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Lesson on the topic “Intellectual development of younger schoolchildren. Intellectual development of children of primary school age

The concept of “intelligence,” which passed into modern languages from Latin in the 16th century and originally denoted the ability to understand, has become an increasingly important general scientific category in recent decades. . Intellectual resources are discussed in the specialized literature separate groups population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in pedagogy is related to the study of the cognitive sphere of the individual. As is known, the cognitive sphere of personality is studied using tests.

The ideas of Francis Galton were further developed in the works of the American psychologist Cattell James McKean, who developed test systems to study various types of sensitivity, reaction time, and short-term memory capacity.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, designated by the term “mind”, “intelligence”. This step was taken by the famous psychologist Alfred Binet, who in 1905, together with Theodore Simon, developed a system of tests to measure the level of intelligence development in children.

Based on test methods, an indicator of mental development is obtained - the intelligence quotient (English: Intellectual quotient, abbreviated as IQ). The system of tests for determining IQ includes both tasks that require a verbal answer to posed questions, and manipulation tasks, for example, folding a whole figure from its given parts. It is required to solve (with a time limit) simple arithmetic problems and examples, answer a number of questions, and determine the meaning of certain terms and words. Answers are scored on a certain pre-established scale. The total number of points obtained for all tasks is converted into the corresponding IQ indicator.

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

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

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

Digital capabilities.

Vocabulary.

The ability to perceive similarities or differences between geometric shapes.

Speech fluency.

Reasoning ability.

Here, as components of intelligence, we take both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to perform digital operations, vocabulary). The English psychologist Hans Jorgen Eysenck essentially reduces human intelligence to the speed of mental processes.

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

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

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

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

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

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

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

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors, in his opinion, theoretically possible). In order to get an idea of the intellectual development of the subject, it is necessary, according to Guilford, to examine the degree of development of all factors that make up intelligence.

Loomis Lemon Thurstone, in turn, developed a model of intelligence consisting of 7 factors:

Spatial ability.

Speed of perception.

Ease of handling digital material.

Understanding words.

Associative memory.

Speech fluency.

Understanding or reasoning.

In general, intelligence (from the Latin intellektus - understanding, concept) - in a broad sense, all human cognitive activity, in a narrower sense - thinking.. In our work we will focus on the definition of intelligence as a set of cognitive processes from sensations and perceptions to thinking and imagination, inclusive .

The leading role in the structure of intelligence is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation, memory records phenomena that are significant in one way or another and selectively “presents” them in the process of reflection, imagination is included as a necessary link in solving a creative problem, i.e. each of the mental processes is organically included in the mental act of the subject. Intelligence is the highest product of the brain, and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensual) forms. A qualitative leap in the development of human intelligence occurred with the emergence of labor activity and the appearance of speech. Intellectual activity is closely related to human practice, serves it, and is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of existence.

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

The development of a child’s intellect requires the comprehensive development of his cognitive abilities (breadth and subtlety of various sensations, observation, exercises different types memory, stimulation of the imagination), but especially the development of thinking. Cultivating the intellect is one of the central tasks of the comprehensive harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important aspect of preparing younger generations for life and work, which consists in guiding the development of intelligence and cognitive abilities by stimulating interest in intellectual activity, equipping them with knowledge, methods of obtaining it and applying it in practice, and instilling a culture of intellectual work ". Caring for the education of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development. It has been proven that intellectual development is a continuous process that takes place in learning, work, games, life situations, and that it occurs most intensively during the active assimilation and creative application of knowledge, i.e. in acts that contain particularly valuable operations for the development of intelligence.

We can identify typical features of developed intelligence, knowledge of which is important for understanding the process of intellectual development. The first such feature is an active attitude towards the surrounding world of phenomena. The desire to go beyond the known, the activity of the mind finds expression in constant striving to expand knowledge and creatively apply it for theoretical and practical purposes. Closely related to the activity of intellectual activity is observation, the ability to identify their essential aspects and relationships in phenomena and facts.

Developed intelligence is distinguished by its systematic nature, providing internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches. The systematic nature of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained. Developed intelligence is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative character. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He looks for new ways to study reality, notices previously unnoticed facts and gives explanations for them, and identifies new patterns.

In modern science it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between a student’s learning and his intellectual development has not yet been sufficiently studied. The very concept of intellectual (mental) development is interpreted differently by different researchers. Among the first to call for research into general mental development, general intelligence Sergei Leonidovich Rubinstein and Borims Gerasimovich Ananyev spoke. Thus, Borims Gerasimovich Ananyev spoke about these categories as such a complex mental feature of a person, on which the success of learning and work depends.

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

Psychologists are trying to uncover the structure of general mental abilities. For example, Nikolai Dmitrievich Levitov believes that general mental abilities, first of all, include those qualities that are designated as intelligence (speed of mental orientation), thoughtfulness, and criticality. N.A. Menchinskaya fruitfully studied the problem of mental development with a group of her collaborators. These studies are based on the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. Blonsky drew attention to this: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is of reasoning.” Thus, knowledge necessary condition thinking. Secondly, to characterize mental development, those mental operations through which knowledge is acquired are important. That is, a characteristic feature of mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be classified as intellectual skills. In the word, mental development is characterized both by what is reflected in consciousness and, even more so, by how the reflection occurs.

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

a) connections between analysis and synthesis,
b) the means by which these processes are carried out,
c) the degree of completeness of analysis and synthesis.

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

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

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

1) independence of thinking,
2) speed and strength of assimilation of educational material,
3) quick mental orientation (resourcefulness) when solving non-standard problems,
4) deep penetration into the essence of the phenomena being studied (the ability to distinguish the essential from the unimportant),
5) criticality of mind, lack of inclination to biased, unfounded judgments.

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

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

1) speed (or, accordingly, slowness) of assimilation;
2) flexibility of the thought process (i.e., ease or, accordingly, difficulty in restructuring work, adapting to changing task conditions);
3) close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;
4) different levels of analytical and synthetic activity.

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

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

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

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

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

techniques of mental activity;

the ability to independently acquire knowledge, etc.

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

The problem of intellectual development of students in the modern school environment is acquiring dominant importance. Attention to this problem is dictated by the conditions of modern life.

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

Focus on a person with a high level of development of various qualities of intelligence encourages teachers to constantly search for ways to update the educational process, as well as to identify and create psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

Primary school age is characterized by intensive intellectual development. During this period, all mental processes develop and the child becomes aware of his own changes that occur during educational activities.

In different psychological and pedagogical sources, the concept of “intelligence” is revealed in different ways.

D. Wexler understands intelligence as the ability to successfully measure one’s strengths and life circumstances, using accumulated experience and knowledge. That is, he views intelligence as a person’s ability to adapt to the environment.

Psychologist I.A. Domashenko: “Intelligence is a general cognitive ability that determines a person’s readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.”

So, Intelligence is the totality of an individual’s qualities, which ensures a person’s mental activity. In turn, it is characterized by:

Erudition: the sum of knowledge from the field of science and art;

The ability to perform mental operations: analysis, synthesis, their derivatives: creativity and abstraction;

The ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;

Attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

Intellectual development- this is the formation of the ability to master and use various types of thinking (empirical, figurative, theoretical, concrete historical, dialectical, etc. in their unity). Its organic part is the ability to independently analyze events and phenomena of reality, draw independent conclusions and generalizations, as well as speech development: possession and free use of vocabulary.

Mental development -- quantitative and qualitative changes that occur in the cognitive characteristics of an individual over time. Mental development is a dynamic system, determined both by the assimilation of social experience in the course of the child’s activities, under the influence of spontaneous and purposeful learning, and by the maturation of the organic basis. The maturation of organic structures, on the one hand, creates the necessary prerequisites for development, and on the other hand, it itself depends on the functioning of the corresponding organic systems in the process of carrying out activities. The mental development of a child is stage-by-stage. At each age level, specific prerequisites arise for learning new things. social experience, for mastering new ways of activity, for the formation of new mental processes. Mental development proceeds very differently depending on the living conditions and upbringing of the child. With spontaneous, unorganized development, its level is reduced and bears the imprint of the defective functioning of mental processes.

In Russian psychology, human mental development is understood as a qualitatively unique type of its functioning, characterized by the emergence of qualitatively new psychological formations and the transition of the psychological system to a new level of functioning (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov). Many psychologists, in search of specific indicators of U. r. turn to the analysis of the mental activity of students carried out in the process of schooling, to the characteristics of holistic educational activity. The following are considered as indicators of mental development: internalization, i.e. the transformation of practical (external) objective actions into mental actions (L.S. Vygotsky, P.Ya. Galperin, N.F. Talyzina) - learning ability, i.e. ability to assimilate knowledge, work techniques, characterized by the pace of progress (B.G. Ananyev, Z.I. Kalmykova) - the ability to generalize the transfer of mental operations to new material, to new conditions (E.N. Kabanova-Meller). There are also other indicators of holistic educational activity that can serve as characteristics of the level of mental development. Many researchers look for indicators of mental development in the characteristics of cognitive mental processes, mainly in the characteristics of thinking and memory. This is due to the fact that it is the noted mental functions that ensure the assimilation of incoming information and the individual’s adaptation to the environment, which is considered as the ultimate goal of the functioning of the human cognitive sphere.

A child entering school is influenced by educational process. A change in cognitive processes occurs in the consciousness, preparing the child for adult life. This requires special interest and diligence from students.

The development of schoolchildren arises from junior school and lasts until the end of training. Of course, the development does not end there. The school one is being replaced by another development. So, primary school age is considered more important in the development of schoolchildren. Child psychologists say that this stage is considered decisive in the intellectual development of children. In elementary school, changes occur in the child's mind.

Children begin to engage in new, hitherto unknown types of activities and activities. Such activities sometimes require perseverance and perception from the student. Some psychologists have noticed that it is primary school students who are able to realize and remember more information than students in high school. Perhaps this can be traced because at a younger age it is possible to arouse interest in learning.

The intellectual development of schoolchildren must include cognitive processes. The development of intelligence at school age will be influenced by memory, thinking, and perception. It is necessary to pay special attention to memory. At primary school age, children's memory is simply excellent. They can be said to senselessly remember everything that the teacher tells them.

In high school, this ability sharply declines; perhaps this is due to the fact that the acquired knowledge is already being comprehended and assimilation occurs worse. The development of children's intelligence is also influenced by means of thinking. If a schoolchild is forced to think out loud and express his thoughts in words, then the development of intelligence will be more successful.

In particular, the development of intelligence will be influenced by the student’s ability to use images when expressing his thoughts. In many ways, the intellectual development of a student is influenced by communication with the outside world, people, and especially with adults. Because it is adults who will serve as objects of imitation and a source of various knowledge for children. It is also worth paying attention to educational games, in particular games in groups, in pairs.

It is also necessary for the formation of intellectual abilities and literary development of schoolchildren. Introducing a child to reading books helps develop memory, perseverance, improves speech skills, and develops logical thinking. In order to somehow identify intellectual abilities, they resort to a variety of techniques.

There are a number of methods for developing intelligence. In particular, these are all kinds of intellectual tests, which are a set of techniques. Let's list some of them. For example, a school intelligence test. Thanks to this test, it is possible to identify in a student, in addition to his general level of intelligence, the degree of assimilation of knowledge acquired in the classroom. It also makes it possible to determine which abilities or capabilities are more developed in children.

This psychological test has two equal forms A and B, which include six subtests with different composition tasks. In total, the test contains 119 tasks that students must complete in forty minutes. There is a specific time limit for completing the subtest. When performing a psychological test, the individual indicator is the entire sum of points obtained by adding up the results of solving the entire set of tasks.

There is also a test of mastery of thinking. School test of mastery of thinking - in it, most of the tasks are based on information from school textbooks. All tasks are arranged by discipline (Russian language, literature, mathematics, history, etc.). Tasks are presented in the form of tasks closed type. Each student's correct answer should be worth 1 point.

The level of knowledge of conceptual thinking is determined as a percentage (the percentage of all correct answers out of the total number of questions). Based on the test results, you can also find out information about the percentage of correct answers to questions related to certain academic disciplines. The psychological test SHTOM contains 2 corresponding forms - A and B for conducting the test and its purpose for recognizing the thinking of students in the second, third and fourth (fifth) grades.

The process of conceptual thinking provides an opportunity to organize, analyze and systematize the information received, classify it into familiar categories, and also allows you to draw conclusions and conclusions. The Guilford psychological test can also be classified as a method of intellectual development.

Thanks to this test, it is possible to determine social intelligence. J. Guilford's test makes it possible to measure the general level of development of social intelligence, as well as assess individual abilities in understanding the behavior of children and adults: the ability to foresee the consequences of behavior, the correspondence of the display of verbal and nonverbal expressiveness, awareness of the logic of development in complex situations of interpersonal interaction, awareness intrinsic motivation in human behavior.

A similar method of intellectual development is provided for the entire age range, starting with children aged 9 years. The total time for conducting a psychological test, including familiarization with the instructions, is half an hour. The following tips can be offered to parents of students. In order for the child’s intelligence level to increase, the student must be given more independence. Let him discover new knowledge for himself.

Create conditions for the child to complete his activities so that he is interested in learning and discovering something new for himself. It is necessary to constantly praise the student for his academic success, as well as for his patience and perseverance. It has been noted that praise and support provide an opportunity to significantly increase a student’s intellectual achievements. Under no circumstances should you give a child negative marks for his achievements.

In this regard, he may lose interest in studying, his intellectual abilities may decrease, and he may lose confidence in himself and his abilities. Also, parents should not compare students with other children; it is better to compare him with himself. For example, when performing some task, tell him that today he did better than yesterday. With this approach, the child will improve himself, thereby improving his abilities and capabilities.

Parents should support their child in all endeavors and aspirations. Also, there is no need to rush to give him tasks that exceed his intellectual abilities; parents need to be patient. There is no need to force the student to do any tasks; if he is spinning, overtired or upset, it will be great to do something else with him. It is also necessary to periodically allow the child the opportunity to sometimes do something he likes, in addition to studying.

In conclusion, we can say the following. In order for a student’s intellectual abilities to be well developed, it is necessary to constantly study with him. Give more independence in choosing activities, hobbies, and aspirations.

Features of the intellectual development of younger schoolchildren

Stepannikova E. P.

Candidate of Pedagogical Sciences, VKK teacher,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Knowledge and consideration of age psychological characteristics for younger schoolchildren allows the primary school teacher to choose different forms, methods and means of teaching that have great potential for the intellectual development of younger schoolchildren.

Literature

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

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

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

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

Municipal budget educational institution

"Secondary school No. 28"

Intellectual development of younger schoolchildren

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction………………………………………………………………………………1

Chapter 1. Psychological - pedagogical foundations of intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills………………………………………………………..4

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

schoolchildren at Russian language lessons

Research activities of junior schoolchildren at

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

References…………………………………………………………….52

Appendix………………………………………………………..55

1 Introduction.

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

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

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

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

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

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

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

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

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

Monologue method - replenishes students' knowledge

additional facts.

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

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

Purpose of the work:

1. Increase interest in the learning process.

2. The ability to solve non-standard problems.

3. Fostering independence and perseverance in

achieving the goal.

4. The ability to analyze and think logically.

Object work is the process of teaching schoolchildren.

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

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

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

Reveal the essence of intellectual development.

Organize research work.

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

Analysis of psychological, pedagogical, methodological works on the research topic;

Observation, conversation, testing, questioning;

Pedagogical experiment and data processing.

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

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of “intelligence”, passed into modern languages from Latin to XVI century and originally denoted the ability to understand, has become in recent decades an increasingly important general scientific category. Special literature discusses the intellectual resources of individual groups of the population and the intellectual needs of society as a whole.

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

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

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

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

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

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

Digital capabilities.

Vocabulary.

The ability to perceive similarities or differences between objects.

Speech fluency.

Reasoning ability.

Memory.

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

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

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

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

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

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

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

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

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

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

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

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

Spatial ability.

Speed of perception.

Ease of handling digital material.

Understanding words.

Associative memory.

Speech fluency.

Understanding or reasoning.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

a) connections between analysis and synthesis,

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

c) the degree of completeness of analysis and synthesis.

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

independence of thinking,

speed and strength of assimilation of educational material,

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

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

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

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

speed (or, accordingly, slowness) of assimilation;

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

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

different levels of analytical and synthetic activity.

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

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

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

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

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

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

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

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

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

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

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

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

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

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

perceive,

remember,

be careful

think,

have intuition.

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

1. Motivation for learning.

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

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

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

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

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

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

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

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

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

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

students' awareness of learning as a public duty;

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

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

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

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

persistent overcoming learning difficulties;

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

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

2. The ability to perceive.

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

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

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

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

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

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

For successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer a person’s experience, the more knowledge he has, the richer his

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

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

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

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

3. The ability to be attentive.

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

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

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

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

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

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

4. Ability to remember.

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

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

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

Memory as a mental process is divided into individual species according to three main criteria:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5. The ability to have intuition.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

8. Ability to think.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

directly, when they express what is perceived;

indirectly - through inferences or reasoning.

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

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

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

common as similar characteristics,

common as essential features.

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

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

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

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

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

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

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

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

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

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

think visually. On the contrary, this primary form of the ability to think continues to be improved. Not only children, but also adults constantly develop - to one degree or another - all types and forms of mental activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

Chapter 2. Development of the intellectual abilities of juniors

schoolchildren at Russian language lessons.

Research activities of junior schoolchildren in the classroom

Russian language.

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

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

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

Changes in content are carried out by:

Introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what has been learned;

Increasing the scale of use of proverbs, sayings, phraseological units in different stages lessons;

Expanding the scope of work with concepts and terms;

Inclusion of various types of educational and cognitive texts into the content of lessons.

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

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

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

The pedagogical experiment consists of three stages:

Ascertaining

Formative

Controlling

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

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

No. item

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

All this contributed to identifying the intellectual abilities of students.

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

Level of intellectual abilities

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

Mobilizing stage.

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

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

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

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

Specifics of holding a minute of penmanship

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

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

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

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

a p r n

g r

r r m

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

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

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

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

Rra Rrb Rrv Rrg Rr..."

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

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

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

Features of vocabulary and spelling work

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

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

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

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

(S- consonant, G- vowel)

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

KLMNSTTKAVGDSCHSHRANVSBVZHPRDNSMDASHKKLFCHNNNMTS

(pencil)

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

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

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

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

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

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

4. Look carefully at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S G D Y L H C T

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

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

P ***

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

Specifics of learning new material.

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

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

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

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

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

High level.

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

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

Average level.

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

daughter doctor

quiet hut

rye knife

Low level.

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

daughter doctor

quiet hut

rye knife

Answer the following questions:

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

Determine the gender of the first and second nouns

columns?

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

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

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

Consolidation of the studied material.

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

Example task:

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

Fog fell over the city.

A white fog fell over the city.

White fog slowly descended on the city.

White fog slowly descended on our city.

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

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Yakimanskaya I. S. Developmental education. - M.: Progress, 1987.

APPLICATION

1. Determine the pattern, continue the series:Aab Aav Aag_______________________________________________________________

2. Look carefully at the row of letters and find the vocabulary word. V D J M O G U R E C Z U P N O E ________________

3. Write a couple of words. Sample: poplar - tree. pike dishes plate bird lily of the valley berry thrush fish raspberry flower ________________________________________________________________________________________________________________________________________

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

1) du..ok, du..ki, du..; _______________________________2) zu..ki, zu.., zu..ok; _______________________________3) colo.., colo..ki, colo..ok; _______________________________4) side.., side..it, side..ka; ________________________________

5. Make up and write down two vocabulary words m r x w z o o o o _______________ _______________

6. Read. Instead of the question mark, put the desired number. forest forest stairs 1 2 ?

8B . Unscramble the word and write it down.A

B A

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The attitude of younger schoolchildren to the academic subject.

No. item

This table shows that the Russian language is in last place