Possibilities of intellectual development of a junior schoolchild in the process of learning according to the teaching and learning complex “School of Russia”. Lesson on the topic “Intellectual development of younger schoolchildren

Municipal budgetary educational institution

"Secondary school No. 28"

Intellectual development of younger schoolchildren

Kemerovo

2012

Introduction………………………………………………………1

Chapter 1. Psychological - pedagogical foundations of intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills………………………………………………………..4

The essence of intellectual skills……………………….15

schoolchildren at Russian language lessons

Research activities of junior schoolchildren at

Russian language lessons……………………………………41

References…………………………………………………………….52

Appendix………………………………………………………..55

1

Introduction.

A person’s entire life constantly confronts him with acute and urgent tasks and problems. The emergence of such problems, difficulties, and surprises means that in the reality around us there is still a lot of unknown, hidden things. Consequently, we need an ever deeper knowledge of the world, the discovery in it of more and more new processes, properties and relationships of people and things. Therefore, no matter what new trends, born of the demands of the time, penetrate the school, no matter how the programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

Intelligence is the ability to think. Intelligence is not given by nature; it must be developed throughout life.

Intellectual development is the most important aspect of preparing younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his students. And the degree of students’ interest in learning, level of knowledge, readiness for constant self-education, i.e. depends on his ability to organize systematic, cognitive activity. their intellectual development.

Most scientists recognize that the development of schoolchildren’s creative abilities and intellectual skills is impossible without problem-based learning.

Problem-based learning methods have a positive effect on the development of intellectual abilities of primary school students.

They are selected by the teacher depending on the goals of the lesson and the content of the material being studied:

Heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge and develop creative abilities;

Dialogical method - provides a higher level of cognitive activity of students in the process of cognition;

Monologue method - replenishes students' knowledge

additional facts.

Significant contributions to the disclosure of the problem of intellectual development, problem-based and developmental learning were made by N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I.Ya. Lerner, M I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya and others.

The main task of the school, and first of all, is the holistic development of the individual and readiness for further development. Therefore, the following topic was chosen: “Intellectual development of younger schoolchildren.”

Goal of the work:

1. Increase interest in the learning process.

2. The ability to solve non-standard problems.

3. Fostering independence and perseverance in

achieving the goal.

4. The ability to analyze and think logically.

Object work is the process of teaching schoolchildren.

Subject – problem-based learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve the goal, the following were determined tasks:

Study and analyze psychological, pedagogical and methodological literature on the research topic.

Reveal the essence of intellectual development.

Organize research work.

To solve the problems, the following research methods were used:

Analysis of psychological, pedagogical, methodological works on the research topic;

Observation, conversation, testing, questioning;

Pedagogical experiment and data processing.

Chapter 1. Psychological and pedagogical foundations of intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", passed into modern languages ​​from Latin to XVI century and originally denoted the ability to understand, has become in recent decades an increasingly important general scientific category. Special literature discusses the intellectual resources of individual groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As is known, the cognitive sphere of personality is studied using tests.

The concept of a “test” as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist F. Galton. F. Galton's ideas were further developed in the works of the American psychologist D. Cattell, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory capacity.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, designated by the term “mind”, “intelligence”. This step was taken by the famous psychologist A. Binet, who in 1905, together with T. Simon, developed a system of tests to measure the level of development of children's intelligence.

In 1921, the journal Educational Psychology organized a discussion in which leading American psychologists took part. Each of them was asked to define intelligence and name a way in which intelligence could best be measured. Almost all scientists named testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as “the ability for abstract thinking” (L. Theremin), “the ability to give good answers according to the criterion of truth, truth” (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality” (S. Colvin ) and etc.

Currently, in the theory of testology, approximately the same situation remains as in the 20s - 40s. There is still no agreement on what intelligence tests should measure); testologists still build their diagnostic systems on the basis of contradictory models of intelligence.

For example, modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Digital capabilities.

Lexicon.

The ability to perceive similarities or differences between objects.

Speech fluency.

Reasoning ability.

Memory.

Here, as components of intelligence, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to perform operations, vocabulary) are taken.

The English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

American psychologists R. Cattell and J. Horn distinguish 2 components in intelligence: “fluid” and “crystallized”. The “fluid” component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The “crystallized” component of intelligence is actually the sum of skills formed during one’s lifetime.

The author of one of the most famous methods for studying intelligence, American psychologist D. Wexler interprets intelligence as a general ability of an individual, which manifests itself in purposeful activity, correct reasoning and understanding, and in adapting the environment to one’s capabilities. For the famous Swiss psychologist J. Piaget, essence appears in structuring the relationship between the environment and the organism.

German scientists-teachers Melhorn G. and Melhorn H.G. intelligence is a set of abilities that characterize the level and quality of an individual’s thought processes. They believe that the function of intelligence is to mentally solve objectively existing problems. The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the world around us. Problematic thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

Psychodiagnosticians have suggested that IQs derived from different tests are difficult to compare with each other because different tests are based on different concepts of intelligence and the tests include different tasks.

Currently, many psychometricians are increasingly seeing the imperfection of the intelligence assessment tools they use. Some of them are trying to improve the testing procedure, making extensive use of mathematical and static methods not only in the preparation of test systems, but also in the development of intelligence models underlying these tests. Thus, in testing, a trend has become widespread, the representatives of which use the method of factor analysis to characterize and measure intelligence.

Representatives of this trend rely on the work of Charles Spearman, who back in 1904, based on an analysis of the results of subjects passing a series of intellectual tests, put forward a theory according to which intelligence consists of a general factor “G"-"general mental energy" - involved in solving all intellectual tests, and a number of specific factors-" S", each of which operates within a given test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Guilford.

Representatives of the factorial approach in testing proceed from the real observation that some individuals who perform well on some tests may perform poorly on others. Consequently, different components of intelligence are involved in solving different tests.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors, in his opinion, theoretically possible).

In order to get an idea of ​​the intellectual development of the subject, it is necessary, according to Guilford, to examine the degree of development of all factors that make up intelligence.

L. Thurstone, in turn, developed a model of intelligence consisting of 7 factors:

Spatial ability.

Speed ​​of perception.

Ease of handling digital material.

Understanding words.

Associative memory.

Speech fluency.

Understanding or reasoning.

In general, intelligence (from Latinintellektus- understanding, concept) - in a broad sense, all human cognitive activity, in a narrower sense - thinking.

The leading role in the structure of intelligence is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation, memory records phenomena that are significant in one way or another and selectively “presents” them in the process of reflection, imagination is included as a necessary link in solving a creative problem, i.e. each of the mental processes is organically included in the mental act of the subject.

Intelligence is the highest product of the brain and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensual) forms.

A qualitative leap in the development of human intelligence occurred with the emergence of labor activity and the advent of speech. Intellectual activity is closely related to human practice, serves it, and is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of existence.

The social nature of human activity ensures its high intellectual activity. It is aimed not only at understanding objective reality, but also at changing it in accordance with social needs. This nature of intellectual activity ensures the unity of cognition itself (thinking), the attitude towards the cognizable (emotions) and the practical implementation (will) of this action.

Raising a child’s intellect requires the comprehensive development of his cognitive abilities (the breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. Cultivating intelligence is one of the central tasks of the comprehensive harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important aspect of preparing younger generations for life and work, which consists in guiding the development of intelligence and cognitive abilities by stimulating interest in intellectual activity, equipping them with knowledge, methods of obtaining it and applying it in practice, instilling a culture of intellectual work " Caring for the education of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

It has been proven that intellectual development is a continuous process that takes place in learning, work, games, and life situations, and that it occurs most intensively during the active assimilation and creative application of knowledge, i.e. in acts that contain particularly valuable operations for the development of intelligence.

We can identify typical features of developed intelligence, knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude towards the surrounding world of phenomena.

The desire to go beyond the known, the activity of the mind is expressed in a constant desire to expand knowledge and creatively apply it for theoretical and practical purposes. Closely related to the activity of intellectual activity is observation, the ability to identify their essential aspects and relationships in phenomena and facts.

Developed intelligence is distinguished by its systematic nature, providing internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The systematic nature of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

Developed intelligence is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative character. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He looks for new ways to study reality, notices previously unnoticed facts and gives explanations for them, and identifies new patterns.

In modern psychology it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between a student’s learning and his intellectual development has not yet been sufficiently studied.

The very concept of intellectual (mental) development is interpreted differently by different researchers.

S.L. Rubinshtein and B.G. Ananyev were among the first to call for research into general mental development and general intelligence. So,

This problem has been studied in a variety of directions. Among these studies, it is worth noting the research of N.S. Leites, who notes that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterize the possibility of theoretical knowledge and practical activity of a person. The most essential thing for human intelligence is that it allows one to reflect the connections and relationships of objects and phenomena in the surrounding world and thereby makes it possible to creatively transform reality. As N.S. Leites showed, some activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general mental abilities. For example, N.D. Levitov believes that general mental abilities primarily include those qualities that are designated as intelligence (speed of mental orientation), thoughtfulness, and criticality.

N.A. Menchinskaya fruitfully studied the problem of mental development with a group of her collaborators. These studies are based on the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. Blonsky drew attention to this: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is of reasoning.” Thus, knowledge is a necessary condition for thinking . Secondly, to characterize mental development, those mental operations through which knowledge is acquired are important. That is, a characteristic feature

mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be classified as intellectual skills. In the word, mental development is characterized both by what is reflected in consciousness and, even more so, by how the reflection occurs.

This group of studies analyzes schoolchildren's mental operations from different perspectives. Levels of productive thinking are outlined, determined by the levels of analytical and synthetic activity. These levels are based on the following characteristics:

a) connections between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as systems of operations that are specially formed to solve problems of a certain type within one school subject or to solve a wide range of problems from different fields of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the unification into a certain functional system of such methods of action that are characteristic by their nature. For example, younger schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can speak of progress in mental development when these diverse methods of mental activity are united into one system, into a single analytical and synthetic activity.

In connection with the above, the question arises about the substantive criteria (signs, indicators) of mental development. A list of these most general criteria is given by N.D. Levitov. In his opinion, mental development is characterized by the following indicators:

independence of thinking,

speed and strength of assimilation of educational material,

quick mental orientation (resourcefulness) when solving non-standard problems,

deep penetration into the essence of the phenomena being studied (the ability to distinguish the essential from the unimportant),

criticality of mind, lack of inclination to biased, unfounded judgments.

For D.B. Elkonin, the main criterion of mental development is the presence of a correctly organized structure of educational activity (formed educational activity) with its components - task setting, choice of means, self-control and self-test, as well as the correct relationship between subject and symbolic plans in educational activity.

N.A. Menchinskaya considers in this regard such features of mental activity as:

speed (or, accordingly, slowness) of assimilation;

flexibility of the thought process (i.e. ease or, accordingly, difficulty of restructuring work, adapting to changing task conditions);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

different levels of analytical and synthetic activity.

E.N. Kabanova-Meller considers the main criterion of mental development to be the broad and active transfer of techniques of mental activity formed on one object to another object. A high level of mental development is associated with interdisciplinary generalization of mental techniques, which opens up the possibility of their wide transfer from one subject to another.

Of particular interest are the criteria developed by Z.I. Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Speed ​​of work and speed of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of progress is determined by the number of similar exercises necessary to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called “economy of thinking,” i.e., the amount of reasoning on the basis of which students identify a new pattern for themselves. At the same time, Z.I. Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information contained in the task conditions, often solving it on the basis of blind tests or unfounded analogies. Therefore, their path to a solution turns out to be uneconomical; it is overloaded with specific, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways of operating with it, fully extract the information contained in the conditions of the task, and constantly control their actions, so their path to solving the problem is concise, concise, and rational.

An important task of modern psychology is to build objective, scientifically based indicator psychological methods with the help of which it is possible to diagnose the level of mental development of schoolchildren at various age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren during the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

In the pedagogical dictionary, the concept of “skill” is defined as follows: “skills are preparedness for practical and theoretical actions performed quickly, accurately and consciously, based on acquired knowledge and life experience.”

Educational skills involve the use of previously gained experience and certain knowledge. Knowledge and skills are inseparable and functionally interconnected parts of any purposeful action for Virgo. The quality of skills is determined by the nature and content of knowledge about the intended action.

Studying each academic subject, conducting exercises and independent work equips students with the ability to apply knowledge. In turn, the acquisition of skills contributes to the deepening and further accumulation of knowledge. By improving and automating, skills turn into skills. Abilities are closely interrelated with skills as ways of performing actions that correspond to the goals and conditions in which one has to act. But, unlike skills, skill can be formed without special exercise in performing any action. In these cases, it relies on knowledge and skills acquired earlier, when performing actions only similar to the given one. However, the skill improves as the skill is mastered. A high level of skill means the ability to use different skills to

achieving the same goal depending on the conditions of action. With a high level of skill development, an action can be performed in a variety of variations, each of which ensures the success of the action in given specific conditions.

The formation of skills is a complex process of analytical and synthetic activity of the cerebral cortex, in

during which associations are created and consolidated between the task, the knowledge necessary to complete it and the application of knowledge in practice. Repeated actions strengthen these associations, and task variations make them increasingly accurate. In this way, traits and signs of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. maintaining accuracy and pace, despite some side effects, strength (the skill is not lost during the period when it is practically not used), maximum proximity to real conditions and tasks.

In modern pedagogical literature there is no unified approach to the classification of educational skills. Some scientists believe that “skills and skills are divided into general (interdisciplinary) and private (specific to individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive and some others.” However, the division of skills into types is to a certain extent conditional, because often there is no sharp boundary distinguishing them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided by educational-organizational, educational-intellectual, educational-information and educational-communicative skills. The same classification is given

Yu.K. Babansky. We will dwell in more detail only on educational and intellectual skills.

In his work, Yu.K. Babansky identifies the following groups of intellectual skills: motivate one’s activities; perceive information carefully; remember rationally; logically comprehend the educational material, highlighting the main thing in it; solve problems

cognitive tasks; perform exercises independently; exercise self-control in educational and cognitive activities.

As we can see, Babansky bases his classification on the active approach. Without rejecting this classification, we will consider another class of intellectual skills, which was based on the concept of “intelligence”. In this classification, by intellectual skills we will understand a person’s preparedness to perform intellectual actions. The intellectual skills here are the following:

perceive,

remember,

Be careful,

think,

have intuition.

Let's consider the listed groups of intellectual skills, including those identified by Yu.K. Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational activities, largely depends on the presence of positive motives for learning.

Humans by nature have an unconditional orienting reflex “why?” The task of teachers is to ensure that throughout the entire period

school education to create the most favorable conditions for maintaining this characteristic human curiosity, not to extinguish it, but to supplement it with new motives coming from the very content of education, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

Among the variety of motives for learning, two large groups can be distinguished: motives of cognitive interest and motives of duty and responsibility in learning. The motives of cognitive interest are manifested in an increased craving for educational games, educational discussions, disputes and other methods of stimulating learning. The motives of duty and responsibility are associated primarily with the student’s conscious academic discipline, the desire to willingly fulfill the demands of teachers and parents, and to respect the public opinion of the class.

Knowing the state of the student’s motives, the teacher can promptly tell him what shortcomings he should persistently work on in the near future. After all, many students do not think about this problem at all, and it is enough to draw their attention to this, and they involuntarily begin to engage in self-education, at least in its most elementary forms. Other schoolchildren also have to be suggested accessible methods for self-education of learning motives. Still others need even more careful and systematic monitoring of the progress of self-education and provision of ongoing assistance. Teachers should teach schoolchildren to understand the subjective significance of learning - what the study of this subject can provide for the development of their inclinations, abilities, for professional orientation, leading to close mastery of the profession of interest. Teachers should help the student realize that

gives teaching to prepare for communication in a pulsating environment, in a work team. All this develops in schoolchildren a reflex of self-motivation and self-stimulation. In educational matters, the sources of stimulation usually come, of course, from feelings of duty, responsibility and conscious discipline. Self-education of academic discipline and strong-willed composure is also associated with the development of “interference immunity”; the ability to force yourself to take on tasks again and again

“intractable” solution to the problem. Equally important is the clear presentation of requirements on the part of teachers, the unity of such requirements, and a clear motivation for the grades given.

A reasonable reward system deserves serious attention. Praising the answer, a commendable entry in the diary and on the progress screen - all this contributes to the emergence of socially valuable motives, which play a particularly important role in educational motivation in general.

The most important thing for a teacher is the need to achieve the translation of external stimulation into self-stimulation of internal motivation among students. And here the skillful fusion of goal setting and student motivation is especially important. By thinking through the tasks of his activities at home and in class, a schoolchild, especially an older one, thereby motivates his activities. Schoolchildren are more actively engaged in self-education of motives if they see that this process is of interest to teachers, parents, and student activists, when they are supported when difficulties arise.

So, we see what exactly the process of self-stimulation of learning involves:

students' awareness of learning as a public duty;

assessment of the theoretical and practical significance of the subject and the issue being studied;

assessment of the subjective significance of learning in general and a given subject for the development of one’s abilities, professional aspirations or, conversely, for the purposeful elimination of reasons that prevent one from fully relying on one’s real educational capabilities;

the desire to acquire not only the most interesting, bright, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-orders, volitional stimulation of education;

persistent overcoming learning difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, and class staff;

consciously suppressing feelings of fear about upcoming answers, class work, or a test.

2. The ability to perceive.

Perception is the reflection in the human mind of objects or phenomena with their direct impact on the senses. In the course of perception, individual sensations are ordered and combined into holistic images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but represents a qualitatively new stage of sensory cognition with its inherent features.

Although perception arises as a result of the direct impact of a stimulus on receptors, perceptual images always have a certain semantic meaning. A person’s ability to perceive is closely connected with thinking, with understanding the essence of an object. The ability to consciously perceive an object means the ability to mentally name it, i.e. attribute the perceived object to a certain group, class of objects, and summarize it in words. Even at the sight of a stranger

object, we try to catch its similarity with objects familiar to us, to attribute it to a certain category. The ability to perceive is the ability to organize a dynamic search for the best interpretation and explanation of the available data. Perception is an active process during which a person performs many actions in order to form an adequate image of an object.

Repeated psychological and pedagogical experiments have shown that we cannot perceive before we learn to perceive. Perception is a system of perceptual actions, and mastering them requires special training and practice.

The most important form of perceptive skill is the ability to observe. Observation can be characterized as the deliberate, systematic perception of objects or phenomena in the surrounding world. In observation, perception acts as an independent activity. We often do not distinguish certain sounds of a foreign language, do not hear falsehood in the performance of a piece of music, or do not see it in the rendering of color tones in paintings. The ability to observe can and should be learned.

The famous Dutch scientist M. Minnaert said: “Insight depends on you – you just have to touch your eyes with a magic wand called “know what to look at.” Indeed, the success of observation is largely determined by the formulation of the problem. The observer needs a “compass” to indicate the direction of observation. This “compass” is the task assigned to the observer, the observation plan.

For successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer a person’s experience, the more knowledge he has, the richer his

perception. The teacher must take these observation patterns into account when organizing students’ activities.

Forming the ability to observe in students helps ensure more effective assimilation of new knowledge when applying the principle of visual learning. Obviously, the learning process should not be built only on the principle that students accept the information that is communicated on the

lesson teacher; “The learning process should be organized as active mental activity of students.” Experimental studies have shown that an essential component of the decision-making process is the manipulation of the image of the situation that has developed on the basis of orientation-exploratory perceptual activity. The need to translate a problem situation into an internal plan for the decision-making process indicates the extreme importance of the correct approach to studying the principle of visualization of learning. The use of visualization in teaching should guide not only the process of creating an image of the situation, but also the process of restructuring this image in accordance with the task at hand. The sequence of using visual aids in the lesson should guide the students’ activities in creating a model of the material being studied.

This approach to using the principle of visualization of learning, when it is based on active observation and active mental activity of students, should ensure effective and lasting learning.

3. The ability to be attentive.

Attentiveness is an important and inseparable condition for the effectiveness of all types of human activity, especially work and education. The more complex and responsible the work, the more demands it places on attention. For the successful organization of educational work, it is necessary that students have the ability to be attentive to the proper extent. Even the great Russian teacher K.D. Ushinsky, emphasizing the role of attention in learning, wrote: “attention is precisely the door through which everything that enters the human soul from the outside world passes.” It is clear that teaching children to keep these doors open is very important to the success of the entire teaching.

Depending on the object of concentration (perceived objects, representations of memory, thoughts, movements), the following manifestations of attention are distinguished: sensory (perceptual), intellectual, motor (motor). Attention as a cognitive process, according to the nature of its origin and methods of implementation, is divided into two types: involuntary attention and voluntary. Involuntary attention arises and is maintained independently of the conscious intentions of a person's goals. Voluntary attention is consciously directed and regulated concentration.

Since the definition of the concept of “skill” emphasizes the need for conscious performance of actions, then, speaking about the ability to be attentive, we will understand the formation of voluntary attention. Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets a certain task for himself in his activity and consciously develops a program of action. This intellectual skill is formed not only through education, but also to a great extent through the self-education of students. The degree of development of the ability to be attentive reveals the activity of the individual. With voluntary attention, interests are indirect in nature (these are interests of the goal, the result of the activity). If in purposeful activity the content and process of the activity itself become interesting and significant for the child, and not just its result, as with voluntary concentration, then there is reason to talk about post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; the most intense and fruitful mental activity and high productivity of all types of labor are reasonably associated with it. The importance of educational activities is especially great for the formation of voluntary attention, that is, the ability to be attentive.

School age is a period of active development; some psychologists (P.Ya. Galperin and others) believe that the inattention of schoolchildren is associated with the defective formation of control functions in conditions when it develops spontaneously. In this regard, the task of systematic development of the ability to be attentive is carried out as a constant, purposeful formation of automated actions of mental control. The intellectual ability to be attentive is characterized by various qualitative manifestations. These include: stability, switching, distribution and attention span.

Analysis of teaching practice allows us to identify some typical shortcomings that prevent students from listening carefully to teachers' explanations. First of all, this is a weak concentration of attention on the main thing, a violation of the logic of presentation, the absence of well-thought-out, clear, unambiguously interpreted generalizations and conclusions. Artistic and figurative techniques are used very rarely; this reduces the emotional tone of the explanation. The attention of students is sometimes hampered by the inability of teachers to ensure good discipline in the classroom.

Of particular importance in order to maintain students’ attention at the proper level is a variety of teaching methods: story, conversation, independent resolution of problem situations, etc. with the correct combination and alternation, attentiveness as a personality trait can be actively developed.

4. Ability to remember.

The most important feature of the psyche is that the reflection of external influences is constantly used by the individual in his further behavior. The gradual complication of behavior is achieved through the accumulation of individual experience. The formation of experience would be impossible if the images of the external world arising in the cerebral cortex

brain, disappeared without a trace. Entering into various connections with each other, these images are consolidated, preserved and reproduced in accordance with the requirements of life and activity.

Memorization, storage and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic of an individual’s mental life, ensuring the unity and integrity of the human personality. We will further call the set of skills to remember, retain and reproduce various types of information the intellectual ability to remember.

Memory as a mental process is divided into separate types in accordance with three main criteria:

according to the nature of the mental activity that predominates in the activity, memory is divided into motor, figurative and verbal-logical;

according to the nature of the goals of the activity - involuntary and voluntary;

according to the duration of consolidation and preservation (in connection with its role and place in the activity) - short-term, long-term and operational.

According to the definition of intellectual skills, the formation of the ability to remember will be understood as the development of arbitrary figurative or verbal-logical memory, which must be long-term or operational.

Figurative memory is the memory of ideas, pictures of nature and life, as well as sounds, signs, tastes. For intensive learning of geometry (and many other sciences), it is especially important to develop students’ memory for representations.

embodied in a different linguistic form, then their reproduction can be oriented towards conveying either only the basic meaning of the material, or its literal verbal design.

The ability to memorize verbal and logical forms is a specifically human skill, in contrast to the ability to memorize images, which in its simplest versions can also be formed in animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. The ability to memorize verbal and logical forms belongs to the leading intellectual skills necessary for students to assimilate knowledge during the learning process.

Memorization and reproduction, in which there is a special goal to remember or remember something, is called voluntary memory. We can talk about the formation of the ability to remember only when the development of voluntary memory occurs.

Long-term memory is characterized by long-term retention of material after repeated repetition and reproduction. The concept of “working memory” refers to mnemonic processes that serve actions and operations directly carried out by a person. When a person performs any action, for example arithmetic, he carries it out in parts, in pieces. At the same time, a person keeps some intermediate results “in his mind” as long as he deals with them. As we move towards the final result, specific “worked out” material may be forgotten. A similar phenomenon is observed when reading, copying, and in general when performing any more or less complex action. The pieces of material with which a person operates can be different (the child’s reading process begins with folding individual letters). The volume of these pieces, the so-called operational units

memory, significantly affects the success of performing a particular activity.

In addition to types of memory, its main processes are also distinguished. At the same time, the various functions performed by memory in life and activity are considered as the basis. Memory processes include memorization (consolidation), reproduction (updating, renewal) and storage of material. Let us briefly describe the relevant skills.

The ability to memorize (in the narrow sense, as part of the general educational and intellectual ability to remember) can be defined as the ability to consolidate new knowledge by linking it with previously acquired knowledge.

The ability to reproduce information is the ability to update previously consolidated knowledge by extracting it from long-term memory and transferring it to operational memory.

Already in adolescence, memory should become the object of not only education, but also self-education. Self-education of memory achieves significant success when it is based on knowledge of the laws of its formation. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

5. The ability to have intuition.

"Intuition (lat. Intuitio– contemplation, vision, close scrutiny) is a term that means the same thing as direct contemplation, knowledge gained in the course of practical and spiritual mastery of an object, visual representation.” Although intuition differs from the ability to think discursively (that is, logically deduce one concept from another), it is not opposed to it. Contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge is achieved only with

with the help of reason and intellectual intuition. By the latter, Descartes understands the highest form of knowledge, when the truth of a particular position or idea becomes clear to the mind directly, without the help of reasoning, evidence (for example, if two quantities are equal to a third, then they are equal to each other).

Scientific knowledge is not reduced to logical, conceptual thinking; In science, sensory and intellectual intuition plays an important role. No matter how this or that position was obtained, its reliability is proven by practical testing. For example, the truth of many axioms of mathematics and rules of logic are intuitively perceived not because of their innate nature, but because, having been tested billions of times in practice, they have acquired the “strength of prejudice” for a person.

6. The ability to exercise self-control in learning.

It is known that without current and final control it is impossible to objectively assess the real effectiveness of educational work. Without checking the degree of mastery of the material, the accuracy of the problem being solved, the correctness of writing an essay, without developing the habit of always checking your actions, it is impossible to guarantee their correctness.

Meanwhile, studying the degree of development of self-control skills in students shows that it is this skill that is formed, as a rule, poorly. Students do not always work correctly with the test questions in the textbook or with the answers in the problem books.

The experience of teachers in Moscow and St. Petersburg shows that it is useful to use special techniques to develop students’ self-control skills. Firstly, it is necessary to advise schoolchildren, when preparing at home, to check the degree of assimilation of the educational material by drawing up a plan of what they read and retelling the main ideas in their own words.

The next important means of developing self-control is to teach schoolchildren to systematically answer test questions in the textbook, as well as additional test questions that require reflection on the text. In middle and high schools, students are asked to create test questions for the text themselves if they are not in the textbook. In this case, self-control is simultaneously exercised over the ability to highlight the main, essential. A particularly valuable method of self-control is checking the correctness of written assignments. For this purpose, techniques specific to each academic subject are used. For example, in mathematics, an approximate estimate of the correctness of the solution to a problem is made; the reality of the results is assessed; the accuracy of calculations is checked by inverse operations (multiplication by division, addition by subtraction, and so on).

A notable feature of the experience of modern teachers is the introduction of schoolchildren to mutual checking of essays and independent work. With the introduction of overhead projectors into school practice, this form of error correction, such as comparing one’s solution with a model shown on the screen, has also expanded significantly.

The combination of the work methods described above invariably ensures the development of the ability to exercise self-control in learning.

7. The ability to independently perform exercises, solve problematic and cognitive problems.

Modern pedagogy proceeds from the fact that the student should not only be an object of learning, passively receiving the teacher’s educational information. He is called upon to simultaneously be an active subject of it, independently possessing knowledge and solving cognitive problems. To do this, he needs to develop not only skills

careful perception of educational information, but also independent learning, the ability to perform educational exercises, conduct experiments, and also solve problematic problems.

A valuable means of developing skills for independently solving educational problems are tasks for students to find the scope of application of the issues being studied in the surrounding reality and, on this basis, to compose new problems in physics, mathematics and other subjects. Students really like composing problems on their own, especially if the teacher then organizes their collective discussion, as well as the solution of the best ones.

The most valuable means of developing independent thinking is problem-based learning. In problem-based learning, students make assumptions, look for arguments to prove them, and independently formulate some conclusions and generalizations, which are already new elements of knowledge on the relevant topic. Therefore, problem-based learning not only develops independence, but also develops some skills in educational and research activities.

8. Ability to think.

The most important of all intellectual skills - the ability to think - will be considered in a little more detail. Academician A.V. Pogorelov noted that “...very few of those graduating from school will be mathematicians. However, it is unlikely that there will be at least one who does not have to reason, analyze, prove.” Successful mastery of the basics of science and tools is not possible without the formation of a culture of thinking. T.A. Addison also said that the main task of civilization is to teach a person to think.

Cognitive activity begins with sensations and perceptions, and then a transition to thinking can occur. However, any, even the most developed, thinking always maintains a connection with sensory knowledge, i.e.

sensations, perceptions and ideas. Mental activity receives all its material from only one source - from sensory knowledge.

Through sensations and perceptions, thinking is directly connected with the outside world and is its reflection. The correctness (adequacy) of this reflection is continuously verified during practice. Since within the framework of sensory cognition alone (with the help of the ability to sense and perceive) it is impossible to fully dissect such a general, total, direct effect of the interaction of a subject with a cognizable object, then the ability to think is necessary. With the help of this intellectual skill, further, deeper knowledge of the external world is achieved. As a result, it is possible to dismember and unravel the most complex interdependencies between objects, events, and phenomena.

In the process of thinking, using the data of sensations, perceptions and ideas, a person at the same time goes beyond the limits of sensory knowledge, that is, he begins to cognize such phenomena of the external world, their properties and relationships, which are not directly given in perceptions and therefore are not directly at all observable.

For human mental activity, its relationship is essential not only with sensory cognition, but also with language and speech. Only with the advent of speech does it become possible to abstract one or another of its properties from a cognizable object and consolidate, fix the idea or concept of it in a special word. Human thinking - in whatever forms it was carried out - is not possible without language. Every thought arises and develops in inextricable connection with speech. The deeper and more thoroughly thought out this or that thought, the more clearly and clearly it is expressed in words, in oral or written speech. And vice versa, the more

As the verbal formulation of a thought is improved and honed, the clearer and more understandable this thought itself becomes.

Special observations during psychological and pedagogical experiments showed that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning out loud. When the solvers begin to specifically and more clearly formulate and pronounce one after another the main reasoning (even if clearly erroneous at the beginning), then such thinking out loud usually makes solving problems easier.

Such formulation, consolidation, and recording of thoughts in words means reading a thought, helps to retain attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, detailed, consistent, systematic reasoning becomes possible, i.e. a clear and correct comparison with each other of all the main thoughts that arise in the thinking process. Thus, the most important necessary prerequisites for the formation of the ability to think discursively are contained in the word, in the formulation of thoughts. Discursive thinking is reasoning thinking, logically divided and conscious. The thought is firmly fixed in speech formulation - oral or even written. Therefore, there is always the opportunity, if necessary, to return to this thought again, think it over even more deeply, check it and, in the course of reasoning, correlate it with other thoughts.

The formulation of thoughts in the speech process is the most important condition for their formation. The so-called inner speech can also play a large role in this process: when solving a problem, a person solves it not out loud, but silently, as if talking only to himself. Thus, the formation

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal shell.

Cognition presupposes the continuity of all knowledge acquired in the course of human history. All basic results of cognition are recorded using language - in books, magazines, etc. In all this, the social nature of human thinking appears. Intellectual development of a person necessarily occurs in the process of assimilation of knowledge developed by humanity in the course of socio-historical development. The process of human cognition of the world is determined by the historical development of scientific knowledge, the results of which each person masters during training.

During the entire period of schooling, the child is presented with a ready-made, established, well-known system of knowledge, concepts, etc., discovered and developed by humanity throughout previous history. But what is known to humanity and is not new to it inevitably turns out to be unknown and new to every child. Therefore, mastering the entire historically accumulated wealth of knowledge requires a great deal of thinking and serious creative work from the child, although he masters a ready-made system of concepts, and masters it under the guidance of adults. Consequently, the fact that children assimilate knowledge already known to mankind and do this with the help of adults does not exclude, but, on the contrary, presupposes the need to develop the ability to think independently in children themselves. Otherwise, the assimilation of knowledge will be purely formal, superficial, thoughtless, and mechanical. Thus, the ability to think is a necessary basis both for the acquisition of knowledge (for example, by children) and for the acquisition of completely new knowledge (primarily by scientists) in the course of the historical development of mankind.

The ability to think presupposes the ability to use logical forms - concepts, judgments and inferences. Concepts are thoughts that reflect the general, essential and distinctive (specific) characteristics of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form. Judgments are a reflection of connections between objects and phenomena of reality or between their properties and characteristics. Judgments are formed in two main ways:

directly, when they express what is perceived;

indirectly - through inferences or reasoning.

In the inferential, reasoning (and, in particular, predictive) work of thinking, its indirect nature is most clearly manifested. An inference is a connection between thoughts (concepts, judgments), as a result of which from one or more judgments we obtain another judgment, extracting it from the content of the original judgments. All logical forms are absolutely necessary for the normal flow of mental activity. Thanks to them, any thinking becomes demonstrative, convincing, consistent and, therefore, correctly reflects objective reality.

The thinking process is primarily analysis, synthesis, comparison and generalization. This means that the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to highlight certain aspects, elements, properties, connections, relationships, etc. in an object; divide a cognizable object into various components. The ability to synthesize is the ability to combine the components of a whole identified by analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize creates the basis for developing the ability to compare different objects. Ability to compare -

This is the ability to compare objects of knowledge in order to find similarities and differences between them. Comparison leads to generalization. In the course of generalization, something common stands out in the compared objects - as a result of their analysis. These properties common to various objects come in two types:

common as similar characteristics,

common as essential features.

Common essential features are identified during and as a result of in-depth analysis and synthesis.

The laws of analysis, synthesis, comparison and generalization are the basic, internal, specific laws of thinking. Only on their basis can all external manifestations of mental activity be explained. Thus, a teacher often observes that a student who has solved a given problem or mastered a certain theorem cannot carry out the transfer, i.e. use this solution in other conditions, cannot apply the theorem to solve problems of the same type if their content, drawing, etc. are slightly modified. For example, a student who has just proved the theorem on the sum of the interior angles of a triangle in a drawing with an acute triangle often finds himself unable to carry out the same reasoning if the already familiar drawing is rotated by 90° or if the student is given a drawing with an obtuse triangle. This situation indicates insufficient development of the skills to analyze, synthesize and generalize. Varying the conditions of the task helps the student to analyze the task proposed to him, highlight the most essential components in it and generalize them. As he identifies and generalizes the essential conditions of different problems, he transfers the solution from one problem to another, which is essentially similar to the first. Thus, behind the external dependence “variation of conditions – transfer of the decision” there is an internal dependence “analysis – generalization”.

Thinking is purposeful. The need to use the ability to think arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear before a person. By its very essence, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are insufficient (although necessary) to achieve them. Such situations are called problematic.

The ability to think is the ability to search and discover new things. In those cases where you can get by with old skills, problematic situations do not arise and therefore the ability to think is simply not required. For example, a second-grade student is no longer forced to think by a question like: “How much is 2x2?” The need to use the ability to think also disappears in those cases when the student has mastered a new way of solving certain problems or examples, but is forced again and again to solve these similar problems and examples that have already become known to him. Consequently, not every situation in life is problematic, i.e. provoking thinking.

Thinking and problem solving are closely related to each other. But the ability to think cannot be reduced to the ability to solve problems. The solution to a problem is carried out only with the help of the ability to think, and not otherwise. But the ability to think is manifested not only in solving already set, formulated problems (for example, school-type ones). It is also necessary for setting tasks itself, for identifying and understanding new problems. Often, finding and posing a problem requires even greater intellectual effort than its subsequent resolution. The ability to think is also necessary for assimilation of knowledge, for understanding text during reading and in many other cases that are not at all identical to solving problems.

Although the ability to think does not boil down to the ability to solve problems, it is best to develop it in the course of solving problems, when the student comes across problems and questions that are feasible for him and formulates them.

Psychologists and teachers come to the conclusion that it is not necessary to eliminate all difficulties from the student’s path. Only in the course of overcoming them will he be able to form his intellectual skills. The teacher's help and guidance does not consist in eliminating these difficulties, but in preparing students to overcome them.

In psychology, the following simplest and somewhat conventional classification of types of thinking is common: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think visually.

Both in the historical development of mankind and in the process of development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age, the ability to think visually is mainly formed. In all cases, the child needs to clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet master concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. Mastering concepts as schoolchildren learn the fundamentals of various sciences - mathematics, physics, history - is of great importance in the intellectual development of children. Forming the ability to think abstractly in schoolchildren in the course of mastering concepts does not at all mean that there is no need to develop the ability

think visually. On the contrary, this primary form of the ability to think continues to be improved. Not only children, but also adults constantly develop - to one degree or another - all types and forms of mental activity.

Individual characteristics of the ability to think include such qualities as independence, flexibility, and speed of thought. The ability to think independently is manifested primarily in the ability to see and pose a new problem and then solve it on one’s own. Flexibility of thinking lies in the ability to change the initial plan for solving a problem if it does not satisfy those conditions of the problem that are gradually identified in the course of its solution and which could not be taken into account from the very beginning.

The most important sign of the formation of the ability to think is the formation of the ability to highlight the essential, to independently come to ever new generalizations. When a person thinks, he is not limited to stating this or that fact or event, even bright, new, interesting and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

Pupils of not only senior, but also junior grades are quite capable of identifying the essential in phenomena and individual facts using the material available to them and, as a result, coming to new generalizations. A long-term psychological and pedagogical experiment by V.V. Davydov, D.B. Elkonin, L.V. Zankov and other psychologists convincingly shows that even primary schoolchildren are able to assimilate - and in a generalized form - much more complex material than was previously imagined recent times. The thinking of schoolchildren, undoubtedly, still has very large and underutilized reserves and opportunities. One of the main tasks

psychology and pedagogy - to fully reveal all reserves and, on their basis, make learning more effective and creative.

The main types of tasks, the inclusion of which in the system of work of a teacher with students will contribute to the formation of their intellectual skills, include, first of all, assignments of a research nature (observations, preparing an experiment, searching for an answer in the scientific literature, etc.), promoting the development of inquisitiveness, independence, and inductive thinking. There are a number of tasks aimed at developing creative thinking, among which the most common are: writing essays, composing your own tasks, “tricky” tasks where you have to guess about some condition contained in an implicit form, tasks on designing instruments or devices, and etc.

Very important tasks to establish cause-and-effect relationships , promoting the development of logical thinking, widely based on analysis and generalizations.

The development of analytical and synthetic activities is facilitated by tasks requiring a choice of solutions (economical, more accurate or comprehensive) from among those proposed. (Finding a shorter solution to a math problem).

Play a major role in the development of logical and generalizing thinking comparison tasks , starting with the simplest - “stronger than ...” - and ending with comparisons that reveal the similarities or differences between concepts and complex phenomena.

Along with tasks that provide comparison, selection and search for the most rational solution, it is legitimate tasks aimed at streamlining mental actions , teaching students to perform them in a strict sequence, compliance with which ensures obtaining the correct results, i.e. use

algorithms or their independent compilation. Elements of algorithmic thinking are formed during the study of Russian and foreign languages, mathematics, physics, and chemistry.

Certain difficulties arise in development work guesses and intuitions . In mathematics, this is bringing students to “insight,” which occurs when, based on the analysis of conditions and enumeration of possible solutions, the entire solution path becomes clear to the student and the actual computational work is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and synthesis signs to distinguish a phenomenon into a certain class or type. These include: subsuming a problem under an already known type, selecting a generalizing concept for a group of words or selecting a specific one for a generalizing concept, finding commonality in a group of concepts and assigning to them a concept that is suitable for this general feature.

The process of any education, including school education, must satisfy two important human needs. One of them is the desire to understand the world, to acquire knowledge, the other is the desire to form one’s own individuality, one’s intellectual development, a deeper knowledge of the world and a more complete use of one’s own strengths.

The development of mental abilities and independent thinking is the basis of mental activity. Independence of thinking cannot be achieved through one-sided study of ready-made information. Therefore, learning methods that address reproductive thinking, attention, and memory are insufficient. Along with them, methods are needed that encourage students to directly understand reality and independently resolve theoretical problems. This is problem-based learning.

Chapter 2. Development of the intellectual abilities of juniors

schoolchildren at Russian language lessons.

Research activities of junior schoolchildren in the classroom

Russian language.

Over the course of a number of years, G. A. Bakulina’s system of teaching the Russian language in primary grades has been gaining increasing recognition among teachers. It is aimed at improving the quality of children’s oral and written speech, ensuring the active involvement of schoolchildren in setting, formulating and solving educational problems.

This system provides for such an implementation of the educational process in which at each structural stage of the Russian language lesson, in the course of studying linguistic material and on its basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

This is achieved by making certain changes in the content and organization of the learning process compared to the traditional system.

Changes in content are carried out by:

Introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what has been learned;

Increasing the scale of use of proverbs, sayings, phraseological units at different stages of lessons;

Expanding the scope of work with concepts and terms;

Inclusion in the content of lessons of various types of texts of an educational and cognitive nature.

The updated content of education helps to broaden the horizons of students, deepens knowledge about the world around them, promotes the development of the child as an individual, and activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of students’ intellectual abilities.

In order to practically substantiate the conclusions, work was carried out to test the working hypothesis.

The pedagogical experiment consists of three stages:

Ascertaining

Formative

Controlling

The purpose of the first stage of work was to test the readiness of students to solve research tasks and exercises.

To determine the level of development of intellectual abilities, it is necessary to know the attitude of each child to Russian language lessons. A questionnaire was proposed to determine the attitude of schoolchildren to the academic subject.

Creative tasks differ in didactic purpose, degree of independence of students, and level of creativity. The most important didactic goal of creative assignments is to develop in schoolchildren the ability to successfully navigate life, quickly and correctly solve life problems, and the ability to apply acquired knowledge and skills. The tasks vary in difficulty level, are interesting in content, and are aimed at exploring various qualities of creative thinking.

All this contributed to identifying the intellectual abilities of students.

The test consisted of 7 tasks. Time was limited - 40 minutes. Assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Level of intellectual abilities

At the second stage, exercises of this kind were selected and compiled, in the process of which students develop verbal and logical thinking, attention, memory, and intellectual abilities. From lesson to lesson the tasks become more difficult.

Mobilizing stage.

The goal of the mobilizing stage is to involve the child in work. Its content includes groups of exercises that involve various operations with letters. Letter material is used in the form of a graphic representation of letters on special cards, which schoolchildren can rearrange and interchange on a typesetting canvas, that is, carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the child’s types of thinking: visual-effective, visual-figurative, verbal-figurative, verbal-logical. At the same time as thinking, attention, memory, intelligence, observation, and speech ability develop.

What two permutations of cards with letters must be made in the bottom row so that the letters at the top and bottom are in the same order?

What four permutations of the letter cards should be made in the bottom row so that the letters are in the same sequence in both rows?

What letter can be added to the letters Zh, Sh, Ch? (SCH)

Specifics of holding a minute of penmanship

In a minute of penmanship, two phases are distinguished: preparatory and executive. The preparatory phase, in turn, consists of two parts:

defining and formulating by students the topic of a minute of penmanship;

children formulating a plan for upcoming actions to write letters and their elements.

In the first part of the preparatory phase, students, using specially developed techniques, independently determine the letter(s) intended for writing. For example, the teacher gives the task: “Look carefully at this image and tell me what letter we will write today? Is it more common than others? How many times? What letter is this?

a p r n

g r

r r m

Students, mobilizing their attention, observation, and ingenuity, identify the required letter(s) and give a fully justified answer, while simultaneously formulating the theme of their penmanship minute: “Today we

we will write a letter R. She is depicted more often than others, or rather, 5 times.” For the second part of the preparatory phase, the teacher writes in

on the board a chain of letters, compiled according to a new principle for each lesson, and offers the children the next task

For example: “Determine the order in which the letters are written in this row:

Rra Rrb Rrv Rrg Rr..."

Students explain the writing system out loud: “Capital P, lowercase P, alternate with letters in the order in which they appear in the alphabet.”

During the executive phase, children write down the started series of letters in their notebooks, independently continuing it to the end of the line.

Thus, during a minute of penmanship, students not only improve their graphic skills, but also develop thinking, attention, intelligence, observation, speech and analytical-synthetic abilities.

Features of vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop children’s creative abilities; students determine the word they are about to become familiar with.

Each technique has its own specific use and carries a certain load.

First appointment- search related to work on phonetics and repetition of studied material.

1. For example, the teacher says: “The new word you will learn today is hidden in a chain of letters. Carefully examine the chain, find the syllables in it in the following order: SG, SGS, SGS

(S- consonant, G- vowel)

By adding them in the specified sequence, you will recognize the word.”

KLMNSTTKAVGDSCHSHRANVSBVZHPRDNSMDASHKKLFCHNNNMTS

(pencil)

From lesson to lesson, assignments and their principles of compilation change. Familiarization with the lexical meaning of the word being studied is carried out using a partial search method, during which children compose definitions, find generic concepts and essential features of a particular object designated by a new word. This type of work contributes to a more solid mastery of the spelling of a word.

2. “Mentally remove the letters denoting the voiceless consonant sounds in this figure, and you will recognize the word that we will become familiar with in the lesson.”

P F B K T H E SH S R H Y W Z T A (Birch)

3. “Mentally cross out the unpaired consonants in terms of hardness and softness, and you will learn a new word, which we will get acquainted with in the lesson.”

AND ABOUT Sh G C H ABOUT R SCH ABOUT Y D(Garden)

Second appointment- consists in using various ciphers and codes with specific instructions from the teacher to determine a new word.

4. Look carefully at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S G D Y L H C T

and the key to it: 2 - 1, 1 – 4, 2 -5, 1 – 4, 1 – 2, 1 – 1

Having solved the key of this cipher, you will recognize the word that we will get acquainted with in the lesson.

Systematic work with symbols, codes, and ciphers allows you to form abstract thinking.

Specifics of learning new material.

In elementary grades, a partial search method is used to study new educational material. The teacher’s clearly formulated questions alternate with the students’ answers in such a way that at the end of the reasoning-search, the students independently come to the necessary conclusion.

In the upper grades of primary school, the use of the problem method is quite justified and effective. It involves the teacher creating a problem situation, exploring it with students and formulating a conclusion.

Creating a problem situation involves several levels: high, medium, low.

A problem task (situation) at a high level does not contain hints, at an average level - 1-2 hints. At a low level, the role of hints is played by questions and tasks, answering which students come to the desired conclusion.

For example, when studying the topic: “Soft sign at the end of nouns after sibilants,” three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, quiet, hut, rye, knife.

Average level.

Read the written columns of words carefully. Explain the principle of their grouping. Formulate a rule for writing them.

daughter doctor

quiet hut

rye knife

Low level.

Carefully read the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech do all the written words belong to?

Determine the gender of the first and second nouns

columns?

What consonants are at the end of the nouns in both columns?

At the end of which nouns and in what cases is a soft sign written?

Participation in the search requires children to have maximum concentration, intense mental activity, the ability to correctly express their thoughts, activate the cognitive process, ensure fluency in analytical-synthetic actions, and teach logic in reasoning.

Consolidation of the studied material.

When consolidating the studied material, it is possible to purposefully form certain intellectual qualities and skills of students through a special selection of exercises. Each type of task is aimed at improving intellectual qualities.

Example task:

Read the sentence, characterize it: spread this sentence, adding one word to it with each repetition and repeating all previously spoken words.

Fog fell over the city.

A white fog fell over the city.

White fog slowly descended on the city.

White fog slowly descended on our city.

Thus, the intellectual development of younger schoolchildren in the process of teaching the Russian language occurs by enriching its content and improving the methods of practical activity of students in the classroom.

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APPLICATION

1. Determine the pattern, continue the series:Aab Aav Aag_______________________________________________________________

2. Look carefully at the row of letters and find the vocabulary word. V D J M O G U R E C Z U P N O E ________________

3. Write a couple of words. Sample: poplar - tree. pike dishes plate bird lily of the valley berry thrush fish raspberry flower ________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: verifiable, verifiable, verifiable. Insert the missing letters. Underline the spellings. Sample: oak, oak trees - oak tree.

1) du..ok, du..ki, du..; _______________________________2) zu..ki, zu.., zu..ok; _______________________________3) colo.., colo..ki, colo..ok; _______________________________4) side.., side..it, side..ka; ________________________________

5. Make up and write down two vocabulary words m r x w z o o o o _______________ _______________

6. Read. Instead of the question mark, put the desired number. forest forest stairs 1 2 ?

8B . Unscramble the word and write it down.A

R

B A

A

N

___________________

The attitude of younger schoolchildren to the academic subject.

This table shows that the Russian language is in last place

Students of primary school age are characterized by certain levels of intellectual abilities such as memory, perception, imagination, thinking and speech; attention; in addition, these abilities are divided into different levels (R.S. Nemov, S.A. Rubinstein) - educational and creative. There are also general intellectual abilities and special abilities.

General intellectual abilities are abilities that are necessary to perform not just one, but many types of activities; these abilities meet the requirements imposed not by one, but by a whole series, a wide range of relatively related activities. General intellectual abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, focused attention, perception, memory, imagination, thinking and speech, attention. Consider each type of intellectual ability in more detail.

Perception is characterized by involuntariness, although elements of voluntary perception are found already in preschool age. Children come to school with fairly developed perception processes: they have high visual and hearing acuity, they are well oriented to many shapes and colors. But first-graders still lack a systematic analysis of the perceived properties and qualities of objects themselves. When looking at a picture or reading a text, they often jump from one to another, missing essential details. This is easy to notice in lessons on drawing an object from life: the drawings are distinguished by a rare variety of shapes and colors, sometimes significantly different from the original.

The perception of a primary school student is determined, first of all, by the characteristics of the object itself, so children perceive not the most important, essential, but what stands out clearly against the background of other objects (color, size, shape, etc.). The process of perception is often limited only to the recognition and subsequent naming of an object.

Perception in grades I-II is characterized by weak differentiation: children often confuse similar and close, but not identical objects and their properties, and among the frequency errors are omissions of letters and words in sentences, substitutions of letters in words and other letter distortions of words. But by the third grade, children learn the “technique” of perception: comparing similar objects, identifying the main, essential. Perception turns into a purposeful, controlled process and becomes dismembered.

Speaking about certain types of perception, it should be noted that at primary school age, orientation towards sensory standards of shape, color, and time increases. Thus, it was found that children approach shape and color as separate features of an object and never contrast them. In some cases, they take shape to characterize an object, in others - color.

But in general, the perception of colors and shapes becomes more accurate and differentiated. The perception of shape is better in planar figures, but in naming three-dimensional figures (ball, cone, cylinder) there have long been difficulties and attempts to objectify unfamiliar shapes through specific familiar objects (cylinder = glass, cone = lid, etc.). Children often do not recognize a shape if it is placed in an unusual way (for example, a square with the corner down). This is due to the fact that the child grasps the general appearance of the sign, but not its elements, so at this age tasks on dissection and construction (pentaminoes, geometric mosaics, etc.) are very useful.

In the perception of a plot picture, there is a tendency towards interpretation, interpretation of the plot, although a simple listing of the depicted objects or their description is not excluded.

In general, the development of perception is characterized by an increase in arbitrariness. And where the teacher teaches observation and focuses on different properties of objects, children are better oriented both in reality in general and in educational material in particular

The memory of a primary school student is the primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at memorization. At school, students systematically memorize a large amount of material and then reproduce it. A younger student remembers more easily what is bright, unusual, and what makes an emotional impression. Without mastery of mnemonic activity, the child strives for mechanical memorization, which is generally not a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational memorization techniques.

The mnemonic activity of a junior schoolchild, like his learning as a whole, becomes more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student’s mastery of techniques and methods of memorization.

The most important memorization technique is dividing the text into semantic parts and drawing up a plan. In elementary grades, other methods are used to facilitate memorization, comparison and correlation.

It should also be noted that without special training, a junior schoolchild cannot use rational memorization techniques, since they all require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. Primary schoolchildren's mastery of reproduction techniques is characterized by its own characteristics.

Reproduction is a difficult activity for a primary school student, requiring goal setting, inclusion of thinking processes, and self-control.

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then the need for reproduction is formed in the learning process.

In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, compared to involuntary memory, increases sharply. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of voluntary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of educational material and its better memorization. As can be seen from the above, memory processes are characterized by age-related characteristics, knowledge and consideration of which are necessary for the teacher to organize successful learning and mental development of students.

Imagination goes through two stages in its development. In the first stage, the recreated images very roughly characterize the object, are poor in details, inactive - this is the recreating (reproductive) imagination. The second stage is characterized by significant processing of figurative material and the creation of new images - this is productive imagination. In the first grade, the imagination is based on specific objects, but with age, the word comes first, giving scope for imagination.

The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality based on relevant knowledge. With age, the realism of children's imagination intensifies. This is due to the accumulation of knowledge and the development of critical thinking.

At first, the imagination of a primary school student is characterized by slight processing of existing ideas. Subsequently, creative processing of ideas appears.

A characteristic feature of the imagination of a primary school student is its reliance on specific objects. So, in play, children use toys, household items, etc. Without this, it is difficult for them to create imaginative images. In the same way, when reading and telling stories, a child relies on a picture, a specific image. Without this, the student cannot imagine or recreate the situation being described.

As a result of the constant work of the teacher, the development of imagination begins to go in the following directions.

1. At first, the image of the imagination is vague and unclear, then it becomes more precise and definite.

2. At first, only a few signs are reflected in the image, but by the second and third classes there are many more, and significant ones.

3. The processing of images and accumulated ideas in the 1st grade is insignificant, and by the 3rd grade the student acquires much more knowledge and the image becomes more generalized and brighter. Children can change the storyline of a story by introducing a convention, understanding its essence.

4. At first, any image of imagination requires support for a specific object (when reading and telling a story, for example, support for a picture), and then support for the word develops. It is this that allows the schoolchild to create a new image in his mind (children write essays based on the teacher’s story or on what they read in a book).

In the process of learning, with the general development of the ability to manage one’s mental activity, the imagination also becomes an increasingly controlled process, and its images arise in line with the tasks that the content of the educational activity poses to them.

Thinking, as it were, unites all cognitive processes, ensures their development, promotes their participation at every stage of the mental act. And the cognitive processes themselves, in necessary cases, acquire a structure similar to an intellectual act. Tasks on attention, memorization, reproduction are essentially transformed intellectual tasks solved by means of thinking.

The thinking of a child of primary school age moves from visual-figurative to verbal-logical, conceptual thinking. This gives mental activity a dual character: concrete thinking, which is associated with reality and direct observation, begins to obey logical principles, but at the same time, abstract, formal logical conclusions are not yet accessible to a child of this age. Therefore, a child of this age develops various types of thinking that contribute to success in mastering educational material.

The gradual formation of an internal action plan leads to significant changes in all intellectual processes. At first, children tend to make generalizations based on external, usually unimportant, features. But in the learning process, the teacher fixes their attention on connections, relationships, on what is not directly perceived, so students move to a higher level of generalizations and are able to assimilate scientific concepts without relying on visual material.

In elementary school, all cognitive processes develop, but D.B. Elkonin, like L.S. Vygotsky believes that changes in perception and memory are derived from thinking. It is thinking that becomes the center of development during this period. Because of this, the development of perception and memory follows the path of intellectualization. Students use mental actions to solve problems of perception, memorization and reproduction. “Thanks to the transition of thinking to a new, higher level, a restructuring of all other mental processes occurs, memory becomes thinking, and perception becomes thinking. The transition of thinking processes to a new level and the associated restructuring of all other processes constitute the main content of mental development in primary school age.” .

In elementary school, much attention is paid to the formation of scientific concepts. There are subject concepts (knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture, etc.) and relational concepts (knowledge reflecting the connections and relationships of objective things and phenomena - magnitude, evolution, etc. .).

For the former, there are several stages of assimilation:

1) highlighting the functional characteristics of objects, i.e. related to their purpose (cow - milk);

2) listing known properties without distinguishing essential and non-essential (cucumber is a fruit, grows in the garden, green, tasty, with seeds, etc.);

3) identifying common, essential features of a class of individual objects (fruits, trees, animals).

For the latter, several stages of development are also identified:

1) consideration of specific individual cases of expression of these concepts (one more than the other);

2) a generalization that applies to known, encountered cases and does not extend to new cases;

3) a broad generalization applicable to any cases.

The predominant type of attention at the beginning of learning is involuntary attention, the physiological basis of which is the Pavlovian-type orienting reflex - “what is it?”. The child cannot yet control his attention; the reaction to the new, unusual is so strong that he is distracted, finding himself at the mercy of immediate impressions. Even when concentrating their attention, younger schoolchildren often do not notice the main and essential things, being distracted by individual, striking, noticeable signs in things and phenomena. In addition, children's attention is closely related to thinking, and therefore it can be difficult for them to focus on unclear, incomprehensible, and unintelligible material.

But this picture in the development of attention does not remain unchanged; in grades I-III, a rapid process of formation of voluntariness in general and voluntary attention in particular occurs. This is associated with the general intellectual development of the child, with the formation of cognitive interests and the development of the ability to work purposefully.

The child’s self-organization is a consequence of the organization initially created and directed by adults and the teacher. The general direction in the development of voluntary attention is the child’s transition from achieving a goal set by an adult to setting and achieving his own goals.

But the voluntary attention of a younger schoolchild is still unstable, since he does not yet have internal means of self-regulation. This instability is revealed in the weakness of the ability to distribute attention, in easy distractibility and satiety, rapid fatigue, and difficulty in switching attention from one object to another. On average, a child is able to maintain attention for 15-20 minutes, so teachers resort to various types of educational work to level out the listed characteristics of children's attention. In addition, psychologists have found that in grades I-II, attention is more stable when performing external actions and less stable when performing mental actions.

This feature is also used in pedagogical practice, alternating mental activities with material and practical ones (drawing, modeling, singing, physical education). It has also been found that children are more likely to be distracted when performing simple but monotonous activities than when solving complex problems that require the use of different methods and techniques of work.

The development of attention is also associated with the expansion of its volume and the ability to distribute it. Therefore, in the lower grades, tasks with paired control turn out to be very effective: by controlling the work of a neighbor, the child becomes more attentive to his own. N. F. Dobrynin found that the attention of younger schoolchildren can be quite concentrated and stable when they are fully occupied with work, when work requires maximum mental and motor activity, when it is captured by emotions and interests.

Speech is one of the most important mental processes of a junior schoolchild, and mastery of speech occurs in native language lessons along the lines of its sound-rhythmic, intonation side; in terms of mastering grammatical structure and vocabulary, increasing vocabulary and awareness of one’s own speech processes.

One of the functions of speech that comes to the fore is communicative. The speech of a junior schoolchild is varied in the degree of arbitrariness, complexity, and planning, but his statements are very spontaneous. Often this is speech-repetition, speech-naming; the child may have a predominance of compressed, involuntary, reactive (dialogical) speech.

Speech development is the most important aspect of general mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others and coherently express his thoughts. Speech gives the child the opportunity to verbalize his own feelings and experiences, helps to exercise self-regulation and self-control of activities.

At primary school age, “a very significant acquisition of a child’s speech development is his mastery of written speech, ... which is of great importance for the child’s mental development.” During this period, active learning occurs in reading (i.e., understanding written speech) and writing (constructing one’s own written speech). By learning to read and write, a child learns in a new way - coherently, systematically, thoughtfully - to build his oral speech.

During a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enriching vocabulary, improving the grammatical structure of speech, etc.

Federal state treasury

educational institution

"Secondary school No. 151"

Olenegorsk-2, Murmansk region

Development of intellectual skills

and creative abilities of children

primary school age

2013

Target: deepening theoretical knowledge on the topic “Development of intellectual skills and creative abilities of children of primary school age.”

The rapid growth of information technology and rapid scientific progress are placing ever greater demands on human intellectual potential. (M.K. Akimova)

The problem of developing intellectual abilities is not new for psychological and pedagogical research, but is still relevant.

Intelligence ( from the Latin word intellektus - understanding, comprehension, comprehension) in psychological science is considered as “a relatively stable structure of an individual’s mental abilities”

In the theory of intelligence (developed under the leadership of B.G. Ananyev), intelligence is an integrated system of cognitive processes. The degree of integration of cognitive processes (psychomotor skills, memory, thinking) is a criterion for the development of intelligence.

D. Wexler under intelligence understands the ability to successfully measure strength and life circumstances, using accumulated experience and knowledge. That is, he views intelligence as a person’s ability to adapt to the environment.

Psychologist I.A. Domashenko -" Intelligence- general cognitive ability, which determines a person’s readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.”

The idea of ​​intelligence as a prerequisite for learning is developed in the context of the psychological and pedagogical problem of learning ability (N.A. Menchinskaya, Z.I. Kalmykova).

In these studies, the nature of intelligence is identified with “productive thinking,” the essence of which is the ability to acquire new knowledge (the ability to learn or learnability). Indicators of learning ability are the level of generalization of knowledge, the breadth of its application, the speed of assimilation, and the pace of progress in studies. The “core” of individual intelligence is a person’s ability to independently discover new knowledge and apply it in non-standard situations. Thus, the characteristics of learning ability determine the success of training, thereby acting as a criterion for intellectual development.

So, Intelligence- this is a set of qualities of an individual that ensures a person’s mental activity. In turn, it is characterized by:

Erudition: the sum of knowledge from the field of science and art;

The ability to perform mental operations: analysis, synthesis, their derivatives: creativity and abstraction;

The ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;

Attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

According to modern researchers, basic mental functions, including intellectual ones, develop in the first year of life. Many authors consider the age of 8-12 years to be one of the critical periods of intellectual development. Both according to Piaget's theory and in accordance with the data obtained by Thurstone (1955) and Bailey (1970), by the age of 6, intellectual development is already more than a third, by 8 years half, and by 12 years - by three quarters. Thus, primary school age is an age of intensive intellectual development

The properties of the human psyche, the basis of his intellect and his entire spiritual sphere, are formed mainly at primary school age, and therefore the primary school teacher is faced with the task of child development,

his creative abilities, education of a creative personality in general

Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities.

The task of a modern school is not so much the acquisition of knowledge as such, but rather general development, the development of the ability to acquire knowledge and master it. In this regard, the development of general educational activities of schoolchildren is of particular importance.

The basis of general educational activities, as is known, is formed by general educational and subject-specific intellectual skills, the presence and level of development of which ultimately determines the success of this activity

General educational intellectual skills are defined as preparedness for theoretical actions performed quickly, accurately and consciously based on acquired knowledge and life experience. These are mental actions that are associated with the process of mastering a variety of educational subjects. Unlike subject skills, they have a wide range of actions, therefore general educational intellectual skills belong to “metaknowledge”, that is, those that are used in various fields when mastering different knowledge (N.A. Menchinskaya, N.F. Talyzina)

The criteria for intellectual and mental development are:

· independence of thinking,

· speed and strength of assimilation of educational material,

· quick orientation when solving non-standard problems,

· ability to distinguish the essential from the unimportant,

· different levels of analytical and synthetic activity,

· criticality of mind.

Intellectual general educational skills provide a clear structure of the content of the process of setting and solving educational problems. These include:

identification of objects of analysis and synthesis and their components;

identification of essential features of the object;

determining the ratio of object components;

conducting different types of comparisons;

establishing cause-and-effect relationships;

operating with concepts, judgments;

classification of information;

mastery of evidence components;

formulating the problem and identifying ways to solve it

The level of intellectual development of a junior schoolchild is determined mainly by the degree of formation of the following skills:

Dialectically analyze educational or any other material;

Compare objects, facts, phenomena;

Classify the material;

Summarize, make a summary;

Abstract;

Highlight the main, essential;

Synthesize material;

Establish cause-and-effect relationships, analogies;

Identify logically complete parts in what you read, establish relationships and interdependence between them;

Write an essay on a given topic;

Use research skills (setting problems, developing hypotheses, choosing solution methods, proof, verification).

For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop skills in thinking, and independence in finding ways to solve problems.

However, such conditions are often not fully provided, since a still common method in practice is the teacher organizing students’ actions according to a model, training-type exercises based on imitation and not requiring the manifestation of invention and initiative.

Under these conditions, children do not sufficiently develop such important qualities of thinking as depth, criticality, flexibility, which are aspects of their independence. The development of independent thinking requires an individual approach to each child.

The development of psychological new formations of primary school age is inextricably linked with educational and play activities.

Play is a source of development of the child’s consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between a child and an adult.

The play environment creates an environment where children want and can show their independence. Game actions child, accompanied by high emotional uplift, stable cognitive interest, are most a powerful stimulus for his activity in cognition.

Games during the learning process - didactic games - are of great interest to primary schoolchildren. These games make you think and provide an opportunity for the student to test and develop their abilities. They are one of the means of developing intellectual abilities.

The purposes of using didactic games with the following:

Intellectual development of younger schoolchildren;

Creation of suitable conditions for the formation of the development of each child as an individual, the development of his creative abilities;

Individual approach to each child and the use of individual learning tools;

Emotional and psychological development of junior schoolchildren, which is facilitated by participation in didactic games.

Deepening previously acquired knowledge;

Increasing the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.

Development of intellectual skills in Russian language lessons

Didactic games have long taken a strong place in the practice of conducting Russian language lessons in elementary schools. Certain methods for preparing and conducting them have emerged, a wealth of material has been accumulated, and there are a number of interesting teaching aids. But modern life places ever higher demands on the student as an individual, which means it’s time to take the didactic game to a qualitatively new level, to make it creative.

In the primary grades of a modern school, one of the effective techniques that actively influences cognitive activity and their emotional sphere is creative play. It helps to create an emotional mood in schoolchildren, evokes a positive attitude towards the activity being performed, improves overall performance, makes it possible to repeat the same material many times without monotony and boredom, and achieve its solid assimilation.

For example, there is a game where you need to write a letter in each cell to make a word.

First, you need to give each student the opportunity to come up with their own words, encouraging each new option (whale, bush, map, book, etc.) Then you can complicate this game by asking the children to choose words for only one part of speech, or for a given topic, or for some spelling rule.

The teacher can conduct such a game many times, at different stages of the lesson, the main thing is that it corresponds to the goals of the lesson and fits in organically

into the structure.

The next type of such a multifaceted creative game in Russian language lessons could be the game “An Extra Word.” The essence of this game is that from a number of words, students first need to remove one “extra word”, justifying their answer, then from the remaining ones one more, then another, until 2-3 “necessary words” remain.

Which word is missing in this series: Yura, Julia, Juno, Ella.

Possible answers:Ella , since all words begin with the capital letter "U", and the wordElla with a capital letter "E";Juno , because in all words

2 syllables each, but this one has three;Julia, because in all words the letter “a” is written at the end, and in the wordJulia "I";Yura , because All names are female, and this is male.

This game is useful because students involuntarily have to compare the proposed words according to various criteria: lexical meaning, composition, grammatical features, etc. – which always leads to the development of concepts.

A large scope for children's imagination is opened up by the game of inventing their own words (necessarily motivated, i.e. having a connection with real words. For example, when studying the topic “Proper names”, he will ask children to come up with their own nicknames for animals, reflecting their appearance or habits : the goat Bodulya, the rooster Screamer, the dog Bark, the horse Quickfoot, the lamb Curly, etc.

When learning how to classify, each task can become more complicated or simplified by increasing or decreasing the number of objects in the group, changing the objects themselves, the appearance of several stages of solution, and the appearance of several possible division options.

On what basis were the letters divided into two groups?

a) AOUYE YAYEYYU

b) AOUYIE YAYEYU

c) PKTF MRLZ

d) BVG YCHSCH

On what basis were words divided into two groups?

a)yama child

anchor mint

elm berry

(Feature of the letter “I”)

b) Misha Ivanov

Katya Petrova

Sasha Zaitsev

Anna Borisova

(The first column contains first names, and the second column contains last names)

Divide words into groups:

ants, nightingales, sparrows, lilacs, cornflowers, bells.

(Can be divided into two groups: representatives of flora, representatives of fauna; can be divided into two groups: words with a separating soft sign, words in which a soft sign indicates the softness of consonants).

Metagrams ( riddles in which given words are guessed based on features formulated in a condensed rhymed text, and the content of such a task necessarily indicates letters, the change of which changes the meaning of the word)

I am with a “P” - round, yellow, tastes good

And I hide under the surface of the earth,

And with “K” I am either small or immense

And I often raise ships. (Turnip – river)

A calligraphic minute, or a minute of calligraphy, is an integral part of each lesson. 5-8 minutes are allocated for its implementation in the lesson structure. This type of work contributes to children’s ability to see, correct and analyze their own and others’ mistakes. Children find interesting exercises that force them to think carefully, rack their brains, and teach them to think and not just copy. Tasks can be very different. For example, a teacher writes a chain of letters or elements, composed each time according to a new principle, and children must notice this pattern and pronounce it.

A)Iii Iii - there is an increase in the lowercase letter after the capital one by one, which means the next chain is written like this: Aaaand etc.

b)Ii Ii – alternating capital and lowercase letters;

V)II IIi – each subsequent chain is increased by one capital letter.

The following work option is possible:

Letter T.

Words on the board: beautiful, lovely, wonderful, sad.

A) What part of speech do these words belong to? (Part of speech is an adjective.) Name the grammatical features of adjectives.

b) for which adjective can you choose a synonym?sad?

(sad). What spelling is there in this word? (unpronounceable consonant T). What other word has this spelling? (In a wordcharming )

Have you guessed what letter we will write? (letterT)

Chain: ttttt tttt

Crosswords occupy a special place in the system of didactic games. Crosswords are technologically easy to use. In them, all the rules are agreed upon in advance, everything that is needed to be fulfilled is available. The student solves the crossword puzzle alone from start to finish. His work does not depend on other children; he receives maximum independence. And independent work is the most important way for students to acquire new knowledge, skills and abilities. The developing and organizing role of crosswords is that when solving them, students have to work with textbooks, manuals, reference books, dictionaries, and encyclopedias without any coercion.

Compiling crosswords is not an easy task; creating a thematic crossword is more difficult than usual, because the vocabulary is limited to a certain area of ​​​​knowledge. When composing crosswords, it is necessary to adhere to the didactic principle of scientific content and its accessibility for students. It is also necessary to match and interrelate the content of the crossword puzzle and the process of solving it.

Didactic play is very important for the development of children’s intellectual skills and cognitive abilities. In their totality, didactic games (educational, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, and the habit of self-testing , teach children to subordinate their actions to the task at hand, to complete the work they have begun.

Every child has abilities and talents. Children are naturally inquisitive and eager to learn. In order for them to show their talents, they need smart guidance from adults. The teacher’s tasks, using a variety of teaching methods, including games, are to systematically and purposefully develop children’s mobility and flexibility of thinking; teach children to reason, think, and not cram, and draw their own conclusions in order to feel the pleasure of learning.

Literature.

Bakulina G.A. the use of complex intellectual and linguistic exercises in Russian language lessons. //Elementary school.No. 1.2003.

Tyurina I.A Game in Russian language lessons. // primary school, No. 2.2008

Grischuk Yu.V. Teaching schoolchildren how to classify. // Elementary School. №8.2006

Kudryashova G.V. Meeting of the methodological association of primary school teachers “Educational and didactic games as a means of developing students’ cognitive activity: pros and cons” // Head teacher of primary school. №8.2007

Peshkova T.P. Calligraphic minute as a means of cultivating interest in the Russian language. // Elementary School. No. 12.2006

Eskendarov A.A., Kazieva P.A., Khidirov Sh.Sh. Actualization of students' cognitive interest: crosswords in the system of didactic games. // Elementary school, No. 1.2007

The use of didactic games in teaching in primary school.

www.fos.ru.pedagog 19507 html

Exercises to develop intellectual abilities.

azps.ru/training/

Formation of general educational skills in primary school.

The problem of intellectual development of students in the modern school environment is acquiring dominant importance. Attention to this problem is dictated by the conditions of modern life.

Intellectual development acts as the most important component of any human activity. In order to satisfy his needs for communication, study, and work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think about it. Therefore, a person’s intellectual abilities develop through activity and themselves represent special types of activity.

Focus on a person with a high level of development of various qualities of intelligence encourages teachers to constantly search for ways to update the educational process, as well as to identify and create psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

Primary school age is characterized by intensive intellectual development. During this period, all mental processes develop and the child becomes aware of his own changes that occur during educational activities.

In different psychological and pedagogical sources, the concept of “intelligence” is revealed in different ways.

D. Wexler understands intelligence as the ability to successfully measure one’s strengths and life circumstances, using accumulated experience and knowledge. That is, he views intelligence as a person’s ability to adapt to the environment.

Psychologist I.A. Domashenko: “Intelligence is a general cognitive ability that determines a person’s readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.”

So, Intelligence is the totality of an individual’s qualities, which ensures a person’s mental activity. In turn, it is characterized by:

Erudition: the sum of knowledge from the field of science and art;

The ability to perform mental operations: analysis, synthesis, their derivatives: creativity and abstraction;

The ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;

Attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

Intellectual development- this is the formation of the ability to master and use various types of thinking (empirical, figurative, theoretical, concrete historical, dialectical, etc. in their unity). Its organic part is the ability to independently analyze events and phenomena of reality, draw independent conclusions and generalizations, as well as speech development: possession and free use of vocabulary.

Mental development -- quantitative and qualitative changes that occur in the cognitive characteristics of an individual over time. Mental development is a dynamic system, determined both by the assimilation of social experience in the course of the child’s activities, under the influence of spontaneous and purposeful learning, and by the maturation of the organic basis. The maturation of organic structures, on the one hand, creates the necessary prerequisites for development, and on the other hand, it itself depends on the functioning of the corresponding organic systems in the process of carrying out activities. The mental development of a child is stage-by-stage. At each age level, specific prerequisites arise for the assimilation of new social experience, for mastering new ways of activity, for the formation of new mental processes. Mental development proceeds very differently depending on the living conditions and upbringing of the child. With spontaneous, unorganized development, its level is reduced and bears the imprint of the defective functioning of mental processes.

In Russian psychology, a person’s mental development is understood as a qualitatively unique type of his functioning, characterized by the emergence of qualitatively new psychological formations and the transition of the psychological system to a new level of functioning (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov). Many psychologists, in search of specific indicators of U. r. turn to the analysis of the mental activity of students carried out in the process of schooling, to the characteristics of holistic educational activity. The following are considered as indicators of mental development: internalization, i.e. the transformation of practical (external) objective actions into mental actions (L.S. Vygotsky, P.Ya. Galperin, N.F. Talyzina) - learning ability, i.e. ability to assimilate knowledge, work techniques, characterized by the pace of progress (B.G. Ananyev, Z.I. Kalmykova) - the ability to generalize the transfer of mental operations to new material, to new conditions (E.N. Kabanova-Meller). There are also other indicators of holistic educational activity that can serve as characteristics of the level of mental development. Many researchers look for indicators of mental development in the characteristics of cognitive mental processes, mainly in the characteristics of thinking and memory. This is due to the fact that it is the noted mental functions that ensure the assimilation of incoming information and the individual’s adaptation to the environment, which is considered as the ultimate goal of the functioning of the human cognitive sphere.

“Development of intellectual abilities of junior schoolchildren”

primary school teacher

KSU "OSH No. 3 named after. »

year 2012

The problem of intellectual development of students in the modern school environment is acquiring dominant importance. Attention to this problem is dictated by the conditions of modern life.

Intellectual development acts as the most important component of any human activity. In order to satisfy his needs for communication, study, and work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think about it. Therefore, a person’s intellectual abilities develop through activity and themselves represent special types of activity.

Focus on a person with a high level of development of various qualities of intelligence encourages teachers to constantly search for ways to update the educational process, as well as to identify and create psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

When starting pedagogical work with children, first of all, you need to understand What given to the child from nature And what is being purchased under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

Junior school age is characterized intense intellectual development. During this period, all mental processes develop and the child becomes aware of his own changes that occur during educational activities.

In different psychological and pedagogical sources, the concept of “intelligence” is revealed in different ways.

D. Wexler understands intelligence as “the ability to successfully measure one’s strengths and life circumstances, using accumulated experience and knowledge.” That is, he views intelligence as a person’s ability to adapt to the environment.

Psychologist: “Intelligence is a general cognitive ability that determines a person’s readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.”

So, intelligence is the totality of an individual’s qualities, which ensures a person’s mental activity. In turn, it is characterized by:

Ø erudition: the sum of knowledge from the field of science and art;

Ø ability to think: analysis, synthesis, their derivatives: creativity and abstraction;

Ø ability for logical thinking, the ability to establish cause-and-effect relationships in the surrounding world;

Ø attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

What are abilities?

Abilities are individual psychological characteristics of a person, which are a condition for the successful implementation of one or another productive activity.

(“Pedagogical Dictionary.”).

Abilities are closely related to the general orientation of the individual, and to how stable a person’s inclinations are for a particular activity.

What does intellectual ability mean?

Intellectual abilities are abilities that are necessary to perform not just one, but many types of activities.

By intellectual abilities we mean - memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks in teaching children of primary school age.

As an analysis of the literature shows, practical experience in teaching in primary school, intellectual development occurs not in itself, but as a result of the child’s multilateral interaction with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of new things cannot be the basis of solid knowledge. Therefore, the task of the teacher – development of students’ mental abilities, involving them in active activities.

For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop skills in thinking, and independence in finding ways to solve problems.

However, such conditions are often not fully provided, since a still widespread practice is the teacher’s organization of students’ actions according to a model: training-type exercises based on imitation and not requiring the manifestation of invention and initiative.

Under these conditions, children do not sufficiently develop such important qualities of thinking. as depth, criticality, flexibility, which are aspects of his independence. The development of independent thinking requires an individual approach to each child.

Where and how can we develop cognitive and intellectual abilities?

The main forms of work that primary school teachers use in their work are:

Ø lesson

Ø subject circle

Ø Mind games

Ø olympiads

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his students. And the degree of interest of students in learning, level of knowledge, readiness for constant self-education, i.e. their intellectual development, depends on the teacher’s ability to “fill the vessel and light the torch,” and the ability to organize systematic cognitive activity.

In my lessons, I often offer children tasks like: “guess”, “think”, “what has changed”, “establish a pattern”, “decipher”, “make a figure”, “solve a puzzle” - which contribute to the development of students’ mental activity.

In my practice, I also use intellectual games in subjects. Intellectual games are a competition of students' thinking abilities in a subject. Human intelligence is primarily determined not by the amount of accumulated knowledge, but by a high level of logical thinking. Therefore, the game teaches children to analyze, compare and summarize the information received, as well as use knowledge gained from their own observations and experience.

Ø Statement of the goal of the game.

An interesting game is ensured by clear organization. First of all, you must understand and formulate the purpose of the game, answer the questions: what skills and abilities will children master during the game, what moment of the game should be given special attention, what educational goals are pursued when playing the game?

Ø Determining the number of players.

Different games have different numbers of them. If possible, we should strive to ensure that every student can participate in the game. Therefore, if some children carry out play activities, then the rest can play the role of controllers, support group, or participants in the musical break.

Ø Introduction to the rules of the game.

If the game is similar to a television game, then you can use the same rules of the game in whole or in part. You can come up with your own. The main thing is that each participant clearly knows and follows the rules of the game.

Ø Selection of tasks and equipment for the game.

An experienced teacher can create assignments himself, or he can use ready-made ones from the Internet or printed publications. The necessary equipment for the game can be made together with the children (signal cards with numbers), by asking high school students, or by involving parents.

Ø Taking into account the time factor.

In addition, you need to clearly plan the timing of the game.

Participation in intellectual games serves as the first step in preparation for further participation in Olympiads. Olympiads can be held from 2nd grade, when children already read well. The first round can be carried out with all students in the class for diagnostic purposes in order to identify children’s abilities in different areas of knowledge. Then spend every quarter or half a year with those children who have shown great abilities, but also take into account the desires of the rest.

High efficiency in the development of intellectual abilities is achieved if such work is carried out systematically, and not occasionally.

Every child has abilities and talents. Children are naturally inquisitive and eager to learn. In order for them to show their talents, they need smart guidance from adults. The teacher’s tasks, using a variety of teaching methods, including games, are to systematically and purposefully develop children’s mobility and flexibility of thinking, persistently stimulate the processes of restructuring, switching, and search activity; teach children to reason, to approach problems flexibly, not to cram, but to think, to draw conclusions themselves, to find new, original approaches, to obtain elegant results, beautiful solutions, in order to feel the pleasure of learning.

Children will feel the joy of learning, success, and teachers will experience results. My students gladly participate in various intellectual competitions: “Ak Bota”, “Asyl Tas”, “Russian Bear Cub”, district and regional Olympiads and become winners. And they maintain their achievements in high school. In 2011, my former graduates (9th grade students: Senchenko Yulia, Nurgalieva Zhanar, Grigorieva Elena) were included in the republican book “The Hopes of Kazakhstan”, in 2012: Evseeva Anastasia, Butova Anastasia and Popov Sergey.

6th grade students Margarita Korotkova and Vladislav Price successfully passed the qualifying rounds and entered the N. Nazarbayev regional intellectual school for gifted children.

I wish you all good luck and success in your work!

Used Books:

1. “Junior schoolboy. Development of cognitive abilities", M., Education, 2003

2. “How to overcome difficulties in teaching children.” M., Publishing house "Os-89", 2007.

3. “Development of cognitive abilities”, M., ROSTkniga, 2011

4. , “Preparation for the Mathematical Olympiad”, M., Iris-press, 2009

5. , “School Olympiads”, M., Iris-press, 2007

6. “Tasks for school Olympiads”, M., Vako, 2010

7., “Russian with passion”, Ekaterinburg, ARD LTD, 1998

Application.

Unscramble the word by arranging the roots of the equations in ascending order.

(quartet)

Solve the puzzles:

(currant)

(surface)

(starling)

Guess what!

Think about it!

Everybody go home! The bell rang!

The example remains on the board.

Tit flew into class

And only a few pecked them.

The jays flew in

And they pecking at deuces.

The sparrows have flown in,

And the number three disappeared.

Please let me know, children,

Where were these numbers?