Organization of educational and cognitive activities of younger students. Features of the formation and development of cognitive activity of younger students

§1. The essence of the concept cognitive activities in psychological and pedagogical literature

Cognitive activity is one of the leading forms of child activity, which stimulates learning based on cognitive interest. Therefore, the activation of the cognitive activity of schoolchildren - component improving teaching methods (teaching and learning). The broad concept of student activity has philosophical, social, psychological and other aspects. Considered in the psychological and pedagogical aspect, this concept is associated with the goals of learning.

The educational and cognitive activity of students at school is a necessary stage in preparing the young generation for life. This activity is of a special kind, although structurally it expresses unity with any other activity. Educational and cognitive activity is the focus of educational activity on cognitive interest.

It is impossible to overestimate the importance of cognitive activity for the general development of the student and the formation of his personality. Under the influence of cognitive activity, all processes of consciousness develop. Knowledge requires active work thoughts, and not only thought processes, but also the totality of all processes of conscious activity.

It is well known that personality develops only in the process of self

noisy activities. "You can teach a person to swim only in water, and you can teach a child to act only in the process of activity." The question of the driving forces of a child's development is solved in the context of the concept of leading activity.

Here are various definitions of the concept of "activity" found in the psychological and pedagogical literature.

So, Shchukina G.I. defines activity as "a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including himself and the conditions of his existence."

Psycholinguist Z.Ya. Gornostaeva in turn, by activity he understands "a dynamic system of interactions of the subject with the world, in the process of which the emergence and embodiment of the mental image in the object and the realization of the subject's relations mediated by it in objective reality".

The main condition that contributes to the formation of cognitive activity is the humanistic, creative, positive, emotionally comfortable nature of the educational environment at school.

The learning process is determined by the desire of teachers to intensify the learning activities of students.

The tasks of modern education are not only to ensure the assimilation of programs by schoolchildren, but also to advance them in development. Work on the development of children acquires particular importance in primary grades... Such work is the foundation for the further development of the student's personality.

§2. Techniques and methods for enhancing cognitive activity in the lessons of literary reading

Literary reading is an academic discipline, the purpose of which is to familiarize the younger student with the world of the art of words, in teaching correct and expressive reading, as well as in the formation of the ability to understand the intention of the author of the work and compose own opinion... True reading is reading, which, according to M. Tsvetaeva, "is participation in creativity." It is necessary to develop intelligence, emotional responsiveness, aesthetic needs and abilities.

The purpose of the development of cognitive activity is the formation of 8 qualities:

Curiosity;

Resourcefulness and imagination;

Alternative thinking;

Ingenuity;

Originality;

Flexibility;

Self-reliance;

The breadth and depth of thinking.

Reception of teaching is part of the method, an elementary action of the teacher. Teaching techniques are associated with logical techniques. Among the logical techniques, the following can be distinguished:

1. Analysis.

2. Synthesis.

3. Comparison.

4. Generalization.

5. Grouping.

6. Classification.

They become teaching methods when these methods are appealed to by the teacher for the organization of cognitive activity.

The teaching method is a type of teacher's activity that organizes the cognitive activity of students in the classroom, is a system of purposeful teacher actions, a way of managing the cognitive activity of students. As a result of this activity, the teacher achieves the goal, achieves the assimilation of the content of education by children.

Active teaching methods should be called those that maximize the level of cognitive activity of schoolchildren, encourage them to diligent learning.

In pedagogical practice and in methodological literature, it is traditionally customary to divide teaching methods according to the source of knowledge (according to A.V. Tekuchev):

verbal (story, lecture, conversation, reading)

visual (demonstration of natural, screen and other visual aids, experiments) and

practical (laboratory and practical work).

Each of them can be more active and less active, passive.

Psycholinguist A.A. Leontiev believes that in the classroom of literary reading, you can use various methods and forms of work aimed at the all-round development of the personality of the little reader. Direct reading of literary works is organically intertwined with drawing, modeling, writing, dramatization. Assignments put children in an active position, awakening interest, develops imagination and fantasy, and promotes emotional responsiveness.

The entire system of tasks is aimed at awakening creative activity and allows you to learn a lot in a playful, entertaining way.

Consider verbal methods.

1. The discussion method is applied to questions that require thought so that students can freely express their opinions and listen carefully to the views of the speakers.

2. Method of independent work with students. In order to better identify the logical structure of the new material, the task is to independently draw up a teacher's story plan or outline plan with the implementation of the installation: minimum text - maximum information.

When introducing activation techniques into the educational process, the following should be considered:

* individual characteristics of each child;

* type of organization (which form is more suitable for the implementation of the intended goal);

* methods (what didactic and organizational methods can achieve the goal);

* the means necessary to achieve the goal;

* the time during which the preparation and organization of the selected forms is organized.

The greatest activating effect in the classroom is given by situations in which students themselves must:

v - defend your opinion;

v - take part in discussions and discussions;

v - to pose questions to your comrades and teachers;

v - to review the answers of comrades;

v - evaluate the answers and written work of comrades;

v - engage in training laggards;

v - explain incomprehensible places to weaker students;

v - independently choose a feasible task;

v - find several options for a possible solution to a cognitive task (problem);

v - create situations of self-examination, analysis of personal cognitive and practical actions;

v - to solve cognitive problems through the complex application of methods known to them.

The role of literature in the general development of schoolchildren is invaluable. Literature can give a big picture outside world, introduce a person into the world of the inner life, enrich spiritually, morally and emotionally, develop imagination, speech, the ability to express oneself in words.

The indicator of the development of cognitive activity is the creative abilities of children. Children really like to invent something, to show originality, not stereotyped. For example, draw a bird of happiness, come up with a surname for a negative character, depict a non-existent animal, give it a name, come up with bad advice... Any creative activity is the result of creating something new and unusual.

Working in a literary reading lesson, a child creates his own something new. This entire creative, cognitive process must go through four important stages. If he understood what and how to do, tried to solve the problem, then he will get his result, which must be seen by as many people as possible. If the child is sure that the teacher will acquaint his classmates, parents with his creation, then he will want to create himself and come up with something new. Pupils develop in activity, seek, acquire knowledge.

When reading literary tales, you can offer students:

1) draw an illustration for the read work;

2) sculpt a hero from plasticine;

3) act out a scene;

4) compose a fairy tale with the same beginning or similar characters;

5) choose a riddle for a fairy tale, draw a solution;

6) pick up proverbs and sayings on various topics.

In the lessons of reading fairy tales of different peoples, you can offer the following tasks:

1) compose a picture filmstrip;

2) find a catch phrase in a fairy tale;

3) come up with a happy ending to the fairy tale;

4) give an interpretation to the word, work with a dictionary to expand the active vocabulary of students.

When familiarizing yourself with the genre of fables, suggest the following types of tasks:

1) expressive reading fables and its dramatization;

2) come up with an exposition of the fable;

3) drawing up a literary mosaic;

4) drawing up the characterization of heroes based on selective reading;

5) solving crosswords.

To develop creative activity in the lesson, use the following types of tasks:

1) Drafting and revision of texts. Before you is the text "The Tale of the Dandelion". Your task is to choose adjectives for nouns. Make the description vivid.

2) Use creative retellings in your work, which involve the transfer of the text with any changes:

Add what could precede the situation depicted in the work;

Change the grammatical tense of the verb;

Think up how events could unfold further.

Creative retelling trains the flexibility of the reader's gaze, teaches them to see the position of different characters, to empathize with them.

You can also use such forms of work as:

3) find additional material in the encyclopedia;

4) writing fairy tales, counting rhymes, nursery rhymes, poems.

Essays, for example, on various topics bring the author closer to self-disclosure, self-expression of personality.

The work carried out to develop cognitive activity in literary reading lessons is yielding results. Students demonstrate individual and unique creative solutions to the challenges they face.

Work on the formation and development of cognitive activity is carried out not only through the lessons of literary reading, but also through extracurricular activities, holidays. “Mom, Dad, I am a reading family”, cooperation with the village and school libraries, subject weeks and various contests and quizzes.

Students like non-standard tasks, tasks of a creative nature. Schoolchildren try to reach the correct answer themselves, to solve "tricky" questions. Already at primary school age, it is necessary to fill the cognitive need with new content in order to form the child's desire to understand the essential connections and relationships in the subject being studied. It is important that activity is directed to this, so that the child feels satisfaction from the very process of analyzing things.

§3. Literary reading tasks based on the requirements of the Federal State Educational Standard of primary general education

The model programs of primary general education were replaced by a new education system - the FSES of the second generation.

New requirements as the basis for the cognitive activity of students not only improved, but also improved the approach to the study of the material. In this regard, the system of primary literary education, using its specific material, works to achieve common goals. primary education:

* development of the student's personality, his creative abilities;

* preservation and support of the individuality of the child;

* education of spirituality, moral and aesthetic feelings, emotional and value positive attitude to the surrounding world.

One of the priority directions of the second generation standards is the formation of the moral consciousness of schoolchildren, their personal assimilation of the spiritual and moral values \u200b\u200bof mankind, the carriers of which are culture and art. Touching literature and art contributes to the development of spiritual and moral ideas, the formation of aesthetic concepts, the formation of the child's personality.

Studying the works of the classics of Russian children's literature introduces students to the cultural heritage of the peoples of Russia, teaches them to think about the history of their homeland, the present day and the future of the country. This will gradually form a civic identity, a sense of pride in their homeland, its people and history.

The purpose of the literary reading course is to educate a competent reader who has a formed spiritual need for a book as a means of knowing the world and himself, as well as a developed ability for creative activity.

Primary education as an intrinsically valuable and significant stage in human development lays the foundations for the realization of this goal.

The achievement of this goal is facilitated by the students' awareness, organized in the learning process, of the peculiarities of the artistic reflection of the world in the course of listening, reading works and their own literary creation.

This course is based on a unified methodological approach to the study of literature as an art. The subject of literature is considered from the point of view of its specificity of artistic imagery.

Aesthetic comprehension of reality through an artistic image is something common that characterizes different types of art: literature, painting, music, sculpture, architecture, theater, cinema.

To understand the aesthetic side of reality, the child must come into contact with different types of art.

The objectives of the literary reading course are:

1) expanding children's ideas about the world around and the inner world of a person, human relations, spiritual, moral and aesthetic values, the formation of concepts of good and evil;

2) the development of attitudes towards literature as a phenomenon of national and world culture, as a means of preserving and transmitting moral values \u200b\u200band traditions; expanding children's understanding of russian history and culture;

3) creating conditions for schoolchildren to comprehend the diversity of the verbal artistic image on the basis of familiarization with literary concepts and their practical use;

4) fostering a culture of perception fiction different types and genres; enrichment of the world of feelings, emotions of children, development of their interest in reading; awareness of the importance of reading for personal development; the formation of the need for systematic reading, including for the success of learning in all academic subjects;

5) development of the speech skills of schoolchildren related to the processes: perception (listening, reading aloud and to oneself), interpretation (expressive reading, oral and written statements about the text), analysis and transformation of artistic, popular science and educational texts, own creativity (oral and written statements on a free topic).

Working with the text, the content of which is reflected in the program, provides for:

1) the fundamental integrity of the artistic image, the importance, "not accidental", the irreplaceability of each artistic element; a holistic emotional impression rendered by the work upon perception;

2) the possibility of personal perception, "individual" reading of the artistic image; the possibility of various analytical interpretation of the details of a work of art;

3) the need to combine the conceptual attitude to the read (to distinguish between the phenomena of literature) and emotional (empathize); at the same time, feelings play a leading role as the basis of interest in reading (enjoying the beauty of the word and the student's pleasure from his growing ability to understand it).

Much attention is paid to mastering the skills of working with information both in the textbook (additional elements of the textbook, applications, etc.) and outside of its content in reference books. Schoolchildren learn to use library resources, search for information on the Internet; record, record it using ICT tools. The movement in mastering these skills is moving towards expanding the sphere of interests of children.

In the field of subject learning activities, special attention is paid to various types of speech and reading activities, such as listening (listening), reading aloud and reading to oneself, speaking (culture of verbal communication), writing (culture of written communication).

An understanding of various types of information is instilled in a scientific (concept) and literary text (image).

The course is also aimed at fostering the ability to carry out creative activities, solve creative problems, improvise, stage, act out imaginary situations.

When solving the problem of developing speech activity, children's own literary creativity (composing fairy tales, poems, stories) occupies a special place as one of the most effective ways to penetrate the secrets of an artistic image and develop imagination.

In the course "Literary Reading" interdisciplinary connections with such courses as "Russian Language", "The World Around", "Music", " art". So, the 1st grade program assumes a smooth transition from the "ABC" to the subject "Literary reading".

Integration with the Russian language can be traced both at the level of mastering general concepts and at the level of understanding the meaning of the text, its analysis, and one's own composition.

So, for example, the topic "Seasonal changes in nature", studied in the framework of the school course "The World Around," introduces junior schoolchildren with the signs of autumn: a cold snap, a change in the color of foliage, the departure of birds, etc., - focuses on the actions of people at this time of the year, on the need to harvest, prepare for winter.

Fiction tells about autumn in human perception, about the riot of colors and the beauty of fading nature, the sadness of parting and the joyful foreboding of changes, the eternally reviving nature and the finiteness of human life. ... One of the eternal themes of art "Man and Autumn" cannot exhaust itself, since the subject images are not changes in nature in and of themselves, but endless variations in the perception of these changes by a person who has an individual, but valuable and interesting experience for other people.

Students get an idea of \u200b\u200bthe relationship between literature and music (for example, in the chapter of the textbook for grade 2 "The introduction, the secrets of art ..."). This makes all the discussed problems common to the entire artistic culture.

In the textbooks from 1 to 4 grades, a single logic of the development of thought and cognition is laid.

Students get involved in working with a book, master the ability to understand the content of what they read and work with texts of different types.

The program reveals the main approaches and core of the work, leaving the teacher with scope for creativity.

Conclusions for chapter 1

Cognitive activity contributes to the training of educated people who meet the needs of society, solving the problems of the scientific and technical process, and developing the spiritual values \u200b\u200bof the people.

The process of cognitive activity requires a significant expenditure of mental strength and tension, not everyone succeeds, since preparation for the implementation of intellectual operations is not always sufficient. Therefore, the problem of assimilation is not only the mastery of knowledge, but also the process of prolonged (assimilation) of stable attention, the tension of mental forces, volitional efforts.

In the process of learning, in his educational and cognitive activity, the student cannot act only as an object. Teaching entirely depends on his activity, active position, and educational activity as a whole, if it is built on the basis of intersubjective relations between teacher and students, always gives more fruitful results. Therefore, the formation of an active position of the student in cognition is the main task of all educational process... Its solution is largely due to cognitive interest.

Features of the formation and development of cognitive activity of younger students

The younger school age covers the period of life from 6 to 11 years and is determined by the most important circumstance in the life of a child - his admission to school. At this time, an intensive biological development of the child's body takes place. A child's admission to school gives rise not only to the transfer of cognitive processes to a higher level of development, but also to the emergence of new conditions for the child's personal development (Nikolaeva, 2010, 263).

Every year there are changes in the development of children. Each age determines the development of cognitive processes. Many scientists believe that it is very important to pay attention to the peculiarities of the development of cognitive activity, especially at the initial stage of learning. At primary school age, children have significant developmental reserves. Younger school age is correlated with the moment of entering school. And by this time, as a rule, the child is ready for systematic schooling. His mental and physical development has reached a certain level that allows the child to study at school.

The younger student has a great potential for the development of cognitive processes, cognitive activity (Litvinyak, 2000, 4).

Perception is the basis of cognitive activity, therefore, normal mental development of a child is impossible without relying on full-fledged perception. The perception of students at the beginning of primary school age is closely related to the actions, with the practical activities of the child. To perceive an object means to do something with it, to take it, to touch it. And what is generally perceived is that which corresponds to the needs of the younger student, which is directly included in his life, activity, which the teacher specifically points out. Perception at this level mental development is not yet a fully special, specific activity that has its own special cognitive purposes (Nikitina, 2001, 34).

A characteristic feature of perception is the difficulty in differentiating the perceived information. Younger schoolchildren make mistakes when they perceive objects that are similar in one way or another. They often make mistakes in the perception of the letters of their native language, confusing them in spelling. The younger student perceives the subject well when he performs any actions with it (Krutetsky, 2003, 322).

Memory plays an equally important role in the formation of cognitive activity. It undergoes changes, like all other cognitive processes. Younger schoolchildren are prone to rote memorization, especially in the early stages of learning, without semantic connections within the memorized material. Over time, the characteristics of a child's memory begin to change. The essence of these changes lies in the fact that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated. The reliance on thinking, the use of various methods and means of memorization transform the memory of a younger student into a true mental function, conscious, mediated, voluntary. Throughout the primary school age, the role of voluntary memory is growing.

A characteristic feature of the memory of a younger schoolchild at the beginning of education is that younger schoolchildren memorize visual material better, and memorization of words denoting objects is better than words denoting abstract concepts (Mironov, 2004, 33).

Memory in primary school age develops under the influence of learning in two directions - the role and proportion of verbal-logical, semantic memorization increases, and the child masters the ability to consciously control his memory and regulate its manifestations.

On the whole, the memory of children of primary school age is quite good, and this primarily concerns mechanical memory, which progresses rather quickly during the first three to four years of schooling. To a lesser extent, mediated, logical memory is used, since in most cases the child will be busy with learning, work, play and communication, completely bypassing mechanical memory (Kainova, 2008, 84).

The learning process of a younger student also places certain demands on the child's imagination. The main direction in the development of children's imagination, according to M.V. Gameso is a transition to a more correct and complete reflection of reality on the basis of relevant knowledge. At first, the imagination of a younger student is creative and arbitrary. As a rule, the realism of the imagination increases with age. A characteristic feature of the imagination of a younger student is reliance on specific objects. The image created by the first grader is still vague and full of details that he invented himself and which were not indicated in the description. But already in the second grade, the student strictly limits his recreational image to real details and clearly arranges them. The created images appear in accordance with the task at hand. The imagination of a younger student is formed in the process of his educational activity under the influence of her requirements. The imagination of younger schoolchildren, on the one hand, is gradually freed from the influence of direct impressions, which gives it a creative character. On the other hand, the realism of their imagination increases, associated with the development of the ability to control and evaluate images of imagination from the standpoint of logic, the laws of the objective world (Gamezo, 2003, 49).

Thinking develops in the learning process. With the beginning of systematic schooling, thinking moves to the center of the child's mental development. During the period of primary school age, the child's thinking begins to move to a qualitatively new stage of development. During this period, the transition from visual-figurative thinking to verbal-logical thinking is carried out. Of course, at the beginning of this period, visual-figurative thinking is predominant. The main form of thinking at the beginning of primary school age is thinking based on visualization. In learning, the ability to reason, conclusions and inferences develops. Until the child receives any scientific knowledge, he will be subject to the image of visual impression, clarity. Over time, the child will receive the knowledge necessary for logical explanation, analysis, which will be a characteristic manifestation of verbal logical thinking (Azarova, 1999, 81).

The development of speech is associated with the development of thinking. As the child enters school, vocabulary increases and the meaning of words becomes more accurate. In the process of learning, the younger student develops the ability to listen to another person for a long time, namely the teacher. The younger student develops the skill of speaking aloud, while the preschooler develops speech "to himself." At primary school age, the child operates with speech as the ability to express his thoughts, ideas and desires. Simple child's drawing in preschool age is a kind of prerequisite for the development of written language in primary school age. In the learning process, speech develops by reading aloud and telling about your impressions. Thus, speech plays a very important role in the development of a younger student. The use of literate speech requires a certain development of other cognitive processes, which is the main and main task of this period (Baranova, 2005, 34).

The main feature of attention is the weakness of voluntary attention. The possibilities of volitional regulation of attention, control, or at primary school age are limited. In addition, the voluntary attention of a younger student requires a short "close" motivation (the prospect of getting an A, earning the teacher's praise, and coping with the task better than anyone else).

Involuntary attention is much better developed in primary school age. The beginning of schooling stimulates his further development. Everything new, unexpected, bright, interesting attracts the attention of students. Involuntary attention becomes especially concentrated and stable when the educational material is clear, bright, evokes an emotional attitude in the student. Therefore, the most important condition for organizing attention is the visualization of teaching, the widespread use of various visual aids, such as illustrations, drawings, models, dummies. However, junior schoolchildren are very impressionable, so very vivid visual impressions can sometimes create such a strong focus of disturbance in the cerebral cortex that as a result, any opportunity to understand explanations, analyze and generalize the material will be inhibited (Kulagina, 2009, 131).

The success of a student in learning in many cases is determined by his learning motives. The main task of learning at the initial stage is the development of positive motivation for learning in general. The studies of many scientists confirm the fact that the established motives in primary school age are the key to high-quality learning in the subsequent stages of development. At this stage of development in younger schoolchildren, a stable structure of motives is formed, in which the motives of educational activity become the leading ones. At the beginning of training, the teacher's praise plays an important role in the development of motivation, then interest in assessment increases, and by the end of the initial stage of training, the opinion of the team has a significant impact on the development of motivation. Wide social motives are motives that increase students' self-esteem (younger students want to get approval or praise from the teacher, the desire to get good grades); leadership motives, namely the desire to be among the first, to be the best in the class. The main motivating factor for learning for primary schoolchildren is the grade (Dubrovina, 2007, 53).

The formation of cognitive abilities is associated with the fact that each child goes through its own path of development, acquiring various typological features of higher nervous activity on it. An individual approach creates the most favorable opportunities for the development of cognitive forces, activity, inclinations and abilities of each student (Volostnikova, 2004, 38).

Thus, primary school age is one of the most important periods in a person's life. At this stage of development, students accumulate knowledge about the world around them, form the construction of an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received. In the formation of the cognitive activity of younger students, an important role is played by such cognitive processes as memory, imagination, perception, thinking, attention.

Federal Agency for Education

State educational institution of higher professional education

« Belgorod State University "

Starooskolsky branch

(SOF B elSU)

Department of Psychological and Pedagogical Disciplines

COURSE WORK IN PSYCHOLOGY

INCREASING THE REGULATORY ACTIVITY OF YOUNGER SCHOOL CHILDREN

Completed : Litvinyuk

Alesya Igorevna,

student 140 (c) - zo group

specialty "Pedagogy and methods of primary education"

supervisor :

ph.D., associate professor L.V. Buraya

Stary Oskol - 2008

INTRODUCTION …………………………………………………………………..3

I . COGNITIVE ACTIVITIES OF YOUNGER PUPILS ……………………………………………...…………..…6

1. 1. Disclosure of the essence of the concept of "cognitive activity"

in psychological and pedagogical literature ……………………… .... 6

1. 2. Peculiarities of mental development of primary school children ………………………………………………… ..8

II. ACTIVATION OF COGNITIVE ACTIVITY IN THE FIRST LEVEL SCHOOL …………………………………………………… ..21

2.1. The problem of enhancing the cognitive activity of schoolchildren in psychological and pedagogical science ………………………………………………………………… 21

2.2. A problematic situation as a means of enhancing the cognitive activity of primary schoolchildren ………………………… .... 33

CONCLUSION …………………………………………………………...48

LIST OF REFERENCES ………………………………………………49

IN E D E N I E

The problem of enhancing the cognitive activity of schoolchildren is becoming more and more urgent today. A lot of research in pedagogy and psychology is devoted to this topic. And this is natural, since teaching is the leading activity of schoolchildren, in the process of which the main tasks assigned to the school are solved: to prepare the younger generation for life, for active participation in the scientific, technical and social process. It is well known that effective teaching is in direct proportion to the level of student activity in this process. Currently, didactics and psychologists are trying to find the most effective teaching methods for activating and developing students' cognitive interest in the content of education. In this regard, many questions are associated with the use of didactic games in the lessons.

The problem of enhancing the cognitive activity of primary schoolchildren was developed in the works of prominent scientists, teachers and methodologists: E.V. Bondarevskaya, L.S. Vygotsky, O.S. Gazman, T.K. Zhikalkina, A.K. Makarova, A.B. Orlova, L.M. Fridman, S.V. Kutasova, T.B. Ivanova, N. I. Pirogov, D. I. Pisarev, N. G. Chernyshevsky, N. A. Dobrolyubov, K. D. Ushinsky and many others

In this work, an attempt is made to consider and study the activation of the cognitive activity of younger students through the use of didactic games.

Thus, we have established an objectively existing contradiction between the need to activate the cognitive activity of younger schoolchildren in the learning process and the lack of scientific and methodological developments, educational technologies that stimulate the manifestation of the natural activity of schoolchildren for the realization of the inclinations of cognitive activity and abilities.

To resolve the contradiction, it is necessary to have a clear knowledge of the psycho-long-pedagogical foundations and methods for the formation of skills to activate the cognitive activity of primary school students.

The revealed contradiction gave grounds to formulate research problem: what are the psychological conditions for organizing the activation of cognitive activity.

Purpose of the study: consideration of the activation of the cognitive activity of younger students

An object research: cognitive activity of younger students.

Subject research: activation of the cognitive activity of primary schoolchildren as a condition for the success of education.

In accordance with the problem, object, subject and purpose of the study, the following were put forward tasks :

1. To reveal the essence of the concept of "cognitive activity" in the psychological and pedagogical literature.

2. Consider the age characteristics of a child of primary school age.

3. To analyze the problems of enhancing cognitive activity in modern psychological and pedagogical literature.

As research hypotheses It was suggested that the cognitive activity of primary schoolchildren will be intensified under the following conditions: taking into account the age characteristics of children of primary school age, the success of using various developmental technologies in the first stage school, creating a special cognitive environment in learning.

Methodological basis of the research constitute the provisions of pedagogy and psychology on the impact of enhancing the cognitive activity of schoolchildren and the activity of the student's personality in the development process on the learning and development process of children.

Research methods and base. To solve the set tasks and check the initial positions, a set of the following methods was used: study and theoretical analysis of psychological, pedagogical, pedagogical observation; conversations with students and primary school teachers; pedagogical modeling; self-assessment and peer review methods; study of the Priority National Projects "Education", "Health", the National Doctrine of Education, the Concept of modernization of Russian education for the period up to 2010.

Research methods: analysis of foreign and domestic literary sources and synthesis of the information received, based on the goal and objectives of the study; conducting formative experimental research.

Theoretical and practical significance of the research:

The theoretical material presented in the work can be useful to school psychologists, teachers and all those who work and are related to psychological service in the education system.

Practical significance research is determined by the possibility of a psychologist, teacher or parents using educational and methodological recommendations to supplement the content and update methods and techniques for enhancing the cognitive activity of younger students as a condition for the success of learning.

Coursework structure was determined by the logic of the research and the tasks set. It includes an introduction, two chapters, a conclusion, a list of references. The list of references consists of 68 sources. Course work includes 54 pages.

In the introduction the relevance of the research topic is substantiated, the object, subject, goal, tasks, hypothesis, methodology and methods are determined, its scientific novelty, theoretical and practical significance are shown.

In the first chapter "Cognitive activity of junior schoolchildren" analysis of the current state of the problem; disclosed the criteria and levels of the process of enhancing cognitive activity associated with the age characteristics of children of primary school age.

In the second chapter "Activation of cognitive activity in the school of the first stage" disclosed the problem of the problem of activating the cognitive activity of schoolchildren in psychological and pedagogical science, and also revealed the essence of the problem situation as a means of activating the cognitive activity of younger students.

In custody summarizes the results of the study, outlines its main conclusions, confirming the hypothesis and the provisions put forward for defense.

I . COGNITIVE ACTIVITY OF YOUNGER SCHOOL CHILDREN.

1.1. Disclosure of the essence of the concept of "cognitive activity"

in the psychological and pedagogical literature.

T. Hobbes put forward a fair demand that every study must begin with the definition of definitions. Thus, let us try to define what is meant by speaking about activity.

To begin with, let us give various definitions of the concept of "activity" found in the psychological and pedagogical literature.

So Nemov R.S. Defines activity as “a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including himself and the conditions of his existence” (37).

Researcher Zimnyaya I.A. in turn, by activity he understands "a dynamic system of interactions between the subject and the world, in the process of which the emergence and embodiment of the mental image in the object and the implementation of the subject's relations mediated by it in objective reality" (18).

Activity is also an active attitude to the surrounding reality, expressed in the impact on it.

In activities, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. The creative nature of human activity is manifested in the fact that thanks to it he goes beyond the limits of his natural limitations, i.e. surpasses its own hypothetically conditioned capabilities. As a result of the productive, creative nature of his activities, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines, with their help, he produced new consumer products, material and spiritual culture, and ultimately transformed himself. "The historical progress that has taken place over the past several tens of thousands of years owes its origin to activity, and not to the improvement of the biological nature of people" (23).

So educational activity includes a variety of activities: recording lectures, reading books, solving problems, etc. In action, you can also see an end, a means, a result. For example, the goal of weeding is to create conditions for the growth of cultivated plants (30).

So, summing up the above, we can conclude that activity is an internal (mental) and external (physical) human activity, regulated by a conscious goal.

1. 2. Features of the mental development of primary school children.

At primary school age, children have significant developmental reserves, but before using the existing developmental reserves, it is necessary to give a qualitative description of the mental processes of a given age.

V.S. Mukhina believes that perception at the age of 6-7 years loses its original affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. It highlights voluntary actions - observation, examination, search. Speech exerts a significant influence on the development of perception at this time, so that the child begins to actively use the names of qualities, attributes, states of various objects and the relationship between them. Specially organized perception contributes to a better understanding of manifestations.

At preschool age, attention is involuntary. The state of increased attention, as V.S. Mukhin, is associated with orientation in the external environment, with an emotional attitude towards it, while the content features of external impressions that provide such an increase change with age. (35)

The researchers associate the turning point in the development of attention with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects.

Thus, the possibilities of developing voluntary attention by 6-7 years are already great. This is facilitated by the improvement of the planning function of speech, which, according to V.S. Mukhina, is a universal means of organizing attention. Speech makes it possible to verbally highlight objects that are significant for a specific task in advance, to organize attention, taking into account the nature of the upcoming activity (35).

Age patterns are also noted in the process of memory development. As noted by P.P. Blonsky (4), A.A. Smirnov (54), memory in senior preschool age is involuntary. The child remembers better what is of the greatest interest to him, leaves the greatest impression. Thus, as psychologists point out, the volume of the recorded material is also determined by the emotional attitude to the given object or phenomenon. Compared with the younger and middle preschool age, as A.A. Smirnov, the role of involuntary memorization in 7-year-old children is somewhat reduced, while the strength of memorization increases (54).

One of the main achievements of the older preschooler is the development of involuntary memorization. An important feature of this age, as noted by D.B. Elkonin, is the fact that a child of 6 - 7 years old can be given a goal aimed at memorizing a certain material. The presence of such an opportunity is associated with the fact, as psychologists point out, that a child begins to use various techniques specifically designed to increase the effectiveness of memorization: repetition, semantic and associative linking of material (56)

Thus, by the age of 6-7, the memory structure undergoes significant changes associated with the development of arbitrary forms of memorization and recall. Involuntary memory, not associated with an active attitude to current activity, turns out to be less productive, although on the whole this form of memory retains a leading position.

In preschoolers, perception and thinking are closely interrelated, which speaks of visual-figurative thinking, which is most characteristic of this age (44).

According to E.E. Kravtsova, the child's inquisitiveness is constantly aimed at knowing the world around him and building his own picture of this world. The child, playing, experiments, tries to establish cause - effect relationships and dependencies.

He is forced to operate with knowledge, and when some problems arise, the child tries to solve them, really trying on and trying, but he can solve problems in his mind. The child imagines a real situation and, as it were, acts with it in his imagination (24).

Thus, visual - figurative thinking is the main type of thinking in primary school age.

In his research, L.S. Vygotsky points out that the child's thinking at the beginning of schooling is distinguished by egocentrism, a special mental attitude due to the lack of knowledge necessary for the correct solution of certain problem situations. So, the child himself does not open in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others (10).

Blonsky P.P. showed that at the age of 5-6 years there is an intensive development of skills and abilities that contribute to the study of the external environment by children, the analysis of the properties of objects, influencing them with the aim of changing. This level of mental development, that is, visual - effective thinking, is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around, creating a basis for the formation of ideas and concepts. In the process of visual - effective thinking, the prerequisites for the formation of visual - figurative thinking are manifested, which are characterized by the fact that the solution of the problem situation is carried out by the child with the help of ideas, without the use of practical actions (4).

Psychologists characterize the end of the preschool period by the predominance of visual - figurative thinking or visual - schematic thinking. A reflection of the child's achievement of this level of mental development is the schematism of a child's drawing, the ability to use schematic images in solving problems.

Psychologists note that visual-figurative thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts.

Thus, by the age of 6 - 7, a child can approach the solution of a problem situation in three ways: using visual - effective, visual-figurative and logical thinking (35).

S. D. Rubinstein (47), D.B. Elkonin (63) argue that senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if determining thereby the nearest perspective of mental development.

In the studies of N.G. Salmina showed that children 6 - 7 years old master all forms of oral speech inherent in an adult. They have detailed messages - monologues, stories; in communication with peers, dialogical speech develops, including instructions, assessment, coordination of play activities (49).

The use of new forms of speech, the transition to detailed statements are due to the new communication tasks facing the child during this period. Thanks to the communication, which MI Lisina called extra-situational - cognitive, the vocabulary increases, the correct grammatical constructions are acquired. Dialogues become more complex and meaningful; the child learns to ask questions on abstract topics, along the way to reason, thinking aloud (29).

The accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, thinking, increases the child's sense of self-confidence. This is expressed in the formulation of more and more diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior (38).

As studies by V.I.Selivanov show, a child of 6 - 7 years old can strive for a distant goal, while maintaining significant volitional stress for a rather long time (51).

According to A.K. Markova (32), A.B. Orlova (43), L.M. Friedman (58) at this age there are changes in the child's motivational sphere: a system of subordinate motives is formed, giving a general direction to the child's behavior. Acceptance of the most significant motive at the moment is the basis that allows the child to go towards the intended goal, ignoring situationally arising desires.

As noted by P.P. Blonsky, by the time of primary school age, an intensive development of cognitive motivation occurs: the child's immediate impressionability decreases, at the same time the child becomes more active in seeking new information. (4)

According to A.V. Zaporozhets, Y.Z. Neverovich, an important role belongs to the role-playing game, which is a school of social norms, with the assimilation of which the child's behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers an adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted norms increases (16).

Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the assessment from the adult. E.V. Subbotinsky believes that due to the interiorization of the rules of behavior, the child begins to experience violation of these rules, even in the absence of an adult (55).

Most often, emotional tension, according to K.N. Gurevich, affects:

On the psychomotor of a child (82% of children are exposed to this effect),

On his volitional efforts (80%),

On speech disorders (67%),

Reduced memorization efficiency (37%).

Thus, emotional stability is the most important condition for the normal educational activity of children.

Summarizing the developmental features of a child 6-7 years old, we can conclude that at this age stage children differ:

· A sufficiently high level of mental development, including dismembered perception, generalized norms of thinking, semantic memorization;

· The child develops a certain amount of knowledge and skills, intensively develops an arbitrary form of memory, thinking, based on which you can encourage the child to listen, consider, remember, analyze;

· His behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to adequately assess the results of his own activities and his capabilities;

Features of speech development (14).

The younger school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in the child's life - his admission to school. This age is called the "peak" of childhood.

"At this time, there is an intensive biological development of the child's body" (central and autonomic nervous systems, bone and muscular systems, the activity of internal organs). During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of younger students as increased emotional excitability and restlessness. Transformations cause great changes in the mental life of the child. At the center of mental development is the formation of arbitrariness (planning, implementation of action programs and control).

A child's admission to school gives rise not only to the transfer of cognitive processes to a higher level of development, but also to the emergence of new conditions for the child's personal development (46).

Psychologists note that educational activity becomes the leading one at this time, however, game, labor and other types of activities affect the formation of his personality. “Learning for him (the child) is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values \u200b\u200bof the child, the whole way of his life are changing ”(17).

Entering school is an event in the life of a child in which two defining motives of his behavior necessarily come into conflict: the motive of desire ("I want") and the motive of duty ("must"). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults (12).

A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of criticism in his address affects his well-being and leads to a change in self-esteem. If before school some individual characteristics of a child could not interfere with his natural development, were accepted and taken into account by adults, then at school a standardization of living conditions takes place, as a result of which emotional and behavioral deviations of personal properties become especially noticeable. First of all, over-excitability, increased sensitivity, poor self-control, misunderstanding of the norms and rules of adults are revealed.

The child begins to take a new place within family relations: “he is a student, he is a responsible person, he is consulted and considered” (17).

The dependence of the younger schoolchild is growing more and more not only on the opinion of adults (parents and teachers), but also on the opinion of their peers. This leads to the fact that he begins to experience fears of a special kind, as noted by N.A. Menchinskaya, “if in the preschool age the fears caused by the instinct of self-preservation prevail, then in the primary school age social fears prevail as a threat to the well-being of the individual in the context of his relations with the people around him” (34).

In most cases, the child adapts himself to a new life situation, and in this he is helped by various forms of protective behavior. In new relationships with adults and with peers, the child continues to develop reflection on himself and others, that is, intellectual and personal reflection becomes a new formation.

Younger school age is the classic time for the formation of moral ideas and rules. Sure, significant contribution early childhood also brings a child into the moral world, but the imprint of “rules” and “laws” to be followed, the idea of \u200b\u200b“norm”, “duty” —all these are typical features of moral psychology that are defined and formed just at the elementary school age. “The child is typically“ obedient ”in these years, he takes different rules and laws in his soul with interest and enthusiasm. He is incapable of forming his own moral ideas and strives precisely to understand what “should” be done, experiencing pleasure in adaptation ”(8).

It should be noted that primary schoolchildren are characterized by increased attention to the moral side of the actions of others, the desire to give a moral assessment to the action. Borrowing the criteria of moral assessment from adults, younger students begin to actively demand appropriate behavior from other children.

At this age, there is such a phenomenon as the moral rigorism of children. Younger schoolchildren judge the moral side of an act not by its motive, which is difficult for them to understand, but by the result. Therefore, an act dictated by a moral motive (for example, to help mom), but ended unsuccessfully (a plate is broken), is regarded by them as bad.

The assimilation of the norms of behavior developed by society allows the child to gradually transform them into his own, internal, requirements for himself (31).

By engaging in educational activities, under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with traditions and new social expectations of people. It is at this age that the child first clearly begins to realize the relationship between him and those around him, to understand the social motives of behavior, moral assessments, significance conflict situations, that is, it gradually enters the conscious phase of personality formation.

With the arrival at school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, to a large extent retain the characteristic characteristic of preschoolers, too, to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, emotional attitude. Visual, bright, lively is perceived best of all. On the other hand, entering school generates new, specific emotional experiences, because freedom of preschool age is replaced by dependence and obedience to new rules of life (24).

The sphere of needs of the younger schoolchild is also changing. The dominant needs in primary school age are the needs for respect and respect, i.e., recognition of the child's competence, achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). So at the age of 6 years, the need for knowledge of the external world and its objects, "significant for society", becomes more acute. According to the research of MI Lisina, the need for recognition by other people develops in early school age. On the whole, junior schoolchildren feel the need to “realize themselves as a subject, joining the social aspects of life, not just at the level of understanding, but, like transformers” (29). One of the main criteria for evaluating oneself and other people is moral and psychological characteristics personality.

Therefore, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of social relations.

CONCLUSIONS ON THE FIRST CHAPTER

So, summing up the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations. Thus, we see that cognitively, a child already at primary school age reaches a very high level of development, which ensures the free assimilation of the school curriculum.

In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, the psychological readiness for school includes formed personal characteristics. Before entering school, the child must have developed self-control, work skills and abilities, the ability to communicate with people, role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed in him.

Life's high demands on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the psychological characteristics of the child. Therefore, the problem of enhancing the cognitive activity of primary school students is of particular importance, since the success of the subsequent education of children in school depends on its solution.

II. ACTIVATION OF COGNITIVE ACTIVITY IN THE FIRST LEVEL SCHOOL.

2. 1. The problem of enhancing the cognitive activity of schoolchildren in psychological and pedagogical science.

Cognitive activity is one of the leading forms of child's activity, which provokes learning, based on cognitive enthusiasm.

Therefore, the activation of the cognitive activity of schoolchildren is an integral part of improving the methods of teaching (teaching and learning). The broad concept of student activity has philosophical, social, psychological and other aspects. (Aristotle, E.I. Monoszon, I.F. Kharlamov, etc.) Considered in the psychological and pedagogical aspect, this concept is associated with the goals of learning (46).

Through the goals of organizing the active educational activity of schoolchildren, it affects all other components of the methodological system and their interconnections.

The analysis of the concepts of the student's activity in the learning process involves the study of such psychological and pedagogical patterns as the formation of the need for research, the creation of a positive emotional learning atmosphere that contributes to the good tension of the mental and physical strength of students (58).

The idea of \u200b\u200brevitalizing learning has a long history. Even in ancient times, it was clear that mental activity promotes better memorization, deeper penetration into the essence of objects, actions and phenomena. Certain philosophical views lie at the base of the zeal to stimulate intellectual activity. The posing of problematic questions to the interlocutor and his difficulties in finding answers to them were characteristic of Socrates' discussions, the same technique was known in the school of Pythagoras.

One of the first adherents of active teaching was the famous Czech scientist J.A. Komensky. His "Great Didactics" contains instructions on the need to "kindle in a boy a thirst for knowledge and an ardent zeal for learning", it is oriented against verbal-dogmatic teaching, which teaches children to "think with someone else's mind" (22).

The idea of \u200b\u200benhancing learning with the help of visualization, by the method of observation, generalization and independent conclusions at the beginning of the 19th century was developed by the Swiss scientist I.G. Pestalozzi (45).

The French philosopher J.J. Rousseau fought for the development of the mental abilities of the child and the introduction of teaching a research approach (45)

“Make your child, he wrote, attentive to natural phenomena.

Ask questions that are understandable to him and leave him to solve them. Let him know not because you said, but what he himself understood ”(45). In these words of Russo, the idea of \u200b\u200bteaching at an overestimated level of difficulty is correctly expressed, but taking into account accessibility, the idea of \u200b\u200bthe student's independent solution of difficult questions.

This idea of \u200b\u200benhancing learning with the help of the student's independent solution of complex issues was further developed in the works of F.K. Disterweg. He argued that only the method of learning is good, which activates it only for memorizing the material being studied (45). What a person did not acquire by the method of his own independence is not his.

Improving the principles in the teachings of F.A. Disterweg (46), who created a didactic system aimed at developing the mental powers of students. Being an adherent of active learning, he put forward the idea of \u200b\u200bcognitive independence of students. "Students should - wrote
KD Ushinsky - to transfer "not only this or that knowledge, but also to contribute without the help of others without a teacher to receive the latest knowledge" (46).

On the teachings of K.D. Ushinsky, progressive Russian methodologists rested, who fought against dogmatic and scholastic methods of teaching, which outlived formalism in students' knowledge and did not develop mental abilities.

In the second half of the 19th century, the English teacher Armstrong criticized scholastic methods of teaching, who empirically introduced the "Heuristic Method" into teaching chemistry, which develops the thinking abilities of students. Its essence consisted in the fact that the student is placed in the position of a researcher, when, instead of the teacher's presentation of the facts and conclusions of science, the student himself obtains them and draws the necessary conclusions (45).

In search of the newest active methods of teaching, the Russian methodologist of natural science A.Ya. Gerd achieved a huge success, who formulated the fundamental provisions of developing education. He quite fully expressed the essence of the process of independent acquisition of the latest knowledge, arguing that if a student himself monitors and compares himself, then “his knowledge is clearer, more definite and constitutes his property, acquired by him and therefore valuable” (45).

The development of methods of active learning was also carried out by Russian teachers of the 1920s: V. 3. Polovtsev, S. T. Shatsky, G. T. Yagodovsky and others. Exploring the work of Russian teachers of the 1920s, A.B. Orlov came to the conclusion that at that time only a bad attempt was made to make a didactic system of problem learning, and the corresponding views did not have the necessary epistemological, sociological, psychological and practical basis (43).

Starting in the second half of the 1950s, Russian didactics have raised the issue of the need to revitalize the educational process in a new and more acute way.

V.Okon, a recognizable Polish teacher, achieved certain success. In the book "The Basis of Problem-Based Learning", he studied the bases of the occurrence of problem situations on the material of various subjects. Together with I. Kupisevech V. Okon proved the advantage of teaching by solving problems for the development of mental abilities of students (42). Since the beginning of the 60s, the idea of \u200b\u200bthe need to use the achievements of pedagogy of the 20s has been persistently developing, and in particular about the strengthening of the role of the research method in teaching not only natural, but also humanitarian subjects.

In the second half of the 60s and the beginning of the 70s in Russian pedagogy and pedagogical psychology, the idea of \u200b\u200bproblem learning begins to be extensively developed with a snow-white background. A number of articles, collections, Ph.D. theses, devoted to its individual aspects, appear. They see the essence of problem-based learning in the fact that a student under the guidance of a teacher perceives a role in solving cognitive and practical problems that are newest for him in a certain system. In this definition, the student mainly solves them without the help of others (under the control of the teacher or with his help (42).

An activity-based approach to the teaching and educational process is strongly promoted.

In the development of the theory of problem learning, certain merits are among the teachers of Poland, Germany, Czechoslovakia. Polish teacher J. Bartetsky experimentally proved the effectiveness of problem-based teaching in combination with exercises of students in a group form of knowledge.

The cardinal problem that determines the essence of personality formation is activity, its place in public life, its influence on the development of new generations, its role in ontogenesis.

The problem of activity is one of the basic scientific abstractions of philosophy and doctrine in general. This is the subject of study of all sciences about man and society, since activity is the source of man's appearance, the foundation of his entire life, his formation as a person. The wealth of activity, as philosophers say, is inexhaustible. It is unrealistic to replace it with any program or any special design (27).

Researchers identify the characteristics of such an activity: goal-setting, objectivity, meaningfulness, transformative character. These characteristics are the essence of any kind of activity.

Thus, the social theory of activity creates the ability to build a theory of activity in pedagogy. It should be noted, however, that in studies (27) carried out at the ideal level, this process is not reflected.

Turning to the question of the role of activity in the development of a student, it is necessary to find out in which activity his more intensive development as a personality takes place.

Therefore, there are different points of view about it. A decade ago, it was practically generally accepted that the genetically earliest form of child development is play, then learning, and then work (27). For each age, the leading activity was allocated, in preschool - play, in school - learning.

But in the last decade, this unanimity was broken, which was a consequence of the change in living conditions, the events of modern times and the development of scientific thought (27).

For pedagogy, the problem of activity serves as the basis for the formation of a public personality. Outside of activity, it is unrealistic to solve the problems of the educational process.

The scientific and theoretical development of this difficulty in pedagogy and psychology can form the basis for many psychological and pedagogical research and the practical activities of teachers and educators.

For the pedagogical process, and most importantly, for the construction of a theory of activity in pedagogy, the provisions on the public essence of a person, his active role, on the transforming, world-changing activities of people are important, since the personality formed in this process is also characterized not only by what it does , but also how she does it (59).

In this concept, the discrepancy of joint activity finds expression, which is very fundamental for the pedagogical process, since it is in this activity that the meaning of individual activity is found, which brings in general activities originality, enrichment in collective activities. The problem of communication is seen as a necessary factor in human activity. An individual participant in public activity, thanks to communication, forms special human characteristics: communication, self-organization, actualization of methods of the type of action.

The presence of skills is absolutely necessary for the activity to be accomplished, without them it is unrealistic to either solve the assigned tasks or perform substantive actions. Improving skills leads to success, and success, as is clear, provokes the need to continue activities, enthusiasm for it. The activity ends with the result. This is an indicator of the development of knowledge and personal skills. The result is associated with the assessment and self-esteem of the individual, her status in the team, among those close to her.

All this leaves a big mark on the development of the individual, her needs, aspirations, her actions, skills and abilities. It is generally accepted that the subject of activity in the educational process is the teacher, since he specifically builds the entire process of activity: sets goals, organizes educational activities for students, encourages them to act, corrects these acts, leads to the final result (22). But if the teacher constantly rigidly supervised the activities of the students, he would never achieve the goal of forming the student's personality, which society needs.

The purpose of the teacher's activity is to contribute globally to ensure that the student consciously and purposefully performs learning activities, is governed by important motives, self-organizes, self-attuned to activities. The fusion of the activities of the teacher and students, the fulfillment of the intended goal with a high result ensures the improvement of the educational process. That is why, without losing his own leading role in the pedagogical process, the teacher-educator must help the student become a subject of activity (59).

In the context of educational activities, it is necessary to distinguish between teacher-student communication, in which the style of the teacher's activity is manifested, the attitude of students to the teacher and communication between participants in educational activities, which largely determines the tone of educational work, enthusiasm for modern activities.

It is unrealistic to overestimate the importance of cognitive activity for the general development of a student and the formation of his personality (21). Under the influence of cognitive activity, all processes of consciousness develop. Cognition requires the active work of thought, and not only mental actions, but also the totality of all actions of conscious activity.

Therefore, the problem of assimilation is not only the mastery of knowledge, but also the process of long (assimilation) sustained attention, the exertion of mental powers, volitional efforts.

In the process of learning, in his own educational and cognitive activity, the student cannot act only as an object. Teaching depends entirely on his activity, active position, and educational activity as a whole, if it is built on the basis of the relationship between the subject of the teacher and students, constantly gives more fruitful results. Therefore, the formation of an active position of the student in cognition is the main task of the entire educational process. Its solution is largely due to cognitive enthusiasm (12).

Cognitive activity, equips with knowledge, abilities, skills; promotes the education of the world outlook, moral, ideological, political, aesthetic properties of students; develops their cognitive powers, personal education, activity, independence, cognitive enthusiasm; identifies and realizes the potential abilities of students; introduces to search and creative activities (23).

The learning process is determined by the zeal of teachers to intensify the learning activities of students. Since problem learning activates the learning process, it is identified with activation. Definitions: “activation of learning”, “student activity”, “cognitive activity of a student”, often differ (17).

The essence of activating the schoolchild's learning through problem-based learning is not ordinary mental activity and mental operations to solve stereotypical school problems, it consists in activating his thinking, by creating problem situations, in the formation of cognitive enthusiasm and modeling of mental actions adequate to creativity. The student's activity in the learning process is a volitional action, an active state, which is characterized by the deepest enthusiasm for learning, increased initiative and cognitive independence, exertion of mental and physical strength to achieve the cognitive goal set during training.

The essence of active educational and cognitive activity is determined by the following components: enthusiasm for learning; initiative; cognitive activity.

The noted features of the revitalization of the educational activity of the lower grades make it possible to indicate its main directions, taking into account the extraordinary role of enthusiasm.

In the organization of active educational activity of primary schoolchildren, it is advisable to single out the corresponding direction as an independent one. The other directions are defined as conditions for the implementation of several components of active educational activity of students.

Educational and cognitive activity is the leading one in the learning process.

The development of this pedagogical difficulty has a long history, starting with the teachings of antiquity and ending with modern psychological and pedagogical research. It was found that the effectiveness of mastering educational material largely depends on the cognitive enthusiasm of students. Therefore, taking cognitive interests into account in educational and cognitive activity makes it possible to improve the entire educational and cognitive process as a purposefully organized activity to assign to students socially important values \u200b\u200bdeveloped by humanity (15).

The solution of this or that difficulty in the lesson contributes to the formation of the motive of activity, students, the activation of their cognitive activity. The course of the Russian language in elementary school contains a very large amount of knowledge from the spelling "morphology and syntax." All this not only needs to be given to children in a theoretical form, but also to work out grammatical skills and abilities.

You can give all the material ready-made: introduce you to the rules, give examples, but you can go another way: give students the opportunity to see the pattern. To achieve this, you need to teach children to understand for what purpose they are performing this or that task and what results they could achieve. The principle of the importance of educational activities for children is of fundamental importance. A specific problematic situation in the lesson allows the student to feel this importance. The teacher needs to teach children to follow, compare, draw conclusions, and this in turn helps to lead students to the ability to acquire knowledge without the help of others, and not receive it in a finished form. It is difficult for a child to explain why independent activities are needed in the lesson, because the result of this activity is not always positive. And again, a problematic situation will come to the rescue, a situation that will bring enthusiasm into the independent activity of students and will be a constant activating factor. But, being engaged in independent activities in the lesson, the students do not go on an "independent voyage". The teacher unobtrusively corrects their activities, so that the principle of scientific character is not violated when acquiring knowledge.

Very often, when setting a problem for students, the teacher asks if they know anything in this area and if they will be able to solve the problem without the help of others. Even if the students unequivocally refuse to make independent decisions, the teacher is obliged to try to bring the students to a conclusion using the method of logical questions, without giving ready-made knowledge outright (34).

The problematic educational situation allows solving the problems of educational activity, in which the student is organically included as a subject of activity. The activity of the work is due to the contradiction between the urgent need to introduce creative, productive methods of teaching and the insufficient undeveloped methodology of their use in primary school.

2. 2. Problematic situation as a means of enhancing the cognitive activity of younger students.

A problem situation is an intellectual difficulty of a person that arises when he does not know how to explain an emerging phenomenon, fact, process of reality, cannot achieve the goal by the method of action known to him. It encourages the person to find new method explanation or method of action. A problem situation is a pattern of productive, cognitive creative activity. It stimulates the beginning of thinking, active, mental activity, which takes place in the process of posing and solving a difficulty (53).

A cognitive need arises in a person in the case when he cannot achieve the goal with the help of methods of action and knowledge that are recognizable to him. This situation is called problematic. Specifically, the problematic situation helps to evoke the cognitive need of the student, to give him the necessary direction of thought and thereby create internal conditions for the assimilation of new material, to ensure the possibility of control by the teacher.

A problematic situation provokes the student's mental activity in the learning process.

The problem situation is the central link of problem learning, with the help of which thought, cognitive need is awakened, thinking is activated, conditions are created for the formation of correct generalizations.

The question of the role of the problem situation began to be considered, above all, by psychologists in connection with the tasks of enhancing the mental activity of students.

So, for example, D.N.Bogoyavlensky (5) and N.A. Menchinskaya (34) argued that the emergence of a problem situation is essential for the awakening of thought, since without it a new task is not able to activate thinking. situation "is the main means of enhancing the cognitive activity of students and managing the action of assimilating the latest knowledge.

The creation of problematic situations that determine the initial moment of thinking is a necessary condition for organizing the learning process that contributes to the development of productive genuine thinking in children, their creative abilities.

What does the problematic situation include? What are its main elements? In the role of one of the main components of a problem situation, psychologists single out the unknown, revealed in a problem situation. Therefore, in order to create a problematic situation, notes A.M. Matyushkin (33), it is necessary to put the child in front of the need to perform such a task, in which the knowledge to be learned will take the place of the unknown.

The very fact of facing the difficulty of the impossibility of the proposed task with the help of existing knowledge and methods gives rise to the need for new knowledge.

This need is the main condition for the emergence of a problem situation and one of its main components.

As another component of the problem situation, the student's ability to analyze the conditions of the assigned task and the assimilation of new knowledge is distinguished.

A.M. Matyushkin notes: the more opportunities a student has, the more common affairs can be presented to him in the unknown. And accordingly, the less these abilities are, the less common cases can be revealed by students when searching for the unknown in a problem situation (33).

Thus, the psychological structure of a problem situation includes the following three components: an unknown achieved value or a method of action, a cognitive need that prompts a person to intellectual activity and a person's intellectual abilities, including his creative abilities and past experience.

Psychologists have established that the core of problem situations must be some kind of mismatch, a contradiction, important for a person. Contradiction is the main link in problem situations.

Research shows that the problem situation itself creates a certain emotional (uplifting) mood in students. By creating problematic situations, the teacher is obliged to find methods for assimilating the motives of learning, the cognitive enthusiasm of students for the problem. When cognitive enthusiasm is aroused, it can be preliminary or simultaneous with the creation of a situation, or the two methods themselves can also serve as methods for creating problem situations.

The target of activating students through problem-based learning is to raise the level of the student's mental activity, to teach him not individual operations in a random, spontaneous order, but in the system of mental actions, which is typical for solving non-stereotypical tasks that require the introduction of creative thinking activity.

The gradual mastery of the system of creative mental actions by students will lead to a change in the properties of the student's mental activity, develop a special type of thinking, which is traditionally called scientific, critical, dialectical thinking.

The development of this type is led by the teacher's systematic creation of problem situations, the development of students' skills and abilities to independently formulate problems, put forward proposals, substantiate hypotheses and confirm them by the method of introducing previous knowledge in combination with new factors, as well as skills to test the correctness of solving the problem.

It is clear that the process of concentration is of no small importance for the successful assimilation of the program material by students. Research has established three stages of attention.

According to B.G. Ananyeva first step - involuntary attention. At this stage, enthusiasm is emotive; it disappears together with the situation that gave rise to it (3).

The second stage is casual attention. It is based on volitional efforts, focused on the need to fulfill the task. Enthusiasm is set here, subordinated to the will of the student and the external requirements of the teacher.

The third step is after casual attention. It is fully associated with a fairly high level of cognitive enthusiasm. There is a passion, enthusiasm, eagerness to certainly penetrate into cause-effect relationships, to find more economical, optimal solutions.

Creating a problematic situation in the classroom contributes to the development of students' memory. If we compare two classes, one of which worked with the introduction of the principle of problem learning, and in the work of the other this principle was not used, then we will notice that the size of the memory of students in the first grade is higher than the second. The prerequisite for this is that the principles of problem learning allow to increase "first of all" the activity of motivation in the communication process, which helps the development of memory.
The activity of thinking and enthusiasm of students for the studied question arises in a problem situation, even if the problem is posed and solved by the teacher. But the highest level of activity is achieved when a student, in a situation that has arisen, forms a problem by himself, makes an assumption, proves a hypothesis, substantiates it and checks the correctness of solving a difficulty (3).

No difficulties and methods of teaching can serve as an effective means of enhancing the learning process without realizing the nature of management in the "student-teacher" system. In order for the student to consciously and deeply assimilate the material, and at the same time he formed the necessary methods of cognitive activity, there must be a certain sequence of the student's mental actions. And for this, the student's activity must be organized by the teacher at all stages of learning.

The learning process can be controlled only if the student has methods and techniques:

a) analysis of the problem situation;

b) the wording of problems;

c) analyzing the difficulty and advancing guesses;

d) justification of the hypothesis;

e) checking the solution of problems;

Psychological science has established a certain sequence of stages in the productive cognitive activity of a person in a problem situation: Problem situation, discrepancy, search for solutions, solution of a problem. During theoretical understanding of the latest pedagogical facts, the main idea of \u200b\u200bproblem learning was revealed: knowledge in its own significant part is not transferred to students in a finished form, but is acquired by them in the process of independent cognitive activity in a problem situation.

The cognitive enthusiasm for the learning material caused by the problem situation is not the same for all students. To enhance this enthusiasm, the teacher seeks to make an overestimated emotional mood in the lesson, applying special methodological techniques of emotional action on students before or in the process of creating a problem situation. The introduction of parts of novelty, emotional presentation of educational material by a teacher is a necessary method for the formation of intrinsic motivation (especially in the study of complex theoretical issues) (2).

The disclosure of the vital significance of educational difficulties is carried out on the basis of the connection of theoretical questions with life, with the reality known to the students.

Enthusiasm is increased by creating a problem situation.

How does a "problem situation" arise in training? Does it arise spontaneously or is it created by the teacher?

Such questions relate to the very "technology" of organizing problem learning, and the correct answers to them are of great practical importance.

Some problematic situations appear in the course of mastering the educational material (according to the logic of the subject) when there is something new for the student in this material, which has not yet been learned. In other words, a problematic situation is generated by an educational or practical situation that contains two groups of parts: data (known) and newest (unknown) elements. An example of such a problematic situation in the lesson, in addition to the plan, can be called the situation of difficulty of 2nd grade pupils when trying to explain the meaning of the word "palisade". The teacher used the "spontaneously" problematic situation to activate the cognitive activity of students. The emergence of a problem situation regardless of the teacher is a completely natural phenomenon of the learning process.

Situations of this kind, no doubt, activate mental activity, but this activation is unsystematic, as if by chance it is generated in the process of mastering the subject (14).

The rest of the problem situations that arise during a non-problem situation and communication are situations caused by the features of the communication process. As a rule, these are a consequence of the teacher posing a problem question or a problem problem. At the same time, the teacher may not even think about the psychological essence of this phenomenon. Questions and tasks can be posed with a different purpose (to attract the student's attention, find out if he has mastered the previously stated material, etc.), but, nevertheless, cause a problem situation.

All questions of enhancing the student's cognitive activity as the main element certainly have in their own composition a question, a task, a task, visual views and their combination. The essence of activation is that under certain conditions (situations) these concepts are a form of expression of problematicity. In enhancing cognitive activity, questions are almost of paramount importance, since the thinking activity of students is stimulated by asking questions. The question-and-answer form of interaction between a student and a teacher was used in ancient times (23).

A problematic question contains a problem that has not yet been revealed (by students), an area of \u200b\u200bunknown, new knowledge, for the acquisition of which some kind of intellectual action, a certain purposeful thought process is needed. Under what conditions is the issue considered problematic?

After all, any question causes active mental activity. The question becomes problematic under the following conditions:

1. He may have a logical connection with previously studied concepts and with those that are subject to assimilation in a particular educational situation;

2. Contains cognitive difficulty and visible boundaries of the known and the unknown,

3. Causes feelings of surprise when comparing the new with the previously known, does not satisfy the existing stocks of knowledge, abilities, skills.

The art of receiving oral information from a student lies in the ability to ask a question in such a way as to systematically instill in students the habit of activating the necessary knowledge and researching by observation and reasoning, leading to the synthesis of the available material. Only in this case the question will be a method of enhancing the student's cognitive activity.

Both teachers and psychologists consider the task in teaching as one of the fundamental facts of increasing the cognitive and practical activity of students.

A task can be problematic and non-problematic not only in the way it is formulated, but also in content. If the solution of the problem by the previous methods is unrealistic, a new method of solution is required, then this is a problem situation (in terms of content). Consequently, cognitive tasks used to enhance the cognitive activity of students must have the property of generalization.

The essence of the introduction of cognitive tasks as a method of enhancing the educational and cognitive activity of students lies in the selection of a system of problematic tasks and systematic management of the course of their solution.

The activation of students by means of visualization proceeds along a strip of transition from concrete to more abstract, from demo, to personal, from motionless to mobile, etc.

Visibility in its unconventional understanding helps the formation of a concept at the empirical level, i.e., in essence, only representations, since it cannot reflect the content of a concept that has a high level of generalization, and therefore cannot contribute to the development of theoretical thinking.

The practice of problem-based learning requires the active introduction of “non-descriptive” symbolic, mediated “rational” visualization. Such visibility is for the student, as it were, an inventory of "grasping"; generalized "vision" of the content of the latest abstract concepts and concepts and simplifies the formation of scientific concepts (68).

Thus, a question, a task, an educational task and clarity in its various functions, applied taking into account the principle of problematicity and in a certain combination, constitute the didactic base of independent works of a theoretical type. Such their application gives rise to a new form of presentation - a problematic presentation of new material. At the same time, the content of the knowledge studied by students is brought to them by the teacher in the form of a narrative presentation, in the form of questions, cognitive tasks, and educational tasks that cause problem situations.

Pedagogical practice indicates that the emergence of a problem situation and its awareness by students can be in the study of almost every topic.

The preparedness of a student for problem learning is determined, first of all, by the teacher (or a problem that arose during the lesson), to construct it, find a solution and solve it with effective methods (67).

Does the student constantly get out of the created cognitive difficulty? As practice indicates, there can be four ways out of a problem situation:

a) the teacher himself poses and solves the problem;

b) the teacher himself poses and solves the problem, involving students in the formulation of the difficulty, the advancement of guesses, proof of the hypothesis and the verification of the solution;

c) students, without the help of others, pose and solve the problem, but with the role and (partial or full) help of the teacher;

d) students, without the help of others, pose and solve the problem without the help of the teacher (but, as a rule, under his control).

To make a problematic situation, the teacher must possess special methodological techniques. In each educational process, they have their own specifics.

Let's note some generalized techniques:

a) preliminary homework;

b) setting preliminary assignments in the lesson;

c) the introduction of experiments and life observation of students;

d) solving experimental and cognitive problems;

e) tasks with research elements;

f) creating a situation of choice;

g) an offer to complete practical tasks;

h) raising problematic issues and organizing discussions;

i) introduction of inter-subject connections;

Problematic teaching, according to M.I. Pakhmutov, is the teacher's activity in creating problem situations, presenting educational material with its (full or partial) explanation for managing students' activities aimed at mastering the latest knowledge, both by the traditional method and by the method of independent setting educational problems and their solutions (46).

What is needed is not a random set of cognitive tasks, but their system of difficulties must be accessible, important in general educational terms, the activities of students must be creative, tasks must have varying degrees of difficulty, the structure of the content of the tasks must not meet the principles of didactics "from easy to difficult." Exercises of increased difficulty, their implementation is already a problematic situation. The problem is also created by asking questions like “how to use the learned rule”? "Is the received conclusion correct?" the discrepancy, I stand in front of the students, is necessary in that case:

1. If the students understand it perfectly;

2. If they are convinced of the need to solve it;

3. If the discrepancy is commensurate with the forces, capabilities of students;

4. If the problem posed is due to and prepared by the entire course of the educational process, the logic of work on the material.

In order to make a system of problem situations, a specific program is needed, the main principle of which was formulated in the course of pedagogical research:

1. The educational material must be presented in such a way as to reveal to the child the leading, general characteristics of this area of \u200b\u200breality, subject to further research;

2. Practical configurations and skills should be built even in the lower grades on the basis of relevant theoretical information;

3. The program must contain not only material, but also a description of the actions of the children themselves to master it;

4. The program includes certain systems of exercises that ensure mastery of the method of material analysis and the means of modeling the parameters to be discovered, as well as exercises on the use of ready-made models by children to discover the latest parameters of materials.

As studies have shown, it is possible to distinguish more characteristic teaching practice types of problem situations common to all subjects.

Type I is the more common type. A problem situation arises if the student does not know how to solve the problem, cannot answer the problem question.

Type II - problem situations appear when students are faced with the need to use previously acquired knowledge in the latest practical conditions.

As a rule, teachers organize these conditions not only so that students can apply their knowledge in practice, but also face the fact of their insufficiency. Awareness of this factor by students arouses cognitive enthusiasm and provokes the search for new knowledge.

Type III - a problem situation simply arises if there is a contradiction between a theoretically probable method for solving a problem and the practical impracticability of the chosen method.

Type IV - a problem situation arises when there is a contradiction between the achieved result of completing an educational task and the lack of knowledge among students for its theoretical justification (29).

What didactic goals are pursued by the creation of problem situations in the educational process? The following didactic goals can be pointed out:

· To draw the student's attention to the question, task, educational material, to arouse his subconscious enthusiasm and other motives of activity; to put him in front of such a feasible cognitive difficulty, overcoming which would activate mental activity;

• to expose to the student the contradiction between the cognitive need that has appeared in him and the impracticability of satisfying it through the intended stock of knowledge, skills, and abilities; help the student to find the boundaries of the previously acquired knowledge that is actualized and indicate the direction of the search for a more optimal way out of the situation of difficulty;

· To help the student find the main problem in a cognitive task, question, task and outline a plan for finding ways out of the difficulty that has arisen; encourage the student to actively search for activity;

There are over 20 classifications of a problem situation. Pakhmutov's classification was most widely used in teaching practice (46).

He notes several ways to create problem situations, for example:

1. When students collide with life phenomena, facts that require theoretical explanation;

2. When organizing practical work by students;

3. When encouraging students to analyze life phenomenaby bringing them into collision with previous everyday ideas;

4. When forming hypotheses;

5. When encouraging students to compare, contrast and contrast;

6. When encouraging students to preliminary generalize the latest

7. For research assignments.

Based on the analysis of psychological and pedagogical research, it can be concluded that the problem situation is an obvious or vaguely perceived difficulty by the subject, the ways to overcome it require the latest knowledge, the latest methods of action (46).

Problematic learning is used as a driving force of educational cognition. In a problematic situation, the student is confronted with contradictions that cause a state of cognitive difficulty and the need for an independent search for a way out of these contradictions.

The main methods of managing a student's teaching are teaching methods that contain techniques for creating a problem situation. The main methods of students' cognitive activity are their independent work of a creative nature, building taking into account the problematic, assimilation, motivated by enthusiasm and emotionality.

CONCLUSIONS ON THE SECOND CHAPTER

It's never too early to talk about the issue of enhancing the learning process. But, of course, you need to take into account the age characteristics of the lower grades. Children of primary school age have a number of advantages over older children. As noted above, problem learning involves creative (rather than reproductive) thinking. Therefore, it is much easier to develop creative energy in a younger schoolchild than in an adult who cannot possibly abandon old stereotypes. The self-esteem of the child, as a rule, is quite high and their emancipation, inner freedom, the absence of complex stereotypes. These are huge benefits for a child who must rely on problem learning in primary school.

Z A K L Y CH E N I E

The improvement of the learning process is determined by the desire of teachers to intensify the educational and cognitive activity of students. The essence of enhancing the teaching of primary schoolchildren lies in the organization of educational activities in which the student acquires the basic skills of acquiring knowledge and, on the basis of this, learns to independently “acquire knowledge.” The idea of \u200b\u200benhancing learning has a long history, starting with the teachings of antiquity and ending with modern psychological and pedagogical research. The development of this pedagogical problem has found deep comprehensive coverage in the theory of pedagogy and psychology. The question of the role of the problem situation began to be considered by psychologists in connection with the tasks of enhancing the cognitive and mental activity of students. Psychologists proved that the "problem situation" is the main means of activating the educational and cognitive activity of students and managing the process, assimilating new knowledge. Pedagogical practice shows that the emergence of a problem situation and its awareness by students is possible when studying almost every topic. A student's readiness for problem-based learning is determined, first of all, by his ability (or one that arose during the lesson) to see the problem put forward by the teacher, formulate it, find a solution and solve it with effective methods. Based on the analysis of psychological and pedagogical research, it can be concluded that the problem situation is a difficulty, new knowledge and actions. In a problem situation, the student is faced with contradictions and the need for an independent search for a way out of these contradictions. The main elements of the problem situation are questions, a task, visibility, and a task. The question is of paramount importance, since it stimulates and directs the thinking activity of students. The task is an important fact of increasing the cognitive activity of students. Visibility serves as a tool for "grasping" the generalized "vision" of the content of new abstract concepts and concepts and facilitates the formation of scientific concepts. Humanity is constantly developing I, the flow of information is constantly increasing, but the terms of its interpretation at school remain the same. The priority is given to the conscious assimilation of knowledge. At the same time, minor, not so significant facts serve either as a general background for the development of a given scientific field, or are not taken into account at all. Thus, the coordination of the most significant concepts is carried out, their systematization, which makes it possible to see not separate facts, a holistic picture of the phenomenon. Reliance on the motivational sphere allows you to maintain attention to the learning process, developing not only intellectual, but also personal qualities of students. Teaching using traditional forms is not optimal.

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Introduction

Conclusion

Practical task

Introduction

Relevancework... Cognitive activity is one of the leading forms of a child's activity, which stimulates learning, based on cognitive interest. Therefore, the development of the cognitive sphere of schoolchildren plays an important role.

Primary school students cannot learn for themselves. Sometimes they learn for appreciation, sometimes for praise, sometimes for gifts. But any of these motives come to an end. Therefore, the teacher needs to form educational motivation based on cognitive interest. The child should like his activity, and it should be available to him.

Younger school age is the most responsible stage of school childhood. The high sensitivity of this age period determines the great potential for the versatile development of the child.

The main achievements of this age are due to the leading nature of educational activity and are largely decisive for the subsequent years of study: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.

The educational and cognitive activity of students at school is a necessary stage in life. This activity is of a special kind, although structurally it expresses unity with any other activity. Educational and cognitive activity is the focus of educational activity on cognitive interest.

The study of the cognitive processes of a younger student is an important aspect in understanding the personality of a student, his success, and learning difficulties.

Purpose of the work: to consider the development of the cognitive activity of a younger student.

Work tasks:

consider the concept of cognitive activity;

study the features of the cognitive activity of a younger student.

1. The concept of the cognitive activity of a younger student

The all-round development of the personality of a growing person occurs due to his participation in learning, work, play, sports, in social, artistic and other various types of activity.

For all types of activity, the patterns of their construction and course are the same. The various types of activity in which the student is involved and where the process of his development takes place is not a sum of an addend and not a mechanical conglomeration of individual particulars. This is a single set of necessary social foundations, in which an active personality is formed.

What is special and specific for various types of activity is their objectivity, their objective substantive content basis, due to which the surrounding world is reflected in the consciousness of the subject in all its diversity.

Some uniqueness can also be seen in the psychological characteristics of activity. Thus, play, for example, is called the school of imagination; labor and sports actualize sensorimotor processes; learning is based on intelligence; artistic activity is largely on emotional processes.

The pedagogical process must take into account the richest psychological foundations of activity in each of its forms. Play is indeed a school of imagination, and these features should be developed in both role-playing and story-driven games, but this does not exhaust the development of the child in play. Its opportunities for the development of not only a child, but also an adult are inexhaustible. This is the way of developing will (for example, playing with rules), this is also a way of developing thought (intellectual games accompany a person all his life), this is a means of developing the motor sphere, and much more. Similarly, work develops a person comprehensively, and develops precisely the personality, since the main basis labor activity is its social purpose.

For artistic activity that develops the sphere of emotions and feelings, causing strong feelings, generalization is no less necessary, which allows one to penetrate more deeply into the essence of the image, into the sphere of art reflecting the objective world.

Thus, the specificity of each type of activity does not determine the full development of any one side. Activity as a phenomenon and as a real practice in its general principles (social, psychological, pedagogical) is one, and this unity, thanks to the variety of different types of activity, becomes much richer. Activity as a unity in diversity qualitatively changes the spiritual and physical strength of the child. In this case, the result of the development of the child's personality should be considered a change in activity with the active influence of himself - such is the dialectic.

The rapid movement of scientific and technological progress, the century of technical equipment of social production pushed to the forefront scientific research problem of man - the main productive force of society. The most acute problems have now become "Man and Society", "Personality and Collective", "Individual and Community".

In modern teaching theory, the main center in which studies of all didactic issues converge is also the person, the formation of the student's personality. And this is natural. It is necessary to prepare a person who could provide not only today's, but also, mainly, tomorrow's development of society, it is necessary, first of all, in the conditions of systematic, everyday, purposeful introduction of young generations to the experience of mankind, generalized in scientific knowledge.

But how can this be done in difficult conditions of rapid updating of scientific information? This is the most difficult question, it affects not only the problem of a young person's learning ability and training. If teaching at school in the modern era is designed to shape the personality, then it should not only teach, but also educate and develop, that is, implement the unity of the interdependent functions of education, development and upbringing. This becomes possible only on the basis of a deep scientific analysis of the essence and features of the cognitive activity of students, the subject of which is the knowledge of the world with the help of generalized knowledge about its various areas.

Cognitive activity of students at school is a necessary stage in preparing young generations for life. This activity is of a special kind, although structurally it expresses unity with any other activity. A person who is deprived of systematic teaching in school years is a impoverished person, he is deprived of the full development of his consciousness, perception of the world, and the development of the spiritual values \u200b\u200bof the people.

What are the features of the cognitive activity of students at school?

The goals of the activity, its goal-setting, which determine the long learning process, objectively express its social orientation and determine its final results. At the same time, research has proven that subjectively, these complex goals, far from the direct experience of the student, are not always realized by him and the student himself, as a subject of activity, is not their direct carrier. The social orientation of teaching is conditioned by the teacher's activity the more the younger the student.

For the student, learning goals are transformed into motives of learning activities. That is why the sense-forming principle of the student's activity is his internal motives, which, however, are by no means spontaneous, but are the result of connections and relations between the student and the objective environment that arise in his activity.

Cognitive motives - constitute another group of learning motivation. This is the most characteristic group, since it expresses a direct relationship to knowledge - the subject of learning. The most significant motives in it are cognitive interests and needs. The student is “interested in learning new things,” “to see his progress in knowledge,” “to penetrate into science,” into the theoretical foundations of the subject area that attracts them. It is impossible to overestimate the real significance of these motives in teaching; it is they that make the student himself "open" to learning. Cognitive interests lie at the basis of the activity, independence of the student in learning, they also form a zealous attitude towards the school as a whole.

Moral motives are a different and very important group. They express the essential aspects of the formation of the personality - its moral relations, first of all, to people, to activities, to its place in society and in the team. When a student is prompted in learning by a sense of duty to parents, society, to the team, he is ready to overcome difficulties and perform an uninteresting task. Responsibility, duty, honor of the team - if all this is part of the motivation for learning, its social purpose is largely comprehended by the student.

In addition to the motives of objective actions, in order to carry them out at the proper level, one also needs that set of effective tools, which are called methods, operations, skills and abilities, which are directly placed at the service of educational actions.

A skill is a stereotypical, automated operation that is necessary in learning when performing those elements of object-related actions that require precision, firmness of connections, stereotyped actions that can occur without direct control of consciousness (speed of fluent reading, writing, elementary counting, counting, drawing precise lines when drawing, etc.).

Skill is an intellectual operation. Skills are often called knowledge in action, which indicates that skill always operates with the acquisition of knowledge. An essential property of skills is their generalization, as a result of which they are successfully implemented in changed and varied situations. “When external circumstances change, when a person has to enter into new relations with the environment, to solve new problems, skills are the leading type of activity. With the constancy of the environment and the stabilization of the conditions of activity, skills come to the fore.

Both those and other operations (methods) are of great value for activities. Actually, the procedural aspect of teaching without strong, stable skills and mobile acting skills is both impossible and unsuccessful.

2. Features of the cognitive activity of a younger student

At the primary school age, the basic human characteristics of cognitive processes (perception, attention, memory, imagination, thinking and speech) are fixed and developed, the need for which is associated with entering school.

From “natural”, according to Vygotsky, these processes should become “cultural” by the end of primary school age, ie. turn into higher mental functions associated with speech, arbitrary and mediated.

Cognitive processes and the learning process are a classic problem in both modern and traditional psychology and pedagogy. She was the subject of close attention of many schools and areas of scientific psychology. One way or another of its solution was expressed in various pedagogical systems of education, the creators of which relied on the results of psychological research.

At first, these were mainly data on the amount of memory when memorizing various material, on the distribution of memorization or repetitions of educational material in time. However, later a lot of studies appeared showing the dependence of mnemonic processes on attitudes, motivation, and the organization of work with memorized material. Memory began to be considered in connection with other mental processes.

The revealed patterns of reconstruction of the memorized material during reproduction made it possible to bring the processes of memorization closer to the processes of understanding. More and more attention was paid to the meaningfulness of memorization, which created the preconditions for overcoming the well-known dichotomy of A. Bergson: the division of memory into “memory of the body” and “memory of the spirit”.

It should be noted that, according to modern psychological data, the mental development of primary schoolchildren has great reserves. In the mass school, these reserves are practically not used. Long-term research conducted under the leadership of D.B. Elkonin and V.V. Davydov, showed that in modern children, due to fundamentally new social conditions for their development, it is possible to form broader and richer mental abilities than it was until now.

In elementary school, all cognitive processes develop. And for this process to proceed more intensively and efficiently, it is necessary to make it more organized. For this, it is necessary to create not only social conditions, but also to select a set of methods that are most effective, accessible and interesting to children. The main task of this work is to develop a universal developmental program aimed at developing the cognitive processes of a younger student.

Cognitive processes (perception, memory, thinking, imagination) are part of any human activity and provide one or another of its effectiveness. Cognitive processes allow a person to outline goals, plans and content of upcoming activities in advance, to replay in his mind the course of this activity, his actions and behavior, to anticipate the results of his actions and manage them as they are performed.

When they talk about the general abilities of a person, they also mean the level of development and the characteristic features of his cognitive processes, because the better these processes are developed in a person, the more capable he is, the more opportunities he has. The ease and efficiency of his teaching depends on the level of development of the student's cognitive processes.

A person is born with sufficiently developed inclinations for cognitive activity, however, the newborn carries out cognitive processes at first unconsciously, instinctively. He has yet to develop his cognitive abilities, learn how to manage them. Therefore, the level of development of a person's cognitive abilities depends not only on the inclinations received at birth (although they play a significant role in the development of cognitive processes), but to a greater extent on the nature of the child's upbringing in the family, at school, on his own activity in the self-development of his intellectual abilities.

Cognitive processes are carried out in the form of separate cognitive actions, each of which is an integral mental act, consisting inseparably of all types of mental processes. But one of them is usually the main, leading, determining the nature of the given cognitive action. Only in this sense can we consider separately such mental processes as: perception, memory, thinking, imagination.

Carried out in various types of activity, mental processes are also formed in it.

Improving the child's sensory perception is associated, firstly, with the ability to better use their sensory apparatuses as a result of their exercise, and secondly, the ability to interpret sensory data more and more meaningfully, which is associated with the general mental development of the child, plays an essential role.

In a preschooler, the process of assimilation is involuntary, he remembers, since the material itself “settles” in him. Imprinting is not a goal, but an involuntary product of the child's activity. He repeats the action that attracts him or requires the repetition of a story that interests him, not in order to remember it, but because he is interested in it, and as a result he remembers. Memorization is mainly based on play as the main type of activity.

The main transformation in the functional development of memory that characterizes the first school age is the transformation of imprinting into a consciously directed learning process. At school age, memorization is rebuilt on the basis of learning. Learning begins to proceed from certain tasks and goals, it becomes a volitional process. Its organization also becomes different, planned: the dismemberment of the material and its repetition are deliberately applied. The next essential point is the further restructuring of memory on the basis of abstract thinking developing in the child.

Children's imagination is first manifested and formed in play, in sculpting, drawing, singing, etc., the actually creative and even combinatory moments in the imagination are not so significant at first, they develop in the process of the child's general mental development. The first line in the development of the imagination is an increasing freedom in relation to perception. The second, even more significant, comes in later years. It consists in the fact that imagination moves from subjective forms of fantasizing to objectifying forms of creative imagination, embodied in the objective products of creativity.

Thought processes are primarily performed as subordinate components of some kind of "practical" external activity, and only then thinking is distinguished as a special, relatively independent "theoretical" activity.

In the first period of systematic schooling, mastering the first foundations of the knowledge system, the child enters the field of abstraction. He penetrates into it and overcomes the difficulties of generalization, moving simultaneously from two sides - and from the general to the particular, and from the particular to the general. In the process of teaching a system of theoretical knowledge, the child learns to “investigate the nature of the concepts themselves,” revealing their more and more abstract properties through their relationships; empirical in its content, rational in form, thinking turns into theoretical thinking in abstract concepts.

In any training, children graduating primary school, differ significantly from those who entered the first grade. The demands of educational activity inevitably lead students to the formation of arbitrariness as a characteristic of all mental processes. Arbitrariness is formed as a result of the fact that the child does daily what his position as a student requires: he listens to explanations, solves problems, etc. Gradually he learns to do what he needs, and not what he would like. Thus, students learn to manage their behavior (to one degree or another), overcome difficulties, move towards a set goal, and look for the best ways to achieve it.

The second important neoplasm is reflection. The teacher requires the child not only to solve the problem, but also to substantiate its correctness. This gradually forms the child's ability to be aware, to be aware of what he is doing, what he has done. Moreover, to assess whether he did the right thing and why he believes that it is right. Thus, the student gradually learns to look at himself as if through the eyes of another person from the outside and evaluate his own activities. A person's ability to be aware of what he is doing and to argue, to justify his activities is called reflection.

In the initial period of study, first grade students need to rely on external objects, models, drawings. Gradually, they learn to replace objects with words (oral counting, for example), to keep images of objects in their heads. By the time they graduate from elementary school, students are already able to perform actions in their minds - mentally. This means that their intellectual development has risen to a new level, they have formed an internal plan of action.

So, the mental activity of a student who graduated from primary school should be characterized by three new formations: arbitrariness, reflection, and an internal plan of action.

3. Dynamics of cognitive activity in grades 1-4

cognitive student junior student

From the first days of training, the child is presented with requirements regarding the arbitrariness of cognitive processes, educational motivation, skills that allow them to successfully master the program, etc. Even well-prepared children experience stress during the adaptation period and show unstable results. Children with a low level of readiness are capable of getting lost, disappointed in school, in the school that they so vividly and colorfully imagined. Learning activity is understood not only as a manifestation of the intellectual and cognitive activity of children, but as "... the phenomenon of an integral and full-blooded life of children during the school period of development." The success of mastering educational activity, first of all, lies not in the early program preparation of a preschooler, but in the full development of play activity. So, in particular, in the process of developing a plot game, the horizons expand, imagination, arbitrariness of behavior are formed, the ability to accept rules, instructions, follow a given algorithm is developed, cognitive interests are formed. IN further training, joint work with a teacher among schoolchildren, on the basis of cognitive interests, forms the need for theoretical knowledge, which, in turn, is transformed into a variety of motives of educational activity. In the context of psychological readiness for school and the formation of educational motivation, it is necessary to mention the concepts introduced into psychology by L.S. Vygotsky spontaneous and reactive learning. Spontaneous learning, first of all, is typical for children who organize their activities according to their program, according to their wishes, aspirations. Such aspirations arise involuntarily, the desire to learn something depends on many subjective factors. School practice is based on reactive learning, that is, on the child's ability to organize their activities according to someone else's program, but having the ability to reactive learning does not mean that the child is psychologically ready to study at school. It is important to understand that the ability to learn only according to someone else's program poses no less problems for the teacher than the ability to learn, obeying only momentary interests, i.e. spontaneously. Often, the presentation of the content of the lesson is a priority for the teacher, and the development tasks fade into the background or are omitted altogether. In traditional lessons, the child's intellectual, psychological resources are used to a greater extent, and to a lesser extent they are reinforced.

Thus, traditional lessons cannot provide an equal share of the solution of educational and developmental problems. There is a need to conduct developmental classes that help the younger student not only acquire skills in classroom work, acceptance of educational tasks, independent activities, but also update cognitive processes, broaden their horizons, and gain new activity experience.

Conclusion

The cognitive activity of students at school is a necessary stage in preparing the young generation for life. This activity is of a special kind, although structurally it expresses unity with any other activity. Educational and cognitive activity is the focus of educational activity on cognitive interest.

It is impossible to overestimate the importance of cognitive activity for the general development of a younger student and the formation of his personality. Under the influence of cognitive activity, all processes of consciousness develop. Cognition requires the active work of thought, and not only thought processes, but also the totality of all processes of conscious activity.

In the process of learning, in his educational and cognitive activity, a junior schoolchild cannot act only as an object. Teaching depends entirely on his activity, active position, and educational activity as a whole, if it is built on the basis of inter-subject relations between the teacher and students, always gives more fruitful results. Therefore, the formation of an active position of the student in cognition is the main task of the entire educational process. Its solution is largely due to cognitive interest.

Cognitive activity, equips with knowledge, abilities, skills; promotes the education of the world outlook, moral, ideological, political, aesthetic qualities of students; develops their cognitive powers, personal education, activity, independence, cognitive interest; identifies and realizes the potential opportunities of students; introduces to search and creative activities.

List of sources used

1 Abramova, G.S. Developmental psychology: a textbook for university students. Moscow: Academy, 2011.672 p.

2 Abramova, G.S. Workshop on developmental psychology. M .: graduate School, 2010.273 p.

3 Aseev, A.G. Developmental psychology: a textbook. Moscow: Astrel, 2011.295 p.

4 Gamezo, M.V., Gerasimova B.C., Gorelova G.G., Orlova L.M. Age-related psychology. Moscow: Noosfera, 2012.266 p.

5 Darvish, O.B. Age-related psychology. Moscow: Vlados, 2013.358 p.

6 Dobrynin, N.F. Developmental psychology: A course of lectures. Moscow: Education, 2010.296 p.

7 Craig, G. Developmental Psychology. SPb .: Peter, 2010.329 p.

8 Kulagina, I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development: Textbook. manual for universities. M .: Astrel, 2011.385 p.

9 Obukhova, L.F. Age-related psychology. M .: Unity, 2012.197 p.

Practical task

The task№ 4. Analysisproductslaboractivitiespreschoolers

Material: applications (Fig. 1). Executed as follows: children had to cut out the sample with scissors, smear it with glue and stick it on a special sheet of paper. The process was supervised by an adult educator.

Instructions: “Look carefully at all the applique patterns. Make a diagram of the analysis of the products of the activity of preschoolers, select a group of criteria that will describe the individual characteristics of the application by each child. "

Answer the following questions:

1) How to create adequate criteria for the analysis of products of activity? 2) What evaluation criteria and what products of human activity are valid? 3) To what extent should the criteria relate to the properties of the object from which the product is created?

Having analyzed all five applications, the following conclusions can be drawn: only one application (No. 2) out of five meets all the criteria for the products of a preschooler's activity. The second appication was made without distorting the shape, the parts of the bear's body were located correctly, the proportions were observed. All other applications (No. 1,3,4,5) were made with distortions (separation of body parts from each other, absence of some body parts, etc.).

Activity product analysis

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1) How to create adequate criteria for the analysis of products of activity?

Analysis of the products of visual activity.

The analysis of children's work is a short description of the image each child has created.

2.Form transfer:

The form is accurately conveyed;

The distortion is significant, the shape has failed.

3.Construction of the subject:

The parts are positioned correctly;

There are minor distortions;

Parts of the item are not positioned correctly.

4.Transferring the proportion of the subject in the image:

The proportions of the subject are respected;

There are minor distortions;

The proportions of the subject are not conveyed correctly.

5. Composition (for a more complete and accurate characterization of children's mastery of composition, two groups of indicators are identified):

a) the location of the images on the sheet;

All over the sheet;

On a strip of sheet;

Not thought out, it is random;

b) the ratio of the size of the different images that make up the picture:

Proportionality is observed in the image of different objects;

There are minor distortions;

The proportionality of different objects is not conveyed correctly.

6.Motion transmission:

The movement is conveyed quite clearly;

The movement is conveyed vaguely, clumsily;

The image is static.

7.Color (in this criterion, two groups of indicators are also distinguished: the first characterizes the transfer of the real color of objects and samples of decorative art, the second - the child's creative attitude to color, free handling of color):

a) the color scheme of the image:

The real color of the items is conveyed;

There are deviations from the real color;

The color of the items is not transferred correctly;

b) a variety of colors in the image, corresponding to the concept and expressiveness of the image:

Multicolor or limited gamut - the color scheme corresponds to the concept and characteristics of the image;

The predominance of several colors or shades is more random;

Indifferent to color, the image is made in one color (or randomly selected colors).

2) What evaluation criteria and what products of human activity are valid?

Validity (English validity, from Latin validus - "strong, healthy, worthy") is a measure of the correspondence of research methods and results to the assigned tasks. Validity is considered a fundamental concept in experimental psychology and psychodiagnostics. In experimental psychology, a valid measurement is one that measures what it is supposed to measure. That is, for example, with a valid measurement of intelligence, it is intelligence that is measured, and not something else. A flawless experiment (possible only in theory) will have flawless validity: it will accurately show that the experimental effect was caused by a change in the independent variable, it will fully correspond to reality, and its results can be generalized without restrictions. When they talk about the degree of validity, it is considered how the research results correspond to the tasks set (however, validity is not measured in any arbitrary units).

3) To what extent should the criteria relate to the properties of the object from which the product is created?

An important place in the study of the psyche of a preschooler is occupied by the method of analyzing the products of activity, since at no other age is the child's activity so diverse. The products of visual and constructive activity (drawings, applications, three-dimensional images, constructions), musical activity (performance and creativity in song, dance, playing musical instruments), stories and fairy tales, retelling of famous literary works are analyzed. This method is often included as an integral part of other methods, for example, an experiment. Thus, the influence of motives on the course of visual activity is being studied. Depending on the nature of the motive, the child creates drawings, which are then assessed according to various indicators. This method sometimes involves analyzing not only the product, but also the process of its creation. For example, there is a dramatization game based on a fairy tale, and in the course of the game, the performance of the role, its correspondence to the text, and the new that the child brings into it are analyzed. And in drawing, modeling, application, one can analyze not only the manifestation of creativity in the product, expressive means, but also the method of obtaining it, the degree of compliance with the original concept.

The organization of the analysis of products of activity requires compliance with a number of conditions:

1. Preliminarily, clearly formulate the purpose of the study, for example: the study of the relationship of preschoolers to adults and peers, manifested in their drawings.

2. In accordance with the purpose of the study, subjects are selected, keeping in mind that the mastery of technical skills in a particular activity depends on the age of the child. And if it is important, they select children who have drawing skills or design skills according to a visual model.

3. For all children of the studied group create the same conditions, ie. they select the same materials, for example, paints, pencils, crayons, scissors, glue, paper, construction kit.

4. When receiving the product, natural conditions are maintained, as in the experiment: they choose a room, determine the time of the event, create motivation for the child to receive the product, make sure that everyone works independently if a group study is carried out. It is impossible to interfere with the process of creating a product so as not to influence it.

5. If necessary, develop methods of fixing the process of creating a product, actions, speech and emotional reactions of the child.

6. If necessary, develop and memorize questions for the child to talk about the product received, such as how he evaluates his drawing and why. Then the analysis of the products of the activity is combined with the conversation. At the same time, it is important to remember about the correct formulation of questions to the child.

7. Criteria for evaluating the resulting product are developed in accordance with the goal set in the study, for example, evaluating the choice of color, composition of the picture.

Analysis of the products of activity has merit. These include:

The ability to collect in a short time a sufficiently large amount of factual material both from one child and from a group of children;

With constant use, it is possible to obtain qualitative and quantitative characteristics of the peculiarities of the psyche of children, for example, on the regulation of drawing hand movements: impact speed, shape image speed, accuracy of movement range, accuracy of movement direction when drawing lines and shapes, etc.

The possibility of repeated repetition to find out how natural the obtained fact is;

Preservation of naturalness in the manifestation of the mental characteristics of a child who does not know that research is being carried out with him.

The disadvantages of this method are due to the fact that, firstly, it can be used only when the child has already begun to master a certain type of activity. Secondly, the processing of the obtained data sometimes turns out to be extremely difficult, since it requires specially developed analysis schemes, which depends on the researcher's ability to isolate all the psychological characteristics of the product obtained. Then a violation of objectivity and the manifestation of subjectivity is possible, for example, when assessing the degree of originality of a drawing.

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Organization of educational and cognitive activities of younger students. Features of the formation and development of cognitive activity of younger students

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