Abstract: Activation of cognitive activity of junior schoolchildren. Cognitive activity of junior schoolchildren

educational creativity schoolboy educational

Features of educational and cognitive activity: firstly, the school regime creates features for children, secondly, the nature of relationships changes significantly, a new pattern of behavior appears - the teacher, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one’s cognitive activity changes, the child is still weak the field of his intellectual activity and independence is developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention, extraneous hobbies

Features of a teacher’s work: teachers, according to G.I. Shchukina must be exposed in pedagogical process objective possibilities of interests

2. excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, and scientific values.

The purpose of the training and education system is to purposefully form interests and valuable personality traits that promote creative activity and its holistic development.

Research results by Yu.N. Kostenko, confirm the idea that managing the formation of cognitive activity and interests allows for more intensive and optimal development of children.

Student-centered learning plays a big role in this sense. Having chosen generalized cognitive skills as the main criteria for the level of development of cognitive interest and activity, we will characterize them. The skills necessary to solve cognitive problems are called cognitive skills in theory; there is no sufficiently comprehensive taxonomy. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular academic subject and manifested in the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

3. General skills of independent cognitive work: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of objective and procedural mental actions. Let us especially focus on generalized cognitive skills. These often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize. Ability to classify and identify cause-and-effect relationships. It should be noted P.Ya. Galperin, N.F. Talyzin calls these cognitive skills mental actions, E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity; D.B. Epiphany - intellectual skills. Despite these different formulations, in essence they are close. These skills require mastery and operation of generalized methods of action related to a wide range of factors and phenomena. The interest of students who do not possess these cognitive skills is not deep and remains superficial.

The process of children's creativity is often considered in the form of three interconnected stages: 1. the child sets a task and collects the necessary information. 2. the child considers the task from different angles 3. the child brings the work started to completion

A significant contribution to the study of this issue in relation to the learning process was made by I.Ya. Lerner, he identified those procedures of creative activity, the formation of which seems most essential for learning. In particular, I.Ya. Lerner makes the following modification to the generalized definition of creativity: We call creativity the process of a person creating objectively or subjectively high-quality new things through specific procedures that cannot be transferred using a described and regulated system of operations or actions. Such procedural features or content of the experience of creative activity are: 1. the implementation of near and far intra-system and extra-system transfer of knowledge and skills to a new situation. 2. vision of a new problem in a traditional situation. 3. vision of the structure of the object. 4.vision new feature object in contrast to the traditional one. 5 taking into account alternatives when solving a problem 6. combining and transforming previously known methods of activity when solving a new problem. 7. discarding everything known and creating a fundamentally new approach, way of explanation. The author notes that the given lists of procedural characteristics of creativity are interrelated. Lerner believes that the peculiarity of the procedural features of creative activity is that.

That it is impossible to create pre-rigid schemes for such activities because it is impossible to foresee the types, nature, degree of complexity of possible new problems, or to see ways of solving newly arising problems. However, recently there have been attempts to design creative tasks various levels when solving which it was possible to track the implementation of all stages of creative activity

Obviously, for creative activity in a learning environment, the procedural aspect is very important. In principle, a qualitatively new product can be obtained in a non-creative way, but in a procedural way it is not creativity. Therefore, for learning purposes, it is necessary that subjectively new things be created through the implementation of specific procedures. They characterize what is common in creativity in scientific, social and educational knowledge. Exploring the learning process of M.I. Makhmutov notes that the lack of social novelty in the results of creativity does not lead to a fundamental change in the structure of the creative process they carry out. The author writes that the stages of the creative process and its inherent patterns are manifested equally in the creativity of both experienced researchers and children. This commonality of creativity is not clearly expressed at different stages of education due to the lack of the necessary mental culture among students.

The definition of creativity based on the factors of novelty and social significance of its result is based primarily on the approaches of S.L. Rubinstein and L.S. Vygotsky. Highlighting novelty and originality of the result of activity as the main signs of creativity, Rubinstein introduced into this concept the very criterion of novelty, its significance in personal and social terms.

L.S. Vygotsky clarified the concept of novelty of a creative product, emphasizing that as such a product it is necessary to consider not only new material and spiritual objects created by a person, but also the ingenious construction of the mind. A similar point of view is developed and deepened by Ya. A. Ponomarev, stating that creativity has an external and internal plan of action, characterized by both the generation of new products and the creation of internal products.

That is, the implementation of a transformation in the consciousness and behavior of the subject. However, many researchers emphasize that the essential features of creativity are the novelty and social significance of not only the result, but also the process of creative activity itself. A.T. Zhimelin gives a multifaceted list of signs of creativity, which focuses on the study of this phenomenon, its productive and procedural aspects: the production of something new, the originality of results or methods of activity, the combination of elements of various systems in activities, the connection of activity with cognition, the formulation and solution of problematic non-standard tasks to satisfy new ones needs of society, unity of spiritual and material.

IN In a similar vein, from the position of considering creativity as a product and as a process of activity, he describes the signs of creativity by V.I. Andreev, highlighting the following: the presence of a contradiction in an activity, a problematic situation or a creative task, the social and personal significance of productive activity, the presence of objective social material prerequisites for creativity, the presence of subjective prerequisites for creativity, personal qualities of knowledge, skills, especially positive motivation, novelty and originality of the process and performance results.

The absence of one of the listed signs, as Andreev puts it, indicates that creative activity will not take place. Based on the above ideas, in our study, as the main sign of creativity, we identified the dual sign of novelty and originality of the process and result of the activity.

At the same time, following Andreev, we focus on the importance of the productivity of creative activity. The point is that creativity should contribute to the development of the individual and society. By development, we of course mean evolution. This provision is especially relevant for the teaching profession. Because a teacher raises children. One more feature stands out - the presence of subjective prerequisites for the conditions for creativity, personal properties, qualities, direction of knowledge, creative abilities, characterizing creative potential. Considering the question of personal qualities necessary for successful creative activity, we analyzed the psychological and pedagogical literature which allowed us to classify these qualities within five main spheres of personality: psychophysiological sphere, cognitive sphere, motivational-value, emotional-volitional sphere, communicative sphere. The presence of these qualities indicates the formation of intrapersonal conditions for creative creativity.

K. Rogers identifies as such conditions openness to experience, an internal locus of assessment, an anticipatory emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, and the ability for spontaneous play of the imagination.

A. Maslow characterizes the nature of the creative process as a moment of absorption in some task, dissolution in the present, the state of here and now. General approaches to characterizing the subjective prerequisites of intrapersonal conditions for creativity are specified and deepened in the concept of the creative abilities of the individual. Full assimilation of knowledge presupposes the formation of such cognitive actions that constitute specific techniques characteristic of a particular area of ​​knowledge. The uniqueness of these techniques lies in the fact that their formation and development is possible only on certain subject material. Thus, it is impossible, for example, to form methods of mathematical thinking without passing through mathematical knowledge; It is impossible to form linguistic thinking without working on linguistic material.

Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most techniques of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, discovering these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of specific working methods: in mathematics they are one, in language they are different.

These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who has excellent command of specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the basic system of specific thinking techniques in a given area, however, specific types of cognitive activity can often be used in a number of subjects.

An example is a generalized technique for obtaining graphic images. Analysis of particular types of projection images studied in school courses in geometry, drawing, geography, drawing and the corresponding private types of activities allowed N.F. Talyzina and a number of scientists highlight the following invariant content of the skill for obtaining projection images:

• a) establishing the method of projection;
• b) determining the method of depicting the basic configuration according to the conditions of the problem;
• c) choice of basic configuration;
• d) analysis of the original form;
• e) image of elements identified as a result of analysis of the shape of the original and belonging to the same plane, based on the properties of projections;
• f) comparison of the original with its image.

Each specific way of depicting projections in these objects is only a variant of this. Because of this, the formation of the above type of activity based on geometry material provides students with independent solutions to problems in obtaining projection images in drawing, geography, and drawing. This means that interdisciplinary connections should be implemented through not only general, but also specific types of activities. As for planning work in each individual subject, the teacher needs to determine in advance the sequence of introducing not only knowledge into the educational process, but also specific techniques of cognitive activity.

School offers great opportunities for developing different ways of thinking. In the elementary grades, one must take care not only of mathematical and linguistic methods of thinking, but also such as biological and historical ones. In fact, in elementary school students encounter both natural history and social science material. Therefore, it is very important to teach schoolchildren methods of analysis characteristic of these areas of knowledge. If a student simply memorizes a few dozen natural history names and facts, he still will not be able to understand the laws of nature. If a student masters the techniques of observing natural objects, methods of analyzing them, and establishing cause-and-effect relationships between them, this will be the beginning of the formation of the biological mindset itself. The situation is completely similar with social science knowledge: we must learn not to retell it, but to use it to analyze various social phenomena.

Thus, every time a teacher introduces children to a new subject area, he should think about those specific thinking techniques that are characteristic of this area, and try to develop them in the students.

Considering that mathematics causes the greatest difficulties for schoolchildren, we will dwell in more detail on the methods of mathematical thinking. The fact is that if students have not mastered these techniques, then after studying the entire mathematics course, they will not learn to think mathematically. This means that mathematics was studied formally, that students did not understand it specific features.

Thus, third grade students confidently and quickly add multi-digit numbers in a column, confidently indicating what to write under the line and what to “notice” at the top. But ask the question: “Why do you need to do this? Maybe it’s better the other way around: what is noticed is written down under the line, and what is written down is noted?” Many students are confused and don’t know what to answer. This means that students perform arithmetic operations successfully, but do not understand their mathematical meaning. By performing addition and subtraction correctly, they do not understand the principles underlying the number system and the actions they perform. In order to perform arithmetic operations, you must first understand the principles of constructing a number system, in particular the dependence of the size of a number on its place in the digit grid.

It is equally important to teach students to understand that a number is a ratio, that a numerical characteristic is the result of comparing the quantity of interest with some standard. This means that the same quantity will receive a different numerical characteristic when comparing it with different standards: the larger the standard with which we measure, the smaller the number will be, and vice versa. This means that what is indicated by three is not always less than what is indicated by five. This is true only when the quantities are measured by the same standard (measure). It is necessary to teach schoolchildren, first of all, to identify those sides in an object that are subject to quantification. If you do not pay attention to this, then children will form the wrong idea about number. So, if you show first-grade students a pen and ask: “Children, tell me, how much is this?” - they usually answer that there is one. But this answer is correct only when separateness is taken as the standard. If we take the length of the handle as the measured value, then the numerical characteristic can be different, it will depend on the standard chosen for measurement: cm, mm, dm, etc.

The next thing that students must learn is that they can compare, add, and subtract only what is measured with the same measure. If students understand this, then they will be able to justify why, when adding in a column, one is written below the line, and the other is noticed above the next digit: the ones remain in their place, and the ten formed from them must be added to the tens, which is why it is “noted” above dozens, etc. Mastering this material ensures full-fledged operations with fractions. In this case, students will be able to understand why reduction to a common denominator is necessary: ​​it is actually a reduction to a common measure. In fact, when we add, say, 1/3 and 1/2, this means that in one case the unit was divided into three parts and one of them was taken, in the other - into two parts and one of them was also taken.

Obviously, these are different measures. They cannot be folded. To add, it is necessary to bring them to a single measure - to a common denominator. Finally, if students learn that quantities can be measured in different measures and therefore their numerical characteristics can be different, then they will not experience difficulties when moving along the digit grid of the number system: from one to tens, from tens to hundreds, thousands and etc.

For them, this will only act as a transition to measuring with larger and larger measures: they measured in units, and now the measure has been increased tenfold, so what was designated as ten is now designated as one ten. Actually, it is only the measure that distinguishes one digit of the number system from another. In fact, three plus five will always be eight, but it can also be eight hundred, eight thousand, etc. The same is true for decimal fractions. But in this case, we do not increase the measure ten times, but decrease it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

Thus, if all these “secrets” of mathematics are revealed to students, they will easily understand and assimilate it. If this is not done, then students will mechanically perform various arithmetic operations without understanding their essence and, therefore, without developing their mathematical thinking. Thus, the formation of even the most basic knowledge should be organized in such a way that it is simultaneously the formation of thinking and certain mental abilities of students. The situation is similar with other objects. Thus, successful mastery of the Russian language is also impossible without mastering specific linguistic thinking techniques. Often, students, studying parts of speech, members of a sentence, do not understand their linguistic essence, but are guided by their place in the sentence or take into account only formal features. In particular, students do not always understand the essence of the main members of sentences and do not know how to recognize them in sentences that are somewhat unusual for them. Try giving middle and even high school students sentences like: “Dinner has just been served,” “Everyone has read Krylov’s fables,” “The wind is blowing leaflets around the city.” Many students will name the direct object as the subject.

Why do students find it difficult to determine the subject in sentences where there is no subject, where it is only implied? Yes, because until now they have only dealt with sentences where there were subjects. And this led to the fact that they actually did not learn to focus on all the essential features of the subject at the same time, but were content with only one: either semantic or formal. In fact, students have not developed grammatical techniques for working with subjects. Language, like mathematics, can be studied on its own merits, i.e. with an understanding of its specific features, with the ability to rely on them and use them. But this will only happen if the teacher develops the necessary techniques of linguistic thinking. If proper care is not taken about this, then the language is studied formally, without understanding the essence, and therefore does not arouse interest among students.

It should be noted that sometimes it is necessary to develop such specific methods of cognitive activity that go beyond the scope of the subject being studied and at the same time determine success in mastering it. This is especially evident when solving arithmetic problems. In order to understand the features of working with arithmetic problems, first of all, we will answer the question: what is the difference between solving a problem and solving examples? It is known that students cope much easier with examples than with problems. It is also known that the main difficulty usually lies in the choice of action, and not in its implementation. Why does this happen and what does it mean to choose an action? These are the first questions that need to be answered. The difference between solving problems and solving examples is that in the examples all the actions are indicated, and the student only has to perform them in a certain order. When solving a problem, the student must first determine what actions need to be performed. The problem statement always describes one or another situation: procurement of feed, production of parts, sale of goods, train movement, etc. Behind this particular situation the student must see certain arithmetic relationships. In other words, he must actually describe the situation given in the problem in the language of mathematics.

Naturally, for a correct description he needs not only to know arithmetic itself, but also to understand the essence of the main elements of the situation, their relationships. Thus, when solving “buying and selling” problems, a student can act correctly only when he understands what price, value are, and what the relationship is between price, cost and quantity of a product. The teacher often relies on the everyday experience of schoolchildren and does not always pay sufficient attention to the analysis of the situations described in the tasks.

If, when solving problems involving “buying and selling,” students have some kind of everyday experience, then when solving problems, for example, involving “movement,” their experience turns out to be clearly insufficient. Usually this type of problem causes difficulties for schoolchildren.

Z.I. Kalmykova considered problem-based learning to be the leading condition in the development of cognitive activity. The principle of problem-solving, with its focus on discovering new knowledge, is the leading principle of developmental learning. Problem-based learning is such learning in which the assimilation of knowledge and the initial stage of the formation of intellectual skills occurs in the process of relatively independent solving of a system of tasks - problems, taking place under the general guidance of a teacher. Only those tasks are problematic, the solution of which involves, although guided by the teacher, an independent search for patterns, methods of action, and rules still unknown to the student. Such tasks stimulate active mental activity, supported by interest, and the “discovery” made by the students themselves brings them emotional satisfaction.

In the 70-80s in Scientific research I. S. Yakimanskaya made a wide contribution to cognitive activity. Not all training, in her opinion, has a truly developmental effect, although it does not exclude the cognitive activity of students. Cognitive activity is only the most important source of mental development when it becomes self-activity. The formation of this self-activity is the most important task of developmental education. I.S. Yakimanskaya noted that “mental activity” is determined by the personal, biased “attitude of the student to the acquired knowledge”; such an attitude characterizes the subject position. The student is not only an object, but also a subject of learning. He not only assimilates the teacher’s requirements, but internally adapts them, reacts selectively to them, actively assimilates them, processes them taking into account his personal experience, level intellectual development. At the same time, she used the term “mental” rather than “cognitive” activity, but considered them as synonymous.

In our opinion, these concepts need to be separated, since the term “mental activity” rather characterizes a certain level of mastery of mental operations and is the result of cognitive activity. As for “cognitive activity,” it is not complete and includes the process of acquiring knowledge itself.

This interpretation of cognitive activity echoes the definition of T.I. Shamova: “Activity in learning... is not just the active state of a student, but... the quality of this activity, in which the student’s personality is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve an educational and cognitive goal ". This definition seems to be the most complete, since it reflects not only the psychological aspects of cognitive activity (active state, quality of this activity), but also social ones (the student’s personality and his attitude to the content and nature of the activity), and also names means that can enhance cognitive activity: interest, development of the motivational sphere, volitional qualities (the desire to mobilize one’s moral and volitional efforts) and the specific recipient of these efforts (achieving an educational and cognitive goal).

T.I. Shamova does not reduce cognitive activity to simple tension of intellectual and physical strength student, but considers it as the quality of a person’s activity, which manifests itself in the student’s attitude to the content and process of activity, in his desire to effectively master knowledge and methods of activity in the optimal time, in mobilizing moral and volitional efforts to achieve educational and cognitive goals.

Activation of cognitive activity, or cognitive activity, as teachers and psychologists understand it, involves a certain stimulation, strengthening of the process of cognition and development.

The true possibilities of developmental training and its influence on cognitive activity were revealed by V.V. Davydov. The effectiveness of developmental training and education is revealed when their content, as a means of organizing the child’s reproductive activity, corresponds to its psychological characteristics, as well as those abilities that are formed on its basis. The structure of developmental education includes such components as educational and cognitive needs, motives, educational task, appropriate actions and operations.

Interests act as psychological prerequisites for the child’s need to acquire theoretical knowledge. In the process of forming among younger schoolchildren the need for educational activities it is concretized in a variety of motives that require children to perform educational actions, that is, cognitive activity. The implementation of this method of assimilation presupposes a special activation of cognitive activity. It is based on the transformation of educational material, familiarizing the student with the origin of knowledge, by highlighting the most fundamental, basic concepts.

Pedagogical reality proves every day that the learning process is more effective if the student shows cognitive activity. This phenomenon is recorded in pedagogical theory as the principle of “activity and independence of students in learning.” The means of implementing the leading pedagogical principle are varied. Currently, an extensive fund of knowledge (approaches) to enhancing the cognitive activity of students has been accumulated.

Let's look at the most significant of them.

1. Activity approach, which is based on activity theory. Its main postulate says: personality is formed in activity.

For teachers organizing the learning process, it is important to know the structure of the activity. Its main components: motives, purpose, objectives, content, means, forms, methods and techniques, result. This means that the teacher must influence the emotional, motivational, mental, and practical spheres of the students’ personality using a variety of means.

It is also important for teachers to know the main types of activities in which schoolchildren are involved: educational and cognitive, social, labor, gaming, aesthetic, sports and recreational. It is very important to interconnect these activities.

• 2. Personality-oriented approach based on the ideas of humanistic psychology and pedagogy. In the conditions of personally oriented learning, the teacher is to a large extent the organizer of students’ cognitive independent activity. Personally-oriented learning is currently achieved through variant programs, differentiated methods, creative homework, and extracurricular forms of organizing student activities.
• 3. The research approach to the learning process is related to the previous one. It is its implementation that ensures productive independent cognitive activity of students, develops mental abilities, and prepares them for self-education. To attract schoolchildren to research search, various heuristic methods are used: search conversation, independent derivation of rules, formulas, concepts, solving non-standard problems, observations and experiments.

Problem-based learning is the most important means of research and search cognitive activity. Modern research by educational psychologists on problem-based learning convincingly proves that the cognitive activity of students in solving exploratory research problems is different than in solving standardized problems.

The whole point of problem-based learning is to create special situations in the educational process, when the student cannot remain indifferent, cannot focus only on the solution indicated by the teacher. In a problem situation, contradictions are revealed between the student’s existing knowledge and the task assigned to him, between the task to be solved and the methods of solution that he owns.

M.I. Makhmutov. in his monograph on problem-based learning, he notes: “we understand an educational problem as a reflection (form of manifestation) of the logical-psychological contradiction of the process of assimilation, determining the direction of mental search, awakening interest in studying the essence of the unknown and leading to the assimilation of a new concept or a new method of action”

4. Algorithmization of learning asserts the need for strict instructions when performing tasks of a certain type. Algorithms for educational activities contribute to their organization, easier and faster implementation, due to which cognitive activity becomes clearer and more productive.

Programmed learning is closely related to algorithmization; its essence is an extremely clear and precise selection of information supplied to students in small doses. Within the step-by-step movement, feedback is established that allows you to immediately see whether the task is understood or solved.

5. Computerization of training. The use of computers as a tool for human cognition increases the possibilities of accumulating and applying knowledge, creates conditions for the development of new forms of mental activity, and intensifies the learning process.

At the first stage, the computer is the subject of educational activities, during which students acquire knowledge about the operation of this machine, learn programming languages, and acquire operator skills. At the second stage, the computer turns into a tool for solving educational problems.

The computer is not just technical device, complementing, for example, visualization in teaching, it requires appropriate software

6. One of the ways to enhance students’ learning is collective cognitive activity. Collective cognitive activity is a joint activity of students, which is organized by the teacher in such a way that students have the opportunity, when performing a common task, to coordinate their actions, distribute areas of work, clarify functions, that is, an atmosphere of business dependence is created, communication with each other is organized in connection with production knowledge, there is an exchange of intellectual values.

Cognitive activity reflects a certain interest of younger schoolchildren in acquiring new knowledge, abilities and skills, internal determination and a constant need to use different ways actions to fill knowledge, expand knowledge, expand horizons.

Mainly, the problem of the formation of cognitive activity at the personal level, as evidenced by the analysis of literary sources, comes down to consideration of the motivation of cognitive activity and to ways of forming cognitive interests. Cognitive activity can be considered as a manifestation of all aspects of a student’s personality: this is an interest in new things, a desire for success, the joy of learning, and an attitude towards solving problems, the gradual complication of which underlies the learning process.

The search for effective ways to enhance the cognitive activity of schoolchildren is also typical for teaching practice. Primary school teacher L.K. Osipova considers the problems of decreased cognitive activity in first-graders. Studying is work, and it’s not easy work.

At first, the student’s position itself, the desire to take a new position in society, is an important motive that determines the readiness and desire to learn. But such a motive does not retain its power for long. Unfortunately, we have to observe that by the middle school year For first-graders, the joyful anticipation of the school day fades, and the initial craving for learning fades. Therefore, it is necessary to awaken motives that lie not outside, but in the learning process itself. In educational activities, a child, under the guidance of a teacher, operates with scientific concepts and assimilates them. The result is a change in the student himself, his development. The formation of students’ cognitive interests and the development of an active attitude to work occurs, first of all, in the classroom. The student works in class with interest if he performs an activity that is feasible for him. It is necessary to intensify the cognitive activity of students and increase interest in learning at every stage of any lesson, using various methods, forms and types of work for this purpose.”

Cognitive activity, like any personality trait and motive for a schoolchild’s activity, develops and is formed in activity, and above all in learning. Basic Research in the field of teaching primary schoolchildren, they reveal the process of formation of cognitive activity of primary school students and determine changes in the content of education, the formation of generalized methods of educational activity, and methods of logical thinking. The essence of active educational and cognitive activity is determined by the following components: interest in learning, initiative, cognitive activity, therefore the learning process is determined by the desire of teachers to intensify the learning activities of students. This can be achieved through various methods, techniques and forms of training, which we will consider further.

The formation of students’ cognitive activity in learning can occur through two main channels: on the one hand, the content of educational subjects itself contains this opportunity, and on the other hand, through a certain organization of students’ cognitive activity. The first thing that is a subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.

What are the ways to accomplish this task? Primary school teacher T.M. Golovastikova argues, first of all, interest is aroused and reinforced by educational material that is new, unknown for students, amazes their imagination, and makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Being surprised, a person seems to strive to look ahead and is in a state of expectation of something new. Students are surprised when, when composing a problem, they learn that one owl in a year destroys a thousand mice, which in a year are capable of destroying a ton of grain, and that an owl, living on average 50 years, saves us 50 tons of bread.

But cognitive interest in educational material cannot be maintained all the time only by bright facts, and its attractiveness cannot be reduced to surprising and striking imagination. A subject, in order to be interesting, must be only partly new and partly familiar. The new and unexpected always appears in educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see new things in the familiar.

Such teaching leads to the realization that ordinary, repetitive phenomena of the world around us have many surprising sides, which he can learn about in the classroom. And why plants are drawn to light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention. All significant phenomena of life, which have become ordinary for a child due to their repetition, can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student’s interest in learning.

That is why the teacher needs to transfer schoolchildren from the level of their purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, and understanding of patterns.

But, according to L.L. Timofeeva, not everything in the educational material may be interesting for students. And then another, no less important engine of cognitive activity appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student’s need to engage in cognitive activity, which means that in the process itself the student must find attractive aspects so that the learning process itself contains positive charges of interest. The path to it can lie through a variety of independent work of students, organized in accordance with their particular interest. For example, in order to better identify the logical structure of new material, the task is given to independently draw up an outline of the teacher’s story or an outline with the implementation of the setting: minimum text - maximum information /66/.

Genuine activity is manifested not only in the student’s adaptation to teaching influences, but in their independent transformation on the basis of subjective experience, which is unique and inimitable for everyone. This activity is manifested not only in how the student assimilates normatively specified patterns, but also in how he expresses his selective attitude towards subject and social values, the given content of knowledge, and the nature of their use in his theoretical and practical activities.

The expression of this attitude occurs in educational dialogue. The teacher’s dialogue is often based on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads to the fact that the student strives to guess what the teacher wants from him and to please him, since the teacher is “always right.” The older the student gets, the less questions he asks, repeating the teacher’s patterns and patterns of actions. A failed dialogue turns into a boring monologue from the teacher. The teacher needs to take this into account, because ignoring the student’s subjective experience leads to artificiality, alienation of the student from the learning process and leads to reluctance to learn and loss of interest in knowledge. Thus, dialogue is also an important means of enhancing students’ cognitive activity.

Another condition for the formation of cognitive activity is entertainment. Elements of entertainment, games, everything unusual and unexpected evoke in children a sense of surprise, keen interest in the learning process, and help them learn any educational material. Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. In play, the abilities of a person, a child in particular, are revealed especially fully and sometimes unexpectedly.

A game is a specially organized activity that requires intense emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these issues sharpens the mental activity of the players. Game for children - exciting activity. This is what attracts teachers. Everyone is equal in the game; even weak students can do it. Moreover, a student who is weak in preparation can become the first in the game, which will significantly affect his activity. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this allows children to overcome shyness and has a beneficial effect on learning outcomes.

A study of the teaching experience of teachers shows that most often they turn to board-printed and verbal games - quizzes, exercise machines, lotto, dominoes, cubes and tags, checkers, rebuses, puzzles, riddles, crosswords. First of all, the use of games in lessons is aimed at repeating and consolidating the learned material.

Mastering new, more advanced methods of cognitive activity contributes to the deepening of cognitive interests to a greater extent when students realize this.

Therefore, problem-based learning is often used to enhance cognitive activity. The essence of activating the cognitive activity of a primary school student through problem-based learning is not the usual mental activity and mental operations to solve stereotypical school problems, it is the activation of his thinking by creating problem situations, the formation of cognitive interest and the modeling of mental processes adequate to creativity.

The student’s activity in the learning process is a volitional action, an active state, which is characterized by deep interest in learning, increased initiative and cognitive independence, tension of mental and physical strength to achieve the cognitive goal set during learning. In problem-based learning, a question-problem is raised for general discussion, sometimes containing an element of contradiction, sometimes of surprise.

Problem-based learning, rather than presenting ready-made facts and conclusions suitable only for memorization, always arouses the unflagging interest of students. Such training forces us to seek the truth and find it as a whole team. Problem-based learning evokes lively debates and discussions on the part of students, creating an atmosphere of passion, reflection, and search. This has a beneficial effect on the activity of schoolchildren and their attitude towards learning.

Primary school teacher M.A. To develop cognitive activity, Kopylova, first of all, suggests using a situation of success in the educational process. In a lesson, a situation often arises when a student reaches special success: successfully answered difficult question, expressed an interesting idea, found an unusual solution.

He gets good mark, he is praised, asked to give explanations, and the class’s attention is focused on him for some time. This situation may have great importance: firstly, the child has a surge of energy, he strives to distinguish himself again and again. The desire for praise and general approval causes activity and genuine interest in the work itself; secondly, the success caused by the share of the student. Makes a great impression on his classmates. They have a desire to imitate him in the hope of the same success, so the whole class is involved in active learning activities.

Interest in knowledge is also promoted by displaying the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs and introduce students to the main directions scientific research, discoveries, therefore the development of cognitive activity is also facilitated by the use of new information technologies in lessons, which will be discussed a little later.

Thus, the analysis of psychological and pedagogical literature showed:

• -the problem of the development of cognitive activity is relevant for pedagogical theory and practice;
• -despite the long-term study and development of various ways to develop the cognitive activity of schoolchildren (problem-based, developmental, student-centered learning, active methods, etc.), the possibilities of information technology in this process have not been studied enough.

Analysis of these types of problems shows that the basis of the plot described in them is made up of quantities associated with processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys.

This could be a journey taken by a train; it could be spent feed, etc. Successful solution of these problems presupposes a correct understanding of not only these quantities, but also the relationships that exist between them. For example, students must understand that the size of the path or product produced is directly proportional to speed and time. The time required to obtain any product or to travel a path is directly proportional to the size of a given product (or path), but inversely proportional to speed: the greater the speed, the less time required to obtain a product or complete a path.

If students understand the relationships that exist between these quantities, then they will easily understand that from two quantities relating to the same participant in the process, it is always possible to find a third one. Finally, not one, but several forces may be involved in the process. To solve these problems, it is necessary to understand the relationships between the participants: they help each other or oppose each other, they are involved in processes at the same time or at different times, etc.

These quantities and their relationships constitute the essence of all process problems. If students understand this system of quantities and their relationships, then they can easily write them using arithmetic operations. If they do not understand them, then they act by blindly trying out actions. By school curriculum Students study these concepts in a physics course in the sixth grade, and study these quantities in their pure form - in relation to motion. In arithmetic, problems involving various processes are already solved in primary school. This explains the students' difficulties.

Work with lagging third-grade students showed that they had not mastered any of these concepts. Schoolchildren do not understand the relationships that exist between these concepts.

To questions regarding speed, students gave the following answers: “A car has speed when it is moving.” When asked how to find out the speed, the students answered: “We didn’t go through it,” “We weren’t taught.” Some suggested multiplying the path by the time. Task: “In 30 days, a 10 km long road was built. How can I find out how many kilometers were built in 1 day?” - none of the students could solve it.

The students did not know the concept of “process time”: they did not differentiate such concepts as the moment of beginning, for example, of movement and the time of movement. If the problem said that the train left a certain point at 6 o’clock in the morning, then the students took this as the time the train was moving and, when finding the route, the speed was multiplied by 6 hours.

It turned out that the subjects did not understand the relationship between the speed of the process, time and the product (the path traveled, for example), to which this process leads. None of the students could say what they needed to know to answer the question in the problem. (Even those students who cope with solving problems do not always know how to answer this question.) This means that for students, the quantities contained in the condition and in the question of the problem do not act as a system where these quantities are connected by certain relationships. Namely, understanding these relationships makes it possible to make the right choice of arithmetic operation.

All of the above leads us to the conclusion: the main condition for ensuring the successful development of cognitive activity is students’ understanding of the situation described in the learning task. It follows that when teaching younger schoolchildren it is necessary to develop techniques for analyzing such situations.

Aksana Nugamanova
Formation of cognitive activity in younger schoolchildren

Today, more than ever, society's responsibility for educating the younger generation is widely recognized. Activation of cognitive student activities junior classes - one of current problems on modern stage development of pedagogical theory and practices. This is natural, since teaching is the leading activity schoolchildren. Extremely significant for educational activities is cognitive interest, cognitive activity.

Today there are two ways: extensive and intensive. They both have one end target: education of moral, educated, creative, social active personality.

Teacher's attempts form generalization techniques, as well as children’s search for generalized solutions are often unsuccessful, which affects the character cognitive activity of schoolchildren. However, the teacher has every opportunity to awaken the child’s desire learn everything new.

With the aim of For the formation of cognitive activity in children, the teacher needs:

Create a friendly atmosphere in the classroom;

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

Concentrate on the main educational material;

Avoid overloading students.

It should be noted that cognitive activity is formed by means of information selection and through the participation of younger schoolchildren in cognitive activity.

We would like to bring to your attention our experimentally conducted pedagogical work, the purpose of which was formation of cognitive activity in younger schoolchildren.

We have chosen non-standard forms of education, which have recently been often used by primary school teachers. Their main goal is formation of cognitive activity of students. Unconventional lesson form: fairy tale, travel, age-appropriate game junior schoolchildren. In the game, children easily master new skills and knowledge. In a non-standard lesson, you can use various forms of play and learning. As a result, the likelihood of acquiring new knowledge, skills and developing one’s creative abilities increases.

Let's look at each of them in more detail. forms.

1) Lesson - literary reading quiz on the topic "The tale is rich in wisdom".

From the beginning of the lesson, the children were asked to independently Job:

Determine the topic of the lesson with help tasks: rebus, composing words and syllables taken from other words, riddles.

- Define goals: what groups are fairy tales divided into, types of fairy tales, what is the peculiarity of constructing a fairy tale, how is it different from others literary works.

Solve the crossword puzzle using riddles, For example: Which of the heroes scared everyone with his puffing.

Using surprise moment: Postman Pechkin brought a telegram with the addressee from a fairy tale, you need to identify them.

Usage "black box" with fairy tale items.

Based on the results of the lesson, we, together with the students, decided to draw up a project. Both students and their parents took part in the preparation of the project. Project we named: “What a delight these fairy tales are”.

2) Lesson - competition (KVN) on the topic "The world around us".

During the lesson, children were also offered independent activities, which immediately activated children's attention.

On the eve of KVN, the children independently divided into teams and chose captains.

Prepared homemade exercise: emblem, team name, greeting.

We solved crossword puzzles using riddle clues.

Answered questions For example: What does a hedgehog do in winter?

We deciphered the names of the animals and distributed them into groups, For example: ice, salt, wire (horse, elk, ant).

The children especially liked this task; during the decoding process they offered many different options.

A problem was proposed situation: There is a fire in the forest, what should you do?

All students without exception participated in KVN, they showed themselves very actively.

3) Integrated lesson on the Russian language and literary reading in topic: "Out there on unknown paths".

The lesson immediately started with a problem situations: note from Afanasy (brownie) in trouble on the island of Sleep.

Finding a map of the island using penmanship.

Using the game "Tongue Twisters" If you're wrong, you're out. (Grass in the yard, firewood on the grass).

Writing text in notebooks. (The text was taken from literary works, the children listened to it carefully, remembered the name of the work, what character it was talking about, and only after that they prepared to write the text).

The peculiarity of this lesson was that there was no clear sequence in its preparation; during the lesson, we selected tasks proposed by the children.

4) Lesson - a fairy tale topic: "Meet the guests". (Russian language).

5) Lesson – surprise "Gift from Hottabych". (Literary reading).

During lessons, all children took Active participation , participated with interest in all types of tasks and completed them with joy. Children whose fatigue and distractibility exceeded activity, in such lessons they revealed themselves in a new way. showed activity and high performance.

Also for the purpose formation of cognitive activity were used by us puzzles: short description an object or phenomenon that contains a task in the form of a direct or implied question. We offered riddles in which students, based on one or two signs, could reconstruct a complete image of an object or phenomenon. The students were also offered riddles in which the list of objects and their characteristics could be expanded or they were built on the basis of a negative comparison.

The children alternately compared different and at the same time similar signs, grouped them in a new way, and by eliminating erroneous answers when new signs accumulated, they found the answer. In this work, we developed in children the ability to reason, think logically and figuratively.

Most often, children solved crosswords or puzzles, since this is a specific form of working with riddles. Children could not only work independently, but also in groups or pairs. Thus, in this form, children developed social and communicative communication.

In our lessons we used cognitive tasks: questions, different types of games.

We paid special attention didactic games, since they are creative, purposeful activities, during which children develop deeper will know Phenomena of the surrounding reality make the learning process interesting and also help students overcome obstacles in mastering the material.

When selecting didactic We based our games on the students’ interest and sometimes went beyond the curriculum.

The work often used techniques that generate activity in students, For example:

"Shifters". Information written in words upside down, without changing the order of words in the sentence, children needed to read correctly information.

"Catch a mistake". The students found deliberate errors in the text and corrected them.

Using these techniques contributed:

Promotion student activity in class;

formation skills of independent and group work with educational material;

The desire of students to establish cause-and-effect relationships in nature and society.

In the educational process we often used the following methods: How:

Problematic presentation of knowledge.

A heuristic conversation in which students’ knowledge is not offered in ready-made form; it must be acquired independently using a variety of means.

Research - based on acquired and new knowledge.

Significant role in formation of cognitive activity independent work played a role. Because it is she who develops educational students' abilities, contributes to the development practical skills, makes the acquired knowledge meaningful and deep.

Working with children junior school age we primarily took into account age characteristics these children. The lessons were designed so that the students found it interesting and they took part in them. Active participation.

Based on the above, we can draw the following conclusion. Process formation of cognitive activity in younger schoolchildren can have a positive result if done correctly formed and organized experimental and pedagogical activities.

COGNITIVE DEVELOPMENT OF A JUNIOR SCHOOLCHILDREN

Primary school age is the age of intensive intellectual development. Intelligence mediates the development of all other functions, the intellectualization of all mental processes, their awareness and voluntariness occurs. The main intellectual new formation of age is the voluntariness and awareness of all mental processes, their internal mediation, which occurs through the assimilation of a system of scientific concepts. As D.B. Elkonin pointed out, the central point is the formation of abstract verbal-logical and reasoning thinking, the emergence of which significantly rearranges other cognitive processes of children; Thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them. Thus, all cognitive processes become voluntary and conscious at primary school age, except for the intellect itself. As for the intellect itself, at this age, according to L. S. Vygotsky, we are dealing with the development of an intellect that does not know itself.

Another important feature of the cognitive activity of a primary school student is the awareness of his own changes as a result of the development of educational activities, which is associated with the emergence of reflection.

However, these changes are not carried out immediately under the influence of educational activities; cognitive functions go through a complex development path associated with the increasing ability of children to regulate and manage their behavior.

Changes in the field of perception. Although children come to school with fairly developed perception processes (they have high visual and hearing acuity, they are well versed in various forms ah and color), but their perception in educational activities is reduced only to recognition and naming of shape and color. First-graders lack a systematic analysis of the perceived properties and qualities of objects themselves.

The child’s ability to analyze and differentiate perceived objects is associated with the formation of a more complex type of activity in him than the sensation and discrimination of individual immediate properties of things. This type of activity, called observation, develops especially intensively in the process of school learning. In the classroom, the student receives and then formulates in detail the tasks of perceiving certain examples and aids. Thanks to this, perception becomes targeted. The teacher regularly shows children techniques for examining or listening to things and phenomena (the order of identifying their properties, routes of movement of hands, eyes, etc.), means of recording established properties (drawing, diagram, word). Then the child can independently plan the work of perception and deliberately carry it out in accordance with the plan, separating the main from the secondary, establishing a hierarchy of perceived signs, differentiating them according to their generality, etc. Such perception, synthesizing with other types of cognitive activity (attention, thinking) , takes the form of targeted and voluntary observation. With sufficiently developed observation, we can talk about the child’s observation ability as a special quality of his personality. Thus, in elementary school, under the guidance of a teacher, when forming a preliminary representation, the child forms a purposeful voluntary observation of an object, subordinate to a specific task.

Changes in the area of ​​attention. At the time of arrival at school, voluntary attention is poorly developed. Children pay their attention mainly to what is directly interesting to them, what stands out as bright and unusual (involuntary attention). The conditions of school work from the first days require the child to follow such subjects and assimilate such information that at the moment does not interest him at all. Gradually, the child learns to direct and steadily maintain attention on the necessary, and not just externally attractive objects. In grades 2-3, many students already have voluntary attention, concentrating it on any material explained by the teacher or available in the book. Voluntary attention, the ability to deliberately direct it to a particular task is an important acquisition of primary school age. Of great importance in the formation of voluntary attention is the clear external organization of the child’s actions, the communication of such patterns to him, the indication of such external properties, using which he can guide his own consciousness. The child's self-organization is a consequence of the organization initially created and directed by adults, especially the teacher.

The general direction of development of attention is that from achieving the goal set by the teacher, the child moves on to the controlled solution of problems set by him.

In first-graders, voluntary attention is unstable, because they do not yet have internal means of self-regulation. Therefore, an experienced teacher resorts to various types of academic work, replacing each other in the lesson and not tiring the children (oral calculation in different ways, solving problems and checking the results, explaining a new method of written calculations, training in their implementation, etc.). In second grade students, attention is more stable when performing external than actual mental actions. It is important to use this feature in lessons, alternating mental exercises with drawing up graphic diagrams and drawings. The development of attention is also associated with expanding the scope of attention and the ability to distribute it between different types actions. Therefore, it is advisable to set educational tasks in such a way that the child, while performing his actions, can and should monitor the work of his comrades.

Changes in the memory area. Changes in the area of ​​memory are associated with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. In preschool age, this task is either not highlighted at all or is highlighted with great difficulty. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive techniques (repetition, careful long-term examination of the material) at an older age, the child moves on to grouping and understanding connections different parts material. Here the teacher needs to work in two directions. One direction of such work is associated with the formation in children of methods of meaningful memorization (dividing material into semantic units, semantic grouping, semantic comparison, etc.), the other is with the formation of methods of reproduction distributed over time, methods of self-monitoring of memorization results. The method of dividing material into semantic units is based on drawing up a plan. At the end of primary school age, students are required not only to identify units, but also to meaningfully group the material - combining and subordinating its main components, dividing premises and conclusions, summing up certain individual data in a table, etc. Such grouping is associated with the ability to freely move from one text element to another and compare these elements. It is advisable to record the results of the grouping in the form of a written plan, which becomes a material carrier of both the successive stages of understanding the material and the peculiarities of the subordination of its parts. Based first on a written plan and then on an idea of ​​it, schoolchildren can correctly reproduce the content of different texts. Special work is necessary to develop reproduction techniques in younger schoolchildren.

At primary school age, memory is “intellectualized,” that is, a qualitative psychological transformation of the memory processes themselves occurs. Students now begin to use well-formed methods of logical processing of material to penetrate into its essential connections and relationships, for a detailed analysis of their properties, that is, for such meaningful activity when the direct task of “remembering” recedes into the background. Consequently, memory in primary school age develops under the influence of learning in two directions - the role and specific weight of verbal-logical semantic memorization (compared to visual-figurative) increases, and the child masters the ability to consciously manage his memory and regulate its manifestations (memorization, reproduction , recollection).

Changes in the field of imagination. The educational activity itself encourages, first of all, the development of reproductive imagination at this age - schoolchildren must recreate the image of reality in the subject being studied. In the first grade, the images of the imagination are approximate and poor in detail, however, under the influence of training, by the 3rd grade the number of signs and properties in the images increases. They acquire sufficient completeness and specificity, which occurs mainly due to the recreation in them of elements of action and the interconnections of the objects themselves (this also reveals the influence of developing thinking). Recreating (reproductive) imagination in primary school age develops in all school classes by developing in children, firstly, the ability to identify and depict the implied states of objects that are not directly indicated in their description, but naturally follow from them, and secondly, the ability to understand the convention of some objects, their properties and states.

Already the recreating imagination processes images of reality. Children change the plot line of stories, imagine events in time, depict a number of objects in a generalized, compressed form (this is largely facilitated by the formation of semantic memorization techniques). Often such changes and combinations of images are random and unjustified from the point of view of the purpose of the educational process, although they satisfy the child’s needs for fantasy and the manifestation of an emotional attitude towards things. In these cases, children are clearly aware of the pure conventionality of their inventions. As we learn information about objects and the conditions of their origin, many new combinations of images acquire justification and logical argumentation. At the same time, the ability is formed, either in expanded verbal form or in compressed intuitive considerations, to build justifications of this type: “This will definitely happen if you do such and such.” The desire of younger schoolchildren to indicate the conditions for the origin and construction of any objects is the most important psychological prerequisite for the development of their creative (productive) imagination. The formation of this prerequisite is helped by labor classes, in which children carry out their plans for the manufacture of any objects. This is largely facilitated by drawing lessons, which require children to create an idea for the image, and then look for the most means of expression its incarnation.

Changes in the area of ​​thinking. The most significant changes are taking place in the area of ​​thinking. Thinking becomes abstract and generalized. It was precisely the junior school age that L. S. Vygotsky considered sensitive for the development of conceptual thinking. According to the thought of L. S. Vygotsky, schooling puts thinking at the center of the child’s conscious activity. And this means a natural restructuring of consciousness itself. Becoming the dominant function, thinking begins to determine the work of all other functions of consciousness, integrating them to solve the problems facing the subject. As a result, “thinking-serving” functions are intellectualized, realized and become voluntary.

But the most significant changes occur in thinking itself. Before learning, it, relying on direct life experience, operates either with specific images and ideas, or with peculiar equivalents of concepts given in the form of sensory generalizations that are unconscious to the child (“everyday concepts”). In the process of school learning, it is transformed into theoretical, discursive thinking, which is based on the operation of concepts.

By mastering knowledge, the student learns the process of forming scientific concepts, i.e., masters the ability to build generalizations not based on similar features (no matter what measure of generality they have), but on the basis of identifying essential connections and relationships. In order to form, for example, such a concept as life, it is necessary, in the words of Engels, “to study all forms of life and depict them in their mutual connection.” Thus, by mastering a concept, a student masters not only “abstract universality,” but also that “clump of affirming judgments” that is contained in it. He masters the ability to expand these judgments, to move from concept to concept, that is, to reason in the strictly theoretical plane. The development of concepts requires activity from the student aimed at solving the educational task assigned to him; in other words, this process is in a certain sense creative. The assimilation of knowledge at school therefore contributes to the formation of concepts and the development of theoretical thinking, which requires the student to analyze the causes of relevant phenomena, understand the patterns that connect them, as well as awareness of those ways of thinking that lead him to the correct conclusions. In this movement, the student first begins to understand the system of reasoning proposed to him, and then his own thinking process.

The formation of scientific concepts at primary school age is just beginning. It will continue into adolescence and then become the basis of theoretical thinking, which will allow the child to master new content (not only facts, but also patterns) and form a new type of cognitive interests. In this regard, we should recall the words of L. S. Vygotsky that “awareness and volitionality enter consciousness through the gates of scientific concepts.”

“Development of cognitive activity of junior schoolchildren in different forms and teaching methods."

Primary school teacher

MBOU secondary school named after Sh.Ch.Sat village Chaa-Khol

Korbaa A.U.

Activation of students' cognitive activity is one of the pressing problems at the present stage of development of pedagogical theory and practice. The development of activity, independence, initiative, and a creative approach to business are the requirements of life itself, which largely determine the direction in which the educational process should be improved. Finding ways to develop the activation of cognitive activity in younger schoolchildren, developing their cognitive abilities and independence is a task facing teachers.

The psychological characteristics of younger schoolchildren, their natural curiosity, responsiveness, special disposition to learn new things, readiness to accept everything that the teacher gives, create favorable conditions for the development of cognitive activity. School occupies a special place in a child’s life and plays important role in the destiny of every person. It is the school that bears the main and extremely difficult work - to prepare students for independent steps in a changing society, to give them the necessary knowledge about society and the right life attitudes. Task modern education is to promote the emergence of a new type of person who feels “comfortable with change, who enjoys change, who is able to face completely unexpected situations with confidence and courage.”

The development of cognitive activity is the improvement of methods that ensure active and independent theoretical and practical activity of schoolchildren at all levels of the educational process. The effectiveness of a particular method is determined not only by the success of students acquiring knowledge and skills, but also by the development of their cognitive abilities. To develop students, I use a variety of ways to enhance the learning process in my work. First of all, these are non-standard forms of lesson organization. Interest and joy should be the main experiences of a child at school and in the classroom.

Sh.A wrote very well about this. Amonashvili: “Every child in the lesson should be gripped by a feeling of expectation of something interesting, exciting, new. He should rejoice in the difficulties of learning, feeling that there is a teacher nearby who will immediately come to his aid.”

The lesson was and remains the main link in the educational process. Non-traditional (non-standard) forms of lesson organization can encourage students to become more active, to be independent “creativity”, and to realize the hidden potential of each student.

At such lessons - holidays, the creativity of the teacher and the creativity of the students are embodied in a common cause. These lessons do not require changing the program, but provide a lot. But a positive result is achieved onlyVif there is a system in the work of the teacher, if you encourage the children to prepare for these lessons so that in the final they surpass the teacher.

Such lessons provide an opportunity to develop a thirst for knowledge and for education in general. In addition, such lessons foster a sense of collectivism, empathy for a friend, responsibility, the desire not to let you down, to keep up with classmates, teach you how to work with additional literature, develop fantasy and imagination, and help you see connections with other academic subjects. Such work leads to the development and self-development of the child. Another important factor in a child’s development is the use of entertaining material in lessons. V.A. Sukhomlinsky advocated that the wonderful world of nature, games, music, fairy tales that surrounded the child before school should not be closed in front of them with the classroom door. A child will only truly love school and class when the teacher preserves for him the joys that he had before. Thus, entertaining material continues to influence the child’s development andVeducational process of the school.

The use of entertaining material in lessons helps to intensify the learning process, develops cognitive activity, children's observation, attention, memory, thinking, and relieves fatigue in children.

The form of entertaining exercises can be different: rebus, crossword, teaword, quizzes, riddles. Of great interest in natural history lessons is listening to and analyzing “conversations overheard in nature” between plants, insects, birds, and animals. This material not only helps to introduce students to educational material in an interesting way, but also cultivates a love for all living things, and makes them want to help plants and animals and preserve them. You can use this material at different stages of the lesson: during testing homework, when studying new material, when consolidating it.

One of the effective means of developing interest in an academic subject, along with other methods and techniques, is a didactic game.

K. D. Ushinsky also advised: to include elements of entertainment and playful moments in the serious educational work of students in order to make the learning process more productive. Universal techniques for developing cognitive interests in younger schoolchildrenVthere is no practice of teaching and education. Every creative teacher achieves this using his own techniques and methods. Is it possible happy faces in boring lessons? Of course not. How to outsmart young students without forcing them to study? Working as a primary school teacher, I came to the conclusion that the most effective means of including a childVThe creative process in the lesson are: gaming activities, creating positive emotional situations, working in pairs, problem-based learning.

A game for younger schoolchildren is a part of their life. In play, the child acts not under compulsion, but according to internal motivation. The goal of the game is to make intense, serious work fun and interesting for students.

At the initial stage of the formation of cognitive interests, children are attracted to the actual play activities. The game serves as the emotional background against which the lesson unfolds.

During the game, students unnoticed perform various exercises where they have to compare sets, perform arithmetic operations, practice mental calculation, and solve problems. The game puts students in search conditions, awakens interest in winning, they strive to be fast, collected, dexterous, resourceful, accurately complete tasks, and follow the rules of the game.

In games, the activity and moral qualities of the individual are formed. Children learn to help their comrades, take into account the interests of others, and restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, and character. Including playful moments in the lesson makes the learning process more interesting and entertaining, creates a cheerful working mood in children, makes it easier to overcome difficulties in mastering educational material, supports and enhances children’s interest in the educational subject, in their knowledge of the world around them. Techniques of visual, auditory, motor clarity, entertaining and accessible questions for children, riddles, tasks - jokes, moments of surprise, competitions contribute to the activation of mental activity. The game forms a stable interest in learning and relieves the tension that arises during the period of a child’s adaptation to the school regime. It is distinguished by one of the means of forming psychological formations that are extremely necessary for the educational process - thinking, attention, memory. The means and methods for activating cognitive activity are varied. Their choice depends on the nature of the subject, the didactic purpose of the lesson, and the preparedness of the class, from the technical means available to the teacher.

The development of independence of each person is a condition for improving the culture of society. Individual independence in learning is one of the main goals of education. Organization of active independent activities of schoolchildren provides students with solid knowledge and sustainable skills.

One way effective development cognitive activity is design and research activity, because it contributes to: the development of the skills of self-expression, self-display, the development of speech, creative abilities, the development of independence and responsibility, the acquisition of knowledge, skills and abilities. The teacher, in turn, takes the position of a consultant, develops independent thinking in the student, and maintains a friendly microclimate. Offers various, interesting topics projects, questions, problems without imposing your point of view, providing freedom of choice and at the same time, organizing the work of both individual students and the entire class. The educational opportunities of group projects are especially valuable when in the process joint activities the product appears.

It is not enough to give a certain amount of knowledge, you need to interest and teach children to use it in practice. Therefore, in my lessons I try to create conditions for the development of cognitive interest among students. So, in Russian lessons I useguessing technique as one of the means influencing the development of interest in the subject, using the example of a five-minute calligraphy workshop. Thisallows you to work on developing spelling vigilance. In “The World around us” lessons, I use it to study new material and also to check homework.abstract work , which broadens the horizons of students and allows them to master the mechanism of independent acquisition of knowledge. Of particular importance for the formation of educational skills of junior schoolchildren are research projects. The project method is always focused on students’ independent activities (individual, pair, group), which they perform for a certain time. An indispensable condition for organizing research is project work is availability in advancedeveloped ideas about the final product of activity, stages of project implementation. There are decisions to be made at different stages of the project. research tasks, otherwise the project becomes detached from life and becomes unrealistic and uninteresting for children.

It should be noted that children of primary school age, taking into account their psychological characteristics, should not be given too complex tasks or required to cover several areas of activity at the same time. You should include various supporting materials in your work (memos, instructions, templates), and seek help from parents and teachers. Thanks to participation in research activities younger schoolchildren learn to interact in groups, work with multimedia sources, Internet resources, and evaluate the projects of their friends. This increases the cognitive activity of students.

The most importantfactor in the development of cognitive activity is independent work

Usageindependent work in the classroom, also serves as a means of enhancing cognitive activity. For example: solving multi-level tasks, creative and research independent work in a mathematics lesson. For this they usevarious techniques and situations, in which students: defend their opinion, citing evidence, ask questions, clarify what is not clear, help other students with difficulties, look for several solutions, carry out self-tests, and analyze actions.

Developmentindependent activity students leads to the fact that the student is transformed from a listener into an active participant, and the teacher from a carrier of ready-made knowledge turns into an organizer of cognitive, research activities of his students.

Activation of educational and cognitive activity.

Cognitive development is activelearning can be carried out in different forms of educational work:

1 . Entertaining tasks.

Among all the motives of educational activity, the most effective is the cognitive interest that arises in the learning process. It not only activates mental activity, but also directs it to the subsequent solution of various problems. Sustained cognitive interest is formed by various means. One of them is entertainment. Elements of entertainment evoke in children a sense of surprise, a keen interest in the learning process, and help them master any educational material. Entertaining tasks can be included in each stage of the lesson.

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2. Cognitive questions.

One of the ways to enhance student activity is to establish a connection between the material being studied and surrounding activities.

3. Developmental exercises.

Developmental exercises are those that have “a significant impact on both the general mental development of children and the development of their special abilities.”

4. Creative tasks.

Various creative tasks children perform with great pleasure. They can be successfully used in various lessons. Children can complete the following tasks:

a) S. Aksakov describes autumn this way: “... Autumn, deep autumn! Gray sky, low, heavy, wet clouds; gardens, groves and forests become bare and transparent...”

Imagine that you need to draw a picture to go with this text. Think about what colors you will use to paint the sky, clouds, old and young trees, the earth, and the forest as a whole.

b) Make up a poem using the following rhyme:birch-mimosa.

All of the given examples of tasks contribute to the development of children's creative abilities and their cognitive activity.

5. Using computer technology to support the material being studied.

IspoThe use of ICT in the classroom makes it possible to fully implement the basic principles of enhancing cognitive activity and make learning interesting and varied in form.

The use of various forms and methods of teaching allowsAlready in the early stages of learning, ensure for most students a transition from passive perception of educational material to active, conscious acquisition of knowledge. This makes it possible to fully implement the principle of “learning with passion”, and then any subject will have an equal chance of becoming loved by children.

Cognitive activities the process of an individual’s comprehension of the surrounding nature and social reality. PD is aimed at achieving a scientific understanding of the surrounding reality, at teaching.

PD ml shk mainly comes into education. Cognitive activity reflects the definite interest of junior high school students in acquiring new knowledge, internal determination and the constant need to try different ways of acting to replenish knowledge and broaden their horizons. Cognitive interests develop gradually, over a long period of time.

Know the activity:

1) reproducing (previously known)

2) interpretive (explanation)

3) creative (creates himself)

Activation of cognitive activities:

1) the principle of problem-based learning

2) the principle of mutual learning

3) the principle of adequacy of educational and cognitive activities to the nature of the practical task

4) exploratory nature of learning

5) self-learning principle

Having known processes- these are the main forms of mental activity that allow you to quickly, deeply and correctly navigate the phenomena of the surrounding reality. The development of cognitive processes in primary school age is characterized by the fact that from involuntary actions, performed unintentionally in the context of play or practical activity, they turn into independent types of mental activity that have their own purpose, motive and methods of execution, factors in the formation of arbitrariness of processes (Elk.)

Perception-reflection of objects and phenomena in human consciousness, with their direct impact on the senses. Perception is more differentiated. Younger schoolchildren notice not what is essential in objects, but what stands out clearly. When memorizing verbal material, children remember words denoting the names of objects better than words denoting abstract concepts. The younger student does not know how to properly manage his or her V., they do not know how to independently analyze this or that subject, or work independently with insolence. benefits. Perception of time: children accurately perceive periods of time associated with the daily routine and systematic implementation of school work. In the perception of space: in the process of learning, children acquire systematized knowledge about the units of measurement of space, learn precise verbal designations of spatial properties and relationships of objects, and receive practical N. and U. orientation in space. The ability to systematically and systematically memorize educational material increases throughout primary school age. The development of perception does not occur by itself, but occurs with the development of thinking.

Thinking- the process of indirect and generalized reflection of reality. The success of this cognitive process is ensured by the independence of characteristic techniques of mental action. Kinds: impudent; arrogant; verbal-logical Logical operations: analysis, synthesis, classification, comparison, establishment of laws. The main type of thinking in primary school age is visual-figurative; types of conceptual thinking and mental operations are formed - analysis, synthesis, comparison, grouping, classification, abstraction, which are necessary for the appropriate processing of theoretical content. With the beginning of school, children develop conceptual thinking, during which the child assimilates new concepts, they are introduced into the system, and inferences are used more often. Thinking is aimed at solving specific problems. Mastery of knowledge becomes special kind child's activities. He is faced with the task of acquiring scientific ideas and concepts, studying the laws of development of nature and society. Because figurative is the main thing, then visibility has a special role. Techniques for activating thinking: the urge to compare, contrast, justify, evaluate... Thinking develops along with speech.

Speech- a system of sound signals, written signs and symbols used by humans to represent, transmit, and store information (Nemov RS). At early school age, a restructuring of the child’s relationships with people occurs. Two spheres of social relations appear: child-children, child-teacher. The need for communication determines the development of speech. Mastering speech turns into speech activity. Speech mediates both memory and thinking.

Imagination- the process of creating something new. Images based on available: 1) textbook. the activity is facilitated by the asset. Development of imagination; 2) the production of imagination is formed (having developed in the conditions of the creation of special activities: a collection of stories, fairy tales, poems); 3) the development of the child’s imagination gives new things. Possibility: allows you to go beyond practical limits. Personal experience, overcome social normativity. Space, activates the development of qualities of L, stimulates the development of figurative signs. System; 4) imagination has an effect when a child can allow himself to be whoever and how he wants in his fantasy and have what he wants, on the other hand, imagination can lead a child away from reality, creating obsessive images.

Attention– a state of psychological concentration on something. In a younger schoolchild, attention is active concentration, the focus of consciousness on the objects that he perceives, imagines, thinks about and talks about. Attention is a very complex cognitive process. In terms of the degree of activity it can be involuntary and voluntary, and in terms of volume it can be narrow and wide. The following properties are known: switchability, distribution (concentrated and distributed); strength and stability (strong, weak, stable, unstable). In younger schoolchildren, involuntary attention predominates. Bright, colorful objects and a fascinating story evoke a direct emotional response. Voluntary attention poorly developed. This is explained by the underdevelopment of the regulatory function of the second signaling system. Children's attention is characterized by narrowness, that is, they are not able to simultaneously cover a large number of items. Known difficulties are presented by the distribution of attention - prolonged concentration on various objects. Hence its instability. As a result of increased impressionability, children easily jump from one object to another. Attention ml. school is dispersed: they do not see what is easy to see, they make gross unforgivable mistakes - omissions, rearrangement of letters, etc. The leading role in the development of attention belongs to the teacher. He must constantly use visualization.

Memory-the process of memorizing, storing, and reproducing various information for people (Nemov RS). At school, the child becomes required to memorize voluntarily. The following are involuntarily remembered: the material included in the content of the main goals of the activity; mat-al defiant act of mental work; mat-al the most significant, experienced. Memorization techniques: highlighting semantic units; planning; comparison; classification; reliance on feedbacks; play(repeat). Younger schoolchildren are characterized by visual-figurative and mechanical memorization. Specific objects, facts and events are easily imprinted in their minds. But their logical memory is not sufficiently developed. They do not know how to break the material down into meaningful points and retell it in their own words. They need to be taught this specifically.

Res-t cognize activities– reorientation from object to subject of activity (appearance, activity, response) according to Davydov VV. Throughout learning, cognitive processes become arbitrary. In school and vosp. At work, the teacher offers exercises whose purpose is to develop cognitive processes. Considering that they are connected to each other. They are not a priority, but some people have more developed attention, memory, etc. during special work. If we develop verbal-logical thinking, this does not mean that other species will disappear.