standards in the perception of form are geometric figures, when perceiving color - the spectral range of colors and more. Working with standards is the first stage of perception.
At preschool age, children get acquainted with the spatial properties of objects with the help of the eye and orienting-exploratory hand movements. Practical actions with perceived objects lead to a restructuring of the process of perception and represent the second stage in the development of this cognitive ability.
At the third stage, the external perception of the object turns into a mental one. The development of perception enables preschool children to recognize the properties of objects, to distinguish one object from another, to find out the connections and relationships existing between them.
As an educational game, you can use a number of exercises, including: identifying things by touch; building a series of cubes according to the model; pattern drawing; or finding the same pattern as the standard, among others, etc.
Memory
Memory is one of the basic properties of personality.
For each age group have their own characteristics of memory. The degree of a person's possession of his memory at any age is also different, so each child must be taught in ways that provide best results memorization, as well as the application of stored memory in life.
Children's memory is also characterized by a completely opposite property - this is an exceptional photographic quality. Children can easily memorize any poem or fairy tale. At preschool age, other features of memory begin to form. Although memorization at this age is mostly involuntary (the preschooler does not care that everything that he perceives can be easily and accurately recalled later), but already at the age of 5-6 years, arbitrary memory begins to form. Along with the predominance of visual-figurative memory during the preschool period, verbal-logical memory arises and develops, and during recollection, more significant features of objects begin to stand out. The task of adults is to accelerate the development of these types of memory in children.
The development of memory in preschool children is facilitated by learning poems, telling listened fairy tales, poems, observing while walking.
Attention
Attention is the most important quality that characterizes the selection process necessary information and discarding excess.
Attention has certain properties: volume, stability, concentration, selectivity, distribution, switchability and arbitrariness. Violation of each of the listed properties leads to deviations in the behavior and activities of the child:
· A small amount of attention is the inability to concentrate on several subjects at the same time, to keep them in mind.
Insufficient concentration and stability of attention - it is difficult for a child to maintain attention for a long time without being distracted and without weakening it.
Insufficient selectivity of attention - the child cannot concentrate on that part of the material that is necessary to solve the problem.
Poorly developed shifting of attention - it is difficult for a child to switch from performing one type of activity to another.
Poorly developed ability to distribute attention - the inability to effectively (without errors) perform several tasks at the same time.
Insufficient arbitrariness of attention - the child finds it difficult to focus attention on demand.
Such shortcomings cannot be eliminated by fragmentarily included "attention exercises" in the process of training with a child and, as studies show, they require specially organized work to overcome them.
Such work should be carried out in two directions:
· The use of special exercises that train the basic properties of attention: volume, distribution, concentration, stability and switching.
The use of exercises on the basis of which mindfulness is formed as a property of the individual. (Usually, the reason for global inattention lies in the orientation of children to the general meaning of a text, phrase, word, arithmetic problem or expression - children grasp this meaning and, being content with it, "neglect particulars." In this regard, the main task of such activities is to overcome this global perception , an attempt to teach to perceive the content, taking into account the elements against the background of the meaning of the whole).
Attention is closely related to observation.
Observation
Observation is a fusion of mindfulness and thinking. The perception and attention of the child are analytical in nature - he does not just fix the object, he analyzes it, compares, evaluates, finds common ground with others.
For the development of attention and observation, and along with it memory, you can, for example, set the child the following task: remember the objects in front of him, then close his eyes, and after opening, draw those objects or objects that “disappeared”.
You can also use divergent problems - these are problems that have not one, but many correct answers. This type of thinking is closely related to the imagination and serves as a means of generating a large number of original ideas. In the course of performing divergent-type tasks, the most important research skills of the child are developed, such as creativity, originality, fluency (productive thinking), flexibility, etc.
Examples of divergent thinking exercises:
Draw bouquets in each vase.
With the help of geometric shapes, invite children to make different stylized images.
Cut out shapes from pictures different forms and stick them on a piece of cardboard.
A subsection of divergent tasks - verbal tasks. An example of a simple verbal task: - make as many sentences as possible from the words proposed by the teacher (for example: sun, morning, birds; children, toys, sandbox; car, driver; etc.). You can also invite children to make sentences from unrelated words.
Complicated tasks include naming the characteristic features of animals, objects, phenomena, etc. (for example: an elephant is big, kind, huge, slow, strong).
Another great tool for developing divergent thinking is storytelling.
cognitive perception activity preschooler
Conclusion
The successful development of a child's cognitive abilities at preschool age is extremely necessary not only for his development, but also for the formation of a healthy psychological core in the future. However, until the development of the cognitive abilities of preschoolers is effective, it is necessary not only to choose the right games and activities for this, but also to interest the child in one or another matter. Only in this case, the development of the preschooler's cognitive abilities will proceed at a rapid pace, and the child's interest in the world around him will never fade away.
The tasks set in the work were completed:
· The role of prerequisites in the development of cognitive abilities and the role of the child's personal characteristics was determined;
· Analyzed the process of development of abilities at different stages of preschool age;
· Highlighted a number of exercises through which you can develop the child's cognitive abilities.
List of sources used
1. Zaporozhets A. V., 1973, p. 34
2. Fundamentals of general psychology S. L. Rubinshtein
3. Leites N. S. The problem of the ratio of age and individual in the abilities of the student // "Questions of Psychology", 1985, No. 1, p. 9-18.
4. Development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.
5. Development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.
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Human cognitive abilities are the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are four main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: memory, thinking, imagination, attention. In our work, we relied on the definitions of R.S. Nemov, who believes that memory is the process of remembering, preserving, reproducing and processing various information by a person; thinking - the psychological process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; Attention is a state of psychological concentration, concentration on an object.
Getting Started pedagogical work with children, first of all, you need to figure out what is given to the child by nature and what is acquired under the influence of the environment.
The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge psychological structure cognitive processes, the laws of their formation is necessary for right choice method of training and education. Huge contribution such scientists as JI.C. Vygotsky, A.N. Leontiev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein and others.
The scientists presented above developed various methods and theories for the development of cognitive abilities (the zone of proximal development - L.S. Vygotsky, developmental education - L.V. Zankov, V.V. Davydov and D.B. Elkonin). And now, in order to successfully develop cognitive abilities in extracurricular activities, it is necessary to look for more modern facilities and methods of education. This is impossible without considering the features of the main components of the cognitive abilities of younger students.
One of the components of cognitive abilities is memory. Memory is the most important psychological component of educational cognitive activity. Mnemic activity during school age becomes more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is uneven. Memorization of visual material is retained throughout primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize complex, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization.
In the process of learning at the primary level of the school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:
1. The role and share of verbal-logical, semantic memorization is increasing (compared to visual-figurative memorization);
2. The child acquires the ability to consciously control his memory, regulate its manifestations (memorization, reproduction, recall).
And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim, and what in general terms).
The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized. The uncriticality of memory, which is combined with uncertainty in memorizing the material, is typical for a younger student. Younger students prefer verbatim memorization to retelling. Children's memory improves with age. The more knowledge, the more opportunities to form new connections, the more memorization skills, and therefore the stronger the memory.
Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.
The development of thinking in primary school age has a special role. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, are intellectualized and acquire an arbitrary character.
The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available.
M. Montessori notes that the child has "absorbent thinking." He absorbs the images of the world around him, provided by his senses, unconsciously and relentlessly.
M. Montessori compares the child's thinking with a sponge absorbing water. In the same way that a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts images of the outside world, not dividing them into “good” and “bad”, “useful” and “useless”, etc. d. In this regard, the subject and social environment surrounding the child. An adult must create for him such an environment in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, “absorb” the correct speech, socially acceptable ways of emotional response, and examples of positive social behavior, ways of rational activity with objects.
At primary school age, attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures concentration in this moment time on any object (subject, event, image, reasoning). The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.
The attention of a younger student is closely connected with mental activity - students cannot focus their attention on the obscure, incomprehensible. They quickly get distracted and move on to other things. It is necessary to make the difficult, incomprehensible for the student simple and accessible, to develop volitional effort, and with it voluntary attention.
The arbitrariness of cognitive processes in children of 6-8 and 9-11 years old occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still difficult for him to organize his mental activity in this way.
In addition to the predominance of involuntary attention to age features also applies to its relatively low stability. The processes of excitation and inhibition in the cerebral cortex are replaced by younger students rather quickly. Therefore, the attention of a child of primary school age is easily switchable and distracted, which prevents him from concentrating on one object. Studies of the distribution of attention have revealed its relationship with the age of the student. By the end of the 3rd year of schooling, schoolchildren, as a rule, increase and complete the ability to distribute and switch attention. Grade 3 students can simultaneously monitor the content of what they write in a notebook, the accuracy of writing, their posture, and also what the teacher says. They hear the instructions of the teacher without stopping work.
L.S. Vygotsky believes that children's interest acquires extraordinary pedagogical significance as the most frequent form of manifestation of involuntary attention. He emphasizes that children's attention, is directed and guided almost entirely by interests, and therefore the natural cause of a child’s absent-mindedness is always a mismatch between two lines in pedagogical work: interest itself and those classes that the teacher offers as mandatory.
In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive during certain types of work and are absent-minded during other types of training sessions.
Attention and imagination are closely related. A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination.
When reading and telling, the child relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.
At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).
The main trend that occurs in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination.
The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes.
With age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.
According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, cultural sense of the word, i.e. something that is real, fictional, a child, of course, more than an adult. However, not only is the material from which the imagination builds is poorer in a child than in an adult, but the nature of the combinations that are attached to this material, their quality and variety, are significantly inferior to those of an adult. Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.
V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
Thus, having studied the features of extracurricular activities of younger schoolchildren and cognitive abilities and features of their formation at primary school age, we came to the conclusion that it is necessary to develop a program for the development of cognitive abilities of younger schoolchildren in extracurricular activities (clause 1.3).
DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOLCHILDREN
AT recent times priorities in education have changed dramatically. Purposeful and intensive complex development of the child's abilities becomes one of the urgent tasks of the educational process.
The changes taking place in our society have led to a change in the social order in the education system. Now society needs a person capable of self-realization of creative possibilities.
The problem of developing the cognitive activity of younger students, as studies show, has been at the center since ancient times. Pedagogical reality proves every day that the learning process is more effective if the student shows cognitive activity.
Is it possible to achieve that the child has become "smarter", "more capable", "gifted"? of course, if you engage in the development of mental abilities as regularly as you train in the development of strength, endurance and other physical qualities. If you constantly train your mind, solve difficult problems, attracting your creative abilities to this, independently find solutions non-standard situations, the result will not be long in coming.
As you know, there are no incompetent children, you just need to help the child develop his abilities, make the learning process exciting and interesting.
Abilities are a property of a person based on inclinations, developing and ensuring success in any kind of activity. The level of abilities depends on the presence of inclinations, but this does not mean that the inclinations are necessarily converted into abilities. For this, the following conditions are required:
Making full use of sensitive periods of development. For example, for the development of musical abilities, such a period is the age of 2-5 years (the child must listen to music during this period); for the formation of speech up to 3 years, for the development of speech up to 5 years (a child at this age must not only hear speech, but must also actively participate in it, communicate); for the development of intellectual abilities - age from 3-12 years. Therefore, it is with children of this age group that you need to work intensively.
High cognitive activity. For successful development abilities, it is necessary for the child to have the desire to learn to learn new things.
The democratic system of education and upbringing also contributes to the development of cognitive interests and personal qualities children.
Activity needed. To develop artistic abilities, the child must draw. For the development of cognitive abilities, it is necessary to offer him various tasks and exercises. . But abilities cannot be developed under duress.
The example of parents is very important. If the family loves to read, takes care of intellectual growth, then the child's abilities develop faster.
A high self-evaluation. It is high self-esteem, making the child self-confident, that allows him to start new, more and more complex tasks, games and exercises, which in turn develops his abilities.
situation of success. It directly leads to the growth of self-esteem in the child.
Abilities are almost completely formed by the age of 13. It is at this age that the maturation of brain nerve cells ends. Therefore, maximum efforts for the development of children's abilities should be made while the child is in kindergarten and during elementary school.
Psychologist Vygodsky noted the intensive development of intelligence in primary school age. A child of 7-8 years old thinks in specific categories. Then there is a transition to the stage of formal operations.
By the time of transition to the middle link, students should learn to reason independently, draw conclusions, compare, compare, find the general and the particular, and establish simple patterns.
A child, starting to study at school, must have a sufficiently developed thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It is necessary to show the child that there are essential features, without which an object cannot be brought under a specific concept. If students in grades 1-2 note, first of all, the most obvious external signs that characterize the action of an object (what does it do?) or its purpose (what is it for?), then by grades 3-4, schoolchildren already rely more on knowledge and ideas that have developed in learning process. Many elementary school teachers see their job in giving students the first ideas and concepts in the field of language, mathematics, and natural history. In fact, the work should be much more serious and deeper. In elementary school, it is necessary not only to lay the foundation for students' knowledge, but also to form an attitude towards the world around them, they should be taught to think independently and work creatively. These qualities need to be developed as early as possible.
In my lessons, I use a lot of various tasks and exercises to maintain and develop the cognitive activity of students.
Instead of an organizational moment, I use intellectual warm-ups. This helps students to focus their attention, mobilize for the lesson and start it on a good note. Intellectual warm-ups develop the speed of reactions, because. you need to answer quickly and clearly, allow you to recall previously studied material, in a relaxed, playful way.
During the lesson, at different stages, I give students all kinds of tasks that help train memory, develop thinking, imagination, etc.
To find out the results of my work and how much this work is justified, I carry out diagnostics. Based on the results I have seen, I draw conclusions and set goals for further work.
EXAMPLES OF TASKS:
Ability to prioritize:
A number of words are proposed: 1-behind brackets 5-in brackets.
Task: exclude 2 words from the brackets that are most significant for the 1st one outside the brackets.
RIVER (shore, fish, angler, water).
READING (eyes, book, picture, print, word).
Generalization:
2 words are suggested. It is necessary to determine what is common between them.
RAIN-HAIL, NOSE-EYE, SCHOOL-TEACHER, etc.
Classification - the ability to generalize, to build a generalization on abstract material.
TRIANGLE, LINE, LENGTH, SQUARE, CIRCLE.
OAK, HAZEL, ALDER, POPLAR, ASH.
VASILY, FYODOR, IVAN, PETROV, SEMYON.
Analysis of relations and concepts.
3 words are given. The first 2 words are in a certain connection. Between the third and one of the proposed five words there is the same relationship: find this fourth word.
SONG - COMPOSER = PLANE -?
CONSTRUCTOR
FIGHTER
AERODROME
CUCUMBER-VEGETABLE = DAHELING -?
Exception concepts:
Table, chair, bed, floor, closet.
Milk, cream, lard, sour cream, cheese.
Sweet, hot, bitter, sour, salty.
Birch, pine, oak, tree.
DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOLCHILDREN.
“The goal of teaching a child is to
to make him capable
P. Hubbart - American writer
The formation of a creative personality, one of the main tasks proclaimed in the concept of modernization Russian education. Its implementation dictates the need to develop the cognitive interests, abilities and capabilities of the child.
great time childhood! A child who crosses the threshold of a school for the first time finds himself in the world of knowledge, where he will have to discover many unknown things, look for original, non-standard solutions in various activities. The most effective means of including a child in the creative process in the classroom is: play activity, creating positive emotional situations, working in pairs, problem-based learning.
At the initial stage of the formation of cognitive interests, children are attracted by the actual game actions. The game serves as an emotional background against which the lesson unfolds. In the lessons I use didactic and plot-role-playing games, crosswords, riddles, rebuses, I try to present the material in an unusual form: a fairy tale lesson, a journey lesson, a research lesson and others.
2. General idea of cognitive processes.
Federal component state standard, developed taking into account the main directions of modernization of education, is focused “not only on the knowledge, but primarily on the activity component of education, which allows to increase learning motivation, to the greatest extent realize abilities, opportunities, needs and interests child. Therefore, it is no coincidence that one of main goals at the level of general education is development of cognitive activity of students. Cognitive activity provides cognitive activity, during which the acquisition content subject, necessary activities, skills, abilities. The presence of cognitive activity is a psychological factor that ensures the achievement of learning goals.
“The purpose of training is not only the mastering of knowledge, skills and abilities by students, but also the formation of leading personality traits. One of these personality traits is cognitive activity” – T.I. Shamov.
Factors that shape the cognitive activity of students can be built in the following chain:
Motives determine the cognitive interests of students and their selectivity, the independence of learning, ensure its activity at all stages.
Given that motives students are formed through their needs and interests(need interest motive), the teacher should direct all efforts to the development cognitive interests students.
Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think, and express judgments. Therefore, without the participation of cognitive processes human activity impossible, they act as integral internal moments. They develop in activities, and are activities themselves.
The development of human inclinations, their transformation into abilities (individual psychological characteristics of a person that provide high achievements in activity, determine the suitability of a person for one or another type of activity) is one of the tasks of training and education, which cannot be solved without knowledge and development of cognitive abilities.
3. Cognitive processes.
Perception is a reflection of objects and phenomena, integral situations of the objective world in the totality of their properties and parts with their direct impact on the senses.
With the help of his imagination, the child creatively transforms the world, and it, as a process, is organically included in creativity. Thanks to the imagination, a person has the opportunity, as it were, to see ahead, to imagine what remains to be done.
Pay attention to the image (Fig. 1) of a half-turned away young woman. Can you spot an old woman right there with a big nose and chin hidden in a collar?
Observation is a perception closely related to the activity of thinking: comparison, distinction, analysis. Observation is always carried out with a certain cognitive purpose. It implies a clear vision tasks observation and preliminary development plan its implementation.
It is impossible to observe if one does not know what and for what purpose one should observe.
Today, the problems associated with the development of attention in schoolchildren are of concern to teachers, parents, and psychologists working with children.
Many adults complain about the inattention of children, their inability to concentrate, to keep their attention for any long time when solving educational problems. The number of children of primary school age with the so-called attention deficit disorder, which is combined, as a rule, with hyperactivity, is increasing.
Attention is the focus and focus of our consciousness on a particular object. Anything can be the object of attention - objects and their properties, phenomena, relationships, actions, thoughts, feelings of other people and one's own inner world.
Attention is always a characteristic of some mental process: perception, when we listen, examine, sniff, trying to distinguish any visual or sound image, smell; thinking when we solve some problem; memory, when we remember something specific or try to remember; imagination, when we try to visualize something clearly. Thus, attention is the ability of a person to choose what is important for himself and focus on it his perception, thinking, recollection, imagination, etc.
Attention is a necessary condition for the quality performance of any activity. It performs the function control and is especially necessary in learning, when a person is faced with new knowledge, objects, phenomena.
Both the schoolboy and the student, no matter how talented or capable they may be, will always have gaps in knowledge if their attention is not sufficiently developed and they are often inattentive or distracted in class. Attention largely determines the course and results of educational work.
Attention develops gradually and at a certain moment becomes a property of the personality, its permanent feature, which is called mindfulness.
Human mindfulness is manifested not only in cognition peace and implementation activities, but also in relationships with other people. Sensitivity, responsiveness, understanding the moods and experiences of another, the ability to catch the slightest nuances of his feelings and desires and the ability to take all this into account in his behavior and communication distinguishes a person who is attentive to people and indicates a fairly high level of personality development.
The educational material can include content-logical tasks aimed at developing various characteristics attention: its volume, stability, the ability to switch attention from one subject to another, distribute it to various objects and activities.
1. Finding moves in ordinary and numerical mazes
2. Recalculation of objects depicted by repeatedly intersecting contours
3. Finding numbers from Schulte tables
4. Draw faster
5. Find out who is hiding
6. Find similarities and differences
7. Read the scattered words
One of these approaches is vocabulary dictation with commenting(Levitina S. S., 1980). This methodological technique, well known to teachers, becomes a way to measure attention if the following changes are made to it:
1) the teacher reads each word only once;
2) students can take pens only after listening to the comments;
3) the teacher should carefully ensure that students do not look at each other in notebooks.
If the student cannot write down the word after the comments, he is allowed to make a dash. At the same time, children are warned that a dash is equated to an error. Before starting the dictation, despite the fact that the commented letter is a type of work known to students from the first grade, it is advisable to show with several examples what needs to be done.
For example, for a commented email, the word is selected"transplanted". The teacher reads this word, and then calls several students, each of whom alternately names the prefix, root, suffix, ending, explaining their spelling along the way. After that The teacher invites the children to take pens and write down the commented word. Then students are reminded to put down their pens and work begins on the next word.
A commented email is a fairly complex activity.
Analyzing the structure of the commented letter, psychologist S. N. Kalinnikova identified seven main stages of this activity, the observance of which ensures the accuracy of its implementation:
1) the primary perception of the spoken word;
2) independent analysis of the spelling of the orthoepic image of the word;
3) listening to comments;
4) representation of the spelling of the word in accordance with the commentary;
5) clarification of the primary analysis of spelling with commenting;
6) spelling of a word in accordance with its spelling;
7) checking the written word in accordance with the commentary.
Analysis of quantitative data (the number of children who completed the work without mistakes, made a certain number of mistakes) provides information about the quality of concentration, the stability of students' attention. The success of this work and the nature of the mistakes made allow us to judge the organization of the collective attention of students.
The methodological technique proposed by the psychologist S. L. Kabylnitskaya makes it possible to measure the individual attention of students. Its essence is to identify deficiencies in attention when detecting errors in the text. This activity does not require students to special knowledge and skills. The activity performed by them is similar to that which they must carry out when checking their own compositions and dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: the substitution of letters, words in a sentence, elementary semantic errors.
Examples of texts offered to children in order to detect errors:
a) “Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Rooks build their nests in the trees. There were a lot of eggs on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. There are good notes in Rai's notebook. The children were playing in the playground. A grasshopper is striding in the grass. In winter, an apple tree bloomed in the garden. The work is carried out as follows.
Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received, including semantic ones. Find and fix them." Each student works independently and is given a set amount of time to complete the task.
Corrective tasks. In proofreading tasks, the child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to experience what it means to be attentive and develop a state of inner concentration.
The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.
The instruction is as follows: “Within 5 minutes, you need to find and cross out all the letters“ A ”(you can specify any letter): both small and capital, and in the title of the text, and in the author’s last name, if someone has them ".
As you master the game, the rules become more complicated: the letters you are looking for change; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is four or fewer gaps. More than four passes - weak concentration.
"Find the words"
Words are written on the board, in each of which you need to find another word hidden in it. For example:
Laughter, wolf, pole, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.
Memory plays an even more significant role in people's lives. Without memory, a person could not learn anything, remember what was learned, save for the future impressions of correct actions and mistakes made.
Memory is the memorization, preservation and subsequent reproduction of what we previously perceived, experienced or did.
Memory is an amazing property of human consciousness, it is the renewal in our minds of the past, images of what once impressed us.
In my old age I live again,
The past passes before me
How long has it been rushing, full of events,
Worrying like a sea-okiyan?
Now it's silent and calm
A few faces my memory has preserved,
Few words reach me
And the rest perished irrevocably...
A. S. Pushkin
remember something- means to connect what is remembered with something, weave what needs to be remembered into a network of already existing connections, form associations. There are several types of associations:
- by contiguity: the perception or thought of one object or phenomenon entails the recall of other objects and phenomena adjacent to the first in space or time (this is how a sequence of actions is remembered, for example);
- by similarity: images of objects, phenomena or thoughts about them evoke a memory of something similar to them. These associations underlie poetic metaphors, for example, the sound of the waves is likened to the speech of people;
- in contrast: sharply different phenomena are associated - noise and silence, high and low, good and evil, white and black, etc.
In the processes of memorization and reproduction exclusively important role semantic connections play: cause - effect, whole - its part, general - particular.
It is important to teach memorization techniques
An exercise to develop the ability to switch and distribute attention,
visual and operative memory, the ability to apply the method of semantic memorization.
The children are shown a picture with bright objects for 1 second and removed.
Then the question is asked: “How can you remember what you saw?”.
Students give different answers. The teacher leads the children to this: “For this you need:
set to remember what you see,
cover the entire number of objects, trying to count them,
break these objects into semantic groups, coming up with a name for each of the groups (a generalizing word),
represent the location of each group of objects in the form of any figures,
estimate so that the total number of items in all groups after counting coincides with the number of all items.
Task execution technique:
a table (5x3) is prepared in advance in the notebook, where the names of objects will subsequently be entered in the order of their location in the picture
the second time a picture with bright objects is shown (20 seconds). These objects are named and indirectly remembered (distributed into semantic groups),
then the picture is removed, the command is given to enter the names of objects into the table according to invented groups in the same location as in the picture,
the work is done independently, then the students exchange notebooks and pencils correct each other's mistakes,
after that, a picture is shown, and the owner of the notebook corrects his mistakes with a pen. Then the teacher summarizes the results and makes recommendations.
Primary schoolchildren have a more developed visual memory than semantic memory. They better remember specific objects, faces, facts, colors, events.
But in elementary school, it is necessary to prepare children for secondary education, so it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically connected meanings, we contribute to the development of their thinking.
1. Remember two-digit numbers.
2. Remember math terms.
3. Chain of words.
4. Draw patterns from memory.
5. Remember and reproduce drawings
6. Visual dictations
7. Auditory dictations
or mnemonics. Let's take a look at some of them.
See, hear and offend,
To persecute, endure and hate,
And twirl, watch, hold,
And depend and breathe
Look, -it, -at, -yat write.
zero is king
K. D. Ushinsky said that a teacher who wants to firmly imprint something in children's memory should take care that as many of the children's senses as possible - eyes, ears, voice, a sense of muscular movements and even, if possible, smell and taste - took part in the act of remembering.
A person not only perceives the world around him, but also wants to understand it. To understand means to penetrate into the essence of objects and phenomena, to know the most important, essential in them. Understanding is provided by the most complex cognitive mental process, which is called thinking.
Therefore, already in elementary school, it is necessary to teach children to analyze, compare and generalize information obtained as a result of interaction with objects not only of reality, but also of the abstract world.
Nothing like mathematics contributes to the development of thinking, especially logical thinking, since the subject of its study is abstract concepts and patterns, which, in turn, are dealt with by mathematical logic.
1. Tasks for ingenuity
2. Tasks of the joke
3. Number shapes
4. Problems with geometric content
5. Logic exercises with words
6. Math games and tricks
7. Crosswords and puzzles
8. Combinatorial problems
Analysis, synthesis. comparison, classification.
Example from RUSSIAN
Developing course for younger students
"Development of cognitive abilities"
The main goal of the course: the development of the intellectual and creative potential of the child's personality.
1. In accordance with the goal, the specific objectives of the course are defined:
2. Development of cognitive abilities of a younger student.
3. Development of his creative abilities.
4. Expanding the horizons of students.
5. Development of the emotional-volitional sphere.
6. Formation of the child's desire for personal growth.
The features of RPS classes are fundamentally different from school lessons in that the child is offered non-educational tasks.
Most of the time in the classroom is devoted to the independent fulfillment of logical search tasks by children, thanks to this, general educational skills are formed in children: to act independently, to make decisions.
And if at the beginning of work on this course, the implementation of many of the proposed tasks causes difficulties for children, since in traditional lessons they did not meet tasks of this type, then by the end of the course, most students must cope with a large number of tasks.
At each lesson, after independent work, a collective check of the correctness of the task is carried out. the main objective this check to show students how to complete the task correctly and, most importantly, why other options are most likely wrong. This form of work creates conditions for the normalization of self-esteem in different children, namely: in children who have well-developed thought processes, but the educational material is poorly absorbed due to poorly developed mental processes (for example, memory, attention), self-esteem increases. In children whose educational success is dictated mainly by diligence and diligence, there is a decrease in inflated self-esteem.
Children are offered tasks of varying complexity, so any child, solving logical search problems, can feel confident in their abilities. The child can be initially interested in tasks with which he can easily cope. If the task turned out to be too difficult, you can postpone it for a while, and then return to it. At the same time, it is very important not to abandon the task completely. At the discretion of the adult, some tasks may not be limited in time. Let the child spend as much time as he needs. The next time he encounters a task of this type, he will do it faster.
In these classes, marks are not put, but each child evaluates his own progress. This creates a special positive emotional background: looseness, interest, desire to independently perform the proposed tasks.
The RPS course includes the following tasks:
Tasks for the development of attention
Tasks that develop auditory and visual memory
Tasks for the development and improvement of imagination
Tasks aimed at developing thinking
Tasks for the development of attention
The tasks of this group include a number of exercises aimed at developing voluntary attention, its volume and stability, switching and distribution. Performing tasks of this type contributes to the formation of the ability to purposefully concentrate, search for right way find the shortest way to solve problems. For example, "Search for identical items", "What has changed", "What item is missing", "Find differences", and others.
Tasks that develop memory
The activities of this group include exercises aimed at developing and improving auditory and visual memory. When performing tasks, students learn to use their memory, apply special techniques that facilitate memorization. As a result of such exercises, students comprehend and firmly retain in their memory various terms and definitions. At the same time, the volume of visual and auditory memorization increases, semantic memory develops. The foundation is laid for the rational use of forces and time. For example, the games “Remember pictures”, “Drawing graphic patterns from memory”, “Filling tables from memory”, reproducing stories, memorizing songs, tongue twisters, nursery rhymes, poems, etc. contributes to the development of auditory memory.
Tasks for the development and improvement of imagination
The course for the development of the imagination is built mainly on material, including tasks of a geometric nature;
Drawing simple compositions from geometric bodies and figures that do not depict anything specific
Shape selection desired shape to restore the whole
Drawing figures without lifting the pencil from the paper drawing the same line twice
Selecting a Pair of Identical Shapes
Selection of the given figures from the general drawing in order to reveal the disguised object
Dividing a figure into several given parts and restoring a given figure from its parts
Other
Improving the imagination is also facilitated by working with isographs (these are words written in letters, the arrangement of which resembles the image of the subject in question) and numographs (the subject is depicted using a number).
Tasks that develop thinking
The priority direction of education in elementary school is the development of thinking. For this purpose, it is proposed to use exercises that allow students to make correct judgments at their level, to carry out proofs without preliminary theoretical mastering of the laws and rules of logic themselves. In the process of performing such exercises, children learn to compare different objects, perform the simplest types of synthesis and analysis, establish relationships between concepts, learn to combine and plan. Children are offered tasks aimed at developing the ability to work with algorithmic instructions (step-by-step execution of actions). The system of tasks and exercises presented in the CPS classes allows solving all three aspects of the didactic goal: cognitive, developing and educating.
Cognitive aspect
Formation and development of various types of memory, attention and imagination.
Formation and development of general educational skills and abilities.
Formation of the ability to seek and find new solutions, new approaches to the consideration of the proposed situation, to find unusual ways to achieve the desired result.
Developmental aspect
The development of speech.
The development of thinking, in the course of mastering the methods of mental activity, such as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and refute.
Development of spatial perception and sensorimotor coordination.
Educational aspect
Education of the system of moral interpersonal relations.
Basic principles of material distribution
The principle of consistency: tasks are arranged in a certain order
The principle of "from simple to complex" tasks gradually become more difficult
Gradual increase in the volume of material
Increasing the pace of tasks
Change different types activities
Thus, the main goal of training is achieved - the expansion of the "zone of proximal development of the child" and its consistent transfer to the "zone of actual development".
The systematic use of tasks for the development of cognitive abilities of younger students increases the level of development of the intellect of students, develops memory, attention, thinking, perception, and broadens their horizons.
In order for a child to learn to the fullest of his abilities, it is necessary to arouse in him a desire for learning, for knowledge, to help the child believe in himself, in his abilities.
MINISTRIES ABOUT EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
Federal State Budgetary Educational Institution of Higher vocational education
Ishim State Pedagogical Institute named after P.P. Ershov"
Faculty of Education
Department of Social Pedagogy and Pedagogy of Childhood
Course work
Development of cognitive abilities of younger students in extracurricular activities
Done: student
group specialty 050708.65
pedagogy and methodology of primary education
Full-time education
Siyutkina Nadezhda Vladimirovna
Supervisor:
Slizkova Elena Vladimirovna,
Introduction
Chapter 1. Theoretical foundations for the development of cognitive abilities of younger students in extracurricular activities
1 Features of extracurricular activities of younger students
2 Cognitive abilities and features of their formation in primary school age
3 Program for the development of cognitive abilities of younger students in extracurricular activities
Chapter 1 Conclusions
Chapter 2
1 Diagnosis of the level of formation of cognitive abilities of younger students
2 Implementation of the program for the development of cognitive abilities of younger students in extracurricular activities
3 Analysis of the study results
Chapter 2 Conclusions
Conclusion
Bibliographic list
extracurricular activities cognitive ability student
Introduction
The relevance of research.In solving the socio-economic, cultural and spiritual transformations of today's Russia, a special place is given to the school. The tasks of the democratic transformation of our society and its future prosperity require the preparation of a generation with a high moral and intellectual potential, revealed through cognitive abilities. The goal of education is not the transfer of knowledge and social experience, but the development of the student's personality, which is impossible without the development of cognitive abilities. In the implementation of the idea of integrating the educational and educational elements of school activities, extracurricular activities, the development of its technology, a special place is given to the phenomenon of cognitive interest. The problem of cognitive interest has always found wide research attention.
The outstanding teachers of the past I. Herbart, A. Diesterweg, Ya.A. Comenius, D. Locke, I.G. Pestalozzi, K.D. Ushinsky, L.N. Tolstoy and others.
Modern approaches of scientists-teachers to this problem are presented in the works of L.I. Bozhovich, V.G. Bondarevsky, M.K. Eniseeva, V.I. Ilyina, A.G. Kovaleva, N.G. Morozova, G.I. Shchukina and others.
Modern pedagogical science emphasizes that “success in teaching is achieved, first of all, by teachers who have the pedagogical ability to develop and maintain the cognitive abilities of children. This suggests that not teaching skills, but skills educational work are primary in the content of the teacher's professional readiness.
The need to develop an educational program for elementary school is associated with the introduction of federal state educational standards of the second generation, designed to ensure the development of the education system in the face of changing demands of the individual and family, society's expectations and state requirements in the field of education, which is most implemented in extracurricular activities.
Contradiction:the state gives a certain social order, but teachers do not have a specific program for developing the cognitive abilities of younger students in extracurricular activities.
Problem:a teacher in a modern elementary school is currently in a difficult situation, since he is not fully determined with the choice of such a program that would satisfy the requirements of the Federal State Educational Standard, namely, it combines educational elements and the development of cognitive abilities, the relevance of the above problem, insufficient scientific the elaboration of this issue and the lack of a substantiated technology for implementing the idea that an elementary school teacher needs, allowed us to formulate the following research topic: “The development of cognitive abilities of younger students in extracurricular activities.”
Object of study:the process of developing the cognitive abilities of younger students in extracurricular activities.
Purpose of the study:theoretically substantiate and test the program for the development of cognitive abilities of younger students in extracurricular activities.
Subject of study:program for the development of cognitive abilities of younger students in extracurricular activities.
Research hypothesis:The process of developing cognitive abilities will be effective if the following pedagogical conditions are taken into account when implementing the program:
organization of the creative activity of a team of younger students in compliance with such stages as a starting conversation, planning, preparation, conducting a case and its analysis;
Creating a situation of success;
Organization of work in small groups;
Planning collective affairs in line with the general goal of education - the comprehensive development of the individual, and the educational and cognitive content of any type of KTD is highlighted.
In accordance with the purpose and hypothesis of the study, the following were formulated. tasks:
1.To analyze the psychological and pedagogical methodological literature on the problem of the development of cognitive interest in extracurricular activities.
2.To identify the features of extracurricular activities of younger students.
3.To study the originality of cognitive abilities and their formation in primary school age.
4.Theoretically substantiate and develop a program for the development of cognitive abilities of younger students in extracurricular activities and determine its effectiveness.
Research novelty:studied, analyzed and clarified the terms: "extracurricular activities", "cognitive abilities"; theoretically substantiated program for the development of cognitive abilities in extracurricular activities.
Practical significance:outlines of classes on the development of cognitive abilities of younger schoolchildren in extracurricular activities based on modular technologies have been developed.
Research base:MAOU secondary school No. 12, Ishim, Tyumen region.
The structure of the course workincludes introduction, two chapters, conclusion, bibliography, appendix.
Chapter 1. Theoretical foundations of the cognitive abilities of younger students in extracurricular activities
1.1 Features of extracurricular activities of younger students
Extracurricular activities have always received close attention from many teachers, methodologists and scientists. An analysis of various scientific and methodological literature showed that, in addition to many definitions of extracurricular activities, there is a problem with the use of such related concepts as “extracurricular” and “extracurricular” activities in this topic. In the process of studying the scientific and methodological literature, Table 1 was compiled, which presents various interpretations of the three above-mentioned concepts.
Table 1 Comparison of definitions of basic concepts from various sources of pedagogical literature
SourceConceptsExtracurricularExtracurricularKairova, I.A. Pedagogical Dictionary. [Test] / I.A. Cairo. Moscow: Education, 1960. - 256 p. Extracurricular work- these are organized and purposeful classes with students conducted by the school to expand and deepen knowledge, skills, development skills of individual abilities of students, as well as organizing their reasonable rest. - Kairova, I. A. Pedagogical Encyclopedia. [Test] / I.A. Cairo. F.N., Petrova. M.: Enlightenment, 1964. -280 p. Extracurricular work- this is an integral part of the educational work of the school, which is organized after school hours by the pioneer and Komsomol organizations, other bodies of children's self-government with the active help and tactful guidance of teachers and, above all, class teachers and counselors. - Verzilin, N.M . Problems of teaching methods. [Text] / N.M. Verzilin. M.: Enlightenment, 1983. -108 p. Most authors believe that extracurricular work - an educational process implemented outside of school hours in excess of the curriculum and the compulsory program by a team of teachers and students or employees and students of institutions additional education on a voluntary basis, necessarily taking into account the interests of all its participants, being an integral part of the educational process. - Amonashvili, Sh.A. Personal and humane basis of the pedagogical process. [Text] / Sh.A. Amonashvili. M.: University, 1990.- 88s Extracurricular work- an integral part of the educational process of the school, one of the forms of organizing students' free time. Directions, forms and methods extracurricular (extracurricular) work practically coincide with the directions, forms and methods of additional education for children. - Davydov, V.V. Russian Pedagogical Encyclopedia. [Text] / V.V. Davydov. M.: Enlightenment, 1999.-280 p. an integral part of the uch.-educate. process at school, one of the forms of organization of students' free time. V. r. in prerev. Russia conducted a study. institutions of Ch. arr. in the form of creative activities, organizing thematic. evenings, etc. big development V. r. received after Oct. revolution, when various circles, amateurs began to be actively created in schools. groups, campaign teams. A. S. Makarenko, S. T. Shatsky, V. N. Soroka-Rosinsky, and other teachers considered V. r. as an integral part of personality education, based on the principles of voluntariness, activity and independence. Slastenin, V. A. Pedagogy: tutorial for students of pedagogical educational institutions[Text] / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M.: Shkola-Press, 1997. -203 p. Extracurricular work organized by the school and most often within the walls of the school, and out-of-school - by institutions of additional education, as a rule, on their basis. Extracurricular (extracurricular) work can be considered as extracurricular and extracurricular. Extracurricular activities are organized by the school and most often within the walls of the school, and extracurricular activities are organized by institutions of additional education, as a rule, on their basis. Pedagogical Encyclopedic Dictionary Extracurricular work, extracurricular work, an integral part of the educational process of the school, one of the forms of organization of students' free time. Directions, forms and methods of V.R. almost coincide with the additional education of children. At school, preference is given to the educational direction, the organization of subject circles, scientific societies of students, as well as the development artistic creativity, technical creativity, sports, etc. - federal state educational standard second generation: Guidelines on the development of additional education for children in general educational institutions Extracurricular (extracurricular) work is understood today mainly as an activity organized with a class, a group of students outside school hours to meet the needs of schoolchildren for meaningful leisure (holidays, evenings, discos, trips), their participation in self-government and socially useful activities, children's public associations and organizations. This work allows teachers to identify potential opportunities and interests in their wards, to help the child realize them. - Federal State Educational Standard: glossary.<#"justify">activities of students, allowing to fully implement the requirements of the Federal State Educational Standards for General Education.
1. In the scientific and methodological literature of 1960-1990. only the concept of "extracurricular work" was used.
2.In 1990 the term "extracurricular work" appears, which does not have
fundamental difference from the definitions of "extracurricular" (2 examples in table 1), and most often identified with it (4 examples in table 1).
3.Later, in separate scientific and methodological manuals and in the glossary of the Federal State Educational Standard, the concept of “extracurricular activities” begins to appear, which does not find an independent definition at all, being equal to “extracurricular activities”.
In a modern school, the term “extracurricular activities” is most relevant, since in the Federal State Educational Standard the concepts of “extracurricular” and “extracurricular” activities are equivalent. Therefore, this term paper will use the term "extracurricular activities", which means an activity organization based on the variable component of the basic educational (educational) plan, organized by the participants in the educational process, different from the lesson system of education: excursions, circles, sections, round tables, conferences , disputes, KVNs, school scientific societies, olympiads, competitions, search and scientific research, etc.; classes in the areas of extracurricular activities of students, allowing to fully implement the requirements of the Federal State Educational Standards for General Education. Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. Extracurricular activities are understood today mainly as activities organized outside of school hours to meet the needs of elementary school students for meaningful leisure, their participation in self-government and socially useful activities.
The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in academic plan 1-4 grades, but also a new look at educational outcomes.
The materials of the standard lead to the conclusion:
a) extracurricular activities - this is a part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, to form learning motivation;
b) extracurricular activities contribute to the expansion of the educational space, create additional terms for student development;
c) a network is being built that provides children with accompaniment, support at the stages of adaptation and social tests throughout the entire period of education.
The purpose of extracurricular activities of younger students is to create conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values and cultural traditions.
The principles of organizing extracurricular activities of younger students are:
Compliance with the age characteristics of students;
continuity with technologies of educational activity;
Reliance on traditions and positive experience in organizing extracurricular activities;
Reliance on the values of the educational system of the school;
Free choice based on the child's personal interests and inclinations.
The above principles determine the ways of organizing extracurricular activities of younger students:
.Participation of the child in general school affairs is carried out on a voluntary basis, in accordance with interests and inclinations.
2.Registration of participation is carried out class teacher in the child's employment card, based on the results of filling out which the inclusion of the child in extracurricular activities is assessed.
The main guidelines for the organization of extracurricular activities of younger students were:
Requests from parents, legal representatives of students;
Priority areas of school activity;
Interests and inclinations of teachers;
Opportunities educational institutions additional education;
The extracurricular activities of younger schoolchildren cannot be considered without studying the development of cognitive abilities (clause 1.2), since they are one of the most important tasks of educational work in elementary school.
1.2 Cognitive abilities and features of their formation in primary school age
Human cognitive abilities are the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are four main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: memory, thinking, imagination, attention. In our work, we relied on the definitions of R.S. Nemov, who believes that memory is the process of remembering, preserving, reproducing and processing various information by a person; thinking - the psychological process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; attention - a state of psychological concentration, focus on any object.
When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.
The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of education and upbringing. A great contribution to the study and development of cognitive abilities was made by such scientists as: JI.C. Vygotsky, A.N. Leontiev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein and others.
The scientists presented above developed various methods and theories for the development of cognitive abilities (the zone of proximal development - L.S. Vygotsky, developmental education - L.V. Zankov, V.V. Davydov and D.B. Elkonin). And now, in order to successfully develop cognitive abilities in extracurricular activities, it is necessary to look for more modern means and methods of education. This is impossible without considering the features of the main components of the cognitive abilities of younger students.
One of the components of cognitive abilities is memory. Memory is the most important psychological component of educational cognitive activity. Mnemic activity during school age becomes more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is uneven. Memorization of visual material is retained throughout primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize complex, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization.
In the process of learning at the primary level of the school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:
1.The role and share of verbal-logical, semantic memorization is increasing (in comparison with visual-figurative memorization);
2.The child acquires the ability to consciously manage his memory, to regulate its manifestations (memorization, reproduction, recall).
And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim and what in general terms).
The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized. The uncriticality of memory, which is combined with uncertainty in memorizing the material, is typical for a younger student. Younger students prefer verbatim memorization to retelling. Children's memory improves with age. The more knowledge, the more opportunities to form new connections, the more memorization skills, and therefore the stronger the memory.
Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.
The development of thinking in primary school age has a special role. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, are intellectualized and acquire an arbitrary character.
The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available.
M. Montessori notes that the child has "absorbent thinking." He absorbs the images of the world around him, provided by his senses, unconsciously and relentlessly.
M. Montessori compares the child's thinking with a sponge absorbing water. In the same way that a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts images of the outside world, not dividing them into “good” and “bad”, “useful” and “useless”, etc. d. In this regard, the subject and social environment surrounding the child is of particular importance. An adult must create for him such an environment in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, "absorb" the correct speech, socially acceptable ways of emotional response, patterns of positive social behavior, ways of rational activity with items.
At primary school age, attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures focus at a given time on some object (object, event, image, reasoning). The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.
The attention of a younger student is closely connected with mental activity - students cannot focus their attention on the obscure, incomprehensible. They quickly get distracted and move on to other things. It is necessary to make the difficult, incomprehensible for the student simple and accessible, to develop volitional effort, and with it voluntary attention.
The arbitrariness of cognitive processes in children of 6-8 and 9-11 years old occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still difficult for him to organize his mental activity in this way.
In addition to the predominance of involuntary attention, its relatively low stability also belongs to the age peculiarity. The processes of excitation and inhibition in the cerebral cortex are replaced by younger students rather quickly. Therefore, the attention of a child of primary school age is easily switchable and distracted, which prevents him from concentrating on one object. Studies of the distribution of attention have revealed its relationship with the age of the student. By the end of the 3rd year of schooling, schoolchildren, as a rule, increase and complete the ability to distribute and switch attention. Grade 3 students can simultaneously monitor the content of what they write in a notebook, the accuracy of writing, their posture, and also what the teacher says. They hear the instructions of the teacher without stopping work.
L.S. Vygotsky believes that children's interest acquires extraordinary pedagogical significance as the most frequent form of manifestation of involuntary attention. He emphasizes that children's attention is directed and guided almost entirely by interests, and therefore the natural cause of a child's absent-mindedness is always a mismatch between two lines in pedagogical work: the interest itself and those classes that the teacher offers as mandatory.
In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive during certain types of work and are absent-minded during other types of training sessions.
Attention and imagination are closely related. A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination.
When reading and telling, the child relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.
At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).
The main trend that occurs in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination.
The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes.
With age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.
According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, cultural sense of the word, i.e. something that is real, fictional, a child, of course, more than an adult. However, not only is the material from which the imagination builds is poorer in a child than in an adult, but the nature of the combinations that are attached to this material, their quality and variety, are significantly inferior to those of an adult. Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.
V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
Thus, having studied the features of extracurricular activities of younger schoolchildren and cognitive abilities and features of their formation at primary school age, we came to the conclusion that it is necessary to develop a program for the development of cognitive abilities of younger schoolchildren in extracurricular activities (clause 1.3).
1.3 The program for the development of cognitive abilities of younger students in extracurricular activities
Explanatory note.
The program "We develop and learn together" is based on the second generation of the Federal State Educational Standard, the main goal of which is to develop the cognitive abilities of younger students. In the content of classes in extracurricular activities, we included work on the development of cognitive abilities through work in groups. The peculiarity of the organization of such activities is that not only strong students, but also those who are lagging behind can participate in it.
Relevance, pedagogical expediency, novelty of the program.This program is directed to topical issue the process of development of the cognitive sphere of elementary school students. In life, a child needs not only basic skills, such as the ability to read, write, decide, listen and speak, but also the ability to analyze, compare, highlight the main thing, solve a problem, the ability to give adequate self-esteem, be able to create and cooperate, etc. good attention, memory, is the most important condition for successful schooling. At school, the child must focus on the teacher's explanations and assignments, keep his attention for a long time, memorize a lot of important information. Insufficient formation of cognitive abilities create problems in teaching younger students. It is important to form a child's mindfulness, the ability to reason, analyze and compare, generalize and highlight the essential features of objects, develop cognitive activity. The transformation of the cognitive sphere that takes place in primary school age is important for further full development. Based on this, it can be assumed that the purposeful development of children's cognitive processes is a rather important task. The Grow and Learn Together program is one program that can help accomplish this task.
NoveltyGrow and Learn Together is that it is built using modular technologies, which ensures the integration of various activities necessary for students to achieve their learning goals. A system of creative tasks has been developed that purposefully develops the cognitive processes of children: it significantly expands the volume and concentration of attention. Students master simple, but necessary for them, methods of visual memorization and preservation of what they see in memory. The stock and the ability to verbalize one's reasoning and explanation are greatly enriched. Group work involves the exchange of information with each other in a relaxed atmosphere.
Program goal:development of cognitive abilities of children in extracurricular activities using modular technologies.
To achieve this goal, the following tasks:
Tutorials:
formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
deepening and expanding the knowledge of students based on the interests and specifics of their abilities. Developing:
formation and development of logical thinking;
development of attention (stability, concentration, expansion of volume,
switching, etc.);
memory development (formation of memorization skills, stability,
development of semantic memory);
development of spatial perception and sensorimotor coordination;
development of psychological prerequisites for mastering learning activities(the ability to copy a sample, the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions; the ability to take into account a given system of requirements in one’s work);
development of speech and vocabulary of students;
development of speed of reaction.
Educational:
formation of positive motivation for learning.
the formation of adequate self-esteem, an objective attitude of the child to himself and his qualities;
developing the ability to work in a group.
Expected results:
As a result of the program, students should be able to:
reason logically using the methods of analysis, comparison, generalization, classification, systematization;
increase the speed and flexibility of thinking
highlight the essential features and patterns of objects;
compare objects, concepts;
generalize and classify concepts, objects, phenomena;
determine relationships between concepts or connections between phenomena and concepts;
concentrate, switch your attention;
develop your memory;
improve the level of spatial intelligence, visually
motor coordination;
be able to copy, distinguish colors, be able to analyze and retain a visual image;
complete tasks independently;
exercise self-control, evaluate yourself, look for and correct your mistakes;
solve logical problems for the development of analytical skills and
ability to reason;
find several ways to solve problems;
work in a group.
The program is based on the following principles :
1.The principle of humanization and humanitarization contributes to the correct orientation of students in the system of values and promotes the inclusion of students in the dialogue of different cultures.
2.The principle of external and internal differentiation - identification and development of students' inclinations and abilities to work in various areas of creative activity, providing students with the opportunity to choose a number of disciplines or the opportunity to work at different levels of the depth of mastering each specific subject
.The principle of freedom of choice - providing students with the opportunity to independently choose the forms and types of extracurricular activities, the formation of a sense of responsibility for its results.
.Possibility of free self-determination and self-realization;
.Orientation to personal interests, needs, abilities of the child
.Unity principle - unity of training, education, development.
Methods:problem and research.
Program implementation period: 1 year.
Number of hours per week: 1 hour.
Lesson time: 35 minutes.
Total hours: 25 hours.
Educational and thematic plan
No. Name of the module and classes Number of hours 1. Module 1. Geometric shapes and their properties 81.1 Polygons. .21.7 Dividing a circle into 4, 6 equal parts. 12. Module 2. Patterns 72.1 Revealing the pattern of numbers. 12.2 Continuing a series of numbers based on the patterns of their location. 12.3 Solving magic squares of addition with three-digit numbers. 12.4 Subtraction magic square rule. 12.5 Rules magic squares of multiplication and division. 12.6 Solving magic squares. 24.3 Age and time in problems. 24.4 Solving problems on a geometric basis by comparing the original data.2
To prove the effectiveness of the program "We develop and learn together" experimental work was carried out to study the cognitive abilities of younger students in extracurricular activities (Chapter 2).
Chapter 1 Conclusions
A feature of the extracurricular activities of younger students is the combination of all types of activities except for the lesson (excursions, circles, sections, round tables, conferences, disputes, KVNs, school scientific societies, olympiads, competitions, search and scientific research, etc.), in which it is possible and it is expedient to solve the problems of their development, education and socialization.
Cognitive abilities in primary school age are characterized by the following features: memory - mechanical, visual-figurative, has non-criticality; thinking - "absorbing", concrete, connected with reality and observation; attention - involuntary, characterized by a slight stability; imagination - recreative and creative, there are elements of simple reproduction.
In view of the foregoing, and on the basis of the Federal State Educational Standard, a program was developed for the development of cognitive abilities of younger students in extracurricular activities, a characteristic feature of which is the use of modular technologies.
Chapter 2
2.1 Diagnosis of the level of formation of cognitive abilities of younger students
To study the cognitive abilities of children of primary school age on the basis of MAOU secondary school No. 12 of the city of Ishim, Tyumen region, an experiment was conducted.
The experiment involved students of 3 "A" and 3 "B" classes in the amount of 22 people. 3 "A" made up the experimental group, 3 "B" control (11 people in each). The list of children participating in the study is given in Appendix 1.
The experiment consisted of three stages:
stage - ascertaining.
At this stage, primary diagnostics of the level of cognitive abilities of children of primary school age in the experimental and control groups was carried out.
stage - formative.
At this stage, classes were held aimed at developing the cognitive abilities of children of primary school age in extracurricular activities. With the control group at the formative stage of the experiment, the classes provided for by the educational plan were conducted. The children in this group were not included in the formative experiment.
stage - control.
At this stage, a repeated diagnosis of the level of cognitive abilities of children of primary school age in the experimental and control groups was carried out, and an analysis of the results obtained was carried out.
To identify the level of cognitive abilities of younger students, we identified the following criteria and indicators:
.Memory level by size.
2.The level of thinking on the assimilation of the processes of analysis and synthesis.
.The level of imagination by the ability to create images based on a verbal or previously perceived figurative description.
.The level of attention by arbitrariness.
Based on the selected criteria, as well as for analytical processing of the results of the study and obtaining quantitative indicators, three levels of cognitive abilities in younger students were identified: low, medium and high.
Low level - the amount of memory is less than 4 units; thinking is poorly developed, the child cannot find similarities and differences between concepts; attention is involuntary, cannot hold for a long time; imagination - coefficient of originality (K op
Medium level - memory size from 4 to 7 units; thinking at an average level, the child can find similarities and differences between concepts, but with small errors; attention arbitrary, can hold for a short period of time; imagination - K op
High level- memory capacity from 7 to 10 units; thinking is well developed, the child finds similarities and differences between concepts quickly, easily navigates when performing a task; attention arbitrary, can hold for a long time; imagination - K op
To determine the level of cognitive abilities, we used the following methods: to determine the amount of memory - "Estimation of the volume of short-term auditory memory"; to identify the level of development of thinking - "Comparison of concepts"; to identify the level of development of attention - "Method of studying the arbitrariness of attention"; to identify the level of imagination - the Methodology "Finishing figures" (Appendix 2).
The methodology for determining the amount of memory revealed the following results: in the experimental group, 3 people scored 10 points each, their memory capacity is 7-8 units (Ksenia G, Vladislav D, Alexei L.) - this is a high level; 4 people scored 8 points each, their memory capacity is 6-7 units (Ilya A., Polina A., Egor V., Maxim I.) - this is the average level; 4 people scored 4 points each, their memory capacity is 4-5 units (Vladimir B., Anna G., Emmin I., Polina B.) - this is a low level. In the control group, 2 people scored 10 points each, their memory capacity is 7-8 units (Vladimir A., Anastasia A) - this is a high level; 6 people scored 8 points each, their memory capacity is 6-7 units (Maria B., Ekaterina B., Mikhail B., Veronika V., Yaroslav V., Victoria D.) - this is the average level; 3 people scored 4 points each, their memory capacity is 4-5 units (Sergey D., Ivan Zh., Stepan I.) - this is a low level.
The methodology for identifying the level of development of thinking revealed: in the experimental group, 3 people scored from 25 to 30 points (Ksenia G, Vladislav D, Alexei L.) - this is a high level; 4 people scored from 15 to 24 points (Ilya A., Polina A., Egor V., Maxim I.) - this is an average level; 4 people scored less than 15 points (Vladimir B., Anna G., Emmin I., Polina B.) - this is a low level. In the control group, 2 people scored from 25 to 30 points (Vladimir A., Anastasia A) - this is a high level; 6 people scored from 15 to 24 points (Maria B., Ekaterina B., Mikhail B., Veronika V., Yaroslav V., Victoria D.) - this is the average level; 3 people scored less than 15 points (Sergey D., Ivan Zh., Stepan I.) - this is a low level.
The method for identifying the level of attention development showed: in the experimental group, 3 people scored from 20 to 25 points (Ksenia G, Vladislav D, Alexei L.) - this is a high level; 4 people scored from 15 to 20 points (Ilya A., Polina A., Egor V., Maxim I.) - this is the average level; 4 people scored less than 15 points (Vladimir B., Anna G., Emmin I., Polina B.) - this is a low level. In the control group, 2 people scored from 20 to 25 points (Vladimir A., Anastasia A) - this is a high level; 6 people scored from 15 to 20 points (Maria B., Ekaterina B., Mikhail B., Veronika V., Yaroslav V., Victoria D.) - this is the average level; 3 people scored less than 15 points (Sergey D., Ivan Zh., Stepan I.) - this is a low level.
The methodology for identifying the level of development of imagination showed: in the experimental group in 3 people Cor > 2 points or more (Ksenia G, Vladislav D, Alexei L.) - this is a high level; in 4 people Cor=average for the group or 1 point more or less (Ilya A., Polina A., Egor V., Maxim I.) - this is the average level; 4 people have Cor less than the average for the group by 2 or more points (Vladimir B., Anna G., Emmin I., Polina B.) - this is a low level. In the control group, 2 people Cor > 2 points or more (Vladimir A., Anastasia A) - this is a high level; in 6 people Cor=average for the group or 1 point more or less (Maria B., Ekaterina B., Mikhail B., Veronika V., Yaroslav V., Victoria D.) - this is the average level; 3 people have Cor less than the average for the group by 2 or more points (Sergey D., Ivan Zh., Stepan I.) - this is a low level.
The results of the ascertaining stage are presented in Table 2.
Table 2 Results of the ascertaining stage
Levels Control group 3 "A" Experimental group 3 "B" High 18.2% - 2 people 27.2% - 3 people Medium 54.5% - 6 people 36.4% - 4 people Low 27.3% - 3 people 36.4% - 4 people
As a result of the work done at the ascertaining stage of the experiment, it was found that 22.6% of all subjects have a high level of cognitive abilities, based on the criteria defined at the beginning of the experiment. These children have a memory capacity of 7 to 10 units; thinking is well developed, the child finds similarities and differences between concepts quickly, easily navigates when performing a task; attention arbitrary, can hold for a long time; imagination - K op above the group average by 2 or more points.
5% have an average level of cognitive abilities. They have a memory capacity of 4 to 7 units; thinking at an average level, the child can find similarities and differences between concepts, but with small errors; attention arbitrary, can hold for a short period of time; imagination - K op equal to the group average or 1 point above or below the average.
9% showed a low level. These are children with a memory capacity of less than 4 units; thinking is poorly developed, the child cannot find similarities and differences between concepts; attention is involuntary, cannot hold for a long time; imagination - coefficient of originality (K op ) less than the group average by 2 or more points.
The results obtained allow us to conclude that the majority of the subjects have a low and medium level of cognitive abilities, which indicates the need for their development. For this purpose, we carried out the formative stage of the experiment, which will be discussed in the next paragraph (2.2).
2.2 Implementation of the program for the development of cognitive abilities of younger students in extracurricular activities
With the children of the experimental group, we began to conduct classes aimed at developing cognitive abilities in extracurricular activities through the use of modular technologies. Classes using modular technology are held after studying a certain section of the topic in mathematics lessons in extracurricular activities as a repetition and consolidation of the material. The program consists of 4 modules. Summaries of the classes are presented in Appendix 3 - 6. The value of such classes lies in the fact that on their material the student independently checks and evaluates himself and his knowledge, which leads to adequate self-esteem.
The child is happy to perform any tasks and exercises of the teacher. And the teacher, thus, stimulates the logical thinking of the student. Tasks help to form a holistic view of the subject, enrich the child with new information, activate mental activity, attention. As a result, children develop an interest in mathematics.
Interest in cognitive activity implies the participation of the student as a subject in it, and this is possible only if the children have well-developed cognitive abilities. An important factor in the activation of cognitive activity is encouragement. Therefore, we tried to encourage children during the performance of tasks.
Thus, as a result of the successful application of incentives, interest in cognitive activity develops; the amount of work in the classroom gradually increases as a result of increased attention and good performance; the desire for creativity increases, children are waiting for new tasks, they themselves show initiative in their search. The general psychological climate in the classroom is also improving: children are not afraid of mistakes, they help each other.
It is possible to describe some of the changes that occur in the behavior of children during the formative sessions. At the beginning, the children (Polina B., Egor V., Anna G., Ksenia G., Vladislav D., Emmin I.) did not show much interest in the proposed material and the search for different ways to deal with it. In the middle of the formative experiment, the interest of children in the material offered to them increased significantly, they sought to find various ways to use the material offered to them (Maxim I., Aleksey L., Aleksey M., Ekaterina O., Egor O.), although they did not always succeed . The children made attempts to expand the situation offered to them. At the end of the formative sessions, the children's behavior changed significantly. They sought to find different ways to use the material he offered and often found very interesting ones (Polina B., Egor V., Anna G., Ksenia G., Vladislav D., Emmin I.).
In order to determine how effective our lessons were with the use of modular technologies, we conducted a control study, which will be discussed in the next paragraph (2.3).
2.3 Analysis of the study results
After the formative experiment, a control examination of the children of the experimental and control groups was carried out. The obtained data showed that the level of indicators of cognitive abilities in children of the experimental and control groups after the formative classes became different. The level of development of indicators in the children of the experimental group became significantly higher than in the children of the control group, with whom special classes were not conducted.
Results by criteria and indicators.
The methodology for determining the amount of memory revealed the following results: in the experimental group, 5 people scored 10 points each, their memory capacity is 7-8 units (Ksenia G, Vladislav D, Alexei L., Ilya A., Polina A.,) - this is high level; 5 people scored 8 points each, their memory capacity is 6-7 units (Egor V., Maxim I., Vladimir B., Anna G., Emmin I.,) - this is the average level; 1 person scored 4 points each, his memory capacity is 4-5 units (Polina B.) - this is a low level. In the control group, 3 people scored 10 points each, their memory capacity is 7 - 8 units (Vladimir A., Anastasia A., Maria B.) - this is a high level; 4 people scored 8 points each, their memory capacity is 6-7 units (Ekaterina B., Mikhail B., Veronika V., Yaroslav V.) - this is the average level; 4 people scored 4 points each, their memory capacity is 4-5 units (Sergei D., Ivan Zh., Stepan I., Victoria D.) - this is a low level.
The methodology for identifying the level of development of thinking revealed: in the experimental group, 5 people scored from 25 to 30 points (Ksenia G, Vladislav D., Alexei L., Ilya A., Polina A.) - this is a high level; 5 people scored from 15 to 24 points (Egor V., Maxim I., Vladimir B., Anna G., Emmin I.,) - this is the average level; 1 person scored less than 15 points (Polina B.) - this is a low level. In the control group, 3 people scored from 25 to 30 points (Vladimir A., Anastasia A., Maria B.,) - this is a high level; 4 people scored from 15 to 24 points (Ekaterina B., Mikhail B., Veronika V., Yaroslav V.) - this is the average level; 4 people scored less than 15 points (Sergey D., Victoria D., Ivan Zh., Stepan I.) - this is a low level.
The method for identifying the level of attention development showed: in the experimental group, 5 people scored from 20 to 25 points (Ksenia G, Vladislav D, Ilya A., Polina A., Alexei L.) - this is a high level; 5 people scored from 15 to 20 points (Egor V., Vladimir B., Anna G., Polina B., Maxim I.) - this is the average level; 4 people scored less than 15 points (Emmin I.) - this is a low level. In the control group, 3 people scored from 20 to 25 points (Vladimir A., Maria B., Anastasia A) - this is a high level; 4 people scored from 15 to 20 points (Ekaterina B., Mikhail B., Veronika V., Victoria D.) - this is the average level; 4 people scored less than 15 points (Sergey D., Yaroslav V., Ivan Zh., Stepan I.) - this is a low level.
The methodology for identifying the level of development of imagination showed: in the experimental group in 5 people Cor > 2 points or more (Ksenia G, Vladislav D, Alexei L., Egor V., Maxim I.) - this is a high level; in 5 people Cor=average for the group or 1 point more or less (Ilya A., Polina A., Anna G., Emmin I., Polina B.) - this is the average level; 1 person has Cor less than the average for the group by 2 or more points (Vladimir B.) - this is a low level. In the control group, 3 people Cor > 2 points or more (Vladimir A., Ekaterina B., Anastasia A) - this is a high level; in 4 people Cor=average for the group or 1 point more or less (Maria B., Mikhail B., Yaroslav V., Victoria D.) - this is the average level; 4 people have Cor less than the average for the group by 2 or more points (Sergey D., Veronika V., Ivan Zh., Stepan I.) - this is a low level.
Comparison of the results of the level of development of cognitive abilities before the formative experiment and after the formative experiment allows us to draw the following conclusions. In the control group, where traditional classes were held, there were no significant changes in the level of development of cognitive abilities: the number of children with a low level from 27.3% of children (3 people) to 36.4% of children (4 people), the number of children with an average level decreased from 54.5 % of children (6 people) to 36.4% of children (4 people), the number of children with a high level of development of a meaningful indicator of cognitive interests increased from 18.2% (2 people) to 27.2% of children (3 people).
In the experimental group, developing classes were conducted using modular technologies, there were significant changes in the level of development of cognitive abilities. The low level of development of cognitive interests from 36.4% of children (4 people) decreased to 9% (1 person), the average level decreased from 36.3% of children (4 people) to 45.5% of children (5 people), at the same time a high level of development of cognitive interests increased from 27.2% of children (3 people) to 45.5% of children (5 people).
Our data allow us to draw the following conclusions.
After the formative experiment, the level of development of cognitive abilities of children in the experimental and control groups began to differ significantly. In the children of the experimental group, the level of cognitive abilities increased significantly, while in the children of the control group they remained unchanged.
The results showed that during the control experiment, children showed more emotional involvement and initiative. In the experimental group, the number of questions increased significantly. About half of the children asked 2 to 4 questions. The conducted experiment allows us to conclude that the development of one's cognitive abilities is formed under the influence of a teacher during a lesson using modular technologies.
Thus, using modular technologies in the classroom in primary school, it is possible to purposefully develop cognitive abilities in children of primary school age. The results of diagnosing the development of cognitive interests in children at the control stages of the study are presented in Table 3.
Table 3 Results control stage
Levels Control group Experimental group High 27.2% - 3 people 45.5% - 5 people Medium 36.4% - 4 people 45.5% - 5 people Low 36.4% - 4 people 9% - 1 person
Thus, the analysis of the obtained results reliably shows that the classes with the use of gaming technologies developed by us are an effective means of developing the cognitive interests of younger students.
Chapter 2 Conclusions
Diagnostics of the level of cognitive abilities of younger schoolchildren showed that the majority of children have an average level (45.5%), the results of the control and experimental groups differ slightly. The formative stage of the experiment allowed us to conduct 5 classes to develop the cognitive abilities of students using modular technologies. In this phase, we used various forms extracurricular activities, developed special notes for the teacher.
Analysis of the results of the study showed that the program "Developing and Learning Together" improved the results of the experimental group by 45.4% due to the use of modular technologies.
Conclusion
In solving the socio-economic, cultural and spiritual transformations of today's Russia, a special place is given to the school. The tasks of the democratic transformation of our society and its future prosperity require the preparation of a generation with a high moral and intellectual potential, revealed through cognitive abilities. The goal of education is not the transfer of knowledge and social experience, but the development of the student's personality, which is impossible without the development of cognitive abilities. The need to develop an elementary school educational program is associated with the introduction of federal state educational standards of the second generation, designed to ensure the development of the education system in the face of changing demands of the individual and family, society's expectations and state requirements in the field of education, which is most implemented in extracurricular activities.
The study of the literature, the analysis and generalization of the materials collected on the problem gave us the opportunity to determine the theoretical foundations for the development of the cognitive abilities of younger students in extracurricular activities.
As a result of the work, we examined the concepts of "cognitive abilities" and "extracurricular activities" in the psychological and pedagogical literature, determined the features of the development of cognitive abilities of younger students and the features of extracurricular activities of younger students.
We conducted an experimental study consisting of three stages. At the ascertaining stage of the experiment, we carried out a diagnosis of the levels of formation of cognitive abilities of third grade students, which showed that most children have cognitive abilities at a rather low level.
The formative stage of the experiment allowed us to conduct a series of classes to develop the cognitive abilities of students. In the classroom of this stage, we applied modular technologies.
The control stage confirmed the effectiveness of the classes developed by us for the development of cognitive abilities of younger students. The data of the control stage showed that the level of cognitive abilities increased due to the use of modular technologies.
We came to the conclusion that the use of modular technologies in extracurricular activities in elementary school is one of the most effective means of developing cognitive abilities.
Thus, the tasks set at the beginning of the work were solved, the goal of the study was achieved, the hypothesis was confirmed.
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Appendix 1
1 control group (3 "A") 2 experimental group (3 "B") 1. Vladimir A. 2. Anastasia A. 3. Maria B. 4. Ekaterina B. 5. Michael B. 6. Veronica V. 7. Yaroslav V. 8. Victoria D. 9. Sergey D. 10. Ivan Zh. 11. Stepan I.1. Ilya A. 2. Polina A. 3. Vladimir B. 4. Polina B. 5. Egor V. 6. Anna G. 7. Ksenia G. 8. Vladislav D. 9. Emmin I. 10. Maxim I. 11. Alexey L.
Appendix 2
Method 1. Assessment of the volume of short-term auditory memory: 10 words
Assessment of the volume of short-term auditory memory of children of primary school age and children of all subsequent school ages, as well as adults. Due to the fact that the average amount of short-term memory of an adult is 7 plus or minus 2 units, that is, it is in the range from 5 to 9 units, then, using these data and taking into account the fact that in primary school age, the average volume of short-term memory of a child is approximately equal to his age in years, by analogy with attention, we can propose the following way to translate the absolute indicators of short-term memory into standard indicators on a 10-point scale.
Instructions: 1. Now I will read 10 words. You must listen carefully. When I finish reading, immediately repeat as much as you remember. You can repeat in any order. (The experimenter slowly reads the words, the subject repeats them). Forest, bread, window, chair, water, brother, horse, mushroom, needle, honey. (or: Shadow, wolf, ball, smoke, circle, beam, rose, beetle, soup, bridge.)
Evaluation of results:
points are given to a child with a short-term memory of 8 or more units. This applies to children aged 10-12 years. A similar number of points -10, is received by children aged 6 to 9 years, if their short-term memory is 7-8 units.
8 points are estimated for the amount of short-term memory at the age of 6 to 9 years, if it is actually equal to 5 or 6 units. The same number of points -8- is received by a child aged 10 to 12 years old, who has a short-term memory of 6-7 units.
points are received by a 6-9-year-old child with a short-term memory of 3-4 units. The amount of short-term memory of a child of 10-12 years old is estimated with the same number of points, if it is equal to 4-5 units. 4 points are given to a child of 6-9 years of age if his short-term memory is 1-2 units. The same number of points is received by a child aged 10 to 12 years in the case when the volume of his short-term memory is 2-3 units.
The memory of a 6-9-year-old child is estimated at 0 points, which has an indicator equal to zero. A 10-12-year-old child with a short-term memory of 0-1 unit receives the same number of points.
Method 2. Comparison of concepts.
The method "Comparison of concepts" is used to study the processes of analysis and synthesis of thinking. Widely used in school acad. V.M. Bekhterev. From the set he has, the experimenter prepares 8-10 pairs of words to be compared. The set contains concepts of varying degrees of generality, as well as completely incomparable concepts. It is incomparable concepts that sometimes turn out to be very indicative for the detection of thought disorders.
1.Morning - evening 16. Crow-sparrow
2.Cow - horse 17. Wolf - moon
.Pilot - tanker 18. Milk - water
.Skiing - skating 19. Wind - salt
.Tram - bus 20. Gold - silver
.Lake - river 21. Sleigh - cart
.River - bird 22. Glasses - money
.Rain - snow 23. Sparrow - chicken
.Train - plane 24. Cat - apple
10.Axis - wasp 25. Evening - morning
11.Deception - error 26. Oak - birch
.Glass - cock 27. Hunger - thirst
.Little girl - big doll 28. Fairy tale - song
.Boot - pencil 29. Basket - owl
.Apple - cherry 30. Painting - portrait
The subject is asked to say "how similar and how different" these concepts are. Write down all of his answers in full. The experimenter must insist that the subject necessarily indicate the similarity between the concepts first, and only then the difference. There are such pairs of objects (or concepts) that are incomparable. In this case, you should answer: "They cannot be compared." If the subject immediately begins to compare this pair, his answer is recorded, but then they still give an explanation regarding the "incomparable" pairs. In the future, such explanations are no longer given, but the answers of the subjects about each pair are simply recorded.
When evaluating the responses of the subjects, one should take into account whether they manage to identify significant signs of similarity and difference between concepts. The inability to identify signs of similarity, as well as significant signs of difference, indicates the weakness of the generalizations of the subject, his tendency to concrete thinking. For each correct answer, 1 point is given.
30b - high level; 15 - 24 b - average level; less than 20 points - low level.
Method 3. Methodology for studying the arbitrariness of attention.
Direction of the methodology. This technique is designed to diagnose such an important characteristic of attention as arbitrariness. In fact, arbitrariness is an integral characteristic of the entire attention process, all its characteristics: volume, distribution, concentration, stability, switchability, and others. Voluntary attention is the ability to use all the possibilities of attention at the right moment. This technique is very convenient for the initial acquaintance with the characteristics of the mental processes of the subject, for predicting success professional activity in those areas where high demands are placed not on individual characteristics of attention, but on all. Also, the advantages of this technique include its extreme compactness, efficiency, which allows it to be used in express diagnostics.
Description of the technique. The subject is given the following instructions:
"Now you will see two tables, one of them contains 25 numbers, and the other table is empty. You need to find the smallest number in the first table and enter it in the second table. Then look for the smallest number of the remaining ones, also enter it in the second table, etc. In no case should you skip numbers and make any notes in the first table. You have one minute to complete the task. In the second table, you enter the numbers line by line. Do you understand everything?". It is necessary to make sure that the subject really understood the instructions well, and only after that to conduct testing. During processing, the number of unmistakably located numbers is fixed. In the event that the subject made a mistake in the first five numbers, he is asked to repeat the task on another option, while the instruction is given: "You made a mistake at the very beginning. Please concentrate and repeat the task with another table." In this case, only the results of the second attempt are taken into account. The norm is 20-25 unmistakably arranged numbers.
Technique 4. Method "Finishing the figures" O.M. Dyachenko
The technique is aimed at determining the level of development of the imagination, the ability to create original images. The material used is one set of cards (out of two offered), each of which has one figure of an indefinite shape drawn on it. There are 10 cards in each set. Two equivalent sets of such figures have been developed. Before the examination, the experimenter tells the child: “Now you will finish drawing the magic figures. They are magical because each figure can be drawn in such a way that you get some kind of picture, any one you want.
The child is given a simple pencil and a card with a figure. After the child has completed the figure, they ask him: “What did you get?” The child's response is recorded.
Then sequentially (one by one) the remaining cards with figures are presented.
If the child did not understand the task, then the adult can show several options for drawing on the first figure.
To assess the level of task completion for each child, the coefficient of originality is calculated (K op ): the number of non-repeating images. Images are considered the same if the figure for drawing turns into the same element. For example, turning both a square and a triangle into a TV screen is considered a repetition, and both of these images do not count for the child.
Then, the images created by each of the children of the examined group are compared on the basis of the same figurine for drawing. If two children turn a square into a TV screen, then this drawing does not count for either of these children.
Thus, K op is equal to the number of drawings that are not repeated (according to the nature of the use of a given figure) by the child himself and by none of the children in the group. Low Job Completion - K op less than the group average by 2 or more points. Intermediate - K op equal to the group average or 1 point above or below the average. High level - K op above the group average by 2 or more points.
Annex 3
Geometric figures and their properties.
Integratable target
Tasks:
Educational: consolidate knowledge of geometric shapes;
Equipment: modules, illustrations, cards, geometric shapes, tables, didactic games.
Lesson progress
. Organizing time
2. Setting goals.
Today I invite you on a journey through an amazing country called Mathematics. Do you want to visit there? (yes) There are many cities in this country. Every city has fabulous people. They really like to make riddles for guests, ask questions. I think that everyone loves mathematics, and this journey will be very interesting and useful for you.
3. And now we're going to get on the train. To do this, you need to buy a ticket, that is, answer the questions correctly (UE-1).
Well done! And now let's hit the road through the country of Mathematics!
4. First stop is the city of polygons.
Read carefully UE-2
5. The second stop is the city of geometric shapes.
Divide the circle game
Each group receives an envelope with a set of circles and scissors. (UE-4)
6. Happy City .
Fizminutka
7. City of Games.
8 Reflection
The journey is over.
Tell us what was the most important thing in our trip?
9 . Summarizing:If you scored 32-25 points, then you learned the material very well, if 25-19 points, then you need to repeat, if less than 19 points, then you have poorly learned the material and you need to learn everything from the beginning.
UE-0InstallationIn the process of working on the module, you must repeat and consolidate knowledge on the topic "geometric shapes and their properties." UE - 1 Target:repeat the days of the week, measures of length, tens, units. 1. How many fingers are on two hands? 2.How many days of the week? 3. How many sides does a square have? 4. How many sides does a hexagon have? 5. How many sides does a rectangle have? 6. How many tens are there in 34? 7. How many ones are there in 78? 8. What is the name of the number in which there are 10 tens? 9. What is the result of addition called? 10. What is the name of the result when subtracting? 11. How many cm in 2 dm? 12. How many months in a year? 13. How many tens are there in 46? 14. How many units are there in 40? 15. How many days are there in a month? 16. How many hours are there in a day? 17. How many minutes are there in 2 o'clock? Complete the task. Compare your solution with the notes on the board and put points on the control sheet, one for each correctly completed task. UE-2 Purpose: to repeat and consolidate knowledge about polygons. Exercise 1: draw a polygon that has 4 right angles and 4 sides. What can it be called? Task 2:List the types of polygons. For each type, give yourself 1 point. Give the notebook to your desk mate, and let him check and give the appropriate score. If everything is done correctly - 2 points, if the polygon is drawn correctly, but the names are not written or they are incorrect - 1 point, if the polygon is drawn incorrectly, but the names are written correctly - 1 point, if he did not cope with the task - 0 points. Enter the scores on the control sheet. UE - 3 Purpose: repeat the topic: “flat figures and volumetric bodies” Task 1. Sort these figures and bodies into the appropriate columns. Check yourself against the answers on the board. If no more than 1 mistake is made - 5 points; 2 mistakes - 4 points, 3 mistakes - 3 points, more than 3 - 2 points. Enter it on the control sheet. UE - 4 Purpose: repeat the division of the circle into 4 and 6 equal parts. Task: cut the circle into 4 and 6 equal parts. Work in a group. If everything worked out for you, put 2 points on the control sheet. UE-5 Target: 1.
Appendix 4
Abstract of the developmental lesson of the program "We develop and learn together"
Patterns.
Integratable target: implementation of the development of cognitive abilities of younger students in extracurricular activities through modular technologies.
Tasks:
Educational: consolidate knowledge about the patterns of numbers.
Developing: develop logical thinking, the ability to compare, analyze, draw conclusions, computational skills, memory, observation;
Educators: foster a sense of collectivism.
Equipment: modules.
No. UE Educational material indicating the task Methodological instructions UE-0InstallationIn the process of working on the module, you must repeat and consolidate knowledge on the topic "patterns of numbers." UE - 1 Target:repeat multiplication. A series of numbers is given: 16, 20, 24. Continue the series to the left, decreasing the numbers by 4, and to the right, increasing the numbers by 4. Complete the task. Compare your solution with the notes on the board and put points on the control sheet, one for each correctly completed task. UE-2 Purpose: repeat the digits of numbers Exercise 1: count in hundreds 100 - 1000. Now count, counting after the number 100 one by one. Now try counting from three hundred ten to the number two hundred . Count from 900 to 100 to 0. How many numbers are between 100 - 200? - Calculate how much it will be: 200. + 5 hundred. 4 hundred. x 2 7 hundred. - 4 hundred. 9 hundred. : 3, 1 thousand - 2 hundred. Task 2:Find a pattern and continue the series of numbers. a) 17, 27, 37, 47, ..., ..., ... b) 19, 28, 37, 46, ..., ..., ... c) 12, 21, 34, 43, ..., ..., ... Work with the class Give the notebook to a desk mate, and let him check and put the appropriate score. For each correct answer 1 point. If you didn't complete the task - 0 points. Enter the scores on the control sheet. UE - 3 Goal: repeat the topic: “magic squares” Task 1. Make a 5x5 magic square in which each of the numbers from 1 to 5 occurs five times, but is not repeated in any column or row. Task 2. Arrange the numbers from 1 to 9 in the cells of this square so that the sums of the numbers along all horizontals, verticals and diagonals are equal to each other. Why can't the number 3 be in the corner cage? Work with the class.UE - 4 Target:To identify the level of assimilation of the module with subsequent refinement. 1. Conduct self-control by answering the question: did you achieve your goal in the lesson? To do this, go back to the beginning of lesson EC-1 and to the integrating goal of the lesson
Appendix 5
Abstract of the developmental lesson of the program "We develop and learn together"
Numbering.
Integratable target: implementation of the development of cognitive abilities of younger students in extracurricular activities through modular technologies.
Tasks:
Educational: consolidate knowledge about the numbering of numbers.
Developing: develop logical thinking, the ability to compare, analyze, draw conclusions, computational skills, memory, observation;
Educators: foster a sense of collectivism.
Equipment: modules.
During the classes.
I. Organizing time.
II. Presentation of the topic and objectives of the lesson.
III.mathematical dictation (UE-1)
IV. Working on learned material.
1)UE - 2
2)solution of text problems by variants (UE - 3).
P H I Z C U L T M I N U T K A
v. Fixing (UE-4).
VI. Summarizing. If you scored 24 - 27 points, then you learned the material very well, if 18-24 points, then you need to repeat, if less than 18 points, then you have poorly learned the material and you need to learn everything from the beginning.
No. UE Educational material indicating the task Methodological instructions UE-0InstallationIn the process of working on the module, you must repeat and consolidate knowledge on the topic "numbering numbers". UE - 1 Target:repeat days numbering. Task 1. a) Write down the number that precedes the number 5,000. b) Write down the number that follows the number 209,999. c) Write down the number in which 80 units of the thousands class 80 units of the units class. d) Write down how many hundreds are in the number 87,232; tens in the number 270 032. e) Write down how many ones are in the number 380 hundreds. Complete the task. Compare your solution with the notes on the board and put points on the control sheet, one for each correctly completed task. UE-2 Purpose: repeat the numbering of numbers. Task 1. a) Read the numbers: 968, 5853, 6271, 3009, 245000, 2844 b) Count by 1 to the numbers 996 to 1008. Count by 1 from the numbers 1010 to 990. c) Say the number , in which 3 hundreds of thousands and 5 tens of thousands; 110 thousand units and 203 units; 12 units of thousands and 12 units. d) Present the number 37 011 as a sum of digit terms. e) What is larger and by how much: 49 cm or 1 m? 86 mm or 9 cm? f) The sum of three numbers is 302. The first term is the largest two-digit number, the second term is the smallest three-digit number. What is the third term? Work with the class. For each correctly completed task, put yourself on the control sheet for 1 point UE - 3 Goal: repeat problem solving option 1 The deepest lake in the world, which is located in Russia, is Baikal, its depth is 1740 m. It is located 840 m deeper than the Caspian Sea. Calculate the depth of the Caspian Sea. Option 2 Maximum depth Sea of Azov 14 m. This is 160 times less than the depth of the Black Sea, which is 1780 m deeper than the Baltic Sea. Determine the greatest depth of the Baltic Sea. Option 3 The average height of rain clouds is 900 m, the flight altitude of a swallow is 1600 m above the rain clouds. The falcon rises 1500 m above the swallows. The highest human dwelling is built 979 m above the flight of a falcon. The eagle rises 1500m above the falcon, the condor 300m above the eagle, and the cirrus clouds rise 1300m above the condor. Determine all these heights. If you correctly decided option 1, then give yourself 3 points, if option 2, then 2 points, if option 3, then 1 point. Enter the scores on the control sheet. UE - 4 Purpose: repeat the numbering of numbers. 1. Find the entry for the number seven hundred four thousand six. 706 404, 706 440, 704 006. (1 point) 2. Find the number in which 8 units and 6 thousand units. 8006,806,6008. (1 point) 3 Find the number in which there are 7 tens of thousands and 90 units. (2 points) 7090, 70 009, 70 090. 4 Find the number followed by the number 8400 in the series of numbers. (1 point) 8401, 83 999, 8399. 5. Find the number that is: 6 * 1000 + 3 * 100 +7*10+5. (1 point) 60 375, 6375, 600 375. 6. Determine how many hundreds are in the number 700 400. (1 point) 700, 7004, 400. 7. Indicate the row where the numbers are arranged in descending order. (2 points) a) 357, 645, 654, 729, 928, 935, 953 b) 955, 935, 928, 729, 654, 645, 357 c) 953, 935, 928, 729, 645, 654, 357 8. Indicate the number consisting of 7 hundreds and 8 tens. 78, 708, 780. (1 point) 9. What number must be added to 1 to get 10,000. (1 point) 999, 10,001, 9999. 10. * What number must be inserted into the “window” for the inequality to be true: 600, 660 or 400? (2 points) 9000+ +4 9604 Group work. Evaluation of test results: 12 - 13 points - "excellent"; 10 - 11 points - "good"; 7 - 9 points - "satisfactory" 6 or less points - "unsatisfactory" UE-5 Target:To identify the level of assimilation of the module with subsequent refinement. 1. Conduct self-control by answering the question: did you achieve your goal in the lesson? To do this, go back to the beginning of lesson EC-1 and to the integrating goal of the lesson
Appendix 6
Abstract of the developmental lesson of the program "We develop and learn together"
non-traditional tasks.
Integratable target: implementation of the development of cognitive abilities of younger students in extracurricular activities through modular technologies.
Tasks:
Educational: to consolidate problem solving skills.
Developing: develop logical thinking, the ability to compare, analyze, draw conclusions, computational skills, memory, observation;
Educators: foster a sense of collectivism.
Equipment: modules.
No. UE Educational material indicating the task Methodological instructions UE-0InstallationIn the process of working on the module, you must repeat and consolidate the skill of solving problems. UE - 1 Target:repeat problem solving with a fairy tale plot. Serpent Gorynych defeated! - such a rumor reached Mikula Selyaninovich. He knew that one of the heroes could do this: either Ilya Muromets, or Alyosha Popovich, or Dobrynya Nikitich. Soon Mikula Selyaninovich was informed: a) It was not Ilya Muromets who defeated the Gorynych Serpent; b) Zmey Gorynych was defeated by Alyosha Popovich. After some time, it turned out that one of these messages is incorrect, and the other is correct. Guess which of the three heroes defeated the Serpent Gorynych. Solve the problem Compare your solution with the notes on the board and put 5 points in the control sheet for the correctly completed task. UE-2 Purpose: to repeat and consolidate the solution of problems with literary content. Winnie the Pooh and Piglet went to Owl's for his birthday. The owl lived on a tall, tall oak tree. Piglet carried 5 identical jars of honey as a gift, and Winnie the Pooh - a balloon. This ball can lift either Winnie the Pooh and 2 jars of honey at a time, or Piglet and 3 jars of honey, or 5 jars of honey (the ball cannot lift more than this load). When friends approached the oak, Winnie the Pooh said: - The ball cannot lift us with jars of honey. Let's give Owl just a balloon! By the way, it's my birthday soon... Piglet politely asked: - Can a balloon lift us both at the same time? How would you answer this question? Work in groups. For a correctly solved problem, put 4 points on the control sheet UE - 3 Purpose: repeat the solution of problems with age and time. Problem 1. If you add the ages of the father and the son, you get 58. In four years, the ratio of the father's age to the son's age will be 3. How old is the father at the moment? Problem 2. A cyclist traveled 57 km in 3 hours, and a motorcyclist traveled 71 km more in 2 hours. How many kilometers per hour is the speed of the cyclist less than the speed of the motorcyclist? Check your answers on the board. Each task is worth 5 points. Enter in the control sheet.UE - 4 Target:To identify the level of assimilation of the module with subsequent refinement. 1. Conduct self-control by answering the question: did you achieve your goal in the lesson? To do this, go back to the beginning of lesson EC-1 and to the integrating goal of lesson I. Summing up. If you scored 16-19 points, then you learned the material very well, if 12-15 points, then you need to repeat, if less than 15 points, then you have poorly learned the material and you need to learn everything from the beginning.