Concepts. Methods and techniques for the formation of natural history ideas and concepts in the classroom. Techniques and methods for the formation of natural history ideas and concepts in the lessons Formation and development of subject ideas and concepts

THE ROLE OF BASIC SCHEMES and entertaining material in the formation of natural science concepts

Primary school is currently undergoing great changes. Along with the emergence of author's schools, forms, methods, teaching aids are being modernized, adjustments are made to the content of educational subjects, programs are radically changing. Changes were also made in school natural history.

Every creative teacher, including me, thinks about how to help children in a more accessible way to learn the program material for understanding the world.

It is known that junior schoolchildren visual-figurative thinking is largely characteristic. They can already solve problems in the mind, operating with images. Does this mean that they should work directly with natural objects in the lesson and only with them? Is this enough to form at least an elementary concept? Not only a small, but also a rather high degree of abstraction is available to 6-8 year old children, and is necessary for the formation of concepts.

Any illustrative material carries some element of abstraction - to a lesser extent, pictures, films, transparencies, to a greater extent - tables, and even more highly - diagrams.

At this age, it begins to form logical thinking, which needs to be developed, and for which “food” is needed. In other words, the ability to think in symbols does not come by itself. With age, prerequisites are created for the development of abilities in the process of purposeful learning. Hence the need to give the child space for his development: the material offered for perception should include not only what the child could yesterday, can today, but also the prospect of what he can learn tomorrow. Otherwise, the training will not be developmental.

It is the scheme that is one of the more accessible forms of abstraction for younger students.

It is not for nothing that psychologist L.A. Wenger calls the level of visual-figurative thinking that children of this age reach visual-schematic, the basis of logical thinking.

A variety of schemes are very useful in the study of natural history material in the lessons of knowledge of the world. Without belittling the importance of working in these lessons with natural objects of nature, their images, which make it possible to study the whole variety of features, create an image of an object, it should be noted that this is not enough. The purpose of teaching a subject is the formation of not just accurate images, but the simplest concepts and even a system of these concepts with various interconnections. One way to achieve this goal is to work with reference diagrams.

It is a schematic representation that will single out the essential features of an object from all the features, demonstrate the structure of the concept being formed, reveal the main connections and relationships in the objects under study, the directions and results of natural processes. The main scheme of the entire course of initial knowledge of the world helps to create a system of basic concepts, to consider their relationships. The main generalizing concepts are: animate and inanimate nature, plants, animals, man, society, products of human labor, minerals. At first glance, the scheme may seem cumbersome, too complicated for elementary school students. But if it appears on the board in stages in the form of a dynamic drawing that accompanies the teacher's explanation, a conversation with students, the children will easily perceive the logic of constructing the diagram, and its designations and connections.

Let's see how the scheme is created in the lesson of knowledge of the world. First of all, at a level accessible to children, we define what nature is: “Nature is trees, grass, sun, birds, water…”. for a symbolic image of the concept, we will choose a schematic drawing of the sun and spruce (the teacher can choose any image of an object of nature that is convenient for him). Let's enclose these drawings in a rectangle.

Nature contains two components: living nature, inanimate nature. Inanimate nature is water, stones, moon, clouds, sun, stars, etc. Let's choose a conditional drawing "Sun", place it below and circle it with a triangle. Nearby is another triangle, in which you need to place an image of a symbol of wildlife. It can be a favorite animal, flower, tree. Let's say a Christmas tree. Have drawn. Let us show with arrows that nature is divided into living and non-living. Wildlife is also heterogeneous and includes animals and plants. Plants can be identified with a tree pattern. Animals - animals, birds, fish, insects and others. From this list, select the image of birds.

The time has come to find a place in this system for man. Man is part of living nature. The symbolic image of a person, along with animals and plants, is circled and connected with arrows to the symbol of wildlife. A person is not alone, he lives, studies, works with other people who together form a society. All students in the class are also members of the society.

Let's draw two little men at the same level as the symbol of nature. Let's circle it with a rectangle, connect it with an arrow with a person. People work and create products of their labor. Let's dwell on the conditional image of the house. Circle it with a triangle and connect it with arrows. This is how the scheme is built on this topic.

morning (autumn) afternoon (summer)

cold warm

September is the month of diurnal temperature contrasts, so we choose it for initial observations. Children set the height of the Sun in the sky on a cold morning and a warm afternoon, while measuring the length of the shadow from the gnomon and the air temperature. Then they analyze the content of the scheme, making important conclusions: if the shadow from the gnomon is short, then the Sun is high above the horizon and warms the earth well. We return to the same scheme when studying the topic “Autumn in inanimate nature”, and later when considering winter and spring phenomena. Measuring the length of the shadow from the gnomon on the 20th of each month and the correlation of the results of the change with the scheme allow us to suggest that the pattern marked on the September day is typical for all seasons of the year. Now the words “morning” and “day” can be replaced by the names of the studied seasons, and the reasons for the fall cold or warming with the onset of spring will be scientifically substantiated by the students.

An important means of developing an effective attitude of students to nature is problem-based learning. The inclusion of the scheme in the conditions of the problem task helps not only to visually feel the nature of the task, but also to determine from the scientific point of view the direction of its solution.

Consider a fragment of the lesson on the topic "Indoor plants".

We propose to recall the parts of plants and determine the main functions of each of the organs. Emphasizing that any plant is a fragile living organism, we give the task to determine the conditions necessary for any organism (for example, human) for normal life. The result of children's reasoning will be the following scheme:

In the scheme of natural relationships, schoolchildren will more easily replace the most important ecological mechanisms of adaptation of living organisms to environmental change.

For example, in the scheme “Life of wild animals in winter”, both physiological and morphological and behavioral features of the adaptation of animals to new conditions can be traced.

An important addition to the conversations about tempering, protecting and promoting health in different times of the year is a short, but capacious in content, scheme that models the lifestyle and behavior of a healthy person. The scheme contains four basic rules for maintaining health, which are always acceptable, regardless of the seasons. Therefore, it is difficult to work with her throughout the year, only supplementing the arsenal of techniques for strengthening the body from lesson to lesson.

The task of a teacher working with diagrams is not only to help students create certain ideas, but also to teach them to think, analyze, compare, draw conclusions, reason, and look for a solution. I would like to emphasize that the technique with schemes is unusually diverse. This is the construction of diagrams, the connection of individual blocks of the diagram with connecting arrows with an explanation of the connections, the compilation of stories according to the diagram, the illustration of the diagram with your observations or excerpts from what you have read, etc.

The skills of mental activity do not appear with the birth of a person, they do not develop by themselves. The impetus for the awakening of thought is made in the family, but the expansion, strengthening of the work of the mind is the task of the school. Development takes place in activity, which means that mental activity opens the way for the development of intellectual abilities. And in this, natural history schemes are of great help.

Each generalized concept combines several simple ones and has a set of features characteristic of it. If at the beginning of training, to characterize the concept, it was enough to list the objects that it unites, then one should gradually move on to highlighting the features of the concept, its definition. It is not necessary to single out and name all the signs. Often this work requires special knowledge. It is enough for kids to know one at a time - the two most significant signs.

For example. When studying animals, it is necessary to distinguish groups: animals, birds, reptiles (snakes, lizards), amphibians (frogs, toads), fish, insects. We note the essential features we need. Animals and only animals, and not all animals, feed their young with milk. The body of all birds and only birds is covered with feathers (and not all birds can fly, and not only birds lay eggs).

In reptiles, the body is covered with scales. They crawl or run, raising the body low above the ground. Amphibians can live both in water and on land (their skin is bare). In fish, the body is covered with scales, they breathe with gills only in water. Only insects have three pairs of jointed legs that are attached to the chest.

Animals, birds, insects and others are united by one concept - animals. For each group of animals, we will choose our own symbol, which we will place in a triangle. Triangles can be placed not in a row, but from the bottom up, marking the level of development of each of the groups of animals.

Insects, the most highly organized group of invertebrates, will be circled in a square.

Disclosure of interrelations in nature is one of the tasks of knowing the world. Processes in nature are more or less continuous. Children can observe the initial stage, the result, but not follow the whole action from beginning to end.

Fixing the stages of the process in the form of a diagram will help to make a generalization like: “In the spring, the sun warms the earth, so the snow melts, grass appears, leaves bloom. Insects warm up and come out of the shelter, which can now eat plants. Birds arrive because they already have food - plants and insects. This conclusion is accompanied by the construction of a circuit.

A special type of interaction occurs between man and the rest of nature. Man constantly uses nature. In teaching, I often dwell on the consequences of this action for nature. Let's say the children broke a tree near the school. As a result, the nest was destroyed and the chicks died. People cut down the forest - the river dried up - the animals died and left. In parallel with these arguments, connections are built on the diagram, drawings depicting what died as a result of rash human actions disappear (cross out). Such facts are summarized: “All components of the surrounding world are interconnected. A person is obliged to foresee the results of his activity.

The lack of technical means does not allow illustrating educational material by showing films, slides, etc. Therefore, information communicated to students that is not associated with any specific images is poorly remembered. To eliminate this shortcoming, as experience has shown, you can use a variety of entertaining didactic material. “To make a serious occupation entertaining for a child is the task of initial education” (K.D. Ushinsky).

Entertaining exercises are linked to the topic of a particular lesson and are aimed at achieving the goal.

These entertaining exercises are in the form of a game. “We must not forget that the game for the guys is a real job” (N.K. Krupskaya).

Riddles and questions were selected for the topic “Changes in the life of wild animals in autumn”. Below are fragments of the lesson with their use.

Before explaining the topic and the task of the lesson, you can create a problem situation by offering to solve riddles:

She is small, and the tail is rich. From branch to branch jump-jump, nut after nut click-click (Squirrel) .

Jump-jump, coward! Short tail, ears along the back, eyes with a pigtail, clothes in two colors - for winter and summer (Hare) .

The teacher asks the children a question: what group of animals will we learn about today? (About wild animals) . Then he names the topic of the lesson, sets his tasks.

The next step is to form the concept wild animals . The teacher leads the children to understand the differences between wild animals and domestic animals. In a conversation about the changes in the life of wild animals, children learn about how they prepare for winter.

The conversation includes questions that arouse interest in children:

What forest animal dries mushrooms on trees? (Squirrel) . She strings mushrooms on knots, and in winter she finds them in starvation and eats them.

Is a bear skinny or fat in a den? Why? (bold) . By spring, all the fat of the bear disappears, since he does not eat all winter.

What does "feet feed the wolf" mean? (The wolf does not ambush prey, like a cat, but catches up with it) .

The next stage of the conversation is a conversation about the protection of wild animals. The teacher talks about this, the children supplement.

In the lesson, when studying pets, riddles are included in the conversation:

Itself motley, eats green, gives white (Cow) .

Dense grasses entangled, meadows curled up, and I myself am all curly, even with a curl of a horn (Lamb) .

Not a king, but in a crown, not a rider, but with spurs (Rooster) .

Kvokhchet, kvohchet, calls children, gathers everyone under the wings (Chicken) .

I swam in the water, but remained dry (Goose) .

But cognitive interests will not fully develop if only the teacher gives such tasks. Therefore, it is suggested that children themselves choose riddles or prepare interesting questions for a particular topic.

In schemes for the first class, it is better to use a concise drawing or a collage in the form of a photo shoot. The image of the drawing is closer to the image of the object itself. In addition, six-seven-year-old children do not absorb what they read for the first time.

In the first class for a photo shoot, I used the following topics:

1. Seasonal changes in nature;

2. Our animal world;

3. Bread is the head of everything (as bread came to our table);

4. Transport;

5. Support scheme to help us behave in nature.

This approach to this subject allows children to easily and easily learn the material on the knowledge of the world and leave it in their memory for a long time with constant repetition of the material covered. And also get good grades. This is also important for the teacher: if the children have mastered the material well, they are interested, they think, reason, share their thoughts and experiences, then the teacher is on the right track. The search for a teacher is always justified by the success of the students.

The main idea of ​​the experience: "Easy and affordable to gain knowledge"

Introduction
Chapter I Theoretical basis the formation of historical ideas and concepts among younger students in the study of the subject "World around"
1.1. The system of representations and concepts in primary school
1.2. The content of the educational and methodological set "The World Around" (A.A. Pleshakov) in terms of the formation of historical ideas and concepts
1.3. Characteristic pedagogical conditions the formation of historical ideas and concepts among younger students in the study of the subject "World around"
Chapter II. Experimental work on the formation of historical ideas and concepts among younger students in the study of the subject "World around"
2.1. Identification of the level of formation of historical ideas and concepts among younger students
2.2. Implementation of a set of classes on the formation of historical ideas and concepts among younger students
2.3. Analysis of the results of experimental work
Conclusion
List of used literature and information sources
Applications

Research objectives:





Research methods:






The results of the study are presented on All-Russian competition young scientists "Best youth scientific - 2018" ("Concept", scientific and methodological electronic journal). Publication on the journal’s website: “Implementation of the project “80 Years of the Altai Territory” with junior schoolchildren as part of extracurricular activities on the subject "Environment". Competition winner.

At present, the problem of studying historical material is especially relevant for elementary school, since its main aspect is the social orientation of the individual in accordance with the "request" of the society in which he will live. The study of historical and social science knowledge at school is the basis of humanitarian education and the formation of a person's own life position. The object of study of history is the past of mankind in their natural and social development(man, nature, society). The study of history contributes to the formation of students' own value orientations and civic convictions.
According to the requirements of the Federal State Standard for Primary general education(FGOS IEO) one of the directions for the implementation of educational tasks is the formation of knowledge about the main events in the history of the Fatherland and its heroic past. The “portrait of a primary school graduate” presents such a characteristic of a person as “loving his people, his land and his homeland”.
The formation and development of historical ideas and concepts must begin as early as elementary school. The subject “World around” has a significant potential in solving this problem, integrating various branches of knowledge in its content: ecology, geography, local history, history, etc.
The issues of formation and development of the conceptual apparatus of younger schoolchildren are presented in the works of scientists and methodologists: D.D. Danilova, E.G. Novolodskaya, R.Yu. Strelova, M.T. Studenikina, A.V. Khutorsky, O.A. Shamigulova, V.V. Shogan and others.
In the course of studying the psychological and pedagogical and methodological literature the problem of selecting and characterizing the pedagogical conditions for the formation of historical ideas and concepts among younger schoolchildren in the study of the subject "The world around us" was identified.
The purpose of the study: to determine the pedagogical conditions for the formation of historical ideas and concepts among younger students when studying the subject "World around" and to prove their effectiveness.
Object: the process of studying the subject "World around" in elementary school.
Subject of study: pedagogical conditions for the formation of historical ideas and concepts among younger students.
Hypothesis: the formation of historical ideas and concepts in younger students when studying the subject "World around" will be carried out more efficiently if the following pedagogical conditions are met:
- conducting terminological work in the classroom;
- modeling of reference schemes and smart maps by historical material;
- inclusion of children in the implementation of projects of historical content;
- organization of excursions with younger students to museums, etc.
Research objectives:
1. To reveal the system of ideas and concepts of the course "The world around us" for elementary school.
2. To analyze the content of the educational and methodological kit (EMC) "The World Around" (A.A. Pleshakov) from the point of view of the formation of historical ideas and concepts in younger students.
3. To characterize the pedagogical conditions for the formation of historical ideas and concepts among younger schoolchildren when studying the subject "The world around us."
4. To identify the level of formation of historical ideas and concepts among younger students.
5. Develop and implement a set of classes on the formation of historical ideas and concepts among younger students, analyze the results of experimental work.
Research methods:
- theoretical analysis of psychological, pedagogical and methodological literature on the research problem;
- analysis of the content of the teaching materials "The World Around" by A.A. Pleshakov ("School of Russia");
- a method for diagnosing the level of formation of historical ideas and concepts among younger students;
- experimental work, quantitative and qualitative analysis of its results.
Research base: Municipal budgetary educational institution"Average comprehensive school No. 8, Biysk, Altai Territory.
The practical significance of the work lies in the fact that the developed set of lessons on the formation of historical ideas and concepts among younger students in the study of the subject "The world around us" can be used by elementary school teachers, are of interest to bachelor students studying in the direction of training Teacher Education, preparation profiles Elementary education and Preschool education.
The results of the study were presented at the All-Russian competition of young scientists "The best youth Research Article- 2018" ("Concept", scientific and methodological electronic journal). Publication on the journal's website: “Implementation of the project “80 Years of the Altai Territory” with younger schoolchildren as part of extracurricular activities on the subject “The World Around”. Competition winner.
Work structure. The work includes an introduction, two chapters, a conclusion, a list of references and information sources, an appendix.
The introduction substantiates the relevance of the topic, the degree of its development, formulates the problem, goal, object, subject, hypothesis and objectives of the study, determines its practical significance.
In the first chapter “Theoretical foundations for the formation of historical ideas and concepts among younger schoolchildren when studying the subject “The world around us”, a system of natural history ideas and concepts in elementary school is disclosed, an analysis of the content of A.A. Pleshakov "The World Around" (the "School of Russia" system) from the point of view of the formation of historical ideas and concepts, the pedagogical conditions for the formation of historical concepts among younger schoolchildren in the lessons of the world around are characterized.
In the second chapter "Experimental work on the formation of historical ideas and concepts among younger schoolchildren in the study of the subject" World around ", the organization and methodology of experimental work are described, and an analysis of its results is carried out.
In conclusion, the results of the study are summarized and conclusions are formulated.
The list of used literature and information sources includes 51 titles.
The appendix presents the materials of experimental work.

Jr school age is the most favorable period for the formation of historical and civil development, education and upbringing. In this regard, it is necessary to deeply theoretically understand the problem of historical and civic education of the younger generation, purposeful work to determine and implement the conditions for its formation in modern world and society.
The formation of knowledge about the main events in the history of the Fatherland and its heroic past is one of the main directions of the Federal State Educational Standard. The public need for the historical education of the personality of the student is recorded in a number of documents of the Ministry of Education Russian Federation. aim historical education is the preparation of students for a responsible, meaningful, independent adult life and activity in a democratic legal state, civil society.
Information on the history presented in the UMC "The World Around"
A.A. Pleshakov are structured in chronological order. This allows students to develop retrospective thinking, which contributes to a qualitative assessment of the significance of events and phenomena of the past for the development of the state and mankind. Attention to the biography of historical figures on the pages of the textbook "spiritualizes" the pictures of the past, makes historical events closer and more accessible for understanding by a younger student, allows you to "get used" to the era, comprehend the values ​​of other people, establish a dialogue. This EMC has significant potential in terms of the formation of historical ideas and concepts in younger students.
The pedagogical conditions for the formation of historical concepts and ideas among younger schoolchildren when studying the subject "The world around us" are: conducting terminological work in the classroom, modeling reference schemes and mind maps based on historical material, including children in the implementation of projects of historical content, organizing excursions with younger schoolchildren to museums etc.
In MBOU "Secondary School No. 8" in Biysk, Altai Territory, we carried out experimental work on the formation of historical ideas and concepts among younger students when studying the subject of "The World Around".
At the ascertaining stage, we revealed the level of formation of historical ideas and concepts of students in the experimental and control groups and established the predominance of low and medium levels.
The results obtained were determined at the formative stage experimental work development and implementation of a set of classes aimed at the formation of historical ideas and concepts of students of the 4th "B" class (experimental group) in the study of the world around us and in extracurricular activities in compliance with the pedagogical conditions laid down in the hypothesis.
Repeated monitoring at the control stage of experimental work and analysis of the results showed the effectiveness of the implementation of the set of classes developed by us.
Thus, the set goals and objectives are fulfilled, the hypothesis put forward is proved. It can be concluded that the implemented set of classes is effective in the process of forming historical ideas and concepts among younger students when studying the subject "World around".

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The use of a variety of techniques and methods of working on rocks, the use of the ideas that children have, the use of various visual aids help the teacher form general natural history concepts. An important role in the formation of concepts is played by a certain system in the presentation of the teacher, which is achieved provided that all parts educational process are connected by the leading idea and serve to reveal and confirm it.

In the systematic story of the teacher, visibility has great importance: going from visual, visual perception, children are easier to generalize, that is, to form a concept.

Visual aids are used not only to create representations and images of individual specific objects, but also as source material for the formation of a concept.

A conversation based on the observations of children, a watched film, disassembled pictures or filmstrips helps students consciously master the program material. And on the basis of its conscious assimilation in children, correct natural science concepts are formed.

The teacher must take seriously the preparation of conversations that reveal the main features and properties of objects and phenomena. Questions should not be posed that require children only to work with memory and show only mechanical, and not conscious, assimilation of program material. It is necessary to formulate questions in such a way that the answers to them show students' understanding of the given definitions. So, for example, one cannot pose questions: what is the source? What is called the ocean? And so on. You must first invite the child to show the source of the river in a picture, diagram, plan, map, and then ask what is called the source of a river or stream. It is impossible to interrogate students with prompting questions and verbose questions, since they do not reveal the children's understanding of the content of a natural phenomenon, but push them towards rote memorization.

Working on the formation of general concepts, the teacher should pay attention to the ability of children to apply their knowledge. So, for example, third-graders formed the general concept of " geographic map". The teacher should check whether the children can read the map, whether they understand it conditional language whether they can find mountains, rivers, seas, etc. on the map

In grade II, children learn how to take care of indoor plants. They create the concept that each plant needs favorable conditions for development: good soil, a sufficient amount of moisture, light, heat. Caring for indoor plants, children learn how to properly loosen the soil, water the plants, wipe large leaves with a damp cloth, and spray the plants. The teacher must first of all check whether all the children know how to do it correctly, and ensure that general concepts were reinforced by practical activities in and out of the classroom.

Carrying out consistent work on the creation of ideas and concepts, it is necessary to achieve full awareness of the content of concepts, since only such knowledge turns into beliefs. An important condition for organizing a purposeful perception of a natural object by children is the combination of its display with the teacher's explanation. The display can be in nature or during the demonstration of a movie, TV show, looking at a wall picture, during an experiment, at a subject lesson. This method of work provides in the minds of schoolchildren the connection between the word and a specific image of a natural phenomenon or object.

In addition, the teacher should seek from students the ability to show natural phenomena or objects in paintings, collections and herbariums and talk about them, stopping at salient features of this phenomenon.

At the lessons of natural history, it is necessary to form in children spatial representations and elementary concepts (about the horizon, sides of the horizon, orientation) on the basis of practical work and observations in nature.

So, a solid mastery scientific knowledge and the formation of concepts in students proceeds through perception, the creation of ideas and their comprehension.

Questions and tasks. I. Into what stages can the process of education of natural science concepts in children be divided? 2. What is the importance of the formation of natural science concepts in primary school? 3. From the natural history program for grade II, select generic and specific natural history concepts. 4. From the natural history program for grade III, select general and singular natural history concepts. 5. Show on the example of one general (generic) concept how to organize work with children for its formation.

Topic: Methodology for the formation and development of initial natural science concepts

Plan

1. Two approaches to the problem of education and development of scientific concepts.

2. The main stages in the formation of natural science concepts.

3. Characteristics of natural science concepts.

4. Conditions for the formation and development of ideas and concepts.

5. Levels of development of ideas and concepts.

1. Two approaches to the problem of education and development of scientific concepts

One of the most difficult problems in the theory and practice of teaching younger students is the problem of education and development of scientific concepts. There are currently two approaches to this problem.The first is based on the empirical theory of knowledge and suggests the need for "living contemplation". This approach is covered in the works of K.D. Ushinsky, K.P. Yagodovsky, M.N. Skatkina, N.A. Rykova, S.A. Pavlovich, V.A. Sukhomlinsky and others.

Second the approach was developed in the technology of developing education by D.B. Elkonina-V.V. Davydov. He proclaims the rise of the role theoretical knowledge, which go beyond sensory representations, rely on mental transformations of abstractions, reflect internal relationships and connections.

Most natural science teachers adhere to classical views on the theory of the formation and development of concepts. Recommendations for teaching are known from the history of pedagogy natural sciences Scientific Committee of the Ministry of Public Education, published in 1864 and signed by A.N. Beketov. “The teaching of natural science should begin not with general concepts, but with a description of the individual bodies of the three kingdoms of nature, and to choose predominantly such bodies that can be shown in nature and exclusively from domestic subjects ... Generalizations should be derived from particular examples, and therefore the latter should precede the first in general, it is desirable that the consideration of subjects, where possible, be inductive.

This approach is explained by the specifics of the very subject of study of natural science, which includes natural bodies and phenomena perceived by our senses. The basic principle of natural science is that all knowledge about nature must be subject to empirical verification.

a huge role in the developmentclassical theory the formation of natural science concepts among junior schoolchildren was played by the workK.P. Yagodovsky. In 1929, in the book The Research Method in Teaching, the teacher raised the question of the elements and structure of knowledge. He emphasized the importance of sensory perception when getting acquainted with objects and natural phenomena. In the work “Issues of the general methodology of natural science” (1951) K.P. Yagodovsky considered the stages of the formation of elementary concepts: the perception of natural objects with the help of the senses, the formation of ideas on this basis. Yagodovsky attached great importance to the development of skills to find the essential features of objects or phenomena and to generalize in order to gradually move on to the concept. K.P. Yagodovsky proposed ways and means of forming concepts that are relevant to this day. A significant contribution to the development of the theory of the development of natural concepts was made byPL. Zavitaev. The methodology he proposed for carrying out practical work, observations, and excursions helped create a concrete-figurative basis for the formation of concepts.

2. The main stages in the formation of natural science concepts

The process of human cognition of the surrounding world goes through two levels -sensual (empirical) and logical. At the first level of knowledge, the main role is played by the sense organs (analyzers) of a person. On the second - the process of thinking, which consists in operating with concepts, judgments, conclusions.

The main task of the teacher is to guide the process of mastering quality knowledge. This is possible only if the mental activity of children is properly organized.

In younger students, concrete-figurative thinking prevails. Wherein the main role belongs to the direct perception of objects and natural phenomena, i.e. sensory (empirical) level of knowledge.

The starting point in the knowledge of the surrounding world areFeel - reflection in the cerebral cortex of individual properties of objects and phenomena with the help of analyzers. At the same time, foci of excitation appear in the corresponding zones of the cerebral cortex. The more sense organs are involved in the process of cognition, the more actively the analytical activity of the cortex takes place. The essence of this process was expressed by Ya.A. Comenius three centuries ago: “The beginning of knowledge must always come from the senses. Everything, as far as possible, must be presented to the senses: visible - to sight, heard - to hearing, smelled - to smell, tangible - to touch; and what can be simultaneously perceived by several senses must be simultaneously presented to several senses. This provision underlies the didactic principle of visibility.

Let's show this with an example. When studying the properties of minerals (for example, limestone), the teacher can carry a sample around the class. In this case, the children will see limestone, and the focus of excitation will appear only in the visual cortex. If practical work is carried out at the lesson, then samples of minerals are distributed to each desk. Students not only see limestone, but they themselves conduct experiments to study its properties. At the same time, information from almost all sense organs enters the cerebral cortex. This makes it possible to analyze the properties of the object in more detail, which subsequently will serve as the basis for the conscious assimilation of ideas about it.

But there are no separate properties isolated from the object in the material world. That's whyat the second stage knowledge turns onsynthetic activity of the cortex large hemispheres of the brain. Between the centers of excitation in the zones of different analyzers, temporary connections are formed. This serves as the basis forperception, i.e. reflections in the cerebral cortex of the object as a whole in direct contact with it.

At this stage of cognition, the student already perceives the totality of the properties of the object. Limestone, for example, is perceived by him as a white, solid, opaque natural body, of a certain shape and size, without luster.

The third stage of knowledge is educationrepresentation, those.a reflection of the internal image of an object stored in a person's memory. The physiological basis of ideas is the preservation of connections between the foci of excitation in the cerebral cortex. This is how memory representations are formed.

This stage is a bridge between sensory and logical knowledge. To a certain extent, images are already generalizations, but when they arise, insignificant features of the object can be reflected, and some of the properties can be omitted. For example, a student may only remember limestone of a certain shape and size and not recognize this rock in the mountains. In order for memory representations to be more complete and adequate to reality, it is necessary to organize a purposeful perception of various samples of a given mineral and images of mountains composed of limestone, and highlight its insignificant properties (in this case, size and shape).

Representations can also arise without direct perception of the subject, but only on the basis of a teacher's oral story or textbook text. For example, based on the description, the student can imagine the nature of the Arctic or the desert. itrepresentations of the imagination. They do not evoke vivid images in the child's memory and are fuzzy, vague. Representations of the imagination are more dependent on individual features children than representations of memory. Therefore, any description should be accompanied by a demonstration of visual aids.

Younger students think in images, so the formation of ideas is the most important task of the teacher. If a child is forced to memorize something that does not evoke vivid ideas in his mind, then thought is replaced by memory, and this discourages learning. V.A. Sukhomlinsky wrote: “The cells of the child’s brain are so delicate, so sensitive to objects of perception that they can work normally only if the object of perception, comprehension is an image that can be seen, heard, touched.”

The need to form vivid images of objects and phenomena in the child's mind does not mean that it is not necessary to develop logical thinking based on operating with concepts. But it would be a mistake to think that the world by itself will teach the child to think. Without theoretical thinking, things will remain hidden from the eyes of children by an impenetrable wall. Nature becomes a school of mental labor only under the condition that the child is distracted from the things around him, abstracts, ”V.A. Sukhomlinsky.

concept - a form of thinking that reflects the general, essential and necessary features of objects and phenomena.

AT primary course In natural sciences, mainly elementary concepts are formed, which for the first time introduce students to the understanding of the laws of the world around them.

3. Characteristics of natural science concepts

Depending on the number of objects and phenomena reflected in them, concepts are characterized by content and volume.

Undercontent concept is understood as a set of essential properties of a class of objects and phenomena reflected in the mind by this concept.

According to the content, concepts are divided into simple and complex.Simple concepts include one element of knowledge about an object or phenomenon. For example, the simple concept of "horizon line" is defined as "an imaginary line where the sky seems to converge with the surface of the earth."complex concept "horizon" is characterized not only as "the space visible around the observer", but also includes knowledge about the sides of the horizon.

Besides,according to the content of the objects of study natural sciencesconcepts can be biological, geographical, geological, ecological etc.

The scope of the concept characterizes the number of objects reflected by the concept in the human mind. Concepts are divided intogeneral andsingle.

General concepts cover homogeneous objects and phenomena. For example, the concept of "sea" is characterized as "the part of the ocean that protrudes into the land." When characterizing general concepts, its essential and necessary features are necessarily named.

Single concepts - These are concepts about specific objects and phenomena. For example, the Baltic Sea. The content of individual concepts is revealed when they are characterized or described.

General concepts cannot be comprehended without relying on individual ones.

An intermediate position between these two groups of concepts, according to S.A. Pavlovich, occupycollective concepts. They include in their content a small number of objects, for example, "seas of the Arctic Ocean".

Any concept is expressed by a word, a generalization. Within a special sphere, a word or phrase designed to accurately designate a concept and its relationship with other concepts is calledterm. For a solid and meaningful assimilation of concepts, it is necessaryterminological work. The term not only names the subject, but also reflects its general and essential features. Therefore, when working with concepts, you need to find outetymology (origin) andsemantics (meaning) of the term. For example, the word "thermometer" comes from the Greek words "thermo" - "heat" and "metron" - "measure". The term "thermometer" means "a device for measuring temperature".

We must not forget that younger students have poor spelling skills, therefore, during terminological work, you need to write down a new word on the board, say it out loud, highlight the spelling and write the word in the dictionary in the workbook.

4. Conditions for the formation and development of ideas and concepts

The process of assimilation of knowledge by younger students will become more effective if the teacher observes certain conditions that help the formation of natural history ideas and concepts.

Conditions for the adequacy of perception:

Use of visual aids. Preference should be given to natural natural objects. If it is impossible to observe them due to their small size or absence in the area, it is necessary to use screen aids (video materials, films), artificial and visual means (models, tables, paintings).

The verbal description of the studied objects and phenomena should be accurate, figurative. The teacher's word should direct the process of observing objects to their common, essential features. This ensures the establishment in the mind of the child of the connection between the image and the word.

Conducting practical work that involves all the senses of the child. Instructions for practical work should be clear, concise, directing the attention of children to the main properties of the objects being studied.

Conditions for the formation of correct representations:

■Drawing from memory. This technique is important for "revival of past experience" and the formation of the skill of a spatial image. This requires not a detailed reproduction of the studied object, but a schematic drawing, which shows the essential features of all objects designated by this concept. For example, when studying the organs of a flowering plant, a drawing can be made not only of a herbaceous plant, but also of a tree, a shrub.

■ Filling tables, diagrams. This methodological technique is usually used after practical work. At the same time, the properties of natural objects that the children studied with the help of simple experiments are reproduced from memory. During such work sensory experience is recreated. There is a division of the whole into parts and its analysis. For example, when studying the properties of air and water, a table is filled out.

Table

Name of substances

Color

Transparency

Taste, smell

Special properties

The form

State

Air

Bests-veten

transparent

Not

It has

Poor conductor of heat, expands when heated

Doesn't have

gaseous

Water

Bests-vetna

transparent

Not

It has

Solvent, expands when heated

Doesn't have

Liquid Solid Gaseous

Formulation of questions and tasks that require reproduction of sensations. For example, you need to find out with the help of what experiments the students established that water is transparent, that it is a good solvent, etc.

Conditions for the formation of concepts

comparison, selection of common and different features of the objects under study. It must be remembered that younger students find differences more easily than similarities in objects and phenomena. The teacher needs to teach children to compare with the help of well-formulated questions and tasks.

classification exercises. For example: “Find the extra”, “Continue the chain of words”, “Distribute into groups”, etc.

development in younger students of the ability to competently ask questions about the studied natural objects or phenomena and draw conclusions.

establishing associations with knowledge gained from life experience, books, films, etc.

problem questions and tasks.

“A person begins to think when he has a need to understand something,” wrote SL. Rubinstein. Usually the problem is posed at the beginning of the study of the topic. For example, when studying the process of plant nutrition, one can talk about the experiment of D. Priestley, during which a mouse, placed alone under a glass cap, died, and a mouse that was in a jar with a green plant remained alive. It turns out that the animal died from a lack of oxygen. The problem is posed: why did the mouse that breathed with the plant survive? This problem is solved when children learn that during the formation of sugar and starch in plants from carbon dioxide and water releases oxygen.

a repetition system that helps to connect new knowledge with existing ones;

At the same time, wide associative connections are formed in the cerebral cortex, which makes knowledge more solid. I.P. Pavlov wrote: "Each small first association is a moment of the birth of a thought." Associations are formed on the basis of temporary connections in the cerebral cortex.

■reliance on existing knowledge will serve as a meaningful assimilation of knowledge, understanding of the material being studied.

■transfer of knowledge into practical skills and abilities. For example, when studying seasonal changes in nature, students must master the ability to conduct phenological observations, learn how to record the results in the "Diaries of observations". At the same time, the concepts of “weather”, “temperature and thermometer”, “leaf fall”, “migratory, sedentary and nomadic birds”, etc. are assimilated. Children learn to compare the position of the sun above the horizon at different times of the year, observe the length of the day, determine the air temperature, water, soil, monitor the nature of precipitation, changes in the life of plants and animals. These skills will help younger students to establish cause-and-effect relationships between inanimate and living nature, to transfer their knowledge about seasonal changes in nature to a higher level.

5. Levels of development of ideas and concepts

The resulting concept does not remain unchanged, it constantly develops, i.e. naturally passes from one qualitative state to another, more perfect one. This process should be under the guidance of a teacher.

The following levels of development of concepts can be distinguished:

Empirical (factual). Associated with the study of the singular and special, the accumulation of facts. It is mainly reproductive in nature. At this level of mastery of the concept, students can easily cope with the tasks: "Choose ...", "Sign ...", "Draw ...".

Operational evidence. It involves independent application of the necessary facts for evidence, reinforcement with examples of his story. At this level, students are already able to establish the simplest cause-and-effect relationships, cope with tasks that require examples.

Theoretical (conceptual). Students operate with concepts, learn to concretize them, for this they use new facts in new situations.

Creative. This is the highest level of mastery of the concept. It involves the development of new learning experiences, the creation of home-made devices for setting up experiments (according to A.V. Usova).

In elementary school, children master the initial ideas and concepts. Their further development takes place in the process of studying courses in biology, geography, chemistry, physics, etc.

The content of the system of initial natural science knowledge was first defined and substantiated by A.Ya. Gerdom . Let us bringvoluminous quote , which reveals the content of primary science education.“Leaving elementary school, the student should know that our earth is spherical, that it is a huge ball rotating on an axis and at the same time continuously going around the sun, that from the daily movement of the earth there is a change of day and night, and from the movement of the year - an alternation seasons, and understand the meaning of the sun as the source of all light, all heat, and all life on the globe.

He must know that the entire globe is shrouded, like a veil, in air, to thoroughly study the main physical properties air and its composition and understand the meaning of this gaseous cover.

He must know the distribution of land and water on the surface the globe; physical properties of water; its transition from one state to another; the importance of water in saving nature; her circulation; its destructive effect on land.

He must know that the destruction of rocks results in the soil layer on which plants settle, to study the constituent parts of arable land and to know the conditions favorable to its fertility.

He must have an idea of ​​the structure of the earth under the soil layer, study at least a very small number of the most common rocks, know what ore is ...

He must distinguish the main organs of the plant and know their functions. He must understand the complete dependence of the plant on light, heat, soil moisture and air.

He must know how varied the forms of animals are, and how admirably adapted they are to the conditions of their environment.

He must understand the connection between the animal kingdom and the vegetable kingdom.

Finally, he must know the structure and life of the human body and be aware of the connection between man and the surrounding nature.

The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. Meanwhile, it allows solving an important issue of methodology - the relationship between content and method. It is no coincidence that throughout the history of the development of primary science education, this problem has attracted the attention of many scientists. Among them are teachers and methodologists K.D. Ushinsky, K.P. Yagodovsky, M.N. Skatkin, N.M. Verzilin and others. Psychologists did not bypass this problem - D.N. Bogoyavlensky, P.Ya. Galperin, N.F. Talyzina and others.

But what is the concept?

The concept is a category that is considered by philosophy, logic, psychology, and pedagogy. The Great Soviet Encyclopedia gives the following definition of this category: “A concept is a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena in their contradiction and development, a thought or a system of thoughts that generalizes, singles out objects of a certain class according to certain general and collectively specific to signs of them." In pedagogy, a concept is “a form of unified and scientific thinking, the result of generalizing the properties of objects of a certain class and mentally highlighting this class itself according to a certain set of distinctive features common to objects of this class” . Philosophy, logic, psychology formulate the definitions of the concept differently, but they all agree that the concept is generalized knowledge that reflects the essential properties of objects and phenomena.

Any concept has such characteristics as content, volume and dynamism.

· geological: rocks, minerals, mining, etc.

· physical: body, substance, phenomenon, properties of water, etc.

· geographic: weather, surface, territory, mountain, hill, scale, plan, ocean, mainland, etc.

· biological:plant, root, stem, leaf, flower, breath, nutrition, etc.

· agricultural : vegetables, fruits, soil, humus, minerals, fertilizers, etc.

· environmental: community, living conditions, features of living organisms in nature, nature conservation, etc.

The scope of a concept is characterized by the number of generalized elements of knowledge included in it. Since the number of these elements in a concept can be different, it becomes necessary to classify them not only by content, but also by volume. However, among the authors investigating the problem of concepts. There is no common opinion in the names of these groups. Some researchers define terms as singular and general, others as simple and complex. However, essentially identical groups of concepts are named by these terms. S.A. Pavlovich, in addition, identifies an intermediate group of terms - collective. Simple (or single) concepts include a small number of knowledge elements. Complex (or general) concepts include several, sometimes a lot of elements of knowledge and are formed from simple ones. Collective concepts in terms of the number of elements of knowledge occupy an intermediate position. For example, the concept of "Volga River" is simple, while the concept of "river" is general. Between these concepts, intermediate ones can be distinguished - “rivers of the European part of Russia” or “rivers of the Moscow region”. Another example: the concept of “birch leaf” is singular, “leaves of deciduous plants” is collective, and “plant leaves” is general.

According to S.P. Baranova, L.I. Burovoy, I.D. Lushnikova, the concept goes through three stages in its development. The first stage in the development of a concept is characterized by the fact that their essential features are still based on sensory experience. They are abstracted on the basis of direct perception of objects and phenomena or their images and contain a rather small number of knowledge elements, a low degree of generalization. Therefore, in pedagogy they are often called elementary. Most often, such concepts are introduced for the first time. Concepts introduced for the first time are also called initial.

At the second stage of development, the concept is characterized by a higher degree of abstraction. Its essential features are hidden from sensory perception and are a generalization of elementary concepts. These concepts can be specified indirectly, through a series of simple concepts.

The third stage of development of the concept is characterized by the highest degree of generalization, abstraction, when the concept acquires the status of a law, regularity or theory. The degree of his remoteness from sensory experience is so great that it creates the impression of his non-participation in this experience and is often regarded as the result of pure abstraction.

The learning process in elementary school ends with the formation of predominantly elementary concepts. They reflect a certain level of knowledge educational material about the world around, the essential features of the studied objects and phenomena are summarized, with the help of these concepts, younger students penetrate into the essence of the studied phenomena and objects; these concepts are expressed in terms, have definitions, and their content is revealed by certain methods of explanation and description.

Development of concepts

As you know, the concept is dynamic, that is, having formed, it necessarily develops. This process can go spontaneously or under someone's guidance. In this case, we are interested in how the process of developing concepts in students proceeds under the guidance of the teacher.

But what is development itself? It is considered by science as a process of a regular change in something, a transition from one qualitative state to another - a new and better, more perfect state. There is a movement (change) of the state from simple to complex, from lower to higher. Such an interpretation is decisive for the consideration of the question of the development of concepts.

Is it necessary to lead the process of concept development? What is the teacher's role in this process? What is the instrument of his activity here?

The development, as well as education, of concepts must be guided. Without guidance, concepts may remain at the elementary level, and the entire stock of human knowledge will be a set of disparate, chaotic truths.

An important stage in the development of concepts is, as in their initial formation, the repetition of knowledge, the clarification of existing experience. At the same time, psychologists have proven that the most effective for the development of concepts is repetition, which is carried out not immediately after the perception of new material, but after some time, after 2-3 days. It is also important that repetition be a more in-depth understanding and rethinking of what has been studied, the establishment of new associative links.

As a rule, the enrichment with new characteristics of already existing concepts occurs at the stage of formation of new knowledge. So that new characteristics do not turn out to be isolated, it is also important to turn to previously studied material at the stage of studying new material, to establish logical connections with it. Sometimes such an appeal to the educational material of past years is necessary. For example, absorption in IV class of the concept "Forest - natural community" requires the reproduction of knowledge about the diversity and structure of plants, their change in seasons, obtained in I, II and III classes. This, in turn, will enrich the concept mentioned above, and the previously studied will not only be mechanically reproduced, but included in a certain system of knowledge on a different, more high level. Meanwhile, the assimilation of each new characteristic of the concept goes through the same stages as the formation of the original concept. But now this new characteristic is associated with the already known ones. The development of concepts, their deeper understanding is facilitated by a variety of exercises and practical work where knowledge is tested in practice comes from application in practice. “The use of knowledge,” wrote I.P. Pavlov, - acquired connections - there is understanding.

The development of concepts is accompanied by enrichment vocabulary students.

Thus, the development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks to establish logical connections between individual learned concepts should occupy a prominent place.

Pavlovian environments. Protocols and transcripts of physiological conversations. – M.; L., 1949. - T. 2. - p. 580.

REQUIREMENTS FOR THE FORMULATION OF THE QUESTION.

1. The wording of the question should be clear and concise, should not allow for ambiguity in its interpretation, and should not be lengthy.

2. It is necessary to strive for such a formulation of the question that awakens in the student the desire to reflect on it.

3. The search for an answer should cause certain mental efforts of the student.

QUESTION	WHAT ELEMENT IS DIRECTED TO DISCLOSURE?
Who?	Subject
What?	An object
What for?	Target
Where?	Wednesday
How?	Means
How?	Way
When?	Time

"Hints" when designing questions.

(according to N.M. Zverev)

1. Why

2. What is the reason

3. What is the essence of the phenomenon

4. What would change if

5. What is the difference

6. What can explain

7. What is the main idea

8. What conditions are needed

9. What do the phenomena in question explain?

10. What conclusion do you suggest

11. On what basis is the conclusion

12. How do you feel about this statement

Methods of questions in the formation of concepts.

(according to M.V. Klarin)

№	External thought actions	Internal thinking operations	motivating questions
	Enumeration of objects and compilation of the list	Differentiation (identification of distinguishing objects)	What did you see? What did you hear? What did you notice?
	Grouping	Revealing common properties, abstraction	What is connected (combined) with each other? By what criterion (attribute)?
		Establishment of a hierarchical sequence of objects, their relationships.	What were these groups called? What objects belong to what?

"Thick" and "thin" questions.

fat question	subtle question
Why do you think…?	What…?
How do you think…?	Who…?
Explain why...?	When…?
Where do you see the differences...?	Could...?
Guess what would happen if...?	Can...?
Give three explanations why...?	Will be…?
What will happen...?	The name of…?
How are they related to...?	Do you agree…? Is it true…?

P about M.J. Gelbu

Which?
When?	When did it start? When does this usually happen? When can this be avoided? When will the consequences of this problem begin to be felt? When should this issue be addressed?
Who?	Who will take care of it? Who suffers from this? Who created it? Who seeks to perpetuate it? Who can help solve this problem?
How?	How does it happen? How can I get more objective information? How can I look at it from an unfamiliar point of view? How can this be changed? How will I know that the problem has been resolved?
Where?	Where does it usually happen? Where did it start? Where did I overlook this? Where else has this happened?
Why?	Why is it important? Why did it start? Why is this going on?