School of Primary School "Features of the formation of cognitive activity of younger students in the learning process." Formation of cognitive activity of younger schoolchildren Pedagogical conditions for the development of cognitive activity of younger schoolchildren
Municipal budgetary educational institution
"Likino-Dulevskaya basic comprehensive school No. 2"
Orekhovo-Zuevsky municipal district of the Moscow region
Speech at the ShMO:
« schoolchildren in the learning process ».
Prepared
Teacher primary school
Leukhina N.A.
2016-2017 year
Features of the formation of cognitive activity of the younger schoolchildren in the learning process.
The cognitive activity of students is an important factor in improving and at the same time an indicator of the effectiveness and efficiency of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.
The formation of cognitive activity of students is one of the actual problems the entire educational process. In the process of development of cognitive activitythree groups of stages of knowledge assimilation can be distinguished: initial (actualization of basic knowledge, motivation and goal-setting, perception and comprehension), middle (consolidation and application), final (generalization and systematization).
There are currently two ways to activate cognitive activity: extensive and intensive.Moreover, both of them have the same ultimate goal: the education of an educated, moral, creative, socially active person capable of self-development. But the approaches to achieving the goal are different.The extensive path is implementedprimarily through an increase in the number of academic disciplines or, in other words,increasing the amount of knowledge communicated to students. The intensive path is based on the formation of a subjective, personally interested position of the student,and this involves changing the structure itself curricula and intensification of teaching methods (developing, student-centered learning, etc.).
Activation of cognitive activity involves a certain stimulation, strengthening the process of cognition. Self-knowledge can be represented as a sequential chain consisting of perception, memorization, preservation, comprehension, reproduction and interpretation of the acquired knowledge. Obviously, activation can be carried out simultaneously at all successive stages, but it can also occur at any one. Stimulates, activates knowledge, especially the teacher. His actions are to strengthen each of the stages of cognition (less often, one or more) with the help of various techniques and exercises. It is according to this logic that developmental education programs are built: through the constant organization of conditions for intensive cognitive activity to the usual cognitive activity, and then to the internal need for self-education. Therefore, we can talk about different levels of cognitive activity of younger students in learning activities. It is obvious that activity is connected with the strengthening of the student's subjective position.
An analysis of these positions made it possible to conditionally identify four main types of learning activity and develop tactics (the closest pedagogical interactions) and strategy (the prospect of developing a student’s position in educational process) pedagogical activity: zeroactivity (expressed object position); situational activity (mainly object position); performing activity (mainly subjective position); creative activity (pronounced subjective position).The teacher is obliged to “see” and include in cognitive activity both the student who takes a passive position, and the one who from time to time “turns on” to interactive learning, and the student with a pronounced readiness for joint cognition. Let us analyze the selected types of cognitive activity from the point of view of pedagogical tactics and strategy.
First type.The student is passive, weakly responds to the requirements of the teacher, does not show interest in either joint or individual work, but is included in activities only under pressure from the teacher. Emotional, intellectual and behavioral skills for learning in interaction are not developed. There is a pronounced object position in the educational process.
The teacher's tactics this case is based on creating such an atmosphere of classes that would remove the student's feeling of fear, tightness. Such students are classified as "neglected" (primarily by the teacher himself). By “scrolling” past failures, they themselves reduce the ability to constructively approach a new learning task in advance, and therefore it is very important to neutralize negative memories. The main technique that helps to establish such relationships will be the so-called "emotional strokes" (calling by name, kind affectionate tone, etc.). When working with this group, the teacher should not wait for immediate inclusion in the work, as their activity may increase gradually. Don't offer them learning tasks requiring a rapid transition from one type of activity to another. Give them time to think about the answer, as improvisation is difficult for them. Do not knock down during the answer, asking unexpected and tricky questions. Be prepared for the fact that after the change, these children rather slowly switch from intense motor activity to mental activity.
The strategic direction in working with these students is their transfer in educational interaction from a pronounced object position to a predominantly object position. This is possible due to the special atmosphere of the lessons, focused on the psychological liberation and emotional inclusion of students in general activities. Then a chain is born: a state of comfort, openness, removal of fear of joint work, readiness to engage in cooperation with a teacher or classmates, expectation and emotional readiness to master a new type of cognitive activity.
The second type is realized mainly in the student's object position. Characteristic indicators- showing interest and activity only in certain situations (ininteresting content of the lesson, unusual teaching methods), which is rather associated with emotional excitability, often not supported by acquired skills for independent work. During the lesson, these students prefer explaining new material to repetition; they easily connect to new types of work, but they can also easily lose interest if they have difficulties. They may surprise the teacher with quick, correct answers, but this only happens sporadically. The tactics of educational interaction with these students is to reinforce their subjective (active) state in educational activities not only at the beginning, but also in the process of work. Here, the help of a teacher is invaluable, who, if necessary, can help relieve intellectual fatigue, overcome volitional apathy, and stimulate interest. Here are some activation examples. "Delayed guess". At the beginning of the lesson, the teacher gives the students a riddle ( amazing fact), the answer to which (the key to understanding) will be discovered in the process of working on a new topic. Another technique is the “Crossword Questionnaire”: students fill out a crossword puzzle on the topic being studied (prepared in advance by the teacher himself or his assistants); "aerobatics" can be called a situation when part of the concepts of a crossword puzzle "prepares" a new topic. Schoolchildren of this type are characterized by haste and incompleteness of actions, which is why it is important for them to be able to use an answer plan, rely on reference signals, create algorithms for a particular educational action, drawings-hints (“cheat sheets”), tables. But there is one feature: they are easier to remember and use those schemes that they create themselves (or together with the teacher). Thus, the teacher's action strategy in working with situationally active students is not only to help them get involved in learning activities, but also to maintain an emotional and intellectual atmosphere throughout the lesson. Then the student experiences a feeling of joy and elation not only in the perception of the learning task, but also in the course of its implementation. And having experienced a sense of success once, he will want to repeat and strengthen his achievements and for this he will show certain intellectual and volitional efforts. If subsequent lessons do not deceive his expectations, then there will be prerequisites for a gradual transition to a performance-active type of cognition.
The thirdtype - students with an active attitude to cognitive activity,usually loved by teachers. They systematically do their homework and are readily included in the forms of work offered by the teacher. It is on them that the teacher relies when studying a new (difficult) topic, and they also help the teacher out in difficult situations ( open lessons, visiting the administration, etc.). The main advantage of these students is stability and constancy. However, they also have their own problems. For perseverance and diligence they are often called "crammers". And some think that these children study is easy. There is some truth in this, but for some reason they forget that such apparent ease is the result of earlier efforts: the ability to focus on the task, carefully study the conditions of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat (and not once!) all this chain. And these students, as well as the rest, need careful attention from the teacher. Sometimes they start to get bored if the material being studied is quite simple, and the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational task and no longer want to or wean themselves to look for non-standard solutions. A little later, they realize that the teacher's approval can be obtained not for something "overtime", but simply for a job well done that does not require the search for additional material.The main techniques that stimulate active students are all problematic, partially search and heuristic situations that are created in the classroom.For example, “problem dialogue”, when, discussing the wording of the lesson topic proposed by the teacher, students predict its content. Or a “brainstorming” consisting of the following steps: creating a bank of ideas (a mandatory rule - no criticism!), analyzing ideas (search for a rational grain in each, even the most fantastic proposal, selecting the most productive ideas), presenting the results of the group’s work and further selection suggested ideas by experts. Often when ideas are presented, new proposals are born, which are immediately included in the discussion. You can offer students special role-playing situations. Students can connect to the technology of evaluating the oral and written answers of classmates, that is, take on the role of an “expert” (just remember to arm the “experts” with the requirements for evaluating answers so that there are no significant disagreements).
The creative type of cognitive activity is characterized by a pronounced subjective position of the student. These schoolchildren have non-standard thinking, vivid imagery of perception, purely individual imagination, and a unique attitude to the world around them. However, it is they who often create problems in educational activities, which are based on consistency, logic, and thoroughness.
The activity of the teacher at this level of cognitive activity consists, first of all, in the development of the very need for creativity in schoolchildren, in the desire for self-expression, self-actualization. To help achieve this goal, individual techniques that activate the creativity of students, and special creative lessons: KVN, sports clubs, etc., can also help. But when working with children of a creative type, the teacher must remember about equality: every child has the right to creative self-expression. There is no need to divide children into talented and “other”, even if creative manifestations do not suit us, teachers, in some way.
Thus, cognitive activity is a complex personal formation that develops under the influence of a wide variety of factors: subjective (curiosity, perseverance, will, motivation, diligence, etc.), objective (environmental conditions, teacher's personality, teaching techniques and methods). The type of learning activity is a dynamic indicator. It is in the power of the teacher to help the student move from the zero type to situational and, possibly, performing, creative activity. I would especially like to emphasize the idea that all students need attention and care from the teacher: those who do not show much interest in learning, and those who outwardly make a favorable impression and, it would seem, do not need special support. Therefore, it largely depends on the skill of the teacher whether the student will be able to prove himself in educational activities or prefer to just sit out in class.
E. N. Lekomtseva, A. S. Pikin
Formation of cognitive activity of a younger student
The article presents the characteristics of the program "Planet of Joy", which is designed for primary school students. The purpose of the program is to create conditions for the development of cognitive activity of a junior schoolchild, an emotional and valuable attitude to the world, phenomena of life, and art. The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.
Key words: cognitive activity, junior schoolchild, extracurricular activities, program, needs, interest.
E. N. Lekomtseva, A. S. Pikin
Formation of the Younger School Student's Informative Activity
The characteristic of "the Planet of Joy" program which is designed for pupils of primary classes is presented in the article. The purpose of the program is to make conditions for development of the younger school student "s informative activity, the emotional and valuable relation to the world, the phenomena of life, art. Younger school students" informative activity is an important factor of improvement and at the same time an indicator of effectiveness of the training process as it stimulates independence development, a search and creative approach to master the education content, induces to self-education.
Keywords: informative activity, younger school student, extracurricular activities, program, requirements, interest.
The new paradigm of education considers the formation of the student's subjective position as one of the necessary conditions student development. At primary school age, the understanding of the subject is associated with such qualities of his personality as activity, independence, and the ability to act.
The term "activity is identified by some scientists with activity, vigor, dynamism, others with the result of activity, others consider activity in a broader sense than activity" .
As part of our study, we rely on the opinion of A. N. Leontiev, for whom activity is a concept that indicates the ability of living beings to produce spontaneous movements and change under the influence of external and internal stimuli - stimuli.
At primary school age, the leading type of activity is educational, therefore it is important to consider the term "activity" in combination with another concept - "cognitive".
Today, "cognitive activity" is interpreted in the works of G. I. Shchukina, V. S. Ilyin, T. I. Zubkova, T. I. Shamova. Auto-
ry consider this concept from the standpoint of the quality of the student's activity aimed at achieving the educational and cognitive goal.
The most interesting, in our opinion, definition of cognitive activity is given by E. A. Krasnovsky: “the manifestation of all aspects of the personality of a younger student: this is an interest in the new, the desire for success, the joy of learning, this is also an attitude to solving problems, the gradual complication of which lies in the basis of the learning process".
Thus, the problem of developing interest arises in the context of a variety of students' activities, which allows the formation and development of students' interests, enriching the personality, and cultivating an active attitude to life.
Based on the theoretical studies of D. B. Elkonin, the development of cognitive activity is carried out by accumulating positive educational and cognitive experience. According to the point of view of A. N. Leontiev, cognitive activity is motivated by the need of a younger student. The development of cognitive activity is the ideal option when its formation occurs gradually, evenly, in accordance with
© Lekomtseva E. N., Pikin A. S., 2017
with the logic of cognition of objects of the surrounding world and the logic of self-determination of the individual in the environment.
Analysis scientific literature and practical experience in the formation of cognitive activity made it possible to determine the structure of cognitive activity: the emotional sphere, the volitional sphere, the motivational sphere, the content-procedural component and the component of social orientation.
The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education. Extracurricular activities are an integral part of the organization educational process and one of the forms of organization of students' free time.
Extracurricular activities are understood today as purposeful educational activities organized in their free time for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, the creation of conditions for the development of significant positive personality traits, the implementation of their creative and cognitive activity in various activities, participation in meaningful leisure.
To form the cognitive interest of a younger student, a program was created within the framework of the study extracurricular activities"Planet of Joy", compiled on the basis of the following legal documents:
Federal Law "On Education in Russian Federation" (Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012).
federal state educational standard elementary general education(grades 1-4) (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373; as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357).
Development concept additional education children of the Russian Federation (approved on September 4, 2014 No. 1726-r)
Action plan for 2015-2020 for the implementation of the Concept for the development of additional
education of children, approved by the order of the Government of the Russian Federation of September 4, 2014 No. 1726-r (approved on April 24, 2015 No. 729-r).
Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow “On Approval of SanPiN 2.4.4.3172-14 “Sanitary
epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children ”(Registered in the Ministry of Justice of the Russian Federation on August 20, 2014, Registration No. 33660).
The program is designed for elementary school students (6-11 years old). This period is the most important for the development of aesthetic perception, creativity and the formation of a moral and aesthetic attitude to life, which is fixed in a more or less unchanged form for life.
AT primary school the younger student develops forms of thinking that ensure the further assimilation of various knowledge, the development of thinking. In the educational activities of a younger student
such particular types as writing, reading, working on a computer, creative activity and etc.
Important is the process of switching from family and kindergarten school, that is, the student is changing the dominant authorities, among which the primary teacher becomes the primary school teacher. Game activity, along with educational, among primary school students remains leading. Considering this circumstance, the teacher should use the possibilities of self-organization and self-discipline of the student, which are stimulated by group games, curiosity, spontaneously emerging interest in all kinds of creative activities. Such manifestations need to be supported, developed, connected to the system of pedagogically organized and purposeful activities.
The program "Planet of Joy" is aimed at social and cultural self-determination, creative self-realization of the child's personality, its integration into the system of world and domestic culture, is a means of forming the child's attitude to reality, moral and mental education of the individual.
The purpose of the program is to create conditions for the development of cognitive activity of a younger student, an emotional and valuable attitude to the world, phenomena of life, and art.
Lay the foundations for organizing meaningful leisure;
To acquaint with the history and varieties of theatrical, musical and circus art;
Develop the intellectual and emotional spheres of the student's personality, creativity;
To form an interest in theatrical, musical, circus arts, in the natural sciences;
Involve students in local history activities;
To develop in students the need for constant replenishment of their knowledge, to raise the cultural level;
Bring up moral qualities discipline, responsibility, collectivism.
The mode of classes has the following variability: classes can be held once a week (for a year 36 hours) and 2 times a week (for a year 72 hours) depending on the interest of children, the total teaching load.
Form of conducting classes: group.
When selecting content, the structural-systemic principle is taken into account, in which the studied material is built with a gradual complication. However, in the process of mastering the material by children, the teacher can vary the order and sequence of topics in accordance with age and individual characteristics children's perception of the content of the program.
Types of occupations:
Classes-excursions, allowing to expand the educational space of the student, contributing to the development of their motor activity.
Literary and creative classes. Here the ability to express what is desired is acquired in the language of the theater, cinema is listening and staging fairy tales, watching cartoons, movies, writing stories.
Classes in fine arts - this is the creation of drawings after visiting the theater, excursions, making scenery, non-
bypassed according to the scenario, making puppets and
Various methods of work can be used during the lessons.
Methods of conducting classes: conversation, story, game, practical work, independent work, protection of creative works, mini-concert, consultation.
Control methods: consultation, protection of creative works, performance, exhibition, presentation, participation in competitions of creative works.
Technologies, methods:
Level differentiation;
Modeling activity;
Search activity;
Information and communication technologies;
Health saving technologies.
AT work program planned activities for the formation of UUD: personal, regulatory; cognitive, communicative.
To implement the educational process under the Planet of Joy program, the following is required:
A selection of video clips;
Selection of printed editions and mass media materials, Internet;
Computer, multimedia projector.
The results of the work of younger students will be
present at specially organized "competitive" defenses of creative works and creative projects.
The program contains the following sections: “The whole world is a theater”, “Journey to the past”, “Educational tours to the corners of our Motherland”, “Music of the soul”, “Life under a dome. Creativity and intelligence”, “Amazing is nearby”.
The section "The whole world is a theater" involves the study of theatrical art, types of theater, rules of conduct in the theater. In addition, it is planned not only to attend performances, followed by a discussion, but also to stage performances by the participants of the program.
The section "Journey to the Past" introduces the features of museum work, prepares for excursions to museums, the creation of a mobile class museum.
The section "Educational tours to the corners of our Motherland" includes local history excursions.
Studying the section "Music of the soul", children visit museums musical art, concert
philharmonic hall. Younger students go to where the music sounds.
Section “Life under the dome. Creativity and Intelligence" is divided into two parts - "Circus Art" and "Planetarium" - and involves attending circus performances and interactive lectures in the planetarium, compiling oral statements, for example, on the topic "What animal and why would I like to perform if I circus performer.
The "Amazing Nearby" section ends the academic year with an educational event - a meeting with artists, scientists, artists and other famous people.
Thus, the formation of the cognitive activity of the younger student, the emotional and value attitude to the world is carried out through its inclusion in a variety of different types activities that are interesting and entertaining for him, and therefore bring joy and surprise.
Bibliographic list
1. Zubkova, T. I. Formation of cognitive activity of low-performing primary school students [Text]: author. dis. ... cand. ped. Sciences / T. I. Zubkova. - Yekaterinburg, 1993. - 24 p.
2. Ilyin, V. S. Formation of the student's personality: a holistic process [Text] / V. S. Ilyin. - M.: Pedagogy, 1984. - 144 p.
3. Krasnovsky, E. A. Indicators in education [Text] / E. A. Krasnovsky // Standards and monitoring in education. - 2002. - No. 5. -S. 53-57.
4. Leontiev, A. N. Lectures on general psychology[Text] / A. N. Leontiev. - M. : Meaning, 2001. - 511 p.
5. Martsinkovskaya, T.D. History of child psychology [Text]: a textbook for ped students. universities / T. D. Martsinkovskaya. - M. : VLADOS, 1998. - 272 p.
6. Implementation of variable models of network interaction of general, additional and vocational education as part of the organization of extracurricular activities [Text]: methodical
7. Shamova, T. I. Activation of the teaching of schoolchildren [Text] / T. I. Shamova. - M.: Pedagogy, 1982. -209 p.
8. Schukina, G. I. The problem of cognitive needs in pedagogy [Text] / G. I. Schukina. - M.: Pedagogy, 2001. - 351 p.
9. Elkonin, D. B. On the problem of periodization of psychological development in childhood [Text] / D. B. Elkonin // Questions of psychology. - 2001. - No. 4. - S. 6-20.
Bibliograficheskij spisok
1. Zubkova, T. I. Formirovanie poznavatel "noj aktivnosti slabouspevajushhih uchashhihsja nachal" nyh klassov: avtoref. dis. ... cand. ped. nauk / T. I. Zubkova. - Ekaterinburg, 1993. - 24 s.
2. Il "in, V S. Formirovanie lichnosti shkol" nika: celo-stnyj process / V. S. Il "in. - M. : Pedagogika, 1984. - 144 s.
3. Krasnovskij, Je. A. Pokazateli v obrazovanii / Je. A. Krasnovskij // Standarty i monitoring v obrazovanii. - 2002. - No. 5. - S. 53-57.
4. Leont "ev, A. N. Lekcii po obshhej psihologii / A. N. Leont" ev. - M. : Smysl, 2001. - 511 s.
5. Marcinkovskaja, T. D. Istorija detskoj psihologii: uchebnik dlja studentov ped. vuzov / T. D. Marcinkovskaja. - M. : VLADOS, 1998. - 272 s.
6. Realizacija variativnyh modelej setevogo vzai-modejstvija obshhego, dopolnitel "nogo i professional" nogo obrazovanija v ramkah organizacii vneurochnoj deja-tel "nosti: metodicheskie rekomendacii / pod red. A. V. Zolotarevoj. - Jaroslavl" : Izd-vo JaGPU, 2011. - 312s. S.24.
7. Shamova, T. I. Aktivizacija uchenija shkol "nikov / T. I. Shamova. - M. : Pedagogika, 1982. - 209 s.
8. Shhukina, G. I. Problema poznavatel "noj potrebnosti v pedagogike / G. I. Shhukina. - M. : Pedagogika, 2001. - 351 s.
9. Jel "konin, D. B. K probleme periodizacii psiholog-icheskogo razvitija v detskom vozraste / D. B. Jel" konin // Voprosy psihologii. - 2001. - No. 4. -S. 6-20.
UDC 373.3: 37.036.5 LBC 351.2
Mayorova Natalya Vladimirovna
graduate student
departments of pedagogy primary education Chuvash State Pedagogical University
them. I. Ya. Yakovleva Cheboksary Maiorova Natalia Vladimirovna Post-graduate Department of the Pedagogics of Primary Education
I. Yakovlev Chuvash State Pedagogical University
Cheboksary [email protected] Pedagogical conditions development of creative cognitive activity
junior schoolchildren
Pedagogical conditions of development of creative educational activity
of younger students
The article presents the pedagogical conditions for the development of creative cognitive activity of younger schoolchildren, presents the materials of experimental work on the development of the quality under study, and proves its effectiveness.
The article presents the pedagogical conditions of development of creative educational activity of younger schoolboys, materials and experimental work on the development of the investigational quality and proved its efficiency.
Key words: creativity, activity, creative activity, creative thinking, junior schoolchildren, pedagogical conditions.
Key words: creativity, activity, creativity, creative thinking, the younger students, pedagogical conditions.
The relevance of the problem under study. On the present stage development
pedagogical science and practice, the development of creative activity of schoolchildren is one of the most urgent and acute problems. The new state standards in the field of education imply educational results that are not limited to mastering subject knowledge, skills and abilities. A graduate of the school, according to the Federal State Educational Standard of the new generation, is an inquisitive, actively and interestedly knowing the world, who has a motivation for creative work, mastering ways to solve problems of a creative and exploratory nature.
Modern economic conditions, diversity and complexity of the process
owls emerging in the world, competition in the labor market determines the need for people with such qualities as creative thinking, as well as the ability to quickly and non-standard problem solving.
Thus, before modern general education school the task is to systematically and purposefully develop the creative activity of students.
The younger school age is sensitive for the development of the creative activity of the individual, since among the advantages of this age one can note the intensive intellectual and emotional development, increased impressionability, a tendency to fantasize. At this age, there is a change in the leading type of activity - from playing to learning activities, which makes it possible to effectively develop creative activity precisely at primary school age.
Considering the society's need for creative personality We have set ourselves the following tasks:
1. to identify the initial level of development of creative cognitive activity in younger students educational institutions Cheboksary;
2. highlight the pedagogical conditions, the creation of which contributes to the development of the studied quality;
3. create a program for the development of creative cognitive activity of younger students, covering all participants in the educational process;
4. check the effectiveness of the use of this program and the pedagogical conditions we have identified for the development of creative cognitive activity upon completion of the experiment.
Material and methods of research. In order to study the development of creative cognitive activity of younger schoolchildren, we used a set of theoretical (analysis, synthesis, comparison, generalization, interpretation) and
empirical methods of psychological and pedagogical research (pedagogical observation, testing, questioning, pedagogical experiment).
The study was conducted on the basis of 3 grades of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary, which included 86 students of grade 2, and 3 grades of MBOU "Secondary School No. 37 with in-depth study of individual subjects" in Cheboksary. Cheboksary, which included 86 students of the 2nd grade. The study also included parents (86 people each) and teachers (16 people each) of these educational institutions. The choice of specific research methods was due to our ideas about the structure of the creative activity of younger students as a complex personal education.
According to the results of the primary study, in order to increase the objectivity of the data obtained during the experiment, we formed 2 groups: experimental (3 classes on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary) and control (3 classes on the basis of MBOU "Secondary School No. 37 with an in-depth study of individual subjects "Cheboksary).
At the next stage of the study, we developed a program for the development of creative activity, which covered all participants in the educational process: teachers, students and their parents, and the administration of the educational institution.
With the participants of the control group, no activities were carried out according to the program of the experiment. After the implementation of the program, the participants of both groups were retested using the same methods.
Research results and discussion. Considering the definitions of creative cognitive activity proposed by various authors, we understand this concept as highest level cognitive activity, which is characterized by the desire of the individual to overcome the usual norms and methods of action, manifested in the constant search for new tasks, mastering original methods and techniques for solving them, introducing new, previously unused elements into the educational process. Creative
activity is manifested in the readiness of students for self-improvement, independence and initiative in the course of solving learning objectives, in an effort to go beyond any restrictions. This is the desire for new goals, objects, conjectures, hypotheses, new results.
During the ascertaining stage of the experiment, the following conclusions were drawn regarding the difficulties and shortcomings in the work on the development of creative cognitive activity of younger students:
1. students of the 2nd grade of the institutions covered by the study have approximately the same level of development of creative thinking;
2. the parents of these students are not sufficiently motivated to develop creative activity in their children;
3. teachers are not sufficiently prepared to work on the development of the studied quality in schoolchildren;
4. there is no consistency in the work on the development of creative cognitive activity of students;
5. in educational institutions there are no subject circles, sections, clubs in the direction of interest to students.
Specified conclusions pilot study were taken into account when we compiled a program for the development of creative cognitive activity of younger students, the main content of which was aimed at overcoming these difficulties and shortcomings.
The developed program for the development of creative cognitive activity of younger students was implemented on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary from October 2011 to April 2014 (3 academic years). It included the following areas:
1. Conducting developmental classes with students according to the developed program of extracurricular activities “I am learning to think creatively” (from grades 2 to 4).
2. An educational program for parents (“Parents Kaleidoscope”) has been developed and implemented, which is educational meetings in the form of a parent club.
3. An educational program for teachers (“Pedagogical Kaleidoscope”) has been developed and implemented, which is a series of training seminars within the framework of a school methodological association to develop the creative activity of younger students.
4. On the basis of this educational institution, the Small Academy of Sciences was created, which is an extracurricular activity for children in areas of interest to them ("Young Pythagoras", "Young Physicist", "Young Chemist", "Young Geologist", "Laser Show" , "Language of Dolphins", etc.).
At the end of the experiment, to test the effectiveness of the implementation of this program, we noted a significant dynamics in the development of creative cognitive activity of younger students who were part of the experimental groups (Table 1).
Table 1.
The development of creative activity of younger students before and after experiment
Control groups Experimental groups
Level Indicator before the experiment, % Indicator after the experiment, % Level Indicator before the experiment, % Indicator after the experiment, %
low 52.42 32.15 low 56.77 17.23
medium 41.75 44.87 medium 36.91 47.32
high 5.83 12.72 high 6.32 35.45
Thus, the implementation of the program for the development of creative cognitive activity of younger students made it possible to achieve positive results. Among younger students who have completed the program, there are significant improvements in all indicators of creative thinking. A survey of teachers and parents, as well as observation, confirms the development of the creative activity of pupils.
On the basis of experimental work and the implementation of the program developed by us, the following pedagogical conditions for the development of creative cognitive activity of younger students were identified:
1. Formation of motivation in the development of creative cognitive activity among all participants in the educational process.
The development of cognitive activity of students contributes to the positive motivation of learning and interested relationships between participants in educational and cognitive activities. At present, in pedagogy and educational psychology the central problem is the problem of motivation of educational activity, in particular, the formation of cognitive motivation of students. The purposeful formation of the motivational sphere is, in essence, the formation of the personality itself.
In the course of a survey of parents of schoolchildren, it was found that very little attention is paid to the development of creative cognitive activity in families. An analysis of the survey conducted with parents showed that more than half of the parents, having shifted the responsibility of upbringing to teachers, are interested in the success of their children, but do not take any measures to identify and develop the creative potential of their child.
The results of the study showed that if parents have the motive of self-education and creativity, the child is involved in learning activities and learns its motives.
2. Preparedness of the teacher for the development of creative cognitive activity of younger students.
the main role in the development of creative cognitive activity belongs to the teacher. If the teacher is against the manifestation of the student's creative activity, then the child's creativity can be suppressed.
The atmosphere in the classroom should allow freedom of expression, questions and interaction of students. It is necessary to plan learning situations, questions, discussions, when children know that their participation is welcomed and appreciated.
In an atmosphere of benevolence, trust, empathy, respect, the child seeks to fully reveal his abilities. Seeing how his dignity, independent thought, creative search are valued, he begins to strive to solve more complex problems. It is very important for him to feel that he is considered, his opinion is valued, trusted. The teacher may well create such an environment, such conditions, to provide children with the opportunity to express their opinions, to make assumptions, to choose.
However, according to a survey conducted among teachers, the main problem is ignorance of the theory of creativity and difficulties in determining promising areas of activity, choosing organizational forms and activities of students to develop creative cognitive activity. The teacher needs knowledge about the creative personality, the essence of creative activity and the process of its formation, which are indicators of his professional competence.
3. Consistency in the work on the development of creative cognitive activity.
In the practice of teaching, as the acquaintance with the experience of a number of teachers showed, the development of creative cognitive activity takes place, but it is episodic in nature and is more often carried out by teachers intuitively, without a deep knowledge of the content and methodology for developing this personality trait.
1only if there is a system adequate to the goal and specific tasks, positive results can be achieved with the least amount of intellectual effort both on the part of the teacher and the students.
4. The presence of subject circles, sections, clubs in the direction of interest to students.
For the formation and development of students' creative cognitive activity, it is necessary to create subject circles, sections, clubs in the direction of interest to students.
Summary. As we can see, the results obtained indicate a significant increase in the level of development of creative cognitive activity of younger students who were included in the experimental groups. The study confirmed that the implementation of the pedagogical conditions identified by us contributes to the development of the studied quality.
Bibliographic list
1. Mayorova N. V. The problem of the development of creative cognitive activity in the history of pedagogical thought / N. V. Mayorova // Bulletin of the ChSPU named after I. Yakovlev. - 2013. - No. 3 (79) (Humanities and pedagogical sciences). - S. 76 - 80.
2. Romanova E. N. Pedagogical conditions for the formation of readiness of rural junior schoolchildren for creative activity / E. N. Romanova // Bulletin of the ChSPU named after I. Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132 - 136.
1. Mayorova N.V. Problem of development of creative cognitive activity in the history of educational thought / N.V. Mayorova / / Herald CSPU them IY Yakovlev. -2013. - No. 3 (79) (Humanities and pedagogical sciences). - Pp. 76 - 80.
2. Romanova E. N. Pedagogical conditions of formation of readiness of rural elementary school students to creative activity / E.N. Romanova / / Herald CSPU them IY Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132-136.
Aksana Nugamanova
Formation of cognitive activity in younger students
Today, more than ever, society's responsibility for the upbringing of the younger generation is widely recognized. Activation of cognitive student activities junior classes is one of the urgent problems at the present stage of development of pedagogical theory and practices. This is natural, since teaching is the leading activity schoolchildren. Extremely significant for educational activities is cognitive interest, cognitive activity.
Today there are two ways: extensive and intensive. Both of them have the same end goal: education of moral, educated, creative, social active personality.
teacher's attempts form generalization techniques, as well as the search for generalized solutions by children, are often unsuccessful, which affects the character cognitive activity of schoolchildren. However, the teacher has every opportunity to awaken in the child the desire learn everything new.
With the aim of the formation of cognitive activity in children, the teacher needs:
Create a friendly atmosphere in the classroom;
Use a large arsenal of tools to maintain interest in the subject;
Concentrate on the main educational material;
Avoid overloading students.
It should be noted that cognitive activity is formed by means of information selection and through the participation of younger students in cognitive activity.
We would like to bring to your attention the experimentally carried out by us - pedagogical work, the purpose of which was formation of cognitive activity in younger students.
We have chosen non-standard forms of education, which have recently been frequently used by primary school teachers. Their main goal is formation of cognitive activity of students. Unconventional lesson form: a fairy tale, a journey, the game is age-appropriate junior schoolchildren. In the game, children easily master new skills, knowledge. In a non-standard lesson, you can use various forms of play and learning. As a result, it increases the likelihood of acquiring new knowledge, skills and developing their creative abilities.
Let's consider in more detail each of forms.
1) Lesson - a quiz on literary reading on the topic "The tale is rich in wisdom".
From the beginning of the lesson, the children were offered an independent Job:
Determine the topic of the lesson with help assignments: rebus, making up words and syllables taken from other words, riddles.
- Define goals: what groups are fairy tales divided into, types of fairy tales, what is the peculiarity of the construction of a fairy tale, what is its difference from others literary works.
Solve the crossword with riddles For example: Which of the heroes scared everyone with his puffing.
Use of surprise moment: Postman Pechkin brought a telegram with an addressee from a fairy tale, you need to identify them.
Usage "black box" with fabulous items.
At the end of the lesson, we, together with the students, decided to draw up a project. Both students and their parents took part in the preparation of the project. Project we called: "What a delight these fairy tales are".
2) Lesson - competition (KVN) on the topic "The world around us".
At the lesson, the children were also offered independent activity that immediately stimulated children's attention.
On the eve of KVN, the children independently divided into teams, chose their captains.
Prepared homemade exercise: emblem, team name, greeting.
Solve crossword puzzles with the help of riddles.
Answered questions For example: What does a hedgehog do in winter?
Deciphered the names of animals and distributed them into groups, For example: ice, salt, vairuem (horse, elk, ant).
The children especially liked this task, in the process of deciphering they offered many different options.
A problematic situation: there is a fire in the forest, what should be done?
All students, without exception, participated in KVN, they showed themselves very actively.
3) An integrated lesson in the Russian language and literary reading in topic: "There on unknown paths".
The lesson immediately began with a problem situations: note from Athanasius (brownie) in trouble on the island of Sleep.
Search for a map of the island using calligraphy.
Using the game "Tongue Twisters" if you make a mistake, you are out. (Grass in the yard, firewood on the grass).
Writing text in notebooks. (The text was taken from literary works, the children listened to it carefully, remembered the name of the work, what character they are talking about, and only after that they prepared to write the text).
The peculiarity of this lesson was that there was no clear sequence in its compilation; during the lesson, we chose the tasks proposed by the children.
4) Lesson - a fairy tale on topic: "Meet the guests". (Russian language).
5) Lesson - surprise "Gift from Hottabych". (Literary reading).
In the classroom, all children took Active participation, were involved in all kinds of tasks with interest, fulfilled them with joy. Children whose fatigue and distractibility exceeded activity, at such lessons were revealed in a new way. Exhibited activity and high performance.
Also for the purpose formation of cognitive activity we have used riddles: short description an object or phenomenon that contains a task in the form of a direct or intended question. We offered riddles in which students could restore a complete image of an object or phenomenon by one or two signs. Also, riddles were offered to the attention of students, in which the list of objects and their features could be expanded or they were built on the basis of a negative comparison.
The children alternately compared different and at the same time similar signs, grouped them in a new way, and by eliminating erroneous answers while accumulating new signs, found a clue. In this work, we developed in children the ability to reason, think logically and figuratively.
Most often, children solved crosswords or puzzles, since this is a specific form of riddles. Children not only could work independently, but also in groups or pairs. Thus, in this form, children developed social and communicative communication.
In the lessons we used cognitive tasks: questions, different types of games.
We paid special attention didactic games because they are creative, purposeful activities in which children get to know phenomena of the surrounding reality and make the learning process interesting, also contribute to overcoming obstacles in the assimilation of the material by students.
When selecting didactic games, we started from the interest of students, sometimes went beyond the curriculum.
In the work, methods were often used that form the activity of students, For example:
"Shifters". Information written with words upside down, without changing the order of words in a sentence, children had to read correctly information.
"Catch the mistake". Pupils found mistakes in the text and corrected them.
The use of such techniques contributed:
promotion student activity in the classroom;
formation skills of independent and group work with educational material;
The desire of students to establish causal relationships in nature and society.
In the educational process, we often used such methods, as:
Problematic presentation of knowledge.
Heuristic conversation, in which students' knowledge is not offered ready-made, they need to be obtained independently using a variety of means.
Research - based on acquired and new knowledge.
An essential role in formation of cognitive activity played independent work. Because it develops cognitive abilities of students, contributes to the development practical skills makes the acquired knowledge meaningful and deep.
Working with children junior school age, we first of all took into account the age characteristics of these children. The lessons were designed in such a way that the students were interested, and they took in them Active participation.
Based on the above, the following conclusion can be drawn. Process formation of cognitive activity in younger students can have a positive result when properly formed and organized experimental-pedagogical activity.
Development of cognitive activity of younger students
in the learning process.
The teacher has every opportunity to awaken in the child those abilities that he possesses. He has the opportunity to develop the potential of children so that they can fully realize themselves in the future. modern world. To do this, the teacher needs to express approval to the children and celebrate their success. And then the cognitive activity of the child will manifest itself in all areas of educational activity.
In order to develop cognitive activity in children, the teacher must:
Create a positive atmosphere in the classroom;
Use a large arsenal of tools to maintain interest in the subject;
Direct the educational and cognitive process to achieve the final result;
To carry out individualization and differentiation of the educational process;
Avoid overloading students;
Take into account the heredity and characteristics of the psychophysical development of children;
Monitor and adjust the assimilation of each educational element;
Concentrate on the main thing in the educational material;
To create conditions for the development of the personality of students in the classroom.
To create conditions for the development of a child's personality means to make learning subjective.
The conditions for subjective learning are as follows:
Installation on partnership in communication, recognition of the partner's rights to their own point of view, the ability to listen and hear the partner.
Openness of knowledge, its ambiguity, personal understanding.
Problematic, inconsistent knowledge, giving grounds for the emergence of a meaningful attitude to the material being studied.
Joint design of the goal and content of the lesson, the choice by students of a way to achieve the goal.
Self-assessment of one's own activities to achieve results.
In our time, teachers have a great responsibility for the development of a socially active, able to rationally process information and find non-standard ways to solve personal problems. Only a teacher who is creative, proactive, not indifferent to the results of his pedagogical activity, looking for new ways to improve the quality of students' knowledge can provide a new quality of education. However, despite the personality of the teacher and her interest in the quality education of children, one can often observe a picture when the student “serves out” the allotted time and can at the same time remain absolutely passive and indifferent to what is happening in the lesson.
Why do many students learn the educational material poorly, do not want to work in the classroom?
1. Because often the lessons are of the same type, the same structure.
2. More often they ask those who are active in the lesson.
3. Hanging "labels" - division into strong and weak students.
4. There is a fear or barrier to answer incorrectly, make a mistake, or even seem stupid and funny
5. The atmosphere in the lesson is the relationship that the teacher builds.
Cognitive activity of students is formed means of selectioninformation and ways to include schoolchildren in cognitive activity. Any information of the teacher, no matter how interesting it may be, cannot constantly satisfy the students. Thus, a teacher, especially of primary school, when preparing for lessons, needs to carefully review and be able to choose the information that will be accessible, understandable and interesting to children. An equally important stage in the selection of information is taking into account the level of development of children and their abilities. So, cognitive activity occurs if information:
1) makes you wonder, strikes the imagination;
2) makes you think;
3) leads students to learn new things;
4) is the basis for the formation of concepts, laws, rules;
5) aims at intra-subject and inter-subject communications;
6) focused on use in practice
An equally important role is played by how correctly and interestingly the teacher was able to organize the process of activity. The formation of cognitive activity is successful, if the activity process:
arouses in students the desire to find attractive aspects of the educational process;
accompanied by thoughts: “how did I not know this before”, “it’s not so difficult”;
makes you look at the phenomenon from the other side;
focuses on the application of knowledge in new conditions;
includes elements of complication in all kinds of exercises and tasks;
develops imagination, ingenuity, logic;
suggests elements of research
In the learning process, you can use various ways to enhance the cognitive activity of students:
1. Application of non-traditional forms of the lesson.
An analysis of pedagogical literature allows us to identify several dozen types of non-standard lessons. Their names give an idea of the goals, objectives, methods of conducting such classes: lessons-competitions; lessons with group forms of work; lessons - press conferences; theatrical lessons, lessons taught by the students themselves; lessons-tests; lessons-games "Field of Miracles", lessons-excursions; integrated (interdisciplinary) classes, united by a single topic or problem, and others.
2. The use of game forms, methods and teaching techniques.
Play is one of the oldest means of educating and educating children. Game forms: role-playing, didactic, simulation, organizational and active.
3. Use of all methods of motivation and stimulation of students.
4. Wide application of the problem-activity approach. The problem situation created in the lesson gives rise to questions in students. And in the appearance of questions, that inner impulse (the need for knowledge of this phenomenon) is expressed, which is so valuable for strengthening cognitive interest.
5. Using a variety of forms in the lesson academic work students.: collective, group, individual, frontal, paired.
6. Applicationnew information technologies
The use of computer technology and multimedia equipment in the classroom.
7. Systematic use of various means of control. This is test papers and tests, tests and dictations, mini-exams and punch cards, didactic cards and mazes, crossword puzzles, etc.
8. Involving students in the creation of creative works The strength of the influence of the creative works of schoolchildren on cognitive interest lies in their value for the development of the personality in general, since the idea itself creative work, and the process of its implementation, and its result - everything requires the maximum application of forces from the personality of the student.
9. Transition from monologic interaction to dialogic (subject - subjective). Such a transition contributes to self-knowledge, self-determination and self-realization of all participants in the dialogue.
Pedagogical cooperation acts as a two-way process, the success of which depends on the improvement of both the personal qualities of the student and the activities and personality of the teacher himself. Thus, in this process there is a personal impact and interaction between the teacher and students.
A primary school teacher is a person who sees the child throughout the school day and is able to evaluate him from all sides. And if a teacher shows sincere attention to children, if he creates conditions for broadening his horizons, if learning causes positive emotions, then there is a chance to raise a gifted child.
Psychologists say that the cognitive activity of a student is not an innate or acquired quality. It develops dynamically, can progress and regress under the influence of school, friends, family, work or other social factors. The level of activity is strongly influenced by the relationship of the teacher and the style of his communication with students in the classroom, the progress and mood of the student himself. For this reason, the cognitive activity of the same student in different lessons changes, depending on which teacher teaches, what he teaches and how he teaches, how he knows how to activate the class.
Any teacher is constantly in search of new teaching technologies. After all, they allow you to make the lesson unusual, exciting, and therefore memorable for the student. Only a creative teacher can achieve students' interest in their subject, the desire to study it, and therefore good knowledge.
