Diagnostics of the development of logical thinking of younger schoolchildren. How to develop logical thinking in younger students

Annotation. The article highlights the psychological and pedagogical aspect of the problems of the development of logical thinking of primary school students. Influence of innovative pedagogical technologies on the process of teaching younger students. Conclusions of the experimental work on the development of logical thinking.
Keywords: research, innovative technologies, indicators of the development of logical thinking

Target of this work is to study the development of logical thinking of younger students in mathematics lessons.

The object of the study is

Subject of study: development of logical thinking of younger schoolchildren in mathematics lessons.

Hypothesis- it is assumed that the process of developing logical thinking in younger students will be more effective if:

Innovative technologies will be used at extracurricular activities in mathematics in elementary school;

innovative technologies will be the main tool for learning new material, consolidating what has been learned and testing knowledge.

Base of the experiment: 3rd and 4th grades of secondary school No. 13 of the city of Almetyevsk, Republic of Tatarstan.

Introduction

The relevance of research. The development of logical thinking in younger students is a necessary stage in their psychological development, as well as their most comfortable adaptation in modern society. Thus, the relevance of this study lies in the need to improve various teaching methods for younger students aimed at developing their logical thinking. By studying the ontogenesis of intellectual processes and, in particular, such well-known psychologists as V. Krutetsky, N. Lukin, A. Luria, J. Piaget, S. Rubinstein, D. Feldstein and others were engaged in the processes of logical thinking. The research of these scientists formed the basis of the psychological and pedagogical concepts of developmental education (V. Davydov, L. Zankov, E. Kabanova-Meller, N. Pospelov), the central idea of ​​which is the development of the student's mental abilities as a subject of educational activity. The question of applicability and expediency the use of innovative technologies for the development of logical thinking in primary school students is still open. And this is connected, first of all, with the growth and improvement of the scientific and technical base used in the pedagogical industry. A significant contribution to the development of the methodology and theory of the concept of pedagogical innovative technology was made by modern teachers: V. Bespalko, G. Burgin, V. Zhuravlev, V. Zagvyazinsky, G. Klarin, B. Likhachev, V. Monakhov, P. Pidkasisty, G. Selevko , N. Yusufbekov.

Theoretical foundations for the development of logical thinking with the help of innovative technologies

Psychological and pedagogical aspect of the problems of development of logical thinking of primary school students

The problem of logical thinking of students in pedagogy was studied by the classics of pedagogy (J. Comenius, I. Pestalozzi, K. Ushinsky), but its research began especially intensively in the 50s of the 20th century, which was served by the publication of the methodological letter “Development of logical thinking in the learning process in elementary school, compiled by the Institute of Teaching Methods of the Academy of Pedagogical Sciences of the RSFSR. In this document, the following tasks were formulated for pedagogical science and practice: a) to develop the logical thinking of students in the process of teaching them general subjects, b) to explain to students the meaning and essence of logical knowledge and skills, c) to determine ways and means of implementing the above tasks. Already in elementary school, children must master the elements of logical actions of comparison, classification, generalization. At primary school age, thinking undergoes significant changes. It becomes abstract and generalized. Researchers such as P. Galperin and V. Davydov also noted the facts of confusion by children of size and quantity (the younger student is shown 4 small circles and 2 large ones and they ask where is more, the child points to 2 large ones) Other scientists (L. Vygotsky and A. Luria ) noted that speech appears for a child of primary school age as a glass through which something is visible, but the glass itself (the word) is not visible. Many foreign and domestic scientists dealt with the problem of developing the logical thinking of students. Scientists I. Lerner, I. Nikolskaya, N. Partiev, N. Podgoretskaya, A. Stolyar, N. Talyzina, theoretically and experimentally proved that the school does not provide elementary school graduates with the necessary level of logical literacy. logical thinking of younger schoolchildren is quite acute in front of the tasks of elementary school. And before giving a definition of "logical thinking", it is necessary to answer the questions, what is "logic" and "thinking" in particular. For convenience, a content analysis of definitions was compiled. At primary school age, it is thinking that becomes the dominant function. Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking: objective-effective (visual-effective); visual-figurative; abstract (verbal-logical).

Age features of younger students

If we talk about the features of the cognitive and educational activities of a younger student, then we can distinguish the following components: perception; memory; reproduction; attention (switching); imagination; thinking (comparison, abstraction, generalization); speech.

Reproduction is a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, and self-control.

The elementary schoolchildren are also imperfect in such an important property of attention as switching. Children more easily abstract the properties of objects than connections and relationships. Generalization in the primary grades is characterized by awareness of only some of the signs, since the student cannot yet penetrate into the essence of the object. And finally, the inference is made by him on the basis of knowledge of general theoretical concepts. Deductive inference is more difficult for a younger student than inductive one. At primary school age, children become aware of their own mental operations, which helps them to exercise self-control in the process of cognition. In the process of learning, the qualities of the mind also develop: independence, flexibility, criticality.

G. Zukerma distinguishes four groups of junior schoolchildren who are included in educational activities in different ways: "breakthrough group", "breakthrough group reserve", "hard-working" and "not showing themselves".

The Influence of Innovative Pedagogical Technologies on the Learning Process of Primary School Students

The scientific innovations that drive progress cover all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the varieties of social innovations are pedagogical innovations.

Pedagogical innovation is an innovation in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and statute of the institution. Nevertheless, the following most characteristic innovative technologies can be distinguished: information and communication technologies in subject education; personality-oriented technologies in teaching the subject; information and analytical support of the educational process and quality management of schoolchildren's education; monitoring of intellectual development; educational technologies as the leading mechanism for the formation a modern student; didactic technologies as a condition for the development of the educational process; psychological and pedagogical support for the introduction of innovative technologies in the educational process of the school.

There is another classification of pedagogical innovative technologies that is used in teaching children. Such innovative learning technologies include: interactive learning technologies, project-based learning technology and computer technology.

Pedagogical conditions for the development of logical thinking of younger students

Our teaching staff formed the pedagogical conditions for the development of logical thinking using innovative technologies.

Practicing the organization and conduct of non-standard lessons, we can conclude that it is these lessons that increase the effectiveness of learning, develop activity, independence, personal initiative and creative abilities of students.

The use of innovative technologies in teaching mathematics is explained by the need to solve the problem of finding ways and means of activating the cognitive interest of students, developing their creative abilities, and stimulating mental activity. A feature of the educational process with the use of computer tools is that the center of activity is the student, who, based on his individual abilities and interests, builds the process of cognition. A “subject-subjective” relationship develops between the teacher and the student. The teacher often acts as an assistant, consultant, encouraging original discoveries, stimulating activity, initiative and independence.

The results of the diagnostic stage to determine the level of development of logical thinking in younger students

Criteria, indicators, levels of development of logical thinking of primary school students were identified using computer tools.

Determined the level of ability to apply logical actions in practice.

Within the framework of theoretical and activity criteria, to determine the ability of primary school students to understand the educational task and to determine the level of development of the ability of younger students to plan their actions, the method "Logical tasks" was used.

Analyzing the work obtained in the course of the ascertaining experiment, it should be noted that the children expressed uncertainty in the ability to solve problems. This was expressed by the fact that the children constantly asked whether they had solved this or that problem correctly. The rest of the children actively participated in the testing with expressed interest and confidence in their actions.

To determine the level of development of the ability to plan their actions, the test "Logical tasks" was taken.

Based on the test results, a table was compiled that reflects the ability of the class to plan their actions. On average, the level of development of planning their actions in two cases is satisfactory.

As part of a practical criterion to determine the level of application of simple logical actions in practice, the “Think!” methodology was used, which offers 5 tasks of a mathematical and everyday nature. This technique reflects a number of indicators: the use of simple logical operations in mathematics; application of logical skills in everyday life; ability to solve problems that require logical actions

According to the test results, it can be seen that younger students have sufficiently developed logical thinking, but not everyone can apply logical actions in practice. Most of the class is at the lower level, which indicates the inability to solve such problems.

Based on the analysis of the test, a table was compiled in which the result of the answers was placed in percentage terms.

The general results of the initial level of logical thinking were as follows: students have little command of logical actions, are unable to single out a learning task and apply their knowledge in practice. However, they show a desire to develop their logical skills, middle-level students kept within the task, most of the tasks were solved correctly. Children of this level can single out a learning task, try to plan their actions, but cannot put into practice general logical operations. Expressed interest in further development. A high level of logical thinking implies complete possession and application of the basic logical actions that are characteristic of primary school children. That is, children of this level easily single out a learning task, plan their actions, applying their knowledge in practice. They also strive to further develop their abilities. As a rule, such students have an interest in the exact sciences such as mathematics, physics and computer science.

Comparative results of the level of development of logical thinking of younger students.

Based on the results of the ascertaining experiment, it can be concluded that the logical thinking of students is below the average level and needs to be improved and corrective work. Therefore, tasks were developed for the implementation of psychological and pedagogical conditions for the development of logical thinking of younger students.

Extra-curricular activities were developed aimed primarily at developing the basic skills of educational activities. Namely: highlight and hold the learning task; independently find and assimilate common ways of solving problems; adequately assess and control themselves and their activities; own reflection and self-regulation of activity; use the laws of logical thinking; own and use various forms of generalization, including theoretical ones.

To implement the first pedagogical condition, namely, the use of innovative technologies in extracurricular activities, lesson notes were developed for children in the third and fourth grades.

To implement the second pedagogical condition - the use of ICT when studying new material, consolidating what has been learned and testing knowledge, the computer game complex "World of Informatics" was used. From it were selected tasks aimed at the development of logical thinking.

The result of such techniques as "Magic Squares", "Logical tasks" showed that children began to master logical operations better and apply them in practice. Most of the children from the class showed a high level of knowledge in the lessons of mathematics and the Russian language; increased their intellectual level and learned to identify learning tasks; learned to plan and organize their activities.

1. Bondarenko S. Teach children to compare / Bondarenko S. / Pedagogy and psychology. - 1981. - No. 9. - P.16-19.
2. Vygotsky L. S. Thinking and speech / Vygotsky L. S. - M: AST, 2005. - 672 p.
3. Galperin P. Ya. The method of "slices" and the method of phased formation in the study of children's thinking / Galperin P. Ya. / Questions of psychology. - 1966. - No. 4. - S. 129-134.
4. Gamezo M., Developmental and pedagogical psychology: Proc. manual for students of all specialties of pedagogical universities / Gamezo M., Petrova E., Orlova L. - M .: Pedagogical Society of Russia, 2004. - S. 122 - 134
5. Egorova T. Logical and figurative in the cognitive activity of younger schoolchildren / Egorova T. / Primary school. - 2000. - No. 4. - S. 66 - 68.
6. Innovative technologies in elementary school [Electronic resource]. / Yasaveeva D. M.// Developmental education system - Access mode: http://www.zankov.ru/practice/teacher/page=2/category=115/article=1072/
7. Innovative technologies in the work of primary school teachers [Electronic resource]. / Popova G. M. // Regional Institute for Advanced Studies of Pedagogical Workers - Access Mode: http://comity.edu-eao.ru/index.php?option=com_content&task=view&id=681&Itemid=59
8. Kaloshina I.P. On the formation of logical methods of thinking / Kaloshina I.P., Kharicheva G.I. / Soviet Pedagogy. - 1975. - No. 4. - S. 97 - 104.

Ministry of Education and Science of the KChR, Zelenchuksky district

MOU "Secondary School N. Arkhyz"

The development of logical thinking in younger students

Nizhny Arkhyz

I. Significance of the development of logical thinking in children.

II. Types of exercises for the development of logical thinking.

a) Choose two words

b) "What's wrong?"

c) What do they have in common?

d) "Choose the words"

III. Intersubject communications.

IV. The development of verbal-logical memory.

a) Tasks for determining the truth and falsity of judgments;

b) Tasks with linking words.

V. "Mathematics is the gymnastics of the mind."

a) Development of cognitive interests;

b) Logical tasks in mathematics lessons;

c) "Compare and draw a conclusion";

d) Logical tasks of three levels;

e) Finding patterns;

e) "Continue the row";

g) Non-standard tasks.

VI. And what is the result?

The development of logical thinking in children is one of the important tasks of primary education. The ability to think logically, to make conclusions without visual support, to compare judgments according to certain rules is a necessary condition for the successful assimilation of educational material.

Thinking should be developed from the first days of a child's life: at home, in kindergarten and school.

In parallel with the development of thinking, the child also develops speech, which organizes and clarifies the thought, allows you to express it in a generalized way, separating the important from the secondary.

The development of thinking affects the upbringing of a person. The child develops positive character traits and the need to develop good qualities in himself, efficiency, the ability to think and reach the truth on his own, plan activities, as well as self-control and conviction, love and interest in the subject, the desire to learn and know a lot.

Sufficient preparedness of mental activity relieves psychological stress in learning, prevents poor progress, and preserves health.

No one will argue with the fact that every teacher must develop the logical thinking of students. This is stated in the explanatory notes to the curricula, this is written in the methodological literature for teachers. However, the teacher does not always know how to do this. Often this leads to the fact that the development of logical thinking is largely spontaneous, so the majority of students, even in high school, do not master the initial methods of logical thinking, and these methods must be taught to younger students.

First of all, from lesson to lesson, it is necessary to develop the child's ability to analyze and synthesize. The sharpness of the analytical mind allows you to understand complex issues. The ability to synthesize helps to simultaneously keep complex situations in view, to find causal relationships between phenomena, to master a long chain of inferences, to discover connections between single factors and general patterns. The critical orientation of the mind warns against hasty generalizations and decisions. It is important to develop productive thinking in a child, that is, the ability to create new ideas, the ability to establish connections between facts and groups of facts, to compare a new fact with a previously known one.

The psychologist noted the intensive development of the intellect of children at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.

A child, starting to study at school, must have a sufficiently developed concrete thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It must be shown that there are essential features, without which an object cannot be brought under this concept. The criterion for mastering a particular concept is the ability to operate with it. If students in grades 1-2 distinguish, first of all, the most obvious external signs that characterize the action of an object (what it does) or its purpose (what it is for), then by the third grade, students already rely more on knowledge, ideas that have developed in the learning process .

The following exercises contribute to this:

Select two words that are most significant for the word in front of the brackets:

Reading (eyes , notebook, book, pencil, glasses)

Garden (plant, dog, fence, shovel , Earth)

Forest (sheet, trees, apple tree, hunter, bush)

What is superfluous?

ONUAI

135А48

"What do they have in common?"

.
Ask your child how one word can describe what you read.

1. Perch, crucian - ...

2. Cucumber tomato - …

3. Wardrobe, sofa - …

4. June July - …

5. Elephant, ant -…

A more complex version of the exercise contains only two words for which you need to find a common concept.

"Find what the following words have in common: a) bread and butter (food)
b) nose and eyes (parts of the face, sense organs)
c) apple and strawberry (fruits)
d) clock and thermometer (measuring instruments)
e) whale and lion (animals)
f) echo and mirror (reflection)"

An exercise. "Choose the words."

1) "Pick up as many words as possible that can be attributed to the group wild animals (pets, fish, flowers, weather events, seasons, tools, etc.)".

2) Another version of the same task.
Connect with arrows the words that fit the meaning:

ball furniture
poplar flower
cupboard insects
plate wood
coat clothes
ant tableware
pike toy
rose fish"
Such tasks develop the child's ability to distinguish generic and specific concepts, form inductive speech thinking.

Working on the development of logical thinking, I rely on my faith in the potential of children. Some guys can think quickly, are capable of improvisation, others are slow. We often rush the student with the answer, get angry if he hesitates. We demand speed of reaction from the child, but we often achieve that the student either gets used to expressing hasty, but unfounded judgments, or withdraws into himself.

Already in elementary school, when constructing the content of education, it is necessary to provide a system of necessary logical methods of thinking. And although logical techniques were formed in the study of mathematics, they can later be widely used as cognitive ready-made means in mastering the material of other academic subjects. Therefore, when selecting logical techniques that should be formed in the study of a certain subject, one should take into account interdisciplinary connections.

Taking into account subject relations, I use the following tasks:

1. Find an unknown number:

Herring Ice

Soloist List

72350 ?

Answer: 3

In the words of the first column, the first two and the last two letters are excluded. This means that in the number it is necessary to exclude the first two and last two digits, respectively. We get the number 3.

2. Find an unknown number:

Aircraft Scrap

Starling Ditch

350291 ?

Answer: 20

Children notice that in the words plane and starling, two extreme letters are excluded, and the rest are read in reverse order. Therefore, eliminating the two extreme digits and rearranging the rest, we get the number 20.

3. Find an unknown number:

Machine 12

Tier 6

School?

Answer: 10

Analyzing words and numbers, we notice that in the word the car- 6 letters, and the number is 2 times more, in a word shooting range- 3 letters, the number is 2 times larger, in a word school- 5 letters, the number is 2 times more - 10.

4. Find an unknown number:

Wood + earth = 11

Tourist X sport = ?

Answer: 30

In the word wood- 6 letters, in a word Earth- 5 letters, adding these numbers, we get the number 11. In the word tourist- 6 letters, in a word sport- 5 letters, multiplying these numbers, we get the number 30.

In connection with the relative predominance of the activity of the first signal system, visual-figurative memory is more developed in younger students. Children better remember specific information, faces, objects, facts than definitions and explanations. They often memorize verbatim. This is explained by. That mechanical memory is well developed among them and the younger schoolchild still does not know how to differentiate the tasks of memorization (what needs to be remembered verbatim and what in general terms), the child still has a poor command of speech, it is easier for him to memorize everything than to reproduce in his own words. Children still do not know how to organize semantic memorization: they do not know how to break the material into semantic groups, highlight strong points for memorization, and draw up a logical plan of the text.

Under the influence of learning, memory in children at primary school age develops in two directions:

The role and share of verbal-logical memorization is increasing (in comparison with visual-figurative memorization);

The ability to consciously control one's memory and regulate its manifestation (memorization, reproduction, recall) is formed.

The development of verbal-logical memory occurs as a result of the development of logical thinking.

Tasks for determining the truth or falsity of judgments

1. There are two drawings on the board. One depicts a monkey, a cat, a squirrel, the other a snake, a bear, a mouse. Children are given cards on which various statements are written:

All the animals in the picture can climb trees.

All the animals in the picture have fur.

None of the animals in this picture can fly.

Some of the animals in the picture have paws.

Some of the animals shown in the picture live in burrows.

All the animals in this picture have claws.

Some of the animals in the picture hibernate.

In this picture, there is not a single animal without a mustache.

All animals drawn in the picture are mammals.

None of the animals in the picture lay eggs.

Students need to determine for which picture the statement is true, and for which it is false.

You can invite the children on their own sheets opposite each statement to indicate the number of the picture for which this statement is true.

This task can be made more difficult by inviting the children, looking at these pictures, to come up with their own true and false statements, using the words: all, some, none.

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I use special tasks and tasks in mathematics lessons aimed at developing the cognitive abilities and abilities of children. Non-standard tasks require increased attention to the analysis of the condition and the construction of a chain of interrelated logical reasoning.

I will give examples of such tasks, the answer to which must be logically substantiated:

1. There are 5 pencils in the box, 2 blue and 3 red. How many pencils must be taken from the box without looking into it so that there is at least one red pencil among them?

2. The loaf was cut into 3 parts. How many incisions were made?

3. The bagel was cut into 4 parts. How many incisions were made?

4. Four boys bought 6 notebooks. Each boy received at least one notebook. Could any boy buy three notebooks?

I introduce non-standard tasks already in the first grade. The use of such tasks expands the mathematical horizons of younger students, promotes mathematical development and improves the quality of mathematical preparedness.

The use of the classification method in mathematics lessons allows you to expand the methods of work available in practice, contributes to the formation of positive motives in educational activities, since such work contains elements of the game and elements of search activity, which increases the activity of students and ensures independent work. For example:

Divide into two groups:

8 – 6 8 – 5 7 – 2 1 + 7 2 + 5

8 – 4 7 – 3 6 – 2 4 + 3 3 + 5

Write down all the numbers written with two different digits:

22, 56, 80, 66, 74, 47, 88, 31, 94, 44

But especially effective for the development of logical thinking of students are tasks in which the basis for classification is chosen by the children themselves.

The system of work on the development of logical thinking of students is aimed at the formation of mental actions of children. They learn to identify mathematical patterns and relationships, make feasible generalizations, and learn to draw conclusions. The use of reference diagrams and tables in mathematics lessons contributes to a better assimilation of the material, encourages children to think more actively.

As a result of systematic work on the development of logical thinking, the educational activity of students is activated, the quality of their knowledge is noticeably improved.

In conclusion, I would like to advise teachers working on the development of logical thinking in younger students not to forget that it is necessary to take into account the level of ability of the children in your class. Difficulties must be overcome.

List of used literature.

1., Sideleva in primary school: Psychological and pedagogical practice. Teaching aid. – M.: TsGL, 2003. – 208 p.

2. Kostromina to overcome difficulties in teaching children: Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. - M.: Os - 89, 2001. - 272 p.

3. Artemov A. K., Istomina basics of teaching mathematics in primary school: A manual for students of the faculty of training teachers of primary classes of the correspondence department. - M.: Institute of Practical Psychology, Voronezh: NPO "MODEK", 1996. – 224 p.

4. Vinokurov's abilities of children: Grade 2. – M.: Rosmen-Press, 2002. – 79 p.

5., Parishioners: A textbook for students of secondary pedagogical educational institutions. / Ed. . - M .: Publishing Center "Academy", 1999. - 464 p.

6., Kostenkova activities with children:

Materials for independent work of students on the course "Psychological - pedagogical diagnostics and counseling". – M.: V. Sekachev, 2001. – 80 s.

8. Istomina. Grade 2: A textbook for a four-year elementary school. - Smolensk: Association XXI century, 2000. - 176 p.

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

Features of thinking of elementary school students

The thinking of elementary school students has features

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

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

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

Younger students develop their logical thinking by regularly completing tasks, learning to think when necessary.

The teacher teaches:

• find connections in the environment
• develop correct concepts
• put into practice the studied theoretical provisions
• analyze with the help of mental operations (generalizations, comparisons, classifications, synthesis, etc.).

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

Pedagogical conditions

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

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

Primary school education should be aimed at the teacher helping each student reveal your abilities. This is real when the teacher takes into account the individuality of each. In addition, the disclosure of the potential of the younger student contributes to diverse educational environment.

Consider pedagogical conditions, contributing to the formation of the student's logical thinking:

1. Lesson assignments that encourage children to think. It is better when such tasks are not only in mathematics lessons, but also in everyone else. And some teachers do logical five minutes between lessons.
2. Communication with the teacher and peers - at school and non-school hours. Reflecting on the answer, ways to solve the problem, the students offer different solutions, and the teacher asks them to justify and prove the correctness of their answer. Thus, younger students learn to reason, compare various judgments, and draw conclusions.
3. It is good when the educational process is filled with elements where the student:
   • can compare concepts (objects, phenomena),
   • understand the differences between common features and distinctive (private)
   • identify essential and non-essential features
   • ignore irrelevant details
   • analyze, compare and generalize.

“The success of the full-fledged formation of the logical thinking of a younger student depends on how comprehensively and systematically this is taught.”

Primary school is the best period for purposeful work on the active development of logical thinking. All sorts of things can help make this period productive and productive. didactic games, exercises, tasks and assignments aimed at:

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

Exercises and games for logic

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

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

Video with an example of a tablet game aimed at developing the logical thinking of younger students

Exercises and games for logical thinking

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

In reading lessons:

• Who pulled the turnip last?
• What was the name of the boy from "Flower-Semitsvetik"?
• What was the name of the boy with the long nose?
• Who won the fiancé flies-sokotuhi?
• Who scared the three little pigs?

In Russian language lessons:

• Which word contains three "o"s? (trio)
• The name of which city indicates that he is angry? (Terrible).
• What country can be worn on the head? (Panama).
• What mushroom grows under an aspen? (Boletus)
• How can you write the word "mousetrap" using five letters? ("Cat")

In the lessons of natural history:

• Is a spider an insect?
• Do our migratory birds nest in the south? (Not).
• What is the name of a butterfly larva?
• What does a hedgehog eat in winter? (Nothing, he sleeps).

In math class:

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

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

Tasks that activate the brain

There are many tasks that activate the brain

Tasks for developing the ability to analyze and synthesize

1. Connecting elements together:

"Cut out the necessary shapes from the various ones proposed in order to get a house, a ship and a fish."

1. To search for different signs of an object:

How many sides, angles and vertices does a triangle have?

“Nikita and Yegor jumped long. On the first attempt, Nikita jumped 25 cm further than Yegor. From the second, Yegor improved his result by 30 cm, and Nikita jumped in the same way as from the first. Who jumped further on the second attempt: Nikita or Egor? How much? Guess!"

1. To recognize or compose an object according to certain characteristics:

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

Tasks for the ability to classify:

"What common?":

1) Borsch, pasta, cutlet, compote.

2) Pig, cow, horse, goat.

3) Italy, France, Russia, Belarus.

4) Chair, desk, wardrobe, stool.

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

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

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

The task of developing the ability to compare:

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

Tasks for the search for essential features:

"Name the attribute of the object." For example, a book - what is it? What material is it made from? What size is it? What is its thickness? What is its name? What subjects does it apply to?

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

Tasks for comparison:

Color comparison.

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

Form comparison. You need to name more items:

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

Let's compare 2 things:

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

Compare seasons:

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

Non-standard logical problems

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

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

In addition to mathematical problems, the brain of younger students is developed puzzles, different types of tasks with sticks and matches(laying out a figure from a certain number of matches, transferring one of them in order to get another picture, connecting several points with one line without tearing off the hand).

Problems with matches

1. You need to make 2 identical triangles of 5 matches.
2. It is necessary to add 2 identical squares of 7 matches.
3. You need to make 3 identical triangles of 7 matches.

Comprehensive development of thinking is also provided puzzle games: "Rubik's Cube", "Rubik's Snake", "Fifteen" and many others.

Well-developed logical thinking will help the child in learning, making the assimilation of knowledge easier, more enjoyable and more interesting.

The games, exercises and tasks proposed in this article are aimed at developing the logical thinking of younger students. If these tasks are gradually complicated, then the result will be better every day. And flexible, plastic thinking and quick reaction will help the child in his studies, making the assimilation of knowledge easier, more pleasant and more interesting.

Introduction

Chapter 1. Theoretical aspects of thinking of younger students

2 Features of logical thinking of younger students

3 Theoretical foundations for the use of didactic game tasks in the development of logical thinking of younger students

Chapter 2

1 Determination of the levels of development of logical thinking of a junior schoolchild

2 Results of ascertaining diagnostics

3 Formative experiment

4 Control study results

Conclusion

List of used literature

INTRODUCTION

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

The problem is that students already in the 1st grade for the full assimilation of the material require the skills of logical analysis. However, studies show that even in the 2nd grade, only a small percentage of students master the techniques of comparison, summing up a concept, deriving consequences, etc.

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

The possibilities of forming methods of thinking are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process in such a way that, on the one hand, he enriches children with knowledge, and on the other hand, he forms the methods of thinking in every possible way, contributes to the growth of cognitive forces and students' abilities.

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

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

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

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

Thus, the purpose of this work is to study the optimal conditions and specific methods for the development of logical thinking in younger students.

To achieve this goal, we have identified the following tasks:

analyze the theoretical aspects of the thinking of younger students;

to identify the features of logical thinking of younger students;

Carry out experimental work confirming our hypothesis;

At the end of the work, summarize the results of the study.

Hypothesis - the development of logical thinking in the process of playing activities of a younger student will be effective if:

Criteria and levels of development of logical thinking of a junior schoolchild are determined.

Research methods:

Theoretical analysis of psychological and pedagogical literature.

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

Data processing methods: quantitative and qualitative analysis of the obtained results.

Data presentation methods: tables and charts.

Base of research: high school.

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

CHAPTER 1. THEORETICAL ASPECTS OF JUNIOR SCHOOLCHILDREN'S THINKING

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

From the 17th century to the 20th century. the problems of thinking were realized in the logic of empirical ideas about a person and his inherent ways of dealing with the outside world. According to this logic, capable of reproducing only the spatial interactions of “ready-made systems”, the cognitive abilities that are unchanged, as if forever bestowed on man by God or nature, oppose equally unchanged properties of objects. Generic cognitive abilities included: contemplation (the ability of the sensory system to carry out their figurative-sensory reflection in contact with objects), thinking and reflection (the ability of the subject to evaluate their innate forms of mental activity and correlate with them the facts of contemplation and the conclusions of thought). Thinking was left with the role of a registrar and classifier of sensory (in observation, in experience, in the experiment obtained) data.

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

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

Only with the help of thinking do we cognize that which is common in objects and phenomena, those regular, essential connections between them that are not directly accessible to sensation and perception and that constitute the essence, the regularity of objective reality. Therefore, we can say that thinking is a reflection of regular essential connections.

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

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

thinking logical junior schoolboy

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

The specificity of thinking lies in the fact that:

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

only in thinking is it possible to cognize the emerging, changing, developing world;

thinking allows you to foresee the future, operate with the potential, plan practical activities.

The thinking process is characterized by the following features:

Has an indirect character;

always proceeds based on existing knowledge;

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

it reflects connections and relationships in verbal form;

associated with human activities.

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

According to Pavlov: “Thinking does not represent anything other than associations, first elementary, standing in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.

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

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

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

General and single;

concrete and abstract;

empirical and theoretical.

The general concept is a thought that reflects the general, essential and distinctive (specific) features of objects and phenomena of reality. A single concept is a thought that reflects the attributes inherent only in a separate object and phenomenon. Depending on the type of abstraction and underlying generalizations, concepts are either empirical or theoretical.

The empirical concept fixes the same items in each separate class of items on the basis of comparison. The specific content of the theoretical concept is the objective connection between the universal and the individual (integral and different). Concepts are formed in socio-historical experience. A person assimilates a system of concepts in the process of life and activity. The content of concepts is revealed in judgments, which are always expressed in verbal form - orally or in writing, aloud or to oneself.

Judgment is the main form of thinking, in the process of which connections between objects and phenomena of reality are affirmed or denied. A judgment is a reflection of the connections between objects and phenomena of reality or between their properties and features. For example, the judgment: "Metals expand when heated" - expresses the relationship between changes in temperature and the volume of metals. Judgments are formed in two main ways:

Directly, when they express what is perceived;

indirectly - by inference or reasoning.

In the first case, we see, for example, a brown table and make the simplest judgment: "This table is brown." In the second case, with the help of reasoning, other (or other) judgments are deduced from some judgments. For example, Dmitry Ivanovich Mendeleev, on the basis of the periodic law discovered by him, purely theoretically, only with the help of inferences, deduced and predicted some properties of chemical elements that were still unknown in his time.

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

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

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

Such a conclusion is called inductive, in which reasoning goes from single facts to a general conclusion. A deductive conclusion is such a conclusion in which reasoning is carried out in the reverse order of induction, i.e. from general facts to a single conclusion. An analogy is such a conclusion in which a conclusion is made on the basis of a partial similarity between phenomena, without a sufficient examination of all conditions.

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

1) the genesis of development;

) the nature of the tasks to be solved;

) degree of deployment;

) degree of novelty and originality;

) means of thinking;

) functions of thinking, etc.

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

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

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

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

Abstract-logical (abstract) thinking is a type of thinking based on highlighting the essential properties and relationships of an object and abstracting from others that are not essential.

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

According to the nature of the tasks to be solved, thinking is distinguished:

theoretical;

practical.

Theoretical thinking - thinking on the basis of theoretical reasoning and inference.

Practical thinking - thinking based on judgments and inferences based on the solution of practical problems.

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

According to the degree of deployment, thinking is distinguished:

discursive;

intuitive.

Discursive (analytical) thinking is thinking mediated by the logic of reasoning, not perception. Analytical thinking is deployed in time, has clearly defined stages, is represented in the mind of the thinking person himself.

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

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

According to the degree of novelty and originality, thinking is distinguished:

reproductive;

productive (creative).

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

Productive thinking - thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

verbal;

visual.

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

Verbal thinking is thinking that operates with abstract sign structures.

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

According to the functions, thinking is distinguished:

critical;

creative.

Critical thinking focuses on identifying flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts.

1.2 FEATURES OF LOGICAL THINKING OF YOUNGER STUDENTS

The pedagogical aspect of the study of logical thinking, as a rule, consists in the development and experimental verification of the necessary methods, means, conditions, factors for organizing the learning process that develop and form students' logical thinking. Many researchers note that one of the most important tasks of teaching at school is the formation of students' skills in performing logical operations, teaching them various methods of logical thinking, arming them with knowledge of logic and developing in schoolchildren the skills and abilities to use this knowledge in educational and practical activities.

The possibility of assimilation of logical knowledge and techniques by children of primary school age was tested in the psychological and pedagogical research of V.S. Ablova, E.L. Agayeva, Kh.M. Veklirova, T.K. Kamalova, S.A. Ladymir, L.A. Levinova, A.A. Lyubinsky, L.F. Obukhova, N.G. Salmina, T.M. Teplenka and others. In the works of these authors, it is proved that as a result of properly organized education, younger students very quickly acquire the skills of logical thinking, in particular, the ability to generalize, classify and reasonably substantiate their conclusions.

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

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

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

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

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

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

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

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

make sure that the thoughts of students are stated clearly, consistently, consistently, reasonably.

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

For the effective development of the thinking of younger schoolchildren, it is necessary, first of all, to rely on the age-related characteristics of the mental processes of children.

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

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

Therefore, one of the fundamental tasks that the elementary school is called upon to solve for the education of students is the formation of the most complete picture of the world possible, which is achieved, in particular, through logical thinking, the instrument of which is mental operations.

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

On the basis of the ability to use subject substitutes that has developed in gaming activities, as well as the ability to understand images and describe what they see and their attitude to it with visual means, the sign-symbolic activity of younger students develops - the ability to read graphic language, work with diagrams, tables, graphs, models.

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

Younger students do not show independent interest in identifying the causes, the meaning of the rules, but they ask questions only about what and how to do, that is, the thinking of a younger student is characterized by a certain predominance of a specific, visual-figurative component, the inability to differentiate the signs of objects on essential and non-essential, to separate the main from the secondary, to establish a hierarchy of signs and cause-and-effect relationships and relationships.

Having studied the implementation by younger students of such logical operations as analysis, synthesis, comparison, generalization, we came to the conclusion that the main features of the logical thinking of younger students are: the predominance of sensory, active analysis over abstract; the implementation of synthesis mainly in a visual situation without interruption from actions with objects; replacing the operation of comparison with the position of objects in a row, which are easier to determine in properties than in connections and relationships between objects; lack of formation of basic skills for generalization; inability to single out essential features, most often replacing them with external bright features of objects. At the same time, this does not mean that they lack logical thinking. P.Ya. Galperin, L.F. Obukhova, J. Bruner and others have shown that the possibilities of younger schoolchildren are much broader than the logical activity that is predominantly performed in elementary school. They can master more complex theoretical and logical material.

Therefore, we believe that the list of the main logical operations outlined above, the development of which is mainly focused on in elementary school, should be supplemented by such logical operations as defining concepts, formulating judgments, conducting logical division, building inferences, analogies, proofs.

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

At the same time, school educational practice shows that many primary school teachers do not always pay enough attention to the development of logical thinking and believe that all the necessary thinking skills will develop independently with age. This circumstance leads to the fact that in the primary grades the growth of the development of the logical thinking of children and, as a result, their intellectual abilities slow down, which cannot but affect the dynamics of their individual development in the future.

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

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

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

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

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

Proceeding from this, we have proposed the following pedagogical conditions for the formation of logical thinking of younger students: the presence of teachers in a sustainable focus on the development of logical thinking; ensuring the motivation of students to master logical operations; implementation of activity and personality-oriented approaches to the development of logical thinking; ensuring the variability of the content of classes.

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

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

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

The second most important condition is to ensure the motivation of students to master the logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to generalize, analyze, synthesize, etc. It is our deep conviction that an attempt by a primary school student, albeit an unsuccessful one, to carry out a logical operation should be valued higher than the specific result of acquiring knowledge.

The next condition is the implementation of activity and personality-oriented approaches in the development of logical thinking. The active, conscious activity of younger students is the basis for a high level of development of logical thinking.

The structure of the educational material should be focused on the independent and reasonable acquisition of knowledge by students based on the use and generalization of their experience, since objective truth acquires subjective significance and usefulness if it is learned on the basis of "the basis of one's own experience". Otherwise, knowledge is formal. It is important to focus on the learning process, and not just on the result. The implementation of the ideas of a student-centered approach makes it possible to bring each student to a high level of development of logical thinking, which will ensure success in the assimilation of educational material in an educational institution at subsequent stages of education.

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

1.3 THEORETICAL FOUNDATIONS FOR THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING IN YOUNGER SCHOOLCHILDREN

In domestic pedagogy, the system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are well-known teachers and psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. Recently, the search for scientists (3.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraks, E.O. characterized by flexibility, initiative of thought processes, the transfer of formed mental actions to a new content.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

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

Games that require action to be played. They are aimed at developing computational skills.

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

Games that include elements of search and creativity.

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

In the situation of a didactic game, knowledge is acquired better. Didactic game and lesson cannot be opposed. The most important thing - and this must be emphasized once again - the didactic task in the didactic game is carried out through the game task. The didactic task is hidden from children. The child's attention is drawn to the performance of play actions, and the task of teaching them is not realized. This makes the game a special form of game learning, when children most often inadvertently acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct teaching.

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

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

the function of the formation of mental neoplasms;

the function of forming the actual learning activity;

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

the function of forming skills of self-control and self-esteem;

the function of forming adequate relationships and mastering social roles.

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

In expanded form, the pedagogical conditions for the development of cognitive processes of a younger student can be represented as follows:

a certain content of knowledge, amenable to methods of comprehension;

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

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

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

use of self-study tools;

development of the ability to actively operate knowledge;

in solving any cognitive task, the use of means of collective work in the classroom, based on the activity of the majority, transferring students from imitation to creativity;

encourage creative work so that each work, on the one hand, would stimulate students to solve collective cognitive problems, on the other hand, would develop the specific abilities of the student.

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

purposefulness in the education of cognitive interests;

understanding that caring for multifaceted interests, about the child's attitude to his work is the most important part of the teacher's work;

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

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

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

The game is a good tool that stimulates the development of cognitive processes of students. It not only activates the mental activity of children, increases their efficiency, but also educates them in the best human qualities: a sense of collectivism and mutual assistance.

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

Game situations and exercises, organically included in the educational and cognitive process, stimulate students and allow diversifying the forms of applying knowledge and skills.

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

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

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

Collectivity allows you to rally the children's team into a single group, into a single organism, capable of solving tasks of a higher level than those available to one child, and often more complex.

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

Based on these principles, it is possible to formulate requirements for didactic games held in the classroom:

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

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

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

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

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

In the lessons of consolidating the material, it is important to use games to reproduce properties, actions, and computational techniques. In this case, the use of visual aids should be limited and attention in the game should be increased to pronouncing the rule aloud, the computational technique.

In the game, one should think over not only the nature of the activities of children, but also the organizational side, the nature of the management of the game. For this purpose, means of feedback with the student are used: signal cards (a green circle on one side and a red circle on the other) or split numbers and letters. Signal cards serve as a means of activating children in the game. In most games it is necessary to introduce elements of competition, which also increases the activity of children in the learning process.

Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of collectivism. Children who make mistakes must be treated with great tact. A teacher may tell a child who has made a mistake that he has not yet become the "captain" in the game, but if he tries, he will certainly become one. Students' mistakes should be analyzed not during the game, but at the end, so as not to disturb the impression of the game.

The game technique used should be in close connection with visual aids, with the topic under consideration, with its tasks, and not be exclusively entertaining. Visualization in children is, as it were, a figurative solution and design of the game. It helps the teacher to explain new material, to create a certain emotional mood.

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

Playing in elementary school is a must. After all, only she knows how to make difficult - easy, accessible, and boring - interesting and fun. The game can be used both when explaining new material, and when consolidating, when practicing counting skills, to develop the logic of students.

Subject to all the above conditions, children develop such necessary qualities as:

a) a positive attitude towards the school, to the subject;

b) the ability and desire to be involved in collective educational work;

c) voluntary desire to expand their capabilities;

e) disclosure of one's own creative abilities.

All of the above convinces of the necessity and possibility of the formation and development of cognitive processes in younger students, including logical thinking, through the use of didactic games.

Here is a summary of the first chapter:

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

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. Under the influence of training, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present selective material and establish semantic connections.

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

Research by psychologists and didacticists to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10 year old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

As a result of purposeful training, a well-thought-out system of work, it is possible to achieve in the primary grades such mental development of children that makes the child capable of mastering the methods of logical thinking common to different types of work and mastering different subjects, to use the learned methods in solving new problems, to anticipate certain regular events or phenomena.

The development of the cognitive processes of the younger student will be formed more effectively by purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

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

CHAPTER 2

1 DETERMINATION OF THE LEVELS OF DEVELOPMENT OF LOGICAL THINKING OF YOUNGER SCHOOLCHILDREN

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

The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

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

Technique "Exclusion of concepts". Objectives of the methodology:

study of the ability to classify and analyze;

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

determination of the degree of development of the child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Sequence of events". The purpose of the technique: to determine the ability for logical thinking, generalization.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

Description of the diagnostics:

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

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

Vasily, Fedor, Semyon, Ivanov, Peter.

Decrepit, small, old, worn out, dilapidated.

Soon, quickly, hastily, gradually, hastily.

Leaf, soil, bark, scales, branch.

To hate, despise, resent, resent, understand.

Dark, light, blue, bright, dim.

Nest, burrow, chicken coop, gatehouse, lair.

Failure, excitement, defeat, failure, collapse.

Success, luck, gain, peace, failure.

Robbery, theft, earthquake, arson, assault.

Milk, cheese, sour cream, lard, curdled milk.

Deep, low, light, high, long.

Hut, hut, smoke, barn, booth.

Birch, pine, oak, spruce, lilac.

Second, hour, year, evening, week.

Brave, courageous, resolute, evil, courageous.

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

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

-16-17 correct answers - high,

-15-12 - average level,

11-8 - low;

-less than 8 - very low.

2. Methodology "Definition of concepts". The purpose of the methodology is to determine the formation of concepts, the ability to find out the reasons, to identify similarities and differences in objects. The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.

Which animal is bigger: a horse or a dog?

People have breakfast in the morning. And what do they do when they eat during the day and in the evening?

During the day it was light outside, but at night?

The sky is blue, but the grass?

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

Why does the barrier go down when the train is coming?

What is Moscow, Kyiv, Khabarovsk?

What time is it now (The child is shown a clock and asked to name the time), (The correct answer is the one in which the hours and minutes are indicated).

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

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

Why does a car need brakes? (Any reasonable answer is considered correct, indicating the need to dampen the speed of the car)

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

What do squirrels and cats have in common? (The correct answer must include at least two explanatory features.)

What is the difference between a nail, a screw and a screw from each other. (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is hammered, and the screw and screw are screwed in).

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

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

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

Why do people engage in physical education and sports?

Why is it considered bad if someone does not want to work?

Why do you need to put a stamp on a letter? (Correct answer: a stamp is a sign of payment by the sender of the cost of sending a postal item).

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

Conclusions about the level of development:

points - very high;

9 points - high;

7 points - average;

3 points - low;

1 point - very low.

Methodology "Sequence of events" (proposed by N.A. Bernshtein). The purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

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

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

Results processing:

I was able to find the sequence of events and made up a logical story - a high level.

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

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

Methodology "Comparison of concepts". Purpose: to determine the level of formation of the comparison operation among younger students.

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

Morning evening.

Cow - horse.

The pilot is a tractor driver.

Skis - cats.

Dog Cat.

Tram - bus.

River - lake.

Bicycle - motorcycle.

Crow is a fish.

Lion - tiger.

Train - plane.

Cheating is a mistake.

Boot - pencil.

Apple - cherry.

The lion is a dog.

Crow is a sparrow.

Milk is water.

Gold Silver.

Sleigh - cart.

Sparrow is a chicken.

Oak - birch.

The story is a song.

The picture is a portrait.

The horse is a rider.

The cat is an apple.

Hunger is thirst.

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

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

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

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

Processing of results.

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

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

b) Intermediate level - from 8 to 12 traits.

c) Low level - less than 8 traits.

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

2.2 RESULTS OF CONSTANT DIAGNOSIS

The ascertaining diagnosis was carried out in a complex manner, with the entire group of children.

Summary table of diagnostic test results Table 1

№Imya and surname rebenkaMetodiki12341.Alina M.vysokiysredniyvysokiyvysokiy2.Anton S.nizkiynizkiysredniynizkiy3.Svetlana M.sredniynizkiysredniynizkiy4.Andrey R.nizkiysredniysredniynizkiy5.Andrey P.nizkiynizkiynizkiysredniy6.Stanislav S.vysokiyvysokiyvysokiysredniy7.Darya G.sredniyochen vysokiyvysokiyvysokiy8.Elizaveta R.sredniysredniyvysokiynizkiy9.Valeriya S. low medium medium low 10. Sergey D. medium low medium medium 11. Aleksandra V. high high medium high 12. Mark B. low medium low low 13. Ekaterina A. high medium medium high 14. Karina G. medium low high low 15. Lydia V. medium low medium medium

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

Generalized results of ascertaining diagnostics Table 2

Name of diagnostics / Level of performance - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high17%3 - 33%1 - 17%2-22%1-17%4 - 44%-4 - 44%medium1 - 17%5 - 56%2 - 33%4 - 44%3 - 50%5 - 56%3 - 50%1 - 12 %low4-66%1 - 11%3 - 50%3 - 34%2 - 33%-3 - 50%4 - 44%

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

Diagram 1. Comparison of the results of the implementation of the technique "Exclusion of concepts"

Diagram 2. Comparison of the results of the implementation of the methodology "Definition of concepts"

Diagram 3. Comparison of the results of the implementation of the technique "Sequence of events"

Diagram 4. Comparison of the results of the implementation of the methodology "Comparison of concepts"

CONCLUSIONS FROM THE RESULTS OF STATEMENT DIAGNOSIS

The best results were shown when performing the "Sequence of Events" method, so a high level of fulfillment of tasks of this diagnostic was shown by 17% of boys and 44% of girls, an average level - by 50% of boys and 56% of girls and a low level - by 33% of boys, in girls of this there was no indicator.

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

The implementation of the "Comparison of concepts" technique also caused difficulties, especially for boys, who showed a low level of task completion in 50% and an average level in 50%. Girls coped with these tasks somewhat better. They showed in 44% the performance of tasks at a high level, in 12% - an average level and in 44% - a low level. The task "Exclusion of concepts" caused difficulty mainly among boys, so 17% of boys and 33% of girls showed a high level, 17% of boys and 56% of girls showed an average level, and 66% of boys and only 11% of girls showed a low level. This is due, in our opinion, to the best level of development of speech in girls, since boys often perform tasks intuitively correctly, but they find it difficult to explain their choice, to prove their opinion. Thus, when conducting a formative experiment, we paid attention not only to the development of logical processes in children, but also to the development of their speech.

2.3 SHAPING EXPERIMENT

The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

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

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

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

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

What signs can be used to arrange buttons in two boxes?

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the process of teaching mathematics. The formation of the ability to use this technique was carried out in stages, in close connection with the study of specific content. In doing so, we focused on the following stages of this work:

selection of features or properties of one object;

establishment of similarities and differences between the features of two objects;

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

As objects, at first objects or drawings were used depicting objects that are well known to children, in which they can highlight certain features, based on their ideas.

To organize the activities of students aimed at highlighting the features of a particular object, the following question was proposed:

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

In the process of work, the concepts of “size”, “shape” were fixed and the following questions were proposed:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.)

To identify the signs or properties of an object, they usually turned to children with questions:

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

Children are already familiar with the term "feature" and it was used when completing tasks: "Name the features of an object", "Name similar and different features of objects."

Tasks related to the classification technique were usually formulated in the following way: "Break (decompose) all the circles into two groups according to some criterion." Most children are successful in this task, focusing on signs such as color and size. As various concepts were studied, the tasks for classification included numbers, expressions, equalities, equations, geometric shapes. For example, when studying the numbering of numbers within 100, children were offered the following task:

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

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

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

c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the “digits” that record these numbers, in one group it is 9, in the other - 7 ).

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

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

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

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

Tasks for the development of the processes of analysis, synthesis, classification were widely used by us in the lessons, when working with a mathematics textbook. For example, the following tasks were used to develop analysis and synthesis:

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

Search for various attributes of an object: How many corners, sides and vertices does a pentagon have?

Recognition or compilation of an object according to given characteristics: What number comes before the number 6 when counting? What number follows the number 6? Behind the number 7?

Consideration of this object from the point of view of various concepts. Make different problems according to the picture and solve them.

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

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

We also used tasks aimed at developing the ability to compare, for example, highlighting features or properties of one object:

Tanya had several badges. She gave 2 pins to a friend and she has 5 pins left. How many badges did Tanya have? Which schematic drawing is suitable for this task?

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

As a generalization of the work done, we conducted a generalizing lesson in mathematics on the topic "Sets", where the developed skills of analysis, synthesis, classification, etc. were fixed in a playful way.

2.4 RESULTS OF THE CONTROL STUDY

The control study was carried out according to the same methods as in the ascertaining experiment.

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

№Imya and surname rebenkaMetodiki12341.Anton S.sredniysredniyvysokiynizkiy2.Svetlana M.vysokiysredniysredniysredniy3.Andrey R.vysokiynizkiysredniynizkiy4.Andrey P.nizkiysredniysredniysredniy5.Elizaveta S.vysokiyvysokiysredniysredniy6.Valeriya S.nizkiysredniyvysokiysredniy7.Sergey D.vysokiynizkiysredniyvysokiy8.Mark B.sredniynizkiysredniysredniy9.Karina G.sredniysredniyvysokiysredniy10 .Lydia V.mediummediumhighlow

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

Generalized results of control diagnostics Table 4

Name of diagnostics / Level of performance - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high3-50%5-55% 1-16%33%2 - 34%5-55%15%4 - 45%medium34%33%2 - 34%6 - 67%4 - 66%4-45%55%4 - 45%low16%1- 12%3 - 50%---2 - 35%1-10%

Comparative results for individual diagnostics are presented in the diagrams:

Diagram 5. Comparative results of the diagnostics "Exclusion of concepts" according to the data of the ascertaining and control studies

Diagram 6. Comparative results of the diagnostics "Definition of concepts" according to the ascertaining and control studies

Diagram 7. Comparative results of the "Sequence of events" diagnostics according to the data of the ascertaining and control study

Diagram 8. Comparative results of the diagnostics "Comparison of concepts" according to the ascertaining and control studies

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

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

the features of logical thinking in a junior schoolchild were revealed;

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

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

It is necessary to continue the work begun, using various non-standard logical tasks and tasks, not only in the classroom, but also in extracurricular activities, in the classroom of a mathematical circle.

Here is a summary of the second chapter:

In order to study the level of development of logical thinking, we carried out a comprehensive diagnostics. The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

The diagnostic program included the following methods:

Technique "Exclusion of concepts". The goals of the methodology are: to study the ability to classify and analyze, to define concepts, to find out the reasons, to identify similarities and differences in objects, to determine the degree of development of a child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Sequence of events". The purpose of the technique: to determine the ability for logical thinking, generalization.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

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

The implementation of the "Comparison of concepts" technique also caused difficulties, especially for boys, who showed a low level of task completion in 50% and an average level in 50%. Girls coped with these tasks somewhat better. They showed in 44% the performance of tasks at a high level, in 12% - an average level and in 44% - a low level.

The task "Exclusion of concepts" caused difficulty mainly among boys, so 17% of boys and 33% of girls showed a high level, 17% of boys and 56% of girls showed an average level, and 66% of boys and only 11% of girls showed a low level. This is connected, in our opinion, with the best level of development of speech in girls, since boys often perform tasks intuitively correctly, but they find it difficult to explain their choice, to prove their opinion.

Thus, when conducting a formative experiment, we paid attention not only to the development of logical processes in children, but also to the development of their speech. The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

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

As a generalization of the work done, we conducted a generalizing lesson in mathematics on the topic "Sets", where the developed skills of analysis, synthesis, classification, etc. were fixed in a playful way.

Next, a control study was carried out according to previously used diagnostics. An analysis of the results of control diagnostics led to the conclusion that there was a significant improvement in the logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of performance of tasks has increased, including boys, these indicators have improved significantly.

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

the features of logical thinking in a junior schoolchild were revealed;

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

Criteria and levels of development of logical thinking of a junior schoolchild have been determined, and received its experimental confirmation.

CONCLUSION

Activities can be reproductive and productive. Reproductive activity is reduced to the reproduction of perceived information. Only productive activity is connected with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. These mental operations in the psychological and pedagogical literature are usually called logical methods of mental actions.

The inclusion of these operations in the process of assimilation of mathematical content ensures the implementation of productive activities that have a positive impact on the development of all mental functions. If we talk about the current state of the modern elementary school in our country, then the main place is still occupied by reproductive activity. In lessons in two main academic disciplines - language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type gradually curtails and, ultimately, completely disappears. On the one hand, the dominance of activities for the assimilation of knowledge and skills that existed hinders the development of the intellect of children, primarily logical thinking.

In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has several solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way.

The methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. Studies have shown that not all children have this skill to the fullest. Even in the 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of derivation, consequence, etc. etc. A lot of schoolchildren do not master them even by the senior class. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations.

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

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

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

Research by psychologists and didactics to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10-year-old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

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

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

LIST OF USED LITERATURE

1. Akimova, M.K. Exercises to develop the thinking skills of younger students. - Obninsk: Virazh, 2008. - 213 p.

Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children: Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. - M.: Os - 89, 2009. - 272 p.

Glukhanyuk N.S. General psychology. - M.: Academy, 2009. - 288 p.

Grigorovich L.A. Pedagogy and psychology. - M.: Gardariki, 2006. - 480 p.

Kamenskaya E.N. Psychology of development and developmental psychology. - Rostov-on-Don: Phoenix, 2008. - 256 p.

Kornilova T.V. Methodological foundations of psychology. - St. Petersburg: Peter, 2007. - 320 p.

Lyublinskaya A.A. A teacher about the psychology of a younger student. - M.: Pedagogy, 2009. - 216 p.

Maklakov A.G. General psychology. - St. Petersburg: Peter, 2008. - 592 p.

9. Mananikova E.N. Fundamentals of psychology. - M.: Dashkov i Ko, 2008. - 368 p.

Nemov R.S. Psychology. - M.: Yurayt-Izdat, 2008. - 640 p.

11. Obukhova L.F. Age-related psychology. - M.: Pedagogical Society of Russia, 2006. - 442 p.

12. Rubinshtein S.L. Fundamentals of General Psychology. - St. Petersburg: Piter, 2007. - 720 p.

13. Slastenin V.A. Psychology and pedagogy. - M.: Academy, 2007. - 480 p.

Tikhomirova L.F. Exercises for every day: Logic for younger students: A popular guide for parents and educators. - Yaroslavl: Academy of Development, 2009. - 144 p.

Tkacheva M.S. Pedagogical psychology. - M.: Higher education, 2008. - 192 p.

Tutushkina M.K. Practical psychology. - St. Petersburg: Didaktika Plus, 2004. - 355 p.

Feldstein D.I. Developmental and pedagogical psychology. - M.: MPSI, 2002. - 432 p.

Shishkoedov P.N. General psychology. - M.: Eksmo, 2009. - 288 p.

Elkonin D.B. Psychology of teaching younger students. - M.: Psychology, 2009. - 148 p.

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At primary school age, there is an intensive development of the intellect of children. Such mental functions as thinking, perception, memory develop and turn into regulated voluntary processes.

In order to form a scientific concept in a junior schoolchild, it is necessary to teach him a differentiated approach to the features of objects. It should be shown that there are essential features, without which the object cannot be brought under this concept. A concept is generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features. If students in grades 1-2 note the most obvious, external signs that characterize the action of an object (what it does) or its purpose (what it is for), then by grade 3, students already rely more on the knowledge gained in the learning process and allow them to identify essential features of the items. So, the concept of a plant includes such different objects as a tall pine tree and a small bell. These different objects are combined into one group because each of them has essential features common to all plants: they are living organisms, grow, breathe, multiply.

By the age of 8-9, the child undergoes a transition to the stage of formal operations, which is associated with a certain level of development of the ability to abstract (the ability to highlight the essential features of objects and abstract from secondary features of objects) and generalization. The criterion for mastering a particular concept is the ability to operate with it.

Third-graders should also be able to establish a hierarchy of concepts, isolate broader and narrower concepts, and find connections between generic and specific concepts.

The thinking of a junior schoolchild in its development comes from the ability to analyze the connections and relationships between objects and phenomena. By the end of grade 3, students should learn such elements of analysis as identifying relationships between concepts and phenomena: opposite (for example, a coward - a brave man), the presence of functional relationships (for example, a river and fish), part and whole (for example, trees - forest).

Some difficulties were noted among younger schoolchildren in mastering such a mental operation as comparison. At first, the child does not know at all what it is to compare. To the question: “Is it possible to compare an apple and a ball,” we often hear the answer: “No, you can’t, you can eat an apple, but the ball rolls.” If you ask the question differently, you can get the correct answer. You should first ask the children how the objects are similar, and then how they differ. Children must be led to the correct answer.

Particular difficulties arise in younger students in establishing cause-and-effect relationships. It is easy for a younger student to establish a connection from cause to effect than from effect to cause. This can be explained by the fact that when inferring from cause to effect, a direct connection is established. And when inferring from a fact to the cause that caused it, such a connection is not directly given, since the indicated fact can be the result of a variety of reasons that need to be specially analyzed. Thus, with the same level of knowledge and development, it is easier for a younger student to answer the question: "What will happen if the plant is not watered?" than to the question: "Why did this tree wither?"

To help younger students, it should be offered at each lesson and in extracurricular activities, exercises, tasks, games that would contribute to the development of logical thinking.

Development of logical thinking

Psychologist L.S. Vygotsky noted the intensive development of the intellect of children at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.

By the time they enter the middle school (grade 5), students should learn to reason independently, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns.

A child, starting to study at school, must have a sufficiently developed logical thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It must be shown that there are essential features, without which the object cannot be brought under this concept.

During the training in the primary level, the child, first of all, must get acquainted with the concepts, with their essential and non-essential features.

Therefore, the first stage in the development of theoretical thinking of younger schoolchildren can be called as follows: acquaintance with the features of concepts.

At the second stage, it is necessary to form the ability to operate with the essential features of concepts, omitting the non-essential features, that is, we are talking about the formation of such an operation of logical thinking as abstraction.

At the third stage, it is necessary to pay the most serious attention to the formation of a logical comparison operation based on essential and non-essential features of objects and phenomena. When forming this operation of logical thinking, special attention should be paid to the search for common and distinctive features of concepts, objects and phenomena.

The first three stages are implemented in grades 1-2 of elementary school.

At the fourth stage (grade 3), students must learn to build a hierarchy of concepts, isolate broader and narrower concepts, and find connections between generic and specific concepts. The formation of the ability to define concepts based on the ability to find a more general generic concept and specific distinctive features can also be attributed to this stage in the development of logical thinking. For example: a ring (species concept) is a platform (generic concept) for boxing (species distinguishing feature).

The fifth stage (grades 3-4) involves the development of analytical activity, which at first (grades 1-2) consists in the analysis of a single object (search for signs), and by grades 3-4 in the ability to analyze the relationship between objects and phenomena (part and whole, juxtaposition, opposition, cause and effect, the presence of certain functional relationships, etc.).

By the end of elementary school, the child should have formed such operations of logical thinking as generalization, classification, analysis and synthesis.

The most important mental operations are analysis and synthesis.

Analysis is associated with the selection of the elements of a given object, its features or properties. Synthesis is a combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis through analysis.

The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a neoplasm of adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.

"Memory becomes thinking" (D.B. Elkonin)

In connection with the relative predominance of the activity of the first signal system, visual-figurative memory is more developed in younger students. Children better remember specific information, faces, objects, facts than definitions and explanations. They often memorize verbatim. This is explained by the fact that their mechanical memory is well developed and the younger student is not yet able to differentiate the tasks of memorization (what needs to be remembered verbatim and what in general terms), the child still has a poor command of speech, it is easier for him to memorize everything than to reproduce in his own words. Children still do not know how to organize semantic memorization: they do not know how to break the material into semantic groups, highlight strong points for memorization, and draw up a logical plan of the text.

Under the influence of learning, memory in children at primary school age develops in two directions:

The role and share of verbal-logical memorization is increasing (in comparison with visual-figurative memorization);

The ability to consciously control one's memory and regulate its manifestations (memorization, reproduction, recall) is formed. The development of verbal-logical memory occurs as a result of the development of logical thinking.

By the transition to the middle link, the student must develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, logical schemes, and reasoning. It is very important to teach the student to correctly set goals for memorizing the material. The productivity of memorization depends on motivation. If the student memorizes the material with the installation that this material will be needed soon, then the material will be remembered faster, remembered longer, and reproduced more accurately.

Perception becomes thinking

In the process of learning in the primary school, the perception of the child becomes:

a) more analytical;

b) more differentiating;

c) takes on the character of organized observation;

d) the role of the word in perception changes (if for first-graders the word primarily has the function of a name, i.e. it is a verbal designation after recognizing an object, for students of older grades the word-name is already the most general designation of an object, preceding its deeper analysis) .

The development of perception does not happen by itself, but goes in parallel with the development of thinking.

One of the most effective methods of organizing perception and nurturing observation is comparison. By developing in a child such a mental operation as a comparison, we make his perception deeper. At the same time, the number of perceptual errors decreases.

Attention becomes arbitrary

The possibilities of volitional regulation of attention in students in grades 1-2 are very limited. At this age, involuntary attention predominates in children. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to concentrate, work hard only if there is a “close” motivation (the prospect of getting an A, earning praise from a teacher).

The upbringing of the “distant” motivation of voluntary attention in younger schoolchildren should take place in accordance with age characteristics, by linking close and increasingly distant goals with each other. Involuntary attention becomes especially concentrated and stable when the educational material is clear, bright, and causes emotional perception in younger students. Since involuntary attention is supported by interest, then, naturally, lessons and activities with children should be exciting and entertaining.

Builds the ability to self-regulate

At this stage, such qualities as arbitrariness and the ability to self-regulate, reflection, go through only the initial stage of formation. Then they become more complex and fixed. At first, these qualities apply only to situations that are related to learning, and then to other areas of the child's activity.

An interest is formed in the content of educational activities, the acquisition of knowledge

By the time of the transition from elementary school to secondary school, the attitude towards learning changes. First, first-graders develop an interest in the very process of educational activity (they can diligently do what they will never need in life, for example, copy Japanese characters).

Then an interest in the result of his work is formed: the boy on the street read the sign on his own, he was very happy.

After the emergence of interest in the results of their educational work, first-graders develop an interest in the content of educational activities, the need to acquire knowledge. This is due to the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward.

Younger students experience a sense of pride, a special upsurge of strength, when the teacher, encouraging them and stimulating their desire to work better, says: "Now you are working not like little children, but like real students!"

Even relative failures

It is useful to comment something like this: "You already write much better. Compare how you wrote today and how you wrote a week ago. Well done! A little more effort and you will write the way you need to."

There is an awareness of a personal relationship to the world

At first, this factor affects the educational sphere as more familiar to children. The transition to middle school stimulates this process of forming a personal attitude to learning, but not all children are ready for it. As a result, a "motivational vacuum" may form, which is characterized by the fact that the old ideas no longer suit the children, and the new ones have not yet been realized, have not taken shape.

Character is taking shape

The character of a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will (a schoolchild of 7-8 years old is not yet able to pursue the intended goal for a long time, stubbornly overcome difficulties); capriciousness, stubbornness (explained by the shortcomings of family education). The child is accustomed to having all his desires and requirements satisfied. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he "wants" in the name of what he "needs".

By the end of elementary school, the child develops industriousness, accuracy, diligence, discipline.

Gradually, the ability to volitional regulation of one's behavior develops, the ability to restrain and control one's actions is formed, not to succumb to direct impulses, and perseverance grows. A student of grades 3-4 is able, as a result of the struggle of motives, to give preference to the motive of duty.

In general, during the child's education in the primary school, he should develop the following qualities: arbitrariness, reflection, thinking in concepts; successful completion of the program; main components of educational activity; a qualitatively new, more "adult" type of relationship with teachers and classmates.

Methods aimed at developing and determining the degree of mastery of the logical operations of thinking

The ability to highlight the essential

The teacher suggests a series of words: five words are given in brackets, and one is in front of them. In 20 seconds, students must exclude from the brackets (that is, highlight) the two words that are most significant for the word in front of the brackets. It is enough to offer from this list of 5 tasks.

Garden (plant, gardener, dog, fence, earth);

Plant, earth.

River (shore, fish, mud, fisherman, water);

Beach, water.

Cube (corners, drawing, side, stone, tree);

Corners, side.

Reading (eyes, book, picture, print, word);

Eyes, print.

Game (chess, players, fines, rules, punishments);

Players, rules.

Forest (leaf, apple tree, hunter, tree, shrub);

Tree, shrub.

City (car, building, crowd, street, bicycle);

Building, street.

Ring (diameter, hallmark, roundness, seal, diamond);

Hospital (garden, doctor, room, radio, patients);

Room, patients.

Love (roses, feeling, person, city, nature);

Feeling, man.

War (airplane, guns, battles, soldiers, guns);

Battles, soldiers.

Sports (medal, orchestra, match, victory, stadium);

Stadium, competition.

Processing of the received data: students who correctly completed the task, obviously, have the ability to highlight the essential, i.e. capable of abstraction. Those who made mistakes do not know how to distinguish between essential and non-essential features.

Ability to abstract = number of correct answers: 5 tasks.

Comparison

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the learning process. The formation of the ability to use this technique should be carried out in stages, in close connection with the study of specific content. It is advisable, for example, to focus on the following stages:

Identification of features or properties of one object;

Establishing similarities and differences between the features of two objects;

Identification of similarities between the features of three, four or more objects.

Since it is better to start working on the formation of a logical method of comparison in children from the first lessons, then as objects you can use objects or drawings depicting objects that are well known, in which they can highlight certain features, based on their ideas,

(for example, in math classes).

To organize the activities of students aimed at highlighting the features of an object, you can first ask the following question:

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

In the process of work, the teacher introduces the children to the concepts of "size", "shape" and asks them the following questions:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.) Purpose: to establish the level of development of students' ability to compare objects, concepts.

Students are presented or called any two objects or concepts, for example:

Book - notebook sun - moon

Horse - cow sleigh - cart

Lake - river rain - snow

Ruler - triangle bus - trolley bus

Each student on a piece of paper should write on the left the similarities, and on the right - the differences between the named objects, concepts.

4 minutes are given to complete the task for one pair of words. After that, the sheets are collected.

Generalization

Isolation of the essential features of objects, their properties and relationships is the main characteristic of such a method of mental actions as generalization.

It is necessary to distinguish between the result and the process of generalization. The result is fixed in concepts, judgments, rules. The process of generalization can be organized in different ways. Depending on this, one speaks of two types of generalization - theoretical and empirical.

In the course of elementary mathematics, the empirical type is most often used, in which the generalization of knowledge is the result of inductive reasoning (inference).

Two words are suggested. The student needs to determine what is common between them:

Rain - hail liquid - gas

Nose - eye betrayal-cowardice

Sum - product reservoir - channel

Fairy tale - epic school - teacher

History - natural history kindness - justice

You can offer 5 pairs of words. Time 3-4 minutes. Processing of received data:

Level of communication skills = number of correct answers: 5 tasks.

Classification

The ability to highlight the features of objects and establish similarities and differences between them is the basis of the classification technique. The ability to perform classification is formed in schoolchildren in close connection with the study of specific content.

This technique also reveals the ability to generalize, to build a generalization on abstract material.

Instructions: five words are given. Four of them are united by a common feature. The fifth word does not fit them. We need to find this word.

1) Prefix, preposition, suffix, ending, root.

2) Triangle, segment, length, square, circle.

4) Addition, multiplication, division, summand, subtraction.

5) Oak, tree, alder, poplar, ash.

6) Vasily, Fedor, Ivan, Petrov, Semyon.

7) Milk, cheese, sour cream, meat, curdled milk.

8) Second, hour, year, evening, week.

9) Bitter, hot, sour, salty, sweet.

10) Football, volleyball, hockey, swimming, basketball.

11) Dark, light, blue, bright, dull.

12) Airplane, ship, equipment, train, airship.

13) Circle, square, triangle, trapezoid, rectangle.

14) Bold, brave, resolute, angry, courageous.

Students can be given 5 tasks. Time - 3 minutes.

Processing of received data:

The level of formation of the mental operation = the number of correct answers: 5 tasks.

Anagram

Purpose: to identify the presence or absence of theoretical analysis in schoolchildren.

Progress of work: students are offered anagrams (words transformed by rearranging their constituent letters).

Students must use the given anagrams to find the original words.

LBKO, RAYAI, ERAVSHN, RKDETI, ASHNRRI, UPKS, OKORAV

As a result of completing the assignment, students can be divided into 2 groups: group 1 - they lack theoretical analysis (the ability to mentally highlight the properties of objects, in this case, the structure of a word), group 2 students quickly find answers by finding a general rule.

Processing of the received data: the level of formation of operations = the number of correct answers: 5 tasks.

Analysis of relations of concepts (analogy)

The concept of "similar" in translation from Greek means "similar", "corresponding", the concept of analogy is the similarity in any respect between objects, phenomena, concepts, methods of action.

Forming in younger students the ability to perform inferences by analogy, it is necessary to keep in mind the following:

Analogy is based on comparison, so the success of its application depends on how students are able to highlight the features of objects and establish similarities and differences between them.

To use the analogy, it is necessary to have two objects, one of which is known, the second is compared with it according to some criteria. Hence, the use of the analogy technique contributes to the repetition of what has been studied and the systematization of knowledge and skills.

In order to orient schoolchildren to use analogy, it is necessary to explain to them in an accessible form the essence of this technique, drawing their attention to the fact that in mathematics it is often possible to discover a new method of action by guessing, remembering and analyzing a known method of action and a given new task.

For correct actions, by analogy, the features of objects that are significant in a given situation are compared. Otherwise, the output may be incorrect.

For example, given three words, the first two are in a certain connection. The same relationship exists between the third and one of the proposed five words. We need to find this fourth word:

Song: composer = plane:?

a) an airport b) fuel; c) designer d) pilot; d) fighter.

Functional relationship: the song was composed by the composer.

The answer is the designer (the designer made the plane).

1) school: teaching = hospital:?

a) a doctor; b) a student; c) treatment; d) institution; d) sick.

2) song: deaf = picture:?

a) blind b) an artist; c) drawing; d) sick; d) lame.

3) knife: steel = table:?

a) a fork; b) a tree; c) chair; d) dining room; d) long.

4) locomotive: wagons = horse:?

a) a train b) a horse; c) oats; d) cart; d) a stable.

5) forest: trees = library:?

what about the town; b) a building; c) books; d) librarian; d) theater.

6) run: stand = shout 6?

a) crawl b) be silent; c) make noise d) call d) cry.

7) morning: night = winter:?

a) frost b) day; c) January; d) autumn; d) sled.

8) wolf: mouth = bird:?

a) air; b) beak; c) nightingale; d) egg; d) singing.

9) cold: hot = movement:?

a) rest; b) interaction; c) inertia; d) a molecule; d) run.

10) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) division.

11) circle: circumference = ball:?

a) space b) sphere; c) radius; d) diameter; e) half.

12) light:dark = attraction:?

a) metal; b) a magnet; c) repulsion; d) movement; e) interaction.

This technique allows students to identify the ability to determine relationships between concepts or connections between concepts:

a) cause - effect; d) part - whole;

b) genus - species; e) functional relationships.

c) opposite;

The level of formation of operations = the number of correct answers: the number of tasks.

To study the speed of the thought processes of students, you can use the method, the essence of which is to fill in the missing letters in the proposed words.

P - RO Z - R - O Z - O - OK

K - SA D - R - VO T - A - A

R - KA K -M - Nb K - N - A

G - RA X - L - D K - S - A

P -LE K - V - R P - E - A

The teacher pays attention to how much time the student took to think about each individual word and fill in the missing letters.

Variants of tasks for the development of logical thinking of younger students

The proposed methods have been tested. The tasks will take one hour (45 minutes) to complete. Students are given tasks according to options (for the study of thinking). It is necessary to give 5 minutes to complete the 1st - 5th tasks; 6th - 15 minutes.

Option 1

1) well; 2) paradises; 3) evolution; 4) rkchildren; 5) rbkadol.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 words from those written in brackets that are most significant for the word in front of the brackets. Write down these words.

1) Reading (book, glasses, eyes, letter, moon).

2) Garden (plant, gardener, land, water, fence).

3) River (shore, mud, water, fisherman, fish).

4) Game (chess, players, rules, football, penalty).

5) Cube (corners, wood, stone, blueprint, side).

Task 3. Compare the concepts: book - notebook. Write down common and distinctive features on a sheet in 2 columns.

1) Oak, tree, alder, ash.

2) Bitter, hot, sour, salty, sweet.

3) Rain, snow, precipitation, frost, hail.

4) Comma, period, colon, union, dash.

5) Addition, multiplication, division, summand, subtraction.

Task 5. You are offered 5 pairs of words. It is necessary to determine what is common between them (very briefly, the sentence should contain no more than 3 - 4 words).

1) Rain - hail.

2) Nose - eye.

3) The sum is the product.

4) Reservoir - channel.

5) Betrayal is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the five words below are in the same relationship. Find and write down this fourth word on the sheet.

1) wolf: mouth = bird:?

a) a sparrow b) nest; c) beak; d) nightingale; d) sing.

2) library: book = forest:?

a) birch; b) a tree; c) branch; d) log; e) maple.

3) bird: nest = human:?

a) people; b) worker; c) a chick; d) house; d) smart.

4) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) subtraction.

5) cold: hot = movement:?

a) interaction; b) peace; into the ball; d) trams; d) go.

6) west: east = shallowing:?

a) drought; b) south; c) flood; d) a river; e) rain.

7) war: death = heat:?

a) breathing b) vital activity; c) substance; d) temperature; e) death.

8) lightning: light = heat:?

a) the sun b) grass; c) thirst; d) rain; d) a river.

9) rose: flower = gas:?

a) oxygen; b) breathing; c) burning; d) state of matter; e) transparent.

10) birch: tree = poem:?

a) a fairy tale b) hero; c) poetry; d) lyrics; d) drama.

Option 2

Task 1. In the given words, the letters are rearranged. Write down these words.

1) UPKS; 2) ASHNRRI; 3) VTSTEKO; 4) OKAMNDRY; 5) LKBUINAC.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 of them that are the most significant for the word before the brackets.

1) division (class, dividend, pencil, divider, paper).

2) Lake (shore, fish, water, angler, mud).

3) Garden (fence, earth, plant, dog, shovel).

4) Reading (eyes, glasses, book, print, picture).

5) Game (chess, tennis, players, penalty, rules).

Task 3. Compare the concepts: lake - river. Write down common and distinctive features in 2 columns.

Task 4. Which concept in each of the lists is superfluous? Write it out.

1) Cold, hot, warm, sour, icy.

2) Rose, tulip, daffodil, flower, gladiolus.

3) Justice, kindness, sincerity, envy, honesty.

4) Triangle, segment, square, circle, rectangle.

5) Proverb, saying, fable, fairy tale, epic.

Task 5. 5 pairs of words are offered. It is necessary to determine what is common between them (very briefly, the phrase should contain up to 3 words).

1) Russian language - mathematics.

2) Nose - eye.

3) An earthquake is a tornado.

4) Gas - liquid. Envy is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the 4 below are in the same relationship. Find and write down the fourth word.

1) Song: composer = plane:?

a) fuel; b) a pilot; c) constructor; d) airfield.

2) rectangle: plane = cube:?

a) space b) rib; c) height; d) triangle.

3) school: teaching = hospital:?

a) a doctor; b) sick; c) treatment; d) institution.

4) ear: hear = teeth:?

a) see; b) treat; c) chew; d) mouth.

5) verb: hide - noun:?

a) concept; b) incline; c) name; d) form.

6) light:dark = attraction:?

a) metal; b) a molecule; c) repulsion; d) movement.

7) heat: drought = rain:?

a) a flood b) flood; c) autumn; d) summer.

8) birch: tree = poem:?

a) a fairy tale b) lyrics; c) poetry; d) drama.

9) rose: flower = oxygen:?

a) state of matter b) gas; c) subject; d) cloves.

10) north: south = night:?

a) morning b) light; in a day; d) evening.

Assessment methodology

	High level	Above average	Middle level	Below the average
1. Anagram.
2. Essential.
3. Comparison.
4. Classification
5. Generalization.
6. Analogy.
1 point is assigned for each correct answer.
General level of development of thinking

The proposed tasks, exercises, games will allow primary school teachers and parents to prepare students for secondary education.

Diagnostic techniques will be necessary in order to identify weaknesses, those mental operations that are not sufficiently formed, but which can be developed when conducting targeted classes with children, as well as when teaching at the middle level.

Exercises for every day

Task 1: Find signs of objects. Tell us about the shape, color, taste of apple, watermelon, plum, lemon, etc.

Recognize objects by given signs.

There is one such flower Do not weave it into a wreath Blow on it a little There was a flower - and there is no flower. At snow-covered bumps, Under a white snow cap, We found a small flower Half frozen, a little alive. Who loves me He is happy to bow And gave me a name Native land.

I fly in the summer I collect honey But when you touch Then I bite I will lay down the matting I will sow peas I'll put a kalach - No one to take. In a black field, a white hare Jumped, ran, made loops. The trail behind him was also white. Who is this white hare?

Come on guys Who can guess: For ten brothers Two coats are missing. hairy, green, She hides in the leaves Even though there are many legs And he can't run. The river roars furiously And breaks the ice. The starling returned to his house, And in the forest the bear woke up.

Task 2: Name the signs of the seasons. (The world).

response plan.

1. How does the length of the day change?

2. How does the air temperature change?

3. What is the precipitation?

4. How does the state of plants change?

5. How does the condition of the soil change?

6. How does the state of water bodies change?

Task 3. "Logical problem" (mathematics).

1. My name is Lena. My brother has only one sister. What is the name of my brother's sister?

2. The thermometer shows 10 degrees of heat. How many degrees do two of these thermometers show?

3. Ivan Fedorovich is the father of Marina Ivanovna, and Kolya is the son of Marina Ivanovna. Who is Kolya related to Ivan Fedorovich?

4. Mom, dad and I were sitting on the bench. In what order did we sit if it is known that I was sitting to the left of my father, and my mother was to my left?

5. Tolya caught perch, ruff and pike. He caught a pike earlier than a perch, and a ruff later than a pike. What fish did Tolya catch before the others? Can you tell which fish was caught last?

6. Kolya is taller than Vasya, but lower than Seryozha. Who is taller, Vasya or Seryozha? etc.

Task 4. "Anagram" (hidden word).

SOLO - _ _ _ _

A GAME - _ _ _ _

WILL - _ _ _ _

WIND - _ _ _ _ _ etc.

Task 5. Find the essential.

Purpose: to teach the child to find the essential features of objects.

Task: select 2 words that are most significant for the word in front of the brackets.

WAR (guns, soldiers, battles, airplane, guns).

HOSPITAL (garden, doctor, radio, patients, room).

SPORT (stadium, orchestra, award, competition, spectators).

CITY (car, building, crowd, bike, streets).

RIVER (coast, fish, mud, water, angler), etc.

Task 6. "Classification".

Purpose: to teach the child to classify. Task 6.1. Large and small, black and white circles are divided into 2 groups. On what basis are the circles divided? Choose the correct answer:

1) by color;

2) by size;

3) by color and size.

Task 6.2. A list of words (2 columns) is given. Choose a label for each of the columns:

1) words are distributed according to the number of syllables;

2) words are distributed according to the number of letters;

3) words are distributed by gender.

WORD CAT VASE MOUTH

FEATHER CHALK ROSE TOOTH

BOOK MOUSE HAND CURRENT

KINO MUSHROOM FEATHER FIR etc.

Task 7. "Comparison".

Purpose: to teach the child to compare objects.

Task: what is common and how are they different: 1) ALBUM, NOTEBOOK? 2) TABLE, CHAIR? 3) WINDOW, BLOOD, CLOUD? 4) WHITE MUSHROOM, Amanita?

5) deciduous tree, coniferous tree? 6) WOOD, SHRUBS?

Task 8. "Genus - species".

Purpose: to teach the child to attribute objects to a common generic concept.

Task 8.1. From the list of words, select the names of trees (flowers, vegetables).

Cabbage, maple, birch, bluebell, chamomile, onion, cucumber, ash, aspen, cloves, cornflower, garlic.

Task 8.2. The classification of words by gender was carried out. Choose the correct option from the four proposed: TOWELS, FLOOR, SOAP, CEILING, WALL, FRAME, KNIFE, PORCH, PORCH.

Task 9. "Search for common properties."

Purpose: to teach the child to find connections between objects; introduce him to the essential and non-essential features of objects.

Task: given two words little related to each other. In 10 minutes, you must write as many common features of these items as possible.

DISH, BOAT.

CHALK, FLOUR,

MATRYOSHKA, DESIGNER, etc.

Task 10. "Composing proposals". (Russian language, the world around).

Task: make as many sentences as possible, including these words: BALL, ROCKET, BOOK.

Task 11. "Echo".

Purpose: to develop the child's mental operations of analysis and synthesis.

Task: make new words from these words; questions will help you.

CHAMPION 1) What flower was given to the champion?

COOKING 2) What dish did the cook prepare?

BUCKWHEAT 3) What is the name of the water stream?

CLAMP 4) Where did you throw the clamp?

SEAL 5) Why was the seal caught?

Task 12. "Composing proposals."

Purpose: to develop the child's ability to establish connections between objects and phenomena, to think creatively.

Task: make up as many sentences as possible, including the following words: BICYCLE, FLOWER, SKY.

TABLE, APRON, BOOTS

Math lesson in 1st grade

Topic: Addition of "round" tens and units.

Purpose: the formation of computational skills and the ability to add "round" tens and ones;

Tasks: identifying single and double digit numbers

knowledge of ranks

application of knowledge and skills in the study of a new topic

formation of general educational competencies

During the classes

1. Organizational moment

The long-awaited call is given,

The lesson starts.

(on the board images of planets, a rocket).

Guys, look carefully at the board. What do you see there?

For a long time, the mysterious world of planets and stars has attracted the attention of people, attracted them with its mysterious beauty, etc.

2. Mental count

Now we will solve examples (they are written on the stars), and we will place the stars on the board to our planets in order to get to know this mysterious world better.

70 – 40 50 - 10

90 – 20 80 - 40

40 – 20 50 – 30

Today we are going on a big journey. And for this we need to take our control panels. (control panel - calculator). Ready?

Show the number that

1 dec. 3 units (thirteen)

3 dec.1 unit (31)

7 dec.2 units (72)

6 dec.5 units (65)

8 dec. (80) (verification).

Well done! Completed the task.

Dial the numbers 12, 4, 19, 61.

How many tens and ones are in these numbers? (1 dec. 2 units, 4 units, 1 dec. 9 units, 6 dec. 1 units)

(cards with these numbers are put on the board).

Guys, a very interesting date is hidden in these numbers. What is this date?

(April 12, 1961, Yu. A. Gagarin flew into space on a Vostok rocket and flew around our planet in 108 minutes). (Portrait of Yu. A. Gagarin on the board).

On the board: stars with the numbers 5, 8, 12, 6.17, 20, 10, 71.

Write down in your "flight log" the numbers in ascending order. (5, 6, 8, 10, 12, 17, 20, 71).

Name two digit numbers. Which of them means "round tens"? (10, 20).

Remember and say what it means to increase the number? (add).

Increase the number 10 by 20. Write down this equation. (10+20)

Which of these numbers must be increased by 7 to get 27? 17? 37?

What are the equalities?

On the board: 20 + 7 = 27

3. Theme of the lesson: Addition of "round" tens and ones

An astronaut must know and be able to do a lot.

Look carefully at this record and tell me, what are we going to do today in the lesson?

(Children express their guesses).

4. Physical education

An astronaut, before flying into space, goes through great trials, but he also needs to rest.

One, two, back and forth

Do it once and do it twice

One and two, one and two

Keep your hands to the sides

Look at each other

One and two, one and two.

Put your hands down

And everyone sit down!

5. Working with models (tens and ones)

An astronaut is studying space. We, like astronauts, will study numbers.

Show the number: 40, 70, 90.35, 81.

Write down the numbers 35, 81 in different ways.

30 + 5 =35 80 + 1 = 81

3 dec. + 5 units = 35 8 dec. + 1 unit = 81 etc.

6. Working with the "logbook" (textbook)

Task 308 - write down equalities on the board and in a notebook.

Task 310 - orally.

7. Independent work

The astronaut is very brave, smart. He quickly finds a way out of any situation.

Task 313 (in pencil).

(60 + 6) - a numeric expression that can still be composed.

8. Fixing.

Let's see how we perform the last test in space. Will we be able to return back to our planet.

On the cards: (connect with arrows).

What attentive astronauts!

Guys, listen carefully. Now I will name the numbers, you must name the missing ones.

48, 49, 51, 52, 53 (50)

56, 57, 58, 59, 61, 62 (60)

18, 19, 21, 22, 23 (20).

What can you say about the missing numbers? (denoting round tens, two-digit).

How to get the number 58 if the number 50 is known?

9. Reflection (children attach stars to the desired field):

be an astronaut

interesting not interested

Being an astronaut is interesting, but very difficult. Well done boys! Thank you for the lesson!

Competence-Based Lesson Plans

The world

Topic: Earth is a planet in the solar system

Purpose: to introduce students to the planets of the solar system

Tasks: show the similarities and differences between the Sun and the planets

create conditions for the formation of information and communication competence of students

arouse interest in the knowledge of the world around

Equipment: textbooks, children's encyclopedias, a geographical atlas for elementary school students, Pleshakov A.A. "From Earth to Heaven"

Nuzhdina T. D. "A miracle is everywhere. The world of animals and plants",

DER "Man. Nature. Society".

During the classes.

Organizational moment. The bell rang.

We are in class today

Let's uncover secrets

Draw conclusions and reason.

Give complete answers

To get a five.

Knowledge update. Complete the crossword.

Workbook No. 1 "The World Around", Poglazova O.T., Grade 4, p.23.

What is a globe? (reduced model of the Earth).

What will be discussed in the lesson? (determining the topic of the lesson)

What do we know about the Earth? What is Earth? Why word

capitalized? (goal setting)

Topic of the lesson (teacher with children formulate the topic of the lesson)

Today our conversation is about the Earth as a planet of the solar system.

Question 1: What is the solar system?

Children work in groups with a geographical atlas and encyclopedias

Conclusion: The solar system is the Sun, planets revolving around the Sun, and their satellites, asteroids, comets, meteorites.

Question 2: Why is the system called "solar"?

Group work

Conclusion: The Sun is the main and largest celestial body, the center of the solar system, the star closest to the Earth, around which the planets move. This is a huge fireball, the temperature on the surface is 20 million degrees. It is 109 times larger than the Earth, for comparison, let's take a pea (Earth) and a soccer ball (Sun)

After the performance of the groups, we watch the animation "Model of the Solar System"

Question 3: How are planets different from stars?

Conclusion: Planets do not shine by their own light like stars. Planets are visible in the sky because they are illuminated by the Sun. They glow with a steady light, brighter than the stars. Each planet has its own path of movement around the Sun - an orbit.

Question 4: What planet can you live on?

Group work.

Each group prepares a story about the planet (children draw cards with the name of the planets)

Conclusion: In the solar system, people live only on Earth. There are no living beings on other planets.

Question 5: What is a satellite?

Group work.

Children are looking for more information about the moon

Conclusion: A celestial body that revolves around another all the time. Many planets have natural satellites, but people have created artificial satellites to study the Earth, the Sun, the planets, the stars.

We found answers to our questions in books, but someone before us studied celestial bodies. Who could tell us about them?

Question 6: What is the name of the science that studies the stars?

(Astronomy).

Homework: How a person studies the solar system.

Reflection. Emoticons: want to know more (wide eyes)

I know a lot (with a smile on my face)

The world

Poglazova O. T., EMC "Harmony", Grade 4

Theme "Natural areas. Severe Arctic."

Motivation: Today you work as zoologists - animal specialists. Tell your classmates about the amazing wildlife of the Arctic.

Task formulation: look at the map and photographs of animals living in the Arctic in the atlases, start filling out the table; read the texts in the textbook and in the encyclopedia, complete the table.

Source of information: textbook "World around" Poglazova O.T., Nuzhdina T.D., "Miracle is everywhere. The world of animals and plants", children's encyclopedia.

Check Tool: Table

Literary reading

Kubasova O.V., EMC "Harmony", Grade 3

Lesson topic: N. Nosov, the story "Cucumbers"

Stimulus: We are preparing a play based on N. Nosov's story "Cucumbers". We chose the most interesting passage, chose the characters - the actors. Anything else needed?

Task formulation: read the proposed text and determine what we will do.

Source of information: An artist is a person who works creatively in some area of ​​art, a painter.

Fashion designer - a specialist in the manufacture of clothing models.

Artist - fashion designer

Today we are preparing costumes for our artists. Remember what time of the year the events in the story take place, who our heroes are (children or adults), draw clothes for the actors on the models.

Check Tool: Summer Children's Clothing Model Show, Dress Up Doll Game (Boy)

The world

Poglazova O. T., EMC "Harmony", Grade 3

Lesson topic: Plant propagation

But in March there are no carnations, lilacs are not available,

And you can draw flowers on a piece of paper.

You can make a flower out of paper, fabric, beads.

Only this is not it!

I want to give my mom

Well, at least one living flower!

That's the problem, that's the problem.

Help me friends!

Task formulation. Think about plant reproduction, pay attention to bulbous plants, remember how onions were grown on a feather. Is it possible to do the forcing of bulbous plants? Find literature, get acquainted with the rules for forcing plants.

Source of information: natural history textbook Pleshakov A.A., magazines "All about flowers", "Peasant woman", "Manor" and others.

Verification tool: filling out a form

1. preparation: selection of material…………………………………………

soil preparation………………………………………………………

2. distillation: landing………………………………………………………..

conditions for the germination of bulbs………………………………………..

3. observation and diary entries:

planted……………….

sprouts appeared……………………..

leaf length (in a week)………………………………………………………

flower stalks appeared……………………………………………….

length of peduncles…………………………………………………………………..

flower dimensions (height, bud width)

duration of flowering……………………………………

You can make forcing tulips, hyacinths, crocuses.

Result: writing a research paper, speaking at an extracurricular event in front of students and parents.

Practical work in the Russian language lessons

Exercise 1.

Write the following adjectives for these words:

April -

Underline the part of the word with which the adjective is formed.

Task 2.

Choose from the brackets and fill in the missing letters. Write test words.

V ... lna (a, o) r ... sa (o, a)

R ... kA (e, and) p ... nek (i, e)

M ... rya (a, o) b ... nt (e, and)

S ... dy (e, and) d ... ska (a, o)

Task 3.

Underline only the nouns among these words.

Cheerful, fun, fun, fun, fun.

Run, run, runner, run, run, run.

Task 4.

Cross out the extra word in the row.

Sings, flew, makes noise, singing, sang, swept.

Noise, noisy, blue, miracle, taste, white, juicy, quiet, sleeping, sleepy, downy, yellow.

For the "red pencil".

Fishing.

Kostya Chaikin lived in the village of Dubrovka. He went fishing with his brother Yura. Quiet on the river. The reeds are noisy. The boys threw in their fishing rods. Kostya caught a pike. Yura is a ruff. Good wolf! There will be a fish and a cat leopard.

Subject. Separating soft sign.

October is coming soon. The flowers withered. Trova has fallen. The wind blows the leaves off the trees. The whole sky is in clouds. The summer is shallow rain. It's damp in autumn. Such a pagoda is called a bad weather.

Subject. Types of sentences according to the purpose of the statement.

Dear mother! I have a good rest. We live in a pine fox. There is a speech nearby. What are the creepy places here. And how do you live. Did Seryozha call me? Walk me more often. I kiss you. Dinis…

Material for exercises on selectivity of memorization

Subject. Repetition of what was learned in 1st grade.

Words are the names of things. Listen to the words. Remember only those that answer the question who?: student, sea, doll, book, cat, fly, uncle, cherry, rain. Lena.

Words are names for actions. Listen to the words. Remember those that denote the actions of objects: sister, swim, good, fly, scream, play, grass, teach, earthen, stand, ice cream, give.

Words are the names of features. Remember the signs of objects by color. (The teacher shows several subject illustrations in turn. Having seen the object, the guys must mentally name its sign by color, remember this word, then remember the next word - a sign of another object, and so on until the end). The illustrations depict: cucumber, tomato, lemon, orange, blue balloon, blue scarf, purple sheet of paper. Students must memorize the words: green, red, yellow, orange, blue, blue, purple.

Capital letter. Listen to the words. Remember only those that are capitalized: Moscow, ball, river, Pushkin, Anna Ivanovna, city, Barbos, Seryozha.

Sounds and letters. Listen to the words. Remember only the vowels: v, e, y, p, s, i, g, d, o, k, s.

Writing combinations zhi, shi, cha, schA, chu, schu.

1) Listen to the words. Remember only those that have a hissing sound: ruff, table, river, circus, magazine, hare, puppy, birds, cabbage soup.

2) Read the words. Remember only those in which there are combinations of zhi, shi, cha, scha, chu, schu: shouted, pulled, circled, searched, stocking, played, ran, pike, wore, tire.

3) The teacher shows illustrations one after another, which depict: skis, a chair, lilies of the valley, strawberries, sugar, pencils, a heron, cones, a basket, a watch, hedgehogs.

Test - forecast "The abilities of our child. How to recognize them?"

Such thematic diagnostics can be carried out in the 4th grade to study the issue of choosing a further profile of education by the child and parents. It will help parents once again make sure which innate abilities are a priority for their child.

If the child is dominated by abilities in the technical field, then he:

Interested in a variety of mechanisms and machines;

He likes to disassemble and assemble various devices, design models;

He spends hours trying to figure out the causes of breakdowns and malfunctions of various mechanisms and devices;

Uses damaged devices and mechanisms to create new models and crafts;

Likes and knows how to draw, draw; with pleasure creates drawings of sketches and mechanisms;

Reads special technical literature, makes friends according to his interest.

If a child has pronounced musical abilities, then he:

Loves music, can listen to it for hours, buys music records;

He enjoys attending concerts;

Easily memorizes melodies and rhythms, and can reproduce them;

If he plays a musical instrument and sings, he does it with great feeling and pleasure;

Tries to compose his own melodies;

Tries to learn how to play a musical instrument or already plays it;

Understands various areas of musical culture.

If a child has pronounced abilities for scientific activity, then he:

Has a pronounced ability to understand abstract concepts and to generalize;

Able to clearly express in words someone else's thought or observation, keeps records of them and uses them as needed;

Asks many questions related to the processes and phenomena of the world;

Often tries to give his own explanation of the processes and phenomena of the surrounding world;

He creates his own designs and schemes, studies and projects in the field of knowledge that interests him.

If a child has pronounced artistic abilities, then he:

Often expresses his feelings with facial expressions, gestures and movements, if he lacks words;

Knows how to captivate the audience and listeners with his story;

Has the ability to imitate, changes the tone and expression of the voice when imitating the person he is talking about;

With great desire to speak to the audience;

Capable of imitation and does it easily and naturally;

Likes to transform, using different clothes;

Plastic and open to everything new.

If a child has an outstanding intellect, then he:

He reasons well, thinks clearly, understands the unsaid, catches the reasons and motives for the actions of other people and can explain them;

Has a good memory;

Easily and quickly grasps school material; asks many interesting, unusual, but thoughtful questions;

Overtakes his peers in studies, but is not always an excellent student; often complains that he is bored at school;

Has extensive knowledge in various fields beyond his age;

Reasonable and even prudent beyond his years; possesses self-respect and common sense;

He reacts sharply to everything new and hitherto unknown.

If your child has a sports talent, then he:

Energetic and wants to move all the time;

Bold to recklessness and not afraid of bruises and bumps;

He loves sports games and always wins them;

Deftly controlled by skates and skis, balls and clubs;

In physical education lessons, among the best students, he is well developed physically, coordinated in movements, has good plasticity;

Likes to run, prefers games and competitions to sitting still;

Has an athlete - an idol, whom he tries to imitate;

Almost never seriously gets tired if he is doing what he loves.

If your child has literary ability, then he:

He always tells logically and consistently;

Likes to fantasize and invent;

He tries as widely as possible to use the palette of language in order to convey the smallest details of the described plot or character;

Likes to write stories, poems, diaries;

He does not hesitate to demonstrate his literary abilities.

If your child has artistic abilities, then he:

With the help of drawing or modeling, he tries to express his emotions and feelings;

In his drawings, he tries to convey the world around him through the prism of his own perception;

He is fond of artistic works of art, loves to look at them;

Able to see the beautiful and unusual nearby;

In his spare time he willingly sculpts, draws, draws;

Likes to create something interesting and unusual in the house.

This study will allow parents to take a different look at their child.

Memory development at home (for parents with children)

Development of memory through the installation of memorization

Game "Remember the commands"

Purpose: to learn to memorize commands at once (with a gradual increase in the number of commands from 3 to 7).

Game progress.

1) An adult gives the child a task to memorize several commands and calls them. For example: "Field the flowers, put the scissors in place, find the ball."

2) The child repeats the commands aloud and performs them in order.

3) Parents evaluate the completed task: for each memorized and completed command, a particular number of points is established.

4) The game continues. In the new task, the number of teams increases.

General rules for organizing joint activities of a teacher and schoolchildren

There are 4 main types of lessons in the teaching system: lectures, lessons for solving "key" problems, consultations, credit lessons.

1. Lesson - test can be carried out from grade 1:

Children learn to evaluate themselves and classmates;

Cross-checking of notebooks is carried out;

Work is carried out in pairs, in fours.

Such work teaches students to communicate, to be tolerant of each other, to the failures of a comrade; children are more likely to help each other.

2. In grades 2-3, work becomes more difficult, like this:

It is carried out in fours of interchangeable composition;

Lessons are already being introduced on separate topics.

3. Lessons-lectures can be held in the 4th grade.

Lessons-lectures - a form that involves immersion of students in the proposed topic.

The goal is to create conditions for students to have a holistic view of the new topic.

Lesson-lecture is the first lesson on a new topic.

It is carried out like this:

1. The lecture plan is written on the board.

3. All studied material is summarized in notebooks according to the proposed plan.

4. Then work in pairs is proposed, students share their knowledge using the plan.

5. The result is summed up at the board.

Seminar lessons involve students turning to dictionaries, reference books, and additional literature.

The purpose of such lessons is to generalize and systematize the knowledge gained in the study of a particular topic.

Lessons-seminars are held according to the following plan:

1. A week before the seminar, questions and literature are communicated.

2. The teacher appoints assistants who prepare the messages.

3. Tasks for the seminar include both theoretical and practical questions.

4. Assistants' messages are heard. All students participate in the discussion.

5. Reviewing speeches.

6. Summing up.

Lessons-consultations are when children ask questions, and the teacher answers them.

The purpose of such lessons is to test the preparation of students for the test on a particular topic.

Lessons take the form of an interview. The teacher engages students in the learning content. Students can ask questions before the lesson or during the lesson.

Lessons for solving "key" problems involve both combined and integrated practical lessons during the study of a particular topic.

The purpose of such lessons is to complete a minimum of basic tasks on the topic; develop certain skills and abilities.

At practical lessons, tasks of increased difficulty are offered; tasks involving the use of knowledge in atypical conditions.

It is also practiced to conduct integrated lessons.

Credit lessons are the organization of individual work in a group.

Such lessons are held at the end of the study of a topic. The educational process is organized taking into account the following points:

1. Students systematically study or present a new topic, based on the story of another.

2. Students participate in the planning, organization, accounting and control of the work of the group.

3. Students are given the opportunity to learn everything that others know and transfer their knowledge to another.

Groups are formed according to the number of questions. One student is a consultant.

General rules for organizing group work in elementary school

1. Learn how to sit at a desk in order to look not at the teacher, but at the partner; how to put down a textbook, how to agree, how to object.

2. The teacher, together with the students, shows the entire course of the test at the blackboard.

3. Analysis of several errors. Analyze the non-content error, and the interaction that led to the error.

4. Connect in groups, taking into account their personal inclinations and not only. It is useful for a stubborn man to measure himself against a stubborn one. The weakest student needs not so much a strong one as a patient one.

5. For groups to work, at least 3-5 lessons are needed. Therefore, it is not worth transplanting children.

6. When evaluating the work of the group, one should emphasize not so much student's as human virtues: patience, goodwill, friendliness, friendliness.

The continuation of the test is practical work. One type of verification is testing.

Testing is a generalized material aimed at identifying the degree of assimilation of the studied material.

For the effective application of tests, the following conditions must be met:

1. The main condition is the complete independence of students in the process of completing tasks.

2. Tasks are offered in ascending order of difficulty.

3. A variety of forms for submitting test items.

4. Clarity of verbal formulations, questions, tasks.

5. Compliance with the requirements for the dosage of test items, in one subject test - no more than 12.

6. A clear instruction from the teacher at the beginning of work with the obligatory reading of the contents of the sheet.

Examples of competency-based tasks

Mathematics. Topic "Area of ​​a Rectangle"

Stimulus. What old wallpaper, everything turned yellow. It is necessary to make repairs in the summer, but I again forgot how many rolls of wallpaper are needed.

Russian language. The development of speech. 3rd grade, 2nd quarter.

Stimulus. Your birthday is coming up. Guests will come to you. Mom is preparing a treat, and what are you doing? I think you're decorating the table. But as?

Task formulation: remember what your guests love, think about how you can decorate the table.

A source of information:

Based on the knowledge of decorating the New Year's table, children themselves are looking for material, how and with what to decorate the table. From magazines, children's encyclopedias for girls, the Internet. At the same time, they draw up instructions for making table decorations.

Check Form

Instruction:

1. What is needed:

2. Order of execution:

Literature

Basov A.V., Tikhomirova L.F. Materials for assessing readiness for training in the middle link. Yaroslavl, 1992.

Volina V.V. We learn by playing. M., 1992.

Zaitseva O.V., Karpova E.V. At leisure. Games at school, at home, in the yard. Yaroslavl: Academy of Development, 1997.

Tarabarina T.I., Elkina N.V. Both study and play: Mathematics. Yaroslavl: Academy of Development, 1997.

Tikhomirova L.F. Development of cognitive abilities of children. Yaroslavl: Academy of Development, 1996.

Tikhomirova L.F., Basov A.V. Development of logical thinking of children. Yaroslavl: Gringo, 1995.

Elkonin D.V. Psychological development in childhood. M., 1996

V.V. Laylo. Memory development and literacy.