Development of logical thinking of junior schoolchildren in mathematics lessons. Consultation on the topic: Development of logical thinking in primary schoolchildren

Introduction

Chapter 1. Theoretical aspects of thinking junior schoolchildren

2 Features of logical thinking of younger schoolchildren

3 Theoretical foundations of the use of didactic game tasks in the development of logical thinking of primary schoolchildren

Chapter 2. Development of logical thinking of a junior schoolchild under experimental conditions

1 Determining the levels of development of logical thinking of a primary school student

2 Results of ascertaining diagnostics

3 Formative experiment

4 Results of the control study

Conclusion

List of used literature

INTRODUCTION

At primary school age, children have significant development reserves. When a child enters school, under the influence of learning, a restructuring of all his cognitive processes begins. It is the primary school age that is productive in the development of logical thinking. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities.

The problem is that students already in the 1st grade need logical analysis skills to fully master the material. However, research shows that even in the 2nd grade, only a small percentage of students master the techniques of comparison, summing up concepts, deriving consequences, etc.

Teachers primary school First of all, they often use training-type exercises based on imitation, which do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is precisely what indicates the urgency of the problem. Thus, the analysis shows that it is precisely at primary school age that it is necessary to carry out targeted work to teach children the basic techniques of mental action.

The possibilities of forming thinking techniques are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process so that, on the one hand, it enriches children with knowledge, and on the other, it fully shapes thinking techniques, contributes to the growth of cognitive powers and abilities of schoolchildren.

Special pedagogical work for the development of logical thinking in children younger age gives a favorable result, generally increasing the level of their learning abilities in the future. At an older age, no fundamentally new intellectual operations arise in the system of human mental activity.

Many researchers note that purposeful work on the development of logical thinking in younger schoolchildren should be systematic in nature (E.V. Veselovskaya, E.E. Ostanina, A.A. Stolyar, L.M. Fridman, etc.). At the same time, research by psychologists (P.Ya. Galperin, V.V. Davydov, L.V. Zankov, A.A. Lyublinskaya, D.B. Elkonin, etc.) allows us to conclude that the effectiveness of the process of development of logical thinking for younger schoolchildren depends on the way special developmental work is organized.

The object of the work is the process of developing the logical thinking of younger schoolchildren.

The subject of the work is tasks aimed at developing the logical thinking of younger schoolchildren.

Thus, the purpose of this work is to study optimal conditions and specific methods for developing logical thinking in primary schoolchildren.

To achieve this goal, we identified the following tasks:

analyze theoretical aspects thinking of younger schoolchildren;

identify the features of logical thinking of younger schoolchildren;

Conduct experimental work to confirm our hypothesis;

At the end of the work, summarize the results of the research done.

Hypothesis - the development of logical thinking in the process of gaming activities of a primary school student will be effective if:

The criteria and levels of development of logical thinking of a primary school student are determined.

Research methods:

Theoretical analysis of psychological and pedagogical literature.

Empirical: experiment in the unity of its stages: ascertaining, formative and control.

Data processing methods: quantitative and qualitative analysis obtained results.

Data presentation methods: tables and diagrams.

Research base: secondary school.

The structure of this work is determined by the stated goals and objectives and includes an introduction, main content, conclusion and list of references.

CHAPTER 1. THEORETICAL ASPECTS OF THINKING OF JUNIOR SCHOOLCHILDREN

Thinking is a mental process of reflecting reality, the highest form of human creative activity. Meshcheryakov B.G. defines thinking as the creative transformation of subjective images in the human mind. Thinking is the purposeful use, development and increase of knowledge, possible only if it is aimed at resolving contradictions that are objectively inherent in the real subject of thought. In the genesis of thinking, the most important role is played by understanding (by people of each other, of their means and objects) joint activities).

From the 17th to the 20th centuries. problems of thinking were recognized in the logic of empirical ideas about man and his inherent ways of relating to the outside world. According to this logic, capable of reproducing only the spatial interactions of “ready-made systems,” unchangeable cognitive abilities, as if eternally bestowed upon man by God or nature, are opposed to the equally unchangeable properties of objects. The generic cognitive abilities included: contemplation (the ability of the sensory system to carry out their figurative-sensual reflection in contact with objects), thinking and reflection (the ability of the subject to evaluate his innate forms of mental activity and correlate with them the facts of contemplation and conclusions of thought). Thinking remained the role of a recorder and classifier of sensory (observation, experience, experimentally obtained) data.

In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest level of cognition, the process of reflecting objective reality.

In the literature, the specificity of thinking is traditionally determined by at least three structural characteristics that are not found at the sensory-perceptual level of cognitive processes. Thinking is a display of significant connections and relationships between objects of reality; specificity of reflection in thinking, in its generality; mental reflection is characterized by mediation, which allows one to go beyond the immediate given.

Only with the help of thinking do we recognize what is common in objects and phenomena, those natural, essential connections between them that are inaccessible directly to sensation and perception and which constitute the essence, the pattern of objective reality. Therefore, we can say that thinking is a reflection of natural, essential connections.

Thus, thinking is a process of indirect and generalized cognition (reflection) of the surrounding world.

Traditional definitions of thinking in psychological science usually capture two of its essential features: generalization and mediation.

thinking logical junior schoolboy

That is, thinking is a process of generalized and mediated reflection of reality in its essential connections and relationships. Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is to perform some cognitive operations with images in the internal picture of the world. These operations make it possible to build and complete a changing model of the world.

The specificity of thinking is that:

thinking makes it possible to understand the deep essence of the objective world, the laws of its existence;

only in thinking is it possible to understand the becoming, changing, developing world;

thinking allows you to foresee the future, operate with the potentially possible, and plan practical activities.

The thinking process is characterized by the following features:

It is indirect in nature;

always proceeds based on existing knowledge;

comes from living contemplation, but is not reduced to it;

it reflects connections and relationships in verbal form;

associated with practical human activities.

Russian physiologist Ivan Petrovich Pavlov, characterizing thinking, wrote: “Thinking is a tool for a person’s highest orientation in the world around him and in himself.” From a physiological point of view, the thinking process is a complex analytical and synthetic activity of the cerebral cortex. For the thinking process, first of all, those complex temporary connections that are formed between the brain ends of the analyzers are important.

According to Pavlov: “Thinking represents nothing else but associations, first elementary, in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.”

Thus, these connections (associations) naturally caused by external stimuli constitute physiological basis thinking process.

In psychological science, there are such logical forms of thinking as: concepts; judgments; inferences.

A concept is a reflection in the human mind of the general and essential properties of an object or phenomenon. A concept is a form of thinking that reflects the individual and the particular, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. Behind each concept there is a special objective action hidden. Concepts can be:

General and individual;

concrete and abstract;

empirical and theoretical.

The empirical concept captures the same items in each separate class of items based on comparison. The specific content of the theoretical concept is the objective connection between the universal and the individual (whole and different). Concepts are formed in socio-historical experience. A person acquires a system of concepts in the process of life and activity. The content of concepts is revealed in judgments, which are always expressed in verbal form - oral or written, out loud or silently.

Judgment is the main form of thinking, during which connections between objects and phenomena of reality are affirmed or denied. Judgment is a reflection of the connections between objects and phenomena of reality or between their properties and characteristics. For example, the proposition: “Metals expand when heated” expresses the relationship between changes in temperature and the volume of metals. Judgments are formed in two main ways:

Directly, when they express what is perceived;

indirectly - through inferences or reasoning.

In the first case, we see, for example, a brown table and make the simplest judgment: “This table is brown.” In the second case, with the help of reasoning, one deduces from some judgments and obtains other (or other) judgments. For example, Dmitry Ivanovich Mendeleev, based on what he discovered periodic law purely theoretically, only with the help of inferences he deduced and predicted some properties of chemical elements still unknown in his time.

Judgments can be: true; false; general; private; single.

True judgments are objectively true judgments. False judgments are judgments that do not correspond to objective reality. Judgments can be general, particular and individual. In general judgments, something is affirmed (or denied) regarding all objects of a given group, a given class, for example: “All fish breathe with gills.” In private judgments, affirmation or negation no longer applies to all, but only to some subjects, for example: “Some students are excellent students.” In single judgments - to only one, for example: “This student did not learn the lesson well.”

Inference is the derivation of a new judgment from one or more judgments. The initial judgments from which another judgment is derived are called premises of the inference. The simplest and typical form of inference based on particular and general premises is a syllogism. An example of a syllogism is the following reasoning: “All metals are electrically conductive. Tin is a metal. Therefore, tin is electrically conductive.” There are inferences: inductive; deductive; Similarly.

An inductive conclusion is one in which reasoning proceeds from individual facts to a general conclusion. A deductive conclusion is one in which reasoning is carried out in the reverse order of induction, i.e. from general facts to a single conclusion. An analogy is an inference in which a conclusion is drawn on the basis of partial similarities between phenomena, without sufficient examination of all conditions.

In psychology, the following somewhat conditional classification of types of thinking has been accepted and widespread on such various grounds as:

1) genesis of development;

) the nature of the tasks being solved;

) degree of deployment;

) degree of novelty and originality;

) means of thinking;

) thinking functions, etc.

1. According to the genesis of development, thinking is distinguished: visual-effective; visual-figurative; verbal-logical; abstract-logical.

Visual-effective thinking is a type of thinking that is based on the direct perception of objects in the process of acting with them. This thinking is the most elementary type of thinking that arises in practical activity and is the basis for the formation of more complex types of thinking.

Visual-figurative thinking is a type of thinking characterized by reliance on ideas and images. With visual-figurative thinking, the situation is transformed in terms of image or representation.

Verbal-logical thinking is a type of thinking carried out using logical operations with concepts. With verbal-logical thinking, using logical concepts, the subject can cognize essential patterns and unobservable relationships of the reality under study.

Abstract-logical (abstract) thinking is a type of thinking based on identifying the essential properties and connections of an object and abstracting from other, unimportant ones.

Visual-effective, visual-figurative, verbal-logical and abstract-logical thinking are successive stages in the development of thinking in phylogenesis and ontogenesis.

Based on the nature of the problems being solved, thinking is distinguished:

Theoretical;

practical.

Theoretical thinking is thinking based on theoretical reasoning and inferences.

Practical thinking is thinking based on judgments and inferences based on solving practical problems.

Theoretical thinking is the knowledge of laws and rules. The main task of practical thinking is to develop means of practical transformation of reality: setting goals, creating a plan, project, scheme.

Thinking is differentiated according to the degree of development:

Discursive;

intuitive.

Discursive (analytical) thinking is thinking mediated by the logic of reasoning rather than perception. Analytical thinking unfolds in time, has clearly defined stages, and is represented in the consciousness of the thinking person himself.

Intuitive thinking is thinking based on direct sensory perceptions and direct reflection of the influences of objects and phenomena of the objective world.

Intuitive thinking is characterized by rapidity, the absence of clearly defined stages, and is minimally conscious.

Thinking is differentiated according to the degree of novelty and originality:

Reproductive;

productive (creative).

Reproductive thinking is thinking based on images and ideas drawn from certain sources.

Productive thinking is thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

Verbal;

visual.

Visual thinking is thinking based on images and representations of objects.

Verbal thinking is thinking that operates with abstract sign structures.

It has been established that for full-fledged mental work, some people need to see or imagine objects, while others prefer to operate with abstract sign structures.

Thinking is classified according to its functions:

Critical;

creative.

Critical thinking aims to identify flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one’s own original ideas, and not with evaluating the thoughts of others.

1.2 FEATURES OF LOGICAL THINKING OF JUNIOR SCHOOL CHILDREN

The pedagogical aspect of the study of logical thinking, as a rule, consists in the development and experimental testing of the necessary methods, means, conditions, factors in organizing the learning process that develop and shape logical thinking in students. Many researchers note that one of the most important tasks of schooling is to develop students’ skills in performing logical operations, teaching them various techniques logical thinking, equipping students with knowledge of logic and developing skills in schoolchildren to use this knowledge in educational and practical activities.

The possibility of mastering logical knowledge and techniques by children of primary school age was tested in psychological and pedagogical research by V.S. Ablova, E.L. Agayeva, Kh.M. Veklirova, T.K. Kamalova, S.A. Ladymir, L.A. Levinova, A.A. Lyubinskaya, L.F. Obukhova, N.G. Salmina, T.M. Warm and others. The works of these authors prove that as a result of properly organized training, primary schoolchildren very quickly acquire logical thinking skills, in particular, the ability to generalize, classify and substantiate their conclusions.

At the same time, there is no single approach to solving the question of how to organize such training in pedagogical theory. Some teachers believe that logical techniques are an integral part of the sciences, the fundamentals of which are included in the content of education, therefore, when studying school subjects, students automatically develop logical thinking based on given images (V.G. Beilinson, N.N. Pospelov, M.N. Skatkin).

Another approach is expressed in the opinion of some researchers that the development of logical thinking only through the study of academic subjects is ineffective, this approach does not ensure full mastery of the techniques of logical thinking and therefore special training courses in logic are needed (Yu.I. Vering, N.I. Lifintseva, V.S. Nurgaliev, V.F. Palamarchuk).

Another group of teachers (D.D. Zuev, V.V. Kraevsky) believe that the development of students’ logical thinking should be carried out on the specific subject content of academic disciplines through accentuation, identification and explanation of the logical operations found in them.

But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:

develop in students the ability to compare observed objects, find common properties and differences in them;

develop the ability to highlight the essential properties of objects and distract (abstract) them from secondary, unimportant ones;

teach children to dissect (analyze) an object into its component parts in order to understand each component and to combine (synthesize) mentally dissected objects into one whole, while learning the interaction of parts and the object as a whole;

teach schoolchildren to draw correct conclusions from observations or facts, and be able to check these conclusions; instill the ability to generalize facts; - develop in students the ability to convincingly prove the truth of their judgments and refute false conclusions;

ensure that students’ thoughts are presented clearly, consistently, consistently, and justifiably.

Thus, the development of logical thinking is directly related to the learning process; the formation of initial logical skills, under certain conditions, can be successfully carried out in children of primary school age; the process of developing general logical skills, as a component of general education, must be purposeful, continuous and related to the process of teaching school disciplines at all its levels.

To effectively develop the thinking of younger schoolchildren, it is necessary, first of all, to rely on age-related characteristics mental processes children.

One of the reasons why younger schoolchildren experience learning difficulties is weak reliance on the general patterns of child development in modern mass schools. Many authors note a decrease in interest in learning and a reluctance to attend classes among younger schoolchildren as a consequence of the insufficient development of the level of educational and cognitive mental logical activity. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking of younger schoolchildren.

Primary school age is characterized by the presence of significant shifts in the development of thinking under the influence of purposeful learning, which in elementary school is built on the basis of the characteristics of objects and phenomena of the surrounding world. A special feature of children of primary school age is cognitive activity. By the time a junior schoolchild enters school, in addition to cognitive activity, an understanding of the general connections, principles and patterns that underlie scientific knowledge.

Therefore, one of the fundamental tasks that primary school is designed to solve for the education of students is the formation of as complete a picture of the world as possible, which is achieved, in particular, through logical thinking, the tool of which is mental operations.

In elementary school, based on the curiosity with which a child comes to school, they develop learning motivation and an interest in experimentation. The independence that a child preschool age demonstrated in gaming activities, choosing one or another game and methods of its implementation, is transformed into educational initiative and independence of judgment, methods and means of activity. As a result of the ability to follow a model, rule, and instruction developed in a preschool institution, younger schoolchildren develop arbitrariness in mental processes and behavior, and initiative in cognitive activity arises.

Based on the ability to use object substitutes developed in play activities, as well as the ability to understand images and describe using visual means what they see and their attitude towards it, the sign-symbolic activity of younger schoolchildren develops - the ability to read graphic language, work with diagrams, tables, graphs, models.

The active inclusion of various types of models in teaching contributes to the development of visual-effective and visual-figurative thinking in younger schoolchildren. Younger schoolchildren differ from older children in their mental reactivity and tendency to immediately respond to influence. They have a pronounced desire to imitate adults. Their mental activity is thus aimed at repetition, application. Younger schoolchildren show few signs of mental inquisitiveness or desire to penetrate beyond the surface of phenomena. They express considerations that reveal only a semblance of understanding of complex phenomena. They rarely think about any difficulties.

Therefore, we believe that the list of the main above-mentioned logical operations, the development of which is mainly focused on in primary school, should be supplemented by such logical operations as defining concepts, formulating judgments, carrying out logical division, constructing inferences, analogies, and evidence.

A study of the features of the implementation of these operations by primary schoolchildren showed that this stage is an active propaedeutic period in the development of a child’s logical thinking. Their thought processes are intensively developing, the transition from visual-figurative to verbal-logical thinking, which began in preschool age, is completed, the first reasoning appears, they are actively trying to build conclusions, using various logical operations.

At the same time, school teaching practice shows that many teachers primary classes They do not always pay enough attention to the development of logical thinking and believe that all the necessary thinking skills will develop independently with age. This circumstance leads to the fact that primary school the growth in the development of children’s logical thinking and, as a consequence, their intellectual abilities slows down, which cannot but have a negative impact on the dynamics of their individual development in the future.

Therefore, there is an objective need to search for such pedagogical conditions that would contribute to the most effective development logical thinking in children of primary school age, a significant increase in the level of children’s mastery of educational material, improvement of modern primary education without increasing the educational load on children.

When substantiating the pedagogical conditions for the development of logical thinking of junior schoolchildren, we proceeded from the following basic conceptual provisions:

learning and development are a single interconnected process, advancement in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V. Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);

the most important condition for successful learning is the targeted and systematic development of students’ skills in implementing logical techniques (S.D. Zabramnaya, I.A. Podgoretskaya, etc.);

the development of logical thinking cannot be carried out in isolation from the educational process; it must be organically combined with the development of subject skills, taking into account the peculiarities age development schoolchildren (L.S. Vygotsky, I.I. Kulibaba, N.V. Shevchenko, etc.).

Based on this, we proposed the following pedagogical conditions for the formation of logical thinking in younger schoolchildren: the presence of teachers with a stable focus on the development of logical thinking; ensuring students' motivation to master logical operations; implementation of activity-based and personality-oriented approaches to the development of logical thinking; ensuring variability of lesson content.

The basic condition in this set of conditions is that teachers have a stable focus on developing the logical thinking of younger schoolchildren. In the process of schooling, the student needs not only to communicate the “sum of knowledge”, but also to form in him a system of interrelated knowledge that forms an internal ordered structure.

The formation of an ordered system of knowledge, in the process of which various information is constantly compared with each other in a variety of relationships and aspects, generalized and differentiated in different ways, included in various chains of relationships, leads to the most effective assimilation of knowledge and to the development of logical thinking.

All this requires the teacher to restructure the traditionally established structure of the lesson, highlight mental operations in the educational material, and focus his activities on teaching students logical operations. And if the teacher does not have this, if he does not have the desire to change anything in the educational process that is familiar to him, then there is no need to talk about any development of the logical thinking of younger schoolchildren, and no matter what conditions of this process are substantiated, they will remain theoretical provisions, not needed in practice.

The second most important condition is to ensure students' motivation to master logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to carry out generalization, analysis, synthesis, etc. It is our deep conviction that a junior schoolchild’s attempt, even if unsuccessful, to carry out a logical operation should be valued higher than the specific result of acquiring knowledge.

The next condition is the implementation of activity-based and personality-oriented approaches to the development of logical thinking. Active, conscious activity of younger schoolchildren is the basis high level development of logical thinking.

Structure educational material should be focused on independent and reasonable acquisition of knowledge by students based on the use and generalization of their experience, since objective truth acquires subjective significance and usefulness if it is learned “on the basis of one’s own experience.” Otherwise, the knowledge is formal. It is important to focus on the learning process, and not just the result. The implementation of the ideas of a personality-oriented approach allows us to bring each student to high level development of logical thinking, which will ensure success in mastering educational material in educational institution at subsequent stages of training.

Drawing up a system of variable tasks that is adequate to the age and individual characteristics of the student’s personality, the level of development of his logical thinking, is also a pedagogical condition for the development of logical thinking in younger schoolchildren. This condition involves changes in the content and structure of classes, the use of a variety of teaching methods, and the gradual, systematic and mandatory introduction of logical tasks into all school subjects. The use of a set of logical tasks in the learning process will increase the productivity and dynamics of the development of logical thinking of younger schoolchildren.

1.3 THEORETICAL BASIS OF THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING OF JUNIOR SCHOOLCHILDREN

In domestic pedagogy, a system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are famous teachers and psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. Recently, the searches of scientists (Z.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraksa, E.O. Smirnova, etc.) have been moving towards creating a series of games for the full development of children's intelligence, which characterized by flexibility, initiative of thought processes, transfer of formed mental actions to new content.

Based on the nature of cognitive activity, didactic games can be classified into the following groups:

Games that require executive functioning from children. With the help of these games, children perform actions according to the model.

Games that require replay action. They are aimed at developing computing skills.

Games with which children change examples and problems into others that are logically related to it.

Games that include elements of search and creativity.

This classification of didactic games does not reflect all their diversity, however, it allows the teacher to navigate the abundance of games. It is also important to distinguish between didactic games themselves and gaming techniques used in teaching children. As children “enter” a new activity for them - educational - the importance of didactic games as a method of learning decreases, while gaming techniques are still used by the teacher. They are needed to attract children's attention and relieve their stress. The most important thing is that the game is organically combined with serious, hard work, so that the game does not distract from learning, but, on the contrary, contributes to the intensification of mental work.

In the situation of a didactic game, knowledge is absorbed better. A didactic game and a lesson cannot be opposed. The most important thing - and this must be emphasized once again - is that the didactic task in a didactic game is carried out through a game task. The didactic task is hidden from children. The child’s attention is focused on performing play actions, but he is not aware of the task of learning. This makes the game a special form of play-based learning, when children most often unintentionally acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. If this condition is violated, the teacher takes the path of direct teaching.

Based on the above, a didactic game is a game only for a child. For an adult, it is a way of learning. In a didactic game, the assimilation of knowledge acts as by-effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks and make it gradual. The above allows us to formulate the main functions of didactic games:

the function of forming a sustainable interest in learning and relieving tension associated with the process of adaptation of the child to the school regime;

function of the formation of mental neoplasms;

function of formation itself educational activities;

functions of developing general educational skills, educational and independent work skills;

function of developing self-control and self-esteem skills;

function of forming adequate relationships and mastering social roles.

So, a didactic game is a complex, multifaceted phenomenon. In didactic games, not only educational knowledge, skills and abilities are acquired, but all mental processes of children, their emotional-volitional sphere, abilities and abilities are also developed. A didactic game helps to make educational material exciting and create a joyful working mood. Skillful use of didactic games in the educational process makes it easier, because play activities are familiar to the child. Through play, learning patterns are quickly learned. Positive emotions facilitate the learning process.

In expanded form, the pedagogical conditions for the development of cognitive processes of a primary school student can be presented as follows:

certain content of knowledge that is amenable to ways of understanding;

finding such techniques and means, such vivid comparisons, figurative descriptions that help to consolidate in the minds and feelings of students the facts, definitions, concepts, conclusions that play the most significant role in the system of knowledge content;

cognitive activity organized in a certain way, characterized by a system of mental actions;

a form of educational organization in which the student is placed in the position of a researcher, a subject of activity, requiring the manifestation of maximum mental activity;

use of independent work tools;

developing the ability to actively operate with knowledge;

when solving any cognitive problem, using means of collective work in the classroom, based on the activity of the majority, moving students from imitation to creativity;

encourage creative work so that each work, on the one hand, stimulates students to solve collective cognitive problems, and on the other, develops the student’s specific abilities.

The development of cognitive processes in students does not occur with a template presentation of the material. Shchukina G.I. noted that the activities of teachers have common features that contribute to the development of students’ cognitive processes:

purposefulness in nurturing cognitive interests;

understanding that caring for multifaceted interests and the child’s attitude towards his work is the most important component teacher's work;

use of the wealth of the knowledge system, its completeness, depth;

understanding that every child can develop an interest in certain knowledge;

attention to the success of each student, which supports the student’s faith in his own abilities. The joy of success associated with overcoming difficulties is an important incentive to maintain and strengthen cognitive interest.

The game is good remedy, stimulating the development of students’ cognitive processes. It not only activates the mental activity of children, increases their performance, but also instills in them the best human qualities: a sense of collectivism and mutual assistance.

An important role is played by positive emotions that arise in the game and facilitate the process of cognition, assimilation of knowledge and skills. Acting out the most difficult elements of the educational process stimulates the cognitive powers of young schoolchildren, brings the educational process closer to life, and makes the acquired knowledge understandable.

Game situations and exercises, organically included in the educational and cognitive process, stimulate students and allow them to diversify the forms of application of knowledge and skills.

A child cannot be forced or forced to be attentive and organized. At the same time, while playing, he willingly and conscientiously does what interests him, strives to bring such a task to the end, even if this requires effort. Therefore, at the initial stage of learning, the game acts as the main stimulus for learning.

The basis of any gaming methodology conducted in the classroom should be the following principles:

The relevance of didactic material (up-to-date formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, and strive for the best possible solution.

Collectivity makes it possible to unite the children's team into a single group, into a single organism capable of solving problems of a higher level than those available to one child, and often more complex.

Competitiveness creates in a child or group of children the desire to complete a task faster and better than a competitor, which allows you to reduce the time to complete the task, on the one hand, and achieve a truly acceptable result, on the other. Almost any team game can serve as a classic example of the above principles: “What? Where? When?" (one half asks questions - the other answers them).

Based on these principles, we can formulate requirements for didactic games conducted in classes:

Didactic games should be based on games familiar to children. For this purpose, it is important to observe children, identify their favorite games, analyze which games children like more and which ones less.

You cannot force a game on children that seems useful; the game is voluntary. Children should be able to refuse a game if they don't like it and choose another game.

The game is not a lesson. A gaming technique that involves children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more is not only the methodological wealth of the teacher, but also the overall work of children in the classroom, rich in impressions.

The emotional state of the teacher must correspond to the activity in which he participates. Unlike all other methodological means, the game requires special condition from the one who conducts it. It is necessary not only to be able to play the game, but also to play with the children. Competent implementation of the didactic game is ensured by the clear organization of didactic games.

The nature of students’ activities in the game depends on its place in the system of educational activities. If the game is used to explain new material, then it should include children's practical actions with groups of objects and drawings.

In lessons to consolidate material, it is important to use games to reproduce properties, actions, and computational techniques. In this case, the use of visual aids should be limited and attention in the game should be increased to speaking out loud the rules and computational techniques.

In the game, you should think through not only the nature of the children’s activities, but also the organizational side, the nature of the management of the game. For this purpose, means of feedback to the student are used: signal cards (a green circle on one side and a red circle on the other) or cut-out numbers and letters. Signal cards serve as a means of activating children in the game. Most games must include elements of competition, which also increases children’s activity in the learning process.

Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of teamwork. It is necessary to treat children who have made mistakes with great tact. The teacher can tell a child who has made a mistake that he has not yet become a “captain” in the game, but if he tries, he will certainly become one. Students' mistakes should be analyzed not during the game, but at the end, so as not to disrupt the experience of the game.

The gaming technique used must be in close connection with visual aids, with the topic under consideration, with its objectives, and not be of an exclusively entertaining nature. Visualization for children is like a figurative solution and design of the game. It helps the teacher explain new material and create a certain emotional mood.

The teacher, with the help of the game, hopes to organize the attention of children, increase activity, and facilitate the memorization of educational material. This is, of course, necessary, but it is not enough. At the same time, care must be taken to preserve the student’s desire to learn systematically and to develop his creative independence. Another condition necessary for the use of the game in elementary school to be effective is the teacher’s deep penetration into the mechanisms of the game. A teacher must be an independent creator who is not afraid to take responsibility for the long-term results of his activity.

Playing in elementary school is a must. After all, only she knows how to make difficult things easy, accessible, and boring things interesting and fun. The game can be used to explain new material, to reinforce it, to practice counting skills, and to develop students’ logic.

If all of the above conditions are met, children develop such necessary qualities as:

a) a positive attitude towards school, towards academic subject;

c) voluntary desire to expand one’s capabilities;

e) revealing one’s own creative abilities.

All of the above convinces us of the necessity and possibility of forming and developing cognitive processes in younger schoolchildren, including logical thinking, through the use of didactic games.

Let us summarize briefly the conclusions from the first chapter:

Thinking is a generalized reflection of objective reality in its natural, most essential connections and relationships. It is characterized by community and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjective new knowledge, with problem solving, with the creative transformation of reality. Thinking is the highest form of reflection of the surrounding reality. Thinking is a generalized and word-mediated knowledge of reality. Thinking makes it possible to understand the essence of objects and phenomena. Thanks to thinking, it becomes possible to foresee the results of certain actions and carry out creative, purposeful activities.

Being a transitional age, primary school age has deep potential physical and spiritual development child. Under the influence of learning, two main psychological new formations are formed in children - the arbitrariness of mental processes and the internal plan of actions (their execution in the mind). In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present selective material and establish semantic connections.

Arbitrariness mental functions and the internal plan of action, the manifestation of the child’s ability to self-organize his activities, arise as a result of the complex process of internalization of the external organization of the child’s behavior, created initially by adults, and especially teachers, in the course of educational work.

Research by psychologists and didactics to identify the age-related characteristics and capabilities of children of primary school age convinces that in relation to a modern 7-10 year old child, the standards that assessed his thinking in the past are not applicable. His true mental abilities are broader and richer.

As a result of targeted training and a well-thought-out system of work, it is possible to achieve in the elementary grades such mental development of children that makes the child capable of mastering the techniques of logical thinking common to different types of work and mastering different academic subjects, for using learned techniques when solving new problems, for anticipating certain natural events or phenomena.

The development of cognitive processes in a primary school student will be shaped more effectively by targeted external influence. The instrument for such influence is special techniques, one of which is didactic games.

Didactic games are a complex, multifaceted phenomenon. In didactic games, not only educational knowledge, skills and abilities are acquired, but all mental processes of children, their emotional-volitional sphere, abilities and abilities are also developed. A didactic game helps to make educational material exciting and create a joyful working mood. Skillful use of didactic games in the educational process makes it easier, because play activities are familiar to the child. Through play, learning patterns are quickly learned. Positive emotions facilitate the learning process.

CHAPTER 2. DEVELOPMENT OF LOGICAL THINKING OF A JUNIOR SCHOOLCHILDREN UNDER EXPERIMENTAL CONDITIONS

1 DETERMINING THE LEVELS OF DEVELOPMENT OF LOGICAL THINKING OF A JUNIOR SCHOOLCHILDREN

Research on the development of logical thinking was carried out on the basis of a secondary school in the city of Murmansk.

The study involved 15 2nd grade students (8-9 year old students, 9 girls and 6 boys).

The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following methods:

Methodology “Exclusion of Concepts”. Objectives of the methodology:

research into the ability to classify and analyze;

definition of concepts, clarification of reasons, identification of similarities and differences in objects;

determining the degree of development of a child’s intellectual processes.

Methodology “Definition of concepts”. The purpose of the technique: to determine the degree of development of intellectual processes.

“Sequence of Events” technique. The purpose of the technique: to determine the ability for logical thinking and generalization.

Methodology “Comparison of Concepts”. The purpose of the technique: to determine the level of development of the comparison operation in younger schoolchildren.

Description of diagnostics:

Methodology "Exceptions of concepts". Purpose: the technique is intended to study the ability to classify and analyze.

Instructions: The subjects are offered a form with 17 rows of words. In each row, four words are united by a common generic concept, the fifth does not belong to it. In 5 minutes, the subjects must find these words and cross them out.

Vasily, Fedor, Semyon, Ivanov, Peter.

Decrepit, small, old, worn out, dilapidated.

Soon, quickly, hastily, gradually, hastily.

Leaf, soil, bark, scales, branch.

To hate, to despise, to be indignant, to be indignant, to understand.

Dark, light, blue, bright, dim.

Nest, hole, chicken coop, gatehouse, den.

Failure, excitement, defeat, failure, collapse.

Success, luck, winning, peace of mind, failure.

Robbery, theft, earthquake, arson, assault.

Milk, cheese, sour cream, lard, yogurt.

Deep, low, light, high, long.

Hut, hut, smoke, stable, booth.

Birch, pine, oak, spruce, lilac.

Second, hour, year, evening, week.

Bold, courageous, determined, angry, courageous.

Pencil, pen, drawing pen, felt-tip pen, ink.

Processing of results: the number of correct answers is counted and, depending on it, the level of formation of the analysis and synthesis processes is determined:

-16-17 correct answers - high,

-15-12 - average level,

-11-8 - low;

-less than 8 - very low.

2. Methodology “Definition of concepts”. The purpose of the technique: to determine the formation of concepts, the ability to find out the reasons, identify similarities and differences in objects. The child is asked questions and based on the correctness of the child’s answers, these thinking characteristics are established.

Which animal is bigger: a horse or a dog?

In the morning people have breakfast. What do they do when they eat during the day and in the evening?

It was light outside during the day, but at night?

The sky is blue, and the grass?

Cherry, pear, plum and apple - is this...?

Why do they lower the barrier when a train is coming?

What are Moscow, Kyiv, Khabarovsk?

What time is it (The child is shown a clock and asked to name the time), (The correct answer is one that indicates the hours and minutes).

A young cow is called a heifer. What are the names of a young dog and a young sheep?

Which dog is more like: a cat or a chicken? Answer and explain why you think so.

Why do cars need brakes? (Any reasonable answer indicating the need to slow down the car is considered correct)

How are a hammer and an ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions.)

What do a squirrel and a cat have in common? (The correct answer must indicate at least two explanatory features).

What is the difference between a nail, a screw and a screw? (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is driven in with a hammer, and the screw and screw are screwed in).

What is football, long and high jump, tennis, swimming.

What types of transport do you know (the correct answer contains at least 2 types of transport).

What is the difference between an old person and a young person? (the correct answer must contain at least two essential features).

Why do people engage in physical education and sports?

Why is it considered bad if someone doesn't want to work?

Why is it necessary to put a stamp on a letter? (Correct answer: a stamp is a sign that the sender has paid the cost of sending a postal item).

Processing of results: For each correct answer to each question, the child receives 0.5 points, so the maximum number of points he can get in this technique is 10. Not only those answers that correspond to the examples given can be considered correct, but also others, quite reasonable and corresponding to the meaning of the question posed to the child. If the person conducting the research is not completely sure that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is incorrect, then it is allowed to give the child an intermediate score - 0.25 points.

points - very high;

9 points - high;

7 points - average;

3 points - low;

1 point - very low.

The “Sequence of Events” technique (proposed by N.A. Bernstein). Purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

Material and equipment: folded pictures (from 3 to 6) depicting the stages of an event. The child is shown randomly arranged pictures and given the following instructions:

“Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think and rearrange the pictures as you see fit, and then use them to compose a story about the event depicted here.” If a child correctly established the sequence of pictures, but could not compose a good story, you need to ask him a few questions to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such completion of the task is considered as unsatisfactory.

Processing the results:

Was able to find the sequence of events and composed a logical story - high level.

Was able to find the sequence of events, but could not write a good story, or was able to, but with the help of leading questions - average level.

Couldn't find the sequence of events and compose a story - low level.

Methodology “Comparison of Concepts”. Purpose: to determine the level of development of the comparison operation in younger schoolchildren.

The technique consists in the fact that the subject is given two words denoting certain objects or phenomena, and is asked to say what they have in common and how they differ from each other. At the same time, the experimenter constantly stimulates the subject to search for as many similarities and differences between paired words as possible: “How else are they similar?”, “In what other ways,” “How else are they different from each other?” List of comparison words:

Morning evening.

Cow is a horse.

Pilot - tractor driver.

Skis are cats.

Dog Cat.

Tram - bus.

River - lake.

Bicycle - motorcycle.

Crow is a fish.

Leo - tiger.

Train - plane.

Cheating is a mistake.

The shoe is a pencil.

Apple - cherry.

Leo is a dog.

Crow is a sparrow.

Milk is water.

Gold Silver.

Sleigh is a cart.

Sparrow is a chicken.

Oak - birch.

A fairy tale is a song.

The painting is a portrait.

Horse - rider.

Cat is an apple.

Hunger - thirst.

) The subject is given two words that clearly belong to the same category (for example, “cow - horse”).

) Two words are proposed that are difficult to find in common and which are much more different from each other (crow - fish).

) The third group of tasks is even more difficult - these are tasks for comparing and distinguishing objects in conditions of conflict, where the differences are expressed much more than the similarities (rider - horse).

The difference in the levels of complexity of these categories of tasks depends on the degree of difficulty in abstracting signs of visual interaction between objects, on the degree of difficulty in including these objects in a certain category.

Processing the results.

) Quantitative processing consists of counting the number of similarities and differences.

a) High level - the student named more than 12 traits.

b) Average level - from 8 to 12 traits.

c) Low level - less than 8 traits.

) Qualitative processing consists of the experimenter analyzing which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

2.2 RESULTS OF CONFIDENTIAL DIAGNOSTICS

Conclusive diagnostics were carried out comprehensively, with the entire group of children.

Summary table of diagnostic test results Table 1

No. Name and surname of the child Methods 12341. Alina M. high medium high high 2. Anton S. low low medium low 3. Svetlana M. medium low medium low 4. Andrey R. low medium medium low 5. Andrey P. low low low medium 6. Stanislav S. high high high medium 7. Daria G. medium very high high tallhigh8.Elizabeth R.mediummediumhighlow9.Valeria S. low medium medium low 10. Sergey D. medium low medium medium 11. Alexandra V. high high medium high 12. Mark B. low medium low low 13. Ekaterina A. high medium medium high 14. Karina G. medium low high low 15. Lydia V. medium low medium medium

The results of the diagnostic study are summarized in the table:

Generalized results of ascertaining diagnostics Table 2

Diagnostic name/ Level of implementation - number of children and % “Exclusion of concepts” “Definition of concepts” “Sequence of events” “Comparison of concepts” M.D.M.D.M.D.M.Two 17%3 - 33%1 - 17%2-22%1-17%4 - 44%-4 - 44%average1 - 17%5 - 56%2 - 33%4 - 44%3 - 50%5 - 56%3 - 50%1 - 12 %low4-66%1 - 11%3 - 50%3 - 34%2 - 33%-3 - 50%4 - 44%

As can be seen from the generalized diagnostic results, girls have a higher overall level of task completion than boys. These indicators are reflected in the diagrams:

Diagram 1. Comparison of the results of the “Elimination of Concepts” technique

Diagram 2. Comparison of the results of the “Definition of Concepts” technique

Diagram 3. Comparison of the results of the “Sequence of Events” technique

Diagram 4. Comparison of the results of the “Comparison of Concepts” technique

CONCLUSIONS FROM THE RESULTS OF CONCLUSIVE DIAGNOSTICS

The best results were shown when performing the “Sequence of Events” technique, thus, a high level of performance of tasks of this diagnostic was shown by 17% of boys and 44% of girls, an average level - 50% of boys and 56% of girls, and a low level - 33% of boys; there was no indicator.

The children experienced the greatest difficulties when completing tasks in the “Definition of Concepts” methodology, when performing tasks related to the development of processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

2.3 FORMATIVE EXPERIMENT

The formative experiment was carried out over a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age through games. Classes were conducted with the entire group of children in the form of additional circle work; some of the tasks were completed by children in basic mathematics lessons, or completed by them as homework.

Since the ascertaining experiment showed that children experience the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of these particular processes. Analysis is associated with the selection of elements of a given object, its characteristics or properties. Synthesis is the combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis - through analysis. The ability for analytical-synthetic activity is expressed not only in the ability to isolate the elements of an object, its various features or to combine elements into a single whole, but also in the ability to include them in new connections, to see their new functions.

The formation of these skills can be facilitated by: a) consideration of a given object from the point of view of various concepts; b) setting various tasks for a given mathematical object.

To consider this object from the point of view of various concepts, tasks were proposed for classification or for identifying various patterns (rules). For example:

By what criteria can you separate buttons into two boxes?

The technique of comparison plays a special role in organizing the productive activity of younger schoolchildren in the process of learning mathematics. The formation of the ability to use this technique was carried out in stages, in close connection with the study of specific content. At the same time, we focused on the following stages of this work:

highlighting features or properties of one object;

establishing similarities and differences between the characteristics of two objects;

identifying similarities between the characteristics of three, four or more objects.

At first, objects or drawings depicting objects that were well known to children were used as objects, in which they could identify certain features based on their existing ideas.

To organize students’ activities aimed at identifying the characteristics of a particular object, the following question was proposed:

What can you tell us about the subject? (The apple is round, large, red; the pumpkin is yellow, large, with stripes, with a tail; the circle is large, green; the square is small, yellow).

During the work, the concepts of “size” and “shape” were reinforced and the following questions were proposed:

What can you say about the sizes (shapes) of these objects? (Big, small, round, like a triangle, like a square, etc.)

To identify the signs or properties of an object, children were usually asked questions:

What are the similarities and differences between these items? - What changed?

Children are already familiar with the term “feature” and it was used when performing tasks: “Name the characteristics of an object,” “Name similar and different characteristics of objects.”

Tasks related to the method of classification were usually formulated in the following form: “Divide (split) all the circles into two groups according to some criterion.” Most children successfully complete this task, focusing on features such as color and size. As different concepts were learned, classification tasks included numbers, expressions, equalities, equations, and geometric shapes. For example, when studying the numbering of numbers within 100, children were given the following task:

Divide these numbers into two groups so that each contains similar numbers:

a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written with two identical digits, the other with different ones);

b) 91, 81, 82, 95, 87, 94, 85 (the basis of the classification is the number of tens, in one group of numbers it is 8, in another - 9);

c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the “digits” with which these numbers are written, in one group it is equal to 9, in another - 7 ).

Thus, when teaching mathematics, classification tasks were used various types:

Preparatory tasks. These include: “Remove (name) the extra” object,” “Draw objects of the same color (shape, size),” “Give a name to the group of objects.” This also includes tasks for developing attention and observation: “Which object was removed?” and “What has changed?”

Tasks in which the teacher indicated based on the classification.

Tasks in which children themselves identify the basis of classification.

We also widely used tasks to develop the processes of analysis, synthesis, and classification in the classroom, when working with a mathematics textbook. For example, the following tasks aimed at developing analysis and synthesis were used:

Connecting elements into a single whole: Cut out the necessary shapes from the “Appendix” and make a house, a boat, a fish from them.

Search various signs subject: How many angles, sides and vertices does a pentagon have?

Recognizing or composing an object based on given characteristics: What number comes before the number 6 when counting? What number comes after the number 6? Behind the number 7?

Consideration of a given object from the point of view of various concepts. Make up different problems based on the picture and solve them.

Setting various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets left in her Russian language notebook and 5 blank sheets in her math notebook. To this condition, first pose a question such that the problem is solved by addition, and then a question such that the problem is solved by subtraction.

Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem: There are 9 episodes in a cartoon about dinosaurs. Kolya has already watched 2 episodes. How many episodes does he have left to watch? Compose two problems that are the inverse of this one. Choose a schematic drawing for each problem.

Tasks aimed at developing the ability to compare were also used, for example, identifying features or properties of one object:

Tanya had several badges. She gave 2 badges to her friend, and she had 5 badges left. How many badges did Tanya have? Which schematic drawing is suitable for this problem?

All proposed tasks, of course, were aimed at developing several thinking operations, but due to the predominance of any of them, the exercises were divided into proposed groups.

As a generalization of the work carried out, we conducted a generalizing lesson in a mathematics circle on the topic “Sets”, in which the developed skills of analysis, synthesis, classification, etc. were reinforced in a playful way.

2.4 RESULTS OF THE CONTROL STUDY

The control study was carried out using the same methods as during the ascertaining experiment.

Summary table of the results of the control stage of the study Table 3

No. Name and surname of the child Methods 12341. Anton S. average average high low 2. Svetlana M. high average average average 3. Andrey R. high low average low 4. Andrey P. low average average average 5. Elizaveta S. high high average average 6. Valeria S. low average high average 7. Sergey D. you sokylowmediumhigh8.Mark B.mediumlowmediummedium9.Karina G.mediummediumhighmedium10 .Lydia V.mediummediumhighlow

The summarized results of the control study are presented in the table:

Generalized results of control diagnostics Table 4

Diagnostic name/ Level of implementation - number of children and % “Exclusion of concepts” “Definition of concepts” “Sequence of events” “Comparison of concepts” M.D.M.D.M.D.M.Two-high 3-50% 5-55% 1-16%33%2 - 34%5-55%15%4 - 45%average34%33%2 - 34%6 - 67%4 - 66%4-45%55%4 - 45%low16%1- 12%3 - 50%---2 - 35%1-10%

Comparative results for individual diagnostics are presented in the diagrams:

Diagram 5. Comparative results of the diagnostic “Exclusion of Concepts” according to the data of the ascertaining and control study

Diagram 6. Comparative results of the diagnostic “Definition of Concepts” according to the data of the ascertaining and control study

Diagram 7. Comparative results of the diagnostic “Sequence of Events” according to the data of the ascertaining and control study

Diagram 8. Comparative results of the diagnostic “Comparison of Concepts” according to the data of the ascertaining and control study

As can be seen from the results presented, we can conclude that there is a significant improvement in logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of task completion has increased, including among boys these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in younger schoolchildren were identified;

the structure and content of games for younger schoolchildren will be aimed at the formation and development of their logical thinking;

We do not consider our result to be final. It is necessary to further develop and improve techniques and methods for developing productive thinking, depending on the individual properties and characteristics of each individual student. Much will also depend on the subject teacher, on whether he will take into account the peculiarities of the cognitive processes of schoolchildren and apply methods of developing logical thinking in the course of explaining and consolidating the material, whether he will build his lessons on a bright, emotionally charged story or reading a textbook text, and from many other facts.

It is necessary to continue the work started using various non-standard logic problems and assignments, not only in class, but also in extracurricular activities, in math circle classes.

Let us summarize briefly the conclusions from the second chapter:

In order to study the level of development of logical thinking, we carried out a comprehensive diagnosis. The study involved 15 2nd grade students (8-9 year old students, 9 girls and 6 boys).

The diagnostic program included the following methods:

Methodology “Exclusion of Concepts”. The goals of the methodology are to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects, determine the degree of development of intellectual processes in a child.

Methodology “Definition of concepts”. The purpose of the technique: to determine the degree of development of intellectual processes.

Methodology “Comparison of Concepts”. The purpose of the technique: to determine the level of development of the comparison operation in younger schoolchildren.

The results of the diagnostics showed that the best results were shown when performing the “Sequence of Events” technique, thus, a high level of performance of tasks of this diagnostic was shown by 17% of boys and 44% of girls, an average level - 50% of boys and 56% of girls, and a low level - 33 % of boys; girls did not have this indicator. The children experienced the greatest difficulties when completing tasks in the “Definition of Concepts” methodology, when performing tasks related to the development of processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

Carrying out the “Comparison of Concepts” technique also caused difficulty, especially for boys, who showed a low level of task completion of 50% and an average level of 50%. The girls coped with these tasks somewhat better. They showed 44% completion of tasks at a high level, 12% - average level and 44% - low level.

The task “Elimination of concepts” caused difficulties mainly for boys, so 17% of boys and 33% of girls showed a high level, an average level - 17% of boys and 56% of girls, and a low level - 66% of boys and only 11% of girls. This is due, in our opinion, to best level speech development in girls, since boys often intuitively perform tasks correctly, but find it difficult to explain their choice and prove their opinion.

Thus, when conducting a formative experiment, we paid attention not only to the development of logical processes in children, but also to the development of their speech. The formative experiment was carried out over a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age through games. Classes were conducted with the entire group of children in the form of additional circle work; some of the tasks were completed by children in basic mathematics lessons, or completed by them as homework.

Since the ascertaining experiment showed that children experience the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of these particular processes. In addition, various tasks for classifying objects according to various criteria were widely used.

Next, a control study was conducted using previously used diagnostics. Analysis of the results of control diagnostics allowed us to conclude that there was a significant improvement in logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of task completion has increased, including among boys these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in younger schoolchildren were identified;

the structure and content of games for younger schoolchildren will be aimed at the formation and development of their logical thinking;

The criteria and levels of development of logical thinking of a primary school student have been determined and received experimental confirmation.

CONCLUSION

The inclusion of these operations in the process of mastering mathematical content ensures the implementation of productive activities that have positive influence on the development of all mental functions. 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.

Techniques of logical analysis are necessary for students already in the 1st grade; without mastering them, the educational material cannot be fully assimilated. Conducted research shows that not all children fully possess this skill. Even in 2nd grade, only half of the students master the techniques of comparison, subsuming under the concept of inference, consequence, etc. etc. Many schoolchildren do not master them even in high school. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out targeted work to teach children the basic techniques of mental operations.

It is also advisable to use didactic games and exercises with instructions in lessons. With their help, students get used to thinking independently and using the acquired knowledge in various conditions in accordance with the task.

In accordance with the objectives of the study, in the first chapter of the work, an analysis of the literature on the problem of developing the logical thinking of junior schoolchildren was carried out, and the features of the logical thinking of junior schoolchildren were identified.

It was found that primary school age has deep potential for the physical and spiritual development of a child. Under the influence of learning, two main psychological new formations are formed in children - the arbitrariness of mental processes and the internal plan of actions (their execution in the mind). In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present material selectively and establish semantic connections. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child’s ability to self-organize his activities arise as a result of the complex process of internalization of the external organization of the child’s behavior, created initially by adults, and especially teachers, in the course of educational work.

Research by psychologists and didactics to identify the age-related characteristics and capabilities of children of primary school age convinces that the standards by which their thinking was assessed in the past are not applicable to a modern 7-10 year old child. His true mental abilities are broader and richer.

The development of cognitive processes of a primary school student will be formed more effectively under targeted external influence. The instrument for such influence is special techniques, one of which is didactic games.

As a result of the analysis of psychological and pedagogical literature, a diagnosis was made of the level of development of logical thinking in grade 2, which showed great potential for the development of logical thinking in children. The diagnostic program included the following methods: “Elimination of concepts” to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects to determine the degree of development of the child’s intellectual processes; “Sequence of events” to determine the ability for logical thinking and generalization; “Comparison of concepts” to determine the level of formation of the comparison operation in younger schoolchildren

Analysis of the results of the diagnostics made it possible to develop a system of exercises for the development of logical thinking as a result of the use of various didactic games and non-standard logical tasks. In the process of using these exercises in mathematics lessons, some positive dynamics of the influence of these exercises on the level of development of logical thinking of primary schoolchildren was revealed. Based comparative analysis results of the ascertaining and control stages of the study, we can say that the correctional and developmental program helps to improve results and increase the overall level of development of logical thinking.

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The development of logical thinking in younger schoolchildren is one of the most important areas of student learning. The importance of this process is indicated by curricula and methodological literature. The best way to improve logical thinking is both at school and at home, but not everyone knows which methods will be most effective for this. As a result, logical learning takes the form of a spontaneous one, which negatively affects the overall level of development of students. It happens that even high school students do not know how to think logically, using the techniques of analysis, synthesis, comparison, etc. You will learn from our article how to properly develop the logical thinking of younger schoolchildren.

Peculiarities of thinking of elementary school students

The thinking of elementary school students has peculiarities

By the time a child starts going to school, his mental development is characterized by a very high level.

“Each age period of a child is characterized by the leading significance of some mental process. In early childhood, the leading role is played by the formation of perception, in the preschool period - by memory, and in younger schoolchildren the main role is the development of thinking.”

The thinking of elementary school students has its own peculiarities. It was during this period visual-figurative thinking, which previously had primary meaning, transforms into verbal-logical, conceptual. That is why in elementary school it is extremely important to pay attention to the development of logical thinking.

Younger schoolchildren develop their logical thinking by regularly completing tasks and learning to think when they need to.

The teacher teaches:

find connections in life around you
develop correct concepts
apply the studied theoretical principles in practice
analyze using mental operations (generalization, comparison, classification, synthesis, etc.).

All this has a positive effect on the development of logical thinking in younger schoolchildren.

Pedagogical conditions

Properly created pedagogical conditions stimulate the development of logical thinking in schoolchildren

In order to develop and improve the logical thinking of younger schoolchildren, it is necessary to create pedagogical conditions conducive to this.

Primary school education should focus on the teacher helping every student reveal your abilities. This is true when the teacher takes into account the individuality of each person. In addition, it helps to unlock the potential of a younger student diverse educational environment.

Let's consider pedagogical conditions, contributing to the formation of the student’s logical thinking:

Lesson activities that encourage children to think. It is better when such tasks are not only in mathematics lessons, but also in all others. And some teachers take logical five-minute breaks between lessons.
Communication with the teacher and peers - during and after school hours. Reflecting on the answer and ways to solve the problem, students offer different solutions, and the teacher asks them to justify and prove the correctness of their answer. Thus, primary schoolchildren learn to reason, compare various judgments, and draw conclusions.
It’s good when the educational process is filled with elements where the student:
- can compare concepts (objects, phenomena),
- understand the differences between general characteristics and distinctive (particular) ones
- highlight essential and non-essential features
- ignore unimportant details
- analyze, compare and summarize.

“The success of the full development of logical thinking in a primary school student depends on how comprehensively and systematically this is taught.”

Elementary School - best period for targeted work on the active development of logical thinking. All sorts of things can help make this period productive and productive. didactic games, exercises, tasks and assignments aimed at:

developing the ability to think independently
learning to draw conclusions
effective use of acquired knowledge in mental operations
search characteristic features in objects and phenomena, comparison, grouping, classification according to certain criteria, generalization
using existing knowledge in various situations.

Logic exercises and games

The means for developing the logical thinking of a primary school student must be selected taking into account the goals, as well as focusing on the individual characteristics and preferences of the child.

It is useful to use non-standard tasks, exercises, and games for the development of mental operations both in the classroom and when teaching children at home. Today they are not in short supply, as they have been developed a large number of printing, video and multimedia products, various games. All these means can be used, selected taking into account the goals, as well as focusing on the individual characteristics and preferences of the child.

Video with an example of a game for a tablet aimed at developing the logical thinking of primary schoolchildren

Exercises and games for logical thinking

"The fourth wheel." The exercise is to eliminate one item that lacks some feature common to the other three (it’s convenient to use cards with images here).
"What is missing?". You need to come up with the missing parts of the story (beginning, middle or end).
"Do not snooze! Continue!". The point is for students to quickly name the answers to the questions.

During reading lessons:

Who pulled the last turnip?
What was the name of the boy from “Tsvetik-seventsvetik”?
What was the name of the boy with the long nose?
Who did the fiancé of the ticking fly defeat?
Who scared the three little pigs?

In Russian lessons:

What word contains three letters "o"? (trio)
Which city's name indicates that it is angry? (Grozny).
Which country can you wear on your head? (Panama).
What mushroom grows under the aspen tree? (Boletus)
How can you spell the word "mousetrap" using five letters? ("Cat")

In science lessons:

Is a spider an insect?
Do ours blow migratory birds nests in the south? (No).
What is the name of the butterfly larva?
What does a hedgehog eat in winter? (Nothing, he's sleeping).

In mathematics lessons:

Three horses ran 4 kilometers. How many kilometers did each horse run? (4 kilometers each).
There were 5 apples on the table, one of which was cut in half. How many apples are there on the table? (5.)
Name a number that has three tens. (thirty.)
If Lyuba stands behind Tamara, then Tamara ... (stands in front of Lyuba).

"Advice. To enrich the educational process, as well as for homework, use logical problems and riddles, puzzles, rebuses and charades, numerous examples of which you can easily find in various teaching aids, as well as on the Internet.”

Tasks that activate the brain

There are many tasks that activate the brain

Tasks to develop the ability to analyze and synthesize

Connecting elements together:

“Cut out the necessary shapes from the different ones offered to make a house, a ship and a fish.”

To search different signs subject:

“Tell me how many sides, angles and vertices a triangle has?”

“Nikita and Egor did the long jump. On his first try, Nikita jumped 25 cm further than Egor. With the second, Egor improved his result by 30 cm, and Nikita jumped the same as with the first. Who jumped further on the second attempt: Nikita or Egor? How long? Guess it!”

To recognize or compile an object based on certain characteristics:

“What number comes before the number 7? What number comes after the number 7? Behind the number 8?

Classification skills tasks:

"What common?":

1) Borscht, pasta, cutlet, compote.

2) Pig, cow, horse, goat.

3) Italy, France, Russia, Belarus.

4) Chair, desk, wardrobe, stool.

“What’s extra?”- a game that allows you to find common and unequal properties of objects, compare them, and also combine them into groups according to the main characteristic, that is, classify them.

“What unites?”- a game that forms such logic operations as comparison, generalization, classification according to a variable attribute.

For example: take three pictures with images of animals: a cow, a sheep and a wolf. Question: “What unites a cow and a sheep and distinguishes them from a wolf?”

Task for developing the ability to compare:

“Natasha had several stickers. She gave 2 stickers to her friend and she has 5 stickers left. How many stickers did Natasha have?”

Tasks to find essential features:

“Name the characteristic of the object.” For example, a book - what is it? What material is it made of? What size is it? How thick is it? What is its name? What subjects does it apply to?

Useful games: “Who lives in the forest?”, “Who flies in the sky?”, “Edible - inedible.”

Comparison tasks:

Comparison by color.

a) blue
b) yellow
c) white
d) pink.

Comparison by shape. Need to name more items:

a) square shape
b) round shape
c) triangular in shape
d) oval.

Let's compare 2 items:

a) pear and banana
b) raspberries and strawberries
c) sled and cart
d) car and train.

Let's compare the seasons:

Conversation with students about the characteristics of the seasons. Reading poems, fairy tales, riddles, proverbs, sayings about the seasons. Drawing on the theme of the seasons.

Non-standard logical problems

One of the most effective ways to develop logical thinking in elementary school is to solve non-standard problems.

“Did you know that mathematics has a unique developmental effect? It stimulates the development of logical thinking, the most the best way forming methods of mental work, expanding the child’s intellectual abilities. Children learn to reason, notice patterns, apply knowledge in various areas, and be more attentive and observant.”

In addition to mathematical tasks, the brain of younger schoolchildren is developed puzzles, different types of tasks with sticks and matches(laying out a figure from a certain number of matches, moving one of them to get another picture, connecting several points with one line without lifting your hand).

Problems with matches

You need to make 2 identical triangles from 5 matches.
You need to fold 2 identical squares from 7 matches.
You need to make 3 identical triangles from 7 matches.

Comprehensive development of thinking is also ensured by puzzle games: “Rubik’s Cube”, “Rubik’s Snake”, “Tag” and many others.

Well-developed logical thinking will help a child in his studies, making learning easier, more enjoyable and interesting.

The games, exercises and tasks proposed in this article are aimed at developing the logical thinking of younger schoolchildren. If these tasks are gradually made more difficult, the result will be better every day. And flexible, plastic thinking and quick reactions will help the child in his studies, making the acquisition of knowledge easier, more enjoyable and more interesting.

Development of logical thinking

junior schoolchildren in the learning process

Completed by: Svetlana Vasilievna Makarova,

primary school teacher,

MBOU secondary school in the village of Yuzhny

2015

1. Introduction

2. Analysis of psychological and pedagogical literature on the problem of the development of logical thinking

3. Diagnostics of the level of development of logical thinking of junior schoolchildren.

5.Conclusion

Introduction

The radical changes taking place in the field of education are caused by the need of society for personnel capable of making non-standard decisions and who can think logically. The school should prepare a person who thinks, feels, and is intellectually developed. And intelligence is determined not by the amount of accumulated knowledge, but by a high level of logical thinking.

Primary school age is productive in the development of logical thinking. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities. At primary school age, children have significant development reserves. When a child enters school, under the influence of learning, a restructuring of all his cognitive processes begins.

Many foreign (J. Piaget, B. Inelder, R. Gaison, etc.) and domestic (P. P. Blonsky, L. S. Vygotsky, S. L. Rubinstein, P. Ya Galperin, A. N. Leontyev, A. R. Luria, P. I. Zinchenko, A. A. Smirnov, B. M. Velichkovsky, G. G. Vuchetich, Z. M. Istomina, G. S. Ovchinnikov etc.) researchers.

The development of logical thinking occurs in several stages, the first two occurring at the age of primary school students. I realized that a primary school teacher has a great responsibility. “Have I done enough work so as not to miss the favorable time for the development of the logical thinking of my students?” - this question haunted me. Previously, it seemed to me that their level of development of this type of thinking would depend on the number of logical problems solved with students. I always discussed non-standard problems with my students in class, created a personal “piggy bank” of such problems, and made individual cards with them. But my work with children on developing logical thinking was sporadic and most often carried out at the end of the lesson. Elementary school teachers often use training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is precisely what indicates the urgency of the problem. Thus, it is precisely at primary school age that it is necessary to carry out targeted work to teach children the basic techniques of mental action.

Analysis of psychological and pedagogical literature on the problem of development of logical thinking

Thinking - this is a generalized reflection of objective reality in its natural, most significant connections and relationships. It is characterized by community and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjectively new knowledge, with problem solving, with the creative transformation of reality.

The main elements with which thought operates are

concepts (reflection of general and essential features of any objects and phenomena),
judgments (establishing a connection between objects and phenomena; it can be true and false),
inferences (the conclusion of a new judgment from one or more judgments), and also images and ideas

The main operations of thinking include:

analysis (mentally dividing the whole into parts and then comparing them), synthesis (combination of individual parts into a whole, construction of a whole from analytically given parts),
specification (application of general laws to a specific case, the inverse operation of generalization),
abstraction(isolating any side or aspect of a phenomenon that in reality does not exist as an independent one),
generalization (mental association of objects and phenomena similar in some respects),
comparison and classification

Depending on the extent to which the thought process is based on perception, idea or concept, three main types of thinking are distinguished:

1. Subject-effective (visual-effective).
2. Visual-figurative.
3. Abstract (verbal-logical).

Subject-active thinking is thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that is based on perception or representation (typical for children early age). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further path of development of thinking is the transition to verbal-logical thinking - this is thinking in concepts devoid of direct clarity inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external characteristics of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationships between them. This new content of thinking at primary school age is determined by the content of the leading educational activity. Verbal-logical, conceptual thinking is formed gradually throughout primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of schooling children work a lot with visual examples, then in the following grades the volume of this type of activity is reduced. 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.

The main properties of the mind include:

-- curiosity and inquisitiveness (the desire to learn as much and thoroughly as possible);

Depth (the ability to penetrate into the essence of objects and phenomena);

Flexibility (the ability to correctly navigate new circumstances);

Criticality (the ability to question the conclusions made and promptly abandon a wrong decision);

Logic (ability to think harmoniously and consistently);

Rapidity (the ability to make the right decisions in the shortest possible time).

When psychologists began to study the characteristics of a child’s thinking, the connection between thinking and speech was identified as one of the main features. At the same time, a direct connection between children's thinking and the child's practical actions was revealed.

Research by psychologists has shown that there are extremely complex, changeable and diverse relationships between thinking and practical action, thinking and language, thinking and sensory image. These relationships change at different stages of children’s development and are directly related to the content of the task that the child is currently solving. These relationships also change depending on the exercises and the methods of teaching the child that the teacher uses.

Indeed, the first means of solving the problem for small child is its practical action. He can solve a specific problem if it is given to him clearly: to get an object located far from him, to put together a whole picture from pieces. The child acts in the process of solving directly with the object given to him.

One of the most important features of a small child’s thinking, which appears already at the stage of visually effective problem solving, is speech. A verbally formulated task can be perceived by a child from an adult (based on audible and understandable speech), but it can also be put forward by the child himself.

The earliest stage in the development of a child’s thinking is visual-effective thinking; it should be emphasized that this form of “thinking with hands” does not disappear with the development of higher forms of logical (verbal) thinking. When solving unusual and difficult problems, even schoolchildren return to practical ways solutions. The teacher also resorts to these solutions during the learning process.

Before children learn in their minds to add another number to one number or even, based on a visually presented quantity of some objects, to subtract a given number from it, even before this, small schoolchildren practically add 3 flags to 5 flags by counting them, subtract (move away) from 4 carrots 2 carrots or perform other practical actions to master the general way of operating with numbers, counting, solving examples and problems.

To solve a movement problem, a II-III grade student must imagine a path, i.e., the distance between two points. To do this, the teacher uses visual aids (drawing, diagram), and children (initially) through practical movement of different figures acquire an understanding of the relationship between distance, speed and time. And only then can the solution of such problems be carried out in the mind. “Thinking with your hands” remains “in reserve” even among adolescents and adults when they cannot solve a new problem immediately in their minds.

The greatest significance of practical action is that the child, directly influencing things, reveals their properties, identifies signs and, most importantly, reveals previously invisible connections that exist both between things and phenomena, and within each object and phenomenon. These connections go from hidden to visible.

Consequently, all the child’s cognitive activity, and with it the knowledge he acquires, becomes deeper, more coherent and meaningful. This path of cognition is especially effective in the lower grades in the study of natural phenomena, in the study of mathematics, labor, and in all those academic subjects where practical action can be used as the initial path to cognition of the educational content offered to children.

The concept of

“phased formation of mental action”, developed by P. Ya. Galperin.

At the first stage, the child uses external material actions to solve the problem.

On the second, these actions are only imagined and spoken by the child (first loudly, and then silently).

Only at the last, third stage does the external objective action “collapse” and go into the internal plane.

With the transition of a child’s thinking to the next, higher stage of development, its initial forms, in particular practical thinking, do not disappear, but their functions in the thinking process are rebuilt and changed.

With the development of speech and accumulation of experience, the child moves to figurative thinking. At first, this higher type of thinking retains many of the features of the lower type in the younger schoolchild. This is, first of all, revealed in the concreteness of the images with which the child operates.

The vivid imagery and at the same time the concreteness of children's thinking are explained primarily by the poverty of childhood experience. Behind each word, the child imagines only that specific object that he once encountered, but not the group of objects included by the adult in the generalized ideas with which he operates. The child still has nothing to generalize. Understanding figurative meaning words and phrases used in literary texts, allegories, proverbs, and metaphors turn out to be completely inaccessible to a 7-8 year old child at first. He operates with specific integral images, not being able to highlight the thought or idea contained in them. “Heart of stone” means his heart is made of stone. “Golden hands” - which are covered with gold. A child’s verbal and logical thinking, which begins to develop at the end of preschool age, already presupposes the ability to operate with words and understand the logic of reasoning.

The development of verbal and logical thinking in children goes through two stages. At the first of them, the child learns the meanings of words related to objects and actions, and at the second stage, he learns a system of concepts denoting relationships and learns the rules of logical reasoning. Verbal-logical thinking is revealed, first of all, in the course of the thought process itself. Unlike practical logical thinking, logical thinking is carried out only verbally. A person must reason, analyze and establish the necessary connections mentally, select and apply suitable rules, techniques, and actions known to him to the specific task given to him. He must compare and establish the connections he is looking for, group different objects and distinguish between similar objects, and do all this only through mental actions.

It is quite natural that before a child masters this most complex form of mental activity, he makes a number of mistakes. They are very typical of the way young children think. These features are clearly revealed in children's reasoning, in their use of concepts and in the process of the child mastering individual operations of logical thinking. Concepts make up a significant part of the knowledge that every person is rich in and uses. These can be everyday concepts (rest, family, convenience, comfort, quarrel, joy), grammatical (suffixes, sentences, syntax), arithmetic (number, multiplicand, equality), moral (kindness, heroism, courage, patriotism) and many others . Concepts are generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features.

Thus, children correctly reproduce formulations that provide definitions of the concepts “sentence,” “sum,” and “subject.” However, as soon as you change the question and force the child to apply this seemingly well-mastered concept in new conditions, his answer shows that in fact the student has not mastered this concept at all.

In order for a child to master the concept, it is necessary to lead children to identify common essential features in different objects. By generalizing them and abstracting from all secondary features, the child masters the concept. In such work, the most important are:

1) observations and selection of facts (words, geometric shapes, mathematical expressions) demonstrating the concept being formed;

2) analysis of each new phenomenon (object, fact) and identification of essential features in it that are repeated in all other objects classified in a certain category;

3) abstraction from all non-essential, secondary features, for which objects with varying non-essential features are used while preserving the essential ones;

4) inclusion of new items in known groups, designated by familiar words.

So difficult and complex brainwork A small child does not succeed right away. He does this work, going through quite a long path and making a number of mistakes. Some of them can be considered characteristic. Indeed, to form a concept, a child must learn to generalize, relying on the commonality of essential features of different objects. But, firstly, he does not know this requirement, secondly, he does not know which features are essential, thirdly, he does not know how to isolate them in the whole object, abstracting from all other features, often much more vivid, visible, catchy. In addition, the child must know the word denoting the concept.

The practice of teaching children at school convincingly shows that in conditions of specially organized education, children by the time they enter the fifth grade are usually freed from the strong influence of individual, often clearly given, signs of the subject and begin to indicate all possible signs in a row, without distinguishing the essential and general from the particular.

When a child was shown a table with a picture different colors, many students in grades I and II could not give the correct answer to the question of what is more - flowers or roses, trees or fir trees.

Analyzing the animals shown in the table, most of the students in grades I and II classified the whale and dolphin as a group of fish, highlighting the habitat (water) and the nature of movement (swim) as the main and essential features. The teacher's explanations, stories and clarifications did not change the position of the children, for whom these unimportant signs firmly occupied a dominant place.

This type of generalization, which L. S. Vygotsky called pseudo-concepts, is characterized by the unification of different objects based on similarity only individual signs, but not all features in their totality.

However, based on the examples given above, it still cannot be argued that children 7-9 years old are generally incapable of mastering concepts. Indeed, without special guidance, the process of concept formation takes a very long time and presents great difficulties for children.

Formation of methods of verbal and logical thinking.

In the psychological and pedagogical literature there are many works aimed at identifying the conditions and methods of teaching that have the greatest impact on the development of schoolchildren’s independence in the educational process. However, in most of these works, the problem of mental development was reduced to solving two questions: what schoolchildren should be taught (the content of knowledge), and by what methods the teacher can bring this to the consciousness of students.

It was assumed that the very acquisition of knowledge by students, especially the connections between phenomena, forms logical thinking and ensures full mental development. In this case, two tasks are not differentiated - assimilation of solid knowledge and teaching schoolchildren the ability to think correctly. S. L. Rubinstein noted that it is unlawful to subordinate the problem of the development of thinking to the problem of assimilation of knowledge.

Indeed, although both tasks (equipping students with a system of knowledge and their mental development, including the development of thinking) are solved together, because the process of formation of thinking occurs only in educational activities (the assimilation and application of knowledge), yet each of these tasks has an independent meaning and its own the path of implementation (knowledge can be learned mechanically and reproduced without proper understanding), while the means of mental development is a specially thought-out organization of teaching schoolchildren rational techniques (methods) of thinking.

Teaching schoolchildren methods of thinking opens up the possibility of monitoring and managing the student’s cognition process, which contributes to the development of the ability to think independently. Thus, teaching techniques rationalizes the cognitive process of schoolchildren.

Many authors recognize that for mental development, mastering a system of knowledge and mental operations (A. N. Leontyev, M. N. Shardakoy, S. L. Rubinshtein, etc.), intellectual skills (D. V. Bogoyavlensky, N. A. Menchinskaya, V. I. Zykova, etc.), techniques of mental activity (E. N. Kabanova-Meller, G. S. Kostyuk, L. V. Zankov, etc.). However, the question of the influence of thinking techniques on the mental development of students (especially of primary school age) remains not fully resolved.

The effectiveness and quality of mental work in solving educational problems is directly dependent on the level of formation of the system of thinking techniques. Mastery of this system has a significant impact on the process of purposeful formation of a culture of mental work in schoolchildren and positive motives for learning.

Thus, the techniques of mental activity are transformed from a purpose of learning into a means of learning through their active and varied application. With such an organization of training, the possibilities for developing content increase; operational and motivational components of thinking.

An indicator that the method of mental activity has been formed is its transfer to solving new theoretical and practical problems. Awareness is manifested in the fact that the student can tell in his own words how to use given reception. Therefore, when developing techniques, it is necessary to bring students to an awareness of these techniques already at the very beginning of the introduction of the technique. So, for example, a junior schoolchild can learn the technique of considering objects (seasons) from different points of view using natural history material and regardless of whether articles will be studied in reading lessons for this season. In this case, he learns two separate narrow techniques, each of which he can apply to solve a certain range of specific problems. A student masters a broad technique if conditions are created for generalizing analytical techniques based on the material of various academic disciplines (natural history, reading, labor, fine arts, music), because the content curricula in one form or another, is aimed at studying natural history material using the means of a given academic subject. However, methodological recommendations weakly guide teachers towards the implementation of interdisciplinary connections, which hinders the development of thinking.

It is well known that abstraction techniques play an important role in the acquisition of knowledge. With appropriate training (specially thought out from the point of view of the development of schoolchildren), these techniques provide changes in the overall development of students.

Of particular importance for the full development of schoolchildren is training in generalized techniques of contrasting abstractions, i.e., the process of consciously identifying and dividing essential and non-essential features of objects and phenomena, based on generalized knowledge about those and other features.

When teaching schoolchildren the techniques of consciously contrasting essential and non-essential features in objects and phenomena, the following rational methods can be distinguished: a) the student identifies and breaks down features through comparison and generalization of two or more given objects, based on generalization of knowledge about these objects; b) correlates the learned concept with a given object.

The method of mental activity described above in conditions of dismembering abstraction has a significant impact on the overall development of students, on changes in the structure of cognitive activity, on the depth and strength of knowledge. Mastering this technique in teaching has theoretical and practical significance also because not all training is developmental in nature. Acquiring knowledge does not always mean progress in overall development for schoolchildren. In practical terms, the results of our research have as their main goal equipping schoolchildren with rational thinking techniques.

Teaching techniques of mental activity has great importance to eliminate overload of students and formalism in the assimilation of knowledge, since the main source of overload and formalism of knowledge lies in the inability of schoolchildren to work rationally with a textbook, poor development of thinking techniques that allow the shortest way to achieve success in cognitive activity.

In addition, the use of mental activity techniques opens up the possibility of a meaningful approach to solving new problems for schoolchildren, thereby rationalizing all educational activities of children. In theoretical terms, the research task we have posed makes a certain contribution to solving the problem of the relationship between the acquisition of knowledge and the general development of younger schoolchildren.

Work on the formation of schoolchildren's thinking techniques must begin from the first steps of schooling and be carried out throughout the entire period of study, gradually making it more complex in accordance with the age characteristics of the children and depending on the content and methods of teaching. Despite the fact that each academic subject has its own characteristics, the methods of thinking formed in the process of initial education essentially remain the same: only their combination changes, the forms of their application vary, and their content becomes more complex.

As mentioned earlier, at the beginning of schooling in children, the predominant form of thinking is visual-figurative thinking, which plays a leading role among other forms at the previous genetic stage intellectual activity and reaching a higher level than other forms. Its methods, associated with visual support and practical actions, make it possible to understand objects from their external properties and connections, without providing analytical knowledge of their internal relationships.

At the initial stages, analytical-synthetic operations that perform the functions of a method of assimilation of new knowledge content do not yet possess all the properties necessary to perform this function (generalization, reversibility, automaticity). The phenomena of inconsistency between the operations of analysis and synthesis in teaching literacy and their unsystematic nature, noted by various researchers, indicate a lack of generalization and reversibility of operations that are still associated with visual and practical actions and based on visual-figurative content.

In conditions of clearly controlled training, in which mental actions and operations are a special subject of instruction, a timely transition from lower to higher levels of analysis is ensured, and first-graders quickly overcome the noted errors.

In operating with visual material, operations of comparison and contrast of features, their abstraction and generalization, inclusion and exclusion of concepts and classes reach a high level of development. For example, the most accessible concepts for students in grades 1-2 are the concepts of spatial relationships between objects (higher-lower, closer-further, etc.).

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. There is a greater balance of the processes of excitation and inhibition than in preschoolers, although their tendency to excitement is still high (restlessness). All these changes create favorable preconditions for the child to enter educational activities, which require not only mental stress, but also physical endurance.

Under the influence of learning, two main psychological new formations are formed in children - the arbitrariness of mental processes and the internal plan of actions (their execution in the mind). When solving a learning task, a child is forced, for example, to direct and steadily maintain his attention on such material, which, although in itself is not interesting to him, is necessary and important for subsequent work. This is how voluntary attention is formed, consciously concentrated on the desired object. In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present material selectively and establish semantic connections. Solving various educational tasks requires children to understand the intention and purpose of actions, determine the conditions and means of their implementation, and the ability to mentally try on the possibility of their implementation, i.e., it requires an internal plan of action. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child’s ability to self-organize his activities arise as a result of the complex process of internalization of the external organization of the child’s behavior, created initially by adults, and especially teachers, in the course of educational work.

Thus, research by psychologists to identify the age-related characteristics and capabilities of children of primary school age convinces that in relation to a modern 7-10 year old child, the standards that assessed his thinking in the past are not applicable. His true mental abilities are broader and richer.

Diagnostics of the level of development of logical thinking of junior schoolchildren

The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following methods

	Name of the technique	Purpose of the technique
	Methodology “Exclusion of Concepts”	A study of the ability to classify and analyze.
	Definition of concepts, clarification of reasons, identification of similarities and differences in objects	Determine the degree of development of the child’s intellectual processes.
	"Sequence of Events"	Determine the ability for logical thinking and generalization.
	"Comparison of Concepts"	To determine the level of development of the comparison operation in younger schoolchildren

1 . Methodology “Exceptions of Concepts”

Purpose: Designed to explore classification and analysis abilities.

1. Vasily, Fedor, Semyon, Ivanov, Peter.

2. Decrepit, small, old, worn out, dilapidated.

3. Soon, quickly, hastily, gradually, hastily.

4. Leaf, soil, bark, scales, branches.

5. Hate, despise, be indignant, be indignant, understand.

6. Dark, light, blue, bright, dim.

7. Nest, hole, chicken coop, gatehouse, den.

8. Failure, excitement, defeat, failure, collapse.

9. Success, luck, winning, peace of mind, failure.

10 Robbery, theft, earthquake, arson, attack.

11. Milk, cheese, sour cream, lard, yogurt.

12. Deep, low, light, high, long.

13. Hut, hut, smoke, stable, booth.

14. Birch, pine, oak, spruce, lilac.

15. Second, hour, year, evening, week.

16. Bold, courageous, determined, angry, courageous.

17. Pencil, pen, ruler, felt-tip pen, ink.

Processing the results

16-17 – high level, 15-12 – average level, 11-8 – low, less than 8 – very low.

2. Methodology “Definition of concepts, clarification of reasons, identification of similarities and differences in objects”.

All these are operations of thinking, by assessing which we can judge the degree of development of the child’s intellectual processes.

The child is asked questions and based on the correctness of the child’s answers, these thinking characteristics are established.

1. Which animal is bigger: a horse or a dog?

2. In the morning people have breakfast. What do they do when eating during the day and in the evening?

3. It was light outside during the day, but at night?

4. The sky is blue, and the grass?

5. Cherry, pear, plum and apple - is this...?

6. Why do they lower the barrier when a train is coming?

7. What are Moscow, Kyiv, Khabarovsk?

8. What time is it (The child is shown a clock and asked to name the time), (The correct answer is one that indicates the hours and minutes).

9. A young cow is called a heifer. What are the names of a young dog and a young sheep?

10. Which dog is more like: a cat or a chicken? Answer and explain why you think so.

11. Why do cars need brakes? (Any reasonable answer indicating the need to slow down the car is considered correct)

12. How are a hammer and an ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions).

13. What do a squirrel and a cat have in common? (The correct answer must indicate at least two explanatory features).

14. What is the difference between a nail, a screw and a screw? (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is driven in with a hammer, and the screw and screw are screwed in).

15. What is football, long and high jump, tennis, swimming.

16. What types of transport do you know (the correct answer contains at least 2 types of transport).

17. What is the difference between an old man and a young man? (the correct answer must contain at least two essential features).

18. Why do people engage in physical education and sports?

19. Why is it considered bad if someone doesn’t want to work?

20. Why is it necessary to put a stamp on a letter? (Correct answer: a stamp is a sign that the sender has paid the cost of sending a postal item).

Processing the results.

For each correct answer to each question, the child receives 0.5 points, so the maximum number of points he can get in this technique is 10.

Comment! Not only those answers that correspond to the examples given can be considered correct, but also others that are quite reasonable and correspond to the meaning of the question posed to the child. If the person conducting the research is not completely sure that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is incorrect, then it is allowed to give the child an intermediate score - 0.25 points.

Conclusions about the level of development.

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

0-1 point - very low

3 . The “Sequence of Events” technique (proposed by N.A. Bernstein).

Purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

Material and equipment: folded pictures (from 3 to 6) depicting the stages of an event. The child is shown randomly arranged pictures and given the following instructions.

“Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think about it, rearrange the pictures as you see fit, and then use them to compose a story about the event that is depicted here: if the child correctly established the sequence of pictures, but could not compose a good story, you need to ask him a few questions to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such completion of the task is considered as unsatisfactory.

Processing the results.

1. Was able to find the sequence of events and composed a logical story - high level.

2. Was able to find the sequence of events, but could not write a good story, or was able to do so with the help of leading questions - average level.

3. Could not find the sequence of events and compose a story - low level.

4 . Methodology “comparison of concepts”.Purpose: To determine the level of development of the comparison operation in primary schoolchildren.

The technique consists in the fact that the subject is given two words denoting certain objects or phenomena, and is asked to say what they have in common and how they differ from each other. At the same time, the experimenter constantly stimulates the subject to search for as many similarities and differences between paired words as possible: “In what other ways are they similar?”, “In what other ways”, “In what other ways are they different from each other?”

List of comparison words.

Morning evening

Cow - horse

tractor pilot

skis - crampons

dog Cat

tram - bus

river - lake

bicycle - motorcycle

crow - fish

lion - tiger

train - plane

deception is a mistake

shoe - pencil

apple - cherry

lion - dog

crow - sparrow

milk - water

gold Silver

sleigh - cart

sparrow - chicken

oak - birch

fairy tale - song

painting - portrait

horse - rider

cat - apple

hunger - thirst.

There are three categories of tasks that are used to compare and differentiate generations.

1) The subject is given two words that clearly belong to the same category (for example, “cow - horse”).

2) Two words are proposed that are difficult to find in common and which are much more different from each other (crow - fish).

3) The third group of tasks is even more difficult - these are tasks for comparing and distinguishing objects in conditions of conflict, where the differences are expressed much more than the similarities (rider - horse).

Processing the results.

1) Quantitative processing consists of counting the number of similarities and differences.

a) High level - the student named more than 12 traits.

b) Average level - from 8 to 12 traits.

c) Low level - less than 8 traits.

2) Qualitative processing consists of the experimenter analyzing which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

System of classes for the development of logical thinking

Goal: development of logical thinking in children of primary school age.

Lesson No. 1

Labyrinths

Purpose: tasks for completing mazes helped develop children's visual-figurative thinking and the ability to self-control.

Instructions. Mazes available for children varying degrees difficulties.

Instructions: Help the animals find a way out of the maze.

Puzzles

Goal: Development of imaginative and logical thinking.

1. The living castle grumbled,

He lay down across the door. (Dog)

2. You will find the answer -

I don't exist. (Mystery)

3. At night there are two windows,

They close themselves

And with the sunrise

They open on their own. (Eyes)

4. Not the sea, not the land,

Ships don't float

But you can’t walk. (swamp)

5. The cat is sitting on the window

Tail like a cat's

Paws like a cat's

Whiskers like a cat

Not a cat. (Cat)

6) Two geese - ahead of one goose.

Two geese - behind one goose

and one goose in the middle

How many geese are there in total? (Three)

7) Seven brothers each

one sister

Is there a lot of everyone? (eight)

8) Two fathers and two sons

found three oranges

everyone got one

alone. How? (Grandfather, father, son)

9) Who wears a hat on his foot? (mushroom)

10) What did the elephant do when

did he sit down on the field?

Instructions: Children need to be divided into 2 teams. The leader reads the riddles. For a correct answer, the team gets 1 point. At the end of the game, the number of points is calculated and whichever team has the most wins.

Lesson 2.

Logical Thinking Test

Instructions:

Several words are written in a row. One word comes before the brackets, several words are enclosed in brackets. The child must choose two words from the words in brackets that are most closely related to the words outside the brackets.

1) Village (river, /field/, /houses/, pharmacy, bicycle, rain, post office, boat, dog).

2) Sea (boat, /fish/, /water/, tourist, sand, stone, street, crushing, bird, sun).

3) school (/teacher/, street, delight, /student/, trousers, watch, knife, mineral water, table, skates)

4) City (car, /street/, skating rink, /shop/, textbook, fish, money, gift).

5) House (/roof/, /wall/, boy, aquarium, cage, sofa, street, ladder, step, person).

6) Pencil (/pencil case/, /line/, book, clock, score, number, letter).

7) Study (eyes, /reading/, glasses, grades, /teacher/, punishment, street, school, gold, cart).

After completing the task, the number of correct answers is counted. Whichever of the guys had more of them won. Maximum amount There are 14 correct answers.

Logical thinking test.

Goal: development of logical thinking.

Instructions.

This game requires paper and pencil. The presenter makes up sentences, but so that the words in them are mixed up. From the proposed words, you need to try to compose a sentence so that the lost words return to their place and do this as quickly as possible.

1) Let's go on a Sunday hike. (On Sunday we will go hiking).

2) Children play by throwing a ball at each other. (Children play with a ball, throwing it to each other.)

3) Maxim left home early this morning. (Maxim left early in the morning).

4) The library has a lot of interesting books to borrow. (You can borrow a lot of interesting books from the library).

5) Clowns and a circus are coming to the monkeys tomorrow. (Tomorrow monkeys and clowns are coming to the circus).

Lesson 3.

Game "Proverbs"

Purpose of the game: development of imaginative and logical thinking.

Instructions: The teacher offers simple proverbs. Children must determine their explanation of the meaning of proverbs. You need to ask one by one.

1) The master’s work is afraid.

2) Every master in his own way.

3) A jack of all trades.

4) Without labor there is no fruit in the garden.

5) The potatoes are ripe - grab them

6) Without labor there is no fruit in the garden.

7) The potatoes are ripe - get down to business.

8) As is the care, so is the fruit.

9) More action, less words.

10) Every person is known for his work.

11) The eyes are afraid of the hands.

12) Without labor there is no good.

13) Patience and work will grind everything down.

14) A house without a roof and without windows.

15) Bread nourishes the body, and a book nourishes the mind.

16) Where there is learning, there is skill.

17) Learning is light, and ignorance is darkness.

18) Measure seven times, cut once.

19) You’ve done the job, go for a walk with confidence.

20) A good spoon for dinner.

“Come on, guess!”

Instructions: Children are divided into two groups. The first group, secretly from the second, conceives of some subject. The second group must guess the object by asking questions. The first group has the right to answer only “yes” or “no” to these questions. After guessing the object, the groups switch places

Lesson 4

An extra toy.

Goal: Development of semantic operations of analysis, fusion and classification.

Instructions: Children and the experimenter bring toys from home. A group of guys are divided into two subgroups. 1st subgroup for 2-3 minutes. Leaves the room. The 2nd subgroup selects 3 toys from those they brought. In this case, 2 toys should be “from one class”, and the third from another. For example, a ball is placed with a doll and a bunny. The first group enters and, after consulting, takes the “Extra Toy” - the one that, in their opinion, is not suitable. If the children easily cope with 3 toys, their number can be increased to 4-5, but no more than seven. Toys can be replaced with pictures.

Goal: development of logical thinking and speech.

Instructions: One leader is selected from the group of children, the rest sit on chairs.

The teacher has a large box containing pictures of various objects. The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children from the group offer their versions, the next driver is the one who first guessed the correct answer.

Parting.

Lesson 5.

"Elimination of unnecessary words"

Goal: development of thinking operations (identifying similarities and differences in objects, defining concepts).

Instructions: Three words are offered, chosen at random. It is necessary to leave two words for which you can highlight common feature. The “extra word” must be eliminated. We need to find as many options as possible that exclude the “extra word.” Possible combinations of words.

1) “dog”, “tomato”, “sun”

2) “water”, “evening”, “glass”

3) “car”, “horse”, “hare”

4) “cow”, “tiger”, “goat”

5) “chair”, “stove”, “apartment”

6) “oak”, “ash”, “lilac”

7) “suitcase”, “wallet”, “trolley”

For each option, you need to get 4-5 or more answers.

« Identify the toys."

Goal: development of logical thinking and perception.

Instructions: One driver is selected and goes out for 2-3 minutes. from the room. In his absence, the one who will tell the riddle is selected from among the children. This child must show with gestures and facial expressions what kind of toy or picture he has in mind. The driver must guess the toy (picture), choose it, pick it up and call it out loud. The rest of the children say “Right” or “Wrong” in unison.

If the answer is correct, a different driver and another child is chosen to ask the riddle. If the answer is incorrect, another child is asked to show the riddle.

Parting.

Lesson 6.

« Search for an object using specified characteristics"

Goal: development of logical thinking.

Instructions: A certain characteristic is specified, it is necessary to select as many objects as possible that have a given characteristic.

They start with a sign that reflects the external shape of an object, and then move on to signs that reflect the purpose of objects, movement.

Sign external form : round, transparent, hard, hot, etc.

The most active child who gives the largest number of correct answers becomes the winner.

Lesson 7

"Connect the letters."

Goal: Development of logical thinking.

Instructions: The pictures will help you guess the word hidden in the squares. Write it in the empty cells.

« Complete the figures."

Goal: development of thinking.

Instructions: complete the missing shapes and paint over them. Remember that one color and shape is repeated only once in each row. Use a yellow pencil to fill in all the triangles. Use a red pencil to fill in all the squares. Color in the remaining shapes with a blue pencil.

Lesson 8.

"Definitions"

Goal: development of mental associative connections.

Instructions: The guys are given two words. The task of the game is to come up with a word that is located between 2 intended objects and serves as a transition bridge “between them”. Each child answers in turn. Answer d.b. necessarily justified. For example: “goose and tree.” Transitional bridges "fly, (the goose flew up a tree), hide (the goose hid behind a tree), etc.

"Title".

Goal: development of mental analysis, logical thinking, and generalization.

Instructions: Prepare a short story of 12-15 sentences. Read the story in a group and ask the game participants to come up with a title for it so that 5-7 titles are come up for one story.

Lesson 9.

"Search for analogues".

Goal: development of the ability to identify essential features, generalizations, comparisons.

Instructions: name an object. It is necessary to find as many objects as possible that are similar to it according to various characteristics (external and essential).

1) Helicopter.

2) Doll.

3) land.

4) watermelon.

5) Flower.

6) car.

7) newspaper.

"Reduction"

Goal: development of the ability to identify essential and non-essential features, mental analysis.

Instructions: read out short story volume of 12-15 sentences. Participants in the game must convey its content “in their own words” using 2-3 phrases. It is necessary to discard trifles and details and preserve the most essential. It is not allowed to distort the meaning of the story.

Lesson 10.

"Methods of using the item"

Given an object, you need to name as many ways as possible to use it: For example: book, car, tomato, rain, acorn, berry. Which of the guys participated most actively and gave the largest number of correct answers becomes the winner.

"Problem Broken curve"

Goal: development of logical thinking.

Instructions: Try to draw an envelope without lifting the pencil from the paper and without drawing the same line twice.

conclusions

In order to develop logical thinking in children of primary school age, a developmental program was developed, including 10 lessons.

The result of its implementation should be an increase in the level of logical thinking of younger schoolchildren

Conclusion

Techniques of logical analysis are necessary for students already in the 1st grade; without mastering them, the educational material cannot be fully assimilated. Conducted research shows that not all children fully possess this skill. Even in 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of inference, consequence, etc. Many schoolchildren do not master them even in high school. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out targeted work to teach children the basic techniques of mental operations. It is also advisable to use tasks for the development of logical thinking in lessons. With their help, students get used to thinking independently and using the acquired knowledge in various conditions in accordance with the task.

Diagnosis and timely correction of the thinking of younger schoolchildren will contribute to more successful development of logical thinking techniques (comparison, generalization, classification, analysis).

The developed program is aimed at developing logical thinking and has shown its effectiveness.

Consequently, the development of logical thinking in the process of educational activity of a primary school student will be effective if: the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated; the features of logical thinking in younger schoolchildren were identified; the structure and content of assignments for younger schoolchildren will be aimed at the formation and development of their logical thinking and will be systematic and planned;

Literature

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INTRODUCTION

Primary school teachers often primarily use training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is precisely what indicates the urgency of the problem. Thus, the analysis shows that it is precisely at primary school age that it is necessary to carry out targeted work to teach children the basic techniques of mental action.

The object of the work is the process of developing the logical thinking of younger schoolchildren.

The subject of the work is tasks aimed at developing the logical thinking of younger schoolchildren.

Thus,The purpose of the work is to study optimal conditions and specific methods for developing logical thinking in primary schoolchildren.

To achieve this goal, we identified the following tasks:

Analyze the theoretical aspects of thinking of younger schoolchildren;

To identify the features of logical thinking of younger schoolchildren;

Conduct experimental work to confirm our hypothesis;

At the end of the work, summarize the results of the research done.

Hypothesis - the development of logical thinking in the process of gaming activities of a primary school student will be effective if:

The psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

The features of logical thinking in a primary school student have been identified;

The structure and content of games for younger schoolchildren will be aimed at the formation and development of their logical thinking;

The criteria and levels of development of logical thinking of a primary school student are determined.

THEORETICAL ASPECTS OF THINKING OF JUNIOR SCHOOLCHILDREN.

1. CONTENT OF THINKING AND ITS TYPES

In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest level of cognition, the process of reflecting objective reality. Thus, thinking is a process of indirect and generalized cognition (reflection) of the surrounding world. Traditional definitions of thinking in psychological science usually capture two of its essential features: generalization and mediation.

Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is to perform some cognitive operations with images in the internal picture of the world

The thinking process is characterized by the following features:

It is indirect in nature;

Always proceeds based on existing knowledge;

It comes from living contemplation, but is not reduced to it;

It reflects connections and relationships in verbal form;

Associated with practical human activities.

Russian physiologist Ivan Petrovich Pavlov, characterizing thinking, wrote: “Thinking is a tool for a person’s highest orientation in the world around him and in himself.” According to Pavlov: “Thinking represents nothing else but associations, first elementary, in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.”

Concept - this is a reflection in the human mind of the general and essential properties of an object or phenomenon. A concept is a form of thinking that reflects the individual and the particular, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. Behind each concept there is a special objective action hidden. Concepts can be:

General and individual;

Concrete and abstract;

Empirical and theoretical.

Written, out loud or silently.

Judgment - the main form of thinking, during which connections between objects and phenomena of reality are affirmed or denied. Judgment is a reflection of the 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.

Judgments can be: true; false; general; private; single.

True judgments - These are objectively true judgments.False judgments - these are judgments that do not correspond to objective reality. Judgments can be general, particular and individual. In general judgments, something is affirmed (or denied) regarding all objects of a given group, a given class, for example: “All fish breathe with gills.” In private judgments, affirmation or negation no longer applies to all, but only to some objects, for example: “Some students are excellent students.” In single judgments - to only one, for example: “This student did not learn the lesson well.”

Inference - is the derivation of a new judgment from one or more judgments. The initial judgments from which another judgment is derived are called premises of the inference. In psychology, the following somewhat conditional classification of types of thinking has been accepted and widespread on such various grounds as:

1) genesis of development;

2) the nature of the tasks being solved;

3) degree of deployment;

4) degree of novelty and originality;

5) means of thinking;

6) thinking functions, etc.

Based on the nature of the problems being solved, thinking is distinguished:

Theoretical;

Practical.

Theoretical thinking - thinking based on theoretical reasoning and inferences.

Practical thinking - thinking based on judgments and inferences based on solving practical problems.

Theoretical thinking - this is the knowledge of laws and rules. The main task of practical thinking is to develop means of practical transformation of reality: setting goals, creating a plan, project, scheme.

Thinking is differentiated according to the degree of development:

Discursive;

Intuitive.

Thinking is differentiated according to the degree of novelty and originality:

Reproductive;

Productive (creative).

Reproductive thinking - thinking based on images and ideas drawn from certain sources.

Productive thinking - thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

Verbal;

Visual.

Visual Thinking - thinking based on images and representations of objects.

Verbal thinking - thinking that operates with abstract sign structures.

Thinking is classified according to its functions:

Critical;

Creative.

FEATURES OF LOGICAL THINKING OF JUNIOR SCHOOLCHILDREN

Many researchers note that one of the most important tasks of schooling is to develop students’ skills in performing logical operations, teaching them various techniques of logical thinking, equipping them with knowledge of logic and developing in students the skills and abilities to use this knowledge in educational and practical activities. But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:

To develop in students the ability to compare observed objects, to find common properties and differences in them;

Develop the ability to highlight the essential properties of objects and distract (abstract) them from secondary, unimportant ones;

Teach children to dissect (analyze) an object into its component parts in order to understand each component and to connect (synthesize) mentally dissected objects into one whole, while learning the interaction of parts and the object as a whole;

Teach schoolchildren to draw correct conclusions from observations or facts, and be able to verify these conclusions; instill the ability to generalize facts; - develop in students the ability to convincingly prove the truth of their judgments and refute false conclusions;

Ensure that students’ thoughts are presented clearly, consistently, consistently, and justifiably.

Thus, the development of logical thinking is directly related to the learning process; the formation of initial logical skills, under certain conditions, can be successfully carried out in children of primary school age; the process of formation of general logical skills, as a component of general education, must be purposeful, continuous and related to the school learning process disciplines at all levels.

One of the reasons why younger schoolchildren experience learning difficulties is weak reliance on the general patterns of child development in modern mass schools. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking of younger schoolchildren. A special feature of children of primary school age is cognitive activity. By the time a junior schoolchild enters school, in addition to cognitive activity, an understanding of the general connections, principles and patterns underlying scientific knowledge is already available. Therefore, one of the fundamental tasks that primary school is designed to solve for the education of students is the formation of as complete a picture of the world as possible, which is achieved, in particular, through logical thinking, the tool of which is mental operations.

In elementary school, based on the curiosity with which a child comes to school, learning motivation and interest in experimentation develop. The active inclusion of various types of models in teaching contributes to the development of visual-effective and visual-figurative thinking in younger schoolchildren. Younger schoolchildren show few signs of mental inquisitiveness or desire to penetrate beyond the surface of phenomena. They express considerations that reveal only a semblance of understanding of complex phenomena. They rarely think about any difficulties.

Younger schoolchildren do not show independent interest in identifying the reasons, the meaning of the rules, they ask questions only about what and how to do, that is, the thinking of a younger schoolchild is characterized by a certain predominance of the concrete, visual-figurative component, the inability to differentiate the signs of objects into essential and non-essential, separate the main from the secondary, establish a hierarchy of features and cause-and-effect relationships and relationships. There is an objective need to search for such pedagogical conditions that would contribute to the most effective development of logical thinking in children of primary school age, a significant increase in the level of children’s mastery of educational material, and the improvement of modern primary education, without increasing the educational load on children.

When substantiating the pedagogical conditions for the development of logical thinking of junior schoolchildren, we proceeded from the following basic conceptual provisions:

Training and development are a single interconnected process, advancement in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V. Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);

The most important condition for successful learning is the purposeful and systematic formation of students’ skills in implementing logical techniques (S.D. Zabramnaya, I.A. Podgoretskaya, etc.);

The development of logical thinking cannot be carried out in isolation from the educational process; it must be organically combined with the development of subject skills, taking into account the characteristics of the age-related development of schoolchildren (L.S. Vygotsky, I.I. Kulibaba, N.V. Shevchenko, etc.). The most important condition is to ensure students' motivation to master logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to carry out generalization, analysis, synthesis, etc.

THEORETICAL BASIS FOR THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING OF JUNIOR SCHOOLCHILDREN

Recently, the search of scientists (Z.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraksa, E.O. Smirnova, etc.) has been moving towards creating a series of games for the full development of children's intelligence, which are characterized by flexibility and initiative thought processes, transfer of formed mental actions to new content.

Based on the nature of cognitive activity, didactic games can be classified into the following groups:

1. Games that require executive activity from children. With the help of these games, children perform actions according to the model.

2. Games that require replay of action. They are aimed at developing computing skills.

3. Games with the help of which children change examples and problems into others that are logically related to it.

4. Games that include elements of search and creativity.

In the situation of a didactic game, knowledge is absorbed better. A didactic game and a lesson cannot be opposed. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. If this condition is violated, the teacher takes the path of direct teaching.

Based on the above, a didactic game is a game only for a child. For an adult, it is a way of learning. In a didactic game, knowledge acquisition acts as a side effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks and make it gradual. The above allows us to formulate the main functions of didactic games:

The function of forming a sustainable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;

Function of formation of mental neoplasms;

The function of forming the actual educational activity;

Functions of developing general educational skills, educational and independent work skills;

Function of developing self-control and self-esteem skills;

The function of forming adequate relationships and mastering social roles.

So,didactic game is a complex, multifaceted phenomenon. A child cannot be forced or forced to be attentive and organized. The basis of any game methodology conducted in the classroom should be the following principles: The relevance of didactic material (up-to-date formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in obtaining the right result, and strive for the best possible solution. Collectivity makes it possible to unite the children's team into a single group, into a single organism capable of solving problems of a higher level than those available to one child, and often more complex. Competitiveness creates in a child or group of children the desire to complete a task faster and better than a competitor, which allows you to reduce the time to complete the task, on the one hand, and achieve a truly acceptable result, on the other.

The game is not a lesson. A gaming technique that involves children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more is not only the methodological wealth of the teacher, but also the overall work of children in the classroom, rich in impressions. Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of teamwork. It is necessary to treat children who have made mistakes with great tact. The teacher can tell a child who has made a mistake that he has not yet become a “captain” in the game, but if he tries, he will certainly become one. The gaming technique used should be in close connection with visual aids, with the topic under consideration, with its objectives, and not be of an exclusively entertaining nature. Visualization for children is like a figurative solution and design of the game. It helps the teacher explain new material and create a certain emotional mood.

Playing in elementary school is a must . After all, only she knows how to make difficult things easy, accessible, and boring things interesting and fun. The game can be used to explain new material, to reinforce it, to practice counting skills, and to develop students’ logic.

If all of the above conditions are met, children develop such necessary qualities as:

a) a positive attitude towards school and the academic subject;

b) the ability and desire to join a collective academic work;

c) voluntary desire to expand one’s capabilities;

e) revealing one’s own creative abilities.

Classes were conducted with the entire group of children in the form of extracurricular activities on the basis of O.A. Kholodov’s “Young Smart Men and Women”; some of the tasks were completed by children in basic mathematics lessons, or they were completed as homework.

For example, when studying the numbering of numbers within 100, children were given the following task:

Divide these numbers into two groups so that each contains similar numbers:

a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written with two identical digits, the other with different ones);

b) 91, 81, 82, 95, 87, 94, 85 (the basis of the classification is the number of tens, in one group of numbers it is 8, in another - 9);

Thus, when teaching mathematics, classification tasks of various types were used:

1. Preparatory tasks. This also includes tasks for developing attention and observation: “Which object was removed?” and “What has changed?”

2. Tasks in which the teacher indicated based on the classification.

3. Tasks in which children themselves identify the basis of classification.

1. Connecting elements into a single whole: Cut out the necessary shapes from the “Appendix” and make a house, a boat, a fish from them.

2. Search for various features of an object: How many angles, sides and vertices does a pentagon have?

3. Recognizing or composing an object based on given characteristics: What number comes before this number when counting? What number follows this number? Behind the number...?

4. Consideration of a given object from the point of view of various concepts. Make up different problems based on the picture and solve them.

5. Setting various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets left in her Russian language notebook and 5 blank sheets in her math notebook. To this condition, first pose a question such that the problem is solved by addition, and then a question such that the problem is solved by subtraction.

Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem:The cartoon about dinosaurs has 9 episodes. Kolya has already watched 2 episodes. How many episodes does he have left to watch?

Compose two problems that are the inverse of this one. Choose a schematic drawing for each problem. Tasks aimed at developing the ability to compare were also used, for example, identifying features or properties of one object:

Tanya had several badges. She gave 2 badges to her friend, and she had 5 badges left. How many badges did Tanya have? Which schematic drawing is suitable for this problem?

All proposed tasks, of course, were aimed at developing several thinking operations, but due to the predominance of any of them, the exercises were divided into proposed groups. It is necessary to further develop and improve techniques and methods for developing productive thinking, depending on the individual properties and characteristics of each individual student.It is necessary to continue the work begun, using various non-standard logical problems and assignments, not only in class, but also in extracurricular activities.

CONCLUSION

Activity can be reproductive and productive. Reproductive activity comes down to the reproduction of perceived information. Only productive activity is associated with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. 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. 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. It is also advisable to use didactic games and exercises with instructions in lessons. With their help, students get used to thinking independently and using the acquired knowledge in various conditions in accordance with the task. Primary school age has deep potential for the physical and spiritual development of a child. Under the influence of learning, two main psychological new formations are formed in children - the arbitrariness of mental processes and the internal plan of actions (their execution in the mind). In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present material selectively and establish semantic connections. The development of cognitive processes of a primary school student will be formed more effectively under targeted external influence. The instrument for such influence is special techniques, one of which is didactic games.

Speech by primary school teacher

MBOU School No. 108

Yangirova-Elizarieva Essenia Vladimirovna

at a meeting of the IO “Primary School Teachers”

April 2018

Self-education “Development of logical

thinking of junior schoolchildren"

Exercises to develop the thinking of younger schoolchildren

Tasks, exercises, games that promote the development of thinking

1. Writing proposals

This game develops the ability to quickly establish a variety ofdifferent, sometimes completely unexpected connections between familiarmeta, creatively create new holistic images from individualdisparate elements.

3 words that are not related in meaning are taken at random, for example, “lake”ro", "pencil" and "bear". We need to make as many as possiblesentences that would necessarily include these 3 words (you can change their case and use other words). Answersmay be banal (“The bear lost a pencil in the lake”),complex, with going beyond the limits of the situation indicated by the three initial words and the introduction of new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creativekimi, including these objects in non-standard connections (“Mal-a guy, thin as a pencil, stood near the lake, which roared likebear").

2. Eliminating unnecessary things

Any 3 words are taken, for example “dog”, “tomato”, “sun”tse". It is necessary to leave only those words that mean somethingsimilar objects, and exclude one superfluous word that does not have this common feature. You should find as manyoptions for eliminating unnecessary words, and most importantly - more recognitionkovs that combine every remaining pair of words and are not inherentexcluded, superfluous. Without neglecting the options thatimmediately suggests itself (exclude “dog”, and “tomato” and “sunny”leave them because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. Winsthe one who has more answers.

This game develops the ability not only to establish unexpecteddata connections between phenomena, but also easy to move from oneconnections to others without getting hung up on them. The game also teaches one thing -temporarily hold several objects in the field of thinking at onceand compare them with each other.

It is important that the game creates an attitude towards what is possible.we are absolutely different ways unification and dismemberment of somesecond group of objects, and therefore you should not limit yourself to oneis the only “correct” solution, but we must look for the wholethere are many of them.

3. Search for analogues

An object or phenomenon is named, for example a helicopteri.e. It is necessary to write down as many of its analogues as possible, i.e.other items similar to it in various significant ways -signs. It is also necessary to systematize these analogues into groups depending on what property of a given pre-Meta they were selected. For example, in in this case can be called a bird, a butterfly (they fly and land); bus, train (vehicles); corkscrew (important parts rotate), etc. Winsthe one who named the largest number of groups of analogues.

This game teaches you to identify a wide variety of properties in an object.and operate with each of them separately, forms the abilitythe ability to classify phenomena according to their characteristics.

4. Ways to use the item

A well-known object is named, such as a book. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a movie projector, you can use it to cover a hundred papers from prying eyes.le, etc. A ban should be introduced on naming immoral, barbaric ways of using the subject. The one who points out winsa greater number of different functions of an object.

This game develops the ability to concentrate thinking onone subject, the ability to introduce it into a variety of situations and relationships, to discover unexpected possibilities in an ordinary subject.ness.

5. Making up the missing parts of the story

Children are read a story in which one of the parts is missing(beginning of the event, middle or end). The task is that -would like to guess the missing part. Along with the development of logicalof thinking, writing stories is extremely importantreading and for the development of the child’s speech, enrichment of his vocabularystock, stimulates imagination and imagination.

6. Logic riddles and tasks

A. Numerous examples of tasks of this kind can be found in various teaching aids. For example, the well-knownnaya riddleabout the wolf, goat and cabbage:“The peasant needs to re-carry a wolf, a goat and cabbage across the river. But the boat is such that in ita peasant can fit in, and with him either only a wolf, or onlygoat, or just cabbage. But if you leave the wolf with the goat, thenthe wolf will eat the goat, and if you leave the goat with the cabbage, the goat will eat the cabbageempty. How did the peasant transport his cargo?”

Answer:“It is clear that we have to start with a goat. Peasant, pe-having transported the goat, he returns and takes the wolf, which he transports to anothergoy shore, where he leaves him, but then takes him and takes him back toThe first shore was the goat. Here he leaves her and takes her to the cabbage wolf. Thereafter, returning, he transports the goat, and crosses"It ends well."

B.Problem "Divide": “How to divide 5 apples between 5 people so that“Everyone got an apple, but one apple was left in the basket?”

Answer:“One person takes the apple along with the basket.”

Ways to develop divergent thinking.

B acuity of thinking

1. Come up with words with a given letter:

A)starting with the letter “a”;

b)ending with the letter "t";

V)in which the third letter from the beginning is “s”.

2. List objects with a given attribute:

A)red (white, green, etc.) color;

b)round shape.

3. List all possible uses of pickaxespica in 8 minutes.

If the children's answers are something like this: constructionhouse, barn, garage, school, fireplace - this will be evidencetalk about good fluency of thinking, but insufficient itflexibility, since all of the listed usesbricks belong to the same class. If the child says that you can hold the door with a brick,place paper weights, hammer in a nail or make a redpowder, then he will receive, in addition to a high score in muscle fluency,tion, also a high score in direct muscle flexibilitytions: this subject quickly moves from one class to another.

Associational fluency - handling relationships, understandingmania for the variety of objects belonging to certain areasat once to this object.

4.List words with the meaning “good” and words with
meaning opposite to the word “solid”.

5. 4 small numbers are given. The question is, what kind ofSo they can be correlated with each other to ultimately get8: 3+5; 4+4; 2+3+4-1.

6. The first participant names any word. The second participant adds any of his words. The third participant comes up with a sentence that includes the specified two words, i.e., looks for possible relationships between these words. Offershould make sense. Then he comes up with a new word andthe next participant tries to connect the second and third words into a sentence, etc. The task is to gradually increasedepending on the pace of the exercise.

For example: wood, light. “Climbing up a tree, I sawnot far away there is light from the window of the forester’s lodge.”

Fluency of expression - rapid formation of phrases orproposal.

7. Initial letters are given (for example, B—C—E—P), eachday of which represents the beginning of words in a sentenceNI. You need to form different sentences, for example“The whole family ate the pie.”

Originality of thinking - changing the meaning in such a waytogether to create a new, unusual meaning.

8. Make a list as best you can more namesfor a short story.

9. It is proposed to create a simple symbol to indicatenoun or verb in a short sentence - other wordsIn other words, it is necessary to invent something like an imagesymbols.For example, “the man went into the forest.”

Ability to make a variety of predictions

10. 1 or 2 lines are offered, to which you need to addother lines to make objects. The more linesadds a participant, the more points he receives (in advancethis condition is not specified).

11. Two simple equalities are given: B - C =D; TO= A + D.
From the information received, you need to create as many other equalities as possible.

Ability to establish cause-and-effect relationships

12. Children are given the beginning of a phrase. Need to continuethis phrase with the words “due to the fact that...”, “because...”.Today I'm very cold because... it's freezing outside

I walked for a long time... forgot to put on a sweater.

Mom is in a good mood because... etc.

Ways to develop convergent thinking.

Ability to understand elements

1. Guess an object or animal by its characteristics.
Children conceive the subject in the absence of the driver, and thentake turns listing its features: color, shape, possibleuse or habitat (for animals), etc. ByUsing these signs, the driver guesses the intended object.

2. Establishing relationships. On the left is the ratio of the two
concepts. From the row of words on the right, choose one so that it
formed a similar relationship with the upper word.

School hospital

Training doctor, student, institution, treatment, patient

Song waterthirstpainting

Deaf, lame, blind, artist, drawing, sick

Knife table

Steel fork, wood, chair, food, tablecloth

Fish fly

Sieve network, mosquito, room, buzz, cobweb

Bird man

Nest people, chick, worker, beast, house

Bread house

Baker's wagon, city, home, builder, door

Coat boots

Button tailor, shop, leg, lace, hat

Scythe razor

Grass hay, hair, sharp, steel, tool

Leg hand

Galoshes boot, fist, glove, finger, hand

water food

Thirst to drink, hunger, bread, mouth, food

3. Elimination of the 4th extra. Highlighting essentialsigns.

Groups of words are offered, three of which are combinedan essential feature, and the fourth word turns out to be superfluoushim, not suitable in meaning.

For example, a truck, train, bus, tram. "Gru-“zovik” is an extra word, since train, bus, tram are passenger transport; apple, blueberry, pear, plum is an extra word - blueberry, since apple, pear, plum -fruits, etc.

4. Consecutive pictures.

A certain number of images are presented in disorder.expressions that have a logical sequence. ImageExpressions may be taken from cartoons. Subject's task- determine the existing logical sequence

5. Restructuring the word.

Make as many new letters as possible from the letters of a given word.words In a new word, each letter can be used so many timestimes, how many times it appears in the original word. For example, fromthe words “copse” result in the following words: skew, sand, juice, village,chair, crypt, splash, etc.

6. Deduction.The following types of thinking tasks are suggested:

Ivan is younger than Sergei.Ivan is older than Oleg.Who is older: Sergei or Oleg?

7. Generalizations.

a) name the objects in one word:for example, a fork, a spoon, a knife are... rain, snow, frost are...hand, leg, head— this... etc;

b) specify the general concept:fruit is...; transport is...

8. Continue the series of numbers.

A series with a specific sequence of numbers is specified.Participants must understand the pattern of constructing the series and continue it. For example, 1, 3, 5, 7... 1,4, 7... 20, 16, 20... 1 , 3, 9...

9. Game "Shadow".Purpose of the game: development of observation skills, pa-wrinkles, inner freedom and looseness.

A soundtrack of calm music plays. From a group of childrentwo children are selected. The rest are spectators. One child is a “traveler”, the other is his “shadow”. "Traveler" goes throughfield, and behind him, two or three steps behind, comes the second child,his "shadow". The latter tries to exactly copy the movementsthe wife of the “traveler”.

It is advisable to encourage the “traveler” to carry out tasksmovements: “pick a flower”, “sit down”, “jump onone leg”, “stop and look from under your arm”, etc.You can modify the game by dividing all the children into pairs -"traveler" and his "shadow".-

Exercises to develop logical thinking and semantic memory.

1. An exercise to develop logical thinking, complicated by a memorization task.

Decipher and remember, without writing, encrypted two-digit numbers.

MA VK EI OT SA PO

Cipher key:

Memory time 1 minute.

2. Exercise to develop logical thinking.

Children are offered a table with proverbs written in two columns: in the first - the beginning, in the second - endings that do not correspond to each other.

Exercise: read, compare parts of proverbs and rearrange them according to meaning, remember the correction of the proverb.

Execution time 1 minute.

CALLED A LADY, WALK BOLDLY.

DO YOU LOVE TO RIDE, AT LEAST AN HOUR.

YOU HAVE DONE THE JOB - GET INTO THE BODY.

IT'S TIME, LOVE TO CARRY YOUR SLED.

3. Match each pictureword-at-sign and remember it. Write down the words-recognized in pairski and names of pictures.

MAC -SCARLETCANDY -SWEETCOAT -WARM

TOMATO -JUICYSOFA -COMFORTABLEKIT -HUGE

PEN -BALLPEACOCK -BEAUTIFUL

4. Select action words for each subject cardteen Write down action words and names in pairspictures.

Poppy - blossomcandy - treatcoat -put on

Tomato-growsofa - sit

whale -swimpen - writepeacock - put on airs

5. Remember in pairs the words-signs and words-actions:

Blossomtreatput ongrow

Scarletsweetwarm juicy

swimwriteput on airssit

huge ballpoint beautiful comfortable

Write these pairs in your notebook.

6. Children are offered a table (for individualnyatiyah - cards), which is the key to the cipher:

One cut 5 - chickens in the fall

What goes around 6 - while it's hot

They count 7 - that's what you reap

All that glitters is not gold 8

Strike iron 9 - measure it seven times.

Make up proverbs from these parts.

Using the cipher key, encrypt the proverbsas two-digit numbers (90,17,52,38,46). Write downthese numbers are in a notepad.

Execution time 3 minutes.

7. 6 pairs of words are read, related to each othersense. It is necessary to select a meaning for each pairlu the third word and write it down.

egg-chicken chick

forest-tree board

house - city Street

river-lake sea

fur coat - cold snow

bird - flight nest