Tikhomirov read the development of logical thinking in children online. Problems of studying the verbal-logical thinking of children of primary school age
BBC 88.835.1
Tikhomirova L. F. Development of cognitive abilities of children.
A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1996. - 192 p., ill.
The development of cognitive, or intellectual, abilities of the child should be the constant concern of parents, educators, teachers.
The book contains games, tasks, exercises that allow you to successfully develop such cognitive processes in children as perception, memory, attention, which is necessary for their preparation for school and further successful learning and intellectual development.
I8ВN 5-7797-0004-4 © design, "Academy of Development", 1996 © Tikhomirova L. F. „ 1996 © Artists Dusiv M., Kurov V., 1996
I. The development of cognitive processes in preschool children .............................. 5
1. Perception ............................................... ................................................. ........................... 7
Features of the perception of children before school age …………………………………. . 8
Games and exercises for the development of perception in preschool children .............................. 10
Diagnosis of the level of perception in preschool children .......................................................... 26
2. Memory ............................................... ................................................. ............................... 34
Features of the memory of preschool children ……………………………………… .. 36
Games, exercises, tasks that contribute to the development of memory in preschool children. age........ 38
Diagnosis of memory in preschool children. ……………………………………... 57
3. Attention ............................................... ................................................. .............................. 64
Features of attention in preschool children ………………………………………. 65
Games and exercises aimed at developing attention in preschool children. Age........... 67
Diagnosis of the level of attention of preschool children ……………………………….81
Conclusion to Part I .............................................................. ................................................. ................ 86
Application................................................. ................................................. ............................. 93
II. The development of cognitive processes in children of primary school. age ........... 119
1. Perception ............................................... ................................................. ........................... 121
Peculiarities of perception of children of primary school age .............................................. 121
Exercises for the development of perception in children of primary school age .............................. 124
Game training for the development of perception and observation among students. junior Cl. ..... 138
Diagnosis of perception in children of primary school age .............................................. 147
2. Memory ............................................... ................................................. ................................. 154
Features of the memory of children of primary school age…………………………………… 154 Tasks and exercises for the development of memory of primary schoolchildren ............................... ............... 158
Game training for the development of memory in students initial level.................................. 163
Memory diagnostics junior schoolchildren.............................................................................. 172
3. Attention ............................................... ................................................. ............................... 182
Features of the attention of children of primary school age ……………………………….182 Games and exercises for developing the attention of children of primary school age .................. 185
Game training for the development of attention of younger students .............................................. 185
Methods for diagnosing the characteristics of the attention of younger students .................................................... 200
Conclusion to Part II .................................................. ................................................. .............. 209
Application................................................. ................................................. ............................... 211
The previous book, The Development of Logical Thinking in Children, was devoted to the formation of such an important process of human consciousness, or the psyche, as thinking in children of preschool and primary school age. In this book, we talk about the development of such mental processes as perception, attention, memory, without which it is also impossible to successfully teach a child at school. The chapters of the book contain detailed information about what perception, attention, memory are, what are the features of these mental processes in children of preschool and primary school age, how to assess the level of formation of cognitive abilities in children and what games, activities, exercises can be used to develop them.
All tasks, exercises, games are arranged in such a way that their degree of complexity increases. Therefore, we recommend that parents, teachers involved with children, adhere to a certain sequence when conducting classes.
We remind you that the duration of classes with preschool children should not exceed 20 minutes, the duration of classes with students of the first grade - 30 minutes, the second-fourth grades - 40 minutes.
I. DEVELOPMENT
COGNITIVE PROCESSES IN PRESCHOOL CHILDREN.
1. PERCEPTION
The basis of perception is the work of our senses. Perception is the main cognitive process sensory reflection of reality, its objects and phenomena their direct action on the senses. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person's orientation in the world around him, in society. Based on the perception of a person by a person, relations between people are built.
There are two main substructures in the structure of perception: types of perception and properties of perception.
Types of perception: simple, complex, and special. Special types include the perception of space, time, movement. Simpler types include the perception of the size, shape of objects, their colors.
Perception properties: volume, integrity, structure, meaningfulness.
Development of cognitive abilities of preschoolers
PERCEPTION
Perception should be seen as an intellectual process. It is based on an active search for features necessary to form the image of an object.
The sequence of this process can be represented as follows:
A) selection of a specific group of signals from the information flow and the conclusion that these signals refer to one subject;
b) search in memory for a complex of signs close in composition of sensations, then comparing the perceived object with it;
V) subsequent search for additional features of the object, which will confirm the correctness of the result of perception or refute the decision.
Features of the perception of preschool children
The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot analyze this or that object on their own. In objects, preschoolers notice not the main features, not the most important and essential, but what clearly distinguishes their against the background of other objects: color, size, shape.
The process of development of children's perception at preschool age was studied in detail by L. A. Wenger. IN age period from 3 to 7 years, the child develops the ability to mentally
dismember visible objects into parts, and then combine them into a single whole. A preschool child learns, in addition to the contour, to distinguish the structure of objects, their spatial features and the ratio of parts.
top scores development of perception in a child of preschool age are obtained only when the child is offered for comparison standards that affect the senses (sensory standards). It is with such material standards that the child must learn to compare the perceived object in the process of working with it. Such sensory standards in the perception of form are geometric figures, in the perception of color - the spectral range of colors, etc. Working with standards - the first stage of perception.
IN preschool age children get acquainted with the spatial properties of objects with the help of the eye and orienting-exploratory movements of the hands. Practical actions with perceived objects lead to a restructuring of the process of perception and represent second phase development of this cognitive ability.
At the third stage the external perception of an object turns into a mental one. The development of perception enables preschool children to recognize the properties of objects, to distinguish one object from another, to find out the connections and relationships existing between them.
The tasks, exercises, games we offer will help develop the child's perception, make it more accurate, substantive, structural, and holistic. And this is simply necessary for the development of the intellectual and artistic and creative abilities of each child.
10 Development of cognitive abilities of preschoolers
Games and exercises for the development of perception in preschool children
Game "KNOW THE SUBJECT"
The proposed game teaches to compare objects with each other, is intended for the development of perception in children of 4-6 years of age.
To play the game, you need to put various small items in a linen bag: buttons of various sizes, a thimble, a reel, a cube, a ball, a candy, a pen, an eraser, etc.
CHILD ASSIGNMENT:Oprah
share by touch what these things are. If several children participate in the game, then one child should be asked to describe each object, feeling it, and the second (if there are several children, then all the others) to guess, name and draw the thing according to the proposed description.
A game"Assemble the pyramid" For the development of the perception of a child of 3-5 years of age. The game requires two identical pyramids. One pyramid is intended for the work of a child, and the second will act as a standard.
exercise 1: Ask the child to assemble a gradually tapering pyramid according to the finished standard.
PERCEPTION
task 2: Organize complex construction according to the standard, that is, the assembly of an irregular pyramid, a tower of an unusual configuration.
Game "DO IT"
For the development of perception of children 4-6 years old, the following tasks can be offered:
a) according to the model, build the same structure from cubes:
b) draw patterns according to the model:
You can repeat the exercises with more complicated figures from cubes, with more complex Patterns.
The white sheet game
It is aimed at developing the perception of the shape of objects in children 3-5 years of age, as well as the development fine motor skills hands
Figures are drawn on a piece of paper (appendix, pp. 95-97), some are painted over in green, others are only outlined. We have given a task scheme, the child will work with pictures placed in the application.
exercise: Cut out the figures circled along the contour from the sheet, and then close them green figures on another sheet of paper. With the correct location
The game "WE SEW THE CARPET".
Designed to develop perception in preschool children.
The child will work with the material posted in the application, according to the proposed task scheme.
There were holes in the beautiful rug. Near the rug there are several patches, of which you need to choose only those that will help close the holes.
Working with the materials of the application, the child can not only select, but also cut out the desired patch to close the hole in the carpet.
1st version of the task:
PERCEPTION
2nd version of the task:
A game"FIND THE SAME OBJECT" Designed for children 4-6 years old.
The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same as the standard. The task is limited in time, only 30 seconds are given to study the pictures. After that, the child must answer.
For children 4 years old, you can leave the standard in front of your eyes, for older children, the standard should simply be covered with a sheet of white paper. This version of the task will allow developing not only the perception of the child, but also memory, and attention to
Razya
5) On which of the pictures
^ E 3) In which picture is the birch above the spruce, but below the hill.
7) In which of the pictures is the road narrower than the river?
Then you can offer tasks of even greater complexity:
1) Show a picture where the girl is bigger than the boy, but smaller than the tree.
perception
3) Show a picture where the ship is closer to the lighthouse and farther from the boat.
O-1 point - very low.
BUY A BOW
Buy onions, green onions, Parsley and carrots, Buy our girl! Minx and cheat!
We do not need green onions, Parsley and carrots, We only need a girl, Minx and cheat!
(Scottish song)
Little Mary has a big loss:
Her right shoe is missing. In one she jumps And plaintively cries, It is impossible without the other in any way! But, sweet Mary, don't cry for the loss. A shoe for your right foot We'll sew you a new one Or we'll buy a ready-made one, But just look, take care! (English song)
duck, duck, wild goose! I won't invite you to visit. Be sure to come, Yes, and bring a bowl. ^o there is - go. Wherever you have to, sit. (Hungarian song)
turnip
Grandfather planted a turnip - a large, very large turnip grew. The grandfather began to drag a turnip out of the ground: he pulls, he pulls, he cannot pull it out.
The grandfather called the grandmother for help. Grandmother for grandfather, grandfather for a turnip: they pull, they pull, they cannot pull it out.
The grandmother called her granddaughter. Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip: they pull, they pull, they cannot pull it out.
The granddaughter called Zhuchka. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip:
they pull, they pull, they can't pull it out.
Bug called the cat. A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip: they pull, they pull, they cannot pull it out.
The cat clicked the mouse. A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip: pull-pull - pulled out a turnip!
The story needs to be read over and over again. When listening for the first time, the child's impressions are inaccurate. Usually children follow only the plot, so they miss a lot. With repeated listening to fairy tales, impressions deepen, the child remembers better.
MEMORY
The tale we have presented is simple in plot. For better memorization, you can ask the child a series of questions:
1) What did grandfather plant?
2) Could grandfather pull out the turnip alone?
3) Why couldn't?
4) Who came to the rescue?
5) At what time of the year do the events of the fairy tale take place? When did grandfather plant a turnip? When did he decide to take her out?
6) What does this tale teach? Should we help each other?
Reading and learning with the child the poems of Russian writers about nature, it is necessary to acquaint the child with the seasons. The child should learn well that winter is always replaced by spring, spring - summer, summer - autumn, and autumn - winter. Be sure to talk with the child about what happens in nature in winter (poems by Drozhzhin, Pushkin), spring (poems by Fet, Pleshcheev), summer and autumn (poem by Maykov).
Grandfather Frost walks the street, Hoar-frost scatters On the branches of birches, Walks, shakes his White beard, Stomps his foot, Only crackling comes. WITH. Drozhzhin
Winter road
Through the wavy fogs The moon makes its way, On the sad glades She pours a sad light.
Along the winter road, boring Troika greyhound runs, The monotonous bell Tiringly rattles.
Something native is heard in the coachman's long songs:
That revelry is daring, That is heartache.
A S. Pushkin
The grass is turning green, the sun is shining, the swallow with spring is flying towards us in the canopy. A Pleshcheev
Already all the fluffy willow Spread around, Again the fragrant spring Breathed all around.
A Fet
MEMORY
My bells, Flowers of the steppe! Why are you looking at me, Dark Blues?
And what are you ringing about On a merry May day, Shaking your head among the uncut grass?
A Tolstoy
A golden leaf is already covering Wet earth in the forest... I boldly trample with my foot The beauty of the spring forest.
Cheeks burn with cold
I like to run in the forest, Listen to the crackling of the branches, Rake the leaves with my foot!
For a long time the night frost lies on the leaves, and through the forest the Clarity of transparent skies somehow looks coldly...
Poems by A. Barto, S. Marshak, E. Moshkovskaya, O. Vysotskaya, E. Blaginina can also be read and memorized with children. For the little ones:
bear
They dropped the bear on the floor, Tore off the bear's paw. I won't leave him anyway, because he's good.
Bunny
The hostess left the bunny, The bunny remained in the rain. I could not get off the bench, Wet to the skin.
Airplane
We'll build the plane ourselves, We'll fly over the forests. Let's rush over the forests, And then we'll return to my mother.
ball
Our Tanya is crying loudly, She dropped a ball into the river. Hush, Tanechka, don't cry, The ball won't sink in the river!
A Barto
That's what mom
Mom sang a song, Dressed her daughter. Dressed - put on a white shirt. White shirt - Thin line.
Mom pulled a song, Shoe her daughter. I fastened it with an elastic band to each stocking. Light stockings
On my daughter's feet. Mom finished the song, Mom dressed the girl:
Red dress with polka dots, New shoes with legs ... That's how mom pleased - She dressed up her daughter for May!
That's what mom - Golden right!
E. Blaginina
For children of this age, one can also advise reading and memorizing excerpts from K. Chukovsky's poems "Telephone", "The Stolen Sun", "My Dodyr", etc.
For retelling, you can use the story of E. Charushin.
Goat
A goat is walking down the street, hurrying home. At home, her mistress will feed and drink. And if the mistress hesitates, the goat will steal something for herself. In the hallway he will devour a broom, in the kitchen he will grab bread, in the garden he will eat seedlings, in the garden he will tear off the bark from an apple tree. What a thieving, mischievous! And goat's milk is delicious, perhaps even tastier than cow's.
A boat is sailing, a boat is sailing, A golden boat, Lucky, lucky gifts, Gifts for you and me.
On the deck the sailors Whistle, scurry, hurry, On the deck the sailors - Fourteen mice.
Floats, sails a boat To the west, to the east, Ropes A sail
cobwebs, petal.
Game "REMEMBER TOGETHER"
For the development of auditory memory in children aged 4-5-6 years, classes with a group of children can be recommended.
One child names an object. The second repeats the named word and adds some of his own. The third child repeats the first two words and adds a third. The fourth child will have to repeat three words already, and then name his own, etc.
It is advisable to do this exercise repeatedly. From time to time, the number of words that children remember will increase, that is, the amount of memory will increase.
3. For the development of visual memory of preschoolers, you can use special exercises.
To organize work with a child, you will need cards with geometric shapes (a set of cards is given in the application, you only need to cut them and stick them on cardboard).
Time of demonstration of one card - 10 seconds. After showing one of the cards, the child should be asked to reproduce the figures in the order in which they were shown on the card.
MEMORY
Story playback.
Storytelling technique can help diagnose semantic memory, as well as for the development of the semantic memory of a child of preschool age.
For preschool children, the following options for memorizing stories can be offered:
a) There were children. Mom gave them a rustic horse. The children began to ride the horse and the dog. Rolled well. Suddenly the horse began to ride. The children are watching, and she has a human leg. They called Uncle Vanya, and he repaired the esadka.
b) There was a boy. His name was Vanya. Anya went for a walk with her mother. Vanya ran fast, stumbled and fell. Vanya hurt his leg.
his leg hurt badly. Mom took Vanya
auditory memory.
Method "10 words". The child is credited with 10
words: table, viburnum, chalk, elephant, park, legs, hand,
gate, window, tank
Recall 5-6 words after first reading
indicates a good level of auditory memory mechanics.
Visual memory.
The use of D. Wexler's (1945) technique will help to study visual memory in children of pre-El age. The child is offered 4 drawings (see p. 58-59).
For each of the pictures, the child is allowed to watch for 10 seconds. Then he their should be written on a blank sheet of paper.
EXPERIENCE RESULTS:
A) Two crossed lines and two flag -1 score,
correctly located flags - 1 point, etching angle of line intersection - 1 point. The maximum score for this task is 3 points.
58 Development of cognitive abilities of preschool children 1 memory
Dinner
Road
Field
Milk
Light
Cloth
Night
Error
Horse
Bird
learning
Chair
Mouse
A set of cards is given in the application. Here we will only name what will be shown on the cards: bread, an apple, a wardrobe, a clock, a pencil, an airplane, a table, a bed, a sleigh, a lamp, a cow, a cat, a rake, a nest, a knife, a tree, a strawberry, a shirt, a car, a cart , moon, sofa, school building, cup, bicycle, house, notebook, lantern.
For preschoolers, words and pictures should be more specific, for younger students - more abstract.
instructions for the child:“Now I will read the words, and in order to remember better, you will choose the appropriate card with a picture that will help you remember the word I have named.”
The first word is spoken, for example, milk. In order to memorize this word, the child must choose a card with a drawing of a cow, etc.
Each word has 30 seconds to choose a card. Many children make this choice
Figurative memory.
This technique is designed to study figurative memory. The essence of the technique lies in the fact that the subject is asked to remember 12 images within 30 seconds, which are offered in the form of a table.
The subject's task, after the table has been removed, is to draw or verbally express those images that he remembered the second.
The evaluation of the test results is carried out according to the number of correctly reproduced images. Nor-1 - 6 correct answers and more. The technique can be used both in individual work and in a group.
SHIMING
Observing the behavior of the child during classes in kindergarten, behavior at school, you can find out what types of attention prevail in learning activities child. In addition, one can define and the level of development of the properties of attention: volume, stability, distribution, switching.
By how many objects a child can consciously hold in his mind in a short period of time, they judge amount of attention.
Sustainability of attention is the ability to maintain concentration in activities for a long time, the ability to distract from everything extraneous. The opposite of attention span is distractibility.
Distribution of attention is the ability to perform several activities at the same time.
Switching attention is a conscious transition from one object to another. The switching speed depends on individual features every child.
Features of the attention of preschool children
A characteristic feature of the attention of a preschool child is that it is caused by outwardly attractive objects. Focused attention remains as long as there is interest in the perceived objects: objects, events, people. Attention at preschool age Rarely arises under the influence of any set goal. Therefore, it is involuntary. 3 -^236
Game "WHAT IS IT?"
It assumes the child's possession of such categories as "in front", "behind", "right", "left".
An adult places 3-4 toys around the child and thinks of one of them, telling the child only its location (in front of you, behind, on the right or on the left).
It is known that the toy lies in front of the boy. What is this?
The toy lies behind the boy. What is this toy?
The toy lies to the right of the boy. What is this?
It is known that the toy lies to the left of the boy. What is this?
The game "what appeared?"
a) Look carefully at both dolls and answer what appeared on the second doll?
To complete the task, ask the child to describe the first doll, then the second. Then let the child compare both dolls according to the named properties.
Differences - 5.
ATTENTION
The game "WHAT'S LOST?"
a) Look closely at the kittens. What have they lost?
Ask the child about what is drawn on each kitten. Then he must answer whether the first kitten has everything, then the second one.
b) Look carefully at the rabbits. What have they lost?
To complete the task, you can use a bunny toy. The child should look at the “handle that the bunny has. And then answer the> ask what the bunny has lost.
These games are aimed at the formation of not only the mind, but also attention and perception.
A game"find differences."
Look closely at these two cars. What is the difference?
"I Look closely at these two birds. What is the difference?
Game "ADD WORD"
Designed for children 4-6 years of age, aimed at the formation of attention and memory. The game can be played with a group of children. You can play with one child.
The first child names a toy. The second repeats this word and adds some of his own. The third child repeats the first two in order and names his own, etc.
If this game is played repeatedly, then the number of memorized words, i.e., the amount of memory, increases from time to time. And the setting that an adult gives to remember as much as possible more words, develops arbitrary attention of children.
RECOVERY
having turned the page, we ask him to look just as carefully at a number of the same objects and answer<а вопрос: «Что еще появилось?» Или «Что измелилось? »
ATTENTION
Method "Find and cross out"
CONCLUSION
4. Do you have a brother, sister? Who is older?
5. How old are you? How much will it be in a year? in two years?
6. Is it morning or evening? (Afternoon or morning?)
7. When do you have breakfast - in the evening or in the morning? Do you have lunch - in the morning or in the afternoon? What comes first - lunch or dinner?
8. Where do you live? State your home address.
9. What does your father and mother do?
10. Do you like to draw? What color is this pencil (ribbon, dress)?
11. What season is it now - winter, spring, summer or autumn? Why do you think so?
12. When can you go sledding - in winter or summer?
13. Why does it snow in winter and not in summer?
14. What does a postman, a doctor or a teacher do?
15. Why is a bell or desk needed at school?
16. Do you want to go to school yourself?
17. Show your right eye, left ear. What are eyes and ears for?
18. What animals do you know?
19. What kind of birds do you know?
20. Who is bigger: a cow or a goat? Bird or bee? Who has more paws: a dog or a rooster?
21. What is greater than 8 or 5, 7 or Z? Count from 3 to 6. From 9 to 2.
22. What should you do if you accidentally break someone else's item?
Development of useful abilities;
Response score:
1. For the correct answer to all sub-questions of one item, the child receives one point (with the exception of the Control questions).
2. The child may receive 0.5 points for correct but incomplete answers to the sub-questions of the item.
3. Answers corresponding to the question posed are considered correct: “Dad works as an engineer. A dog has more paws than a rooster. Answers are considered incorrect: "Mom Tanya, dad works at work."
4. Control tasks include questions: 5, 8, 15, 22. They are evaluated as follows:
No. 5 - if the child can calculate how much
he is years old - 1 point if he names years from
taking into account months - 3 points;
No. 8 - for full home address with city name - 2 points, incomplete - 1 point;
No. 15 - for each correctly indicated use of school paraphernalia - 1 point;
No. 22 - for the correct answer - 2 points.
5. Item 16 is evaluated together with items 15 and 17. If in paragraph 15 the child scored 3 points and gave a positive answer to paragraph 16, then the protocol indicates a positive motivation for studying at school (the total score should be at least 4).
Evaluation of the results of the conversation: if a child receives 24-29 points, he is considered school-mature, children who scored 20-24 points as a result of the conversation are medium-mature, children who score 15-20 points have a low level of psychosocial maturity.
CONCLUSION
preschoolers
Each task is scored from 1 (best) to 5 (worst). Evaluation criteria for each of the tasks:
Exercise № 1. Drawing a male figure.
1 point- the drawn figure must have a head, torso, limbs. The neck should connect the head with the body (it should not be larger than the body). On the head - hair (possible) cap or hat), ears, on the face - eyes, nose, | mouth. The upper limbs should end in a hand with five fingers. There must be signs of men's clothing.
2 points - fulfillment of all requirements, as in assessment 1, except for the synthetic method of representation (that is, the head and torso are drawn separately, arms and legs are attached to it). Three missing parts of the body are possible: neck, hair, 1 finger of the hand, but no part of the face should be missing.
3 points - the figure in the drawing must have a neck, torso, limbs (arms and legs, which must be drawn with two lines). Ears, hair, clothes, fingers, feet are missing.
4 points- a primitive drawing of the head with the torso. The limbs (only one pair is enough) are shown in one line.
5 points - there is no clear image of the torso and limbs. Scribble.
CONCLUSION
1 score - high level of intellectual development;
2 points- average level;
3 points- below the average;
4 points- low level;
5 points- very low.
PRESCHOOL CHILDREN
Development of cognitive abilities of preschoolers APPENDIX
To the game “make a picture” (p. 13).
Olyppsov
APPLICATION
106 Development of cognitive abilities of preschool children
To the game "remember the pictures" (p. 51).
APPLICATION
On the method of mediated memorization (p. 61).
Development of cognitive
abilities;
APPLICATION
PERCEPTION
It is very important with what question, when considering the picture, adults turn to the child. If the question “What is in the picture?” is asked, then the child begins to list objects. And if the question “What events are shown in the picture?” is asked, then a higher perception, explanation, interpretation is required.
In the process of teaching a student in elementary school, “perception becomes thinking” (Elkonin D.B.). Perception becomes:
a) more analytical;
b) more differentiating;
c) takes on the character of organized observation;
d) the role of the word in the perception of objects and phenomena changes.
The development of perception cannot happen by itself. The role of the teacher and parents is very great, who can organize the activities of children in the perception of certain objects or phenomena, teach them to identify the essential features, properties of objects and phenomena.
Psychological studies have shown that comparison is one of the most effective methods of organizing perception and educating observation. At the same time, perception becomes deeper, the number of errors decreases.
Annotation. The article presents the problems of studying the verbal-logical thinking of children of primary school age; types of thinking are revealed; the features of the verbal-logical thinking of children of primary school age, the components and general mechanisms of the process of verbal-logical thinking are shown.
Keywords: thinking, types of thinking, verbal-logical thinking, primary school age, components of thinking, mechanisms of the process of verbal-logical thinking.
Thinking, like perception, memory, imagination, is a form of human cognition. Like any cognitive process, thinking is a reflection of reality. But unlike perception, thinking is a reflection of not only objects and phenomena that directly affect our senses.
Thinking allows a person to identify in cognizable objects not only their individual properties and aspects, which can be established with the help of feelings, but also the relationships and patterns of connections between this and properties and aspects. Thus, with the help of thinking, a person cognizes general properties and relationships, singles out among these properties the essential ones that determine the nature of objects. This allows a person to foresee the results of observed events, phenomena, his own actions. (O.K. Tikhomirov).
From the point of view of psychology, thinking is “a mental process of searching and discovering something essentially new, a process of mediated and generalized reflection of reality in the course of its analysis and synthesis, which is inextricably linked with speech.” (O.K. Tikhomirov).
In philosophy, psychology, pedagogy, the following three types of thinking are distinguished: 1) visual-effective, 2) visual-figurative, 3) verbal-logical.
Visual-effective thinking is the first type of thinking that occurs in a child in early childhood. With the help of this type of thinking, the child solves certain problems of cognition by real transformation of the situation, by the implementation of motor actions.
At preschool age, the child gradually develops the second type of thinking - visual-figurative, when the child begins to operate with sensory images and representations, thereby revealing the properties and relations of objects of knowledge hidden from observation.
And already at the senior preschool age, the child begins to develop verbal-logical thinking. It is characterized by the fact that it takes place in the form of abstract concepts and reasoning.
These three types of thinking (visual-effective, visual-figurative, verbal-logical) must be developed to one degree or another by every student, therefore the problem of the development of thinking occupies a special place in the studies of many scientists.
The problem of verbal-logical thinking has long attracted the attention of teachers and psychologists. From different methodological positions, scientists tried to reveal the features of the functioning of this type of thinking. A significant role in the development of the theory of verbal-logical thinking was played by domestic psychologists: L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, O.K. Tikhomirov, P.Ya. Galperin, A, A. Lyublinskaya, B.G. Ananiev and others.
SL Rubinshtein considers verbal-logical thinking from the point of view of operational structures, where mental operations come to the fore, with the help of which the essential features of the logic mechanism are revealed. Such operations are analysis, synthesis, identification and distinction. SL Rubinshtein proved that logical operations can be carried out at several levels (on the objects themselves, on their properties and on their relations). It is this multilevel stage that makes it possible to study the mechanism of logical thinking, he emphasized. (S.L Rubinstein).
Under the leadership of B.G. Ananiev, a study was made of the structure of the logical thinking of adults. In particular, he revealed complex chains of psychophysiological correlations between perceptual, anemic, verbal-logical, psychomotor and psychovegetative functions (B.G. Ananiev).
These chains of psycho-physiological correlations are constantly evolving and transforming under the influence of human mental activity. Consequently, by changing one of the correlation chains, it is possible to regulate the entire structure of logical thinking. As shown in a number of studies by A.N. Leontiev, P.Ya. Galperin and others, the same logical problem in content can be solved mainly based on an image or a verbal-discursive expression of thought with their constant mutual transitions. In verbal-logical thinking, the very movement of thought and finding a solution to a problem is carried out in the form of a chain of interrelated thoughts, their transformation, and the receipt of new ones. On this basis, in these studies, it is proposed to divide the logic of the thought process into two types: verbal and figurative, each of which is subject to its own laws of functioning. If verbal logic is characterized by the change of some judgments by others, certain laws for constructing inferences, then figurative logic has its own figurative specificity (P.Ya. Galperin).
Logical thinking is, like any other kind of thinking, a complexly structured process. In this regard, the question arises about its components or components.
Of these components, the most fully studied and presented in the psychological literature are logical operations: analysis, synthesis, comparison, generalization and classification. All these operations "are different in terms of the main operation of thinking - "mediation", i.e., the disclosure of more and more essential objective connections and relationships."
Having considered the features of verbal-logical thinking, we must emphasize that it operates mainly not with visual images, but with words: the word is the source material for it, the operational unit, in their combination the results of the thought process are recorded. This means that verbal statements are used here, formulated in the form of definitions, detailed judgments and conclusions. In logical thinking, random connections are excluded, and only logical connections are used that are necessary in solving mental problems. Therefore, the thought process in a logical form proceeds smoothly, as if deployed, in the form of a logical completion of a kind of mental picture. Therefore, to characterize verbal-discursive forms of thinking, such indicators as: analyticity, syntheticity, impulsivity are often used.
The mechanisms of verbal-logical thinking are also studied in the works of A.N. Leontiev. Using the method of leading tasks, the author came to the experimental conclusion that the process of logical thinking undergoes a number of stages of its development: reproduced, synthesized, regulated and programmed. Characterizing each stage of the process of logical thinking A.N. Leontiev took into account the characteristics of the subjects' activities: 1) the degree of development of abilities for arbitrary reproduction, 2) the degree of awareness of actions, 3) the amount of logical activity, 4) the speed of logical actions, 5) the nature of logical errors (D. A. Leontiev).
Thus, the study of the mechanism of verbal-logical thinking by Leontiev A.N. is reduced to the disclosure of quality criteria for this type of thinking.
Of particular interest for our work are the studies of O.K. Tikhomirov. In connection with the need to clarify the course and conditionality of the process of verbal-logical thinking, the researcher analyzes the very course of logical thinking. In his opinion, the process of this type of thinking includes: a goal, conditions, a search deployed in time, a result. OKTikhomirov considers verbal-logical thinking as an informational process. When analyzing verbal-logical thinking, its structure, he singles out the main elements: 1) the certainty of the conditions of the problem, 2) the logic of the features being checked and the information content of the search facts. The first element, according to the scientist, can act as a stimulus for the development of the search. The second element is the objective informativeness of search facts. The researcher notes that not only the content of these elements is essential, but also their meanings. how they perform. Verbal-logical thinking is characterized by the author as the addition of a mental process of processing information leading to the results of search acts (quoted from).
Verbal-logical thinking is formed gradually. In the course of training, one masters the methods of mental activity, acquires the ability to act "in the mind" and analyze the process of one's own reasoning.
In many ways, the formation of such arbitrary, controlled thinking is facilitated by tasks that encourage reflection (V.I. Dolgova).
In the process of solving educational problems, such operations of verbal-logical thinking as analysis, synthesis, comparison, generalization and classification are formed.
Analysis as a mental action involves the decomposition of the whole into parts, separation by comparing the general and the particular, distinguishing between the essential and the non-essential in objects and phenomena.
Mastering analysis begins with the ability to distinguish various properties and features in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature, the properties of the object, come to the fore. The ability to highlight properties is given with great difficulty. And this is understandable, because concrete thinking must do the complex work of abstracting a property from an object.
In parallel with mastering the technique of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential and non-essential features, while using such operations of thinking as analysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. The ability to highlight the essential contributes to the formation of another skill - to be distracted from unimportant details. This action is given with no less difficulty than the selection of the essential.
At the heart of verbal-logical thinking are the laws of language construction, linking words into complex systems that make it possible to make judgments, into complex logical systems, the mastery of which allows a person to perform logical inference operations.
The basic unit of the language is the word, which makes it possible to analyze objects, highlight their essential properties, and classify objects into a certain category. The word, being a means of abstraction and generalization, reflects the deep connections and relationships behind the objects of the external world.
The word makes it possible to analyze an object, highlight its essential properties and attribute it to well-defined categories. Moreover, each word is complex in its meaning, and consists of both visual-figurative and abstract-generalizing components, this allows a person to choose one of the possible meanings of the word, using it either in a specific, figurative, or in an abstract and generalizing meaning ( A.F. Anufriev).
Verbal-logical thinking is a type of thinking that helps a child to analyze, compare phenomena, objects, situations, evaluating an object, situation, phenomenon. All operations of verbal-logical thinking are closely interconnected and their full-fledged formation is possible only in a complex. Only their interdependent development contributes to the development of verbal-logical thinking as a whole. The methods of logical analysis, synthesis, comparison, generalization and classification are necessary for both children with a developmental delay and normally developing preschoolers; without mastering them, the full development of the child does not occur.
Based on the material obtained, it is possible to formulate some provisions on the general mechanisms of the process of verbal-logical thinking: 1) the source material for verbal-logical thinking is the word, 2) the logical process proceeds on the basis of understanding verbal formulas, ideas, concepts, 3) the development of logic begins with seeing the relationship between a problem and its logical solution. Discernment of these relations is derived mainly from the basis of previous thoughts, 4) the speed of logical thinking depends on the degree of activity of the individual. Activity is understood as a kind of "I", whose activity is subordinated to a specific task.
These provisions make it possible to move on to characterizing the mechanisms and characteristics of the verbal-logical thinking of preschool children.
L.S. Vygotsky emphasized that from the first days of a child's life, the nature of his behavior is significantly influenced by the social situation. He noted that already in the early stages of the development of mental actions, the child is guided by the speech of an adult.
It is known that long before the development of coherent speech, the child manifests reasonableness of actions. The use of this fact is of great importance for a correct understanding of human mental activity, for clarifying the differences in the process of development of the child's verbal-logical thinking. In posing this question, L.S. Vygotsky put forward a thesis about the different roots of thinking and speech. He believed that in the process of child development there is a pre-speech phase in the development of thinking and a pre-intellectual phase in the development of speech. He pointed to significant changes in the primary stages of the child's mental activity under the influence of speech (L.S. Vygotsky).
A special place in psychology is occupied by the theory of the development of verbal-logical thinking, put forward by J. Piaget. He made an attempt to explain the variety of manifestations of children's thought, to give a general concept of the child's verbal-logical thinking. Opening the question of the relationship between thinking and speech, Piaget formulates the principle of the formation of internalized mental structures from external speech actions. He believes that the main task of psychology is a detailed description of the process of gradual internalization of external objective actions: “The path along which our research should go,” the scientist writes, “is completely defined: first we need to determine the relationship between intellect and speech, then study the formation of operations in the child’s thinking and its socialization ”(J. Piaget).
S.L. Rubinstein considered the early forms of verbal-logical thinking as a more reasonable operation with verbal formulations. She (intellectual activity) - he wrote - is based on their speech and is expressed in more or less meaningful purposeful evidence. The scientist defines the first mental actions of a child as “expedient verbal and non-verbal actions aimed at solving a logical problem (S.L. Rubinshtein).
The problem of the relationship between thinking and speech is presented in the works of A.R. Luria and is directly connected with his theory of higher mental functions. Oh and emphasized that speech is not only a means of communication and an instrument of thinking, but also a means of controlling human behavior (first in the form of external speech, then internal) (A.R. Luria).
A.A. Lyublinskaya, studying the early forms of a child's thinking, reveals the nature of the action and its changes, the role of speech in the mental activity of children of different ages. Analyzing the statements of schoolchildren, A.A. Lublinskaya distinguishes two speech forms. She notes that these forms perform different functions in children's activities: 1) "speech-game" includes the child's emotional attitude to the situation, 2) "speech-question" is aimed at establishing new connections and relationships that the child has not yet realized. The author believes that the logical function is mainly contained in the second speech form.
Verbal design, notes A.A. Lublin, depends on the nature of the task. The inclusion of speech is usually limited to the designation of the action, the achievement of the same logical goal when the task itself is available. Solving problems that are familiar to them in terms of content and conditions, preschool children can make correct logical judgments and draw relatively correct conclusions (inferences) (L.A. Lyublinskaya).
Logical thinking is most clearly manifested in preschoolers when they establish various connections that exist between mental functions (V.I. Dolgova). Before others, the child establishes functional connections (purpose, use of objects) and later, reveals the connections of space and time in their semantic meaning.
The development of children's verbal and logical thinking requires special targeted training of teachers for the introduction of innovative technologies in the education of children of primary school age.
Conclusions:
Features of the logical thinking of children of primary school age appear in any mental tasks they perform. Already at this age, they perform such operations as comparison, generalization, classification, search for cause-and-effect relationships, draw conclusions and conclusions. Highly organized, systematic mental activity of children forms the mind of the child, his cognitive activity.
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Development of logical thinking of a younger student in the process of learning activities.
Shibanova Natalya Vladimirovna
The initial period of children's education in school occupies the age range from 6-7 to 10-11. This period is very important both for the formation of the personality of the child, and for subsequent education in secondary school. At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental pedagogical psychology.
A feature of a healthy psyche of a child is cognitive activity. The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experiments, tries to establish causal relationships and dependencies. The more active mentally the child, the more questions he asks. He strives for knowledge and is interested in everything in the world. The child is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question.
But the thinking of the child at the beginning of education is distinguished by a special mental position, due to the lack of knowledge necessary to solve certain problem situations. The lack of systematic knowledge, insufficient development of concepts lead to the fact that the logic of perception dominates in the child's thinking.
The thinking of a younger student, especially a first-grader, is visual-figurative. A verbally expressed thought that does not have support in visual impressions is difficult for younger students to understand. But by the senior school age, the child will have to learn to establish the maximum number of semantic connections in the world around him. A teenager should reason without linking himself to a specific situation, be able to easily navigate regardless of the perceived reality, that is, he must act in the logic of reasoning.
Many psychologists have studied this problem, such as L. S. Vygotsky, D. B. Elkonin, V. V. Davydov, P. Ya. Galperin, G. P. Antonova, L. S. Sakharov, French psychologist Jean Piaget and other. But in pedagogical practice, the results of these studies are not used enough.
If we talk about the current state of the modern elementary school in our country, then we can see that in the lessons in the two main academic disciplines - Russian language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type is gradually curtailed and, in the final analysis, completely disappears. The condition of the modern elementary school cannot be considered normal. On the one hand, such activities for the assimilation of knowledge and skills hinder the development of the intellect of children, primarily creative thinking. In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has many solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way.
On the other hand, the constant solution of typical tasks impoverishes the personality of the child, in particular, the attitude towards himself. Gradually, children get used to assessing themselves, their capabilities only through the solution of typical tasks, the solution of which depends on the knowledge of the corresponding rule, on the reproductive degree of assimilation of certain knowledge. Most often, this leads to the fact that high self-esteem in a child does not depend on the manifestation of his invention or ingenuity, but only on diligence and diligence in mastering the rules and knowledge and their reproductive reproduction.
Thus, we see that at the moment there is a great need to create a system of tasks that contribute to the development of all mental operations in general. The teacher's task is to make fuller use of all opportunities for the development of children's thinking. To do this, it is necessary to organize regular classes in the primary classes, which will present a complex system of tasks for the development of thinking, since, according to middle-level teachers, students coming from elementary school lack important qualities that contribute to the development of thinking and all mental operations for further education. Here are examples of such shortcomings:
Poor development of speech;
Slow pace of reading;
Inadequate development of memory;
inattention;
Lack of independence;
Disorganization;
Inability to concentrate;
Slowly reorganized from one type of work to another;
Inability to listen not only to the teacher, but to each other;
Lack of cognitive interest; etc.
All this indicates that the development of thinking and those qualities that should be formed in students by the end of their education in the primary level are not formed or developed to an insignificant degree.
Theoretical approaches to the study of the problems of the development of thinking of younger schoolchildren.
1.1. Research of thinking as a cognitive process by domestic and foreign psychologists.
But, before talking about the features of the development of thinking of younger students, it is necessary to understand what thinking is, and what are its differences from other ways of knowing reality.
First of all, thinking is the highest cognitive process. It can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas. In practice, thinking as a separate mental process does not exist, it is invisibly present in all other cognitive processes: in perception, attention, imagination, memory, speech.
Thinking - this is the movement of ideas, revealing the essence of things (according to R. S. Nemov). Its result is not an image, but some thought, an idea.
Thinking is a special kind of theoretical and practical activity that involves a system of actions and operations included in it of an orienting-research, transformative and cognitive nature.
The difference between thinking and other mental processes is that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and active changes in the conditions in which this task is set. Thinking, unlike perception, goes beyond the limits of the sensuously given, expands the boundaries of knowledge. In thinking based on sensory information, certain theoretical and practical conclusions are drawn. It reflects being not only in the form of separate things, phenomena and their properties, but also determines the connections that exist between them. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws and entities. .
So, we can say that thinking has the following characteristic features:
- Thinking is cognitive, i.e. happens “internally”, in the mind, but is judged by behavior (thus a chess player shows his thinking when he makes a move).
- Thinking is a process in which some kind of knowledge manipulation occurs in the cognitive system (when considering his move, the chess player combines past memories with current information and replaces his knowledge of the situation).
- Thinking is directed, and its results are manifested in behavior that “solves” some problem or is aimed at solving it (each next move in the thoughts of a chess player is aimed at winning the game and, although not all actions are successful, but, in general, in the thoughts of the player they are all directed towards a solution). .
Psychologists distinguish such types of thinking: theoretical conceptual, theoretical figurative, visual-figurative and visual-effective. .
Also, in the structure of thinking, the following logical operations can be distinguished: comparison, analysis, synthesis, abstraction and generalization.
In addition, there are also forms of thinking. These include judgment, inference, concept.
All these basic concepts are presented in the dictionary. (Annex 1)
Having considered the basic concepts that we will use in the work, we turn to studies of the thinking process by domestic and foreign psychologists.
Active psychological research into thinking has been going on since the 17th century. At this time and during the next rather long period in the history of psychology, thinking was identified with logic, and conceptual theoretical thinking was considered as the only kind of it to be studied.
Many domestic and foreign researchers were engaged in the study of the features of thinking. Almost all psychologists involved in developmental and educational psychology, one way or another, touched on this topic. Many diagnostics have been created to identify individual characteristics of thinking and many ways have been proposed to develop thinking.
For example, the psychologist L. S. Vygotsky has long been engaged in the development of intellectual abilities and theoretical thinking of children of primary school age. In his main work "The Cultural-Historical Conception of the Development of Basic Cognitive Functions", he noted the intensive development of the intellect at this stage. He believed that the development of thinking leads, in turn, to a qualitative restructuring of perception and memory, turning them into regulated, arbitrary processes.
“A child of 7-8 years old usually thinks in specific categories. Then there is a transition to the stage of formal operations. By the time of transition to the middle link, he must learn to independently reason, draw conclusions, compare, analyze, establish patterns. .
Vygotsky believed that the development of theoretical thinking contributes to the emergence of reflection by the end of primary school age, which is a neoplasm of adolescence. Reflection transforms cognitive activity and the nature of children's attitudes towards other people and themselves. "Reflection is the process of self-knowledge of one's internal acts and states."
D. B. Elkonin also touched upon this problem in his studies. But in his works, more attention is paid not so much to the development of thinking, but to the influence of this development on other mental processes, such as memory, perception, attention, imagination ..
The French psychologist Jean Piaget did a great deal of work in the study of the development of thinking. He found that the thinking of a child of 6-7 years old is characterized by two main features: firstly, the unformed ideas about the constancy of the basic properties of things - a misunderstanding of the principleconservation; and secondly, the inability to take into account several attributes of an object at once and compare their changes - centering.
“Children pay attention to only one, the most obvious characteristic of an object for them, ignoring the rest. The phenomenon of centration determines the inability of the child to take into account the point of view of other people; his own view of the world seems to him the only true one. [8, 388].
These features of children's thinking are clearly demonstrated by the experiments of J. Piaget using conservation tasks.
For example, a child is shown two identical glasses containing the same amount of liquid. After the child realized that the liquid was poured equally, the experimenter pours the contents of one glass into another - taller and narrower. The liquid level in the narrow glass rises. The child is asked which glass contains more liquid. Children who do not yet master the principle of conservation usually indicate the one in which the liquid level is higher. Children who understand this principle and are able to take into account the ratio of the width and height of the vessel, answer that the amount of liquid has remained the same.
Children who do not cope with these tasks are, according to Piaget, at the preoperative stage of thinking. The correct solution of these problems indicates that the child's thinking corresponds to the stage of concrete operations. It is this type of thinking that is typical for children of primary school age. [8, 389-390].
Piaget also proposed a theory of the development of intelligence in childhood. This theory was called "operational" (from the word operation). In the development of operational intelligence in children, the psychologist identified four stages.
- Stage of sensorimotor intelligence (from birth to 2 years). It is characterized by the development of the ability to perceive and cognize the surrounding objects in their fairly stable properties and features.
- Stage of operational thinking. (from 2 to 7 years). The child develops speech, an active process of interiorization of external actions with objects begins, and visual representations are formed.
- Stage of specific operations with objects (from 7-8 to 11-12 years). Mental operations become reversible (for each operation there is a symmetrical and opposite operation).
- Stage of formal operations (from 11-12 to 14-15 years). The child is able to perform mental operations using logical reasoning and concepts. Internal mental operations are transformed at this stage into a structurally organized whole. .
There are many more research papers by domestic and foreign psychologists that are no less interesting.
So, for example, P. Ya. Galperindeveloped a whole system of step-by-step formation of mental actions. Based on this concept, D. B. Elkonin, N. F. Talyzina, N. G. Salmina, V. N. Sokhina, V. V. Davydov, L. S. Georgiev developed a system for teaching literacy, numeracy, reading, mathematical and grammatical concepts to younger schoolchildren. Galperin's research played a significant role in understanding thinking as a process that occurs at different levels of "coagulation". Such a view of the development of thinking opens up wide possibilities for managing this process.
[ 18,262-263].
Also, P. Ya, Galperin developed the theory of the formation and development of intellectual operations. This theory was based on the idea of a genetic dependence between internal intellectual operations and external practical actions. Earlier this position was developed in the French psychological school and in the works of J. Piaget. Galperin introduced new ideas into this area of research. The process of transferring external action inward, according to P. Ya. Galperin, is carried out in stages, passing through strictly defined stages. At each stage, the action is transformed according to a number of parameters.
The process of forming mental actions is presented as follows:
- Familiarization with the composition of the future action in practical terms, as well as with the requirements that it will have to meet. This introduction is the tentative basis for future action.
- Performing a given action in an external form in a practical way with real objects or their substitutes.
- Performing an action without direct reliance on external objects or their substitutes. Transfer of action from the external plan to the plan of loud speech.
- The transfer of loud-speech action to the internal plan. Free pronunciation of the action entirely to oneself.
- Performing an action in terms of inner speech with appropriate transformations and abbreviations. .
G. P. Antonova, studying the features of analysis and synthesis, showed that in younger schoolchildren one can outline their three levels. The definition of levels is based on two criteria: the degree of development of analysis and synthesis and the degree of connection or correspondence of these processes.
For the first levelcharacteristic is the inconsistency of the analysis, the singling out of individual, disparate elements and, on this basis, the establishment of a short connection.On the second levelthe task is subjected to a more consistent and detailed analysis, although some conditions are missing, therefore, in the general solution, the student makes some particular mistakes.For the third levelcharacteristic is the correspondence between the operations of analysis and synthesis, which ensures the foresight of the course of the solution, i.e., its mental planning.
The problem of the development of thinking was raised in his works on developmental education by the psychologist V.V. Davydov. He began to explore the problems of the development of thinking in the process of learning activities. In his opinion, the basis of the general mental development of younger schoolchildren is the process of forming theoretical (substantive) reflection, analysis and planning in them in the course of their educational activities, which determines a significant restructuring of the entire cognitive and personal sphere of children. .
Meaningful reflection is connected with the search for and consideration by a person of the essential grounds for his own actions. Meaningful analysis is aimed at searching for and isolating an essential relation in some integral object from its incidental and particular features. Meaningful planning consists in finding and constructing a system of possible actions and in determining the optimal action corresponding to the essential conditions of the problem. All these activities are interconnected. .
Also, Davydov said that a person's knowledge is in unity with his mental actions. Therefore, knowledge can be considered, on the one hand, as a result of mental actions, and on the other hand, as a process of obtaining this result, in which the functioning of mental actions finds its expression. “The thinking of schoolchildren, although it has some common features, is not identical with the thinking of scientists. Schoolchildren do not create concepts, images, values and norms of public morality, but appropriate them in the process of learning activities. .
According to psychologists, teaching a student rational, meaningful ways of mental actions, their application in a clear and logical sequence is one of the most essential conditions for educating the mental activity of children in elementary school. In this process, the mental development of students is improved. Many psychologists worked in this direction, such as E.N. Kabanova-Meller, J. Bruner, A.A. Lyublinskaya, N. A. Mechinskaya, N. F. Talyzina, A. V. Skripchenko
1.2. Features of thinking of younger schoolchildren.
By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes have already passed a rather long way of development. And therefore, a child of 6-7 years old can already do a lot: he is well versed in the world around him and already knows a lot about it, easily remembers information of various contents, numerous poems and fairy tales, knows how to guess riddles, solve problems, can come up with small stories, and speak coherently enough own opinion, knows how and loves to draw, sculpt, design.
Various cognitive processes that provide a variety of activities of the child represent a complex system, each of them is connected with all the others. This relationship does not remain unchanged throughout childhood: at different periods, any one of the processes acquires leading significance for general mental development (in early childhood - perception, at preschool age - memory).
Psychological studies show that during the period of primary school age, the further development of thinking is of primary importance.. It rises to a higher level and thereby entails a radical restructuring of all other mental processes, primarily perception and memory.
The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking. The basis of verbal-logical thinking is the operation of concepts. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena. Verbal-logical thinking is formed gradually during the primary school age. At the beginning of this age period, visual-figurative thinking is dominant. It is concrete, based on visual images and representations. As a rule, the child begins to understand the general situation only when they are concretized with the help of particular examples. The thinking of a junior schoolchild is closely connected with his personal experience, and therefore in objects and phenomena he most often singles out those aspects that speak of their application, action with them. .
The specific imagery of thinking, characteristic of preschoolers, remains for a long time in younger schoolchildren. In the course of the thought process, the way of thinking that has already emerged in 5-6 year old children by the method of "short circuit" also appears. The child does not analyze the entire problem as a whole (everyday, orthographic or mathematical), i.e., does not single out all its conditions, all the data and does not see the connection between them. It picks up one condition and makes a direct connection with any other condition or question. If the riddle says: “I know everything, I teach everyone,” this is enough to find a solution, that is, substitute a familiar image: “This is a teacher, because she knows everything and teaches everyone.” And, although it says further “but I myself am always silent,” i.e., there is, as it were, a directly opposite condition to the answer found, the child simply discards this condition. .
Mastering the basic mental actions.
Analysis . Mastering analysis begins with the child's ability to distinguish various properties and signs in objects and phenomena. The ability to distinguish properties is given to younger students with great difficulty. As a rule, first-graders can single out only 2-3 out of an infinite set of properties of an object. As children develop, expand their horizons and become familiar with various aspects of reality, this ability improves. However, this does not exclude the need to specially teach younger students to see their different sides in objects and phenomena, to single out many properties.
The development of analysis proceeds from the practically effective to the sensual, and further to the mental. Practically effective and sensual types of analysis are predominant among younger schoolchildren.
This scheme shows the stages of development of analysis from the particular to the complex and systemic: .
Methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. However, studies show that by the end of the first year of study, only a small percentage of first-graders have mastered the techniques of comparison. A lot of schoolchildren do not master them even by the senior classes.
Synthesis. Simultaneously with the development of analysis comes the development of synthesis. In its development, the synthesis goes through two stages:
1) simple summarizing 2) wide and complex.
At the first stage, students determine the sum of the features of objects. For example, they list known birds, animals, etc. At the second stage, they already receive a qualitatively new result, new knowledge about reality.
Analysis and synthesis are interrelated. The deeper the analysis, the more complete the synthesis. And the synthesis affects the quality of the analysis. Thus, we can show the degree of compliance of these processes in primary school age: .
Levels of development of analysis and synthesis | Features of the development of analysis and synthesis | The degree of compliance of these processes |
Analysis inconsistency. Isolation of individual disparate elements. | Establish short local connections. |
|
More consistent and detailed analysis. | Some conditions may fall out. private mistakes. |
|
Compliance of analysis with synthesis. | Anticipation of the course of solving the problem. |
Comparison Features.
1) frequent substitution of comparison by a simple row of objects: first, students talk about one subject, and then about another.
2) They find it difficult to compare objects with which it is not possible to act directly, especially when there are many signs.
3) The same objects are compared in different ways: by similarity, by difference, brightness, number of features, etc. The number of children who find not only differences, but also similarities of features is gradually increasing. The number of compared features also increases. .
Abstraction. One of the features of the abstraction of younger schoolchildren is that they sometimes take external, bright, often perceived signs as essential signs.
Another feature is that children more easily abstract the properties of objects and phenomena than the connections and relationships that exist between them. .
Generalization. Just as in abstraction, students in grades 1-3 single out the most noticeable external features of objects as essential. They speak, first of all, about the various actions of the objects themselves and about their actions with them.
Levels of development of generalization in children. .
Sensual, practical | Figurative-conceptual | Conceptual-figurative, scientific |
I. Objects and phenomena are generalized in the process of their perception and practical activity with them. | I. Both essential and non-essential features are summarized in the form of visual images. | I. Similar essential features of objects and phenomena, their essential connections and relationships are summarized. |
II. It is the main one in a preschooler and prevails in a younger student. Children distinguish men from women, one animal from another. | II. Often there are conceptual knowledge and single images of objects nearby. For example, “Pets are those that live at home and are useful. The cow gives milk, the sheep gives meat. | II. Development goes from broader to more differentiated. For example: Animals are a cow, a chicken, a fox ... ", Grade 3:" Animals are domestic animals, poultry ... ". |
Formation of an internal plan of action.
Each mental action goes through a number of stages in its development. This path begins with an external, practical action with a material object, then the real object is replaced by its image. This is followed by the stage of performing the action in terms of “loud speech”, then it becomes sufficient to pronounce the action “to oneself” and at the final stage the action is completely assimilated and, transforming qualitatively, becomes a mental action, i.e. an action “in the mind”. .
The most obvious example of this is learning to count.
- The child learns to count and add real objects.
- It does this with images of objects (drawn circles).
- He can give the correct answer, no longer counting each circle with his finger, but only accompanying the count with a loud pronunciation.
- The action finally passes into the mental plane, the child is capable of mental counting.
The development of an internal action plan provides the ability to navigate the condition of the problem, to highlight the most significant in it, to plan the course of the solution, to foresee and evaluate possible options.
The development of reflection.
Describing the peculiarities of the thinking of a younger schoolchild, L. S. Vygotsky noted that the child “is not yet sufficiently aware of his own mental operations and therefore cannot fully master them. He is still little capable of internal observation, of introspection. Only under the pressure of argument and objections does the child begin to try to justify his thought in the eyes of others, and begins to observe his own thinking. Trying to confirm his thought in the eyes of others, he begins to confirm it for himself. .
Thus, the younger student is just beginning to master reflection,that is, the ability to evaluate one's own actions, the ability to analyze the content and process of one's mental activity.
The ability to reflect is formed and developed during the performance of control and evaluation actions. These actions are the most important components of educational activity. A child's awareness of the meaning and content of his own actions becomes possible only when the child is able to independently talk about his action, explain in detail what he is doing and why. Therefore, at the beginning of learning any action, it is necessary to demand from the child not only the performance of this action, but also a detailed verbal explanation of all the operations performed. In the course of actions, the child should be asked questions about what he is doing, why he is doing it this way, why his action is correct, etc. The child should be asked to do and tell in such a way that “everyone understands”. It is recommended to ask such questions not only in cases where he made a mistake, but constantly, accustoming him to explain in detail and justify his actions.
These new formations - an internal plan of action and reflection - are formed in younger students in the process of learning activities. Under the conditions of specially organized developmental education, these new formations will take shape faster than in the conditions of traditional education. With traditional education, they develop mostly spontaneously and in many children do not reach the required level of development by the end of primary school age. Thus, it is at primary school age that it is necessary to carry out purposeful work on teaching children the basic methods of mental activity and on the development of all mental processes. A variety of psychological and pedagogical methods can provide assistance in this.
1.3. Ways to develop the thinking of younger students.
The problem of development, correction and improvement of students' thinking is one of the most important in psychological and pedagogical practice. The main task of the school is to ensure the development of the child's personality at a higher level compared to the preschool period, as well as to develop a full-fledged personality of a teenager. It is believed that the main way to solve this problem is the rational organization of the entire educational process. As an additional, auxiliary way, specially organized ways for the development of thinking, offered, as a rule, in a game form, can be considered.
Before trying to develop the thinking of younger students, it is necessary to find out at what level of development it is in this particular student. This can be done during the primary study using various methods. Here are some of them.
1 . The ability to highlight the essential. (appendix 2)
Students are offered a series of words, in each of which five are given in brackets, and one is in front of them. In 20 seconds, the guys have to highlight the two most significant words for the word before the brackets
Processing of the results obtained: children who perform tasks correctly are able to highlight the essential, that is, they are capable of abstracting, highlighting the main thing and can be distracted from the secondary. Those who make mistakes do not know how to distinguish between essential and non-essential features. .
2. Comparison.
Students are presented or called any two objects or concepts. Each student on a piece of paper should write on the left - the similarities, and on the right - the differences between the named objects.
4 minutes are given to complete the task for one pair of words.
Processing of the results obtained: a general list of similarities and differences between the named objects is compiled, then it is established which part of this list the student was able to write. The proportion of similarities and differences named by the student out of the total number of features in% is the level of development of the student's ability to compare. [36, 223-224].
3 . Generalization.
Two words are suggested. It is necessary to determine what is common between them.
Runtime 3-4 minutes. .
4 . Classification. (appendix 2)
This technique also reveals the ability to generalize, to build a generalization on abstract material.
Five words are given. Four of them are united by a common feature. The fifth word does not fit them. Find this fifth word. Students can be given five tasks. Time - 3 minutes. .
5. Anagram.
Students are offered anagrams (words transformed by rearranging their constituent letters). It is necessary to find the original words from the given anagrams. As a result, the students are divided into two groups.
1 group - solve each problem as if it were a new one. They lack theoretical analysis (the ability to mentally identify the properties of objects).
2 group - students quickly find answers by discovering a general rule. .
6 . Assigning phrases to proverbs. (appendix 2)
Purpose: to reveal the degree of formation of the abstraction operation.
There are 5 proverbs and 10 phrases written on the form. Children are invited to underline those phrases that convey the meaning of proverbs. You need to work in the following sequence:
- read the first proverb, find the phrase that conveys its meaning
- take a look at the other proverbs one by one, explain your choice
- All received data are recorded in the table.
Data processing: the correct selection of phrases for proverbs is analyzed, counting the number of correctly completed tasks, a quantitative indicator. An indicator of the insufficient development of the functions of abstraction and generalization is the presence of selected phrases that include words that are part of proverbs that change its meaning.
7. Definition of concepts, clarification of causes, identification of similarities and differences in objects. (appendix 2)
All these are operations of thinking, evaluating which one can judge the degree of development of the child's intellectual processes. These features of thinking are established by the child's answers to a series of 20 questions.
Processing of results: for each correct answer, the child receives 0.5 points. The maximum number of points is 10.
10 points - very high level.
8-9 points - high level.
5-7 points - average level.
2-4 points - low level.
0-1 point - very low level.
8. Ending words.
The child is invited to play a game: an adult will begin the word, and he will finish it. “Guess what I want to say. By ... "- the game begins. If the child is stubbornly silent, despite the repetition of this syllable, or mechanically repeats what was said without trying to complete the word, go to the next syllable. It does not matter which word is obtained as a result of guessing, the main thing is that the child is able to complete it.
In total, 10 syllables are offered, which are unequally common at the beginning of different words: 1) by, 2) on, 3) for, 4) mi, 5) mu, 6) lo, 7) che, 8) pry, 9) ku, 10 ) zo.
If the child easily and quickly copes with the task, invite him to come up with not one word, but as many as he can. It is important to record not only the correct answers, but also the time that the child spends.
Good results: guessing words for the entire set of syllables (9-10).
Bad results: guessing words by an incomplete set of syllables (1-3). .
9 . Comparing items from memory. (appendix 2)
For comparison, the child is offered pairs of representations. In order for the child to focus on the comparison, you can invite him to imagine what he will be comparing. It is better to record the children's answers (it is also possible on a tape recorder) in order to analyze them later. .
- Results processing:
If the comparison is made correctly, both similarities and differences are highlighted, then 5 points are assigned for one pair of words.
If the comparison is incomplete, only features of similarity are highlighted, or only features of difference, 4 points are given.
If the comparison is carried out on random, insignificant features, and the child does not name the main features, 3 points are given.
If the comparison is difficult, the child does not answer the question of how objects are similar and different, 2 points are given.
If there are difficulties not only with comparison, but also with the presentation of each word separately - 1 point.
39-50 points are good results.
27-38 points - average results.
10-26 points - bad results. .
10. Sequence of pictures.
The teacher uses illustrative material for fairy tales or narrative plots on everyday topics. It is necessary to select several series of pictures so that you can compose a story based on them, decomposing them in a certain sequence. Start with a simple series of 3 pictures, increasing each successive series by one picture.
Offer the child the first 3 pictures, making sure that they are in random order. Ask them to think and place the pictures one after the other to make an entertaining story. After he completes the work, have a conversation with him, clarifying why the pictures are laid out this way and not otherwise. Note whether the child was able to establish logical connections, whether he understood the situation, how quickly he completed the task. .
Based on the conclusions made in the course of diagnosing the thinking of younger students, you can choose a set of exercises for its development, which would be most effective for this student.
II. To develop the thinking of children, you can use a complex of intellectual games. Such games are useful for all students, and especially for those who experience noticeable difficulties in performing various types of educational work. The proposed complex of intellectual games allows you to develop and improve thinking. .
1) The game "Drawing up proposals."
The child is offered 3 words that are not related in meaning, for example, “lake”, “pencil”, “bear”. Task: make up as many sentences as possible that would necessarily include all these three words. It is necessary to warn the child that the time for completing the task is limited - 15-20 minutes.
This game develops the ability to establish connections between objects and phenomena, think creatively, create new holistic images from disparate objects. .
2) The game "What is superfluous?"
The child is offered any three words:
Task: out of the proposed three words, only those two that have somewhat similar properties should be left, and one word is “superfluous”, it does not have this common feature, so it should be excluded. It is necessary to find as many options for eliminating the extra word as possible, and most importantly, as many features as possible that unite each remaining pair of words and are not characteristic of the excluded extra word.
This game develops the ability to describe the properties of objects, compare objects according to certain parameters, establish connections between disparate phenomena, and also easily move from one connection to another..
. 3) The game "Search for objects by given criteria."
The properties that certain objects can have are listed.
Such a listing of properties can be some kind of riddle (“Not a tailor, but walks with needles all his life”), a question (“Who has horns longer than a tail?”) Or simply a task: “Name objects that combine the performance of two opposite functions . (For example, a door).
Task: name as many objects as possible with these properties.
The game forms the ability to find objects by signs, quickly switch thinking from one object to another, look for similar objects, find analogues between dissimilar objects. .
4) Short story game.
The child is read a short, simple story.
Task: to convey the content of this story as concisely as possible, using only 2-3 sentences. The main content must be preserved.
This game forms the clarity of thinking. It is especially useful for children whose thinking is not highly organized. In addition, this exercise allows you to prepare children for studying in secondary school, to give them the skills of concise presentation. .
5) The game "Search for analogues."
An object or phenomenon is called, for example, a "helicopter".
Task: write down as many of its analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for.
This game teaches to distinguish the most diverse properties in an object and to operate separately with each of them, forms the ability to classify phenomena according to their characteristics. .
6) The game "Encrypted word". (appendix 2)
Task: take only the first syllables from each word and write down the resulting word (for example, av-to-mo-bil). It is also possible that the first syllable is taken from the first word, the second from the second, and the third from the third.
These tasks allow you to form mental operations analysis and synthesis. The exercise reinforces the ability of students to divide words into syllables and form new words from them.
Also in the lessons you can use non-traditional tasks and exercises to develop thinking. Such exercises are aimed at the development of all mental operations. They can be used both by parents during classes with children, and by teachers in lessons in various disciplines. .
Mathematics lessons.
1. Task "Mathematical beads".
The instruction is given in verses:
From different numbers I made beads,
And in those circles where there are no numbers,
List the pros and cons
To get this answer. .
2. Task "Logical chains". (appendix 2)
Children are offered chains of numbers that need to be continued to the right and left, if possible. To complete the task, you need to establish a pattern in the notation of numbers.
3. Task "Extra number".
Numbers are given: 1, 10, 6. Which of them is superfluous?
1 may be superfluous, because is an odd number, and 10 and 6 are even. Also, 10 may be superfluous, because. it is two-digit, and 1 and 6 are single-digit. Even the number 6 may be superfluous, because units are used to write the other two..
4. Logic tasks (Appendix 2)
Logical tasks allow you to continue classes with the child to master such concepts as left, right, higher, lower, more, less, wider, narrower, earlier, later, closer, further. In addition, they allow you to develop and improve the logical thinking of children.
Russian language lessons.
1. The child is given a series of words. For example: dream, son, garden, cancer, mouth, house, smoke, gave, shaft, howl, ox, snout. It is necessary to distribute the words into three equal groups and write each group in a separate column. This task is quite difficult, because the child must choose the basis of classification on his own.
Levels for completing this task:
Level I - words are sorted by their meaning or by initial or final letters. The child has the first skills of classification, but cannot correlate his actions with the condition of the problem.
II level - the words are distributed according to the presence of the same vowels, i.e. the basis of the classification is chosen correctly, but incomplete groups are made. That is, the child is not able to bring the work begun to the end.
III level - all three groups were found in full, in each of which the words have the same vowel. [36.181-182].
2. "Search" task.
The children are invited to work with the dictionary and find words containing two or three identical vowels. Children find and write down the words. With great interest they look for words in which three, four, five vowels occur. In the game, children quickly memorize rare words that they have not encountered before. Thus, words that are difficult to write are easier to perceive. .
3. Task "Related words".
Children are invited to try to explain the relationship of some words. For example: announcer - dictation, circus - compasses, garden - city [36. 187-188].
4. The task "Numbers around us." (appendix 2)
Children are invited to name as many words as possible, which include any number.
This task also contributes to broadening one's horizons and helps to explain the meaning of words.
All these and many other tasks presented in the works of many psychologists and teachers, as well as in numerous methodological literature, will help elementary school teachers not only develop all the mental processes of children's thinking, but also expand their horizons, interest them in learning activities and, importantly, prepare for secondary school and subsequently facilitate this process for children. In addition, many of these tasks aimed at developing thinking can also be used as diagnostics to determine the level of development of students' thinking processes.
Thus, the development of thinking is extremely important and even necessary in primary school age. Psychological studies show that during this period, the further development of thinking is of primary importance.It rises to a higher level and thereby entails a radical restructuring of all other mental processes. The thinking of younger schoolchildren is at a critical stage of development. At this time, there is a transition from visual-figurative to verbal-logical, conceptual thinking. The basis of verbal-logical thinking is the operation of concepts. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena. Verbal-logical thinking is formed gradually during the primary school age.
In order for a child to study successfully in the middle school, it is necessary at this difficult stage of development to help him in the development of all his mental processes, the formation of mental functions. And in order for the help to be complete and qualified, elementary school teachers must be well aware of the peculiarities of the thinking of children of primary school age.
But we should not forget about the individual characteristics of the thinking of each child. To identify these features, it is necessary to use various diagnostic methods aimed at studying various thinking processes. Based on these studies, it will be possible to select the most appropriate games, tasks and exercises for the development and improvement of the thinking of this particular child. It is necessary to do this, otherwise the child will be unprepared for learning in secondary school.
However, it is important to build the process of offering and performing these tasks with children in an interesting way, of course, so that the child does not get tired of such tasks and is not burdened by them. In the case of purposeful and properly organized work with the child on the proposed tasks, they will ensure the development and improvement of thinking and all its operations and, therefore, will facilitate the learning process for him in the middle school.
Chapter 2. Creation of conditions for the development of thinking in educational activities.
2.1. Goals, objectives, research methods.
So, as already mentioned,the purpose of this study is to create a system of tasks that contribute to the development of thinking of younger students in the classroom.
To achieve this goal, it is necessary to solve the following tasks:
- To analyze the level of formation of mental operations (the level of development of thinking) of children in the third grade of a four-year school.
- Identify weaknesses in the development of thinking of these students using diagnostic techniques.
- Make up a system of tasks used in the lessons that will contribute to the development of children's thinking and increase the level of all thought processes.
To implement these tasks, the following methods were selected:
- Observation of the work and progress or difficulties of students.
- Conversation with the teacher.
- Tests. Students were offered various tests in the course of both primary and control research to determine the level of their logical thinking at different stages of work.
- The analysis of children's activity products was carried out at all stages of work with the class. This made it possible to monitor changes in the level of development of the thinking of the experimental group of students, as well as the impact of developmental work on their learning.
Experimental work will be carried out on the basis of 3 "a" and 3 "b" classes of secondary school No. 448 of the Frunzensky district. In the experimental 3 "A" class, 18 people study, 10 girls and 8 boys. There are 17 people in the control class, 9 girls and 8 boys. There is a rather high level of progress in the classes, despite the fact that there are children for whom Russian is not their native language. Classes are taught according to the standard state curriculum.
We considered the diagnostics presented in the works of the educational psychologist Tikhomirova L.F. to be the most suitable for this study. their lack of theoretical analysis and synthesis. All these are operations of thinking, evaluating which one can judge the degree of development of the child's intellectual processes.
Method No. 1. (Appendix 3)
Children are given four worksheets with tasks that they need to complete. These are the tasks:
- It is necessary to single out from the proposed words the two most significant for any concept.
This task allows you to determine whether children are able to highlight the essential, that is, whether they are capable of abstracting, highlighting the main thing, whether they can be distracted from the secondary.
- It is necessary to find the "extra" word from the proposed five, which does not fit the rest in meaning.
This technique reveals the ability of children to generalize, to build a generalization on abstract material.
- Anagram. It is necessary to find the encrypted word obtained by moving the letters of the original word.
Purpose: to identify the presence or absence of theoretical analysis in schoolchildren.
- Comparison of concepts. It is necessary to write similarities and differences between the proposed items.
This task will allow you to find out the level of formation of the skill of comparison, the ability to highlight the essential and similar features of various objects.
Method No. 2. (Appendix 4)
Also, students were offered a methodology based on a series of 20 questions that allow you to establish the level of formation of certain features of thinking, such as defining concepts, finding out reasons, identifying similarities and differences in objects.
As a result of these diagnostics, we will be able to get an idea of what thinking processes need to be developed in students of this class in the first place. Based on these data, it will be possible to choose certain methods of working with children in the classroom, which will contribute to the development and improvement of the necessary processes and operations of thinking. At the end of the work with the class, a control study will be conducted, according to the results of which it will be possible to judge the effectiveness of the work done. For the follow-up study, the same diagnostics as in the original study will be used. This will allow you to judge the changes that have occurred most fully and objectively. Accordingly, it will be possible to understand whether the work carried out was effective and efficient, and, if so, to what extent.
Method No. 3. (Appendix 6).
Culturally Free Intelligence Test (CFIT). Proposed by R. Cattell.
Designed to measure the level of intellectual development, regardless of the influence of environmental factors. It can be used for both individual and group research. The test consists of two parts, each of which has 4 subtests. All tasks have a graphical form, the execution time of each subtest is limited. In each group of tasks, the tasks are arranged in order of increasing complexity. All tasks have only one correct solution. If the child fails to solve all the problems correctly, then you need to try to solve as many problems as possible, it is better to choose the solution that seems more likely than to solve nothing.
All answers must be entered on a special form.
In mathematics lessons.
1. Great interest and inspiration in children has always been caused by the task "mathematical beads".The children looked for solutions to the task with pleasure, thought, considered, and, finally, found the right answer. Usually this task was used in the lesson as a mental calculation, thus performing two functions: preparing children for the perception of the lesson material and developing their skills in analysis and synthesis.
2. Task "logical chains"the children were already familiar, because the program "Harmony" widely uses this task in the mathematics textbook. However, kids love it. Chains of numbers were built according to a variety of principles, which ensured that the children did not use any one general rule for completing the task, but constantly searched for a new solution.
3. Also in the textbook of mathematics, the task "extra number" was often used. Sometimes students found it difficult to find more than one solution to a given task. In this case, collective work was carried out, the proposed numbers were analyzed, their features were distinguished, and new solutions were found. This task allows you to increase the level of development of such thinking operations as comparison, generalization and abstraction.
4. Quite often, logical tasks were used in the lessons. These tasks were introduced as additional tasks, and no grades were given for them.
5. In as an entertaining task in mathematics lessons, the task “fill in the gaps” was used. The children had to restore a number of drawings depending on the principle of their arrangement. This task is aimed at the development of comparison, analysis, synthesis.
In addition to these tasks, the lessons included tasks from the textbook, which also contribute to the development of elements of thinking:
- How are expressions 1 and 2 lines similar and how are they different from each other?
- Write correct numerical equations using only given numbers.
- On what basis can numbers be divided into two groups?
- What question of the task can be answered by performing these actions?
- Write the numbers in ascending (descending) order.
- Find the odd expression in each column.
At the lessons of the Russian language.
1. . Task "Related words",in which it was necessaryexplain the origin of some words, originallycaused confusion among the children. They could not always correctly determine the meaning of a word and associate it with the meaning of cognate words. But, over time, these difficulties disappeared, and the children began to quickly and with interest perform this task. The purpose of the task was to develop the skills of analysis and synthesis in students.
2 . "Write each family of words in your own column."The task was given at the lessons of fixing the topic "single-root words". This made it possible to consolidate and systematize the existing knowledge of children in a playful way, while consolidating the skills of classification and generalization.
3. Find the extra word.It is necessary to write down a group of words, determine the root in them and find an extra word that is not the same root as the rest. This task not only contributes to the development of phonemic hearing in children, but also consolidates the skills of generalization and abstraction.
4. In the course of studying the topic “antonyms”, the children were given a task: subject pictures were hung on the board, which had to be sorted into pairs so that there were objects next to them that were indicated by antonyms. This task aims to teach children the definition of concepts and their comparison.
5. Task " Parse synonyms in pairs" was given as homework in the course of fixing the topic "synonyms". The task was also aimed at developing the skills of classification and generalization. The children did not experience any difficulties in completing this task, and the results showed high results.
6. Also in Russian lessonslanguage widely used a variety of crossword puzzles (for example, including dictionary words), rebuses and tasks for ingenuity. These tasks were aimed at developing all elements of students' logical thinking.
In addition, the tasks of the textbook were performed at the lessons, which also contributed to the development of the elements of thinking of younger students.
- Find the odd word in each line. Explain the decision.
- Are these words the same? Why?
- Find and correct the mistakes in these words. Why did the student make such mistakes?
- Guess which words are missing?
- Find which of the given words is a test word?
In the lessons of literary reading.
1. The task "Composing proposals" was used in the work on the works. Any three words were chosen from the text, and the students made various sentences with them. This exercise develops the ability to establish connections between objects and phenomena, to think creatively.
2. "Know the hero." This task was also carried out quite often and the children liked it very much. The teacher describes a hero, naming only some of his signs, and the task of the children is to guess which hero they are talking about. The task is aimed at developing the skills of analysis, synthesis, abstraction.
3. " Compilation of the characteristics of the hero "aimed at developing the same skills as the previous task.
4. The task "Identification of the main and secondary characters"rarely used (if there are a large number of heroes in the work). This task, aimed at developing the skills of generalization and classification, was always carried out by children with great enthusiasm. Often there were disputes, disagreements, which made it possible to follow the train of thought of students, their definition of concepts, finding evidence and rebuttals.
5. Hero Comparison.As a rule, similar heroes of two or three different works by different authors were compared. This task allowed to develop the skills of comparison and abstraction.
6. "Game of rhymes." Children were offered words to which they had to pick up rhymes. The task is aimed at increasing the level of development of analysis, synthesis and comparison.
7. The short story exercise was used as a preparation for retelling texts. This task forms the clarity and organization of thinking. In addition, this exercise helps to prepare children for secondary school, in particular to give them the skills of concise writing.
In the lessons of acquaintance with the outside world.
1. The exercise "selection of associations"most often used at the beginning of the lesson. To complete the task, the children were offered a word - the topic of the lesson. This task is aimed at defining concepts, finding signs of objects.
2. Rebuses, crossword puzzles, riddles on the topic of the lesson were used, which made it possible to develop various elements of logical thinking.
3. "The Creation of the Coat of Arms". After listening to a short message about a city in Russia, the children were asked to come up with and draw its coat of arms, which would reflect the most important thing they heard about. This task is aimed at developing the skills of abstraction, analysis and synthesis.
4. " Write the names of the holidays to the pictures. This task made it possible to increase the level of abstraction and generalization in children.
Chapter 3 Description and analysis of the results of the study.
After carrying out the exercises on the development of thinking described above, a control study was conducted in both the experimental and control groups, in which, accordingly, work was not carried out on the development of thinking. The study aimed to identify whether the level of development of the thinking processes of students in grade 3 "A" has increased, and if it has increased, then by how much, as well as to compare the level of thinking in the experimental and control groups.
The same diagnostics were used in the control study as in the original study. This made it possible to judge the changes that had taken place most fully and objectively. For the control study, the same third-grade students who had previously participated in the primary study were selected. It should be noted that, in contrast to the primary study, students in the experimental group spent less time completing tasks. They had practically no questions when performing, since they had already encountered similar tasks in the classroom.
List of used literature.
1. Venger L. A., Mukhina V. S. Psychology.- M., “Enlightenment”, 1988
2. Developmental and pedagogical psychology. / Ed. Gamezo M. V. - M., 1984
3. Volkov B.S. Psychology of a younger schoolchild. - M., 2002
4. Davydov VV Types of generalization in teaching. - M., 1972
5. Davydov VV Problems of developing education. - M., 1986
6. Child psychology. / Ed. Kolominsky Ya. L. - Minsk, 1985
7. Dubrovina I. V., Danilova E. E. Psychology. - M., “ Academy, 2001
8. Zak A. Z. Diagnosis of the thinking of children 6-10 years old - M., 1993
9. Kuzmina NV Development of cognitive activity in the classroom. // Primary school 1995, No. 6.
10. Krutetsky V. A. Psychology. - M., "Enlightenment", 1986
11. Krutetsky V. A. Psychology of training and education of schoolchildren. - M., "Enlightenment", 1976
12. Lavrentieva G. P., Titarenko T. M. Practical psychology for the educator. - Kyiv, 1992
13. Leites N.S. Mental abilities and age. - M., 1971
14. Leontyeva M. R. Information about the problems and prospects for the development of primary education. // Primary school 1997, No. 4.
15. Lyublinskaya A. A. Child psychology - M., “Enlightenment”, 1971
16. Matyushkin A. M. Problem situations in thinking and learning. - M., 1972
17. Mukhina V. S. Developmental psychology - M., “ Academy", 2002
18. Mukhina V.S. Child psychology - M., “Enlightenment”, 1985
19. Nemov R. S. Psychology - M., “Enlightenment”, 1994
20. Ovcharova EM Practical psychology in primary classes. - M., 1990
21. Piaget J. Genetic forms of thinking and speech. M., “Thought”, 1967
22. Ponomarev Ya. A. Knowledge, thinking, mental development. M., 1967
23. Psychocorrectional and developmental work with children. / Ed. Dubrovina I. V. - M., “ Academy", 1998
24. Psychology of junior schoolchildren. / Ed. Davydova V. V. - M., 1990
25. Raev A.I. Management of mental activity of a junior schoolchild. - L., 1976
26. Rubinshtein S. L. Fundamentals of general psychology. - M., 1989
27. Tikhomirova L. F., Basov A. V. Development of logical thinking in children. - Yaroslavl, "Gringo", 1995
28. Tikhomirova L. F., Basov A. V. Development of cognitive abilities of children. - Yaroslavl, "Gringo", 1995
29. Management of cognitive activity of students. / Ed. Galperina P. Ya., Talyzina N. F. - M., 1989
30. Anthology on developmental psychology. - M., 1985
31. Elkonin D. B., Davydov V. V. Age-related abilities of mastering knowledge - M., “Enlightenment”, 1966
32. Yakimanskaya I. S. Developing education. - M., "Pedagogy", 1979
Annex 1 .
Dictionary of basic concepts.
Abstraction - highlighting any significant side or aspect of the phenomenon while abstracting from non-essential features and properties.
Analysis - dismemberment of an object or phenomenon (mental or practical) into their constituent elements with their subsequent comparison.
Specification - an operation inverse to generalization, i.e., a mental transition from the general to the individual, which corresponds to this general.
Visual Action Thinking- lies in the fact that the process of thinking itself is a practical transformational activity carried out by a person with real objects.
Visual-figurative thinking- such thinking, in which the thought process is directly connected with the perception of the surrounding reality by a thinking person, and cannot be carried out without it.
Generalization - the connection of the essential and its connection with the class of objects and phenomena.
Definition of concepts- a system of judgments about a certain class of objects (phenomena), highlighting their most common features.
Synthesis - the mental connection of individual elements into a single whole.
Comparison - comparison of objects and phenomena in order to find similarities and differences between them. The result of comparison is often a classification.
Judgment - a statement that contains a certain idea.
Theoretical figurative thinking- such thinking, in which the material that a person uses to solve a problem is not concepts, judgments or inferences, but images. Workers in literature and art use this way of thinking.
Theoretical conceptual thinking- this is such thinking, using which, in the process of solving a problem, a person refers to concepts, performs an action in the mind, without directly dealing with the experience obtained with the help of the senses. Such thinking is typical for scientific theoretical research.
inference - a series of logically connected statements from which new knowledge is derived.
Annex 2.
Ways of diagnostics and development of logical thinking.
The ability to highlight the essential.
Exercise | Answers |
|
Garden (plant, gardener, dog, fence, earth) | plant, earth |
|
River (shore, fish, mud, angler, water) | coast, water |
|
Cube (corners, blueprint, side, stone, wood) | corners, side |
|
Reading (eyes, book, picture, print, word) | Eyes, print |
|
Game (chess, players, fines, rules, punishments) | players, rules |
|
Forest (leaf, apple tree, hunter, tree, shrub) | tree, shrub |
|
City (car, building, crowd, street, bike) | Building, street |
|
Ring (diameter, hallmark, roundness, seal, diamond) | Diameter, roundness |
|
Hospital (garden, doctor, room, radio, patients) | room, patients |
|
Love (roses, feeling, person, city, nature) | feeling, man |
|
War (airplane, guns, battles, soldiers, guns) | Battles, soldiers |
|
Sports (medal, orchestra, competition, victory, stadium) | competition, stadium |
Classification.
- Second, hour, year, evening, week.
- Airplane, ship, equipment, train, airship.
- Circle, square, triangle, trapezoid, rectangle.
- Brave, courageous, resolute, evil, courageous.
Assigning phrases to proverbs.
Proverbs:
1) Strike while the iron is hot.
2) Don't get into the wrong sleigh.
3) There is no smoke without fire.
4) Not all that glitters is gold.
5) You can’t hide an awl in a bag.
Phrases:
- Hot iron is more malleable than cold iron.
- Don't procrastinate the matter.
- Don't take on a job you don't know.
- It is not good to use other people's sledges.
- Every phenomenon has its cause.
- Burning is accompanied by smoke.
- Things that are not gold can also shine.
- You should not judge a person only by appearance.
- The truth cannot be hidden.
Comparison of items from memory.
Item examples:
- fly and butterfly,
- house and hut,
- table and chairs,
- a book and a notebook,
- water and milk
- ax and hammer,
- piano and violin,
- prank and fight
- tickle and stroke,
- city and village.
encrypted word.
A) car, brake av-tor
B) ear, company, vase ko-ro-va
C) milk, spawning, mo-not-ta cockroach
D) bark, loto, boxer ko-lo-bok
D) ram, wound, attendant ba-ra-ban
Logic chains.
For example:
5 7 9 . . . . . . (1 3 5 7 9 11 13)
5 6 9 10 . . . . . (1 2 5 6 9 10 13 14)
21 17 13 . . . . . (29 25 21 17 13 9 5 1)
0 1 4 5 8 9 . . . . . . . . (0 1 4 5 8 9 12 13 16 17)
Logic tasks.
In mathematics lessons in elementary school, the following logical tasks can be used:
1) Five knots are tied on a rope. How many parts did these knots divide the rope into?
2) Kolya is taller than Vasya, but shorter than Seryozha. Who is taller: Vasya or Seryozha?
3) Mom bought 4 red and blue balloons. There were more red balls than blue ones. How many balloons of different colors did mom buy?
4) To weld 1 kg. meat, it takes 1 hour. How many hours will it take to cook 2 kg. such meat? (Answer: 1 hour.)
5) Which letter in the row is extra?
R, A, B, M, F, C.
Answer: A is redundant.
6) What is the odd number?
9, 7, 4, 1, 3, 5.
Answer: the extra number is 4.
7) Alyosha spends 5 minutes on the way to school. How many minutes will he spend if he goes alone with his sister?
Answer: 5 minutes.
8) Two boys played checkers for 2 hours. How long did each of them play?
9) Write down two-digit numbers, where the sum of tens and units is 5.
Answer: 14, 23, 32, 50, 41.
Numbers around us.
1 - unity, unity, lonely, once.
2 - Tuesday, double, deuce, twins, double, duet, kopeck piece.
3 - three, tee, trio, trident, tripod.
4- Thursday, quarter, quadrilateral.
5 - Friday, five days, piglet, five-year plan, pentagon.
6 - hexagon, six, hexagon.
7 - seven-color flower, seven, seven-string guitar.
8 - octopus, eight.
9 - "the ninth shaft", nine-year-old, nine-story.
10 - tithe, ten, decagon.
Annex 3.
Diagnosis Example #1.
Exercise 1.
- GARDEN(plant, gardener, dog, fence, earth)
- RIVER(shore, fish, mud, angler, water)
- A GAME(chess, players, fines, rules, penalties)
Task 2.
- Prefix, preposition, suffix, ending, root.
- Triangle, segment, length, square, circle.
- Rain, snow, precipitation, frost, hail.
- Comma, period, colon, dash, union.
Task 3.
- Oshkak
- Loprdae
- Rsogono
Task 4.
- BOOK - NOTEBOOK
Diagnosis Example #2
Exercise 1.
Select two words that are most significant for the word before the brackets.
- FOREST(leaf, apple tree, hunter, tree, shrub)
- CITY(car, building, crowd, street, bike)
- SINGING(ringing, voice, art, melody, applause)
Task 2.
Five words are given. One of them does not fit the other four. Find this word.
- Addition, multiplication, division, summand, subtraction.
- Oak, tree, alder, poplar, ash.
- Vasily, Fedor, Ivan, Petrov, Semyon.
- Milk, cheese, sour cream, meat, curdled milk.
Task 3.
Find the encrypted word here.
- Obcasa
- redllove
- Eunrukg
Task 4.
Write on the left - the similarities, and on the right - the differences between these objects.
- HORSE - COW
Diagnosis Example #3
Exercise 1.
Select two words that are most significant for the word before the brackets.
- HOSPITAL(garden, doctor, room, radio, patients)
- LOVE(roses, feeling, man, city, nature)
- SPORT(medal, orchestra, competition, victory, stadium)
Task 2.
Five words are given. One of them does not fit the other four. Find this word.
- Second, year, hour, evening, week.
- Bitter, hot, sour, salty, sweet.
- Football, volleyball, hockey, swimming, basketball.
- Dark, light, blue, bright, dim.
Task 3.
Find the encrypted word here.
- Atzikru
- Gometeb
- Byazonya
Task 4.
Write on the left - the similarities, and on the right - the differences between these objects.
- LAKE - RIVER
Annex 4.
(diagnosis of 20 questions)
Questions:
1. Which animal is bigger: a horse or a dog?
- People have breakfast in the morning. And what do they do when they eat during the day and in the evening?
- It's bright outside during the day, but at night...?
- The sky is blue and the grass...?
- Cherry, pear, plum and apple - is this ...?
- Why is the barrier lowered when a train is coming?
- What is Moscow, Kyiv, Khabarovsk?
- What time is it now? (the child is given a watch).
- A young cow is called a heifer. What is the name of a young dog and a young sheep?
- Who looks more like a dog, a cat or a chicken? (Justify your answer).
- Why does a car need brakes?
- How are hammer and ax similar to each other?
- What do squirrels and cats have in common?
- What is the difference between a nail, a screw and a screw?
- What is football, long jump, high jump, tennis, swimming?
- What kinds of transport do you know? (at least two).
- What is the difference between an old person and a young person? (two features).
- What is physical culture and sport for people?
- Why is it considered bad if someone does not want to work?
- Why do you need to put a stamp on letters?
Annex 5.
Class hour.
Lesson plan.
1 . Organizing time.
2. Preparatory work.
a) puzzles.
b) introductory conversation.
3. The main part.
a) task for analysis.
b) task for synthesis.
c) task for comparison.
d) task for generalization.
4. Summing up.
5. Organizational end.
Course progress.
1. Organizational moment.
- Make sure you don't have anything on your desks. Put everything in your briefcase. Sit down.
Now we will have a difficult task for you. We will solve various interesting tasks together. Sometimes they will be simple, and sometimes not so much. You are ready?
(Yes.)
2. Preparatory work.
a) puzzles.
- And the first task I suggest you solve puzzles. You already know how to solve them, and you know by what rules they are drawn up. So, look at the blackboard and guess what the word is encrypted here.
Answers: bell tower, bridge, museum, spire.
Let's look at the pictures together and explain how we guessed what was encrypted on them, how we found the word.
(Children explain their reasoning.)
b) introductory conversation.
- Well done! You very quickly, and most importantly, correctly solved these puzzles. Now, let's think about what you had to do to find the right answer?
(I needed to think.)
- Indeed, it was necessary to think. When else do you have to think?
(Various responses from children.)
- See how often we have to think in life. What else can we call it. Choose synonyms for the word "think".
(think, think.)
Signs with these words are hung on the board.
- THINK
MINDLYAT
THINK
- Or maybe one of you knows the name of the process that occurs in our thoughts when we think? Look at the word "think". This process is similarly called: it is called thinking.
On the board is a card with the word “thinking”.
THINKING
- Do you think that all people have a mind?
(Yes, everyone.)
- Certainly! It's just that in some people it is developed more, and in some it is less. Therefore, some learn better and some worse. And thinking can also be developed, and then it will help you in your studies, it will be easier for you to perform various tasks.
- Main part.
- And now we will perform interesting tasks. And when solving them, you will need to think, use your thinking.
a) task for analysis.
A poster is hung on the board with the image of an animal assembled from different separate parts of various animals, birds and fish (the tail of a fox, the ears of a hare, the fins of a fish, the beak of a pelican, etc.). Children need to find these parts and determine which animal they belong to.
- What were we doing now? How did we find parts of different animals?
(We divided this animal into parts and determined which part belongs to whom.)
b) task for synthesis.
Parts of one cut picture are hung on the board. Children are invited to restore the picture by connecting its parts. Students go to the board one at a time and combine two parts of each so that, in the end, a whole picture is obtained.
- Now what did we do? How did you get the whole picture?
(We connected the individual parts of the picture to each other.)
c) task for comparison.
There are two almost identical pictures on the board. Children are encouraged to find differences in them. Students come to the board one at a time and point out the difference. The named differences are written side by side on the board. There are only ten differences, but the children are not told their number. The task is carried out until the children can find no more differences.
- So what helped you find the differences? What did you do?
(We compared two pictures and found how they differ.)
d) task for generalization
Hanging on the board geometric figures different shapes, sizes and colors. Children need to divide them into groups according to one or another sign. Students take turns coming to the board and form groups, explaining how they divided the pieces.
- How did you complete this task?
(We determined how the figures are similar, and grouped them into groups according to these features.)
4. Summing up.
- So, what do we need to do in order to complete tasks and exercises?
(We need to think.)
What is the name of the process that occurs in thoughts when we think?
(Thinking.)
- Did you like the assignments? Was it difficult to do them?
- And what should be done to make it easier to solve such tasks?
(You need to develop thinking.)
- organizational end.
- Thank you for your attention. Our lesson is over. Goodbye
-
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