Introduction

1 General concept about thinking

1.2 Features of mental development of younger schoolchildren

Conclusion

Bibliography

Applications

Introduction

The education system is one of the factors in the economic and social progress of society. It should be aimed at developing the student’s personality, his mental abilities, and creating conditions for his self-determination and self-realization. The level of mental development greatly influences the effectiveness of solving these problems. And the level of mental development, in turn, depends on the diagnosis. After all, the sooner a lag in the development of a particular mental process is noticed, the sooner it will be corrected. If all mental processes correspond to the level of mental development of the individual, then we can talk about a successfully developed personality that will benefit society.

A common example in teaching practice is the organization by teachers of students’ actions according to a model: too often teachers offer children training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, flexibility, which are aspects of its independence, are not sufficiently developed.

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

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge psychological structure intellectual abilities, the laws of their formation are necessary for the correct choice of method of training and education.

A systematic course of lessons based on search and creative tasks of non-educational content creates favorable conditions for developing a culture of thinking in younger schoolchildren, which is characterized by the ability to independently manage mental activity, show initiative, set goals and find ways to achieve them. Without the development of imagination there is no mental activity. It's no secret that the imagination is built from elements taken from reality, and is directly dependent on the richness and diversity of acquired experience. This cannot be done if you develop your imagination without taking into account the emotional sphere. Active introduction of various educational games into the educational process for the purpose of intellectual development of younger schoolchildren is one of the most important tasks of a primary school teacher.

Thus, the problem of mental development, the formation of children’s intellectual readiness for learning in primary school, is relevant.

Human activity as a conscious activity is formed and develops in connection with the formation and development of his consciousness. It also serves as the basis for the formation and development of consciousness, the source of its content and requires the help and participation of other people, i.e. takes on the character of joint activity. Its results have a certain impact on the world around us, on the lives and destinies of other people.

Psychological research shows that at primary school age, the further development of thinking takes on special importance. Moreover, the thinking of a child of primary school age is at a turning point in development. During this period, a transition occurs from visual-figurative thinking, which is basic for a given age, to verbal-logical, conceptual thinking.

The goal is to study the mental development of junior schoolchildren aged 9-10 years.

Object of study: 4th grade students of Malopolpinskaya MBUSOSH.

Subject of research: quality of thinking as a parameter of mental development.

Research hypothesis: the higher the level of mental development, the more effective solution assigned tasks.

analysis of the theoretical foundations of mental development of junior schoolchildren in psychology;

explore the flexibility of thinking, speed of thinking, selectivity and concentration of attention, the level of generalization and abstraction processes, verbal thinking.

conduct a study of the mental development of primary schoolchildren.

Research methods: theoretical analysis of scientific psychological and pedagogical literature; conversations with schoolchildren, conducting tests and processing the results.

Research methods:

methodology for studying flexibility of thinking;

method “Studying the speed of thinking”;

Munstenberg technique;

“Exclusion of Concepts” technique;

methodology for studying verbal thinking “Questionnaire for the orientation test of school maturity by J. Jerasek”

Chapter I. Theoretical basis mental development of younger schoolchildren

1 General concept of thinking

Objects and phenomena of reality have such properties and relationships that can be known directly, with the help of sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in visible space), and such properties and relationships that can be known only indirectly and through generalization , i.e. through thinking. Thinking is an indirect and generalized reflection of reality, a type of mental activity consisting in knowing the essence of things and phenomena, natural connections and relationships between them.

The first feature of thinking is its indirect nature. What a person cannot know directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is mediated knowledge.

The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.

Thinking is the most meaningful element of the three components of the mental process and it is characterized by comprehensiveness rather than exclusivity. When we read a book, information is transferred sequentially from sensory storage to memory storage. But then this new information is transformed, digested , and the result is an original product.

There is some ongoing debate about whether thinking is internal process or does it exist only insofar as it manifests itself in behavior. A chess player may think about his next move for several minutes before making it explicit.

People express generalizations through speech and language. A verbal designation refers not only to a single object, but also to a whole group of similar objects. Generalization is also inherent in images (ideas and even perceptions).

Thinking is the highest level of human knowledge of reality. The sensory basis of thinking is sensations, perceptions and ideas. Through the senses - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental problems that life poses to a person, he reflects, draws conclusions and thereby learns the essence of things and phenomena, discovers the laws of their connection, and then, on this basis, transforms the world.

Thinking is not only closely connected with sensations and perceptions, but it is formed on the basis of them. The transition from sensation to thought is a complex process, which consists, first of all, in isolating and isolating an object or its sign, in abstracting from the concrete, individual and establishing the essential, common to many objects.

If we talk about the current state of modern primary school in our country, then reproductive activity still continues to occupy the main place. During lessons in two main academic disciplines - language and mathematics - children almost all the time solve standard educational problems. Their purpose is to ensure that children’s search activity with each subsequent task of the same type is gradually curtailed and, ultimately, completely disappears.

On the one hand, the dominance of activities to acquire knowledge and skills that existed hinders the development of children’s intelligence, primarily logical thinking. In connection with this teaching system, 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 several solutions. In addition, children get used to solving problems based on an already learned rule, so they are not able to act independently to find some new way.

The development of logical thinking is largely spontaneous, so most students, even in high school, do not master the initial techniques of logical thinking, and these techniques must begin to be taught in primary school.

First of all, from lesson to lesson you need to develop the child’s ability to analyze and synthesize. The sharpness of the analytical mind allows you to understand complex issues. The ability to synthesize helps to simultaneously keep in sight difficult situations, find causal connections between phenomena, master a long chain of inferences, discover connections between individual factors and general patterns.

In the preparatory phase of solving a problem, its conditions are analyzed and a plan is developed, and in the executive phase this plan is practically implemented. The result obtained is then related to the conditions and problem. To all that has been said, one should add the ability to reason logically and use concepts. The first of these areas is associated with the formation of speech in children, with its active use in solving various problems. Development in this direction proceeds successfully if the child is taught to reason out loud, reproduce the train of thought in words and name the result obtained.

The second direction in development is successfully implemented if children are given tasks that need to be solved simultaneously and developed practical actions, the ability to operate with images, and the ability to use concepts at the level of logical abstractions. With the predominance of practical activity, this, first of all, develops visual-active thinking, but figurative and verbal-logical thinking may lag behind. When creative thinking predominates, you may find delays in the development of theoretical and practical intelligence. With special attention only to the ability to speak out loud, children often lag behind in practical thinking and are poor in the imaginative world. All this, ultimately, can hinder the child's overall intellectual progress.

The preparatory phase of orientation in the conditions of the task is very important for the development of intelligence, since in practice children often fail to cope with the task precisely because they are not able to analyze their state. This disadvantage is overcome with the help of special exercises aimed at comparison between the conditions of tasks that are similar to each other. Such exercises are especially useful when children are aimed at aligning the sentences of problems in complex conditions, between which there are subtle, barely noticeable, but significant differences and depend on the direction of the search for the correct answer. It is important that children learn not only to see, but also to verbally formulate these differences. It has been established that first-graders can understand and accept the task assigned to them.

A child is born without hesitation. By the end of the first year of life, manifestations of elementary thinking can be observed in the child. The main condition for the development of thinking in children is oriented education and training. In the process of upbringing, the child masters the subject through actions and speech, learns to solve first simple, then complex problems, and understand the requirements of adults and act in accordance with them.

The child’s thinking is in the form of actions aimed at solving specific problems: get any object in sight, put rings on the rod of a toy pyramid, close or open a window to find hidden things, get to a chair, bring a toy, etc. Having completed these actions, the child thinks. He believes that acting, his thinking is visual and effective. Mastering the speech of other people causes a shift in the development of a child’s visually active thinking. Through language, children begin to think collectively. The first children's generalizations are of a general nature: a child means the same word for several different objects in which he perceived some similarity.

Thinking is a mental process in which both hemispheres of the brain participate. And the solution to the tasks assigned to him depends on how comprehensively a person can think. This is why the development of thinking in children is so important. Perhaps this is not very noticeable in early childhood, since all important decisions for the baby are made by his parents, and the child’s achievements are most often measured by the number of steps taken, the ability to read syllables or fold a construction set. But sooner or later there comes a time when a person faces serious life goals and objectives. To get a job in large and successful companies, applicants undergo many tests, including an IQ test. Logical thinking and creativity are at the core of every invention created by mankind. And if you want your child to have a chance to do something brilliant in his life, teach him to think correctly from childhood. Even if he chooses the path of art or, for example, sports, the ability to analyze his actions, clearly and logically build a line of his behavior will certainly lead him to success in any field.

The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the overall formation of the personality occurs. At the same time, the child’s motivation for mental activity—cognitive interests—increases.

Thinking develops throughout a person’s life in the process of his activity. At each stage, thinking has its own characteristics.

Mastering the speech of people around him causes a shift in the development of a child’s visual and effective thinking. Thanks to language, children begin to think in general terms.

Further development of thinking is expressed in a change in the relationship between action, image and word. The word plays an increasingly important role in solving problems.

Psychologists distinguish two main stages in the development of thinking of younger schoolchildren.

At the first stage (grades I-II), their thinking is in many ways similar to the thinking of preschoolers: the analysis of educational material is carried out primarily in a visual-effective and visual-figurative manner. Children judge objects and phenomena by their external individual characteristics, one-sidedly, superficially. Their conclusions are based on visual premises given in perception, and conclusions are drawn not on the basis of logical arguments, but by direct correlation of judgment with perceived information. Generalizations and concepts of this stage strongly depend on the external characteristics of objects and fix those properties that lie on the surface.

For example, the same preposition “on” is identified by second-graders more successfully in cases where its meaning is concrete (expresses the relationship between visual objects - “apples on the table”) than when its meaning is more abstract (“the other day”, “for memory” "). This is why the principle of visibility is so important in elementary school. By giving children the opportunity to expand the scope of specific manifestations of concepts, the teacher makes it easier to identify essential generalities and designate them with the appropriate word. The main criterion for a full generalization is the child’s ability to give his own example that corresponds to the knowledge acquired.

By the third grade, thinking moves into a qualitatively new, second stage, requiring the teacher to demonstrate the connections that exist between the individual elements of the information being learned. By grade III, children master genus-specific relationships between individual characteristics of concepts, i.e. classification, an analytical-synthetic type of activity is formed, and the action of modeling is mastered. This means that formal logical thinking begins to form.

In elementary school, much attention is paid to the formation of scientific concepts. There are subject concepts (knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture, etc.) and relational concepts (knowledge reflecting the connections and relationships of objective things and phenomena - magnitude, evolution, etc.) . For the former, several stages of assimilation are distinguished: 1) identification of functional characteristics of objects, i.e. related to their purpose (cow - milk); 2) listing known properties without distinguishing essential and non-essential (cucumber is a fruit, grows in the garden, green, tasty, with seeds, etc.); 3) identifying common, essential features of a class of individual objects (fruits, trees, animals). For the latter, several stages of development are also identified: 1) consideration of specific individual cases of expression of these concepts (one more than the other); 2) a generalization that applies to known, encountered cases and does not extend to new cases; 3) a broad generalization applicable to any cases.

The development of thinking largely depends on the level of development of thought processes. So, for example, the development of analysis leads from the practically effective to the sensory and further to the mental (from class I to class III). In addition, the analysis begins as partial and gradually becomes comprehensive and systematic. Synthesis develops from simple, summative to broader and more complex. Analysis for younger schoolchildren is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis).

It should be noted that younger schoolchildren begin to become aware of their own thought processes and try to control them, although not always successfully.

In recent years, there has been more and more talk about the formation of theoretical thinking on the basis of empirical thinking.

Theoretical thinking is defined through a set of its properties (reflection; analysis of the content of a problem, highlighting the general method of solving it, which is transferred “on the spot” to a whole class of problems; internal plan of action, ensuring planning and execution in the mind). Empirical thinking is carried out by comparing externally similar, common features of objects and phenomena of the surrounding world, through “trial and error”. Research in experimental classes under the leadership of V.V. Davydov showed that elements of theoretical thinking can be formed in the lower grades.

All mental processes: perception, memory, thinking, imagination, speech - have already gone through quite a long path of development.

Various cognitive processes that provide diverse types of child activity do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading importance for general mental development.

Psychological research shows that during this period it is thinking that largely influences the development of all mental processes.

As the student masters educational activities and masters the fundamentals of scientific knowledge, he gradually becomes familiar with the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on visual signs of objects, but on internal, essential properties and relationships. During training, children master the techniques of mental activity, acquire the ability to act “in their minds” and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, generalization.

Younger schoolchildren as a result of studying at school, when it is necessary to regularly complete tasks in mandatory, learn to manage their thinking, to think when necessary.

In many ways, the formation of such voluntary, controlled thinking is facilitated by the teacher’s assignments in class, which encourage children to think.

When communicating in primary school, children develop conscious critical thinking. This happens due to the fact that in class they discuss ways to solve problems, consider various options decisions, the teacher constantly asks students to justify, tell, and prove the correctness of their judgment. A junior schoolchild regularly logs into the system when he needs to reason, compare different judgments, and make inferences.

In the process of solving educational problems, children develop such operations of logical thinking as analysis, synthesis, comparison, generalization and classification.

Thus, thinking is the process by which a new mental representation is formed; it occurs through the transformation of information, achieved through a complex interaction of the mental attributes of judgment, abstraction, reasoning, and problem solving.

Intellectual development - formation of ability<#"justify">.2 Features of mental development of younger schoolchildren

Currently, much attention is paid to preparing the younger generation for creative activities in all spheres of society. In this regard, the role of the school in educating active, initiative, creatively thinking and spiritually rich citizens of the country is increasing. Psychologists have established that the properties of the human psyche, the basis of the intellect and the entire spiritual sphere arise and are formed mainly in preschool and primary school age, although the results of development are usually discovered later. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory.

The Russian language is the most important factor in the development of students’ mental abilities, their speech, moral qualities and the child’s overall personality. Many progressive public figures, linguists, methodologists of the 19th century (F.I. Buslaev, V.G. Belinsky, L.I. Polivanov, D.I. Tikhomirov, etc.) wrote in their works about the enormous developmental significance of the native language as a school language educational subject.

During the period of primary school age, significant changes occur in the child’s psyche; the assimilation of new knowledge, new ideas about the world around them rebuilds the everyday concepts that children had previously developed, and school thinking contributes to the development of theoretical thinking in forms accessible to students of this age.

Children of preschool and primary school age have a predisposition to language. They easily and willingly learn new words and speech patterns, and master various linguistic structures. Without much difficulty, they develop speech hearing and articulation. However, a predisposition to language, a combination of favorable internal conditions for a full combination of speech, is a temporary phenomenon. The ability to quickly master language forms clearly decreases over the years. Moreover, if the formation of speech for some reason is not carried out on time, then its development in the future is extremely difficult. A more mature brain and acquired life experience are not a stimulating factor in the initial acquisition of speech.

Primary school age is usually characterized by a strict realism of attitudes, the dominance of interest in specific facts of objective reality (manifested in collecting, compiling herbariums, etc. Specific facts are at the center of the child’s intellectual interests. This affects the content and structure of his judgments. In them, a significant place is occupied by in the language of dialectical logic, "judgments of existence" and "judgments of reflection"; of the "judgments of the concept" predominantly assertoric, much weaker problematic and apodictic are presented. The evidence itself, to which the child resorts, often comes down to a reference to an example. Reference to example and analogy are typical techniques, "methods" of proof for a small schoolchild. The very common idea that a child's thinking is characterized primarily by an inability to reveal connections and give explanations is clearly untenable; observations refute it. Rather, a child is characterized by ease, with in which he makes connections and accepts any coincidences as explanations. The child's thought first works in short circuits. Only as the child, separating the conceivable from the actual, begins to consider his thought as a hypothesis, that is, a position that still needs to be verified, does the judgment turn into reasoning and is included in the process of justification and inference.

Age-related features of the development of children's intelligence, results of the latest research in the field of psychology and pedagogy, practical experience pedagogical work- all this makes it possible to create a system of comprehensive intellectual development of younger schoolchildren in the process of teaching them the Russian language. This system provides for such an implementation of the educational process in which at each structural stage of the Russian language lesson, in the course of studying linguistic material and on the basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

Primary school age contains significant potential for the mental development of children, but it is not yet possible to accurately determine it. Various solutions to this issue, proposed by scientists, teachers and practical teachers, are almost always associated with the experience of using certain methods of teaching and diagnosing the child’s capabilities, and it is impossible to say in advance whether children will be able or not able to master a more complex program if advanced means are used learning and methods for diagnosing learning disabilities. The data presented below should not be considered normative. They rather indicate what a normal child can achieve with not the most best methods and means of education, with current curricula that do not always take into account the capabilities of children. During the first three to four years of school, progress in children's mental development can be quite noticeable. From the dominance of visual-effective and elementary figurative thinking, from the pre-conceptual level of development and thinking poor in logic, the student rises to verbal-logical thinking at the level of specific concepts. The beginning of this age is associated with the dominance of pre-operational thinking, and the end with the dominance of operational thinking in concepts. At the same age, the general and special abilities of children are revealed quite well, allowing one to judge their giftedness.

According to a number of studies, primary schoolchildren show significant development in their ability to make inferences. At the first school age (7 - 10 years), inductive and deductive conclusions are formed, revealing deeper objective connections than transduction in a preschooler. But even in this period: 1) inferences are limited primarily by the premises given in observation. More abstract inferences are for the most part accessible, mainly only insofar as they can be made with the help of a visual diagram, such as, for example, inferences about the relationship of quantities; 2) inferences, since they are objective, are made in accordance with certain principles or rules, but not on the basis of these principles: these general principles are not realized. Since the logical necessity of inference is not realized, the entire path of reasoning is for the most part inaccessible to understanding.

Operating already at this stage with diverse concepts of things, phenomena, processes, the child’s thinking is thus prepared to understand the concepts themselves in their properties and relationships. Thus, within this stage of thinking, prerequisites and opportunities are created for the transition to the next stage. These possibilities are realized in the child as he masters a system of theoretical knowledge during his education.

Numerous observations of teachers have shown that a child who has not mastered the techniques of mental activity in the primary grades of school usually goes into the category of underachievers at the middle level. One of the important directions in solving this problem is the creation in primary classes of conditions that ensure the full mental development of children, associated with the formation of stable cognitive interests, abilities and skills of mental activity, mental qualities, and creative initiative. Thinking occupies one of the main positions in mental development. Therefore, to create conditions for the development of intelligence, you need to focus on the development of thinking. There are various methods and techniques for this.

Forming independence in thinking and activity in finding ways to achieve a goal involves children solving atypical, non-standard problems. The conditions necessary for organizing systematic work on the formation and development of independent thinking are very difficult to provide in the classroom. This should be served by organizing systematic activities in extracurricular activities.

The formation of a harmonious mind is one of the main tasks of the pedagogical process. This is not an easy task, but it can be done. Students, like all people, in general, have different mentalities: one is analytical, others are dominated by visual-figurative ones, and thirdly, figurative and abstract components of thinking developed relatively evenly. The teacher’s task is to raise the level of development of logical and abstract thinking and intellectual development of students as high as possible. Modern researchers have come to the conclusion that only 3-5% of brain cells are actively working, although human mental abilities are limitless and unique.

The trouble is that it is not busy, idle cells lose their activity, they constantly need to download work. Therefore, in addition to the fact that teachers must give students a certain amount of knowledge and develop appropriate skills, it is necessary to pay attention to the intellectual development of children. This approach creates conditions for the development of children's cognitive interests, encouraging the child to think and search, and gives him a feeling of confidence in the capabilities of his intellect. During these classes, students form and develop forms of self-awareness and self-control, the fear of wrong steps disappears, anxiety and constant worry about them decrease, thereby creating the necessary personal and intellectual prerequisites for the successful completion of the learning process.

The development of intellectual abilities has a direct connection with all basic subjects of primary education. For example, intensive development of logical thinking, attention and memory helps to better analyze and better understand and learn the rules of the Russian language. Mental development is an important aspect in the development of the personality of a primary school student, in particular in the cognitive sphere. Human thinking is characterized by an active search for connections and relationships between different events. The direction of reflecting directly non-observable connections and relationships, to highlighting in types both basic phenomena and unequal, essential and non-essential details, distinguishes thinking as a cognitive process, perceptions and sensations.

When choosing connections and relationships, you can act in different ways; in some cases, in order to establish relationships between elements, they must actually change, transform. In other cases, without touching the objects themselves, only their images change. There are times when the relations between things are set without practical or mental change of state of affairs, but only through reasoning and conclusions.

Human thinking is carried out in three ways: visually-effective, visually-figurative, verbally-logical.

Younger schoolchildren, as a result of studying at school, when it is necessary to regularly perform tasks without fail, learn to control their thinking, and think when necessary, develop many mental processes: attention, imagination, speech. The child develops his mental abilities.

In many ways, the formation of intelligence is facilitated by the teacher’s instructions in the classroom, encouraging children to think.

The purpose of training and education is the comprehensive development of each individual.

Currently Special attention is given to such important tasks of educational psychology as:

) creation of a classification of delays in the development of a child’s personality;

) development of methods for diagnosing the causes of academic failure;

)studying the causes of mental retardation in children in order to timely recognize risk factors (unfavorable external and internal conditions) and prevent academic failure;

)optimization of the pedagogical process based on the achievements of educational psychology in combination with the development of a theoretical concept that is common to the pedagogical sciences.

The use of psychology in public schools is an urgent problem. Primary school teachers especially need the help of psychologists. They need this help to conduct qualified diagnostics and overcome temporary disturbances in the development of the student’s personality, as well as to constantly replenish their knowledge in the field of psychology and psychological diagnostics. The use of correction-oriented diagnostics should contribute, first of all, to the correct identification of correction goals aimed at quick fix disturbances in behavior and academic performance.

When communicating in primary school, children develop conscious critical thinking. This happens due to the fact that in the class ways to solve problems are discussed and various solution options are considered. The teacher constantly requires students to justify, tell, prove the correctness of their judgment, i.e. Requires children to solve problems independently.

The ability to plan one’s actions is also actively developed in younger schoolchildren during their schooling. Studying encourages children to first trace a plan for solving a problem, and only then proceed to its practical solution.

A junior schoolchild regularly creates a system when he needs to reason, compare different judgments, and make inferences.

In primary school lessons, when solving educational problems, children develop such logical thinking techniques as comparison associated with highlighting and verbal designation in the subject various properties and signs of generalization, associated with abstraction from non-essential features of the subject and their unification based on the commonality of essential features.

Teachers know that the mental development of children of the same age is quite different; some children solve practical problems more easily. Others find it easier to carry out tasks related to the need to imagine and represent any states or phenomena; a third of children reason more easily, build reasoning and inferences, which allows them to more successfully solve mathematical problems, deduce general rules and use them in specific situations.

For the mental development of a primary school student, three types of thinking need to be used. Moreover, with the help of each of them, the child better develops certain qualities of the mind. Thus, solving problems with the help of visually effective thinking allows students to develop skills in managing their actions, making purposeful, rather than random and chaotic attempts to solve problems.

Since, when working with objects, it is easier for a child to observe his own actions to change them, then in this case it is easier to control actions and stop practical attempts if their result does not meet the requirements of the task. Or, on the contrary, force yourself to complete an attempt, until you get a certain result, and not quit it without knowing the result.

And so, with the help of visual-effective thinking, it is more convenient to develop in children such an important quality of mind as the ability to act purposefully when solving problems, to consciously manage and control their actions.

The uniqueness of visual-figurative thinking lies in the fact that when solving problems with its help, a person does not have the ability to actually change images and ideas. This allows you to develop different plans to achieve a goal, mentally coordinate these plans in order to find the most the best option. Since when solving problems with the help of visual-figurative thinking, a person has to operate only with images of objects (i.e., operate with objects only in the mental plane), then in this case it is more difficult to manage one’s actions, control them and realize them than in the case when there is the ability to operate with the objects themselves.

Therefore, the main goal of work on the development of visual-figurative thinking cannot be to use it to develop the ability to manage one’s actions when solving problems.

The main goal of correcting visual-figurative thinking in children is to use it to develop the ability to consider different ways, different plans, different options for achieving the goal, different ways of solving problems.

This follows from the fact that by operating with objects in a mental way, imagining possible options for their changes, you can find the desired solution faster than by carrying out every option that is possible. Moreover, there are not always conditions for multiple changes in the real situation.

The uniqueness of verbal-logical thinking lies in the fact that it is abstract thinking, during which a person acts not with things and their images, but with concepts about them, formalized in words or signs. In this case, a person acts according to certain rules, distracting from the visual features of things and their images.

At primary school age, the leading activity is learning. Therefore, in order for a child to successfully adapt to school life, it is necessary to make a smooth transition from one type of activity to another. To do this, the teacher uses various kinds of gaming techniques in lessons. He can classify them into both classroom activities and extracurricular activities.

Therefore, the main goal of the work on developing verbal-logical thinking in children is to use it to develop in children the ability to reason, to draw conclusions from those judgments that are proposed as initial ones. The ability to limit oneself to the content of these judgments and not to involve other considerations related to the external features of those things or images that are reflected and designated in the original judgments. .

At primary school age:

-further physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning at school;

-the child becomes a “social” subject and now has socially significant responsibilities, the fulfillment of which receives public assessment;

-educational activity becomes leading;

-voluntary behavior appears;

-the possibility of planning the results of action and reflection appears;

-There is an increase in children's desire to achieve.

Thinking is a special kind of theoretical and practical activity that involves a system of actions and operations included in it of an indicative, research, transformative and cognitive nature.

Thus, the features of thinking of younger schoolchildren are as follows:

the thinking of a junior schoolchild is characterized by a high rate of development;

structural and qualitative transformations occur in intellectual processes;

Visual-effective and visual-figurative thinking are actively developing, verbal-logical thinking begins to form.

At primary school age, all three forms of thinking develop (concept, judgment, inference):

children master scientific concepts during the learning process;

in the development of a child’s judgments, an essential role is played by the expansion of knowledge and the development of a mindset of truth;

a judgment turns into a conclusion as the child, separating the thinkable from the actual, begins to consider his thought as a hypothesis, that is, a position that still needs to be verified.

Chapter II. Empirical study of mental development of primary schoolchildren

1 Description of the object and research methods

Currently, the school needs to organize its activities in such a way that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative educational programs, the implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowledge about the characteristics of the mental development of each individual child.

The level of education and upbringing in school is largely determined by the extent to which the pedagogical process is focused on the psychology of age and individual development child. This involves psychological and pedagogical study of schoolchildren throughout the entire period of study, in order to identify individual development options and timely assistance in case of lagging behind in their studies. This is especially important in the lower grades, when a person’s purposeful learning is just beginning, when learning becomes the leading activity, in the midst of which the formation of mental properties and qualities of the child.

In order to develop a particular area, first of all, it is necessary to be able to diagnose the level of development of certain components of its components.

Often in elementary school, teachers and parents do not take into account the characteristics of a student’s mental development, considering the child’s behavior in class, his obedience, etc. important. But as research has shown, attention should be paid not only to the student’s personal qualities, but also to the characteristics of his cognitive activity , and compare the level of mental development of a student with his academic success.

Before coming to school, the child attended kindergarten, developed at home, enriched his horizons while communicating with older children and peers. Each child has developed its own specific level of intelligence development, some have it higher, some have it lower. Therefore, when entering school, the teacher determines the child’s level of mental development. It is determined by the following criteria: the ability to listen to another person, perform logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts. There are five levels of intelligence development: low, below average, average, high, very high. They have the following characteristics:

-Low - the child does not know how to listen to another person, performs logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts;

-Below average - the child does not know how to listen to another person, makes mistakes in performing logical operations in the form of verbal concepts;

-Average - the child does not know how to listen to another person; he performs simple logical verbal operations - comparison, generalization in the form of verbal concepts - without errors. In performing more complex logical operations - abstraction, concretization, analysis, synthesis - he makes mistakes;

-High - some errors are possible in understanding another person and performing all logical operations, but the child can correct these errors himself without the help of adults;

-Very high - characterized by the fact that the child can listen to another person and perform any logical operations in the form of verbal concepts.

In order to develop reliable methods for taking into account knowledge, skills, determining the ability to learn, the pace of mental, moral and aesthetic, and, in general, mental development, it is necessary to highlight objective indicators and criteria for all these aspects of students’ educational activity and their personality. This is an extremely difficult task. And therefore many different criteria are put forward. The main criteria are the criteria for the mental development of students. They are the most developed and already have practical applications.

Research methods.

To solve these problems, we used the following research methods:

-Analysis and synthesis of scientific and methodological literature;

-Pedagogical supervision;

Testing;

Conversation;

-Pedagogical experiment;

-Math statistics.

1. Methodology for studying flexibility of thinking

The technique allows us to determine the variability of approaches, hypotheses, initial data, points of view, operations involved in the process of mental activity. Can be used individually or in a group.

Progress of the task.

Schoolchildren are presented with a form with written anagrams (sets of letters). Within 3 min. they must form words from sets of letters without missing or adding a single letter. Words can only be nouns (Appendix 1).

The number of words composed - an indicator of the flexibility of thinking - is presented in the table:

Table 1

Level of thinking flexibility Adults Students 3-4 grades. 1-2 classes 1. High 26 and more 20 and more 15 and more 2. Average 21-25 13-19 10-14 3. Low 11-20 7-12 5-9

Methodology “Studying speed of thinking”

The technique allows you to determine the pace of implementation of the indicative and operational components of thinking. Can be used individually or in a group. Students are presented with a form with words in which letters are missing. When given a signal, they fill in the missing letters in words within 3 minutes. Each dash means one missing letter. Words must be nouns, common nouns, in the singular (Appendix 2).

Processing the results.

The number of correctly composed words is counted within 3 minutes. An indicator of the speed of thinking and at the same time an indicator of the mobility of nervous processes is the number of words composed:

less than 20 - low speed of thinking and mobility of nervous processes;

30 - average speed of thinking and mobility of nervous processes;

a word and more - high speed of thinking and mobility of nervous processes.

Munstenberg technique

The technique is aimed at determining selectivity and concentration of attention. The test was developed by German-American psychologist Hugo Munsterberg (1863-1916). The technique can be used in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity.

Instructions. Among the alphabetic text there are words. Your task is to underline these words while reading the text as quickly as possible (Appendix 3).

Example: “liarity”.

Task completion time - 2 minutes

Processing of results and interpretation

The number of highlighted words and the number of errors (missed and incorrectly highlighted words) are assessed. The text contains 25 words.

A score of 20 or more points is considered good (preferably without missing words). Low scores - 18 points or less.

4. Methodology “Exclusion of concepts”

The technique allows us to identify the level of generalization and abstraction processes.

Progress of the task.

The teacher offers the students the following task: “Out of the five proposed words, four are similar to each other and can be combined with one name. Find the inappropriate word and tell me what the other four can be called” (Appendix 4).

Analysis of results. The analysis evaluates the level of generalization:

high - when using conceptual concepts (assignment to a class based on essential features);

medium - when applying the functional level of generalization (classification based on functional characteristics);

low - with certain generalizations (assignment to a class based on specific characteristics).

Methodology for studying verbal thinking “Questionnaire for the orientation test of school maturity by J. Jerasek”

Questionnaire of the orientation test of school maturity by J. Jerasek.

Goal: to determine the level of development of social qualities, the connection with the child’s general awareness and the development of mental operations.

Material: protocol with questions (Appendix 5).

2 Analysis and interpretation of results

Table 2 Study results:

Student's nameMethodologyFlexibility of thinkingFast thinkingMunstenberg techniqueExclusion of conceptsVerbal thinkingGlazov Nikolay 18medium level31 high84% (21)8 out of 1213 b. Group III, averageGrachev Nikita22 high30 average 96 % (24)1020 b. Group II, above averageAndrey Gromov19 average25 average 80% (20)1017 b. Group II, above averageGromov Gleb 18average 32high88% (22)716 b. Group II, above averageZhukov Dmitry22 high30 average92% (23) 1012 b . Group III, averageKozlov Daniil19 average 24average 80%(20)719 b. Group II, above averageAndrey Mironov20 high29 average88% (22) 613 b. Group III, intermediate Soloviev Andrey 23high28 average 80%(20)918 b. Group II, above averageMaximum

Minimum

Munstenberg technique:

Good result: 20 or more points

Low score: 18 points or less

The study was conducted at secondary school No. 3 in Bryansk. The sample included first grade children, 8 people.

The following features of mental development of students were revealed. Most children cope with tasks and easily switch to new ways of acting.

Characteristic is a fairly high switching of attention in children when moving from one task to another; a control function has been formed.

Most children have sufficiently developed the most important component of cognitive activity - memory. This is mainly typical for average and well-performing students. However, there are low-performing students who reproduce the material read to them incompletely, with significant distortion.

The operation of thinking aimed at constructing, composing a whole from individual elements - synthesis, is developed in most children.

Also, many children have the ability to analyze. Those. These children are able to divide an entire system into interconnected subsystems, each of which is a separate, defined whole, and also establish connections and relationships between them.

It should be noted that almost all children are able to unite objects and phenomena according to their basic properties into one community.

In general, as a result of our research, we can talk about the readiness in the field of mental abilities of the majority of 1st grade students to move to the secondary level.

thinking mental attention verbal

Conclusion

Mental activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.

For example, as a cognitive process, memory, which includes operations such as memorization, reproduction, forgetting and others. Thinking is analysis, synthesis, generalization of the conditions and requirements of the problem being solved and methods for solving it.

Mental activity is a close connection between sensory cognition and rational cognition.

A child who comes to school and already has a certain amount of knowledge actively develops and develops his cognitive activity only in the educational process. How much more effective and targeted it will be depends on the teacher, namely on how he can interest the student and tune him into learning activities.

Children of the first grade, who have literally completed six months of schooling, have well-developed cognitive processes, they are especially well oriented in the world around them, their thinking and imagination are well developed, but such basic cognitive processes that greatly influence the educational process, the assimilation of material such as attention and memory are just beginning develop.

Formed in the process of educational activity, as necessary means of its implementation, analysis, reflection and planning become special mental actions, a new and more indirect reflection of the surrounding reality. As these mental actions develop in younger schoolchildren, the basic cognitive processes develop in a fundamentally different way: perception, memory, attention, thinking.

Compared to preschool age, the content of these processes and their form changes qualitatively. Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, the intellectualization of all mental processes occurs, their awareness, arbitrariness, generalization.

Perception takes on the character of organized observation, carried out according to a specific plan.

At primary school age, memorization techniques are intensively developed. From the simplest methods of memorization through repetition and reproduction, the child moves on to grouping and understanding the connections of the main parts of the material being learned. Schemes and models are used for memorization. At this age, the ability to focus attention on the required educational content is formed. Attention becomes focused and voluntary, its volume increases, and the ability to distribute attention between several objects increases.

Mental development is a development characterized by types of thinking (creative, cognitive, theoretical, etc.), thinking style (analytical mindset, imaginative thinking, visual-figurative thinking), qualities of the mind (intelligence, flexibility, independence, criticality, ability to act in mind, etc.), cognitive processes (attention, imagination, memory, perception), mental operations (isolation, comparison, analysis, synthesis, systematization, etc.), cognitive skills (the ability to pose a question, isolate and formulate a problem, put forward a hypothesis, prove it, draw conclusions, apply knowledge), learning skills (planning, setting goals, reading and writing at the proper pace, taking notes, etc.), extra-subject knowledge and skills, subject knowledge, abilities and skills, a holistic system of general educational and special knowledge.

Based on this idea of ​​the level of development, it is possible to formulate the goals of its development - it is necessary to develop mental processes in their various types and types.

It should be noted that the intellectual sphere does not develop in parts, but holistically: it is impossible, for example, to develop only intelligence without developing mental flexibility. Therefore, in pedagogy there is a system of problem-based learning methods, a system of interactive methods, and diagnostic techniques.

The goals set at the beginning of the work were achieved. I studied the theory of the mental development process of a primary school student and identified the most effective diagnostic methods, which I proposed in my work. Having considered a number of tasks and methods, I chose the most effective ones for improving mental development and preventing mental retardation in children of primary school age.

My hypothesis was: “The level of mental development depends on the quantity and quality of tasks performed, aimed at developing mental processes.” It was confirmed; in fact, the earlier the deviation is identified and a series of measures are carried out: completing tasks and tests, the higher the level of development of the child will be in the future.

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Annex 1

1.Methodology for studying flexibility of thinking

Appendix 2

Methodology “Studying speed of thinking”

Appendix 3

Munstenberg technique

Appendix 4

Methodology “Exclusion of Concepts”

Decrepit, old, worn out, small, dilapidated.

Bold, courageous, courageous, angry, determined.

Vasily, Fedor, Ivanov, Semyon, Porfiry.

Deep, high, light, low, shallow.

Milk, cream, cheese, lard, sour cream.

House, barn, hut, hut, building.

Birch, pine, tree, oak, spruce.

Hate, resent, despise, be indignant, punish.

Nest, hole, anthill, chicken coop, den.

Hammer, nail, pliers, axe, chisel.

Minute, second, hour, evening, day.

Robbery, theft, earthquake, arson, assault.

Appendix 5

Questionnaire of the orientation test of school maturity by J. Jerasek

Instructions: “Answer the questions.”

1. Which animal is bigger, a horse or a dog? Horse = 0 points. Incorrect answer = - 5 points.2. In the morning you have breakfast, and in the afternoon...We have lunch. We eat soup, meat = 0 points. We have dinner, sleep and other erroneous answers = - 3 points. 3. It’s light during the day and at night...Dark = 0 points, Incorrect answer = - 4 points. 4. The sky is blue and the grass...Green = 0 points. Incorrect answer = - 4 points. 5. Cherries, pears, plums, apples are...? Fruits = 1 point. Incorrect answer = - 1 point. 6. Why is the barrier lowered before the train passes along the track? So that the train does not collide with the car. So that no one gets hit by a train (etc.) = 0 points Incorrect answer = - 1 point. 7. What are Moscow, Rostov, Kyiv? Cities = 1 point. Stations = 0 points. Incorrect answer = - 1 point. 8. What time does the clock show (show on the clock)? Well shown = 4 points. Only a quarter, a whole hour, a quarter and an hour are shown correctly = 3 points. Does not know the hours = 0 points. 9. A small cow is a calf, a small dog is..., a small sheep is...? Puppy, lamb = 4 points. Only one answer out of two = O. Incorrect answer = - 1 point. 10. Is a dog more like a chicken or a cat? How is it similar, what do they have the same? Like a cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0 points. Like a cat (without giving similarity marks) = - 1 point. Like a chicken = - 3 points. 11. Why do all cars have brakes? Two reasons (braking down a mountain, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1 point. 1 reason = 0 points. Incorrect answer (for example, he would not drive without brakes) = - 1 point. 12. How are a hammer and an ax similar to each other? Two common features = 3 points (they are made of wood and iron, they have handles, these are tools, you can hammer nails with them, they are flat on the back side). 1 similarity = 2 points. Incorrect answer = 0 points. 13. How are squirrels and cats similar to each other? Determining that these are animals or citing two common characteristics (they have 4 paws, tails, fur, they can climb trees) = 3 points. One similarity = 2 points. Incorrect answer = 0. 14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you? They have different signs: the screw has a thread (thread, such a twisted line around the notch) = 3 points. The screw is screwed in and the nail is driven in, or the screw has a nut = 2 points. Incorrect answer = 0 points. 15. Football, high jump, tennis, swimming - is this...? Sports, physical education = 3 points. Games (exercises), gymnastics, competitions = 2 points. Incorrect answer = 0 points. 16. What vehicles do you know? Three land vehicles, an airplane or a ship = 4 points. Only three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are what you can use move somewhere = 2 points. Incorrect answer = 0 points. 17. What is the difference between an old man and a young man? What is the difference between them? Three signs (gray hair, lack of hair, wrinkles, can no longer work like that, sees poorly, hears poorly, happens more often, is sick, is more likely to die than young) = 4 points. 1 or 2 differences = 2 points .Wrong answer (he has a stick, he smokes, etc.) = O points. 18. Why do people play sports? Two reasons (to be healthy, fit, strong, to be more mobile, to stand straight, not to be fat, they want to achieve a record, etc.) = 4 points. One reason = 2 points Incorrect answer (to do something be able) = 0 points. 19. Why is it bad when someone shirks work? The rest must work for him (or another expression that someone else suffers as a result of this). He is lazy. He earns little and cannot buy anything = 2 points. Incorrect answer = 0 points. 20. Why do you need to put a stamp on the envelope? So they pay for sending, transporting the letter = 5 points. The other one would have to pay a fine = 2 points. Incorrect answer = 0 points.

Municipal budgetary educational institution

"Secondary school No. 28"

Intellectual development of younger schoolchildren

primary school teacher

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction………………………………………………………1

Chapter 1. Psychological - pedagogical foundations of intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills………………………………………………………..4

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

schoolchildren at Russian language lessons

Research activities of junior schoolchildren at

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

References…………………………………………………………….52

Appendix………………………………………………………..55

1

Introduction.

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

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

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

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

Most scientists admit that development creativity schoolchildren and intellectual skills is impossible without problem-based learning.

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

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

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

- dialogical method - provides more high level cognitive activity of students in the process of learning;

— monologue method — replenishes students’ knowledge

additional facts.

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

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

Goal of the work:

1. Increase interest in the learning process.

2. The ability to solve non-standard problems.

3. Fostering independence and perseverance in

achieving the goal.

4. The ability to analyze and think logically.

Object work is the process of teaching schoolchildren.

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

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

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

Reveal the essence of intellectual development.

Organize research work.

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

— analysis of psychological, pedagogical, methodological works on the research topic;

— observation, conversation, testing, questioning;

— pedagogical experiment and data processing.

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

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", which has become modern languages from Latin in the 16th century and originally denoting the ability to understand, has become an increasingly important general scientific category in recent decades. Special literature discusses the intellectual resources of individual groups of the population and the intellectual needs of society as a whole.

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

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

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

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

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

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

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

Digital capabilities.

Lexicon.

The ability to perceive similarities or differences between objects.

Speech fluency.

Reasoning ability.

Memory.

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

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

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

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

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

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

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

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

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

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

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

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

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

Spatial ability.

Speed ​​of perception.

Ease of handling digital material.

Understanding words.

Associative memory.

Speech fluency.

Understanding or reasoning.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

a) connections between analysis and synthesis,

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

c) the degree of completeness of analysis and synthesis.

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

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

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

independence of thinking,

speed and strength of assimilation of educational material,

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

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

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

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

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

speed (or, accordingly, slowness) of assimilation;

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

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

different levels of analytical and synthetic activity.

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

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

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

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

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

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

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

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

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

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

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

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

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

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

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

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

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

perceive,

remember,

Be careful,

think,

have intuition.

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

1. Motivation for learning.

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

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

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

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

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

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

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

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

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

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

students' awareness of learning as a public duty;

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

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

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

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

persistent overcoming learning difficulties;

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

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

2. The ability to perceive.

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

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

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

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

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

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

For successful monitoring, it is of great importance preliminary preparation to him, past experience, knowledge of the observer. The richer a person’s experience, the more knowledge he has, the richer his

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

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

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

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

3. The ability to be attentive.

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

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

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

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

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

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

4. Ability to remember.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5. The ability to have intuition.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

8. Ability to think.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

directly, when they express what is perceived;

indirectly - through inferences or reasoning.

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

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

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

common as similar characteristics,

common as essential features.

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

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

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

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

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

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

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

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

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

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

think visually. On the contrary, it is primary form thinking skills continue to improve. Not only children, but also adults constantly develop - to one degree or another - all types and forms of mental activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

Chapter 2. Development of the intellectual abilities of juniors

schoolchildren at Russian language lessons.

Research activities of junior schoolchildren in the classroom

Russian language.

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

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

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

Changes in content are carried out by:

- introducing additional vocabulary during vocabulary and spelling work, consolidating, repeating and generalizing what has been learned;

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

— expanding the scope of work with concepts and terms;

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

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

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

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

The pedagogical experiment consists of three stages:

- stating

- formative

- controlling

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

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

p.p.

Name subject	Very like	Like	Not like
	Mathematics
	Russian language
	Reading
	ISO
	Work
	Music

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

All this contributed to identifying the intellectual abilities of students.

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

Level of intellectual abilities

Number of points
High	6 -7
Average	5 — 4
Short	3 or less

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

Mobilizing stage.

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

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

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

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

Specifics of holding a minute of penmanship

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

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

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

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

a p r n

g r

r r m

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

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

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

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

Rra Rrb Rrv Rrg Rr..."

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

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

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

Features of vocabulary and spelling work

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

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

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

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

(S- consonant, G- vowel)

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

KLMNSTTKAVGDSCHSHRANVSBVZHPRDNSMDASHKKLFCHNNNMTS

(pencil)

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

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

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

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

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

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

4. Look carefully at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S G D Y L H C T

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

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

***

	=		=		=	##
	***			***	##	##	***	***
		##	##	##	***
##						***
		=		=		=		=

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

Specifics of learning new material.

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

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

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

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

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

High level.

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

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

Average level.

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

daughter doctor

quiet hut

rye knife

Low level.

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

daughter doctor

quiet hut

rye knife

Answer the following questions:

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

— Determine the gender of the first and second nouns

columns?

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

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

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

Consolidation of the studied material.

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

Example task:

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

Fog fell over the city.

A white fog fell over the city.

White fog slowly descended on the city.

White fog slowly descended on our city.

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

Bibliography

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APPLICATION

1. Determine the pattern, continue the series:

Aab Aav Aag_______________________________________________________________

2. Look carefully at the row of letters and find the vocabulary word.

V D J M O G U R E C Z U P N O E ________________

3. Write a couple of words. Sample: poplar - tree.

pike dishes

plate bird

lily of the valley berry

thrush fish

raspberry flower

________________________________________________________________________________________________________________________________________

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

1) du..ok, du..ki, du..; _______________________________

2) zu..ki, zu.., zu..ok; _______________________________

3) colo.., colo..ki, colo..ok; _______________________________

4) side.., side..it, side..ka; ________________________________

5. Make up and write down two vocabulary words

m x w

oh oh oh

_______________ _______________

6. Read. Instead of the question mark, put the desired number.

N

___________________

The attitude of younger schoolchildren to the academic subject.

p.p.

Name subject	Very like	Like	Not like
	Mathematics
	Russian language
	Reading
	ISO
	Work
	Music

This table shows that the Russian language is in last place

Intelligence is the mind, reason, mind, and thinking ability of a person.

Intelligence is a set of abilities that make it possible to perform mental work efficiently.

Intelligence is learning ability, that is, the ability to assimilate and independently obtain knowledge.

Finally, intelligence is the ability to solve complex problems under changing circumstances.

The following types of intelligence can be roughly distinguished:

• computing;
• speech;
• spatial;
• practical;
• emotional and social;
• as well as musical and creative (Appendix 1).

A few words about each of these types and how successfully they develop in mathematics lessons.

Computational intelligence (or logical-mathematical talent) is:

• this is the ability to analyze abstract problems;
• this is the ability to think logically;
• this is the ability to solve problems in the form of mathematical equations;
• This is the ability to quickly find numerical patterns and apply them to solve problems.

These abilities are an essential prerequisite for the development of many branches of science, since mathematical foundations lie at the foundation of many other sciences. Indeed, if two centuries ago the use of mathematics in physics was very relative, in chemistry in the form of the simplest equations of the first degree, in biology it was completely zero, but now the use of mathematics in these sciences is undeniably significant. Applications of mathematics also widely extend to the field of economics and other special sciences, and are beginning to be used in linguistics and medicine. This type of intelligence is absolutely developed in mathematics lessons; moreover, in each lesson it is necessary to try to influence the development of all types of mathematical abilities, which will be discussed a little later.

Speech intelligence

This type of intelligence is associated with a whole range of speech phenomena:

• vocabulary;
• sense of language;
• quick recognition and memorization of words and phrases;
• differentiated and precise expression of your thoughts.

The higher the verbal intelligence, the easier it is for a person to communicate purposefully, the easier it is for a person to manage his life, both professional and personal. Having verbal intelligence is an indispensable condition for teachers, journalists, etc. - for everyone who uses speech every day as a tool of work. And it is necessary to pay special attention to the development of speech intelligence in mathematics lessons - here it is important to develop a culture of speech when proving theorems, justifying decisions, and applying mathematical concepts.

Spatial intelligence

The ability to perceive optical structures and two- or three-dimensional objects. What is it expressed in? This:

• the ability to build a geometric body or part according to their schematic images;
• the ability to “see” two-dimensional images in space and compare individual optical structures and constructions in the mind;
• the ability to find your way in an unfamiliar building or city using diagrams and maps.

Do we develop spatial intelligence in our lessons? Undoubtedly! Stereometry is an amazingly powerful branch of mathematics, aimed 100% at the development of spatial intelligence.

Practical Intelligence

This type of intelligence involves the ability to coordinate actions and mental work. Practical intelligence helps control the fine motor skills required, for example, to play the violin, thread a needle, or create a sculpture. The development of this type of motor skills is especially important in the first 10 years of a child’s development, when the eyes, hands and brain work in the same rhythm. The connection between fine motor skills and general brain development is obvious. In mathematics, tasks that contribute to the development of practical intelligence are various tasks of passing labyrinths, choosing the shortest path, creating models of polyhedra, etc.

Emotional and social intelligence

This type of intelligence matters a lot in all areas of life. Basically, it is the ability to understand the feelings of others in communication. More specifically, emotional and social intelligence covers the following core abilities:

in the emotional sphere:

• do not allow your feelings to overflow;
• consciously influence your behavior;
• use feelings positively;
• act on it.

in the social sphere:

• ability to communicate with other people;
• find common ground;
• acknowledge other people's feelings;
• be able to imagine yourself in another person’s place;
• the ability to fulfill one’s own desires and achieve one’s goals.

Thus, emotional and social intelligence have a decisive influence on the quality of life and the ability to overcome life's difficulties in both professional and personal life. By the way, scientific research has established that a person’s success at school and at work is only 20% related to his IQ, as determined by tests. The rest is his suitability for social contacts, the ability to understand the feelings of colleagues and friends. Can we develop this type of intelligence in the classroom? Of course, not only can we, but we must! Here the personality of the teacher, the atmosphere he creates in the classroom, the style of his relationships with students come to the fore, and this type of intelligence cannot be underestimated.

Musical and creative intelligence

This type of intelligence means, first of all, the ability to develop new ideas and create new projects. Creative abilities have direct relation to ingenuity and mental flexibility. Musical intelligence is closely related to auditory memory and pitch discrimination, and a sense of rhythm and timing. The scope of application of creative abilities is in no way limited classic views creative activities, such as the work of an artist or composer, since developing new ideas is beneficial in any profession.

Perhaps this is the only type of intelligence that we least develop in the classroom. However, if you invite students to create some kind of three-dimensional model that satisfies the initial conditions (volume, surface area, shape or combination of shapes of geometric bodies), or to carry out a design solution for a landscape with given parameters of the area or color scheme - this is where the flight of imagination and creativity begins!

(And you can also notice in parentheses that there is a gradation, and also very conditional, into male and female intelligence, the intelligence of the “cunning man” and the absent-minded professor, the intelligence of a narrow professional orientation and the intelligence of broad erudition - there are a great many types and types of intelligence, just like forms of organization of human mental activity).

So, if we summarize all of the above, answering the question “WHAT?”, I remember the classic phrase of A.P. Chekhov: “Everything in a person should be beautiful: face, clothes, soul, and thoughts.” Influencing different kinds intelligence, and by developing them, the teacher contributes to the development of a harmoniously developed personality, which is the main task of the school.

How to develop students' intelligence in mathematics lessons

Now let’s talk about how to develop these types of intelligence in the classroom. In principle, the intellectual level of development of an individual is determined primarily by two factors: the amount of acquired information (this is erudition) and the ability to use this information (this is the direct intellectual development of the individual).

By influencing various types of intelligence, we develop the student’s abilities and thinking. In turn, abilities and thinking also have gradations - they are indicated in Appendix 1.

Let's take a closer look at the development mathematical abilities , which are divided into algorithmic, geometric and logical.

• Algorithmic abilities- this is the ability to use, first of all, certain “templates” to solve problems in a specific situation, the ability to break a solution into elementary components, this is the ability to apply analytical methods related to algebra, mathematical analysis, and analytical geometry. These abilities are manifested, for example, when factoring polynomials, constructing graphs of functions and their study, solving equations, and transforming expressions.
• Geometric abilities- this is the ability to spatial representations and to introduce geometric clarity when studying mathematical problems, this is the ability to extract information from a given configuration by analyzing and supplementing it using the method of auxiliary drawings, additional constructions, and mental analysis. Figuratively speaking, algebra develops skill, geometry develops imagination.
• Logical abilities are expressed in isolation from some general position special cases and their study, in creating an economical, consistent and optimal scheme for solving a problem (and in developing a strategy for this solution), in conducting demonstrative reasoning, using methods of proof “by contradiction”, progress in solving problems “from end to beginning”, appeal to a counterexample, and others.

What tasks develop this or that ability? Appendix 2 presents (of course, very conditionally) various types of problems that have different effects on the mind, reason and intelligence with different types of thinking, which, in turn, can also be divided into specific (subject-based) based on the form and nature of problem solving. , abstract (figurative) and intuitive (verbal-logical). Thinking develops throughout a person’s life and, as intelligence develops, it undergoes changes: from the concrete, visual and effective (get a toy, assemble a pyramid) to the abstract and intuitive (inductive and deductive reasoning, analogies).

The subject “mathematics” itself, by the mere fact of its study, is already powerful tool for the development of intelligence, and, as a result, the student’s thinking and abilities. And if you also dilute the “routine” of solved examples and problems with non-standard exercises, devoting a couple of minutes of the lesson to them, the level of impact will become many times higher.

For example, for the development computational intelligence During oral exercises, you can offer students exercises to find the missing element of a number chain ( 15, *, 17, 23, 19, 25 — obviously the number is 21) or tasks for the development of logical thinking ( The Smirnovs have different animals living in their house. They can be cats, dogs or hamsters. It is known that:

• all animals except two are hamsters;
• all animals except two are cats;
• all animals except two are dogs.

What animals and how many live in the Smirnovs’ house?

Answer: three animals - a cat, a dog and a hamster.)

Development speech intelligence is directly related to the development of general erudition, visual and auditory memory - exercises on reproducing a finite series of words or concepts in a certain time, finding a word pair by associations are appropriate here ( dark-light how wide -?), exclusion of the superfluous from the general ( halibut, herring, flounder, dolphin, shark — extra dolphin, it's a mammal), and the already mentioned proofs of theorems and justification of decisions.

Development spatial intelligence exercises on combining and moving figures and geometric bodies, for example, on finding the position of a cube for certain rotations of the model ( in the picture the correct answer is B), finding extra figures, recognizing optical models.

Practical Intelligence operates with visual images. For its development, exercises on motor coordination (Tangram game), going through mazes, finding the optimal path from one point to another (graph theory) are good.

In Appendix 3 you can find a wide variety of exercises to develop the use of various types of thinking and intelligence, but in general it’s just a warm-up and a bit of fun in this fascinating activity - brain training.

The intellectual development of schoolchildren in mathematics lessons directly depends on the personality of the teacher. Students should have fun in class, whether it's a lesson, an elective, or a quiz, and they should feel empowered.

Literature:

• Jörg B. Tylaker, Ulrich Wiesinger. IQ training. Your path to success. Moscow, AST Astrel, 2004.
• Ken Russell, Philip Carter. IQ tests. Moscow, EKSMO, 2003.
• V. Konevskaya. From the theory of pedagogy to the practice of developing students' creative abilities. http://www.experts.in.ua/baza/analitic/index.php?ELEMENT_ID=33324

Features of the intellectual development of younger schoolchildren

Stepannikova E. P.

Candidate of Pedagogical Sciences, VKK teacher,

MBOU gymnasium named after academician N. G. Basov, Voronezh

Keywords: intellectual development, primary schoolchildren, educational activities, intellectual activity, cognitive processes, thinking, perception, attention, memory.

In the modern education system, primary school age covers the period of a child’s life from approximately six to eleven years. Currently, most researchers agree that the optimal period of intellectual development is preschool and especially primary school age. This age level of a child has its own readiness to develop certain aspects of intelligence. This readiness is determined by the presence of certain physiological and psychological prerequisites that can ensure high results when interacting with favorable pedagogical conditions.

An analysis of psychological and pedagogical literature has made it possible to identify a number of common features of primary school age, which give reason to believe that this age is sensitive for intellectual development.

By intellectual development of younger schoolchildren we understand the process and result of their mental activity, which presupposes a positive attitude towards it, the formation of logical mental actions, the ability to self-regulation, the presence of a developed ability to adequately transform and apply received information .

When a child comes to school, he develops the skills and abilities of learning activities. The task of elementary school is to teach him to learn. In the process of learning activities, primary school students not only acquire knowledge, skills and abilities, but also learn to set goals, find ways to assimilate and apply knowledge, monitor and evaluate their actions.

At primary school age, learning motives, cognitive needs and interests begin to form, techniques and skills of intellectual activity develop, and children’s individual characteristics and abilities are revealed; skills of self-organization, self-control, self-regulation and self-esteem begin to develop.

Intellectual activity is an activity that turns the child on himself, requires reflection, answering the questions: “what I was” and “what I have become.” The student gradually learns to look at himself as if through the eyes of another person from the outside, to evaluate himself.

Under the influence of learning, younger schoolchildren undergo a restructuring of all cognitive processes. Younger schoolchildren gradually begin to master their mental processes, learn to control perception, attention, memory, and thinking.

In psychology, age-related intellectual development refers to qualitative changes in a person’s thinking. At primary school age, it is thinking that becomes the dominant mental function. Psychologists distinguish two main stages in the development of thinking of younger schoolchildren. At the first stage, students analyze the educational material mainly in a visual-effective and visual-figurative manner.A sufficient level of its development enables the child to solve problems without the use of practical actions or objects, but only on the basis of mental ideas. This type of thinking allows the use of schematic images,perform actions silently - mentally, i.e.In younger schoolchildren, visual and figurative thinking is improved, the foundations for the formation of verbal and logical thinking and an internal plan of action are laid as one of the new formations of this period of development.This means that the intellectual development of younger schoolchildren has risen to a new level, and they have formed an internal plan of action.

At the second stage of development of thinking, children master generic relationships between individual features of concepts, i.e. classification, they form an analytical-synthetic type of activity, and master the action of modeling. This means that logical thinking begins to form.

Rapid sensory development of a child in preschoolat this age leads to the fact that the younger schoolchild hassufficient level of development of perception: he has a high level oflevel of visual acuity, hearing, orientation to the shape and color of meta. TO At the end of primary school age, with appropriate training, synthesizing perception appears. Developing intelligence creates the ability to establish connections between elements of what is perceived. This stimulates further development of perception, appears observation as a special activity, observation develops as a character trait.

The memory of younger schoolchildren develops in two directions - arbitrariness and meaningfulness. Children involuntarily remember educational material that arouses their interest, presented in a playful form, associated with vivid visual aids or memory images, etc. But they are already capable of purposefully, voluntarily remembering and the material is not interesting to them. Every year, learning is increasingly based on voluntary memory.

At primary school age, attention develops. Students in elementary school are already able to concentrate on uninteresting activities, but their involuntary attention still predominates. It is still difficult for them to concentrate on incomprehensible complex material, to penetrate into the essence of things (events, phenomena), and it also makes it difficult for them to control their activities. The attention of younger schoolchildren is characterized by a small volume and low stability.

The development of voluntary attention in younger schoolchildren is facilitated by the clear organization of the child’s actions using a model and also such actions that he can direct independently and at the same time constantly control himself. So gradually the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leader. The developing arbitrariness of attention also affects the development of other properties of attention.

In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. From the very beginning of education, the recreating imagination of a primary school student is included in purposeful activities that contribute to his mental development.

For the development of the imagination of younger schoolchildren, their ideas are of great importance. Therefore, it is important for the teacher to work hard in lessons to accumulate a system of children’s thematic ideas.As the child develops the ability to control his mentalWith this activity, the imagination becomes more and more controlledour process, and its images arise in line with the tasks thatsets before him the content of educational activities. Prerequisites are being created for creative development ical imagination.

Thus, we came to the conclusion that primary school age is a sensitive period for intellectual development. At this age, the motives for learning are laid; cognitive interests; skills and abilities of intellectual activity begin to form; the individual characteristics and abilities of children are revealed; the process of assimilating moral and social norms begins; communication skills with peers are laid. There is an intellectualization of all aspects of mental development (memory, perception, attention, thinking, imagination), their awareness and arbitrariness. Becomes of great importance such a new formation of this age as abstract theoretical thinking, a generalized picture of the world is formed, relationships are established between various areas of the reality being studied. Reflection of skills and abilities begins to form, self-organization, self-control, self-regulation and self-esteem develop. All of the indicated psychological features of the development of younger schoolchildren are closely interconnected, complement and partially interdetermine each other.

Knowing and taking into account the age-related psychological characteristics of younger schoolchildren allows the primary school teacher to choose different forms, methods and means of teaching that have great potential for the intellectual development of younger schoolchildren.

Literature

1. Asaulyuk E.P. Interdisciplinary integration as a means of intellectual development of junior schoolchildren: Dissertation...candidate of pedagogical sciences.– Voronezh, 2012. – 211 p.

2. Leites N. S. Psychology of giftedness in children and adolescents. / N. S. Leites.– M., 1996 – 416 p.

3. Kholodnaya M. A. Psychology of intelligence. Paradoxes of research / M. A. Kholodnaya. – 2nd ed., revised. and additional – St. Petersburg: Peter, 2002. – 272 p.

4. Elkonin D. B. Psychology of teaching junior schoolchildren / D. B. Elkonin. – M.: Pedagogy, 1974. – 315 p.

Methodology for conducting vocabulary and spelling work

The active inclusion of students themselves in the learning process makes significant changes in the methodology of vocabulary and spelling work. They relate to the structure and specifics of its implementation, ensuring the student’s conscious educational and cognitive activity in that most important part of the lesson, which is associated with the work of introducing a new vocabulary word.

In accordance with this methodology, the structure of vocabulary and spelling work acquires special harmony and clarity. It has several sequential parts:

1) students’ presentation of a new vocabulary word;

2) identifying its lexical meaning;

3) etymological certificate (where possible);

4) mastering the spelling of words;

5) introduction of a new vocabulary word into the active vocabulary of children.

Introducing a new vocabulary word consists of students independently defining and formulating the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child, the intensification of the speech-thought process and a significant increase in its role in the presentation of a new “difficult” word. All exercises are combined into groups, each of which has its own distinctive, characteristic features.

The first group includes exercises that involve identifying the desired word through working with its constituent letters. When performing them, children develop stability, distribution and volume of attention, short-term voluntary memory, speech, and analytical-synthetic thinking. For example, the teacher suggests: “Define and name a new vocabulary word that we will learn about in class. To do this, arrange the rectangles in order of increasing number of points in each of them and connect the letters in them.”

(The search word is bear.)

Gradually, the number of specific instructions from the teacher to help students identify the target word decreases. So, the teacher says: “You will be able to name a new word that we will get acquainted with in class if you find a rectangle with its first letter and independently establish the sequence of connecting the remaining letters of the searched word:

What word did you read and how did you do it? Possible answer: “We read the word teacher. We started with a rectangle that was highlighted brighter than the others. He's the smallest. Next, we looked for taller rectangles and connected the letters that were written in them.” As the ability to perform tasks with a limited number of verbal instructions is developed, the teacher introduces exercises into the educational process that involve their complete absence. For example, he asks students to: “Look carefully at this recording and identify two words that we will learn in this lesson:

What words are these? How did you find them? Possible answer: “Today we will learn about the words breakfast and lunch. To identify them, you need to connect the letters with the dots at the top. Then connect the letters with dots at the bottom.”

With the help of the second and third techniques, further improvement of the intellectual qualities of students, the development of which was ensured by the use of the previous technique, continues. At the same time, the decrease or absence of the teacher’s coordinating attitudes forces children to think more intensely and concentratedly, mobilize their intuition, will, intelligence, observation, and develop clear, reasoned speech. A similar result is ensured by the need for schoolchildren, when answering, to characterize actions related to the definition of a word, since children must answer the question (or questions) posed by the teacher with a small, logically constructed reasoning or inference.

The second group consists of exercises that involve students working with symbols, ciphers, and codes. They allow you to form abstract thinking and, along with it, improve a number of other qualities of intelligence. There is also a tendency for a gradual decrease in the teacher’s specific instructions to help children identify words. An example of a task performed based on the teacher’s full instructions: “Name two words that we will learn about in class. They are encrypted using numbers.

First word: 3, 1, 11, 6, 12, 13, 1.

Second word: 3, 1, 5, 13, 4, 7, 10, 9, 8.

Each number corresponds to a specific letter:

1 2 3 4 5 6 7 8 9 10 11 12 13

A G K O R U F L E P S T

What words are these?” (The search words are cabbage and potatoes.) An example of a task with partial instructions from the teacher: “Look carefully at this code:

3 4 5 6 7 8 9 10

1 A M N O R K V U

2 S G D Y L H C T

and the key to it: 2–3, 1–6, 2–7, 1–6, 1–4,1-3. Having solved the key of this cipher, you will be able to name the word that we will learn about in class.” (The searched word is straw.)

The third group includes exercises that in one way or another connect the search word with the linguistic material being studied. In this case, their versatility and efficiency of use increases significantly. Depending on the content of the educational material, on the didactic goal set by the teacher in the lesson, there can be a variety of options. An example of a task that involves consolidating knowledge of phonetics: “Cross out the letters denoting unvoiced consonant sounds in this chain, and you will recognize the word that we will get acquainted with in the lesson:

(The search word is birch.)

Exercises in this group are widely used in the “Morphology” section. For example, when studying the topic “Pronoun”, the teacher can offer the following task: “Each given pronoun corresponds to a specific letter indicated in brackets: me (c), me (e), me (b), me (e), about me (a ), me (d). You will be able to name a new word from the dictionary, which we will get acquainted with in class, if you correctly arrange the pronouns in the order in which they change by case and connect the letters written in brackets.” (The search word is conversation.)

In order to improve spelling vigilance in the process of studying various topics of the Russian language course, the teacher can use the following task: “Read the words written on the board: vyd...vit, okhr...nyat, b. lazn, kr...sitel, zn...chenie, umn...reap, ab...zhur, sl...mal, l...kaet. Connect the first letters of words that have the vowel a at their roots, and you will recognize the word that we will learn about in the lesson.” (The search word is station.)

To further develop the basic properties of attention and working memory, tasks of this type are gradually made more complex due to a gradual increase in the number of landmarks when searching for the original word. For example, the teacher reads the phrases: rocky terrain, fire service, deep sea, carriage door, facing fabric, crimson rowan, petrified soil, distant village, expensive jewelry, watercolor paint.

Offers the children the task: “Write word combinations. Combine the first letters of feminine adjectives, the root of which is written with an unstressed vowel a, and you will learn a new word from the dictionary.” (The searched word is freedom.)

If the goal of a lesson is to repeat or generalize what has been learned, then an exercise with the following task is quite appropriate: “You will name a new word from the dictionary, which we will get acquainted with in class, if you correctly decipher these diagrams and consistently connect the resulting letter-answers.”

(1st letter)

(2nd letter)

(3rd letter)

(4th letter)

(5th letter)

(6th letter)

(7th – 8th letters)

To decipher the diagram, which is based on the material studied in previous lessons, students compare its parts and reason out loud (when working collectively) or to themselves (when working individually).

So, according to the first scheme, the reasoning could be as follows: “Nouns are masculine, feminine or neuter. The word lake is neuter. This means the answer will contain the letter c.” Accordingly, the case, ending, etc. are clarified in the following diagrams, and the answer letters are connected in order. In this case, the desired word is sparkle.

The following technique organically combines a wide variety of activities: non-traditional phonetic analysis, partial analysis of a word by composition, work on spelling, etc., in the process of which spelling skills are improved, multifaceted analytical and synthetic work is carried out, the volume and concentration of attention, operational memory. For example, the teacher says: “You will name the new word that we will get acquainted with in the lesson if you correctly complete my tasks to determine the letters of the desired word.”

Task 1. The first letter of the searched word is the consonant of the third syllable in the word straw.

Task 2. The second letter is an unverified unstressed vowel in the word sand.

Task 3. The third letter denotes the paired voiceless soft consonant in the word return.

Task 4. The fourth letter is the last in the root of the word north.

Task 5. The fifth letter is the ending in the word apple.

Additional benefit techniques of this group is that their use deepens the knowledge and skills of students on the topics being studied in the Russian language and does not require unforeseen time expenditure, since these exercises are nothing more than non-traditional types of vocabulary dictations, grammatical analysis, creative works that are simply transferred from one structural stage of the lesson to another.

The fourth group consists of exercises that involve using, in the process of establishing a new word, students’ knowledge acquired while studying other academic disciplines. Depending on the object with which the connection is made, different options are also possible here. An example of a task for using knowledge in mathematics: “Look at the pictured square and the code for it.

16 (1st letter), 36 (2nd letter), 14 (3rd letter), 21 (4th letter), 40 (5th letter), 27 (6th letter)

If you determine what mathematical operation needs to be performed with the numbers of the square to identify the letters and correctly carry out the necessary calculations, you will learn a new word from the dictionary, which we will get acquainted with in the lesson. By what action did you recognize the letters of the word? What word is this? (The searched word is nod.) In case of difficulty, the teacher can give a hint about the type of mathematical operation: multiplication (numbers from the vertical row are multiplied by numbers from the horizontal row).

A task to use primary knowledge in geometry. The teacher gives the instruction: “Look carefully at the figures depicted on the board and at the letters in each of them:

Try to remember the shapes and the letters in them.” (Presentation time is 50–60 s, after which the figures and letters are removed). Then the teacher shows the same geometric shapes in the sequence in which the letters in the word are located. Students must remember which letters were in the geometric shapes and form the searched word. The order in which the shapes are shown is: triangle, circle, rhombus, polygon, square, rectangle. (The searched word is burn.)

Assignment to use knowledge on fine arts. Squares of different colors are depicted on the board:

Each square corresponds to a specific letter. The teacher suggests mentally arranging the squares according to the colors of the rainbow, connecting the corresponding letters and naming a new word from the dictionary. (The search word is combine.) The use of techniques of this type, along with the implementation of interdisciplinary connections, stimulates the development of the basic properties of attention, speech, and analytical-synthetic thinking. #Autogen_eBook_id26

To further increase learning initiative and increase the intellectual activity of children, exercises of the fifth group are used. They involve finding a new vocabulary word and formulating the topic of vocabulary and spelling work based on the children’s establishing a semantic connection in the linguistic material used in the lesson. In this case, the teacher has the right to offer this type of task: “You will be able to name a new word from the dictionary, which we will get acquainted with in class, if you determine the nature of the semantic connection between the words in these pairs”:

m...g...zin – prod...vec

b... hospital - doctor...

t...atr – ...kter

spaceship…ship – ?

What is the semantic connection between the words of each pair? What word will we get acquainted with in the lesson? Sample answer: “In each pair, the first word denotes the place of work, the second – the main profession associated with it. In a store - a salesman, in a hospital - a doctor, in a theater - an actor, on a spaceship - an astronaut. So, today we will get acquainted with the word cosmonaut.” (See Appendix I.1.)

To enhance the spelling significance of this type of exercise, students can be given a task that establishes the spelling of the words used in it. It is usually of a search nature, contributing to the development of students' spelling vigilance. One of the options: “Tell us about spelling words with missing letters, having first grouped them by spelling.” Gradually, the degree of complexity of such tasks increases. For example: “Talk about writing words with missing letters, having first grouped them by spelling. Start your answer with the group that has fewer (more) words." To answer correctly, the student not only must combine words into groups according to spelling patterns, but also count how many words there will be in each group.

The sixth group includes exercises in which a new vocabulary word is determined on the basis of establishing the principle according to which the original words are arranged. For example, schoolchildren are offered the following entry:

Glider, helicopter, rocket.

Teacher’s task: “Read the words. Establish the principle according to which they are written. Define a new vocabulary word.”

Sample student answer: “The order of the words written in this row reflects the increase in speed of the aircraft they indicate. The word airplane is missing here. Its speed is greater than that of a helicopter, but less than that of a rocket. So, today we will get acquainted with the word airplane.” While performing exercises in this group, students develop speech, logical thinking, stability of attention, long-term memory, and the ability to establish and formulate principles.

The seventh group includes exercises with the help of which a new vocabulary word is determined by schoolchildren using non-traditional morphemic analysis of several initial words and isolating the specified part from each. To do this, students are offered this type of table:

Teacher’s task: “Look at the table. Formulate the task for the exercise and complete it.” tongue hangs well

An approximate student answer: “In the words of each part of the table, you need to highlight the indicated parts. Make a new word from them. The prefix must be extracted from the word trample. This is the prefix dis-. From the word parking - the root is hundred-. From the word despair there are two suffixes: – I, – neither. From the word plant - the ending e. The word distance was obtained.” When performing exercises in this group, students develop attention span, working memory, analytical-synthetic thinking, oral speech, and improve their knowledge of morphemics.

The eighth group consists of exercises involving various operations with initial words, associated with the exclusion of letters from them according to some characteristics, and the compilation of a new vocabulary word from the remaining parts. For example, the teacher suggests: “From the words salt and give, exclude letters that do not represent sounds. Connect the remaining parts together. Name a new vocabulary word. Justify your actions." An approximate student answer: “From the words salt and give, the letter soft sign must be excluded, since it does not denote sounds. By combining the parts sol and date, we get the word soldier. So, today we will get acquainted with the word soldier.” When performing exercises in this group, concentration of attention, working memory, analytical-synthetic thinking, oral speech are developed, and knowledge of phonetics and other areas of language is improved.

The ninth group includes exercises that involve various operations with initial words, associated with adding letters to them according to some characteristics, and composing a new vocabulary word.

Teacher’s assignment: “Add one letter to the word denoting an agricultural implement in the form of a frame with teeth for finely loosening the soil. She's a vowel. Can serve as a preposition for a noun in the prepositional case. Name a new vocabulary word.”

Sample student answer: “An agricultural implement in the form of a frame with teeth for finely loosening the soil is a harrow. A vowel letter that can serve as a preposition for a noun in the prepositional case is the letter o. If you combine them, you get the word defense. So, today we will get acquainted with the word defense.” By performing exercises in this group, students develop concentration, operational long-term memory, analytical-synthetic thinking, oral speech, and improve knowledge of various sections of the Russian language. It is noteworthy that when composing oral answers, students are forced to use different syntactic constructions in their speech (participial and participial phrases, complex sentences, etc.) and accordingly master them at a practical level. Using this technique, you can make up the following words: east (in, stock), road (up, horns), picture (car, mud), hammer (say, about, current), garden (about, city), weather (by, year), yesterday (faith, h), horizon (burn, umbrella), etc.

The tenth group includes exercises that involve identifying a new word from the dictionary based on identifying the pattern of its composition. For example, the teacher offers the task: “Look carefully at this entry:

Name a word from the dictionary that we will learn about in class. What word is this? How did you define it? Possible answer: “This is the word carriage. To define it, we found out how the word people is composed. To compose it, the last syllables of the first two words of the top line were used. This means that the searched word must be composed of the last syllables of the words in the bottom line.” When performing this type of task, schoolchildren develop logical thinking, analytical and synthetic abilities, stability of attention, linguistic intuition, and coherent reasoned speech. Students not only name the word they are looking for, but at the same time build simple reasoning and conclusions. Exercises of this type are also valuable because they can be used to increase students’ spelling vigilance by skipping spelling patterns and corresponding tasks of the following type: “Insert the missing letters and group words according to spelling patterns.”

The second part of the vocabulary and spelling work - familiarization with the lexical meaning of the word being studied - is fundamentally different from its implementation in the generally accepted version of the traditional system. In the method under consideration, the lexical meaning of a word is mastered as a concept. To do this, the process of becoming familiar with the lexical meaning of a word is divided into two stages. Each of them is associated with the level of children’s knowledge about a specific object or phenomenon, designated by the word being studied.

At the first stage (level of ideas), students formulate the meaning of the word based on what they have in their knowledge. this moment knowledge. At the second stage (conceptual level), schoolchildren acquire deeper, systematized knowledge, formalized in the form of a definition of a concept. In the first year of study, the definition is formulated without using logical terms type, genus, or essential characteristics of objects. The work takes place in the form of a conversation-reasoning between the teacher and students and children with each other, during which there is a search for the generic affiliation of the object indicated by the word being studied. Through comparison and comparison of specific concepts, the essential features of an object are revealed. Summarizing the conversation-reasoning, students independently formulate the lexical meaning of a new word, formalizing it in the form of a definition of the concept. For example, when familiarizing yourself with the word drum, this work may look like this.

U. Tell me, what is a drum? (Students take turns speaking out, communicating their idea of ​​this musical instrument.)

Stage II (conceptual level)

U. Choose a word or phrase that has a more general meaning for the word drum.

D. A drum is a musical instrument.

U. True, but a guitar and a balalaika are also musical instruments. What is the difference?

D. The drum is a percussion instrument, and the guitar and balalaika are string instruments.

U. What are the top and bottom of the drum covered with?

D. The top and bottom of the drum are covered with leather.

U. Tell me in full, what is a drum?

D. A drum is a percussion musical instrument, the top and bottom of which are covered with leather.

The logical chain of reasoning is built depending on the content of the concept being mastered by children, therefore, when learning the next word, it may already have a slightly different form. However, in any case, the sequence of the teacher’s questions must necessarily lead schoolchildren to independently formulate their definition of the concept.

Where the new topic and educational material allow, two words are introduced simultaneously. In this case, familiarization with the lexical meaning of words is carried out against the background of comparison of two objects that are designated by these words. The order of reasoning could now be as follows:

Stage I (performance level)

U. Tell me, who are the cow and the dog?

Stage II (conceptual level)

U. What is the semantic similarity between the words cow and dog?

D. A cow and a dog are domestic animals.

U. What is their difference?

D. A cow is a herbivore, a dog is a carnivore.

U. A cow has big horns, but a dog doesn’t.

D. What benefits do a cow and a dog bring to a person?

D. The cow gives milk, the dog guards, and people hunt with it.

U. Tell me in full what the word cow means?

D. A cow is a domestic animal with large horns that produces milk.

Teacher What does the word dog mean?

D. A dog is a domestic carnivore animal that guards and hunts with.

In subsequent years of study, work on formulating the lexical meaning of a word is transferred to a higher theoretical level. Students become familiar with the necessary terms for this: species concept, generic concept, essential characteristics of objects. Using them in the process of reasoning, students independently formulate a definition of the object designated by the new word. So, when familiarizing yourself with the word birch (species concept), the reasoning may be as follows.

Stage I (performance level)

U. Tell me, what is birch?

Stage II (conceptual level)

U. Choose a generic concept for the word birch.

D. Birch is a tree.

U. True, but spruce and pine are also trees. What is the difference?

D. Birch is a deciduous tree, and spruce and pine are coniferous.

U. Now formulate a refined generic concept for the word birch?

D. Birch is a deciduous tree.

U. Name its essential features.

D. Birch has white bark and heart-shaped leaves.

U. What does the word birch mean?

D. Birch is a deciduous tree with white bark and heart-shaped leaves.

In the process of such reasoning, students develop a conceptual apparatus. They master the most complex mental operations of analysis, synthesis, comparison, classification, generalization; They master the types and types of relationships between concepts and reach a level of abstraction that is quite high for their age. They develop clear, demonstrative, correctly constructed oral speech. But to achieve such a result in the process of vocabulary and spelling work, a number of conditions must be met:

1. The definition of a concept compiled by the teacher should be relatively scientific in nature and appropriate to the age of the children.

2. The initiative in formulating the definition of a concept in the process of conversation and reasoning should belong to the students. The teacher corrects the formulation they propose, bringing it to a scientific level.

3. The introduction of terms (concept, type, gender, essential features of objects) into vocabulary and spelling work is supported by their parallel (or preliminary) use in complex logical exercises on other structural components of the lesson: when consolidating, repeating, generalizing what has been learned.

In our case, the method of introducing students to the spelling of a new “difficult” word is undergoing certain changes, which, among other things, involves the systematic use of a school spelling dictionary by students in Russian lessons. Children independently find a word in a spelling dictionary (the spelling dictionary of P.A. Grushnikov is convenient for this. M., 1987), write it down in notebooks, put emphasis, identify and underline untested unstressed vowels and other studied spellings. This structural element of vocabulary and spelling work is as close to life as possible and accustoms children to independent intellectual activity.

To introduce a new word into the active vocabulary of children, new methods are used, each of which is also designed to develop the child’s speech-thinking activity. At their core, they represent a certain kind of linguistic tasks, since in each case students are required to reason, prove and specific solutions. In the first year of study, methods are used that involve operations of comparison, juxtaposition, and the establishment of associative connections, i.e., aimed at improving some aspects of schoolchildren’s thinking and speech. Depending on the nature of the operations carried out with words from the dictionary, eight groups of exercises can be distinguished.

The first group is a comparison of two studied words that are not directly related to each other in meaning, in order to find as many of their common essential and non-essential features as possible. This method teaches you to compare objects, establish associative connections between concepts, improves the process of understanding, comprehending and memorizing new words, and develops the ability to correctly express your thoughts. For example, when familiarizing themselves with the word drum, students may be asked the following task: “Find common features of the words drum and clothing.” Possible children's answers:

The drum and clothing can be made of leather.

The drum and clothes are made in the factory.

The drum and clothes are made by human hands.

The second group is searching for objects, quality attributes, whose properties can be opposed to each other. This method is effective in developing children's imagination, observation, and learning skills. primary analysis, improving students' speech. For example, when studying the word bear, the following task is possible: “Name objects (creatures) that have properties that are significantly different from those endowed with a bear.”

Possible children's answers:

A bear and a bird differ in their method of movement: a bear walks, and a bird flies.

A bear and a snake differ in their bodily characteristics: the bear has shaggy fur, and the snake has smooth skin.

The third group is finding a third word that would connect two previously studied words that do not have a semantic connection. In such a situation, students look for a variety of, sometimes difficult to predict, associative connections; They learn to see the world around them from an unusual angle, and they develop unconventional thinking. For example, when familiarizing yourself with the word dog, the following task is possible: “Choose a word that would connect the words dog and notebook so that you get a sentence. Sample answers from children:

The dog sniffs the notebook.

The dog tore the notebook.

There is a dog drawn in the notebook.

A dog doesn't need a notebook.

The fourth group - excluding an extra word from three possible ones based on an independently found sign - contributes to the development in children of a tendency to analysis, synthesis and classification. An example of a task when learning the words cow, dog: “Make a sentence with the words cow, dog, fox, highlighting common feature in two of them and the reason for excluding the third word from this chain. Possible student answers:

A cow and a dog are domestic animals, and a fox is wild.

A fox and a dog are predatory animals, and a cow is a herbivore.

The dog and the fox do not have horns, but the cow does.

The fifth group is the search for intermediate links, consisting of two words familiar to schoolchildren and providing a semantic logical connection between another pair of words studied in this lesson. The significant difference between this type of exercise and the third is that here the four main words must be nouns. An example of a task when familiarizing yourself with the words city and village: “Make a sentence in which the words city and village would connect two other words from the dictionary.” Answer options:

In the village, cows provide milk, which is taken to the city.

A man lives in a village and wears clothes made in the city.

The sixth group is composing a sentence with the simultaneous inclusion of two or three vocabulary words.

The seventh group is finding options for real and fantastic use of the subject, which develops speech and creative thinking. An example of a task when studying the word coat: “Make sentences indicating how a coat can be used in real life, and then come up with examples of a fantastic nature.” Real answer options:

The coat is worn in cold and cool seasons.

You can cover yourself with a coat instead of a blanket.

The coat can be used as an umbrella in the rain. Etc.

Fantastic answer options:

The coat can be used as a flying carpet.

You can float down the river on a coat, like on a raft. Etc.

The eighth group is a comparison from different angles of phraseological units, proverbs, sayings, which contain studied vocabulary words. The exercises of this group, in addition to having a positive impact on improving speech and thinking processes, help expand the erudition of schoolchildren and familiarize them with the elements of folklore. An example of a task when familiarizing yourself with the word language: “For the phraseological units in the left column, select words or phrases that are suitable in meaning from the right column.”

evil tongue

long tongue

hold your tongue

spill the beans

bite your tongue

pull the tongue

swallow tongue

rolled off the tongue

be silent suddenly become silent

to gossip

can speak

engage in idle chatter

say without thinking

talkative man

force one to speak