Methodological development on the topic: Development of cognitive activity of primary schoolchildren. Cognitive development of a primary school student

Introduction

2.1 Study of cognitive activity of younger schoolchildren

Conclusion

Introduction

Modern socio-economic conditions lead to stricter requirements for education. The school plays a decisive role in the formation and development of the active personality of students. The development of cognitive activity in this sense remains one of the pressing problems in primary school pedagogy.

Many scientists believe that the development of cognitive activity is the main condition for the formation of the creative personality of students (K.A. Abulkhanova-Slavskaya, G.S. Altshuller, I.Ya. Andreev, A.N. Luk, Sh.A. Amonashvili, Ya. A. Ponomarev, A.M. Matyushkin, etc.). The basis for the successful development of cognitive activity is the creativity of both the teacher and the student.

Today in pedagogical science there are a number of studies aimed at studying the cognitive activity of primary schoolchildren. However, the problem of creativity, creative activity as a means of developing the cognitive activity of younger schoolchildren, in our opinion, has not been sufficiently studied. The development of this problem is purposeour research.

An objectresearch: holistic pedagogical process in primary school

Itemresearch: development of cognitive activity of junior schoolchildren in educational process

Research hypothesis: if the educational process in primary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger schoolchildren.

Tasks research:

Analyze special literature on the problem of creativity and development of cognitive activity

Reveal the essence of creativity and its role in the development of cognitive activity of students

Conduct a pedagogical experiment and, based on the results, develop guidelines on the development of cognitive activity

Noveltyresearch is to substantiate creativity as the highest degree of cognitive activity.

Theoretical significanceThis work is to generalize and systematize data on the influence of creativity on the development of cognitive activity of primary schoolchildren.

Practical significance: development of methodological recommendations for the development of cognitive activity

Methodological basis: theory of personality, theory of activity, theory of the holistic pedagogical process, works of scientists L.S. Vygotsky, N.F. Talyzina, G.I. Shchukina, D.B. Elkonina and others.

Research methods: testing, questioning, experiment, conversations, analysis of activity products, analysis of theoretical sources and school documentation.

Research base: Uritskaya secondary school of Sarykol district

cognitive activity creativity schoolboy

1. Psychological and pedagogical foundations for the development of cognitive activity of a primary school student

1.1 Analysis of psychological and pedagogical literature on the problem of development of cognitive activity

In documents reflecting the content of education in the Republic of Kazakhstan, the development of cognitive creative activity is considered one of the most important tasks in educating the younger generation. .

Analysis of psychological and pedagogical literature showed that general theory cognitive activity has been developed widely. The problem of the development of cognitive activity has been sufficiently developed by such scientists as Sh.A. Amonashvili, N.F. Talyzina, G.I. Shchukina and others.

Cognitive activity is a product and a prerequisite for the assimilation of social experience. A person does not bring ready-made forms of behavior into the world, does not have innate logical thinking, ready-made knowledge about the world, mathematical or musical abilities. Its development does not proceed through the development of ready-made abilities inherent in heredity from within, but through the assimilation (“appropriation”) of experience accumulated by previous generations (A.N. Leontyev, N.F. Talyzina). Moreover main role In this process, the teacher plays, whose social function is to transfer the experience of the previous ones to the new generation.

The cognitive activity of a schoolchild in the learning process is a teaching that reflects the objective material world and its active transformative role as a subject of this activity. The subject of a student’s cognitive activity in the learning process is the actions performed by him to achieve the intended result of the activity, prompted by one or another motive. The most important qualities of this activity are independence, which can be expressed in self-criticism; cognitive activity, manifested in interests, aspirations and needs; readiness to overcome difficulties associated with the manifestation of perseverance and willpower; efficiency, which presupposes a correct understanding of educational tasks, a conscious choice of the desired action and the pace of their solution.

Sh.A. Amonashvili developed the problem of cognitive activity and cognitive interest in the education of six-year-olds. Interest in learning is fused with the entire life activity of a primary school student: a careless change in method or monotony of methods can undermine interest, which is still very fragile. A group of Georgian researchers led by Sh.A. Amonashvili developed the psychological and pedagogical foundations laid down in the experiment on teaching six-year-olds, accumulated techniques for stimulating children’s cognitive activities (deliberate “mistakes” by the teacher, attention tasks, writing fairy tales, comparison tasks. . Today, the problem of mastering new knowledge is increasingly being studied in the context of a variety of activities of students, which allows creative teachers and educators to successfully form and develop the creativity of students, enriching the personality, and cultivating an active attitude to life.. The basis of cognitive activity is cognitive interest.

Cognitive interest is the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge. Systematically strengthening and developing cognitive interest becomes the basis for a positive attitude towards learning. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. Cognitive interest is one of the most important motives for schoolchildren’s learning. Under the influence of cognitive interest, according to researchers, educational work even among weak students is more productive. Cognitive interest, with proper pedagogical organization of students’ activities and systematic and purposeful educational activities, can and should become a stable personality trait of a student and has a strong influence on his development.

Cognitive interest acts as a strong means of learning. When a child studies under pressure, he causes the teacher a lot of trouble and grief, but when children study willingly, things go completely differently. Activating a student’s cognitive activity without developing his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educational learning and improving its quality.

Like any cognitive activity, it is aimed not only at the process of cognition, but also at the result, and this is always associated with the pursuit of a goal, with its implementation, overcoming difficulties, with volitional tension and effort. Thus, in the process of cognitive activity, all the most important manifestations of personality interact in a unique way.

Different children develop differently and achieve different levels development. From the very beginning, from the moment the child is born, neither the stages through which he must go, nor the result that he must achieve are given. Child development is a completely special process - a process that is determined not from below, but from above, by the form of practical and theoretical activity that exists at a given level of development of society. As the poet said: “As soon as we are born, Shakespeare is already waiting for us.” This is the peculiarity child development. Its final forms are not given, not specified. Not a single development process, except ontogenetic, is carried out according to a ready-made model. Human development follows the pattern that exists in society.

Creative abilities are the highest mental function and reflect reality. However, with the help of these abilities, a mental departure beyond the limits of what is perceived is carried out. By using creativity an image of an object that has never existed or does not currently exist is formed. In preschool age, the foundations of a child’s creative activity are laid, which are manifested in the development of the ability to conceive and implement it, the ability to combine one’s knowledge and ideas, and the sincere transmission of one’s feelings.

Currently, there are many approaches to the definition of creativity, as well as concepts related to this definition: creativity, non-standard thinking, productive thinking, creative act, creative activity, creative abilities and others (V.M. Bekhterev, N.A. Vetlugina, V. N. Druzhinin, Ya. A. Ponomarev, A. Rebera, etc.).

The psychological aspects of creativity, in which thinking is involved (Ya.A. Ponomarev, S.L. Rubinstein, etc.) and creative imagination as a result of mental activity, providing a new formation (image), are widely represented in many scientific works, in different types of activities (A.V. Brushlinsky, L.S. Vygotsky, O.M. Dyachenko). "Ability" is one of the most general psychological concepts. IN domestic psychology many authors gave it detailed definitions.

The more developed a person’s ability is, the more successfully he performs an activity, the faster he masters it, and the process of mastering an activity and the activity itself are subjectively easier for him than learning or working in an area in which he does not have the ability. A problem arises: what kind of mental essence is this ability? Mere indication of its behavioral and subjective manifestations (and B.M. Teplov’s definition is essentially behavioral) is not enough.

The definition of creativity is as follows. V.N. Druzhinin defines creative abilities as individual characteristics of a person’s qualities, which determine the success of his performance of creative activities of various kinds.

Creativity is a fusion of many qualities. And the question about the components of human creative potential remains open, although at the moment there are several hypotheses regarding this problem. Many psychologists associate the ability for creative activity, first of all, with the characteristics of thinking. In particular, the famous American psychologist Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by so-called divergent thinking. Abilities are formed in the process of interaction of a person possessing certain natural qualities with the world. The results of human activity, generalized and consolidated, are included as “building material” in the construction of his abilities. These latter form a fusion of the original natural qualities of man and the results of his activities. The true achievements of a person are deposited not only outside of him, in certain objects generated by him, but also in himself.

A person's abilities are equipment that is forged not without his participation. A person’s abilities are determined by the range of opportunities for mastering new knowledge and applying them to creative development, which the development of this knowledge opens up. The development of any ability occurs in a spiral: the realization of the opportunities that an ability of a given level represents opens up new opportunities for the development of abilities of a higher level. The ability is most reflected in the ability to use knowledge as methods, the results of previous work of thought - as a means of its active development.

All abilities go through a number of stages in the process of development, and in order for a certain ability to rise to a higher level in its development, it is necessary that it has already been sufficiently developed at the previous level. To develop abilities, there must initially be a certain foundation, which is the inclinations. The starting point for the development of a person’s diverse abilities is the functional specificity of various modalities of sensitivity. Thus, on the basis of general auditory sensitivity, in the process of a person’s communication with other people, carried out through language, a person develops speech, phonetic hearing, determined by the phonemic structure of his native language.

Not only the generalization (and differentiation) of phonetic relations plays a significant role in the formation of language acquisition abilities. The generalization of grammatical relations is no less important; An essential component of the ability to master languages is the ability to generalize the relationships underlying word formation and inflection.

Capable of mastering a language is one who easily and quickly, based on a small number of trials, generalizes the relations underlying word formation and inflection, and as a result, transfers these relations to other cases. Generalization of certain relationships naturally presupposes appropriate analysis.

Giftedness- this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, extraordinary) results in one or more types of activity compared to other people.

Giftedness- this is a high-quality, unique combination of abilities that ensures the successful implementation of activities. The joint action of abilities representing a certain structure makes it possible to compensate for the insufficiency of individual abilities through the preferential development of others.

general abilities or general points abilities, abilities determining the breadth of a person’s capabilities, the level and originality of his activities; - a set of inclinations, natural data, characteristics of the degree of expression and originality of the natural prerequisites of abilities;

talent, the presence of internal conditions for outstanding achievements in activity.

Revealing the essence of cognitive activity, one cannot fail to mention the important role of motivation, since the basis of successful activity is always positive motivation. At first, the student’s position itself, the desire to take a new position in society, is an important motive that determines the readiness and desire to learn. But such a motive does not retain its power for long. Unfortunately, we have to observe that already in the second grade the joyful anticipation of the school day fades away and the initial craving for learning fades. If we do not want the child to become burdened by school from the first years of education, we must take care to awaken such motives for learning that lie not outside, but in the learning process itself. In other words, the goal is for the child to learn because he wants to learn, so that he experiences pleasure from learning itself.

Interest, as a complex and very significant formation for a person, has many interpretations in its psychological definitions; it is considered as: selective focus of a person’s attention (N.F. Dobrynin, T. Ribot); manifestation of his mental and emotional activity (S.L. Rubinstein); activator of various feelings (D. Freier); active emotional and cognitive attitude of a person to the world (N.G. Morozova); a specific attitude of a person towards an object, caused by the awareness of its vital significance and emotional attractiveness (A.G. Kovalev). The subject of cognitive activity is the most significant property of a person: to cognize the world around him not only for the purpose of biological and social orientation in reality, but in reality in a significant way man to the world - in an effort to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns, and inconsistency. It is on the basis of knowledge of the objective world and attitude towards it, scientific truths that a worldview, worldview, and attitude are formed, the active, biased nature of which is facilitated by cognitive interest.

Moreover, cognitive activity, activating all mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity (changing, complicating its goals, highlighting relevant and significant aspects in the subject environment for their implementation, finding other necessary ways, bringing creativity into them). A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since the cognitive principle is present in each of them.

In work, a person, using objects, materials, tools, methods, needs to know their properties, to study the scientific foundations of modern production, to understand rationalization processes, to know the technology of a particular production. Any type of human activity contains a cognitive principle, search creative processes that contribute to the transformation of reality. A person inspired by cognitive interest performs any activity with greater passion and more effectively.

Cognitive interest is the most important formation of personality, which develops in the process of human life, is formed in social conditions its existence and is in no way immanently inherent in a person from birth. Cognitive interest is the integral education of the individual. As a general phenomenon of interest, it has a complex structure, which consists of both individual mental processes (intellectual, emotional, regulatory) and objective and subjective connections of a person with the world. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result).

Interest is an “alloy” of many mental processes that form a special tone of activity, special conditions personality (joy from the learning process, the desire to delve deeper into knowledge of the subject of interest, into cognitive activity, experiencing failures and strong-willed aspirations to overcome them). The importance of cognitive interest in the life of specific individuals cannot be overestimated. Interest acts as the most energetic activator, stimulator of activity, real subject, educational, creative actions and life in general.

The student’s activities are related to the exchange and enrichment of his own experience. Shchukina G.I. notes in his works that the nature of students’ activities changes from performing, active-performing, active-independent to creative-independent. Changing the nature of the activity has a significant impact on changing the student’s position. An active position is characterized by putting forward one’s own judgments. The teacher plays a big role in the formation and development of the cognitive activity of a primary school student.

Teachers, according to G.I. Shchukina should reveal in the pedagogical process objective possibilities for the development of cognitive interests, excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, and scientific values.

The skills necessary to solve cognitive problems are called cognitive skills in theory. They are mainly divided according to the degree of generalization into specific, reflecting the specifics of a particular academic subject and manifested in the acquisition of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that characteristic feature their is the independence of the structure of these skills from the content on which the mental task is performed.

Talent- a high level of human ability for a specific activity. This is a combination of abilities that give a person the opportunity to successfully, independently and originally perform certain complex work activities.

This is a set of such abilities that make it possible to obtain a product of activity that is distinguished by novelty, a high level of perfection and social significance. Already in childhood, the first signs of talent in the field of music, mathematics, linguistics, technology, sports, etc. can appear. However, talent can manifest itself later. The formation and development of talent largely depends on the socio-historical conditions of human life and activity. Talentmay appear in all spheres of human labor: in teaching, in science, technology, in various types of production. Hard work and perseverance are of great importance in developing talent. Talented people are characterized by a need to engage in a certain type of activity, which sometimes manifests itself in a passion for the chosen activity.

The combination of abilities, which are the basis of talent, in each case is special, characteristic only of a certain person. The presence of talent should be inferred from the results of a person’s activities, which should be distinguished by their fundamental novelty and originality of approach. Human talent is directed by the need for creativity.

General skills of independent cognitive work include: the ability to work with a book, observe, and draw up a plan, which students acquire through mastering objective and procedural mental actions. Generalized cognitive skills often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize, the ability to classify and highlight cause-and-effect relationships.

P.Ya. Galperin, N.F. Talyzin calls these cognitive skills mental actions.E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity. D.N. Epiphany. ON THE. Menchinskaya - intellectual skills. Despite these different formulations, in essence they are close.

These skills require mastery and operation of generalized methods of action related to a wide range of factors and phenomena. The formation of educational skills is an indispensable condition for the development of creative activity.

Speaking about the features of cognitive activity of a junior schoolchild, scientists (N.S. Gorchinskaya, N.F. Talyzina, G.I. Shchukina) highlight the following:

the subject of cognitive activity is the student, and therefore his personality is at the center of the teaching: his consciousness, his attitude to the world around him, to the process of cognition itself

-Since the goal and content of a student’s education are provided for by the program, the learning process can proceed in different ways, with varying degrees of activity and independence of the student.

cognitive activity of a primary school student can be

performing, active-performing, creative-independent character.

Didacts define the functional purpose of cognitive activity as equipping with knowledge, abilities, skills, promoting education, identifying potential opportunities, and engaging in search and creative activities.

The educational process has undoubted opportunities for the development of creative activity due to the fact that it is in it that the development of cognitive activity actively occurs.

Researchers have identified such elements of creativity in cognitive activity as searching for the causes of malfunctions and eliminating them (P.N. Adrianov), putting forward tasks for activities, planning, critical analysis(R.N. Nizamov), independently putting forward a problem, planning work, finding ways and methods of work (I.Ya. Lerner, M.N. Skatkin).

Thus, the junior schoolchild gradually masters cognitive activity - from reproductive to partially search, and, with a purposeful organization of learning, creative.

For the successful development of cognitive and, accordingly, creative activity, it is necessary to know the features of the development of cognitive processes of primary school students, such as perception, memory, thinking, attention, imagination. It is the development of these mental processes that ensures the successful mastery of educational cognitive activity (M.R. Lvov, S.L. Lysenkova, M.I. Makhmutov, etc.). The perception of a primary school student is predominantly involuntary. Students do not yet know how to manage their perception and cannot independently analyze an object or phenomenon.

The perception of a primary school student is determined primarily by the characteristics of the subject itself. Therefore, children notice in objects not the main, essential things, but what stands out clearly against the background of other objects.

The process of perception is often limited to recognizing and then naming an object.

Full assimilation of knowledge presupposes the formation of such cognitive actions that constitute specific techniques characteristic of a particular area of knowledge. The uniqueness of these techniques lies in the fact that their formation and development is possible only on certain subject material. Thus, it is impossible, for example, to form methods of mathematical thinking without passing through mathematical knowledge; It is impossible to form linguistic thinking without working on linguistic material. Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most techniques of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, discovering these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of specific working methods: in mathematics they are one, in language they are different. These methods of cognitive activity, reflecting the specific features of a given scientific field, less universal, cannot be transferred to any other subject. So, for example, a person who has excellent command of specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the basic system of specific thinking techniques in a given area, however, specific types of cognitive activity can often be used in a number of subjects.

Gradually, during the learning process, perception undergoes significant changes. Students master the technique of perception, learn to look and listen, highlight the main, essential, and see many details in a subject. Thus, perception becomes dismembered and turns into a purposeful, controlled, conscious process.

Changes occur in memory processes. A first-grader's voluntary memorization is imperfect. So, for example, he often does not remember homework assignments, but easily and quickly remembers bright, interesting things that influenced his feelings. The emotional factor plays a significant role in the memory of a primary school student.

As psychologists (Petrovsky, Tsukerman, Elkonin, etc.) note, by the third grade, voluntary memorization becomes more productive, and non-voluntary memorization becomes more meaningful.

Unlike preschoolers, younger schoolchildren more often resort to visual, figurative and logical ways of thinking, which is associated with an expansion of the stock of knowledge and ways of processing it.

However, in the educational process, it is not so much the volume of this knowledge that is important, but its quality, the child’s ability to apply this knowledge internally, in the mind.

Primary school age is the most sensitive to the development of visual and figurative forms of thinking, which play a huge role in any creative activity of a person, in improving his creative abilities. A feature of schoolchildren’s creative thinking is that it is not critical of its product, its idea is not guided in any way and is therefore subjective.

The development of thinking is closely related to the characteristics of attention. The predominant type of attention of a primary school student at the beginning of learning is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, bright, and unusual is strong at this age. The child cannot yet control his attention and often finds himself at the mercy of external impressions. Even when concentrating, students do not notice the main, essential things. This is explained by the peculiarities of their thinking. The visual-figurative nature of mental activity leads to the fact that students direct all their attention to individual, conspicuous objects or their signs.

The attention of a primary school student is unstable and easily distractible. The instability of attention is explained by the fact that in younger schoolchildren excitation predominates over inhibition. Also, younger schoolchildren do not know how to quickly switch their attention from one object to another.

Attention is greatly influenced by the interests and needs of students, and is closely related to the emotions and feelings of children. Everything that causes strong feelings in them, everything that captivates children, as if by itself, attracts attention.

Students are especially attentive in the process of creative activity, since here thinking, feelings and will merge together.

Imagination plays a huge role in the development of creative activity. L.S. spoke about this. Vygotsky "Imagination and creativity at age". The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge and the development of thinking. A characteristic feature of the imagination of a primary school student is its reliance on specific objects. So, in play, children use toys, household items, etc. without this it is difficult for them to create something new. In the same way, when a child reads and tells stories, he relies on a picture, a specific image. Without this, the student cannot decide whether to recreate the situation being described.

In this case, we are dealing with a creative process based on intuition and independent thinking of the student. It’s yourself that’s important here. psychological mechanism activities in which the ability to solve unconventional, non-standard problems is formed.

1.2 Essential characteristics of creativity. Creativity as the highest degree of cognitive activity

The term “creativity” indicates both the activity of the individual and the values created by him, which from the facts of his personal destiny become facts of culture. As alienated from the life of the subject, his quests and thoughts, these values are just as illegitimate to explain in the categories of psychology as miraculous nature. A mountain peak can inspire the creation of a painting, a poem or a geological work. But in all cases, having been created, these works no more become the subject of psychology than this peak itself. Scientific-psychological analysis reveals something completely different: the ways of its perception, actions, motives, interpersonal connections and the personality structure of those who reproduce it through the means of art or in terms of the Earth sciences. The effect of these acts and connections is imprinted in artistic and scientific creations, now involved in a sphere independent of the mental organization of the subject. Creativity means the creation of something new, which can mean both transformations in the consciousness and behavior of the subject, as well as products generated by it, but also products alienated from it. Terms such as consciousness and behavior do indicate psychology's rightful share in the interdisciplinary synthesis. But behind these terms themselves there are no eternal archetypes of knowledge. Their categorical meaning changes from era to era. The crisis of mechanodeterminism led, as already noted, to a new style of thinking in psychology. Mental processes began to be considered from the point of view of the subject’s search for a way out of the situation, which became for him due to his limitations on personal experience problematic and therefore requiring the reconstruction of this experience and its increment through one’s own intellectual efforts. The main direction associated with the development of creativity issues was the study of the processes of productive thinking as solutions to problems (“puzzles”).

Along this path, a vast and dense array of data has been collected since the times of E. Claparède, C. Duncker and O. Selz. In Soviet psychology, a number of approaches have developed, a general summary of which is presented in the work, which highlights: the search for the unknown using the mechanism of analysis through synthesis, the search for the unknown using the mechanism of interaction of logical and intuitive principles, the search for the unknown using the associative mechanism, the search for the unknown using heuristic techniques and methods. The work done in these directions has enriched the knowledge about the mental operations of the subject when solving non-trivial, non-standard problems.

However, as the famous Yugoslav scientist Mirko Grmek rightly notes, “Experimental analysis of problem solving has proven its usefulness in relation to some elementary processes of reasoning, but we are still unable to draw from it definite, useful conclusions relevant to artistic or scientific discovery. In the laboratory the study of creativity is time-limited and applicable to simple problems: it therefore does not imitate the real conditions of scientific research." The most adequate definition of creativity was given, in our opinion, by S.L. Rubinstein, according to which creativity is an activity that "creates something new, original, which, moreover, is included not only in the history of the development of the the creator, but also in the history of the development of science, art, etc. ". Criticism of this definition with reference to the creativity of nature, animals, etc. is unproductive, because it breaks with the principle of cultural-historical determination of creativity.

Identifying creativity with development (which always represents the generation of something new) does not advance us in explaining the factors in the mechanisms of creativity as the generation of new cultural values. It can be assumed that the elements of creative activity of a primary school student will be associated with elements of cognitive activity, while having their own characteristics. For example, the goal will not be specific and obligatory, and the result will always bear the individuality of the author. In addition, any of the listed types can and should be creative in nature. The cognitive activity of a primary school student also has its own characteristics: firstly, the school regime creates peculiarities for children, secondly, the nature of relationships with the teacher and with classmates changes significantly, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one’s cognitive activity changes in the child The field of his intellectual activity and independence is still poorly developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention.

The cognitive activity of a primary school student as a kind of creativity has a number of features, which is explained by age-related psychological characteristics of development. P.B. Blonsky noted the main distinctive features of children's creativity: children's fiction is boring, and the child is not critical of it; the child is a slave to his poor imagination. The main factor determining a child’s creative thinking is his experience: the creative activity of the imagination is directly dependent on the richness and diversity of a person’s past experience.

The more versatile and perfect the skills and skills of students, the richer their imagination, the more real their plans.

Thus, developed cognitive processes are a necessary condition for the development of creative activity.

In the matter of raising gifted children, great responsibility lies with specialists: teachers, child psychologists. They must promptly prompt and guide parental education.

Since gifted children have a higher level of mental intellectual development, as a result of which they experience certain difficulties that are associated with their special needs as gifted children: they can learn material faster and more deeply than most of their peers; they also need slightly different teaching methods.

One way to solve these problems could be through enrichment and acceleration.

In a regular school setting, acceleration takes the form of a child entering first grade earlier and then “jumping” through grades.

Acceleration has both positive and negative features. On the one hand, a gifted child receives a load adequate to his abilities and gets rid of the tedious boredom of slow progress through the material required by his less developed peers. On the other hand, however, heavy workloads and age-inappropriate social situations sometimes prove too difficult for a precocious child.

Another method of supporting the education of gifted children - enrichment - most often in our country takes the form of additional classes in various clubs (mathematics, physics, modeling, etc.), sections, schools of special disciplines (music, drawing, etc.) . In these circles there is usually the possibility of an individual approach to the child and work at a fairly complex level that does not allow boredom. In this way, sufficient motivation and good conditions are created for the progress of a gifted child. The problem here is that a child attending a club (or clubs) continues to study general education subjects according to a pattern that does not correspond to the characteristics of his intelligence.

The second way is special schools for gifted children: lyceums, gymnasiums. These types of educational institutions are very popular these days.

Well, this is not a bad solution to the problem, especially since the activities of such institutions are based on a number of scientific principles.

Find a growth point. To successfully work with a gifted child, the school must find his strengths and give him the opportunity to show it, feel the taste of success and believe in his capabilities. Then and only then will the student become interested and develop motivation, which is a necessary condition for success.

Identification of individual characteristics. Her talent lies on the surface; it may be invisible to the “naked eye.”

Lessons on an individual schedule. The goal of supporting the child at his growth points implies the possibility of individual progress in various disciplines. The child should have the opportunity to engage in mathematics, native or foreign language etc. not with his peers, but with those children with whom he is at the same level of knowledge and skills.

Small study group sizes. It is advisable that study groups do not exceed 10 people. Only in this case can a truly individual approach be achieved and an individual schedule be provided to students.

Special assistance. A condition for successful giftedness pedagogy is to provide assistance for these disorders. Help includes both individual lessons with specialists and special tools in the classroom.

Development of leadership qualities. Creative activity is characterized by the ability to independently, without regard to others, choose the area of one’s activity and move forward. .

Curricula that open up space for creativity. Programs for gifted children should provide opportunities for independent work and consideration of complex ideological problems.

Organization of classes according to the "free class" type. This type of lesson, which is acceptable for small study groups, assumes the possibility of students moving around the class during classes, the formation of groups dealing with various issues, and a relatively free choice of work for children.

The teacher's style is joint creativity with students. When working with gifted children, a teacher should strive not so much to convey a certain body of knowledge, but to help students make independent conclusions and discoveries. This approach is also due to the fact that the teacher does not establish unambiguous assessments of correctness, a standard for the correct answer. The students themselves argue with each other and evaluate different possible answers.

Selection of teachers. The selection of teachers should be based not only on their competence and ability to find an approach to students. Consequently, the selection of teachers should also take into account the factor of personal creativity and brightness of the candidate.

Working with parents. Parents should be provided with non-trivial information about their children, their strengths and weaknesses and development prospects.

Formation of correct relationships between students. The attitude towards leadership and competition should not turn into aggressive forms of student behavior. A strong taboo must be placed on any verbal or physical aggression.

Individual psychological assistance. Even with the most rational organization of the educational process, it is impossible to exclude the occurrence of personal problems among gifted students. In this case, they should receive help from a professional psychologist.

It is not difficult to see that the principles outlined form a kind of maximum program, which is not easy to implement in full. However, the experience of their use shows their great developmental effect. Positive results can be achieved even with the partial implementation of these principles.

At one time L.S. Vygotsky argued that human activity can be creative due to the plasticity of the nervous system. Vygotsky identified two types of activity: reproducing or reproductive and productive or creative. Creative activity is as independent as possible. An analysis of the literature on the problem of creativity among primary school students showed that creative activity includes reproductive and creative levels and is considered in two aspects: as an activity to create a new result and as a process of achieving this result

It should be noted the importance of reproductive activity in the development of a primary school student. On this occasion, Sh. Amonashvili wrote: “the central point in teaching younger schoolchildren is the opportunity to rise in collaboration to a higher intellectual level, the possibility of moving from what a child can do to what he cannot, through imitation.”

The foundation for the development of creative activity of a primary school student is knowledge. Creative activity, as teachers (S.A. Amonashvili, A.K. Dusavitsky, I.P. Volkov, E.N. Ilyin) note, cannot go beyond the limits of students’ existing knowledge. Primary school students should be introduced to creativity gradually, relying on existing knowledge, skills and abilities.

Thus, the development of creative activity of a primary school student is impossible if the child does not successfully master reproductive skills.

At first, reproductive activity is the basis of the teaching of a primary school student. The student first imitates and reproduces actions under the guidance of the teacher. This imitation manifests itself in copying perceived material; for example, when retelling a text, a child strives to reproduce what he read word for word.

However, successful mastery of reproductive activity does not guarantee creative development. You can have a fairly large amount of knowledge, but not show any creative effort. Therefore, if we want reproductive activity to be creative, we need to equip students with ways of creative activity. Training here acts as a leading factor.

The assimilation of knowledge in a primary school student occurs most productively in the process of collective cognitive activity, which has a stimulating effect on the development of independent, research, and creative activity.

Joint cognitive activity under the guidance of a teacher makes it possible to solve more complex cognitive problems and demonstrate creative personal qualities (Sh. Amonashvili, N. A. Bondarenko).

The younger schoolchild is involved in various types of activities during the learning process. The following types of activities of a primary school student are distinguished: cognitive, construction, communication, play, artistic activity, social activity. Each of these types of activities has potential for the development of creativity, as it is aimed at transformation and self-expression. For example, in a game, a schoolchild acquires the ability to develop a plot using imagination and fantasy, the ability to connect several phenomena into a single situation. Thus, the game process represents a kind of creativity.

One of the means of developing imagination and creativity is computer games. Computer technologies have great potential for developing a child’s creative activity. The main factors are: saving study time, expanding the scope of independent, creative activity, variability of types of educational activities (V.V. Monakhov)

In the course of visual activity, the child learns to observe, imagine, and construct. Younger schoolchildren willingly draw and sculpt. In the drawings of a junior schoolchild, in comparison with the drawings of a preschooler, there is a desire to convey portrait resemblance and movement. The level of demands on your own drawing increases significantly. Collective visual activity has great potential for enhancing collective creativity.

The experience acquired by junior schoolchildren in the course of construction gains value for the development of creative activity. It is better to use materials that can be changed: sand, clay, fabric, pebbles, etc. That is, for the development of creativity, it is important to involve children in using parts not only for their intended purpose, but also to solve other problems.

Communication is the main way of interacting with other people.

In communication, the child masters the basics of communicative and perceptual skills and expands his life experience. Children learn to express their thoughts and ideas about the world around them.

Thus, the more varied the cognitive activity (drawing, modeling, computer graphics, live communication, writing, creating a cluster, etc.), the more experience of creative activity the child gains.

Multiple manifestations of the child’s creativity in different situations results in the accumulation of experience in creative activity. It is designed to ensure the child’s readiness to find solutions to new problems and to creatively transform reality. The specific content of the experience of creative activity and its main features are as follows: independent transfer of knowledge and skills to a new situation; seeing a problem in a familiar situation; vision of the structure of the object and its new functions, independent combination known methods activities in a new one; finding different ways to solve the problem and alternative evidence, constructing a fundamentally new solution to the problem (L.S. Vygotsky, I.P. Volkov, O.Yu. Elkina, etc.)

The experience of creative activity of a junior school student is an integral part of the personal experience of the student, which is included in reflective activity to create a subjectively new social valuable product based on the application of knowledge and skills in a non-standard situation. Signs of the experience of a junior school student: demand in life; the possibility of its use in reflective activities necessary for the formation of the image of “I” of a primary school student.

The student gains experience in creative activity primarily through educational activities.

In order to successfully master educational activities, a student needs to systematically solve educational tasks, which consist of educational actions, such as transformation, modeling, control, and assessment. The main function of a learning task is to find a common solution. We adhere to the opinion of scientists that if knowledge is given by a teacher in a ready-made form, if it is clearly formulated and does not require creative processing, then the student does not master learning activities, but only assimilates empirical knowledge. That is, the activity remains at the reproductive level and does not develop into creative activity.

N.F. Talyzina believes that in order for a junior schoolchild to master any action, he must repeat it many times over a certain rather long period (for example, mastering the skill of writing). To get rid of monotony when mastering reproductive activity, you need to use a variety of different types tasks, including creative ones.

There are 4 levels of productive work for primary school students (Uvarina N.V., Polevina, Vinokurova).

The first level of students’ copying actions according to a given pattern.

The second level of reproductive activity is to reproduce information about the various properties of the object being studied, about ways to solve problems, which generally do not go beyond the level of memory. Here the generalization of techniques and methods of cognitive activity begins, their transfer to solving more complex but typical problems.

Third level of productive activity self-use acquired knowledge to solve problems that go beyond the known model. It requires the ability and skill to perform certain mental operations.

The fourth level of independent activity to transfer knowledge when solving problems of a completely new level.

In accordance with the levels of independent productive activity of students when solving problems, 4 types of independent work are distinguished:

reproducing, reconstructive-variative, heuristic, creative works.

Reproducing work is necessary for memorizing methods of action in specific situations when formulating signs of concepts, facts and definitions, and solving simple problems.

Reconstructive-variative works allow, on the basis of acquired knowledge and general ideas, to independently find a way to solve problems in relation to given task conditions, they lead students to a meaningful transfer of knowledge into typical situations, teach them to analyze events, phenomena, facts, form techniques and methods of cognitive activity, contribute to the development of internal motives for knowledge.

Heuristics form the skills of searching for answers outside of a known sample. They require a constant search for new solutions to tasks, systematization of knowledge, and transfer of it to completely non-standard situations.

Creative works allow students to gain fundamentally new knowledge and strengthen the skills of independent search for knowledge. The result of the student’s creativity will be manifested in his individual activities, in such products as a written essay, an originally solved problem, an invented writing language, a craft, interesting questions.

Scientists have considered various qualities that contribute to the implementation of creative activity. So, Talyzina N.F. believes that a person who has a developed internal plan of action is capable of full-fledged creative activity, since only in this case will he be able to generalize the amount of knowledge. Creative activity, in Talyzina’s opinion, is the highest form of mental activity, independence, and the ability to create something new.

Scientists in their own way define the creative activity of a junior schoolchild: as a process, the stages of which are: accumulation of knowledge and skills to understand the concept and formulation of the problem; considering the problem from different angles, constructing options, implementing versions, ideas, images, checking the found options, their selection (Uvarina N.V.); as a productive form of activity aimed at mastering creative experience, creating and transforming objects of spiritual and material culture into a new quality in the process of cognitive activity, organized in collaboration with the teacher; (Terehova G.V.), as the creation of something new through specific procedures; (Lerner) as the creation of an original product, products in the process of working on which the acquired knowledge was independently applied and transferred, combining known methods of activity (I.P. Volkov).

Primary school age is a period of absorption, accumulation of knowledge, a period of mastery par excellence. The successful fulfillment of this important life function is facilitated by the characteristic abilities of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the noted abilities appears mainly as its positive side, and this is a unique feature of this age.

Some of the characteristics of younger schoolchildren fade away in subsequent years, while others change their significance in many respects. It is necessary to take into account the different degrees of expression in individual children of a particular age trait. But there is no doubt that the considered features significantly affect the cognitive abilities of children and determine the further course of general development.

High susceptibility to environmental influences and a disposition to assimilate is a very important aspect of intelligence that characterizes mental advantages in the future.

Giftedness is multifaceted. Psychologists and educators dealing with children's giftedness generally adhere to the following definition of giftedness, which was proposed by the US Committee on Education. The essence of this is that a child's giftedness can be determined by professionally trained people who consider the following parameters: outstanding abilities, potential for achieving high results and already demonstrated achievements in one or more areas (intellectual abilities, specific learning abilities, creative or productive thinking , visual and performing arts abilities, psychomotor abilities).

Analyzing the above definitions, we can identify common features that most authors note - productivity and procedurality of creative activity.

We consider the creative activity of a primary school student as the highest degree of cognitive activity that ensures the development of the student’s personality. Taking into account the peculiarities of the creative activity of a junior schoolchild, the teacher needs to select the content of educational material, since a junior schoolchild is not able to assimilate an unlimited amount of information. All material offered by the teacher must be accessible and directly related to solving the problem.

A special feature of primary school is that most subjects are taught by one teacher. This especially applies to small schools. Thus, the teacher has the opportunity to implement the principle of implementing interdisciplinary connections, taking into account the possibilities of various lessons for the development of students’ creative activity. For example, in mathematics lessons, when studying counting in tens, you can use the national component (as different nations believed) and invite students to come up with their own count.

I.P. Volkov described the experience of implementing interdisciplinary connections in creativity lessons (carpentry, wood carving, appliqué). The main task is the selection of key issues of educational material and their assimilation when performing a wide variety of activities. For example, the study of the key issue of the law of symmetry begins already in the first grade. By performing practical actions where it is necessary to maintain symmetry (drawing, modeling, marking), students meaningfully grasp the key issue

So, cognitive activity- this is not something amorphous, but always a system of certain actions and the knowledge included in them.This means that cognitive activity should be formed in a strictly defined order, taking into account the content of the actions composing it.

When planning the study of new subject material, the teacher first of all needs to determine the logical and specific types of cognitive activity in which this knowledge should function. In some cases, these are cognitive actions that students have already mastered, but now they will be used on new material, their scope of application will expand. In other cases, the teacher will teach students how to use new actions.

1.3 Features of the development of cognitive activity of younger schoolchildren

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

Features of a teacher’s work: teachers, according to G.I. Shchukina should reveal the objective possibilities of interests in the pedagogical process.

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

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

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

Student-centered learning plays a big role in this sense.

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

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

The process of children's creativity is often considered in the form of three interconnected stages:

The child sets a task and collects the necessary information.

The child examines the task from different angles 3. the child brings the work started to completion

Implementation of near and far intra-system and extra-system transfer of knowledge and skills to a new situation.

Vision of a new problem in a traditional situation.

Vision of the structure of the object.

Vision of a new function of an object in contrast to the traditional one.

taking into account alternatives when solving a problem 6. combining and transforming previously known methods of activity when solving a new problem.

Discarding everything known and creating a fundamentally new approach, way of explanation. The author notes that the given lists of procedural characteristics of creativity are interrelated. Lerner believes that the peculiarity of the procedural features of creative activity is that. That it is impossible to create pre-rigid schemes for such activities because it is impossible to foresee the types, nature, degree of complexity of possible new problems, or to see ways of solving newly arising problems. However, recently there have been attempts to design creative tasks of various levels, when solving which it was possible to track the implementation of all stages of creative activity.

They characterize what is common in creativity in scientific, social and educational knowledge. Exploring the learning process of M.I. Makhmutov notes that the lack of social novelty in the results of creativity does not lead to a fundamental change in the structure of the creative process they carry out. The author writes that the stages of the creative process and its inherent patterns are manifested equally in the creativity of both experienced researchers and children. This commonality of creativity is not clearly expressed at different stages of education due to the lack of the necessary mental culture among students.

The definition of creativity based on the factors of novelty and social significance of its result is based primarily on the approaches of S.L. Rubinstein and L.S. Vygotsky. Highlighting novelty and originality of the result of activity as the main signs of creativity, Rubinstein introduced into this concept the very criterion of novelty, its significance in personal and social terms. L.S. Vygotsky clarified the concept of novelty of a creative product, emphasizing that as such a product it is necessary to consider not only new material and spiritual objects created by a person, but also the ingenious construction of the mind. A similar point of view is developed and deepened by Ya.A. Ponomarev, stating that creativity has an external and internal plan of action, is characterized by both the generation of new products and the creation of internal products. That is, the implementation of a transformation in the consciousness and behavior of the subject. However, many researchers emphasize that the essential features of creativity are the novelty and social significance of not only the result, but also the process of creative activity itself. A.T. Zhimelin gives a multifaceted list of signs of creativity, which focuses on the study of this phenomenon, its productive and procedural aspects: the production of something new, the originality of results or methods of activity, the combination of elements of various systems in activities, the connection of activity with cognition, the formulation and solution of problematic non-standard tasks to satisfy new ones needs of society, unity of spiritual and material.

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

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

Considering the issue of personal qualities necessary for successful creative activity, we carried out an analysis of psychological and pedagogical literature which allowed us to classify these qualities within five main spheres of personality: psychophysiological sphere, cognitive sphere, motivational-value, emotional-volitional sphere, communicative sphere.

The presence of these qualities indicates the formation of intrapersonal conditions for creative creativity. K. Rogers identifies as such conditions openness to experience, an internal locus of assessment, anticipatory emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, the ability for spontaneous play of imagination.A. Maslow characterizes the nature of the creative process as a moment of absorption in some task, dissolution in the present, the state of here and now. General approaches to characterizing the subjective prerequisites of intrapersonal conditions for creativity are specified and deepened in the concept of the creative abilities of the individual.

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

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

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

a) establishing the method of projection;

b) determining the method of depicting the basic configuration according to the conditions of the problem;

c) choice of basic configuration;

d) analysis of the original form;

e) image of elements identified as a result of analysis of the shape of the original and belonging to the same plane, based on the properties of projections;

f) comparison of the original with its image.

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

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

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

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

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

It is equally important to teach students to understand that a number is a ratio, that a numerical characteristic is the result of comparing the quantity of interest with some standard.This means that the same quantity will receive a different numerical characteristic when comparing it with different standards: the larger the standard with which we measure, the smaller the number will be, and vice versa. This means that what is indicated by three is not always less than what is indicated by five. This is only true if the quantities are measured by the same standard ( measure).

It is necessary to teach schoolchildren, first of all, to identify those aspects of an object that are subject to quantitative assessment. If you do not pay attention to this, then children will form the wrong idea about number. So, if you show first-grade students a pen and ask: “Children, tell me, how much is this?” - they usually answer that there is one. But this answer is correct only when separateness is taken as the standard. If we take the length of the handle as the measured value, then the numerical characteristic can be different, it will depend on the standard chosen for measurement: cm, mm, dm etc.

The following is what students should learn: You can compare, add, and subtract only what is measured with the same measure.If students understand this, then they will be able to justify why, when adding in a column, one is written below the line, and the other is noticed above the next digit: the ones remain in their place, and the ten formed from them must be added to the tens, which is why it is “noted” above dozens, etc.

Mastering this material ensures full-fledged operations with fractions. In this case, students will be able to understand why reduction to a common denominator is necessary: it is actually a reduction to a common measure. In fact, when we add, say, 1/3 and 1/2, this means that in one case the unit was divided into three parts and one of them was taken, in the other - into two parts and one of them was also taken. Obviously, these are different measures. They cannot be folded. To add, it is necessary to bring them to a single measure - to a common denominator.

Finally, if students learn that quantities can be measured in different measures and therefore their numerical characteristics can be different, then they will not experience difficulties when moving along the digit grid of the number system: from one to tens, from tens to hundreds, thousands and etc. For them, this will only act as a transition to measuring with larger and larger measures: they measured in units, and now the measure has been increased tenfold, so what was designated as ten is now designated as one ten.

Actually, it is only the measure that distinguishes one digit of the number system from another. In fact, three plus five will always be eight, but it can also be eight hundred, eight thousand, etc. The same is true for decimal fractions. But in this case, we do not increase the measure ten times, but decrease it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

The situation is similar with other objects. Thus, successful mastery of the Russian language is also impossible without mastering specific linguistic thinking techniques. Often, students, studying parts of speech, members of a sentence, do not understand their linguistic essence, but are guided by their place in the sentence or take into account only formal features. In particular, students do not always understand the essence of the main members of sentences and do not know how to recognize them in sentences that are somewhat unusual for them. Try giving middle and even high school students sentences like: “Dinner has just been served,” “Everyone has read Krylov’s fables,” “The wind is blowing leaflets around the city.” Many students will name the direct object as the subject.

And this led to the fact that they actually did not learn to focus on all the essential features of the subject at the same time, but were content with only one: either semantic or formal. In fact, students have not developed grammatical techniques for working with subjects. Language, like mathematics, can be studied on its own merits, i.e. with an understanding of its specific features, with the ability to rely on them and use them. But this will only happen if the teacher develops the necessary techniques of linguistic thinking. If proper care is not taken about this, then the language is studied formally, without understanding the essence, and therefore does not arouse interest among students.

It is also known that the main difficulty usually lies in choosing an action rather than performing it. Why does this happen and what does it mean to choose an action? These are the first questions that need to be answered. The difference between solving problems and solving examples is that in the examples all the actions are indicated, and the student only has to perform them in a certain order. When solving a problem, the student must first determine what actions need to be performed. The problem statement always describes one or another situation: procurement of feed, production of parts, sale of goods, train movement, etc. Behind this particular situation the student must see certain arithmetic relationships. In other words, he must actually describe the situation given in the problem in the language of mathematics.

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

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

Analysis of these types of problems shows that the basis of the plot described in them is made up of quantities associated with processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys. This could be a journey taken by a train; it could be spent feed, etc. Successful solution of these problems presupposes a correct understanding of not only these quantities, but also the relationships that exist between them. For example, students must understand that the size of the path or product produced is directly proportional to speed and time.

The time required to obtain a product or to complete a path is directly proportional to the size of a given product (or path), but inversely proportional to the speed: the greater the speed, the less the time required to obtain a product or to complete a path. If students understand the relationships that exist between these quantities, then they will easily understand that from two quantities relating to the same participant in the process, it is always possible to find a third one. Finally, not one, but several forces may be involved in the process. To solve these problems, it is necessary to understand the relationships between the participants: they help each other or oppose each other, they are involved in processes at the same time or at different times, etc.

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

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

To questions regarding speed, students gave the following answers: “A car has speed when it is moving.” When asked how to find out the speed, the students answered: “We didn’t go through this,” “We weren’t taught.” Some suggested multiplying the path by the time. Problem: “In 30 days, a 10 km long road was built. How can I find out how many kilometers were built in 1 day?” - none of the students could solve it. The students did not master the concept of “process time”: they did not differentiate such concepts as the moment of beginning, for example, of movement and the time of movement.

If the problem said that the train left a certain point at 6 o’clock in the morning, then the students took this as the time the train was moving and, when finding the route, the speed was multiplied by 6 hours. It turned out that the subjects did not understand the relationship between the speed of the process, time and the product (the path traveled, for example), to which this process leads. None of the students could say what they needed to know to answer the question in the problem. (Even those students who cope with solving problems do not always know how to answer this question.) This means that for students the quantities contained in the condition and in the question of the problem do not act as system , where are these quantities related? certain relationships. Namely, understanding these relationships makes it possible to make right choice arithmetic action.

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

2. Experience in the development of cognitive activity of junior schoolchildren in the educational process of a comprehensive school

.1 Study of cognitive activity of younger schoolchildren

In order to test the hypothesis put forward, experimental pedagogical work was carried out. The pedagogical experiment was conducted at the Uritskaya secondary school from September to May 2009 in third grades. The experimental class was 3 "A" class, the control class was 3 "B" class of this school. In quantitative terms, the classes are equal: the class size is 25 people. The work was carried out in three stages. At the first stage (ascertaining experiment), methods were selected that made it possible to determine the initial level of development of cognitive activity of junior schoolchildren in the control and experimental classes at the beginning of the experiment. At the second stage (formative experiment), the educational process was built based on creativity, taking into account the characteristics of the creative, cognitive activity of students. At the third stage (control), the results obtained were analyzed, compared and generalized, conclusions and methodological recommendations for the development of cognitive activity of primary schoolchildren were formulated.

At the ascertaining stage of the experiment, using specially selected diagnostic techniques, we measured the initial level of development of cognitive activity in the control and experimental classes. Since the success of the development of cognitive activity depends on the degree of development of cognitive processes (thinking, imagination, etc.), we measured the initial level of their development. To diagnose memory development, we used the technique proposed by R.S. Nemov. The technique is used to study the level of development of long-term memory. The experimental material consists of the following task. The experimenter says: “Now I’ll read you a series of words, and you try to remember them. Get ready, listen carefully: “Table, soap, man, fork, book, coat, axe, chair, notebook, milk.”

A number of words are read several times so that the children remember. The verification takes place within a few days. The long-term memory coefficient is calculated using the following formula:

where A is the total number of words;

B - number of remembered words;

C - long-term memory coefficient.

The results are interpreted as follows:

100% - high level;

75% - average level;

50% is a low level.

Results of diagnosing the level of memory development in general by class:

"A" class:

3 "B" class:

· low level - 10 people (40%)

To diagnose thought processes, we used a complex methodology to identify the level of development of logical operations, which measured such characteristics as: awareness, exclusion of concepts, generalization, analogy. Evaluation of results. For each block, the number of correct answers is counted. Since there are 10 tasks in each block, maximum amount points - 10. Summing up the number of points for all four blocks, we get a general indicator of the development of the child’s logical operations. The assessment is carried out according to the following table.

Table 1

Assessment of levels of development of thinking abilities

Number of points Level of development of thinking abilities 32-40 high 26-31 medium 25 and less low

Results of diagnosing thinking abilities in two classes:

"A" class:

· average level - 10 people (40%)

3 "B" class:

· average level - 11 people (44%)

· high level - 3 people (12%)

The diagnostic data allows us to conclude that the level of development of thinking abilities in the studied classes is low (56-64%). As in the case of memory diagnostics, one can note a slight lag between the experimental class and the control class (by 8%). Number of children with an average level of thinking development in experimental class more by 4%, however, there are more children with a low level of thinking (by 8%) and correspondingly fewer children with a high level of development of thought processes (by 12%). Most important point The diagnostic stage involves diagnosing the imagination of younger schoolchildren. After all, it is imagination, like no other cognitive process, that is a clear indicator of the level of development of a child’s creative and cognitive activity. A child’s imagination is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity. To study the formation of creative imagination We conducted the following research.

Preparation of the study. Select album sheets for each child with figures drawn on them: outline images of parts of objects, for example a trunk with one branch, a circle - a head with two ears, etc. and simple geometric shapes (circle, square, triangle, etc.). Prepare colored pencils and markers. Conducting research. The child is asked to complete each of the figures so that some kind of picture is obtained. Data processing. They reveal the degree of originality and unusualness of the image. Set the level of problem solving to creative imagination. Low level. It is characterized by the fact that the child does not yet accept the task of constructing an imaginary image using this element.

He does not finish drawing it, but draws something of his own next to it (free imagination). The child completes the drawing of the figure on the card so that the image of a separate object (tree) is obtained, but the image is contoured, schematic, devoid of details. Average level. A separate object is also depicted, but with various details. By depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises). The child depicts several objects based on the depicted plot (a girl walking with a dog).

High level. The given figure is used in a qualitatively new way. If in types 1 - 4 it was the main part of the picture that the child drew (the circle is the head, etc.), then now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer the roof of the house, but the lead of a pencil, which boy draws a picture).

Evaluation of results:

100% - high level;

75% - average level;

50% is a low level.

Results of diagnosing creative imagination in control and experimental classes:

3 "A" class:

· low level - 11 people (44%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 9 people (36%)

· high level - 4 people (16%)

Diagnostics of the development of creative thinking was carried out using the test by E.P. Torrens. Indicators were assessed according to the following criteria: productivity, originality, flexibility of thinking, ability to develop an idea. Levels of development of creative thinking: high - a large number of ideas, easily finds new strategies for solving any problem, its originality; medium - ideas are known, banal, students’ independence is manifested in familiar situations; low - does not strive to show any ideas, always follows the instructions of the teacher.

Evaluation of results:

100% - high level;

75% - average level;

30-50% is a low level.

Results of diagnosing the level of development of creative thinking in general in two classes:

3 "A" class:

· low level - 10 people (40%)

· average level - 10 people (40%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 11 people (44%)

· high level - 4 people (16%)

Thus, we can note a relatively average level of creative thinking in both classes. The results of diagnosing cognitive processes, verbal imagination, creative imagination and non-standard thinking can be presented in summary table 2.

table 2

Levels of development of cognitive processes in the experimental and control classes at the beginning of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory 20 % 40 % 40 % 16 % 44 % 40 % Logical thinking 24 % 40 % 36 % 12 % 44 % 44 % Verbal imagination 16 % 40 % 44 % 12 % 40 % 48 % Creative imagination 20 % 36%44%16%36%40%Thinking outside the box20%40%40%16%44%40%

The same table can be represented as a histogram in Figure 1

Figure 1 Summary results of diagnosing cognitive processes in grades 3 “A” and 3 “B” (ascertaining stage of the experiment)

The diagram shows that the control and experimental classes are almost at the same level. The level of development of cognitive processes in both classes ranges from 52 to 64%.

In addition to cognitive processes, we examined the focus of younger schoolchildren on acquiring new knowledge (see Appendix 3), and also using Talyzina’s methodology, we studied methods of cognitive activity (the ability to classify, generalize, analyze).

Conclusion: At the beginning, in both classes there are no noticeable differences in the levels of development of cognitive activity of younger schoolchildren. Most students are at low and intermediate levels. The diagnostics confirmed the urgent need for the development of cognitive activity of students.

2.2 Description and analysis of experimental work on the development of cognitive activity of primary schoolchildren

In order to test the hypothesis put forward, we conducted a formative experiment. The pedagogical experiment was carried out in third grade at the Uritskaya Secondary School from February to May 2009. To obtain objective data, the data were compared with the control group. The experimental class was 3 "A" class, the control class was 3 "B" class of this school.

In quantitative terms, the classes are equal: the class size is 25 people. In the control class, the educational process was carried out traditionally, and in the experimental class, learning was based on a creative basis, that is, creative tasks were used and a creative atmosphere was created. At the first stage, more attention was paid to the development of cognitive processes and positive motivation for creative activity; the second focused directly on the development of skills that ensure the success of independent creative activity. These skills include: the ability to see a problem, ask questions, put forward a hypothesis, define concepts, classify objects according to one of the criteria, observe, draw conclusions, prove and defend your ideas.

At the third stage, work was carried out to consolidate and develop the above skills. During the lessons, work was carried out in accordance with the standard curriculum, the goals and objectives of the lesson, one of which was the development of cognitive activity. In addition to the main tasks placed in the textbooks, specially selected tasks were used aimed at developing creativity in students. The first block of tasks is represented by tasks that develop cognitive processes (thinking, imagination, memory).

The second block of tasks are tasks of a reproductive, heuristic and creative nature. It should be noted that an important condition for the work is the style of communication between the teacher and students and students among themselves. In the process of work, we tried to organize an atmosphere of cooperation and goodwill in the lessons. Here are examples of some of the tasks offered to students in class.

So, in a literary reading lesson, after studying the section “There are many miracles and secrets in the world,” the children were given the task “Look at the world through someone else’s eyes” - this is a task to develop the ability to see a problem . " In the third grade there is simply an “epidemic” - everyone is playing at space aliens...” Assignment: Continue the story in several ways. For example, on behalf of a teacher, parent, student, alien. You can come up with many similar stories, the goal is to teach people to look at the same events from different points of view. "Write a story from another character's perspective." Assignment for children: imagine that for some time you have become the wind, a table, a pebble on the road, an animal, a teacher. Describe one day in your imaginary life. When performing this task, it is necessary to encourage the most inventive, original ideas, a plot twist that indicates penetration into a new unusual image. A variant of the task could be: “Make up a story using the given ending.” We evaluate the logic and originality of the presentation. “How many meanings does an object have” (according to J. Guilford). Children are offered a well-known object with known properties (brick, pencil, etc.). Task: find as many options as possible for non-traditional, but real application subject. When studying the section “What a delight these fairy tales are” in literary reading lessons, we used a technique developed by I. Vachkov.

Methodology for constructing fairy tales (methodology of I.V. Vachkov)

The teacher prepares cards, preferably a large number, with a picture on each of them. fairy tale character and his name is written. Female characters: Goldfish, Little Red Riding Hood, etc.; male characters: Aldar Kose, Golden Chub, Pinocchio, Brave Little Tailor, etc. When selecting, two conditions must be met: they must be well known to children. First option.

The group is divided into subgroups of five people. The cards must be shuffled; each group draws 5 cards at random, after 15-20 minutes they must act out a fairy tale well known to the children, in which the characters they were given would act.

Second option. Each participant draws a card with a picture of a fairy-tale hero.

Make the task more difficult by asking children to write a fairy tale about the life of a hero from famous fairy tales. In a fairy tale, the student can imagine himself Vas the main character, depicted in any form, age, appearance. After the children listen to the fairy tale, express their feelings: did you like the fairy tale or not, and if so, which ones; moments, if not, then why?

Educational programs for intellectually gifted children should:

) include the study of broad (global) topics and problems, which allows us to take into account the interest of gifted children in the universal and general, their increased desire for generalization, theoretical orientation and interest in the future;

) use an interdisciplinary approach in teaching based on the integration of topics and problems related to various fields of knowledge. This will stimulate the desire of gifted children to expand and deepen their knowledge, as well as develop their ability to correlate heterogeneous phenomena and find solutions at the “junction” of different types of knowledge;

) assume the study of "open type" problems , allowing to take into account children’s propensity for an exploratory type of behavior, problematic learning, etc., as well as to develop skills and methods of research work;

) take into account the interests of a gifted child to the maximum extent and encourage in-depth study of topics chosen by the child himself;

) support and develop independence in learning;

) ensure flexibility and variability of the educational process in terms of content, forms and methods of teaching, up to the possibility of their adjustment by the children themselves, taking into account the nature of their changing needs and the specifics of their individual methods of activity;

) provide for the availability and free use of various sources and methods of obtaining information (including through computer networks);

) include a qualitative change in the educational situation itself and educational material, up to the creation of special educational rooms with necessary equipment, preparation of special teaching aids, organization of field research, creation of “jobs” at laboratories, museums, etc.;

) teach children to evaluate the results of their work using meaningful criteria, develop their skills in public discussion and defending their ideas and results of artistic creativity;

) promote the development of self-knowledge, as well as understanding the individual characteristics of other people;

) include elements of individualized psychological support and assistance, taking into account the individual uniqueness of each gifted child.

One of the most important conditions for effective education of children with different types of giftedness is the development of educational programs that would correspond to the maximum extent to the qualitative specifics of a particular type of giftedness and take into account the internal psychological patterns of its formation.

There are four learning strategies that can be used in different combinations. Each strategy addresses the requirements of gifted curricula to varying degrees.

. Acceleration. This strategy allows us to take into account the needs and capabilities of a certain category of children with a high rate of development. It should be borne in mind that acceleration of learning is justified only in relation to enriched and, to one degree or another, in-depth educational content. An example of this form of training can be summer and winter camps, creative workshops, master classes, which involve intensive training courses in differentiated programs for gifted children with different types of giftedness.

. Deepening.This type of teaching strategy is effective with children who show extraordinary interest in a particular area of knowledge or activity. In this case, it is expected that more deep study topics, disciplines or areas of knowledge.

However, the use of in-depth programs cannot solve all problems. Firstly, not all children with mental giftedness show interest in any one area of knowledge or activity early enough; their interests are broad. Secondly, in-depth study of individual disciplines, especially in the early stages of education, can contribute to “violent or specialization too early, detrimental to the overall development of the child. These disadvantages are largely eliminated when training in enriched programs.

. Enrichment.An appropriate learning strategy focuses on quality learning content, going beyond the study of traditional topics by making connections with other topics, problems or disciplines. In addition, the enriched program involves teaching children a variety of ways and techniques of work. Such training can be carried out within the framework of the traditional educational process, as well as through immersing students in research projects, using special intellectual training to develop certain abilities, etc. Domestic options for innovative training can be considered as examples of enriched programs.

. Problematization. This type of teaching strategy involves stimulating students' personal development. The focus of learning in this case is the use of original explanations, revision of existing information, search for new meanings and alternative interpretations, which contributes to the formation of a personal approach to learning in students various areas knowledge, as well as the reflexive plane of consciousness. As a rule, such programs do not exist as independent programs (educational, general education). They are either components of enriched programs or exist in the form of special training extracurricular programs.

It is important to keep in mind that the last two learning strategies are the most promising. They make it possible to take into account the characteristics of gifted children as much as possible, and therefore should be used to one degree or another in both accelerated and in-depth versions of curriculum development.

To summarize the above, it is necessary to emphasize that, undoubtedly, every child should have the opportunity to receive an education at school that will allow him to achieve the highest possible level of development for him. Therefore, the problem of differentiation of education is relevant for all children, and even more so for gifted children.

The first is differentiation based on separateeducation of gifted children (in the form of their selection for training in an atypical school or selection when assigned to classes with different curricula).

The second is differentiation based on mixedteaching gifted children in a regular classroom at a general education school (in the form of multi-level education, individual educational programs, connecting a tutoring mode, etc.). The first form of differentiation can be conditionally designated as “external , the second - as “internal.

Considering the practical impossibility of involving all children with actual and latent giftedness in education under special programs, it is necessary to train teachers to work with gifted children in regular classrooms. This presupposes the teacher's knowledge of the principles of developmental education, including possession of special skills in applying strategies for differentiated programs for gifted children, as well as knowledge of non-traditional forms and methods of work in the classroom (group forms of work, research projects, etc.).

Each form of differentiation has its pros and cons. Thus, teaching gifted children in special classes or schools focused on working with gifted children can result in serious problems due to the variability of manifestations of giftedness in childhood. The situation is aggravated by the disruption of the natural course of the socialization process, the atmosphere of elitism and the stigma of being “doomed to success.” . In turn, the practice of teaching gifted children in regular schools shows that if the specifics of these children are not taken into account, they can suffer irreparable losses in their development and psychological well-being.

However, it must be recognized that the most promising and effective is working with gifted children on the basis of “internal differentiation. As the quality of the educational process in public schools improves, the qualifications of teachers increase, and developmental and personality-oriented teaching methods are introduced, the currently existing options for “external” differentiation in working with gifted children may be reduced to a minimum.

It should be noted that the development of research activities, in our opinion, is also a necessary condition for the development of creativity in younger schoolchildren. In a cognition lesson, when studying the section “Nature and Man” on the topic: “Bodies, substances, phenomena,” we played the game “Magic Transformations.” Based on this game, you can conduct a thought experiment. For example, we study how fire affects changes in the physical properties of water. One student is selected to play the role of Fire.

The rest of the children become droplets of water that freeze in the cold. They move slowly and turn into ice balls when the Fire is far away. When fire is nearby, they move faster, evaporate, and become invisible (crouch). When developing research skills, it is important to pay attention to the ability to ask questions.It is difficult for a primary school student to simply ask and accept someone Therefore, the development of this ability should be considered as one of the most important goals of pedagogical work. As experts in the psychology of creativity emphasize, the ability to pose a question and highlight a problem is often valued above the ability to solve it.

When performing this work, it is necessary to realize that behind small studies there are deep, important problems in the development of the intellectual and creative potential of the individual. Play is an effective means of development this skill. For example, the game "find the hidden word" . The presenter thinks of a word and reports the first letter. For example "A". Children ask different questions, such as “Is this edible?”, “Is it in the house?” etc etc The presenter answers only “yes” or “no”.

Direct guessing questions are prohibited. For example, "isn't that a mouse?" The ability to put forward hypotheses is one of the most important in research activities.

The first thing that makes a hypothesis appear is a problem. Hypotheses arise as possible solutions to a problem. When making assumptions, we use the words: maybe, suppose, perhaps, what, if, if, then. Here are a few exercises to train your ability to formulate hypotheses. For example, exercises on circumstances: Under what conditions will each of the items be very useful? Can you think of conditions under which two or more items would be useful? Under what conditions are these items useless and even harmful?

computer

-mobile phone

The next stage in the work is to teach children to define concepts.

Concept is one of the forms of logical thinking. This is a thought that reflects the subject in its essential and general characteristics. An important means of developing the ability to define concepts in younger schoolchildren are ordinary riddles. Children are especially interested in humorous riddles. Below are some riddles from the book by E.I. Sinitsina "Logic games and riddles".

What is the least nutritious food? (Pie that is eaten with the eyes)

Why do mother kangaroos hate rainy days so much? (after all, then the kids frolic at home. In their pocket.)

Children, what is long, yellow, and always points north? (magnetized banana)

Guess what the yellow thing is, with black stripes, that makes a “huzhzh” sound? (bee flying backwards)

What doesn't exist but has a name? (Nothing)

Who will you be at 20? (20 year old)

Cognition lessons allow children to experiment like no other. The most interesting experiments are real experiments with real objects and their properties. Here are a few simple situations that describe experimentation available to primary schoolchildren.

Experiment "Determining the buoyancy of objects." Let's start with an experiment to determine the buoyancy of objects. We invite the children to collect ten objects each. These can be a variety of objects, for example: a wooden block, a teaspoon, a small metal plate from a set of toy dishes, an apple, a pebble, a plastic toy, a sea shell, a small rubber ball, a plasticine ball, a cardboard box, a metal bolt, etc.

Now that the items have been collected, you can make hypotheses about which items will float and which will sink. These hypotheses must then be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water; in addition, a metal plate will float if it is carefully lowered into water without pouring water inside; if water gets in, she will, of course, drown.

After the first experiment is completed, we will continue the experiment and study the floating objects themselves. Are they all light? Do they all float the same way?

Let us give an example of an experiment when studying the topic “Substances”. Let's try to study experimentally the properties of water. Let's take different objects, for example: a sponge, a newspaper, a piece of cloth, a towel), polyethylene, a metal plate, a piece of wood, a porcelain saucer. Now carefully, using a spoon, we will gradually pour water over them. What objects do not absorb water?

Let us now list those that absorb, which absorbs better: sponge, newspaper, fabric or wood? If you splash water on part of each of these objects, will the whole object get wet or just the area where the water got in? Let's continue the experiment on the "disappearance" of water. Pour water into a porcelain saucer. It does not absorb water, we already know this from previous experience. We will mark the border up to which the water is poured with something, for example, a felt-tip pen. Let's leave the water for one day and see what happened? Some of the water disappeared and evaporated. We will mark a new boundary and check the water level again every other day. The water is steadily evaporating. It couldn't flow out, it couldn't be absorbed. It evaporated and flew into the air in the form of small particles.

While studying the topic “Phenomena,” you can conduct experiments with a beam of light. For this experiment we will need a table lamp or flashlight. Let's try to determine how different objects transmit light. Let's stock up on sheets of paper (drawing paper, regular notebook paper, tracing paper, colored paper from the craft kit), polyethylene of different densities, pieces of various fabrics.

Before conducting the experiment, let's try to hypothetically assume whether this or that object transmits light. Then we begin our experiment and experimentally find those objects that transmit light and those that do not transmit it.

Experiments with reflection. Many shiny objects are well known to children and allow them to see their own reflection. Let's try to experiment with reflection. First, let's think and look for where you can see your own reflection. After a collective conversation on this topic and finding several options, you should try to look in the room for an object. e you, in which you can see the reflection. These are not only mirrors, but polished furniture, foil, and some toy parts. You can also see your reflection, for example, in water.

Looking at our own reflections, let's try to determine whether the reflection is always clear and distinct, on what its clarity and clarity depends. Children, during experiments, will come to the conclusion that objects with very smooth, shiny surfaces give a good reflection; rough objects give a much worse reflection.

And there are many objects that do not allow you to see your own reflection at all. Let's conduct a study of the causes of reflection distortion. For example, you can see your own reflection in a not very flat mirror or window glass, in a shiny spoon, crumpled foil or other non-flat object. Why is it so funny in this case?

These experiments can have an interesting continuation at home. For example, children can be asked to conduct an experiment about how animals relate to their own reflection. Kittens, puppies, parrots and our other pets react especially vividly to their own reflection.

Experiment with light reflection. Let's try to conduct an experiment similar to the one that Galileo Galilei once conducted, proving to his colleagues that the Moon is not a polished ball at all. He used a white building wall and a mirror. Instead of a white wall, we can use a sheet of white drawing paper. From previous experiments we already know that smooth, perfectly polished surfaces give excellent reflections, and the better the surface is polished, the clearer the reflection. The surface of the mirror is much smoother than the surface of paper. But what will reflect the light beam better - a mirror or paper? What will be lighter - paper or mirror?

Statement and solution of the problem is another important stage in the work to create the desired quality. According to the algorithm of actions, it is clear that the research begins with identifying the problem and asking questions. For a primary school student, the concept of a problem sounds like complex issue, which is difficult to answer, so the teacher is required to reveal with the children the essence of the term “problem” in one of the lessons. Before giving a detailed definition, we ask the children; "What's the problem?" “Please tell me how you understand the problem?”

A problem is uncertainty; to eliminate it requires actions aimed at exploring everything related to the problem situation. A problem situation is any theoretical or practical situation in which there is no solution appropriate to the circumstances. It is possible that a student understands a problem as an explicitly formulated question, or more often a set of questions that arise in the course of cognition.

The word "problema" translated from ancient Greek means "difficulty", "obstacle", "difficulty", and not just a question. In terms of developing research skills, it is very important that the student, when starting his own research, clearly formulate the problem, that is, determine what will explore, then act. A teacher working to identify a problem with a student should be flexible and not always demand a clear statement of the research problem. Do not forget that for a primary school student it is quite enough to give a general, approximate description of the problem, which is considered fundamentally important in the formation of research behavior skills.

Before starting to work with students to identify problems, they introduced children to the types of problems and taught them to distinguish with the help of several exercises. Types of problems: Problems similar to mosaic , consist of several separate parts. In order to solve the problem as a whole, it is necessary to divide it into several separate parts and solve each component part. Addressing the students, they proposed the following situation: “Tomorrow is a day off, you want to do a lot. You agreed with a friend to watch a movie together, walk in the park for at least an hour; you really want to play new games that you recorded from the Internet, but this "You need at least an hour, otherwise you shouldn't even start. You need to do homework, at the request of your parents, you need to clean the room, which also takes at least an hour. These are your plans for the weekend."

Guys, how would you organize your day to get everything done? All students are on pre-prepared pieces of paper; perform the following types of work:

Draw a circle that will represent the problem of organizing a day off. Highlight the individual parts of the problem “How can I get everything done?” Write down how many parts you got. Divide this circle into parts according to the highlighted problems and label each highlighted part.

Answer the questions:

How many hours do you have in total?

How long does it take to work on each part of this problem?

How to distribute all your tasks over time?

Create a weekend schedule.

One of the types of work that allows you to unleash your creative abilities is preparing reports on the topic. The topic can be educational and given by the teacher, or the child can choose a topic that interests him independently. The reports are discussed and questions are asked. Here it is important to create an atmosphere of creativity and cooperation, be sure to praise the children for their work, especially noting what turned out well.

A more difficult level is independent research. The task is to collect the necessary information using possible sources and prepare a report. The teacher plays the role of a consultant. Since it is impossible to hear everyone in one lesson, children should be taught to speak briefly. Some reports are heard immediately, some later. When defending research results, the cognitive value of the topic, originality, value of the collected material, logic of work, language and style of presentation are assessed. Protecting an idea is a necessary and significant part of the job.

The work we carried out showed that in the experimental class the children acquired the skills of independent research work; most students have a taste for acquiring new knowledge; most students have mastered methods of obtaining information; increased interest in literary reading lessons and knowledge of the world; Most children learned to work both independently and in a team.

Analysis of the results of the control experiment

To determine the effectiveness of the work performed, a control experiment was conducted. This experiment involved solving the following problems: to identify the level of development of cognitive processes of primary schoolchildren in the experimental and control classes; compare the results of the control experiment with the data of the ascertaining experiment, and based on these data, draw conclusions and formulate methodological recommendations . The control experiment was carried out using the same methods as the ascertaining one. In addition, the following methods were used: observation, analysis of activity products, statistical methods of data processing. We will not dwell on the descriptions of the methods, since all the methods for diagnosing the level of development of research skills were used the same as at the ascertaining stage of the experiment, with some changes in the actual content.

Results of diagnosing the level of development of thinking abilities.

"A" class:

· low level - 9 people (36%)

· average level - 10 people (40%)

· high level - 6 people (24%)

3 "B" class:

· low level - human (28%)

· average level - 10 people (40%)

· high level - 8 people (32%)

Note that at the final stage of the experiment in both classes there is an increase in the level of development of thinking abilities. In general, compared to the results of the control class at the end of the experiment, in the experimental class the level of development of thinking abilities was 12% higher.

The final diagnosis of the level of development of verbal imagination showed that the level of imagination development in the experimental class increased compared to the beginning of the experimental activity (by 24%). Results of diagnosing creative imagination in control and experimental classes.

"A" class:

· low level - 11 people (44%)

· average level - 9 people (36%)

· high level - 5 people (20%)

3 "B" class:

· low level - 8 people (32%)

· high level - 5 people (20%)

Results of diagnosing the level of development of non-standard thinking in general for two classes.

3 "A" class:

· low level - 9 people (36%)

· average level - 11 people (44%)

· high level - 5 people (20%)

3"B" class:

· low level - 7 people (28%)

· average level - 12 people (48%)

· high level - 6 people (24%)

The indicators of the development of cognitive processes, non-standard thinking, verbal and creative imagination, which we obtained at the final stage of the experiment in the control and experimental classes, will be presented in summary table 3.

Table 3

Levels of development of cognitive processes at the end of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory 20 % 44 % 36 % 18 % 40 % 42 % Logical thinking 24 % 40 % 36 % 32 % 40 % 28 % Verbal imagination 20 % 40 % 40 % 32 % 44 % 24 % Creative imagination 20 %36%44%20%48%32%Thinking outside the box20%44%36%24%48%28%

The table data can be presented as a histogram in Figure 2

Figure 2 Summary results of diagnosing cognitive processes in grades 3 “A” and 3 “B” (final stage of the experiment)

As can be seen from the histogram, the experimental class is superior to the control class in terms of the level of development of all cognitive processes under study. The levels of development of thinking, memory and imagination are high and close to the 80% threshold. The results of diagnosing the levels of development of cognitive processes in the experimental class at the ascertaining and final stages will be presented in histograms

Figure 3 Results of diagnosing the levels of development of cognitive processes in the experimental class at the beginning and end of the experiment

Analyzing the results of measurements at the ascertaining stage of the experiment, we came to the conclusion that in the control and experimental classes there were no noticeable differences in the levels of development of cognitive activity. Both classes were dominated by the low level. The results of the ascertaining cut are presented clearly in the form of a graph (Figure 4)

Figure 4 Graph of differences in levels of cognitive activity in the control and experimental groups

At the end of the formative stage of experimental pedagogical work, we again measured the levels of development of cognitive activity. The measurement results are shown in Table 4.

Table 4

Levels of development of cognitive activity of primary schoolchildren at the end of the experiment

Levels 3 A 3 High 6 (24%) 1 (4%) medium 10 (40%) 4 (16%) low 9 (36%) 20 (80%)

Thus, compared to the beginning of the experiment, positive changes occurred in the levels of cognitive activity in the experimental group.

At the high level, enrollment increased by 20%; on average - by 20%.

In the control class, the picture remains unchanged, which once again confirms the effectiveness that the introduction of the pedagogical conditions we identified into the educational process contributes to the development of cognitive activity of younger schoolchildren. The results of the control section are clearly presented in the graph (Figure 5).

Figure 5 Graph of differences in levels of cognitive activity at the end of the experiment in the experimental and control groups

So, the analysis and generalization of the results obtained during the control experiment allow us to draw a conclusion about the effectiveness of the experimental pedagogical work carried out on the development of cognitive activity in the process of teaching primary schoolchildren. The hypothesis put forward at the beginning that if the educational process in primary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger schoolchildren was confirmed.

Nowadays, scientists, teachers, psychologists repeatedly address the problem of the teacher, giving this concept other names, for example, “competence”, “professional qualities” of the teacher. This question remains relevant, since, naturally, the state and society change over time, which means that the requirements placed on the teacher by the state and society change. The question remains which teacher qualities (or “competencies”) should be constant, i.e. independent of time.

And what qualities should be “movable”, i.e. necessary for a teacher-educator in connection with the requirements of the “new” time. For example, just 10-15 years ago, mastery of computer technology was not among the “competencies” of a teacher, but now this quality is necessary for a modern teacher. These questions are relevant for teacher education: “What kind of teacher should a pedagogical university prepare?”, and for school principals: “What kind of teacher should work in a modern school?”; "What kind of teacher does a modern student need?" and for parents who now have unlimited opportunities to choose an educational institution for their child, and most importantly, this question is important for students: “Which teacher will they be happy to learn from?” As is known, at different periods of historical time, an ordinary representative of society, be it a student or his parent, or a representative of the management structure, or the teacher himself - each of them, due to different social and economic positions, puts its own special content into the concept of “teacher personality.”

Therefore, it is interesting to find out what a modern schoolchild’s idea of a teacher is; for this purpose, the study “The Teacher through the Eyes of a Modern Schoolchild” was conducted. Students were presented with a questionnaire containing 3 questions:

) Which teacher is good and why? 2) Which teacher is bad and why? 3) What profession do you intend to choose for yourself in life and why? Analyzing the results obtained, the following conclusions were made.

Modern students make the greatest demands on such professional qualities of a teacher as universal education, erudition, awareness, progressiveness, the ability to teach interesting lessons, and give interesting tasks. It is interesting to note that in different age groups, students did not ignore such qualities as the appearance and style of the teacher; the children noted that the teacher should be “young”, “handsome”, “modernly dressed”, “smiling, charming”, “ cool", "stylish dresser".

We can conclude that the external, aesthetic side of the teacher’s perception is also important for students. It is also interesting that in 10th grade, 21% of students suggested a computer instead of a teacher, while 5th and 11th graders, on the contrary, do not want to see a computer instead of a teacher. The interests of children at the stage of their formation are labile and more susceptible to the influence of environmental conditions. It is important that it is junior schoolchildren and future school graduates who insist that the teacher must be a living person with a soul.

We can conclude that it is in the process of communicating with the teacher as a person that the process of teaching and learning takes place, and it is no less important for students to be perceived as individuals with their strengths and weaknesses. The people around him have a special influence on the development of a child, among whom the teacher is not the least important.

Thus, summarizing the above, we can name a number of qualities that a teacher should have and a number of qualities that are negative for a teacher.

Tactful.

Doesn't work creatively.

Pedantic, formalist.

Many teachers, even outside of school, are distinguished by an intrusive, didactic, instructive manner of deporting themselves. The habit of simplifying complex things in order to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black-and-white version, and the habit of constantly keeping oneself in control makes it difficult to express oneself emotionally.

It must be said frankly that for many years our school has been and remains the most effective tool for instilling conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and teacher thinking itself in the spirit of a personal approach to education.

Personal approach

Here are the qualities of a teacher who successfully solves his problems:

1. The teacher understands the student, respects his opinion, knows how to listen and hear, and “reaches” every student.

He is interested in his subject, knows it well and teaches it.

Loves children, kind, friendly, humane.

Sociable, good friend, open, sincere.

Inventive, creative, resourceful, quick-witted.

Applies psychological knowledge and techniques to solve difficult situations.

He controls himself and knows how to restrain his emotions.

Tactful.

Comprehensively developed, intelligent, able to speak.

He has a sense of humor, kind irony, and a little coquetry (!).

And these are the qualities of a teacher that are best not to work with in school.:

Aggressive, rude, insults students, uses physical force, tactless, uses his power over the student.

Indifferent, irresponsible, hates students and work

He is biased, unfair, has favorites, evaluates behavior rather than knowledge.

Immoral, selfish, selfish, takes bribes, extorts.

He does not know how to listen and understand the student, does not respect the student, does not recognize the student’s right to his opinion, is intolerant.

Incapable of generating interest in the subject and solving methodological and pedagogical problems.

Does not know his subject, has a limited outlook.

Unsure of himself, passive, withdrawn, unable to stand up for himself.

Doesn't work creatively.

Pedantic, formalist.

In order to overcome the stereotypes of his own thinking, a teacher must know the specific dangers and harms of his profession. The American sociologist W. Waller, in his work “What Teaching Does to the Teacher” (1932), described some of these harmful effects. Many teachers, even outside of school, are distinguished by an intrusive, didactic, instructive manner of deporting themselves. The habit of simplifying complex things in order to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black-and-white version, and the habit of constantly keeping oneself in control makes it difficult to express oneself emotionally.

The position of a teacher is a constant test, a test of power. It's not just about subjectivity and personal bias in assessments and attitudes toward students. In a bureaucratically organized education system, a teacher is, first of all, a civil servant, an official. Its main task is to prevent any incidents and deviations from officially accepted opinions.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of students, demanding that they say not what they think, but what they are supposed to say. Moreover, it is very easy for him to convince himself that he is acting in the interests of the children themselves, insuring them from future troubles. To suppress independent thought, grades, characteristics, manipulation of the opinions of fellow students, and pressure on parents are used. It must be said frankly that for many years our school has been and remains the most effective tool for instilling conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and teacher thinking itself in the spirit of a personal approach to education.

Personal approach- not just taking into account the individual characteristics of students that distinguish them from each other. This is a consistent, always and in everything, attitude towards the student as an individual, as a responsible and self-conscious subject of activity.

K.D. Ushinsky wrote that “in the fire that enlivens youth, a person’s character is cast. That is why one should neither extinguish this fire, nor be afraid of it, nor look at it as something dangerous for society, nor hinder its free burning. And only take care of so that the material that flows into the soul of youth at this time is of good quality" (Ushinsky K.D. Man as a subject of education.

Domestic experience in developing children's creative activity shows that methodological guidance is necessary for the development of independent activity. It is necessary to plan exemplary activities and outline management techniques. All this helps to maintain children’s sustainable interest in creativity.

A teacher can use a whole group of methods to develop independent actions with artistic content. This is the organization of targeted observation, conversations, questions.

The personality of a gifted child bears clear evidence of his originality, since both the level and individual originality of the child’s activity are determined primarily by his personality. Understanding personal characteristics for a gifted child is especially important in cases of so-called latent giftedness, which does not manifest itself in successful activities until a certain time. It is precisely the peculiar personality traits, as a rule, organically associated with giftedness, that force a teacher or school psychologist to assume that such a child has increased capabilities.

1. Uneven age development of gifted children

2. Family of a gifted child

. Relationships of a gifted child with peers and adults.

. Personality of a gifted child

. Problems of gifted children

A number of psychological studies and special observations show that gifted children are generally much more prosperous than other children: they do not experience problems in learning, communicate better with peers, and adapt more quickly to a new environment. Their deep-rooted interests and inclinations, developed since childhood, serve as a good basis for successful personal and professional self-determination. True, these children may also have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potential.

The most common problems are:

communication, social behavior,

dyslexia - poor speech development

emotional development,

developmental dissynchronization

physical development,

self-regulation,

lack of creativity,

difficulty in professional orientation,

maladjustment

The level of creative abilities influences the level of development of cognitive processes. Children with a high level of creative abilities also have a higher level of cognitive processes compared to children with a low level of creative abilities.

Thus, indeed, children with a high level of creative abilities also have high results in other aspects of cognitive processes than children with a lower level of creative abilities, in particular in terms of attention and imagination. Thus, by developing the child’s creative potential, his creative abilities, we also develop the cognitive processes of the individual. (Table No. 2)

The study identified the necessary conditions for effectively adjusting the social circle of schoolchildren, its structure and content; this is the organic inclusion of adjustments in the life of the team; the adequacy of adjustment methods to the characteristics of age-related types of communication among schoolchildren; enrichment and complication of ways of carrying out the life activities of a collective or group; saturation of life activity with creativity, both in content and in the forms of its organization; the emotionality of the life style and, as a result, the emotional involvement in the life of the team of each student; a certain style of relationships in the team, characterized by democracy and interest in each student; amateur performance as a principle of organizing the life of a team. .

There are many ways to conduct research, but due to diagnostics, traditional methods such as interviews and questionnaires are ineffective. Because children of this age experience difficulties associated with insufficient ability to realize, analyze, and express their problems in words. Here it is necessary to establish a long-term trusting contact, during which a free, frank discussion of the child’s specific experiences becomes possible.

According to Renzulli, the task of teachers working with gifted children is to provide them with skillful methodological assistance. A bright child, for example, may well need advice on how to use the library.

Bloom's cognitive model has also proven its suitability as a basis for developing programs for gifted preschoolers.

Conclusion

Currently, modern education dictates new tasks and calls for the development of intellectual and creative qualities of the individual. One of the important ways to solve this problem is to develop the cognitive activity of students already at the initial stage of education. In order for the processes of development and self-development of a junior schoolchild to proceed intensively, the teacher needs to stimulate the cognitive processes of schoolchildren, form and develop research skills, stimulate cognitive activity and a thirst for new impressions and knowledge.

Naturally, pedagogical support alone is not enough, therefore, we believe that the child must be purposefully taught knowledge, skills and abilities of cognitive activity. In this study, we tried to substantiate and practically test some pedagogical conditions that ensure the effectiveness of the development of junior schoolchildren in a comprehensive school. During the work carried out, the following tasks were solved:

based on the analysis of specialized literature, the essential characteristics of creativity and its role in the development of students’ cognitive activity are revealed;

-the features of cognitive activity of a junior schoolchild are revealed;

Experimental work was carried out on the development of cognitive activity of younger schoolchildren.

The experimental pedagogical work carried out confirmed the effectiveness of the work carried out and made it possible to develop the following methodological recommendations for the development of cognitive skills of primary schoolchildren:

.Teach children to act independently, avoid direct directions and instructions.

2.Do not restrain children’s initiative, encourage original solutions.

.Do not do for students what they can do on their own.

.To develop in students the ability to independently see problems, to trace connections between objects and phenomena, to develop skills for independent problem solving, to teach analysis, synthesis, classification, and generalization of information.

.Learn to defend your ideas and abandon erroneous ones.

.Develop students’ cognitive processes using the possibilities of creative tasks, project-based teaching methods, etc.

The completed thesis research does not exhaust the problem under consideration, but is one of the possible ways to solve it. In our opinion, the issues of intensifying cognitive activity, methods and means of its development, as well as the problem of the relationship between cognitive and creative activity of students are of interest.

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The disciple is not a vessel to be filled, but a torch to be lit.

L.G. Peterson

One of the most important qualities modern man is active mental activity, critical thinking, search for new things, desire and ability to acquire knowledge independently.

Activation of students' cognitive activity is one of the pressing problems at the current level of development of pedagogical theory and practice. Pedagogical science and school practice have accumulated considerable experience in the use of methods and organizational forms that stimulate the cognitive powers of students. Interest in this side of learning has increased in recent years. In intensifying the learning process lies the opportunity to overcome the aggravated contradictions between society's demands for primary education and mass teaching experience, between pedagogical theory and school practice. The process of cognition in younger schoolchildren is not always purposeful, mostly unstable, episodic. Therefore, it is necessary to develop the cognitive interest and activity of the primary school student in various types of activities. The problem of activating cognitive activity has always faced teachers. Socrates also taught his listeners the ability to think logically, to seek truth by thinking. J.-J. Rousseau, in order for the student to want to learn and find new knowledge, created special situations for him that forced him to engage in cognitive search. Pestalozzi, Disterweg and other teachers taught in such a way that the student not only received, but also sought knowledge. However, this problem was fully developed in the pedagogy of D. Dewey and scientists of the 20th century. Dewey criticized the verbal, book school, which gives the child ready-made knowledge, neglecting his abilities for activity and cognition. He proposed training when the teacher organizes the activities of children, during which they solve problems that arise for them and gain the knowledge they need, learn to set problems, find solutions, and apply the knowledge gained. A holistic system of training and education, based on stimulating the cognitive interest of schoolchildren and organizing their joint interested activities with the teacher, was developed by Sh.A. Amonashvili. Schools, wrote J. Piaget, “should prepare people who are able to create new things, and not just repeat what previous generations did, people who are inventive, creative, who have a critical and flexible mind and who do not take for granted everything that is offered to them.” " Success is the most important incentive for human activity. This psychological phenomenon is especially pronounced in childhood, when other motives and incentives are still unstable or weakly expressed. A child who performs poorly and lags behind his peers quickly loses interest in learning and his cognitive activity in the lesson approaches zero. A.V. Slastenin notes that the success of learning is ultimately determined by the student’s attitude to learning, their desire for knowledge, the conscious and independent acquisition of knowledge, skills, abilities, and their activity. Cognitive interest is formed in the learning process through the substantive content of the activity and the emerging relationships between participants in the educational process. This is facilitated by the widespread use of the factor of novelty of knowledge, elements of problem-solving in teaching, attracting data on modern achievements of science and technology, demonstrating the importance of knowledge, abilities, skills, organizing independent work of a creative nature, organizing mutual learning, mutual control of students, etc. In the active perception and comprehension of the material being studied, the teacher’s ability to give this material an exciting character, to make it lively and interesting, is of great importance. The main task of the teacher when organizing an effective educational and cognitive process is to include entertaining moments, elements of novelty and the unknown into the material being studied, which contributes to the development of cognitive interest and the formation of cognitive needs. It should be noted that the formation of cognitive interest in learning is an important means of improving the quality of learning. This is especially important in elementary school, when permanent interests in a particular subject are just being formed and determined. In order to develop in students the ability to independently replenish their knowledge, it is necessary to cultivate their interest in learning and the need for knowledge. One of the most important factors in developing interest in learning is children’s understanding of the need for a particular material being studied. For the development of cognitive interest in the material being studied, the teaching methodology of this subject is of great importance. Therefore, before starting to study any topic, the teacher must devote a lot of time to searching for active forms and methods of teaching. You can’t force someone to study; you have to get them excited about learning. And this is absolutely fair. True collaboration between teacher and student is possible only if the student wants to do what the teacher wants. In order to activate the cognitive activity of children, it is necessary to introduce an element of entertainment into both the content and the form of work. Cognitive activity develops logical thinking, attention, memory, speech, imagination, and maintains interest in learning. All these processes are interconnected. Many teachers use various methodological techniques in the educational process: didactic games, game moments, working with dictionaries and diagrams, introducing integration, etc. The game is the “child of labor”. The child, observing the activities of adults, transfers them into play. The game is a favorite form of activity for younger schoolchildren. In play, mastering game roles, children enrich their social experience and learn to adapt to unfamiliar conditions. Children's interest in didactic play moves from play action to mental task. A didactic game is a valuable means of cultivating the mental activity of children; it activates mental processes and arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in students, creates a joyful working mood, and facilitates the process of assimilation of knowledge. Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote: “Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.” In didactic games, the child compares, observes, contrasts, classifies objects according to certain characteristics, performs analysis and synthesis available to him, and makes generalizations. However, not every game has significant educational and educational significance, but only those that acquire the character of cognitive activity. A didactic educational game brings the child’s new cognitive activity closer to what is already familiar to him, facilitating the transition from play to serious mental work. Educational games make it possible to solve a whole range of learning and education problems at once. Firstly, they offer enormous opportunities for expanding the amount of information children receive during learning and stimulate an important process - the transition from curiosity to inquisitiveness. Secondly, they are an excellent means of developing intellectual creative abilities. Thirdly, they reduce mental and physical exercise . In educational games there is no direct teaching. They are always associated with positive emotions, which sometimes cannot be said about direct learning. Cognitive play is not only the most accessible form of learning, but also, which is very important, the most desired by the child. In the game, children are ready to learn as much as they want, practically without getting tired and enriched emotionally. Fourthly, educational games always effectively create a zone of proximal development, an opportunity to prepare the consciousness for the perception of new things. O.S. Gazman identifies the following requirements for the use of educational games: 1. The game must correspond to the children’s knowledge. Problems for which children do not have any knowledge will not arouse interest and desire to solve them. Tasks that are too difficult can discourage a child. Here it is especially important to observe the age approach and the principle of transition from simple to complex. Only in this case will the game be of a developmental nature. 2. Not all children have an interest in games that require intense mental work, so such games should be offered tactfully, gradually, without applying pressure, so that the game is not perceived as deliberate learning. Game situations are used mainly to ensure that children clearly understand the meaning of the task. Individual game elements are included as reliable incentives for interest in learning and completing a specific educational task. Mysterious names of didactic games help to mobilize children's attention, tire less, create positive emotions in the lesson and contribute to the solid assimilation of knowledge. But the value of a didactic game must be determined not by what reaction it evokes from children, but we must take into account how effectively it helps solve the educational problem for each student. The use of didactic games brings good results if the game fully corresponds to the goals and objectives of the lesson and all children actively participate in it. By playing with passion, they learn the material better, do not get tired and do not lose interest. In the process of playing, children develop general educational skills and abilities, in particular the skills of control and self-control, and develop character traits such as mutual understanding, responsibility, and honesty. Cognitive interest is the highest stimulus of the entire educational process, a means of activating the cognitive activity of students. A variety of effective techniques awakens in children interest and a positive attitude not only to the results, but also to the learning process itself, to the teacher, and confidence in overcoming difficulties. The formation of students’ cognitive interests and the development of an active attitude to work occurs, first of all, in the classroom. It is necessary to intensify the cognitive activity of students and increase interest in learning at every stage of any lesson, using various methods, forms and types of work for this: a differentiated approach to children, individual work in the lesson, various didactic, illustrative, handouts, technical teaching aids and others . It is fundamentally important that children experience the joy of discovery at every lesson, so that they develop faith in their abilities and cognitive interest. Interest and success in learning are the main parameters that determine the full intellectual and physiological development, and therefore the quality of the teacher’s work. The student works in class with interest if he completes tasks that are feasible for him. One of the reasons for the reluctance to learn is precisely that the child is offered tasks in lessons that he is not yet ready to complete and which he cannot cope with. Therefore, it is necessary to know well the individual characteristics of children. The teacher’s task is to help each student assert himself, seek and find his own ways of obtaining an answer to the question of the task. Creating non-standard situations in the lesson contributes to the development of cognitive interest and attention to the educational material, student activity and relieving fatigue. The most often used in teachers' practice are a lesson-fairy tale, a lesson-competition, a lesson-travel, a lesson-game. Each of these lessons has a number of its own characteristics, but they all help create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which ultimately facilitates the process of learning knowledge. Another method of enhancing cognitive activity is integration. Integration is a process of convergence and connection of sciences, occurring along with processes of differentiation. It represents a high form of embodiment of interdisciplinary connections at a qualitatively new level of education. Such a learning process, under the influence of purposefully implemented interdisciplinary connections, affects its effectiveness: knowledge acquires systematic qualities, skills become generalized, complex, the ideological orientation of students’ cognitive interests is strengthened, their conviction is more effectively formed and comprehensive personal development is achieved. Thus, intensifying the cognitive activity of students in the classroom is one of the main directions for improving the educational process at school. Conscious and lasting assimilation of students' knowledge takes place in the process of their active mental activity. Therefore, work in each lesson should be organized so that the educational material becomes the subject of active actions by the student. Junior school age is the age when emotions play perhaps the most important role in personality development. Therefore, techniques for activating cognitive activity, an individual approach, and dosage of task complexity are of paramount importance, making it possible to create a situation of success for each child. Each child must move forward at his own pace and with continued success. The success of learning is achieved not so much by making tasks easier, but by developing in children the desire and ability to overcome difficulties, creating an atmosphere of passion and goodwill. Many practicing teachers do not consider it necessary to combine teaching methods and use a constant set of techniques. But leading teachers and psychologists note that monotonous activities inhibit cognitive activity. Performing the same type of exercises, of course, contributes to the acquisition of knowledge, skills, and abilities, but it also has a negative effect. In this case, cognitive activity is high only at the moment of familiarization with something new, then it gradually decreases: interest disappears, attention is scattered, and the number of errors increases. Thus, the main task of the teacher is to structure the educational process in such a way that students would be able to establish close relationships between all stages and would be able to see the final result of their work. So, the teacher needs to try to bring the study of program material as close as possible to life, to make the learning process more emotional and interesting. This will arouse in primary school age students an interest in new things, a desire to explore the world and, taking into account the psychological characteristics of children, help them better and more easily absorb educational material.

COGNITIVE DEVELOPMENT OF A JUNIOR SCHOOLCHILDREN

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Aksana Nugamanova
Formation of cognitive activity in younger schoolchildren

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

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

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

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

Create a friendly atmosphere in the classroom;

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

Concentrate on the main educational material;

Avoid overloading students.

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

We would like to bring to your attention the experimental and pedagogical work we have carried out, the purpose of which was formation of cognitive activity in younger schoolchildren.

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

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

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

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

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

- Define goals: what groups are fairy tales divided into, types of fairy tales, what is the peculiarity of the construction of a fairy tale, how does it differ from other literary works.

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

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

Usage "black box" with fairy tale items.

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

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

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

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

Prepared homemade exercise: emblem, team name, greeting.

We solved crossword puzzles using riddle clues.

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

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

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

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

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

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

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

Finding a map of the island using penmanship.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Using these techniques contributed:

Promotion student activity in class;

formation skills of independent and group work with educational material;

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

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

Problematic presentation of knowledge.

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

Research - based on acquired and new knowledge.

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

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

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

educational creativity schoolboy educational

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

Features of a teacher’s work: teachers, according to G.I. Shchukina should reveal the objective possibilities of interests in the pedagogical process

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Let's look at the most significant of them.

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

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

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

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

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

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

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

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

Programmed learning is closely related to algorithmization; its essence is an extremely clear and precise selection of information supplied to students in small doses. Within the step-by-step movement it is set Feedback, allowing you to immediately see whether the problem is understood or solved.

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

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

A computer is not just a technical device that complements, for example, visualization in teaching, it requires appropriate software

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thus, the analysis of psychological and pedagogical literature showed:

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

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

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

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

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

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