Chapter 5

5L. Stages and conditions for the formation of concepts

One of the objectives of the course The world» in elementary school is the formation scientific knowledge about the world around. In the process of learning, children not only get acquainted with natural and social objects and phenomena, but also comprehend and learn the connections between them.

In the methodology of teaching the surrounding world, one of the most difficult is the problem of the formation of concepts. There are currently two approaches to this problem. The first (classical) is based on the empirical theory of knowledge and implies the need for "living contemplation". This approach is substantiated in the works of K.D. Ushinsky, K.P. Yagodovsky, M, N. Skatkina, II.A. Zavitaev and other teachers and methodologists. The second approach was developed in the technology of developmental education by D.B. Elkonin -

V.V. Davydov. Here the leaders are theoretical knowledge, which go beyond sensory representations, rely on mental transformations of abstractions, reflect internal relationships and connections. Most educators-scientists adhere to classical approach in the formation of concepts.

How is the learning process going?

The first stage of cognition of the surrounding world is the perception of individual facts or phenomena. Perception goes through formation sensations through the child's senses. The sense organs are affected by various stimuli (sound, light, mechanical, odor, taste). In the brain there is a reflection of the individual properties of objects and phenomena that act on the senses. For example, a child gets acquainted with such an object of nature as a watermelon. At the same time, a set of sensations is formed in him: shape, color, size, smell, etc. On the basis of individual sensations in the mind of the child, perception, reflecting the object as a whole. That is, perception arises from sensations.

There are the following perception conditions. 1) observation of an object or phenomenon; 2) the exact, figurative word of the teacher; 3) exercises that refine perception; 4) increasing the activity of children; 5) reliance on existing life experience.

Let's consider the conditions of perception in more detail.

The first condition for perception is observation of objects or phenomena. These can be phenological observations, excursions, experiments, etc. As a result of observations, children accumulate facts that are systematized, concretized and generalized in the lessons. For example, in order to form knowledge about herbaceous plants, the teacher should give a lesson to consider herbariums. In addition to vision, if possible, other analyzers should be used: auditory, tactile, olfactory, gustatory. If the observation of a natural object is impossible, then the teacher should use illustrative aids.

An important condition for children's perception of an object is teacher's ability to master the word. Although the main source of knowledge in the process of forming sensations is the object itself, the word of the teacher directs the process of observation, organizes it in a certain sequence, clarifies, concretizes the features of the observed object, etc. The teacher must express his thoughts accurately and logically so that the verbal description of the object coincides with what the children are watching.

Observation of objects of the surrounding world should be accompanied by tasks and questions aimed at clarifying perception. Looking at the same object different people see it differently due to individual characteristics. Therefore, it is very important that all children see the main thing that characterizes the object. For this, tasks and questions that clarify perception are needed. For example, on an excursion on the topic “Changes in plant life in autumn,” the teacher puts next questions: how the sun shines, it has become warmer or colder compared to summer, how the trees have changed, what happened to the leaves. Only a child who correctly answered such questions had a correct perception of the studied natural phenomenon.

Another condition for the formation of perception - high activity of children. Activity increases in the course of setting up experiments, conducting observations, using technical training aids (TUT), and organizing an independent educational search.

Based on life experience. The better the student is familiar with the object being studied, the more fully and accurately he perceives it. For example, if one child is familiar with a thermometer, and the second sees it for the first time, then they will perceive this device in different ways. The perception of the first will be richer. He will more clearly see the individual details of this measuring instrument, since they are already familiar to him, perhaps he knows the purpose of the thermometer, etc. Thus, his knowledge will be combined with past experience.

An object or phenomenon can be restored in memory, recalled. In this case, we can talk about the formation representation.

Representation is an image of an object or phenomenon, stored in the mind and without a direct impact of the object or phenomenon itself on the senses. Representations are formed gradually, they change in the course of new acts of perception. Representations in a child can be formed not only on the basis of direct observation, but also as a result of imagination, as a result of working with a textbook and visual aids.

All ideas about the world around can be divided into two groups:

but) objects and phenomena accessible to direct perception. These include all natural and social objects and phenomena that surround the child - plants, some animals that he can see, weather phenomena, the sun, stars, events taking place at school and at home that he is a witness to. The formation of such representations should proceed through direct observations with the help of verbal methods. For example, on an excursion on the topic “Nature of our region”, schoolchildren get an idea about a ravine, a hill, soil, some plants and animals;

b) objects and phenomena inaccessible to direct perception. These include ideas that cannot be formed by direct observation. The reason may be that the object or phenomenon is absent in the area and in given time. In such cases, it is necessary to use visual aids (tables, pictures, slides, films, etc.).

Forming ideas about the nature and life of people in different parts of the world, about natural areas, seas, oceans, mountains, etc., it is necessary to create associations with the existing ideas about your region. Thus, children compare the nature and life of people in their region and in a remote place. This contributes to the successful formation of the necessary ideas.

This group of ideas also includes historical ideas: about the tools of the past, about historical figures, about the life and culture of the people in the past, etc. In addition, you need to create an idea of ​​\u200b\u200bhistorical time. The process of knowledge in history begins with the assimilation of a fact. But the historical fact is unique, it cannot be reproduced in order to observe (as an experiment in chemistry, physics). Therefore, in order to form an idea about some historical fact, it is necessary to create an association with modern objects and phenomena. For example, when meeting with the Moscow Kremlin of the XII century. it is useful to compare the pictures of the Kremlin of that time with those of children modern ideas about the Kremlin (they could see it in the movies or on TV).

There are the following conditions for the formation of representations at junior schoolchildren: 1) the ability of the teacher to formulate questions and tasks,

requiring reproduction of sensations; 2) organizing exercises to recognize and distinguish objects and phenomena of the surrounding world; 3) sketching from memory.

Let's consider these conditions in more detail.

The ability of the teacher to formulate questions and tasks that require the reproduction of sensations. It is important that the wording of questions and tasks is simple, specific, but does not suggest an answer. Question or task

can be considered specific if only one correct answer can be given to it. For example, after an autumn excursion to the forest, the teacher asks questions, answering which the children remember, reproduce what they saw and felt. These may be questions: where did we go on an excursion, what was the weather like, was there any precipitation, what did the deciduous trees look like, what was the ground in the forest covered with, what sounds did you hear when you walked through the forest, etc.

Organization of exercises to recognize and distinguish objects of the surrounding world. To perform these exercises, children must be able to perform such mental operations as dividing the general into parts, highlight the signs and properties of objects and natural phenomena. For example, students are given the task to compare a tree with a shrub and find similarities and differences. By completing this task, students should learn to find common features of compared objects. That is, in this case, the children must come to the conclusion that similar signs in a tree and a shrub are the presence of a root, stems (the trunk is a developed perennial stem), branches and leaves. Comparing the common signs, the children see that the trees have one stem, and the shrubs have more than one. Having taught children to compare, you need to teach them to highlight the main and secondary features. In this case, the main feature of a tree is one stem, while shrubs have several stems.

Drawing from memory. It is very important that the child can recreate a sensual image. In other words, the child must be able to remember, recreate the received idea and draw, depict it. The ability to draw something from memory also forms the ability to schematically depict something. For example, after studying conifers and deciduous trees give students the task of remembering how the branches of deciduous and coniferous trees differ, and schematically depict them.

So, representations arise on the basis of sensations and perceptions. Representations are necessary for the formation of concepts.

concept is generalized knowledge about an object or phenomenon. Of course, representations are already generalizations to a certain extent, but they may contain insignificant features of the subject, and some of the important properties may be absent. For example, a student may only remember limestone of a certain shape and size and not recognize this rock in the mountains. To make memory representations more complete, it is necessary to organize a purposeful perception of various samples of a given mineral and images of mountains made of limestone. It should also highlight the insignificant properties of limestone (in this case, size and shape).

All concepts that are present in the content of programs around the world have the following characteristics: 1) content;

volume; 3) dynamism; 4) the connection of this concept with others.

To the definition content concepts in the methodology of teaching the world around there are two approaches:

a) according to the first, the content of a concept is a set of essential features of an object or phenomenon. According to the content, concepts are divided into simple and complex. Simple concepts include one element of knowledge about an object or phenomenon. Simple concepts combined with each other

other, form complex concepts. For example, concepts such as "root", "stem", "leaf", "flower", "fruit" are simple concepts. Together, these concepts form the complex concept of “plant organs”. But this division is conditional. For example, the concept of "flower" can be complex, but in relation to it such concepts as "pistil", "stamen", "receptacle", "perianth" will be simple;

b) according to the second approach, the content means the division of concepts into groups depending on the science in which these concepts are studied. Here are some groups of concepts present in the course:

astronomical: stars, planet, satellite, moon, sun, solar system and etc.;

geological: rocks, minerals, mining, mineral deposits, etc.;

physical: substance, phenomenon, properties of water, water cycle in nature, properties of air, etc.;

geographic: weather, surface, territory, plain, mountain, hill, river, horizon, terrain orientation, scale, plan, map, etc.;

biological: plants, root, stem, leaf, flower, nutrition, respiration and reproduction of plants; animals, domestic animals, wild animals, insects, fish, birds, beasts, etc.;

agricultural: vegetables, fruits, soil, humus, minerals, mineral and organic fertilizers, etc.;

ecological: natural community, living conditions, interconnections of living organisms in nature, nature protection, etc.;

social: country, state, nationality, rights, obligations, law, etc.;

historical: century, Ancient Russia, revolution, etc.

Volume concept is characterized by the number of elements of knowledge included in it. Among the authors who study the problem of concepts, there is no common opinion on the names of the groups distinguished depending on the volume. Some researchers divide concepts into single and general, others - into simple and complex. The division of concepts into simple and complex is carried out by a number of researchers depending on the content of the concept (see above), and not on the volume, which introduces additional confusion. In essence, there is no big difference between these terms (simple - singular, complex - general). S.A. Pavlovich, in addition, singles out an intermediate group of concepts - collective. Single (or simple) concepts include a small (most often one) number of knowledge elements. General (or complex) concepts include several, sometimes a lot of elements of knowledge and are formed from single (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 singular, and the concept of "river" is general. Between these concepts, intermediate ones can be distinguished - “rivers of the Tver region” or “rivers of Russia”. General concepts are most often expressed in terms, and singular ones - in proper names, but not always: for example, the concept of "birch leaf" -

singular, "leaves of deciduous plants" - collective, and "leaves of plants" - general.

The next characteristic of the concept is dynamism. Concepts are in constant change and development. This change can go both "horizontally" and "vertically".

The change in concepts "horizontally" lies in the fact that one and the same concept can be either singular, or collective, or general in relation to another. Therefore, when defining these groups of concepts, one should clarify them by using the phrase “in relation to”. For example, the concept of "low mountains" is singular in relation to the concept of "mountains". In this case, the concept of "mountains" acts as a general one. But, if we compare the concepts of "mountains" and "surface of the Earth", the first of them acts as a single one, the second - as a general one. Between them, a collective concept can be defined - “the surface of Russia”. Such changes in concepts are widely used in training, in ordinary communication and do not require the use of a special technique. There are enough simple questions, often requiring only a brief reproduction of information.

Changing the concepts "vertically" characterizes their qualitative improvement. This movement of the concept is called development. It requires a special methodology from the teacher, is a lengthy process and can practically be endless. This is due to the fact that for any concept, some characteristic can always appear that will complement and expand its already existing volume.

The fourth characteristic of the concept is its connection with other concepts. The study of connections is necessary for the formation of most of the concepts of the course "The World Around". When studying relationships, a comparative method is used. By comparing, schoolchildren understand that, for example, nature is not a random collection of elements, here another is usually associated with one element, a third with another, etc. First, connections are established between the two elements. For example, the question is posed: "Where are there more insects in autumn - in the sun or in the shade?". As a result, a connection is established between solar heat and the behavior of insects.

So, in the human mind, concepts are able to deepen their content and expand their scope. They are in constant development and are connected with each other. But before the concept begins to develop, it must be formed, formed. The formation and development of concepts can take place spontaneously or under influence from outside. The spontaneous process of concept formation proceeds much more slowly than under control. A spontaneous process can lead to the fact that a person will have incorrect knowledge, and they can be little connected with each other. Therefore, the methodology of concept formation is central in the entire learning process, because the level of erudition of the student, the quality of his mental activity, as well as general level personality development.

For the successful formation of concepts, a number of methodological conditions must be met.

There are the following conditions for the formation of concepts. 1) organization of problem-based learning; 2) logical sequence in the presentation of new material; 3) conducting a repetition; 4) terminological work;

translation of knowledge into skills and abilities. Let's consider these conditions in more detail.

The basis of the formation of concepts is mental activity. A person begins to think when he has a need to understand something. Thinking begins with a problem or a question, with surprise or bewilderment, with a contradiction. Therefore, the first condition for the formation of concepts is organization of problem-based learning the surrounding world. Creating problem situations in the classroom creates a state of intellectual difficulty for students. The students solve the problem either on their own or with the help of the teacher.

To form a concept great importance It has logical sequence of presentation of new material. The teacher may use the inductive or deductive method of presentation, or both methods together - a mixed path. With the inductive path, children, based on experiments and observations, get acquainted with facts, properties, and then draw conclusions and generalizations. That is, the formation of concepts goes from the particular, the specific to the general, the whole. With the deductive way of forming concepts, work proceeds, on the contrary, from the general to the particular. That is, at first it is given definition of a concept, and then that notion is populated with views. To form concepts along this path, an experiment is usually carried out, practical work in combination with the teacher's story. The choice of the way of concept formation depends on the complexity of the concept. When knowledge is theoretical, the deductive path is more often used.

Formation of concepts but inductive way. In the course "The World Around" there are concepts that are formed mainly on the basis of ideas received directly in the environment. For example, this is the concept of "seasons". The formation of this concept goes on in children from preschool age, as the corresponding ideas accumulate. At school, this concept is formed at a new level, when the reasons for the change of seasons associated with the movement of the Earth around the Sun and with the tilt of its axis are studied. The formation of the concept goes like this: the child receives single ideas about seasonal changes in inanimate and living nature - about changes in air and water temperatures in reservoirs, about the length of day and night, about the state of the earth and water surface, about the life of plants, animals and humans. On the one hand, these ideas are formed involuntarily (the child simply notices all these changes around), on the other hand, through purposeful observations in the process of learning. In the lessons, representations are supplemented by looking at illustrations and verbal descriptions. As a result, the most important signs the concept of "seasons" and links between them are established.

There are such concepts in the course "The World Around" that cannot be formed by observation due to the fact that the objects under study are far from the school (for example, the concepts of "Far North", "desert", "mountains", "lake", etc. ) or belong to history (for example, the concept of "Ancient

Russia"). The formation of such concepts is carried out with the help of visual means and verbal descriptions. At the same time, associative links are formed between these formed representations and the representations already obtained on the basis of local lore. Consider how the concept of "Far North" will be formed. First, you can show the children the polar desert depicted in the picture. Children, looking at the picture, look for similarities and differences between the area in the picture and their own region. Then a spatial representation of this area is formed using a map. Then, with the help of tellurium, you can show the relationship between the slope of the sun's rays and air temperature. Further, specific components of this landscape are studied: ideas are formed about the climate of the Far North, about the surface, about reservoirs, about plants and animals, about human life in these conditions. Links between these components are established, and a generalization is made.

Formation of concepts along the deductive path. As already noted, the formation of a concept along this path begins with the definition of a concept. This definition is then populated with representations that are generalized again. As a result, the previously learned definition acquires a more precise meaning. For example, let's follow how the concept of "ecosystem" is being formed along the deductive path in the course "The World Around" by A.A. Vakhrusheva and others. At the beginning, when the concept of “ecosystem” is introduced in grade II, the following definition of an ecosystem is given: “An ecosystem is living organisms living together and that part of the Earth on which they feel at home.” This definition is then filled with views. Considering the components of the ecosystem, the terms "breadwinners", "eaters" and "scavengers" are introduced (analogues of the scientific terms producers, consumers and decomposers). That is, the question “How does an ecosystem live?” is being studied. Further, the concept is supplemented by ideas about the ecosystems of natural zones. In the third grade, schoolchildren are again returned to the concept of "ecosystem", but at a new content level. Here, too, the definition of an ecosystem is first given, but more precise: “An ecosystem is a unity of living and inanimate nature, in which living organisms of different “professions” are able to jointly support the circulation of substances.” Then this concept is filled with ideas about the cycle of substances and food chains in the ecosystem. After that, the concept of "ecosystem" is concretized on the examples of ecosystems of a lake, swamp, forest, aquarium.

Predominantly deductively, concepts are formed in the system of developmental education by D.B. Elkonina-V.V. Davydov.

The considered examples of the ways of formation of concepts relate mainly to the so-called explanatory-illustrative model of education. Formation of concepts in search learning goes by setting and solving a problematic issue (task). Let us give an example of the formation of the concept of "tundra natural zone" by means of problem-based learning. First, the teacher invites the children to consider a branch of a dwarf birch from a herbarium and a branch of a birch growing in central Russia. The question is raised why these two birches are so different from each other. To

to answer this problematic question, it is necessary to consider the various components of the nature of the tundra: climate, illumination, soils. In this case, these components are considered as environmental factors affecting tundra plants. And during the lesson, a number of questions are solved:

why is the root system of a tundra plant poorly developed and shallow?

Why are tundra plants so short?

Why do dwarf birches have such small leaves?

Thus, considering the dwarf birch and other tundra plants, students at the same time get acquainted with the natural conditions of this natural zone. In the same way it is possible to study the natural conditions of other zones.

repetition system. New knowledge builds on existing concepts. The available concepts could be obtained either by studying the course "The World Around", or by studying other subjects of elementary school or from other sources. As a result of the formation of connections between old and new concepts, the child develops thinking, and knowledge becomes more solid.

terminological work. This means work on mastering the language of science. A term is a word or phrase denoting a concept used in science. According to the term, you can determine some features of the concept if you find out the origin of the term (etymology) and its semantic meaning (semantics). The course "The World Around" uses various terms from the sciences that make up the content of the course.

In the early years of schooling, children accumulate terms, often without knowing what they mean. Terminological work should include a number of techniques: pronouncing the terms aloud, mastering the spelling of a new term, finding out the origin and meaning of the term. For example, when getting acquainted with the term "natural history", the teacher must show that this word is complex and consists of two parts, two words: "nature" and "know". Children learn the meaning of the word "nature" in the process of getting to know the world around them, and now the teacher tells the meaning of the word "know" - to know, to study. T.

f. Children should understand that natural science means the study of nature. Terms of foreign origin should be translated into Russian and their semantic meaning should be explained. For example, having called the term “horizon” to schoolchildren, the teacher must inform that this word is of Greek origin and is translated into Russian as “limiting”, that is, the term means the part of the earth's surface that a person sees in an open area.

Translation of knowledge into practical skills. In order for the concept to be fully formed, knowledge must be put into practice, which means that children must master the skills. In particular, when studying the course, children should be able to make observations in nature and record them in observation diaries, be able to use simple instruments (thermometer, compass, weather vane) and simple laboratory equipment (test tubes,

flasks, etc.), must observe the daily routine and hygiene rules, be able to care for plants, plant flowers and trees. To acquire the necessary skills, children are given various tasks defined by the course program. Systematic work is needed to translate skills into skills.

Levels of Formed Concepts, Development of Thinking and Methods for Their Determination in Primary School Students

The resulting concept does not remain unchanged, it constantly develops, i.e., it passes from one qualitative state to another, more perfect one.

Allocate four level of formation of concepts:

1) factual; 2) operational and activity; 3) theoretical;

4) creative.

Factual (or empirical) level. The level is characterized by the accumulation of individual specific facts. The student is aware of the existence ai certain objects, recognizes and names objects and phenomena. Knowledge is reproductive. At this level, children perform tasks where they need to choose something, name it, show it, sign it, give a definition. This level corresponds to the mark "3" (satisfactory).

Operational-activity level. At this level, the student is able to identify the constituent parts of objects, the main stages of processes (i.e., can analyze), can identify similarities and differences (i.e., can compare), can draw analogies; can apply the necessary facts for proof, support his story with examples; can establish simple causal relationships. Knowledge is descriptive. At this level, children answer such questions and perform tasks such as “What does it consist of ...?”, “How does it happen ...?”, “Describe ...”, “Give an example ...”. This level corresponds to the mark "4" (good).

theoretical level. At this level, the student easily identifies cause-and-effect relationships between objects and phenomena, identifies essential features, predicts the further development of processes when their conditions change, and gives their own definitions of concepts. At this level, children easily cope with questions and tasks such as “Why ...?”, “Prove that ...”, “Because of what ...?”, “How do you understand ...?”. This level corresponds to the mark "5" (excellent).

creative level. At this level, students are able to independently apply existing knowledge in new conditions, make discoveries, and solve non-standard tasks. At this level, children cope with questions and tasks "What do you think ...?", "Suggest a new situation ...", etc. This level corresponds to the mark "5+".

In elementary school, children master the initial ideas and concepts. Their further development takes place in the process biology studies, geography, chemistry, physics, history and other courses in middle and high school.

The level of development of the worldview of a junior schoolchild is determined by the formation of ideas and concepts about the world around him. Therefore, in the study of abstract logical thinking knowledge of objects and phenomena of the surrounding world is checked, as well as the degree of mastery of basic logical operations (analysis, synthesis, comparison, etc.).

There are three level of development of thinking: low, medium and high.

At low the level of development of thinking, the child is not oriented in the question, the answers are often off topic, the image of the world is pre-scientific, everyday life, the child finds it difficult to establish elementary connections between objects and phenomena of the surrounding world.

At average the level of development of thinking, the answers of the child are incomplete, there are few mistakes, the image of the world is scientific, everyday or scientific, the child can establish some connections between objects and phenomena of the surrounding world.

At high the level of development of thinking, the child gives complete correct answers, has a scientific image of the world, understands cause-and-effect relationships in the world around him.

There are various methods for studying the levels of logical thinking and revealing knowledge about the world around.

Here is one of methods for studying the levels of logical thinking(it is designed for third grade students).

Students are given two tests. The first is as follows: the student is offered a series of 5 words denoting natural objects and phenomena. Four of them are united by a common feature, and the fifth word is superfluous. The child must find an extra word that belongs to another group of concepts, and underline it. For example: cockroach, fly, sparrow, mosquito, ladybug. All words denote insects, and the extra word "sparrow" is a bird. There are 10 questions in this test. For each correct answer, the child receives 1 point, i.e. he can score a maximum of 10 points.

In the second test, the child is given examples of three words. You need to determine what they have in common, and write an answer. For example, a variant of the following words is given: spruce, pine, larch. The correct answer in this case is coniferous trees. There are also 10 tasks here; for each complete, correct answer, 2 points are given, for a correct, but not complete - 1 point. That is, a student in this test can score a maximum of 20 points.

Thus, the maximum score for both tests is 30. Students who score 26-30 have high level logical thinking, 22-25 points - average level, less than 22 points - low.

A technique for identifying basic knowledge about the surrounding world. Children are given four test tasks. In the first task, the children must distribute the plants from the proposed list into three groups - trees, shrubs and herbs. In the second task, children must name at least three plants in their area that need protection. In the third task, you need to assign animals from the list presented to one of four groups: insects, fish, birds, animals. In the fourth task, you need to sign the food that they use in winter to the proposed types of animals.

The maximum number of points for completing each test task- 2. Thus, the maximum student can score is 8 points. The level of basic knowledge is determined as follows: a high level of knowledge, if 7-8 points are scored, an average level - 5-6 points and a low level - less than 5 points.

The formation of concepts is a very long and laborious process. In elementary school, mainly initial propaedeutic concepts about the world around are formed. They develop in subsequent systematic courses - in the study of geography, botany, zoology, anatomy, history, physics and other subjects.

Control questions and tasks

What are the stages in the concept formation process?

What is perception, and what conditions must be observed in order for it to be effective?

What is the difference between sensation and perception?

What are the features of the formation of ideas about objects and phenomena that are accessible and inaccessible to direct perception? What conditions are necessary for the effective formation of representations?

What is a concept and what characteristics does it have? What conditions should be met for the effective formation of concepts about the world around us?

What content groups can be divided into concepts in the course "World around"?

What are inductive and deductive approaches to familiarizing primary school students with the outside world? In which courses are they most clearly implemented? Give examples of inductive and deductive ways of forming concepts.

What levels of formation of concepts and development of thinking are singled out in the methodology of the surrounding world, and what are the features of each level? What knowledge is characteristic for each level? How is the knowledge of students assessed in accordance with these levels?

Give an example of a methodology for studying the levels of logical thinking and identifying basic knowledge about the world around.

Mankind has created a system of standards for designating the forms of specific objects. This is the system geometric shapes.

The grouping of geometric shapes can be represented as follows: flat and voluminous, having corners and not having them, that is, rounded, differing in external features. Thus, geometric figures act as samples, standards of the form of real objects or their parts.

With the help of geometric figures, an analysis of the world around is carried out, the need is satisfied to understand the variety of forms, in “what looks like what”. As a result, one object is likened to another in shape (it looks like a cucumber, like a window), etc.

The classification of geometric figures is built on both a sensual and a logical basis. The child's perception of the surrounding objects at first, as shown by special studies, does not mean the selection of a form. At first, the object itself appears, and only then - its form.

The generalized experience of people's sensory activity is concentrated in the system of geometric figures. The form is perceived by visual-tactile-motor way. Acquaintance of children with the form of objects has always been the focus of attention of psychologists, teachers and methodologists of the past and present.

Thus, Ya. A. Comenius in "The Mother's School" for the first time gives an assessment of the role of sensory experience in the development of the child and points out the need to familiarize children with various geometric figures before school.

I. G. Pestalozzi in the book "The ABC of Visual Perception" also tries to rely on the sensory experience of the child in mastering the account, number, and in general in the orientation of the baby in the world around him.

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 elementary 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. Characteristics of the pedagogical conditions for 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 "The 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 studying 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 methodical literature the problem of selecting and characterizing the pedagogical conditions for the formation of historical ideas and concepts among younger schoolchildren was identified when studying the subject "The world around us".
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 among 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 "World around" can be used by elementary school teachers, are of interest to bachelor students studying in the direction of training Teacher Education, training profiles Primary 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, and 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 students in the study of the subject" World around "the organization and methodology of experimental work is 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.

Younger 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: carrying out 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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Baranova Tatyana Ivanovna
Forms and means of developing ideas about the surrounding world

representations

about the world around preschoolers

IN preschool age mental development carried out in two main ways. On the one hand, continues development of natural forms of the psyche, arising even in early ontogenesis, on the other hand, they appear and intensively social forms of the psyche are formed with direct child's interaction with items when knowledge environment is mediated communication with adults. stimulating effect on development as natural, and social forms psyches provide various complex activities (play, productive activities, household work, where there is the possibility of simultaneous inclusion and active functioning of many mental formations. It is also observed development of transitional forms psyches with varying degrees of socialization in conditions of diverse and close interaction of cognition and communication, productive activities.

Thus, at this age, a multilevel organization of the mental development. By the end of the preschool period, in conditions of targeted, educational communication with adults, more complex subjective voluntary forms mental cognitive activity aimed at definite cognitive result and including elementary methods of mental transformation of the material. These forms minds reveal an activity structure. Therefore, preschool age is the initial stage in the formation of the subject cognitive activity. For his development a special organization of the child's activities and his communication with adults is necessary

Forms of classes carried out for the purpose formation of ideas about the world around preschoolers: frontal, group, steam room, individual.

For this purpose, various teaching methods are used in preschool educational institutions. (visual, practical, verbal).

Visual Methods. Visual methods include observation, examination of maps, atlases, paintings, demonstration of models, films, filmstrips, transparencies. Visual methods with the greatest completeness correspond to the possibilities of cognitive activity of preschool children, allow make them bright, specific ideas about the environment.