Pedagogical conditions for the development of cognitive activity of preschool children. Development of cognitive activity of younger students Development of cognitive activity of younger students

Municipal budgetary educational institution

"Likino-Dulevskaya basic comprehensive school No. 2"

Orekhovo-Zuevsky municipal district of the Moscow region

Speech at the ShMO:

« schoolchildren in the learning process ».

Prepared

Primary school teacher

Leukhina N.A.

2016-2017 year

Features of the formation of cognitive activity of the younger schoolchildren in the learning process.

The cognitive activity of students is an important factor in improving and at the same time an indicator of the effectiveness and efficiency of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.

The formation of cognitive activity of students is one of the urgent problems of the entire educational process. In the process of development of cognitive activitythree groups of stages of knowledge assimilation can be distinguished: initial (actualization of basic knowledge, motivation and goal-setting, perception and comprehension), middle (consolidation and application), final (generalization and systematization).

To date, there are two ways to enhance cognitive activity:extensive and intensive.Moreover, both of them have the same ultimate goal: the education of an educated, moral, creative, socially active person capable of self-development. But the approaches to achieving the goal are different.The extensive path is implementedprimarily through an increase in the number academic disciplines or, in other words,increasing the amount of knowledge communicated to students. The intensive path is based on the formation of a subjective, personally interested position of the student,and this implies a change in the very structure of curricula and the intensification of teaching methods (developing, student-centered learning, etc.).

Activation of cognitive activity involves a certain stimulation, strengthening the process of cognition. Self-knowledge can be represented as a sequential chain consisting of perception, memorization, preservation, comprehension, reproduction and interpretation of the acquired knowledge. Obviously, activation can be carried out simultaneously at all successive stages, but it can also occur at any one. Stimulates, activates knowledge, especially the teacher. His actions are to strengthen each of the stages of cognition (less often, one or more) with the help of various techniques and exercises. It is according to this logic that developmental education programs are built: through the constant organization of conditions for intensive cognitive activity to the usual cognitive activity, and then to internal need in self-education. Therefore, we can talk about different levels of cognitive activity junior schoolchildren in educational activities. It is obvious that activity is connected with the strengthening of the student's subjective position.

An analysis of these positions made it possible to conditionally identify four main types of learning activity and develop tactics (the closest pedagogical interactions) and a strategy (the prospect of developing a student’s position in the educational process) of pedagogical activity: zeroactivity (expressed object position); situational activity (mainly object position); performing activity (mainly subjective position); creative activity (pronounced subjective position).The teacher is obliged to “see” and include in cognitive activity both the student who takes a passive position, and the one who from time to time “turns on” to interactive learning, and the student with a pronounced readiness for joint learning. Let us analyze the selected types of cognitive activity from the point of view of pedagogical tactics and strategy.

First type.The student is passive, weakly responds to the requirements of the teacher, does not show interest in either joint or individual work, but is included in activities only under pressure from the teacher. Emotional, intellectual and behavioral skills for learning in interaction are not developed. There is a pronounced object position in the educational process.

The teacher's tactics in this case is based on creating such an atmosphere of classes that would remove the student's feeling of fear, tightness. Such students are classified as "neglected" (primarily by the teacher himself). By “scrolling” past failures, they themselves reduce the ability to constructively approach a new learning task in advance, and therefore it is very important to neutralize negative memories. The main technique that helps to establish such relationships will be the so-called "emotional strokes" (calling by name, kind affectionate tone, etc.). When working with this group, the teacher should not wait for immediate inclusion in the work, as their activity may increase gradually. Do not offer them training tasks that require a quick transition from one type of activity to another. Give them time to think about the answer, as improvisation is difficult for them. Do not knock down during the answer, asking unexpected and tricky questions. Be prepared for the fact that after the change, these children rather slowly switch from intense motor activity to mental activity.

The strategic direction in working with these students is their transfer in educational interaction from a pronounced object position to a predominantly object position. This is possible due to the special atmosphere of the lessons, focused on the psychological liberation and emotional inclusion of students in common activities. Then a chain is born: a state of comfort, openness, removal of fear of joint work, readiness to engage in cooperation with a teacher or classmates, expectation and emotional readiness to master a new type of cognitive activity.

The second type is realized mainly in the student's object position. Characteristic indicators- showing interest and activity only in certain situations (ininteresting content of the lesson, unusual teaching methods), which is rather associated with emotional excitability, often not supported by acquired skills for independent work. During the lesson, these students prefer explaining new material to repetition; they easily connect to new types of work, but they can also easily lose interest if they have difficulties. They may surprise the teacher with quick, correct answers, but this only happens sporadically. The tactics of educational interaction with these students is to reinforce their subjective (active) state in educational activities not only at the beginning, but also in the process of work. Here, the help of a teacher is invaluable, who, if necessary, can help relieve intellectual fatigue, overcome volitional apathy, and stimulate interest. Here are some activation examples. "Delayed guess". At the beginning of the lesson, the teacher offers students a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the process of working on a new topic. Another technique is the “Crossword Questionnaire”: students fill out a crossword puzzle on the topic being studied (prepared in advance by the teacher himself or his assistants); "aerobatics" can be called a situation when part of the concepts of a crossword puzzle "prepares" a new topic. Schoolchildren of this type are characterized by haste and incompleteness of actions, which is why it is important for them to be able to use an answer plan, rely on reference signals, create algorithms for a particular educational action, drawings-hints (“cheat sheets”), tables. But there is one feature: they are easier to remember and use those schemes that they create themselves (or together with the teacher). Thus, the teacher's action strategy in working with situationally active students is not only to help them get involved in learning activities, but also to maintain an emotional and intellectual atmosphere throughout the lesson. Then the student experiences a feeling of joy and elation not only in the perception of the learning task, but also in the course of its implementation. And having experienced a sense of success once, he will want to repeat and strengthen his achievements and for this he will show certain intellectual and volitional efforts. If subsequent lessons do not deceive his expectations, then there will be prerequisites for a gradual transition to a performance-active type of cognition.

Thirdtype - students with an active attitude to cognitive activity,usually loved by teachers. They systematically do their homework and are readily included in the forms of work offered by the teacher. It is on them that the teacher relies when studying a new (difficult) topic, and they also help the teacher out in difficult situations (open lessons, visits to the administration, etc.). The main advantage of these students is stability and constancy. However, they also have their own problems. For perseverance and diligence they are often called "crammers". And some think that these children study is easy. There is some truth in this, but for some reason they forget that such apparent ease is the result of earlier efforts: the ability to focus on the task, carefully study the conditions of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat (and not once!) all this chain. And these students, as well as the rest, need careful attention from the teacher. Sometimes they start to get bored if the material being studied is quite simple, and the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational task and no longer want to or wean themselves to look for non-standard solutions. A little later, they realize that the teacher's approval can be obtained not for something "overtime", but simply for a job well done that does not require the search for additional material.The main techniques that stimulate active students are all problematic, partially search and heuristic situations that are created in the classroom.For example, “problem dialogue”, when, discussing the wording of the lesson topic proposed by the teacher, students predict its content. Or a “brainstorming” consisting of the following steps: creating a bank of ideas (a mandatory rule - no criticism!), analyzing ideas (search for a rational grain in each, even the most fantastic proposal, selecting the most productive ideas), presenting the results of the group’s work and further selection suggested ideas by experts. Often when ideas are presented, new proposals are born, which are immediately included in the discussion. You can offer students special role-playing situations. Students can connect to the technology for evaluating the oral and written answers of classmates, that is, take on the role of an “expert” (just remember to arm the “experts” with the requirements for evaluating answers so that there are no significant disagreements).

The creative type of cognitive activity is characterized by a pronounced subjective position of the student. These schoolchildren have non-standard thinking, vivid imagery of perception, purely individual imagination, and a unique attitude to the world around them. However, it is they who often create problems in educational activities, which are based on consistency, logic, and thoroughness.

The activity of the teacher at this level of cognitive activity consists, first of all, in the development of the very need for creativity in schoolchildren, in the desire for self-expression, self-actualization. To help achieve this goal, individual techniques that activate the creativity of students, and special creative lessons: KVN, sports clubs, etc., can also help. But when working with children of a creative type, the teacher must remember about equality: every child has the right to creative self-expression. There is no need to divide children into talented and “other”, even if creative manifestations do not suit us, teachers, in some way.

Thus, cognitive activity is a complex personal formation that develops under the influence of a wide variety of factors: subjective (curiosity, perseverance, will, motivation, diligence, etc.), objective (environmental conditions, teacher's personality, teaching techniques and methods). The type of learning activity is a dynamic indicator. It is in the power of the teacher to help the student move from the zero type to situational and, possibly, performing, creative activity. I would especially like to emphasize the idea that all students need attention and care from the teacher: those who do not show much interest in learning, and those who outwardly make a favorable impression and, it would seem, do not need special support. Therefore, it largely depends on the skill of the teacher whether the student will be able to prove himself in educational activities or prefer to just sit out in class.

E. N. Lekomtseva, A. S. Pikin

Formation of cognitive activity of a younger student

The article presents the characteristics of the program "Planet of Joy", which is designed for primary school students. The purpose of the program is to create conditions for the development of cognitive activity of the younger student, emotional and value attitude to the world, the phenomena of life, art. The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.

Key words: cognitive activity, junior schoolchild, extracurricular activities, program, needs, interest.

E. N. Lekomtseva, A. S. Pikin

Formation of the Younger School Student's Informative Activity

The characteristic of "the Planet of Joy" program which is designed for pupils of primary classes is presented in the article. The purpose of the program is to make conditions for development of the younger school student "s informative activity, the emotional and valuable relation to the world, the phenomena of life, art. Younger school students" informative activity is an important factor of improvement and at the same time an indicator of effectiveness of the training process as it stimulates independence development, a search and creative approach to master the education content, induces to self-education.

Keywords: informative activity, younger school student, extracurricular activities, program, requirements, interest.

The new paradigm of education considers the formation of the student's subjective position as one of the necessary conditions for the development of the student. At primary school age, the understanding of the subject is associated with such qualities of his personality as activity, independence, and the ability to act.

The term "activity is identified by some scientists with activity, vigor, dynamism, others with the result of activity, others consider activity in a broader sense than activity" .

As part of our study, we rely on the opinion of A. N. Leontiev, for whom activity is a concept that indicates the ability of living beings to produce spontaneous movements and change under the influence of external and internal stimuli - stimuli.

At primary school age, the leading type of activity is educational, therefore it is important to consider the term "activity" in combination with another concept - "cognitive".

Today, "cognitive activity" is interpreted in the works of G. I. Shchukina, V. S. Ilyin, T. I. Zubkova, T. I. Shamova. Auto-

ry consider this concept from the standpoint of the quality of the student's activity aimed at achieving the educational and cognitive goal.

The most interesting, in our opinion, definition of cognitive activity is given by E. A. Krasnovsky: “the manifestation of all aspects of the personality of a younger student: this is an interest in the new, the desire for success, the joy of learning, this is also an attitude to solving problems, the gradual complication of which lies in the basis of the learning process".

Thus, the problem of developing interest arises in the context of a variety of student activities, which allows you to form and develop the interests of students, enriching the personality, and educating an active attitude to life.

Based on the theoretical studies of D. B. Elkonin, the development of cognitive activity is carried out by accumulating positive educational and cognitive experience. According to the point of view of A. N. Leontiev, cognitive activity is motivated by the need of a younger student. The development of cognitive activity is the ideal option when its formation occurs gradually, evenly, in accordance with

with the logic of cognition of objects of the surrounding world and the logic of self-determination of the individual in the environment.

The analysis of scientific literature and practical experience in the formation of cognitive activity made it possible to determine the structure of cognitive activity: the emotional sphere, the volitional sphere, the motivational sphere, the content-procedural component and the component of social orientation.

The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education. Extracurricular activities are an integral part of the organization of the educational process and one of the forms of organization of students' free time.

Extracurricular activities are understood today as purposeful educational activities organized in their free time for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, the creation of conditions for the development of significant positive personality traits, the realization of their creative and cognitive activity in various types activities, participation in meaningful leisure.

In order to form the cognitive interest of a younger student, a program of extracurricular activities "Planet of Joy" was created within the framework of the study, compiled on the basis of the following legal documents:

the federal law"On education in Russian Federation" (Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012).

Federal State Educational Standard of Primary General Education (grades 1-4) (approved by Order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373; as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357 ).

The Concept for the Development of Additional Education for Children of the Russian Federation (approved on September 4, 2014 No. 1726-r)

Action plan for 2015-2020 for the implementation of the Concept for the development of additional

education of children, approved by the order of the Government of the Russian Federation of September 4, 2014 No. 1726-r (approved on April 24, 2015 No. 729-r).

Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow “On Approval of SanPiN 2.4.4.3172-14 “Sanitary

epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children ”(Registered in the Ministry of Justice of the Russian Federation on August 20, 2014, Registration No. 33660).

The program is designed for elementary school students (6-11 years old). This period is the most important for the development of aesthetic perception, creativity and the formation of a moral and aesthetic attitude to life, which is fixed in a more or less unchanged form for life.

In elementary school, a younger student develops forms of thinking that ensure the further assimilation of various knowledge, the development of thinking. In the educational activities of a younger student

such private types as writing, reading, working on a computer, creative activity, etc.

The process of switching from family and kindergarten to school is important, that is, the student has a change of dominant authorities, among which the primary school teacher becomes the main one. Game activity, along with educational, among primary school students remains leading. Considering this circumstance, the teacher should use the possibilities of self-organization and self-discipline of the student, which are stimulated by group games, curiosity, spontaneously emerging interest in all kinds of creative activities. Such manifestations need to be supported, developed, connected to the system of pedagogically organized and purposeful activities.

The program "Planet of Joy" is aimed at socio-cultural self-determination, creative self-realization of the child's personality, its integration into the system of world and national culture, is a means of forming the child's attitude to reality, moral and mental education of the individual.

The purpose of the program is to create conditions for the development of cognitive activity of a younger student, an emotional and valuable attitude to the world, phenomena of life, and art.

Lay the foundations for organizing meaningful leisure;

To acquaint with the history and varieties of theatrical, musical and circus art;

Develop the intellectual and emotional spheres of the student's personality, creativity;

To form an interest in theatrical, musical, circus arts, in the natural sciences;

Involve students in local history activities;

To develop in students the need for constant replenishment of their knowledge, to raise the cultural level;

To educate moral qualities, discipline, responsibility, collectivism.

The mode of classes has the following variability: classes can be held once a week (36 hours a year) and 2 times a week (72 hours a year) depending on the interest of children, the total teaching load.

Form of conducting classes: group.

When selecting content, the structural-systemic principle is taken into account, in which the studied material is built with a gradual complication. However, in the process of mastering the material by children, the teacher can vary the order and sequence of topics in accordance with the age and individual characteristics of children's perception of the content of the program.

Types of occupations:

Classes-excursions, allowing to expand the educational space of the student, contributing to the development of their motor activity.

Literary and creative classes. Here the ability to express what is desired is acquired in the language of the theater, cinema is listening and staging fairy tales, watching cartoons, movies, writing stories.

Classes in fine arts - this is the creation of drawings after visiting the theater, excursions, making scenery, non-

bypassed according to the scenario, making puppets and

Various methods of work can be used during the lessons.

Methods of conducting classes: conversation, story, game, practical work, independent work, defense creative works, mini-concert, consultation.

Control methods: consultation, protection of creative works, performance, exhibition, presentation, participation in competitions of creative works.

Technologies, methods:

Level differentiation;

Problem learning;

Modeling activity;

Search activity;

Information and communication technologies;

Health saving technologies.

In the work program, activities are planned for the formation of UUD: personal, regulatory; cognitive, communicative.

To implement the educational process under the Planet of Joy program, the following is required:

A selection of video clips;

Selection of printed editions and mass media materials, Internet;

Computer, multimedia projector.

The results of the work of younger students will be

present at specially organized "competitive" defenses of creative works and creative projects.

The program contains the following sections: “The whole world is a theater”, “Journey to the past”, “Educational tours to the corners of our Motherland”, “Music of the soul”, “Life under a dome. Creativity and intelligence”, “Amazing is nearby”.

The section "The whole world is a theater" involves the study of theatrical art, types of theater, rules of conduct in the theater. In addition, it is planned not only to attend performances, followed by a discussion, but also to stage performances by the participants of the program.

The section "Journey to the Past" introduces the features of museum work, prepares for excursions to museums, the creation of a mobile class museum.

The section "Educational tours to the corners of our Motherland" includes local history excursions.

Studying the section "Music of the soul", children visit museums of musical art, concert

philharmonic hall. Younger students go to where the music sounds.

Section “Life under the dome. Creativity and Intelligence" is divided into two parts - "Circus Art" and "Planetarium" - and involves attending circus performances and interactive lectures in the planetarium, compiling oral statements, for example, on the topic "What animal and why would I like to perform if I circus performer.

The "Amazing Nearby" section ends the academic year with an educational event - a meeting with artists, scientists, artists and other famous people.

Thus, the formation of the cognitive activity of the younger student, the emotional and value attitude to the world is carried out through his inclusion in a variety of activities that are interesting and entertaining for him, and therefore bring joy and surprise.

Bibliographic list

1. Zubkova, T. I. Formation of cognitive activity of low-performing primary school students [Text]: author. dis. ... cand. ped. Sciences / T. I. Zubkova. - Yekaterinburg, 1993. - 24 p.

2. Ilyin, V. S. Formation of the student's personality: a holistic process [Text] / V. S. Ilyin. - M.: Pedagogy, 1984. - 144 p.

3. Krasnovsky, E. A. Indicators in education [Text] / E. A. Krasnovsky // Standards and monitoring in education. - 2002. - No. 5. -S. 53-57.

4. Leontiev, A. N. Lectures on General Psychology [Text] / A. N. Leontiev. - M. : Meaning, 2001. - 511 p.

5. Martsinkovskaya, T.D. History of child psychology [Text]: a textbook for ped students. universities / T. D. Martsinkovskaya. - M. : VLADOS, 1998. - 272 p.

6. Implementation of variable models of network interaction of general, additional and professional education in the framework of the organization of extracurricular activities [Text]: methodical

7. Shamova, T. I. Activation of the teaching of schoolchildren [Text] / T. I. Shamova. - M.: Pedagogy, 1982. -209 p.

8. Schukina, G. I. The problem of cognitive needs in pedagogy [Text] / G. I. Schukina. - M.: Pedagogy, 2001. - 351 p.

9. Elkonin, D. B. On the problem of periodization of psychological development in childhood [Text] / D. B. Elkonin // Questions of psychology. - 2001. - No. 4. - S. 6-20.

Bibliograficheskij spisok

1. Zubkova, T. I. Formirovanie poznavatel "noj aktivnosti slabouspevajushhih uchashhihsja nachal" nyh klassov: avtoref. dis. ... cand. ped. nauk / T. I. Zubkova. - Ekaterinburg, 1993. - 24 s.

2. Il "in, V S. Formirovanie lichnosti shkol" nika: celo-stnyj process / V. S. Il "in. - M. : Pedagogika, 1984. - 144 s.

3. Krasnovskij, Je. A. Pokazateli v obrazovanii / Je. A. Krasnovskij // Standarty i monitoring v obrazovanii. - 2002. - No. 5. - S. 53-57.

4. Leont "ev, A. N. Lekcii po obshhej psihologii / A. N. Leont" ev. - M. : Smysl, 2001. - 511 s.

5. Marcinkovskaja, T. D. Istorija detskoj psihologii: uchebnik dlja studentov ped. vuzov / T. D. Marcinkovskaja. - M. : VLADOS, 1998. - 272 s.

6. Realizacija variativnyh modelej setevogo vzai-modejstvija obshhego, dopolnitel "nogo i professional" nogo obrazovanija v ramkah organizacii vneurochnoj deja-tel "nosti: metodicheskie rekomendacii / pod red. A. V. Zolotarevoj. - Jaroslavl" : Izd-vo JaGPU, 2011. - 312s. S.24.

7. Shamova, T. I. Aktivizacija uchenija shkol "nikov / T. I. Shamova. - M. : Pedagogika, 1982. - 209 s.

8. Shhukina, G. I. Problema poznavatel "noj potrebnosti v pedagogike / G. I. Shhukina. - M. : Pedagogika, 2001. - 351 s.

9. Jel "konin, D. B. K probleme periodizacii psiholog-icheskogo razvitija v detskom vozraste / D. B. Jel" konin // Voprosy psihologii. - 2001. - No. 4. -S. 6-20.

Introduction ……………………………………………………………………………3

Chapter 1

The concept of "cognitive activity" and its essence……………………..6
The level of cognitive activity………………………………………..11
The role of the teacher's personality in cognitive activity……………………16
Features of the formation of cognitive activity of younger students in the learning process……………………………………………..23

Conclusions on the first chapter………………………………………………………...30

Chapter 2 Experimental work on the formation of cognitive activity of younger students…………………………...31

2.1 Diagnosis of the level of formation of cognitive activity in younger students……………………………………………………………...31

Chapter I Theoretical foundations for the formation of cognitive activity of younger students in the learning process

The concept of "cognitive activity" and its essence

The problem of the formation of cognitive activity arose a long time ago and is one of the most urgent to this day. The level of cognitive activity of a student determines the effectiveness of solving the teaching, developing and educating learning tasks.

The problem of interest in teaching in the history of Russian pedagogical thought and in the practice of teaching was built up gradually under the influence of the demands of life. Socio-economic changes in Russia led to the vital issues of the development of education. The most educated people of that time who accepted the advanced ideas of European pedagogy, I.I. Betskaya and F.I. Yankovic. Ideas I.I. Betsky to create class educational institutions and to grow up in them a “new breed of people” expressed a new attitude to human nature. The nature of a child cannot be awakened while the teaching is woeful; it is necessary to make the children accustomed to studies, to arouse in them a love for learning. Practically directing the restructuring of education in Russia, Betskoy proved this in the statutory documents and in his works. However, the idea was not realized. Further search for the system of education and training was carried out by F.I. Yankovic. Yankovic advocated the use of entertaining elements in teaching, games that enliven classes. For the first time he saw the connection of interest in learning with morality. The line of connection between interest and moral education can also be traced in the views of N.I. Novikov. He identified curiosity with the need to learn. The condition for the development of N.I. Novikov considered the knowledge of the educator of the forces and abilities that give observation of the child's activities "by natural impulse", expressing interest, attention to the student. It was difficult to implement the first approaches to the problem of interest in learning. In schools organized by N.I. Novikov and in public schools founded by F.I. Yankovich, cramming and beatings prevailed, and the children tried to run away from lessons, skipping classes for several months. For the first time, curiosity was separated from inquisitiveness by V.F. Odoevsky. He believed that the curiosity inherent in children, with proper guidance, can develop into curiosity, into a passion for knowledge, developing mental independence. In detail, in the context of his pedagogical theory, the problem of interest was considered by K.D. Ushinsky. In his theory, he psychologically justified the interest in learning. The deep psychological basis of the entire pedagogical theory of K.D. Ushinsky and interest issues increased attention to the development of children. The sharp criticism of training and education during the period of social and pedagogical upsurge led to the idea of close attention to the inner world of the child on the basis of his complete freedom. This point of view was reflected in his pedagogical views by L.N. Tolstoy. He rightly believed that a child's interest can be revealed only under conditions that do not restrict the manifestation of his abilities and inclinations. The most important condition for the manifestation of interest is the creation of such a natural, free atmosphere in the lesson, which causes a rise in the mental strength of the child. ON THE. Dobrolyubov and N.G. Chernyshevsky believed that only education based on the reasonable freedom of the child develops his interests and curiosity, strengthens his mind and will. From these positions, N.A. Dobrolyubov highly appreciated R. Owen's schools, where teachers supported and developed children's interest in learning. But progressive ideas were difficult to put into practice. There were many reasons: unsatisfactory training of teachers, especially in elementary school, conservatism of teachers, overloaded programs, difficult financial situation of the people's teacher. After the victory of the October Revolution, the search for new ways of educational work was associated with the task of educating generations capable of building a communist society. From a Marxist position, she considered the problem of N.K. Krupskaya. Practical application of progressive ideas on the problem of interest in learning was found in the experience of teachers A.S. Makarenko and S.T. Shatsky. .

S.T. Shatsky paid the most serious attention to the problem of interest in learning. A.S. Makarenko reveals some methodological techniques for maintaining and developing interest: a hint that causes conjecture, posing an interesting question, introducing new material, looking at illustrations that raise questions, etc. Makarenko believed that the life and work of a child should be permeated with interest, that the content of educational work is determined by children's interest. Further development of the problem of interest was connected with the transition to the class-lesson system of education. Sh.A. Amonashvili developed the problem of interest in teaching six-year-olds. Interest in learning is merged with the entire life of a younger student: a careless turn of the method, the monotony of the method can undermine interest, which is still very fragile. Today, the problem of interest is being increasingly explored in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life. .

Today we need a person who not only consumes knowledge, but also knows how to extract it. The non-standard situations of our day require a breadth of interest from us. A special kind of interest is interest in knowledge, or cognitive activity. Its area is cognitive activity, in the course of which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education.

Cognitive activity plays a major role in the pedagogical process. I. V. Metelsky defines cognitive interest as follows: “Interest is an active cognitive orientation associated with a positive emotionally colored attitude to the study of a subject with the joy of learning, overcoming difficulties, creating success, with self-expression of a developing personality.”

G.I. Shchukina, who was specially engaged in the study of cognitive activity in pedagogy, defines it as follows: “cognitive interest appears before us as a selective orientation of the personality, turned to the field of cognition, to its subject side and the very process of mastering knowledge.”

Cognitive activity is studied by psychologists and educators from various angles, but any study is considered as part of the general problem of education and development. Today, the problem of interest is being increasingly explored in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life.

Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing, cognitive activity becomes the basis of a positive attitude to learning. Cognitive activity is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive activity has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. .

Cognitive activity is one of the most important motives for us to teach schoolchildren. Her action is very strong. Under the influence of cognitive activity, educational work, even for weak students, proceeds more productively. Cognitive activity, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development. Cognitive activity also appears to us as a powerful means of learning. Classical pedagogy of the past stated - "The deadly sin of a teacher is to be boring.". When a child studies under duress, he gives the teacher a lot of trouble and grief, but when children study willingly, things go quite differently. Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically excite, develop and strengthen the cognitive activity of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of upbringing education, improving its quality. Under the influence of interest, mental activity develops, which is expressed in a variety of questions with which a student, for example, turns to a teacher, parents, adults, finding out the essence of the phenomenon of interest to him. Finding and reading books in the area of interest, choosing certain forms of extracurricular work that can satisfy his interest - all this forms and develops the student's personality.

Cognitive activity also acts as a powerful means of learning. Describing interest as a means of learning, it should be noted that interesting teaching is not entertaining teaching, saturated with effective experiments, demonstrations of colorful manuals, entertaining tasks and stories, etc., it is not even facilitated teaching, in which everything is told, explained to the student it remains only to remember. Interest as a means of learning works only when internal stimuli come to the fore, capable of holding flashes of interest arising from external influences. Novelty, unusualness, surprise, strangeness, inconsistency with previously studied - all these features can not only arouse instant interest, but also arouse emotions that give rise to a desire to study the material more deeply, i.e. contribute to the sustainability of interest. Be attentive to every child. To be able to see, to notice in a student the slightest spark of interest in any aspect of educational work, to create all the conditions to kindle it and turn it into a genuine interest in science, in knowledge - this is the task of a teacher who forms cognitive activity. .

1.2 Levels of cognitive activity

G.I. Shchukina identifies reproductive-imitative, search-performing and creative activity, thereby offering a methodological basis for enhancing the cognitive activity of students. Here, the division of levels of cognitive activity corresponds to the classifications of teaching methods. In the first one, we are talking about reproductive-imitative activity, where the student's own activity in educational activities is insufficient; in the second - about the search-performing, in which the student is already independently trying to find ways to solve the educational problem; and, finally, in the third - about the creative activity of students, when both the learning task and the methods for solving it are proposed by the student himself. In the names themselves, the teacher seems to be given recommendations on certain teaching methods that ensure the achievement of an appropriate level of cognitive activity.

T.I. Shamova also distinguishes three levels of cognitive activity, but defines them not by teaching methods, but by the pattern of action: reproducing, interpreting and creative activity. Being at the first level of cognitive activity, the student must learn to reproduce, if necessary, the acquired knowledge or skills. The name of the interpretive layer speaks for itself; already having some knowledge, it is necessary to learn how to interpret them in new educational conditions, starting from familiar patterns. The creative level of PA is typical for students who not only learn the connections between objects and phenomena, but also try to find a new way for this purpose.

In both classifications we are talking about a student who constantly demonstrates activity (of different levels) in mastering knowledge. Students have varying degrees of involvement in the inquiry process. It is impossible to ignore the position of the student who passively accepts knowledge (in sociology, this is one-sided acceptance), and the one whose activity is included in the cognitive process from time to time, depending on the learning situation. That is why another approach to cognitive activity is proposed, where a zero level of activity is singled out, characterized not by a rejection of educational activity, but rather by an indifferent attitude towards it; situationally active How transitional stage from zero to stable, performing activity in the educational process; and creative, where the student's subjective position can be revealed as much as possible.

Indicators of cognitive activity include stability, diligence, awareness of learning, creative manifestations, behavior in non-standard learning situations, independence in solving learning problems, etc. The degree of involvement in the educational process and the manifestation of student activity is a dynamic, changing indicator. It is in the power of the teacher, educator and educator to help the student move from the zero level to the situationally active, and from there to the active performing one. And in many respects it depends on the teacher whether the pupil will reach the creative level or prefer to sit out in Kamchatka.

Table "Levels of cognitive activity"

Basis for classification

An approach

according to G.I. Shchukina

Stages of the cognitive process (according to T.I. Shamova)

The degree of student involvement in the learning process

Zero Activity

The student is passive, reacts poorly to the teacher's requirements, does not show a desire for independent work, prefers the mode of pressure from the teacher.

Reproductive-imitative activity.

Experience in learning activities is accumulated through the assimilation of samples, while the level of the individual's own activity is insufficient.

reproducing activity.

The student must understand, remember and reproduce knowledge, master the methods of its application according to the model

situational activity.

The activity of the student is manifested only in certain learning situations (interesting content of the lesson, teaching methods, etc.); determined mainly by emotional perception.

Search and execution activities.

The student does not just accept the task, but he himself seeks the means of its implementation (there is a large degree of independence)

interpretive activity.

Revealing the meaning of penetration into the essence of the phenomenon, the desire to know the connections between phenomena, to master the way of applying knowledge in new conditions

executive activity.

The position of the student is determined not only by emotional readiness, but also by the acquired habitual methods of learning activities, which ensures a quick perception of the learning task and independence in the course of its solution.

Creative activity.

The task itself can be set by the student, and new, non-standard ways of solving it are chosen.

Creative activity.

Not just penetration into the essence of phenomena, but an attempt to find a new way for this purpose.

Creative activity.

The position of the student is characterized by a willingness to engage in a non-standard learning situation, the search for new means to solve problems.

After analyzing the table, we can give brief description each level of cognitive activity.

Zero level - the student is passive, reacts poorly to the requirements of the teacher, does not show a desire for independent work, prefers the mode of pressure from the teacher.

Low level - reproducing activity.

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

The middle level is interpretive activity.

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

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

High level - creative.

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

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

1.3 The role of the teacher's personality in shaping the cognitive activity of younger students

The teacher has every opportunity to awaken in the child those hidden "treasures" that he possesses. He has the opportunity to develop the capabilities of children so that they can further fully realize themselves in the modern world. To do this, the teacher needs to express approval to the children about their slightest success and celebrate each of their successes. And then the cognitive activity of the child will manifest itself in all areas of educational activity.

In order to develop cognitive activity in children, the teacher must:

Use a large arsenal of tools to maintain interest in the subject;

Direct the educational and cognitive process to achieve the final result;

To carry out individualization and differentiation of the educational process;

Avoid overloading students;

Take into account the heredity and characteristics of the psychophysical development of children;

Differentiate the amount of homework;

Monitor and adjust the assimilation of each educational element;

To create conditions in the classroom for the development of the personality of students, their assimilation of ways to solve their problems, self-government in educational activities.

To create conditions for the development of a child's personality means to make learning subjective.

The conditions for subjective learning are as follows:

1. Installation on partnership in communication, recognition of the partner’s rights to his own point of view and its protection, the ability to listen and hear the partner, the readiness to look at the subject of communication from the partner’s position.

2. Openness of knowledge, its ambiguity, personal understanding.

3. Problematic, inconsistent knowledge, giving grounds for the emergence of a meaningful attitude to the material being studied.

4. Joint design of the goal and content of the lesson, students' choice of a way to achieve the goal.

5. Self-assessment of one's own activities to achieve the result.

Nowadays, teachers have a great responsibility for the development of a socially active, creative, able to rationally process information and find non-standard ways to solve personal problems. Only a teacher who is creative, proactive, not indifferent to the results of his pedagogical activity, possessing modern thinking, keenly aware of the peculiarities of the new time, looking for new ways to improve the quality of students' knowledge can provide a new quality of education. However, despite the personality of the teacher and her interest in the quality education of children, one can often observe a picture when the student “serves out” the allotted time and can at the same time remain absolutely passive and indifferent to what is happening in the lesson.

Let's think about the question: why do many students learn the educational material poorly, do not want to work in the classroom?

Reason one. Because the lessons are of the same type, the same structure.

The second reason. More often ask those who are active in the lesson.

Reason three. There is a fear or barrier to answer incorrectly, make a mistake, or even seem stupid and ridiculous.

Reason four. The atmosphere in the classroom is the relationship that the teacher builds.

Reason five. Hanging "labels" - the division into strong and weak students.

Reason six. The personality of the teacher himself, his authority - is it always possible to respect a teacher just because he is a teacher?

It should also be noted that the cognitive activity of students is formed by means of selecting information and ways of including students in cognitive activity. This is explained by the fact that any information of the teacher, no matter how interesting it may be, cannot constantly satisfy the students. Students experience satisfaction if success prevails in their own activities, and they feel intellectual and spiritual development. Thus, a teacher, especially of primary school, when preparing for lessons, needs to carefully review and be able to choose the information that will be accessible, understandable and interesting to children. An equally important stage in the selection of information is taking into account the level of development of children and their abilities. So, cognitive activity occurs if information:

1) makes you wonder, strikes the imagination;

2) makes you think;

3) brings students to the vision of the new in familiar material;

4) is the basis for the formation of concepts, laws, rules;

5) aims at intra-subject and inter-subject communications;

6) focused on use in practice.

An equally important role in the formation of cognitive activity is played by how correctly and interestingly the teacher was able to organize the process of activity. Thus, the formation of cognitive activity is successful if the process of activity:

Causes in students the desire to find attractive aspects of the educational process;

Accompanied by thoughts: “thought it out”, “how did I not know this before”, “it’s not so difficult”;

Aims at resolving conflicts;

Makes you look at the phenomenon from the other side;

Focuses on the application of knowledge in new conditions;

Incorporates elements of complication into all kinds of exercises

and tasks;

Develops imagination, ingenuity, logic;

Assumes research elements.

The main thing in the activity of the student is a sense of one's own growth in the conditions of situations of success constantly created for him by the teacher.

And now I would like to dwell, first of all, on the features of the relationship that develops between teachers and students in the process of educational activities of the latter, their orientation, nature, on the main forms and methods of interaction and trace how the relationship between teacher and student, in particular in elementary school influence the formation of cognitive activity in children.

In the course of learning, there are, as it were, two logics: the teacher and the student (Socratic dialogue), which do not always coincide in their subject content. The teacher, as a rule, relies on a system of signs that are essential from the point of view of the logic of science, and the student often works with signs that are personally significant for him, although not essential from the point of view of the teacher as a “bearer” of scientific knowledge.

The dialogue between the teacher and the student is often built on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads to the fact that the student seeks to guess what the teacher wants from him and please him, because the teacher is "always right." The older the student becomes, the less he asks questions, repeating after the teacher schemes, patterns of actions in the form in which they are asked. The failed dialogue turns into a boring monologue of the teacher. Ignoring the student's subjective experience leads to artificiality, alienation of the student from the process of cognition and leads to unwillingness to learn and loss of interest in knowledge.

Any activity is associated with individual goals and intentions, human needs: Social values cannot be imposed, they must be consistent with the student's individual values, which have become the content of his inner world, the source of subjective activity.

The mechanism of the formation of cognitive activity can be expressed very succinctly by the formula of S. L. Rubinshtein: "External conditions act through internal ones, forming a single whole with them."

Through the self-activity of the child, his consciousness is formed. The term consciousness means not just knowledge given from the outside, subject to assimilation. This is a kind of combination of two sources of knowledge, this is a joint knowledge, in which both the teacher and the student bring in part of their experience. This implies genuine cooperation between the teacher and the student, in which the teacher not only teaches, but also relies on the student’s experience, reveals it, helps to extract from this experience the content that is necessary for the assimilation of knowledge, and thereby enriches this experience and, together with the student, transforms it on a new basis.

In pedagogical terms, the problem of mutual understanding between a teacher and a student is not only a problem of interpersonal communication. This is a kind of interaction between a teacher and a student in the process of working on the content of knowledge. They turn to each other, enter into an active, dialogic relationship.

Actually, this is the essence of pedagogical cooperation, when in pedagogical activity a creatively working teacher “departs” from the usual representation of a teacher’s work, where some should teach and guide development, while others should learn and develop under vigilant supervision and guidance.

Pedagogical cooperation acts as a two-way process, the success of which depends on the improvement of both the personal qualities of the student and the activities and personality of the teacher himself. Thus, in this process there is a personal impact and interaction between the teacher and students. This is the first most important condition for pedagogical cooperation, the second is the independent activity of the student. The third condition is the humanization of the pedagogical process.

A teacher who professes the idea of dialogue, faced with distortions and defects in the student's personal development, will strive to find an approach that is adequate to his individual abilities, inclinations and interests. And when he finds it, he will begin to build communication taking into account individual characteristics. The psychological meaning of pedagogical communication is to find the most correct method of interaction for each individual student, which would awaken in him good feelings, trust and a desire to understand himself and contribute to making the right decisions and improving his actions.

And, finally, the fourth condition is a creative pedagogical search. The listed conditions are the criteria, by the presence or absence of which one can judge the dialogic relationship between the teacher and the student, when the teacher interacts with the student as his ally and partner (i.e., subject-subject interpersonal relationships).

Dialogue is the most common type of communication, where the equality of interrelated subjects can best unfold and manifest itself.

At primary school age, the educational dialogue begins with immersion in the mind of the child of a cultural interlocutor, whose role is played by the teacher. Mastering one or another subject content, students enter into an argument. In this dispute, the point of view of each student crystallizes, and at the same time, the limits of its application are revealed.

Objecting to culturological interlocutors, the younger student creates his own version of the answer to the questions discussed in the lesson. At first, children's options, models, hypotheses are very clumsy and poorly understood constructions. And the teacher needs a lot of work to dialogize the subject content of the educational material so that students can speak out on it.

Teacher in teaching dialogue

1) poses an educational problem, setting the sequence of work, i.e. implements a specific program of dialogical training;

2) is an active participant in the dialogue. He does not play in ignorance and misunderstanding. Dialogue is productive only when it brings its participants to the level of eternal problems, the final solution of which is unknown not only to the student, but also to the teacher;

3) helps children to formulate their thoughts about the subject.

A primary school teacher is a person who sees the child throughout the school day and is able to evaluate him from all sides. And if a teacher shows sincere attention to children, if he creates conditions for broadening his horizons, if intellectual activity, learning bring joy, pleasure to students, if a child has the opportunity to engage in activities that evoke positive emotions, then there is a chance to raise a gifted child and carefully " pass it on to middle-level teachers. Therefore, it largely depends on the skill of the teacher whether the pupil will be able to prove himself in educational activities or prefer to just sit out in class.

1.4 Features of the formation of cognitive activity of the youngerschoolchildren in the learning process

The formation of cognitive activity of students is one of the urgent problems of the entire educational process. In the process of development of cognitive activity, three groups of stages of knowledge assimilation can be distinguished: initial (actualization of basic knowledge, motivation and goal-setting, perception and comprehension), middle (consolidation and application), final (generalization and systematization) .

To date, there are two ways to enhance cognitive activity: extensive and intensive. Moreover, both of them have the same ultimate goal: the education of an educated, moral, creative, socially active person capable of self-development. But the approaches to achieving the goal are different. The extensive path is implemented primarily through an increase in the number of academic disciplines or, in other words, an increase in the amount of knowledge communicated to students. The intensive path is based on the formation of a subjective, personally interested position of the student, and this involves changing the very structure of curricula and intensifying teaching methods (developing, student-centered learning, etc.).

Activation of cognitive activity involves a certain stimulation, strengthening the process of cognition. Self-knowledge can be represented as a sequential chain consisting of perception, memorization, preservation, comprehension, reproduction and interpretation of the acquired knowledge. Obviously, activation can be carried out simultaneously at all successive stages, but it can also occur at any one. Stimulates, activates knowledge, especially the teacher. His actions are to strengthen each of the stages of cognition (less often, one or more) with the help of various techniques and exercises. It is according to this logic that developmental education programs are built: through the constant organization of conditions for intensive cognitive activity to the usual cognitive activity, and then to the internal need for self-education. Consequently, we can talk about different levels of cognitive activity of younger students in educational activities. It is obvious that activity is connected with the strengthening of the student's subjective position.

An analysis of these positions made it possible to conditionally identify four main types of learning activity and develop tactics (the closest pedagogical interactions) and a strategy (perspective for the development of the student's position in the educational process) of pedagogical activity: zero activity (pronounced object position); situational activity (mainly object position); performing activity (mainly subjective position); creative activity (pronounced subjective position). The teacher is obliged to “see” and include in cognitive activity both the student who takes a passive position, and the one who from time to time “turns on” to interactive learning, and the student with a pronounced readiness for joint learning. Let's analyze the selected types of cognitive activity from the point of view of pedagogical tactics and strategy.

First type. The student is passive, reacts poorly to the teacher's demands, does not show interest in either joint or individual work, and is included in the activity only under pressure from the teacher. Emotional, intellectual and behavioral skills for learning in interaction are not developed. There is a pronounced object position in the educational process.

The second type is realized mainly in the student's object position. Characteristic indicators are the manifestation of interest and activity only in certain situations (interesting content of the lesson, unusual teaching methods), which is rather associated with emotional excitability, often not supported by acquired skills for independent work. During the lesson, these students prefer explaining new material to repetition; they easily connect to new types of work, but they can also easily lose interest if they have difficulties. They may surprise the teacher with quick, correct answers, but this only happens sporadically. The tactics of educational interaction with these students is to reinforce their subjective (active) state in educational activities not only at the beginning, but also in the process of work. Here, the help of a teacher is invaluable, who, if necessary, can help relieve intellectual fatigue, overcome volitional apathy, and stimulate interest. Here are some activation examples. "Delayed guess". At the beginning of the lesson, the teacher offers students a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the process of working on a new topic. Another technique is the “Crossword Questionnaire”: students fill out a crossword puzzle on the topic being studied (prepared in advance by the teacher himself or his assistants); "aerobatics" can be called a situation when part of the concepts of a crossword puzzle "prepares" a new topic. Schoolchildren of this type are characterized by haste and incompleteness of actions, which is why it is important for them to be able to use an answer plan, rely on reference signals, create algorithms for a particular educational action, drawings-hints (“cheat sheets”), tables. But there is one feature: they are easier to remember and use those schemes that they create themselves (or together with the teacher). Thus, the teacher's action strategy in working with situationally active students is not only to help them get involved in learning activities, but also to maintain an emotional and intellectual atmosphere throughout the lesson. Then the student experiences a feeling of joy and elation not only in the perception of the learning task, but also in the course of its implementation. And having experienced a sense of success once, he will want to repeat and strengthen his achievements and for this he will show certain intellectual and volitional efforts. If subsequent lessons do not deceive his expectations, then there will be prerequisites for a gradual transition to a performance-active type of cognition.

The third type - students with an active attitude to cognitive activity, as a rule, are loved by teachers. They systematically do their homework and are readily included in the forms of work offered by the teacher. It is on them that the teacher relies when studying a new (difficult) topic, and they also help the teacher out in difficult situations (open lessons, visits to the administration, etc.). The main advantage of these students is stability and constancy. However, they also have their own problems. For perseverance and diligence they are often called "crammers". And some think that these children study is easy. There is some truth in this, but for some reason they forget that such apparent ease is the result of earlier efforts: the ability to focus on the task, carefully study the conditions of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat (and not once!) all this chain. And these students, as well as the rest, need careful attention from the teacher. Sometimes they start to get bored if the material being studied is quite simple, and the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational task and no longer want to or wean themselves to look for non-standard solutions. A little later, they realize that the teacher's approval can be obtained not for something "overtime", but simply for a job well done that does not require the search for additional material. The main techniques that stimulate active students are all problematic, partially search and heuristic situations that are created in the classroom. For example, “problem dialogue”, when, discussing the wording of the lesson topic proposed by the teacher, students predict its content. Or a “brainstorming” consisting of the following steps: creating a bank of ideas (a mandatory rule - no criticism!), analyzing ideas (search for a rational grain in each, even the most fantastic proposal, selecting the most productive ideas), presenting the results of the group’s work and further selection suggested ideas by experts. Often when ideas are presented, new proposals are born, which are immediately included in the discussion. You can offer students special role-playing situations. Schoolchildren can connect to the technology for evaluating the oral and written answers of classmates, that is, take on the role of an “expert” (just remember to arm the “experts” with the requirements for evaluating answers so that there are no significant disagreements).

Conclusions on the first chapter

Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality.

Cognitive activity can be viewed from different sides: as a motive for learning, as a stable personality trait, as a strong means of learning. In order to intensify the educational activity of the student, it is necessary to systematically excite, develop and strengthen cognitive activity both as a motive, and as a persistent personality trait, and as a powerful means of learning.

Cognitive activity of students V is an important improvement factor and one O temporarily an indicator of effectiveness and p e the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, encourages self-study b development.

and b about natural activity. Thus, both types of cognitive b

Teachers have a great responsibility for the development of children. The teacher must know the characteristics of each child and be able to choose the right approach for working with children. In most cases, a friendly trusting atmosphere between the teacher and students in the classroom is a necessary condition for the formation of cognitive activity of younger students.

Chapter II Experimental work on the formation of cognitive activity of younger students

2.1 Diagnosis of the level of formation of cognitive activity in younger students

In order to identify the level of development of cognitive activity in younger students, a study was conducted on the basis of the MBOU "Lyceum No. 17" of the city of Berezovsky. The experiment involved students of grade 4 B in the amount of 28 people.

The experiment consisted of three stages:

Stage 1 - ascertaining.

At this stage, primary diagnostics of the level of cognitive activity of younger students in the experimental class was carried out.

Stage 2 - forming.

At this stage, we organized work to increase the level of cognitive activity in the classroom.

Stage 3 - control.

At this stage, a repeated diagnosis of the level of cognitive activity of students in the 4th grade was carried out, and an analysis of the results obtained was carried out.

To identify the level of cognitive activity, we used the method of observation, individual conversations with students, and questionnaires.

Observation. Purpose: to identify the level of cognitive activity of students, to determine the ratio of distractibility and cognitive activity, as well as to find out the emotional attitude to learning.

Observer instructions

The observation period is the first week in all lessons (for the first stage of diagnosis) and the last week (for the second stage of diagnosis). The experimenter must be very attentive, paying attention to the actions and reactions of the students. The results of observations must be recorded in the observation form.

In the process of observation, we noted the presence of the following manifestations in younger students:

1.Activity:

Shows interest in the subject.

He asks questions and seeks to answer them.

Interest is directed to the object of study.

Shows curiosity.

2. Independence:

Completes tasks independently.

Shows persistence in achieving goals.

3. Distractibility (number of any non-study related activities).

Evaluation of results

If the student asks a large number of questions aimed at knowing not only factual, but also theoretical material, all his actions are of a purposeful cognitive nature, performs all tasks independently, wants to perform tasks of increased complexity that go beyond the program, then we can talk about an active attitude to learning and high level cognitive activity.

If a child asks questions aimed at knowing only factual material, and his activity and distractibility are approximately equal, and when receiving tasks for independent completion, the student needs help, then we can talk about the average level of cognitive activity, a positive attitude to learning.

If the child is distracted for most of the lesson and shows little activity, or does not show it at all, if his questions do not have any purposeful cognitive nature or they are not related to this subject at all, and there is no independence in completing tasks, then we can talk about low level of cognitive activity or its absence at all.

During the school week, the children were observed in the classroom. The observation form noted the number of questions asked by the child, the number of purposeful statements, the number of replicas, the number of tasks performed independently, and the distractibility of students. Then the children's activity and their distractibility were calculated.

Thus, during the observation it turned out:

In 4 people, activity exceeds distractibility, which may indicate a high level of cognitive activity. These children very often ask a large number of questions aimed at knowledge of not only factual material, but also theoretical. These children complete their learning tasks on their own.

In 16 people, activity and distractibility are approximately equal, which indicates an average level of cognitive activity. These children are only interested in factual material and try to make statements that are purposeful. These children need help in doing their homework.

And in 8 people, distractibility exceeds activity, which indicates a low level of learning activity. These children ask very few questions and often these questions do not have a purposeful cognitive character, they are very often distracted. They cannot complete tasks on their own.

An analysis of the diagnostic results showed that the majority of students are children with an average level of interest in learning, these children are active in the lesson “on the instructions of the teacher”, and are distracted a lot by extraneous activities during the lesson. The number of children in whom distractibility exceeds activity is greater than in children with a predominance of activity.

Student survey.

We conducted an initial survey. The purpose of its implementation is to identify the level of cognitive activity of younger students in the experimental class. We developed a questionnaire that consisted of 10 questions and the following 4 answer options: “almost never”, “sometimes”, “often” and “almost always”, which were chosen by students when filling out the questionnaire. Maximum students could score 40 points. Thus, the number of points scored determined the level of formation of the student's cognitive activity. Pupils who scored from 0 to 10 points had a zero level of development of cognitive activity, 11–22 points - a low level - reproducing activity, 23-34 points - an average level - interpretive activity, and from 35 to 40 points - a high level - creative activity ( see appendix 2).

Having subjected the results of the experiment to processing, we obtained the following indicators, which are presented in tables 1 and 2 (see Appendix 3).

For a more visual image, we will reflect the result of the experiment in the diagram (Fig. 1)

Fig.1 Diagram of diagnostics of cognitive activity of younger schoolchildren (the first ascertaining experiment).

Thus, our analysis shows that the level of cognitive activity of younger students in the experimental class is insufficient for a full-fledged learning process and for the full development of a student.

2.2 Formation of cognitive activity of students in the educational process.

During the experiment, the methods and techniques described below were used.

A few words about how to build a lesson taking into account the levels of cognitive activity. The structure of such lessons With matriruet not less than four basic models. The lesson can be linear (with each group in turn), mosaic (inclusion in the activities of a particular group depending on the learning task), active role-playing (connecting students with a high level of activity to connect the rest) or complex (combining all the proposed options). The main criterion for the lesson should be inclusion in the educational I performance of all students without exception at the level of their potential.

In the course of the formative experiment in the 4th "B" class, in order to increase the level of cognitive activity, we conducted entertaining and educational lessons, in which various types of work were carried out (individual, frontal work, work in pairs, groups), non-standard lessons, lessons using ICT.

For example, a Russian language lesson in grade 4 on the topic "Spelling an unstressed vowel in a prefix, root and ending of nouns and adjectives." The purpose of the lesson is to systematize and consolidate knowledge about the spelling of an unstressed vowel in different parts of the word.

Lesson fragment

1. Actualization of knowledge.

2. Determining the topic of the lesson.

3. Motivation based on reflection.

Today we will work in groups:

The first group will work on unstressed vowels in the prefix;
The second group is at the root;
The third group is at the end of nouns and adjectives.

Now you yourself will need to make a choice in which group to work. And this is probably the most difficult. Try to remember which part of the word spelling is the most difficult for you, or remember what mistakes the teacher corrects you most often.

4. Division into groups.

Choose the card you need, the one you need to practice spelling the vowel in the prefix; root; ending.

Determine the group you will be working with.

Take places in groups.

For some children, the division into groups (L. Arina, M. Dasha, S. Niyaz - zero level) caused difficulty, since they usually make mistakes in the spelling of all parts of the word. They needed the teacher's help. When working in a group, these students did not show activity at first, but gradually got involved in the work, showing interest and activity. This is evidenced by the notes at the end of the lesson: “Today at the lesson I worked better than before (S. Niyaz), ... I was interested, I had a lot of time Dasha), ... I realized that I could work better (Arina).

Dividing into groups also caused difficulty for Yegor D. (high level), since he is an excellent student, he learns all topics, writes without errors. He was assigned the role of consultant.

5. Work in groups.

The purpose of the work at this stage is to activate cognitive activity through a group form of work.

Observing the children, we came to the conclusion that children like this type of work, many are active and initiative, they are less insecure.

In order to develop cognitive activity, we used riddles - a brief description of an object or phenomenon, often in poetic form, containing a task in the form of an explicit (direct) or supposed (hidden) question. There are riddles that T a fortuneteller by two, or even by one sign, must restore a holistic image of an object or phenomenon, for example:I swam in the water, but remained dry (goose).These riddles require additional and n formations (why do bird feathers stay dry after bathing?). In other riddles, a list of And signs can be expanded or they are built on the basis of a negative comparison.It jumps along the branches, but not a bird; red, but not a fox (squirrel); It flies, not a bird, howls, not a beast. (wind)

The children alternately compared different and at the same time somewhat similar signs, grouped them in a new way and, by eliminating erroneous answers while accumulating new signs, found a clue. Such an analysis develops the ability to think logically and reason.

A common type of riddles is metaphorical riddles, for example, fire in such riddles is compared with a red rooster(The red cockerel runs along the perch!).Solving such riddles develops both figurative and logical thinking.

A specific form of working with riddles is the solution of crossword puzzles or puzzles. To solve crossword puzzles, you can organize various forms of work: independent work, work in groups, in pairs.

Consider these forms of work in the Russian language lesson on the topic "Pronoun". The purpose of the lesson is to consolidate the studied material.

The children were asked to work in pairs. They had to find in the dictionary words that contain pronouns, underline them (agronomist, wagon, hare, astronaut, sparrow, month, horizon, etc.).

To solve crossword puzzles, the children were divided into groups.

Children like these forms of work, they are active, everyone without exception is involved in the work. Particularly active are children who do not like to write a lot, get tired quickly (L. Arina, M. Dasha, M. Ilya, S. Niyaz, G. Polina).

In the lessons we used cognitive tasks, questions, games. A special place among them is occupied by didactic games - this is a creative, purposeful activity, during which children gain a deeper knowledge of the phenomena of the surrounding reality. Games and their elements make the learning process interesting, help to overcome difficulties in mastering the material. Towards didactic With These games include collective creative activities of a gaming, cognitive nature. When selecting didactic games the teacher comes from the interest of the students, going beyond the curriculum.

In our work, we used techniques that are especially loved by children.

"Restoration". Students receive text or drawing with gaps missing an element A mi. You need to fill in the gaps.

It should be noted that no less effective methods for shaping the cognitive activity of younger students are the following:

"Catch the mistake." Students in the text with specially made mistakes, find them and explain I understand their essence.

"Change". The topic of the lesson is written in words upside down, without changing the order of words in the sentence. Children are invited to read the topic correctly and tell how they did it.

"Creativity for the Future" Pupils perform creative tasks in the preparation of didactic materials: compose puzzles, riddles and crossword puzzles on the topic of the lesson, come up with games to study e niya, repetition or consolidation.

Thus, the use of the above methods contributes to:

increase the activity of students, the growth of their interest in the subject;
formation of skills of independent work with educational material;
the desire to establish causal relationships that exist in nature and society.

Recently, primary school teachers have used nesta n gift forms of education. According to the definition of I.P. Podlasy, a non-traditional (non-standard) lesson is an "impromptu educational I non-traditional (unestablished) structure". The main goal of non-standard lessons is to activate the cognitive activity of students for educational work. The non-traditional form of the lesson (game, journey, fairy tale) corresponds to the age With specific features of younger students. In the game, children easily master new knowledge and skills.

Education in elementary school can be seen as a special transitional period in which there is a change in e activities: play gives way to study. For non-standard T In the lesson, various forms of the relationship between play and learning are used. As a result, the student must learn to acquire new knowledge, skills and develop their abilities. In modern times n teachers practice a variety of types of non-standard T ny lessons. This is a quiz lesson, a competition lesson, a fairy tale lesson, a travel lesson, an auction lesson And he, an integrated lesson, a lesson-meeting, etc. Not only the teacher, but the whole class prepares for such lessons in advance.

We have had such lessons. At the lessons, all the children took an active part in the work, with interest they were included in all types of tasks. Children who experience rapid fatigue in ordinary lessons showed activity and high efficiency here.

It is known that the leading activity for younger students is teaching, which can be of a different nature: imitative, reproductive, search, creativity. R chesky. Among the means of activating the teachings of schoolchildren, didactists put forward such as educational content, methods and e we are learning, a form of learning organization. Let's consider how each of these means can be implemented in the practice of the teacher's work.

The content of the educational material contributes to the enrichment e niya and expansion of knowledge of the child, gaining experience, h the development of his horizons. However, in the content of the teaching, not all And attracts the student. In this regard, before teaching e Lem there is a task - to interest children. One of the means of increasing the cognitive activity of children is to show the significance and value of the content of educational material, which must be observed at all stages of the lesson, especially when O setting cognitive tasks for children, creating incentives at catch of teaching. The age characteristics of younger schoolchildren dictate compliance with such a requirement as attracting A mindful material in the classroom. It is advisable to use puzzles, didactic games, quizzes, riddles and other m A material that may interest and captivate students.

Along with the content of the educational material, teaching methods play an important role, with the help of which the educational process is organized. The main ones are methods m nogo training and independent educational work of students. In problem-based learning, methods such as O problematic presentation of knowledge, heuristic conversation, researcher b sky method of teaching. When teaching children in the primary grades, the most common problematic presentation of knowledge by the teacher, e teaching students to search at certain stages of presentation. The essence of problem-based learning is a problem, i.e. such a cognitive b problem, the result and ways of solving which the students have no idea h known, but they have the necessary knowledge to solve it. Setting cognitive tasks for children always creates a problem situation, during which they may experience certain difficulties. For example, in the lessons A topics, tasks can be problematic: posing a question to the existing condition of the problem, compiling examples on the instructions of the teacher, solving problems on the material of the surrounding reality b wear, etc. In reading lessons, problematic tasks are the identification of new facts and phenomena, the use of comparison techniques, the formation of a value judgment, the establishment of cause-and-effect relationships, etc.

Here are fragments of a problem lesson in mathematics.

Lesson topic: "Written division of a multi-digit number by a two-digit number."

Purpose: to introduce the algorithm for the written division of a multi-digit number by a two-digit one.

At the stage of updating knowledge, students with zero and low levels were involved in the work, since these tasks were worked out over several lessons and did not cause difficulties. The children felt confident and were not afraid to answer.

compute:

560: 70 =

180: 60=

150: 50=

153: 51 =

210:35 =

Who was able to complete the task completely?

At this stage of work, children, who often do not have time to complete all the tasks in the classroom, constantly fall behind, feel confident, because they see that “... even the excellent students did not complete all the tasks completely” (M. Ilya). So the children of this group develop self-confidence, they are no longer afraid to admit that they have not done all the work.

Creating a problem situation

How did they reason, calculating the value of expressions 153: 51? 210:35?

What unites these expressions?

Do we need to learn how to solve such expressions?

What will be the topic of our lesson?

At this stage, students with a high and medium level showed activity.

Analyzing the observations of children during the lesson, we came to the conclusion that problem-based lessons contribute to an increase in cognitive activity, the development of mental operations, and the formation of a sustainable interest in learning activities.

An essential role in the activation of cognitive activity V schoolchildren also play a role in independent work as a teaching method. In the process of independent search, thinking is actively working, so the acquired knowledge is meaningful and durable. Independent work in the educational process develops knowledge A students' abilities, contributes to the development of practical And ical skills and abilities, increases the culture of mental work at and makes the acquired knowledge meaningful and deep.

When working with children of primary school age, the teacher should always, first of all, take into account the age characteristics of these children and be able to build a lesson so that the child is interested and actively participates in this lesson. In children of primary school age, involuntary attention and memory predominate. Therefore, this feature determines the frequent change of activities and the inclusion of the game in the learning process.

2.3 Comparative analysis of the obtained data

After the formative experiment, a control examination of the children of the experimental class was carried out.

observation.

In this class, repeated observation of the activities of students in the lesson was carried out according to the sameparameters, as in the first stage (activity, independence, distractibility).Observation datalisted in the table (see Appendix 4).

The observational analysis showed the following results:

In 12 students, activity exceeds distractibility.

In 16 people, activity and distractibility are approximately equal.

As a result of observation at this stage, no students were identified whose distractibility exceeds activity.

We have carried outre-survey students.

The analysis of questionnaires of the second stage showed that the level of cognitive activity became higher. Thus, the percentage of students with high level cognitive activity increased by 22.1%, with an average level became 10.2% more. There are no low level students.

For a more visual image, we will reflect the result of the experiment in diagram 2 (Fig. 2)

Fig. 2 Diagnostics of cognitive activity of younger schoolchildren (the second ascertaining experiment).

In diagram 3 (Fig. 3) we compare the data of the initial and final stages of the experiment.

Rice. 3 Diagram of diagnostics of cognitive activity of younger schoolchildren at the initial and final stages of the experiment.

Comparing the results of the control stage of the experiment, we can conclude that conducting lessons in which there is a change in activities, as well as various interesting and entertaining tasks, contributes to an increase in the level of development of cognitive activity among primary school students.

According to the results obtained, it can be concluded that the level of formation of cognitive activity in younger students directly depends on the teacher's ability to organize work in the lesson, find an approach to each student, as well as on the types of tasks that children need to complete during the lesson.

All of the above indicates that the methods and techniques used by us in the formative experiment are effective for the development and formation of the cognitive activity of younger students.

Thus, in the course of analyzing the levels of cognitive activity of younger students in the experimental class, it can be concluded that the conduct of experimental work, which consisted in the development of cognitive activity, has a positive trend.

Conclusions on the second chapter

The problem of cognitive activity is one of the eternal problems of pedagogy. Psychologists and ped A The gogs of the past and present have tried and are trying in different ways to answer the eternal question: how to make a child want to learn?

e and e vogo to a higher level. And in many respects it depends on the teacher whether the pupil will reach the highest level.

I would like to emphasize that all students and are given in attention and care with st O teacher's crowns: and those who do not O are of particular interest in learning, and those who outwardly make a favorable impression and, kaz A elk would not need special d hold. Therefore, in many ways from the mind e niya teacher depends on whether he will be able to With the nurse to prove himself in educational activities or prefer to do nothing.

Thus, the intensive development of the cognitive b This activity is facilitated by the observance of a number of mandatory conditions:

systematic increase knowing A telny difficulty of educational work;
a variety of educational activities when mastering new material;

Individual approach to students.

Conclusion

Cognitive activity as a pedagogical phenomenon is a two-way interrelated process: on the one hand, it is a form of self-organization. And student's education and self-realization; on the other hand, it is the result of the teacher's special efforts in organizing the student's cognitive activity. At the same time, we must not forget that the end result of the efforts of the teacher is the translation of special b but the organized activity of the student in his O divine. Thus, both types of cognitive b activities are closely interrelated with each other.

However, different students are characterized by a different degree, or intensity, in active cognition. The degree of manifestation of student activity e Gosya in the educational process is a dynamic, changing indicator. In the power of the teacher, And tatelya, teacher to help the student to move from zero e vogo to a relatively active or executive active level. And in many respects it depends on the teacher whether the pupil reaches the creative level.

It should also be emphasized that activity is associated with motives, goals, tasks, attitudes, abilities and claims of the individual and is formed under the influence of internal and external factors. The concept of "posn A active activity" is revealed through the concept of "cognizing A body activity", and "activity" - through the concept of "active V active activity is defined as an intensified, energetic activity, and the concept of "cognitive activity" also includes a person's attitude to the environment.

The teacher plays a very important role in shaping the cognitive activity of the younger student. The level of development of cognitive activity in children depends on how correctly the teacher can:

Create a positive atmosphere in the classroom;

Use a large arsenal of tools to maintain and n interest in the subject;

Concentrate on the main thing in the educational material;

direct the educational and cognitive process to achieve the final result;
carry out individualization and differentiation of learning b but-educational process;

Avoid overloading students;

Take into account the heredity and characteristics of PS And physical development of children;

control and correct the assimilation of each educational o element;
create conditions in the classroom for the development of the personality of students, their assimilation of ways to solve their problems, self-government in educational activities.

Bibliography

1. Bakhir V.K. Developing education // Primary school - 2004.-№ 5.-p.26-30.

2. Buryak, V.K. Activity and independence of students in cognitive activity / V.K.Buryak // Pedagogy. - 2007. - No. 8. - P. 71–78.

3. Weiss V. Perspective planning of educational work in elementary school // Education of schoolchildren. - 2005.- P.217.

4. Gorenkov E.M. Technological features of the joint activity of the teacher and students in the didactic system of L.V. Zankova // Primary school. - 2004. - No. 2. - P.44.

5. Demidova S.I., Denishcheva L.O. Independence of students in teaching mathematics. - M.: Enlightenment, 2005.-p.45.

6. Gryaznov Yu.P. Development of cognitive activity of students / Yu.P. Gryaznov, L.A. Lisina, P.I. Samoylenko // Specialist. - 1998. - No. 2. - S. 30-33, No. 3. - S. 31-35, No. 4. - S. 30-33.

7. Istomina N.B. Methods of teaching mathematics in elementary school: Textbook for students. avg. and higher ped. textbook manager - M.: "Academy", 2004.- P.73

8. Kainova, A.L. Features of the use of gaming technologies to enhance the cognitive activity of students / A.L. Kainova // Designing the optimal educational space "student - teacher": problems and findings: materials of scientific practical Conf., Lida, November 14, 2007 / GrGU im. Ya. Kupala; resp. ed. A.V.Bogdanovich. - Grodno: GrGU, 2008. - S. 80 - 84.

9. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary: For students of higher and secondary pedagogical institutions - M. - Publishing house. center "Academy", 2005. -p.425.

10. Kulbyakina L.Ya., Zotova T.N. Questions in the methodology of teaching mathematics // Elementary school. - 2004.–S.84;422

11.Metelsky I.V. How to set a learning task for students // Primary school. - 2004.–P.87.

12. Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad; Editorial staff: M.M. Bezrukikh, V.A. Bolotov, L.S. Globova and others - M .: Great Russian Encyclopedia, 2006. S. - 528 ..

13. Podlasy I.P. Pedagogy. New Deal: a textbook for students of pedagogical universities: in 2 KN. - m.: Humanite. Publishing house Center VLADOS, 2005.–P.20.

14. Programs of educational institutions. Primary classes. At 2 hours Part 1. Mathematics / M. I. Moro, Yu. M. Kolyagin, M. A. Bantova, G. V. Beltyukova and others.

15. Pedagogy: a textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. Piggy. M.: Ped. Tot. Russia, 2004.–S.140;312.

16. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2003. - P. 175.

17. Stolyarenko L.D. Pedagogy. Series "Textbooks, study guides". Rostov n/a; "Phoenix", 2005. -p.75.

18. Smoleusova T.V. Stages, methods and ways of solving problems // Elementary school. -2003. - No. 12. -p.62-66.

19. Tatyanchenko D., Vorovshchikov S. Development of general educational skills of schoolchildren. // Public education No. 8, 2003. - P. 34

20. Tishuk, Ya.V. Features of the use of modern pedagogical technologies to enhance the cognitive activity of students / Ya.V. Tishuk // Designing the optimal educational space "student - teacher": problems and findings: scientific materials. practical Conf., Lida, November 14, 2007 / GrGU im. Ya. Kupala; resp. ed. A.V.Bogdanovich. - Grodno: GrGU, 2008. - S. 185-190.

21. Shamova T.A. Activation of the teachings of schoolchildren. - M .; Pedagogy, 1982

22. Shchukina, G.I. Activation of cognitive activity of students in educational activities. - M: Enlightenment, 1971. -p.123

23. Yudacheva T.V. The activity of the teacher in organizing homework in mathematics // Nach.shk., 2004, No. 11.-p.34.

24. Elkonin D.B. The psychology of the game. - M: Pedagogy, 1989.–S.231

UDK 373.3: 37.036.5 LBC 351.2

Mayorova Natalya Vladimirovna

graduate student

Department of Pedagogy of Primary Education Chuvash State Pedagogical University

them. I. Ya. Yakovleva Cheboksary Maiorova Natalia Vladimirovna Post-graduate Department of the Pedagogics of Primary Education

I. Yakovlev Chuvash State Pedagogical University

Cheboksary [email protected] Pedagogical conditions for the development of creative cognitive activity

junior schoolchildren

Pedagogical conditions of development of creative educational activity

of younger students

The article presents the pedagogical conditions for the development of creative cognitive activity of younger students, presents the materials of experimental work on the development of the quality under study, and proves its effectiveness.

The article presents the pedagogical conditions of development of creative educational activity of younger schoolboys, materials and experimental work on the development of the investigational quality and proved its efficiency.

Key words: creativity, activity, creative activity, creative thinking, junior schoolchildren, pedagogical conditions.

Key words: creativity, activity, creativity, creative thinking, the younger students, pedagogical conditions.

The relevance of the problem under study. At the present stage of development

pedagogical science and practice, the development of creative activity of schoolchildren is one of the most urgent and acute problems. The new state standards in the field of education imply educational results that are not limited to mastering subject knowledge, skills and abilities. A school graduate, according to the Federal State Educational Standard of the new generation, is an inquisitive, actively and interestedly exploring the world, who is motivated to creative work, mastering ways to solve problems of a creative and exploratory nature.

Modern economic conditions, diversity and complexity of the process

owls emerging in the world, competition in the labor market determines the need for people with such qualities as creative thinking, as well as the ability to quickly and non-standard problem solving.

Thus, the modern general education school is faced with the task of systematic and purposeful development of the creative activity of students.

The younger school age is sensitive for the development of the creative activity of the individual, since among the advantages of this age one can note intensive intellectual and emotional development, increased impressionability, and a tendency to fantasize. At this age, there is a change in the leading type of activity - from playing to learning activities, which makes it possible to effectively develop creative activity precisely at primary school age.

Considering the society's need for a creative person, we have set ourselves the following tasks:

1. to identify the initial level of development of creative cognitive activity in junior schoolchildren of educational institutions in the city of Cheboksary;

2. highlight the pedagogical conditions, the creation of which contributes to the development of the studied quality;

3. create a program for the development of creative cognitive activity of younger students, covering all participants in the educational process;

4. check the effectiveness of the use of this program and the pedagogical conditions we have identified for the development of creative cognitive activity upon completion of the experiment.

Material and methods of research. In order to study the development of creative cognitive activity of younger schoolchildren, we used a set of theoretical (analysis, synthesis, comparison, generalization, interpretation) and

empirical methods of psychological and pedagogical research (pedagogical observation, testing, questioning, pedagogical experiment).

The study was conducted on the basis of 3 grades of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary, which included 86 students of grade 2, and 3 grades of MBOU "Secondary School No. 37 with in-depth study of individual subjects" in Cheboksary. Cheboksary, which included 86 students of the 2nd grade. The study also included parents (86 people each) and teachers (16 people each) of these educational institutions. The choice of specific research methods was due to our ideas about the structure of the creative activity of younger students as a complex personal education.

According to the results of the primary study, in order to increase the objectivity of the data obtained during the experiment, we formed 2 groups: experimental (3 classes on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary) and control (3 classes on the basis of MBOU "Secondary School No. 37 with an in-depth study of individual subjects "Cheboksary).

At the next stage of the study, we developed a program for the development of creative activity, which covered all participants in the educational process: teachers, students and their parents, and the administration of the educational institution.

With the participants of the control group, no activities were carried out according to the program of the experiment. After the implementation of the program, the participants of both groups were retested using the same methods.

Research results and discussion. Considering the definitions of creative cognitive activity proposed by various authors, we understand this concept as the highest level of cognitive activity, which is characterized by the desire of the individual to overcome the usual norms and methods of action, manifested in constant search new tasks, mastering original methods and techniques for solving them, introducing new, previously unused elements into the educational process. Creative

activity is manifested in the readiness of students for self-improvement, independence and initiative in the course of solving educational problems, in the desire to go beyond any restrictions. This is the desire for new goals, objects, conjectures, hypotheses, new results.

During the ascertaining stage of the experiment, the following conclusions were drawn regarding the difficulties and shortcomings in the work on the development of creative cognitive activity of younger students:

1. students of the 2nd grade of the institutions covered by the study have approximately the same level of development of creative thinking;

2. the parents of these students are not sufficiently motivated to develop creative activity in their children;

3. teachers are not sufficiently prepared to work on the development of the studied quality in schoolchildren;

4. there is no consistency in the work on the development of creative cognitive activity of students;

5. in educational institutions there are no subject circles, sections, clubs in the direction of interest to students.

These conclusions of the experimental study were taken into account when we compiled a program for the development of creative cognitive activity of younger schoolchildren, the main content of which was aimed at overcoming these difficulties and shortcomings.

The developed program for the development of creative cognitive activity of younger students was implemented on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary from October 2011 to April 2014 (3 academic years). It included the following areas:

1. Conducting developmental classes with students according to the developed program of extracurricular activities “I am learning to think creatively” (from grades 2 to 4).

2. An educational program for parents (“Parents Kaleidoscope”) has been developed and implemented, which is educational meetings in the form of a parent club.

3. An educational program for teachers (“Pedagogical Kaleidoscope”) has been developed and implemented, which is a series of training seminars within the framework of a school methodological association to develop the creative activity of younger students.

4. On the basis of this educational institution, the Small Academy of Sciences was created, which is an extracurricular activity for children in areas of interest to them ("Young Pythagoras", "Young Physicist", "Young Chemist", "Young Geologist", "Laser Show" , "Language of Dolphins", etc.).

At the end of the experiment, to test the effectiveness of the implementation of this program, we noted a significant dynamics in the development of creative cognitive activity of younger students who were part of the experimental groups (Table 1).

Table 1.

Development of creative activity of younger schoolchildren before and after the experiment

Control groups Experimental groups

Level Indicator before the experiment, % Indicator after the experiment, % Level Indicator before the experiment, % Indicator after the experiment, %

low 52.42 32.15 low 56.77 17.23

medium 41.75 44.87 medium 36.91 47.32

high 5.83 12.72 high 6.32 35.45

Thus, the implementation of the program for the development of creative cognitive activity of younger students made it possible to achieve positive results. Among younger students who have completed the program, there are significant improvements in all indicators of creative thinking. A survey of teachers and parents, as well as observation, confirms the development of the creative activity of pupils.

On the basis of experimental work and the implementation of the program developed by us, the following pedagogical conditions for the development of creative cognitive activity of younger students were identified:

1. Formation of motivation in the development of creative cognitive activity among all participants in the educational process.

The development of cognitive activity of students contributes to the positive motivation of learning and interested relationships between participants in educational and cognitive activities. At present, in pedagogy and pedagogical psychology, the central problem is the problem of motivation for educational activity, in particular, the formation of cognitive motivation of students. The purposeful formation of the motivational sphere is, in essence, the formation of the personality itself.

In the course of a survey of parents of schoolchildren, it was found that very little attention is paid to the development of creative cognitive activity in families. An analysis of a survey conducted with parents showed that more than half of parents, having shifted the responsibility of upbringing to teachers, are interested in the success of their children, but do not take any measures to identify and develop the creative potential of their child.

The results of the study showed that if parents have the motive of self-education and creativity, the child is involved in learning activities and learns its motives.

2. Preparedness of the teacher for the development of creative cognitive activity of younger students.

the main role in the development of creative cognitive activity belongs to the teacher. If the teacher is against the manifestation of the student's creative activity, then the child's creativity can be suppressed.

The atmosphere in the classroom should allow freedom of expression, questions and interaction of students. It is necessary to plan learning situations, questions, discussions, when children know that their participation is welcomed and appreciated.

In an atmosphere of benevolence, trust, empathy, respect, the child seeks to fully reveal his abilities. Seeing how his dignity, independent thought, creative search are valued, he begins to strive to solve more complex problems. It is very important for him to feel that he is considered, his opinion is valued, trusted. The teacher may well create such an environment, such conditions, to provide children with the opportunity to express their opinions, to make assumptions, to choose.

However, according to a survey conducted among teachers, the main problem is ignorance of the theory of creativity and difficulties in determining promising areas of activity, choosing organizational forms and activities of students to develop creative cognitive activity. The teacher needs knowledge about the creative personality, the essence of creative activity and the process of its formation, which are indicators of his professional competence.

3. Consistency in the work on the development of creative cognitive activity.

In the practice of teaching, as the acquaintance with the experience of a number of teachers showed, the development of creative cognitive activity takes place, but it is episodic and more often carried out by teachers intuitively, without a deep knowledge of the content and methodology for developing this personality trait.

Only in the presence of a system that is adequate to the set goal and specific tasks can positive results be achieved with the least expenditure of intellectual effort on the part of both the teacher and the students.

4. The presence of subject circles, sections, clubs in the direction of interest to students.

For the formation and development of students' creative cognitive activity, it is necessary to create subject circles, sections, clubs in the direction of interest to students.

Summary. As we can see, the results obtained indicate a significant increase in the level of development of creative cognitive activity of younger students who were included in the experimental groups. The study confirmed that the implementation of the pedagogical conditions identified by us contributes to the development of the studied quality.

Bibliographic list

1. Mayorova N. V. The problem of the development of creative cognitive activity in the history of pedagogical thought / N. V. Mayorova // Bulletin of the ChSPU named after I. Yakovlev. - 2013. - No. 3 (79) (Humanities and pedagogical sciences). - S. 76 - 80.

2. Romanova E. N. Pedagogical conditions for the formation of readiness of rural junior schoolchildren for creative activity / E. N. Romanova // Bulletin of the ChSPU named after I. Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132 - 136.

1. Mayorova N.V. Problem of development of creative cognitive activity in the history of educational thought / N.V. Mayorova / / Herald CSPU them IY Yakovlev. -2013. - No. 3 (79) (Humanities and pedagogical sciences). - Pp. 76 - 80.

2. Romanova E. N. Pedagogical conditions of formation of readiness of rural elementary school students to creative activity / E.N. Romanova / / Herald CSPU them IY Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132-136.

Municipal budgetary educational institution secondary school No. 16 of the city of Ishimbay of the municipal district Ishimbaysky district of the Republic of Bashkortostan

Report on the topic:

"Development of cognitive activity of primary school students"

Primary school teacher

Dyatlova E.S.

2015

The concept of modernization of Russian education calls the achievement of a new modern quality of preschool, general and vocational education, which is inextricably linked with the formation of the cognitive sphere of students, as the priorities of the educational policy. The modern school is faced with the task of educating people with developed cognitive activity, able to act rationally, make appropriate decisions and choose the most effective ways to achieve their goals. The formation of these qualities begins in elementary school and is the basis for the successful mastery of the content of education at all levels of education. The formation of the desire and ability of younger students to independently, without a teacher, acquire knowledge is a priority task for the organizers of the educational process at school. The desire to acquire knowledge indicates a high level of development of interest in knowledge, which changes the style of students' activities, being an important factor in improving the quality of education. The implementation of the cognitive interest of schoolchildren is manifested in activity, independence, a creative approach to completing tasks and a constant desire for activity.

Activation of students' cognitive activity is one of the urgent problems at the present level of development of pedagogical theory and practice.
Pedagogical science and school practice have accumulated considerable experience in the application of methods and organizational forms that stimulate the cognitive powers of students. Interest in this aspect of education has intensified in recent years. In the activation of the learning process lies the possibility of overcoming the aggravated contradictions between society's requirements for primary education and mass teaching experience, between pedagogical theory and school practice.
Therefore, it is necessary to develop the cognitive interest, activity of the younger student in various types of his activities, since the process of cognition in younger students is not always purposeful, mostly unstable, episodic.
The problem of activation of cognitive activity has always been faced by teachers. Even Socrates taught his listeners the ability to think logically, to seek the truth, thinking. J.-J. Rousseau, in order for the student to want to learn and find new knowledge, created special situations for him, forcing him to a cognitive search. Pestalozzi and other teachers taught in such a way that the student not only received, but also independently obtained knowledge. However, this problem was fully developed in the pedagogy of the 20th century. A holistic system of education and upbringing, based on arousing the cognitive interest of schoolchildren, on organizing their joint interested activities with a teacher, was developed by Sh.A. Amonashvili.
Schools, wrote J. Piaget, “should prepare people who are able to create something new, and not just repeat what previous generations did, people who are inventive, creative, who have a critical and flexible mind and who do not take on faith everything that they are offered ".

Most effective means including the child in the creative process in the classroom are:

gaming activity;

creating positive emotional situations; success

work in pairs;

problem learning.

Success is the most important stimulus for active human activity. This psychological phenomenon is especially pronounced in childhood, when other motives and incentives are still unstable or weakly expressed. A child who has poor progress, lagging behind his peers, quickly loses interest in learning and his cognitive activity in the lesson approaches zero.

Many teachers say that the success of learning is ultimately determined by the student's attitude to learning, their desire for knowledge, the conscious and independent acquisition of knowledge, skills, and their activity.
Cognitive interest is formed in the learning process through the subject content of the activity and the emerging relationships between the participants in the educational process. This is facilitated by the widespread use of the factor of novelty of knowledge, elements of problematic learning, attracting data on modern achievements in science and technology, showing the significance of knowledge, skills, organization independent work creative nature, organization of mutual learning, mutual control of students, etc.
In the active perception and comprehension of the material being studied, the ability of the teacher to give this material a fascinating character, to make it lively and interesting, is of great importance. The main task of the teacher in organizing an effective educational and cognitive process is to include entertaining moments, elements of novelty and suspense into the material being studied, which contributes to the development of cognitive interest and the formation of cognitive needs.
It should be noted that the formation of cognitive interest in learning is an important means of improving the quality of education. This is especially important in elementary school, when permanent interests in a particular subject are still being formed and determined. In order to form in students the ability to independently replenish their knowledge, it is necessary to cultivate their interest in learning, the need for knowledge.
One of the most important factors in the development of interest in learning is the understanding by children of the need for a particular material being studied. For the development of cognitive interest in the material being studied, the method of teaching this subject is of great importance. Therefore, before starting to study any topic, the teacher should spend a lot of time looking for active forms and methods of teaching. You can't force yourself to study, you have to inspire you to study. And this is absolutely fair. Real cooperation between teacher and student is possible only if the student wants to do what the teacher wants. In order to activate the cognitive activity of children, it is necessary to introduce an element of entertainment, both in the content and in the form of work.

Cognitive activity develops logical thinking, attention, memory, speech, imagination, maintains interest in learning. All these processes are interconnected. Many teachers use various teaching methods in the educational process: didactic games, game moments, work with dictionaries and diagrams, integration input, etc.
Play is the child of labour. The child, observing the activities of adults, transfers it to the game. The game for younger students is a favorite form of activity. In the game, mastering the game roles, children enrich their social experience, learn to adapt in unfamiliar conditions. The interest of children in the didactic game moves from the game action to the mental task.
A didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses a keen interest in the learning process among students. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction among students, creates a joyful working mood, and facilitates the process of mastering knowledge.
Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote: “There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. In didactic games, the child compares, observes, compares, classifies objects according to certain characteristics, makes analysis and synthesis available to him, and makes generalizations.

However, not every game has a significant educational and educational value, but only one that acquires the character of cognitive activity. A didactic game of an educational nature brings the new, cognitive activity of the child closer to the one already familiar to him, facilitating the transition from play to serious mental work.
Cognitive games make it possible to solve a number of tasks of education and upbringing at once. First, they offer great opportunities for expanding the amount of information children receive in the course of learning, and stimulate an important process - the transition from curiosity to inquisitiveness. Secondly, they are an excellent means of developing intellectual creativity. Thirdly, they reduce mental and physical stress. There is no direct learning in educational games. They are always associated with positive emotions, which can sometimes not be said about direct learning. Cognitive play is not only the most accessible form of learning, but also, which is very important, the most desired by the child. In the game, children are ready to learn as much as they want, practically without getting tired and enriching themselves emotionally. Fourthly, cognitive games always effectively create a zone of proximal development, an opportunity to prepare the mind for the perception of something new.
The use of didactic games brings good results if the game is fully consistent with the goals and objectives of the lesson and all children take an active part in it. Playing with passion, they learn the material better, do not get tired and do not lose interest. In the process of playing, general educational skills and abilities are formed in children, in particular, the ability to control and self-control, such character traits as mutual understanding, responsibility, honesty are formed.
Cognitive interest is the highest stimulus of the entire educational process, a means of activating the cognitive activity of students. A variety of effective techniques arouses children's interest and positive attitude not only to the results, but also to the learning process itself, to the teacher, confidence in overcoming difficulties.
The formation of the cognitive interests of students, the upbringing of an active attitude to work occurs, first of all, in the classroom. It is necessary to activate the cognitive activity of students and increase interest in learning at each stage of any lesson, using various methods, forms and types of work for this: a differentiated approach to children, individual work in the classroom, various didactic, illustrative, handouts, technical teaching aids and others. .
It is fundamentally important that children experience the joy of discovery at every lesson, so that they develop faith in their own strength and cognitive interest. The interest and success of learning are the main parameters that determine the full intellectual and physiological development, and hence the quality of the teacher's work.
The student works in the lesson with interest if he performs tasks that are feasible for him. One of the reasons for the reluctance to learn lies precisely in the fact that in the classroom the child is offered tasks for which he is not yet ready, with which he cannot cope. Therefore, it is necessary to know the individual characteristics of children well. The task of the teacher is to help each student to assert himself, to seek and find his own ways to get an answer to the question of the problem.
Creating non-standard situations in the lesson contributes to the development of cognitive interest and attention to educational material, the activity of students and the removal of fatigue. The lesson-fairy tale, lesson-competition, lesson-journey, lesson-game are most often used in the practice of teachers. Each of these lessons has a number of its own characteristics, but all of them allow you to create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which, ultimately, facilitates the process of mastering knowledge.
Another method of enhancing cognitive activity is the implementation of integration. Integration is the process of convergence and connection of sciences, which takes place along with the processes of differentiation. It is a high form of embodiment of interdisciplinary connections at a qualitatively new level of education. Such a learning process, under the influence of purposefully carried out interdisciplinary connections, affects its effectiveness: knowledge acquires the qualities of a system, skills become generalized, complex, the worldview orientation of the cognitive interests of students is enhanced, their conviction is more effectively formed, and comprehensive development of the personality is achieved.

The 21st century is the century of high computer technologies. Modern child lives in the world of electronic culture. The role of the teacher in the information culture is also changing - he must become the coordinator of the information flow. Therefore, the teacher needs to master modern methods and new educational technologies in order to communicate in the same language with the child.
In elementary school it is impossible to conduct a lesson without the involvement of visual aids, problems often arise. Where to find desired material And what is the best way to show it? The computer came to the rescue.

Over the past 10 years, there has been a radical change in the role and place of personal computers and information technology in society. Knowledge of information technology is put in the modern world on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technologies and information has a different, new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.
In practice, information technologies of education are called all technologies that use special technical information tools (computers, audio, cinema, video).

The use of new and latest information means leads to the emergence of new concepts in pedagogy.

When the computer began to be used in education, the term "new information technologies" (NIT) appeared. If telecommunications are used, then the term "information and communication technologies" - ICT appears.

The formation of an information culture at school occurs primarily with the help and through the means of ICT.

As practice shows, it is already impossible to imagine a modern school without new information technologies. Obviously, in the coming decades, the role of personal computers will increase and, in accordance with this, the requirements for computer literacy of primary school students will increase.

The use of ICT in primary school classes helps students navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means.

The use of ICT in the classroom enhances: - positive motivation for learning - activates the cognitive activity of students.

The use of ICT in the classroom made it possible to fully implement the basic principles of enhancing cognitive activity:

The principle of equality of positions

The principle of trust

Feedback principle

The principle of taking a research position.

The implementation of these principles is seen in all lessons where ICT is used. The use of ICT makes it possible to conduct lessons:

at a high aesthetic and emotional level (animation, music)

provides visibility;

attracts a large amount of didactic material;

increases the volume of work performed in the lesson by 1.5 - 2 times;

provides a high degree of differentiation of training (individually approach the student, using multi-level tasks).

Application of ICT:

expands the possibility of independent activity;

forms the skill of research activity;

provides access to various reference systems, electronic libraries, other information resources;

and in general, it contributes to the improvement of the quality of education.

Primary school age is characterized by psychophysiological age characteristics, individual (visual, auditory) system of perception, low degree of development of cognitive abilities, peculiarities of learning motivation.

A feature of the educational process with the use of information technology is that the center of activity is the student, who, based on his individual abilities and interests, builds the process of cognition. The teacher often acts as an assistant, consultant, encouraging original discoveries, stimulating activity, initiative, and independence.

The use of ICT in the classroom also contributes to:

to make the lesson emotionally rich and complete, the most visual;

reducing the time for monitoring and testing students' knowledge;

students learn the skills of control and self-control. When preparing for lessons, the teacher uses electronic educational resources:

multimedia courses

presentations for lessons

logic games

test shells

Internet resources

electronic encyclopedias.

When developing a lesson using ICT, special attention is paid to the health of students. The lesson plan includes physical and dynamic pauses, exercises for the eyes, the use of elements of health-saving technologies.

The use of ICT allows you to expand the scope of the textbook.

Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects:

improves the quality of knowledge

advances the child in overall development

helps to overcome difficulties

brings joy to a child's life

Allows training in the zone of proximal development

creates favorable conditions for a better mutual understanding of the teacher and students and their cooperation in the educational process.

Separately, I would like to note the work on projects.

Learning project from a learner's point of view - this is an opportunity to do something interesting on your own, in a group or on your own, making the most of your abilities; this is an activity that allows you to prove yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result; this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal and a task, when the result of this activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves.

Teaching project from the teacher's point of view - this is a didactic tool that allows you to teach design, i.e. purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.

So, this is a task for students, formulated in the form of a problem, and their purposeful activity, and a form of organizing the interaction of students with a teacher and students among themselves, and the result of the activity as a way they found to solve the problem of the project.

In conclusion, I would like to note that one cannot but agree with the opinion of domestic and foreign teachers and psychologists, according to which “project-based learning should not supplant the class-lesson system and become some kind of panacea, it should be used as an addition to other “types of direct or indirect learning”. And, as work experience shows, the method of creative projects, along with other active teaching methods, can be effectively applied already in the primary grades. At the same time, the educational process according to the project method differs significantly from traditional education.
Thus, the activation of the cognitive activity of students in the classroom is one of the main directions for improving the educational process at school. Conscious and durable assimilation of students' knowledge takes place in the process of their active mental activity. Therefore, the work at each lesson should be organized in such a way that the educational material becomes the subject of active actions of the student.
Primary school age is the age when emotions play perhaps the most important role in personality development. Therefore, methods of enhancing cognitive activity, an individual approach, the dosage of the complexity of tasks, which allow creating a situation of success for each child, are of paramount importance. Each child must move forward at his own pace and with continued success. The success of education is achieved not so much by facilitating tasks, but by forming in children the desire and ability to overcome difficulties, creating an atmosphere of enthusiasm and goodwill.
Leading educators and psychologists note that monotonous activity inhibits cognitive activity. Performing the same type of exercises, of course, contributes to the assimilation of knowledge, skills, but it also has a negative effect. Cognitive activity in this case is high only at the moment of acquaintance with the new, then it gradually decreases: interest disappears, attention is scattered, and the number of errors increases. Thus, the main task of the teacher is to build an educational process in which students could establish close relationships between all stages and be able to see the final result of their work.
So, the teacher should try to bring the study of program material as close as possible to life, to make the learning process more emotional and interesting. This will awaken in primary school students an interest in new things, a desire to explore the world and, taking into account the psychological characteristics of children, help them to better and easier learn educational material.

Literature.

Pastushkova M.A. Formation of cognitive interests in the organization of educational activities of younger schoolchildren. Izvestiya Rossiyskogo gosudarstvennogo ped. University. A.I. Herzen. Postgraduate notebooks: Scientific journal. - St. Petersburg: Knizhny Dom LLC, 2007, No. 18(44). - S. 410-413. 0.33 sq.

Pastushkova M.A. Formation of cognitive interests of primary school students as necessary condition improving the quality of education // Innovative technologies in education / In Sat. international scientific and practical conference. - Penza: PSU, publishing house "Privolzhsky House of Knowledge", 2008. - S. 125-127. 0.2 p

Developmental and pedagogical psychology / Ed. M.V. Gamezo and others - M., 2004.

Gerasimov, S. V. When teaching becomes attractive / S. V. Gerasimov. - M., 2003

Davydov, V. V. The problem of developmental education / V. V. Davydov. - M., 2003.

Zaporozhets, A.V. Mental development of the child. Fav. psychol. works in 2-ht. T.1 / A.V. Zaporozhets. -- M.: Pedagogy, 1986.

Kikoin, E. I. Junior schoolchild: opportunities for studying and developing attention / E. I. Kikoin. - M., 2003.

Mukhina, V. S. Age-related psychology/ V. S. Mukhina. - M., 2007.

Nemov, R.S. Psychology: Textbook: In 3 books / R.S. Nemov. -- M.: Vlados, 2000.

Rubinshtein, S. Ya. On the education of habits in children / S. L. Rubinshtein .. - M., 1996.

Selevko, G. K. Modern educational technologies/ G. K. Selevko. - M., 1998.

1. Beloborodov N.V. Social creative projects at school. Moscow: Arkti, 2006.

2. Britvina L.Yu. Method of creative projects at technology lessons. // Primary school. - 2005. - No. 6.

3. Bychkov A.V. Method of projects in modern school. - M., 2000.

4. Guzeev V.V. The project method as a special case of integrated learning technology. // Head teacher. - 1995. - No. 6.

« Proctology as a field of medicine is focused on diagnosis, research and treatment in combination with preventive measures regarding ... »

Where and how to hang an icon in an apartment, house, on which side, in which corner: rules for placing icons in an apartment, at home according to Orthodox laws

« Is it possible to put icons in the bedroom? This question is asked by many people. Each person has an individual home iconostasis. For his home, a believer ... »

What a gift to give a husband for the new year or a wife in the role of a snow maiden A gift to her husband for ng

« New Year even for the most respectable man, even for a moment, but I want to feel like a little boy, who is delighted at the sight of... »