The development of cognitive activity of students as a psychological and pedagogical problem. Cognitive activity of students as a pedagogical problem Formation of cognitive activity of students as a psychological and pedagogical problem

In connection with the increasing needs of modern society in an active personality, the problem of students' cognitive activity becomes especially relevant. To determine how this quality is formed in adolescence (student) age, it is necessary to identify the essence of the concepts of "activity" and "cognitive activity".

In the psychological and pedagogical literature (T.A. Guseva, S.A. Myshkin), the appearance of the concepts of "activity", "cognitive activity" is associated with an understanding of the postulate: the presentation of a learning task does not imply its automatic fulfillment, and the effectiveness of learning depends not so much on the nature the system of tasks presented, how much depends on the nature of the student's activity.

The study of the problem of activity and activation of cognitive activity of students in pedagogical science has deep historical roots. The principles of cognitive activity of students, even before the appropriate terminological formulation, are reflected in the pedagogical teachings of ancient thinkers, developed by Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg. A significant contribution to the development of ideas and methods for the development of cognitive activity was made by domestic teachers and scientists: K.D. Ushinsky, L.N. Tolstoy, N.G. Chernyshevsky and others.

Jan Amos Comenius wrote that by all possible means it is necessary to ignite in children an ardent desire for knowledge and learning.

K.D. Ushinsky defined as an indispensable condition, a prerequisite

development of the student, his activity in learning. He notes that the good development of the student is ensured by vigorous activity in which the student fully realizes his abilities, expresses himself as a person.

An analysis of the scientific and methodological literature on the topic of the study showed that the problem of student activity is considered from various points of view within a number of scientific fields: philosophy, psychology, pedagogy, sociology, biology, etc. In particular, the study of this problem is based on the general psychological theory of activity (B G. Ananiev, L. S. Vygotsky, P. Ya Galperin, A. N. Leontiev), psychological and pedagogical concepts of a developed personality (M. N. Akimova, A. M. Matyushkin, N. G. Morozova, T. I. Shamova, G.I. Shchukina and others), the theory of nurturing education (L.Yu. Gordin, B.T. Likhachev, G.N. Filonov).

Most often, characterizing the concept of activity, they note that this is the most important feature of a person, his ability to change the surrounding reality in accordance with his own needs, views, goals. As a feature of a person's personality, activity is manifested in energetic, intense activity in work, teaching, social life, various types of creativity, in games, etc.

Recognizing that activity in a broad sense is a biologically determined property of a person, special attention is paid to its focus on a certain type of activity and ways of satisfaction. In relation to cognitive activity, this means the formation of students' motivation for learning and teaching them the skills of obtaining and using information, i.e. skills of mental activity, which determine the possibility of carrying out productive educational and cognitive activity. The effectiveness of activity, causing positive emotions and gnostic feelings, thereby contributes to the preservation and strengthening of cognitive interests, stimulating further cognitive activity.

In the Pedagogical Encyclopedia, the activity of the individual is considered as an active attitude to the world, the ability of a person to produce socially significant transformations of the material and spiritual environment based on the development of socio-historical experience.

The ways of manifestation of activity are creative activity, volitional actions, communication. In relation to cognition, activity is expressed in the presence of cognitive interests, mastering the skills of obtaining information and operating it, the formation of self-regulation of behavior. G.I. Shchukina's cognitive activity is characterized as the integration of a search orientation in learning, cognitive interest and its satisfaction, with the help of various sources of knowledge, favorable conditions for the implementation of activities.

T.A. Guseva, L.S. Vygotsky and A.K. Markova, speaking about activity in the broadest sense of the word, they note that it is inherent in a child from the moment of his birth - individual active manifestations in learning (often impulsive in nature - raising hands, remarks, etc.) are noticeable from the first days of being at school and, Speaking about the level of one's own active attitude, one should keep in mind the level when the teaching is directed by new goals and tasks that arise in the student himself and is carried out in new ways found by the student himself.

An analysis of the psychological and pedagogical literature shows that the concept of "cognitive activity" is widely used in various areas of psychological and pedagogical research: the problems of selecting the content of education (V.N. Aksyuchenko, A.P. Arkhipov, D.P. Baram), the formation of general educational skills (V.K. Kotyrlo, T.V. Dutkevich, Z.F. Chekhlova), optimization of cognitive activity of students (Yu.K. Babansky, M.A. Danilov, I.Ya. Lerner, L.P. Aristova, T.I. Shamova, V.I. Lozovaya), the relationship of students with peers and the teacher (T.A. Borisova, N.P. Shcherbo); the role of the teacher and personal factors in the development of cognitive activity of students (A.A. Andreev, T.N. Razuvaeva, Yu.I. Shcherbakov, Yu.N. Kulyutkin, L.P. Khityaeva. E.A. Sorokoumova, L.K. Grebenkin). In this regard, there is no consensus among the authors about the meaning of the concept of "cognitive activity", which is interpreted in different ways: as a variety or quality of mental activity (M.A. Danilov, A.A. Lyublinskaya, V.K. Buryak, T .I. Shamova), as a student’s natural desire for knowledge (D.B. Godovikova, E.I. Shcherbakova), as a state of readiness for cognitive activity (P.T. Dzhambazka, T.M. Zemlyanukhina, M.I. Lisina , N.A. Polovnikova), as a property or quality of a person (T.A. Ilyina, A.I. Raev, G. Ts. Molonov, A.Z. Iogolevich, T.D. Sartorius, Z.F. Chekhova, G.I. Shchukin).

The study of psychological and pedagogical literature (E.V. Prokopenko, I.F. Kharlamov) shows that most often cognitive activity is understood as the intellectual abilities of a person, his readiness and desire to advance in mastering knowledge on his own. Teachers note that the student's cognitive activity is characterized by a search orientation in learning, interest in knowledge and emotional upsurge.

V.P. Bespalko and E.A. Krasnovsky note that cognitive activity is a complex concept, the content of which cannot be revealed if it is located only in one plane - activity, readiness, skills. The value of cognitive activity lies not only in the volume of firmly acquired and deeply meaningful knowledge, but also in the formation of a person's life position. Cognitive activity is characterized by such manifestations as self-regulation of cognitive activity, the synthesis of a cognitive motive and methods of independent behavior, and a stable positive attitude of students towards cognition.

I.F. Kharlamov understands cognitive activity as "an active state of the student, which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge."

Yu.P. Pravdin and T.I. Shamova consider cognitive activity as a quality of a person, manifested in relation to the content and process of activity, in the desire for effective mastery of knowledge and methods of obtaining it, in the mobilization of volitional efforts in achieving the goal of learning.

According to Akif Gizi Lala Mammadli and S.A. Sevenyuk, cognitive activity is, on the one hand, a quality of a person, expressed in her ability to organize her cognitive activity, on the other hand, it is a person’s need and ability to acquire knowledge and be ready to solve such problems without outside help.

In our opinion, the concept of “cognitive activity” is most fully defined by V.I. Orlov. He writes that activity is the attitude shown by students to educational and cognitive activity, which is characterized by the desire to achieve the goal within the specified time.

The study and analysis of psychological and pedagogical literature shows that just as there is no single approach to characterizing the concept of "cognitive activity", there is no consensus regarding its structural components.

Most often in the literature one can find a description of the structural components of E.R. Statsenko and A.M. Matyushkin. A comprehensive analysis of scientific and theoretical data allowed researchers to determine the cognitive activity (independence) of a student as an integrative set of qualities that characterize his personality and activities and reflect the focus on obtaining new knowledge about the surrounding reality. In accordance with this, the following structural components of cognitive activity were identified:

1. Information volume (system of basic knowledge, skills and abilities).

2. Organizational skills (observance of work culture; work planning; the ability to find additional information, including the ability to work with a book).

3. Development of cognitive processes; possession of methods of cognitive activity (the ability to perceive, select information in accordance with the purpose of the activity; the ability to identify a problem; the ability to analyze, compare, control and correct work; the ability to transfer and use existing knowledge and skills in a new situation; the ability to argue one's judgments and actions).

4. Interest in cognition and search and creative activity (activity and initiative in completing a task, striving for independence; attempts at a creative approach to work; curiosity, interest in non-standard, problematic tasks).

5. Emotional-volitional orientation (the desire to bring the work started to the end, if necessary, correct and redo the work, find additional information).

A somewhat similar approach, but, nevertheless, having differences, we find in the works of E.V. Prokopenko.

According to the scientist, the most reasonable is the allocation of five components in the structure of cognitive activity: emotional, volitional, motivational, content-operational.

1. Emotional - a positively colored attitude towards activity. 2. Strong-willed - the desire to bring things to the end

3. Motivational - the development of cognitive interests.

After analyzing the presented approaches, we believe that the considered points of view complement each other, and therefore the structure of cognitive activity can be represented by the following components: 1. Motivational-targeted - the development of cognitive interests, the ability to set goals based on the study of problems and needs.

2. Cognitive - the assimilation and awareness of knowledge, the desire for self-knowledge and self-determination.

3. Emotional-volitional - the ability to overcome cognitive difficulties; satisfaction with the development of an original and high-quality ideal or material product, self-esteem; 4. Activity-practical - self-realization of one's own capabilities, creativity (completeness of research, variety of ideas, originality and complexity of development), product quality, self-determination.

We also believe that it is necessary to define such a component as a subject-positional component in the structure of cognitive activity. This is explained by the fact that for high performance it is necessary to demonstrate the student's subjectivity in managing their educational and cognitive activities.

Describing the concept of "cognitive activity" it is necessary to dwell on the question of its levels. In the psychological and pedagogical literature there is no single approach to the levels of cognitive activity. For example, I.E. Unt identifies levels of cognitive activity based on psychological processes (activity at the level of memorization, activity at the level of mental activity, activity at the level of creative thinking).

IN AND. Orlov argues that the measure of cognitive activity is the effectiveness of cognitive activity within a given period of time, correlated with the cognitive capabilities of students at the moment.

T.I. Shamova identifies levels based on the nature of cognitive activity (reproducing activity, interpretive and creative activity).

Based on the analysis of psychological and pedagogical literature (E.A. Krasnovsky), it can be concluded that there are three provisions, based on which many scientists prefer the classification of cognitive activity through the characteristics of cognitive activity. First, activity is more “visible” for the researcher than psychological processes. Secondly, the effectiveness of activities from a value position is determined not so much by the time the task is completed, but by the originality, rationality of the solution, how cognitive activity contributes to the development of the student, his psychological and personal characteristics. And, finally, performance within a given time period is difficult to assess, and this parameter (performance in a given period of time) does not take into account such a parameter as the complexity of the task.

A.M. Matyushkin, I.T. Ogorodnikov, I.I. Rodak under the level of cognitive activity of students in training means the degree of their ascent to creativity. Moreover, each stage is characterized by the level of mastering scientific knowledge, methods of cognitive and practical activities, as well as the level of activity.

In the psychological and pedagogical literature, as a rule, there are three levels of cognitive activity: low, medium and high. In the works of B.G. Ananyeva, S.P. Baranova, A.V. Brushlinsky and M.I. Volovikova, A.K. Markova, T.I. Shamova, G.I. Schukina, the levels of cognitive activity are described through such criteria as the level of students' questions, the level of their attention focusing on educational material, the presence of purposeful observation and experimentation, free choice in the performance of educational tasks of a different nature (reproductive, productive, creative), the degree of independence in performing tasks. , the presence of control and self-control skills, the level of mobilization by the student of the necessary knowledge to build hypotheses, problems and ways to solve them.

Analyzing the above, all identified by researchers (D.B. Bogoyavlenskaya, V.S. Danyushenkov, A.A. Kirsanov, A.T. Kovalev, A.I. Krupnov, V.I. Lozovaya, A.M. Matyushkin, A.P. Pryadin, I. .A. Petukhova, IA Redkovets, TN Shamova, GI Shchukina) levels of cognitive activity can be classified according to the following criteria.

1. In relation to activities:

– Potential activity that characterizes a person in terms of readiness, desire for activity.

- The realized activity characterizes the personality through the quality of the activity performed in this particular case. Main indicators: vigor, intensity, effectiveness, independence, creativity, willpower.

2. By duration and stability:

- Situational activity, which is episodic.

– Integral activity, which determines the general dominant attitude to activity.

3. By the nature of the activity:

- Reproductive-imitative. It is characterized by the student's desire to understand, remember and reproduce ready-made knowledge, to master the way of their application according to the model. Low level of personal activity.

- Search and execution, which is characterized by the student's desire to identify the meaning of the content being studied, to penetrate into the essence of the phenomenon, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.

- Creative. Performing activities by searching, developing an independent program of action. The highest level of activity.

P.V. Gora and his followers also concluded that there is a transitional level from the reproductive to the creative. T.I. Shamova emphasizes that in living human activity it is almost impossible to separate reproductive and creative activities, but for educational practice it is necessary to single out an intermediate level. She called it interpretive. P.V. Gora calls this level of cognitive activity transformative. When organizing cognition at this level, the teacher not only communicates the content of the task for the student and highlights the subject of research, but also names the research plan, defines the hypothesis, and suggests sources of information. The student independently determines the research methods and draws up a plan for studying the object, analyzes the object and presents the results.

Another formulation of the three levels of cognitive activity is proposed as stereotypical, variative-reproductive and productive (not necessarily creative), which determines the need for the formation of special historical, communicative, rational and intellectual skills.

Based on the definition of signs of cognitive activity: attitude to learning (meaning of learning, regularity and quality of homework preparation); features of educational activity (mental activity, concentration, stability of attention, emotional-volitional manifestations, degree of external activity); attitude to extracurricular cognitive activity (enthusiasm, truthfulness, orientation), three levels of development of cognitive activity (high, medium, low) are singled out and the characteristics of each of them are presented.

Thus, in pedagogy there is no consensus on the interpretation of the concept of cognitive activity. Research analysis 3.A. Abasov, L.P. Aristova, V.S. Danyushenkova, M.A. Danilova, V.I. Lozovoi, N.A. Polovnikova, I.F. Kharlamova, T.I. Shamova, G.I. Shchukina and other scientists showed that the definitions existing in pedagogy are based on various philosophical and psychological approaches.

Cognitive activity is a type of learning activity that assumes a certain level of student independence in all its structural components - from posing a problem to monitoring, self-control and correction, with the transition from performing the simplest types of work to more complex ones of a search character.

The levels of cognitive activity can be classified according to the following grounds: in relation to activity, in terms of duration and stability, in terms of the nature of activity (reproductive-imitative, search-performing, creative).

Introduction

Education is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities, developing creative abilities, worldview and moral and aesthetic views.

If the teacher fails to arouse the activity of students in mastering knowledge, if he does not stimulate their learning, then no learning takes place, and the student can only formally sit out in the classroom. Therefore, the problem of forming the cognitive activity of students is relevant in teaching children.

In the process of training, it is necessary to solve the following tasks:

stimulation of educational and cognitive activity of trainees;

organization of their cognitive activity to master scientific knowledge and skills;

development of thinking, memory, creative abilities;

improvement of educational skills and abilities;

development of a scientific outlook and moral and aesthetic culture.

In pedagogical literature (Yu.K. Babinsky, N.F. Talyzina, I.P. Volkov) much attention is paid to the means of developing cognitive activity through optimization and intensification of pedagogical processes.

Likhachev B.T., considering the cognitive activity of students, pays attention to the use of game methods in the learning process.

Schukina G.I. highlights the need to stimulate cognitive activity in the learning process.

The organization of training assumes that the teacher carries out pedagogical activities, which include a number of components, and in parallel, students carry out educational and cognitive activities, which in turn consist of the corresponding components.

Sources of information and tools for mastering educational material are the means and tools for the development of cognitive activity. A special place in the formation of the cognitive activity of younger adolescents belongs to the game.

The game is one of those activities that is used by adults in order to teach schoolchildren the ways and means of communication. In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and work activities, his relationships with people will subsequently depend.

For example, in the process of cognition, such a quality of a child's personality is formed as self-regulation of actions, taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly restructures his intellectual sphere, and in the collective game there is an interaction of various meanings, the development of event content and the achievement of a common game goal.

The tasks of comprehensive education and training are successfully implemented only if the psychological basis of cognitive activity is formed in each age period. This is due to the fact that significant progressive transformations in the child's psyche, and above all in his intellectual sphere, are associated with the development of cognitive activity, which is the foundation for the development of all other aspects of the child's personality.

Education as a necessary component of human life, a condition for the self-realization of a person and his rights as a measure and criterion for the quality of education, education as a link between times - these are the humanistic values ​​that should become the center of pedagogical activity.

Cognitive activity in the lessons of the Russian language is an integral part of all educational work at school and is subordinated to the general goals of education and upbringing of students.

In recent years, the use of means of cognitive activity and their content in teaching the Russian language has significantly revived. This is due to the fact that every year teachers are more and more clearly aware of the importance of the Russian language in mastering knowledge. Knowledge of the Russian language contributes to a better assimilation of all academic subjects, as it is the foundation of the general education of students. On the other hand, there is a growing interest in the word, the desire to master the word on the part of students.

At the same time, the personality of the teacher plays a very significant role in organizing and conducting any form of lesson with the use of means to enhance cognitive activity.

At the same time, when organizing games in the Russian language, many teachers (especially young ones) experience great difficulties: some of them do not know where to start and how to conduct such classes, others find it difficult to select material, and still others do not take into account the specifics of such work, build her modeled on lessons or extracurriculars.

Meanwhile, the goals and objectives of the classes differ significantly from the goals and objectives of the lessons and extra classes, as they are organized only for those who wish and are interested in the Russian language.

Cognitive activity in the lessons of the Russian language has its own content, its own specifics in organizing and conducting, its own forms and methods, and pursues the following goals: to instill love for the great Russian language, improve the general language culture, develop interest in the language as an academic subject, deepen and expand the knowledge gained in the classroom.

The lack of pedagogical literature on this topic today poses a lot of questions for teachers of the Russian language.

Cognitive activity in the lessons of the Russian language should not only arouse interest, but also effectively deepen students' knowledge in various areas of the science of language.

Object of study:the process of formation of cognitive activity of students.

Subject of study:explore the possibilities of forming the cognitive activity of students (at language lessons).

Research objectives:

1. Consider the theoretical foundations of the problem of the formation of cognitive activity, highlight the key concepts.
2. To characterize the ways and means of developing cognitive activity in younger adolescents.
3. To develop a system for the formation of cognitive activity in younger adolescents.

Hypothesis:the problem of forming the cognitive activity of younger adolescents is one of the most urgent in the theory and practice of teaching.

At the same time, the role of various means of its activation has not been sufficiently studied. The success of students' mastering of knowledge and skills not only in the field of the Russian language, but also in other academic subjects largely depends on the solution of this problem. It is possible to promote the development of cognitive activity if the theoretical foundations of the formation of cognitive activity are considered, the ways and means of forming cognitive activity are characterized, and a system for the formation of cognitive activity is developed.

Research methods:

Organizational methods;

empirical (observations, conversation in the process of educational activities and after school hours, testing, experiment);

methods of quantitative and qualitative processing of theoretical and empirical material.

The theoretical significance of the thesis is to substantiate the problem of the formation of cognitive activity, to identify the main means of its formation.

The practical significance of the work lies in the development of a system for the formation of cognitive activity (at the lessons of the Russian language).

Research base: 4th grade, Kurumochenskaya school, p. Kurumoch, Volzhsky district, Samara region.

Structure: the thesis consists of an introduction, two chapters, a conclusion, a list of references, an application.

1. Theoretical foundations of the problem of formation of cognitive activity of students

.1 Cognitive activity and features of its formation in younger adolescents

pedagogical cognitive teenager school

Education is a purposeful pedagogical process of organizing and stimulating active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities, developing creative abilities, worldview and moral and aesthetic views.

If the teacher fails to arouse the activity of students in mastering knowledge, if he does not stimulate their learning, then no learning takes place, and the student can only formally sit out in the classroom.

It is necessary to purposefully form the cognitive activity of students.

Rapatsevich E.S. in the "Modern Dictionary of Pedagogy" gives the following definition of cognitive activity: "Cognitive activity is a property of the personality of students, which manifests itself in its positive attitude to the content and process of learning, to the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of the educational and cognitive goal » .

The problem of the development of cognitive activity at different times was considered by various scientists, teachers, psychologists. Modern psychological science asserts that the highest form of the cognitive process is thinking. It provides a form of human creative reflection of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. Human thinking can also be understood as a creative transformation of ideas and images in memory.

The difference between thinking and other psychological processes of cognition is that it is always associated with an active change in the conditions in which a person is. Thinking is always directed towards solving a problem. In the process of thinking, a purposeful and expedient transformation of reality is carried out.

Active cognitive activity is a special kind of mental and practical activity that involves a system of actions and operations of a transformative and cognitive nature included in it. In psychology, theoretical, practical, and a number of intermediate types of activity, containing both operations, are singled out and studied.

Theoretical conceptual thinking is such thinking, using which a person in the process of solving a problem does not directly turn to the experimental study of reality, does not receive the empirical facts necessary for thinking, does not take practical actions aimed at real transformation of reality. He discusses and seeks a solution to the problem from the very beginning to the very end in his mind, using ready-made knowledge expressed in concepts, judgments, and conclusions. Theoretical conceptual thinking is characteristic of scientific research of a theoretical nature.

Visual-effective thinking is a practical transformational activity carried out by a person with real objects. The main condition for solving a mental problem in this case is the correct actions with the appropriate objects. This type of thinking is a necessary condition for the activation of cognitive activity.

The difference between theoretical and practical types of thinking, according to B.M. Teplov, lies in the fact that "they are connected in different ways with practice ... The work of practical thinking is mainly aimed at solving particular specific problems ... while the work of theoretical thinking is mainly aimed at finding general patterns" . Both theoretical and practical thinking are ultimately connected with practice, but in the case of practical thinking this connection is more direct.

In domestic psychological science, thinking is understood as a special kind of cognitive activity.

Studies by domestic psychologists show that if significant changes in the development of the thinking of a younger student are primarily associated with educational activities, then in the development of a teenager’s thinking the main role belongs to the established system of social relationships with others and the desire to achieve a goal.

The problem of optimizing educational activity is associated with its activation, which constantly attracts the attention of both researchers and practitioners. The main efforts of teachers are always aimed at finding techniques and ways to enhance the cognitive activity of students, derived empirically. The very understanding of activation has been debatable for a long time. And this hindered to some extent the construction of a holistic concept in this area, a clear understanding of the system of techniques by which activation is achieved.

The definition of the activation of educational activity was given by R.A. Nizamov: "The purposeful activity of the teacher, aimed at improving the content, forms, methods, techniques and means of teaching in order to arouse interests, increase activity, creativity, independence of students in the assimilation of knowledge, the formation of skills, and their application in practice" . The main and most valuable thing in the book of R.A. Nizamov - a detailed analysis of various ways to enhance the learning activities of students. However, he reduces it to increasing the activity of students by arousing interest, hence creative independence follows. In addition, its definition is very broad, just as it was possible to define the improvement of the educational process of learning in general.

Definition of T.I. Shamovoy several atHowever, she considers activation “the organization of student actions in all academic subjects aimed at understanding and resolving specific educational problems” . But at the same time, she understands the activity of students not just as an activity of a state, but also as a quality of activity in which the personality of the student, his attitude to the nature of the activity, the desire to mobilize efforts to achieve educational and cognitive goals is manifested.

Professor N.D. Nikandrov proposed some clarifications to the wording of the concept and the means of activation used: its motivation, challenge, bringing to the optimal level and maintenance at this level.

Activity, in principle, is an inalienable property of a person, and the source of activity is, in the final analysis, the interests and needs of a person - material and spiritual. However, activity is possible at various levels of independence and creativity. Consequently, it would be more correct to speak not about the objectivity of educational activity in general, but about increasing the level of activity and independence of students to the optimum. This is possible with a clear goal and the choice of activities that correspond to the tasks.

In other words, it is necessary to choose the optimal measure of learning management, while maintaining the ratio: more control measure - lower level of independence in the activities of students, less control measure - higher level of independence. This means that maximum activation is not always appropriate, because below a certain limit of control, the student begins to experience unjustified difficulties. At the same time, above a certain limit of activity control, the student's independence turns out to be low. But it is known from psychology that the development of thinking, as well as other personality traits, requires the creation of a productive psychological process. Therefore, it should be considered that learning as assimilation is possible with full control, but learning, one of the goals of which is the development of thinking and other personality traits, certainly requires a reduction in the measure of control, greater independence. Moreover, the higher the activation in this sense of the word, the greater the developmental effect of learning, although the assimilation will be quantitatively smaller.

N.D. Nikandrov compares the teachings of man with the operation of a technical device. A computer programmed to work with an accuracy of up to ten digits does not give out the eleventh: the possibility of independent development is excluded here. The dialectics of the teaching and development of a person lies in the fact that with a certain exertion of strength, he can always do a little more than is usual for him (within the “zone of proximal development”), and in the process of this activity a micro-stage is reached in the mental, and more broadly - in personal development.

The same can be expressed in a slightly different way. Acting according to the image or algorithm, i.e. in the case of complete control, a person shows only performing, non-creative activity. The development is minimal; it is limited only by the speed, the accuracy of the skill that is acquired. Some removal of the fullness of control leads to an increase in independence and creative activity, and then development includes the formation of a higher level of personality traits, primarily thinking.

Of course, to reduce the entire problem of the activation of cognitive activity to a decrease in the measure of its control would be an extreme simplification and would be fraught with the danger of an absurd conclusion: the smaller the leading role (shaping influence) of the teacher, the more active the student, and therefore, the better. One of the serious limitations here is the motivation of the student's activity.

With high motivation, a decrease in the control measure leads to a corresponding increase in activity; with low motivation, the difficulties that arise further reduce interest in the subject and can generally lead to the exclusion of the student from purposeful activity. The second limitation is related to the level of development of the personality of each student, and especially those aspects of his psyche that directly affect learning (thinking, memory). Naturally, the level of knowledge, skills and abilities is also very significant.

So, we emphasize once again that it is not the maximum, but the optimal activation that is important, depending primarily on the learning objectives (1), then on the level of development of the trainees (2).

Usually, speaking about the activation of learning, they mean mainly the activation of the thinking of the trainees. That is why, in the 1980s, the generally correct demand that the school of memory should give way to the school of thought became widespread. Activation issues are most often associated with the use of problematic elements in learning. And this approach is beyond doubt: it is thinking that distinguishes a person from an animal, we owe it progress in general and every specific achievement in material life, science and culture.

The ways of this optimum depend on many reasons and, to a decisive extent, on the purpose of education. If assimilation is in the first place in terms of significance, then it is necessary first of all to activate perception and memory; if the tasks of development prevail, activation of thinking is required. But since the driving force is in any case needs, it is necessary to create (cause) and then maintain the appropriate motivation.

It is known that one of the essential features of adolescence is the rapid physical and sexual development, which is realized and experienced by adolescents. But in different adolescents, these changes occur in different ways, which is largely determined by how adults do not take into account the impact of changes occurring in the adolescent's body on his psyche and behavior. At this age, increased irritability, excessive touchiness, irascibility, harshness, etc. are often observed.

Physical and sexual development generates a teenager's interest in the other sex and at the same time increases attention to his appearance. But adolescents are neither socially nor psychologically ready to solve their problems correctly (which creates great difficulties for them). And the behavior of a teenager is determined by how adults help him resolve the emerging internal contradictions.

For each age and for each child, its own system of relationships with the social environment is typical, which determines the direction of its mental development and academic success.

The peculiarity of the social situation of the development of a teenager is that he is included in a new system of relations and generalizations with adults and comrades, taking a new place among them, performing new functions.

Compared with a younger student, a teenager must establish relationships with not one, but with many teachers, taking into account the characteristics of their personality and requirements (sometimes contradictory). “All this - notes L.I. Bozhovich - defines a completely different position of students in relation to teachers and educators, as if emancipating adolescents from the direct influence of adults, making them much more independent. But the most important change in the social situation of adolescent development, emphasizes L.I. Bozovic, consists in the role played during this period by the group of students, as well as various extracurricular organizations. Students are involved in various types of socially useful activities, which significantly expands the scope of social communication of a teenager, the possibility of assimilation of social values, the formation of personality thinking, and cognitive activity.

Although teaching remains the main activity for him, the main neoplasms in the psyche of a teenager are associated with social interaction. This is due to the fact that the activity of a teenager, associated with interaction with the social environment, to the greatest extent satisfies the dominant needs of the age - the need for communication with peers and the need for self-affirmation.

Satisfying these needs, adolescents learn the morality of society, develop views on certain issues, rules of conduct.

Adolescents are attracted not only by the content, but also by the form of activity. They are attracted by romance, they like hiking, traveling, research activities. For adolescents, in general, the desire for "gave" is characteristic. Cognitive activity at this age increases, as conditions are created for the development of curiosity, interest through organizational forms of work in the classroom.

The younger teenager tries to show his cognitive activity in a positive attitude towards the content and the learning process, he develops the ability to effectively master knowledge and methods of activity in the optimal time. Their cognitive activity is manifested through the mobilization of moral and volitional efforts to achieve an educational and cognitive goal.

When organizing work with adolescents, the teacher must take into account that their behavior and activities are significantly influenced by the opinion of their comrades. In all actions and deeds, they are guided, first of all, by this skill.

A teacher for teenagers is not such an indisputable authority as for younger students. Adolescents make high demands on the activities, behavior and personality of the teacher. They constantly evaluate the teacher, and build their attitude towards him on the basis of value judgments. It is very important that the opinion of comrades, the collective, the opinion of the teenager himself coincide or be similar to the opinion of educators and parents. Only in this case it is possible to resolve the emerging contradictions and thereby create favorable conditions for the normal development of the adolescent.

The constant interaction of a teenager with his comrades gives rise to his desire to take a worthy place in the team. This is one of the dominant motives for the behavior and activities of a teenager. The need for self-affirmation is so strong at this age that in the name of the recognition of comrades, a teenager is ready for a lot: he can even give up his views and beliefs, commit actions that are at odds with his moral principles.

The need for self-affirmation can also explain many facts of violation of the norms and rules of behavior by the so-called difficult teenagers. Losing authority in the eyes of comrades, dropping one's honor and dignity is the biggest tragedy for a teenager. That is why a teenager reacts violently to negative remarks that a teacher makes to him in the presence of his comrades. He considers such a remark as a humiliation of his personality (similar phenomena are also observed in the reactions of adolescents to the remarks of comrades and parents). On this basis, conflicts often arise between teenagers and the teacher, and the teenager becomes difficult. Only tactful treatment of a teenager, only ensuring his emotional well-being in the school team creates psychologically favorable ground for effective influence on a teenager.

The teenager is actively looking for true friends, but does not always find them. This is also the difficulty of age.

As studies show (M.A. Alemaskin), 92% of "difficult" adolescents were among isolated schoolchildren. This suggests that such adolescents do not have a strong connection with classmates, and their relationships are not prosperous. That is, such adolescents practically lacked one of the spheres of social interaction. In turn, isolated "difficult" not only communicate with each other, but also form a small group at school with their leaders and common interests.

In early adolescence, a new social position of the individual arises - students, that is, a direct participant in one of the forms of socially significant activity - educational, requiring great effort. During this period, new requirements are presented to the student, he has new responsibilities. New comrades, new relationships with adults also require certain moral efforts and experience of inclusion in business relations.

Psychologists believe that, in general, the level of mental and physical development of children aged 10-11 years old allows them to successfully cope with systematic educational work in a general education school. At the same time, we have to take into account that at this age children are characterized by increased excitability, emotionality, rather rapid fatigue, instability of attention, and situational behavior. The class form of collective work causes psychological difficulties for many children.

The physical and mental well-being of adolescents usually stabilizes. But this happens on the condition that adults take into account the new situation of children, act with an understanding of their developmental psychology, and use specific school forms and methods of work.

The important component of social interaction that we are considering, which influences the development of a teenager, is the school. At present, its position has changed significantly. At the beginning of the New Age, the teacher "assigned" part of the parental functions to himself. Now some of its functions have become problematic. The school remains the most important public institution, providing children with a systematic education and preparation for work and social and political life. However, the mass media and extracurricular institutions, while expanding the horizons and range of students and in this sense complementing the school, at the same time compete with it in a way. The school is now rarely the focus of the entire cultural life of adolescents, who have clubs, sports societies, etc. at their disposal. The authority of a teacher today depends more on his personal qualities than on his position. Previously, when the teacher was the most educated, and even the only literate in the village, it was much easier for him.

The problem of individualization of upbringing, training and development of thinking in adolescents within the framework of a mass school is also very complex.

The task is not to return to the school the position of a self-sufficient "world in itself" - the school, like the family, never had this status, and the very dream of it is a conservative utopia painted in patriarchal and sentimental tones - but to make it the organizer and coordinator of the entire system of educating the younger generation. But the removal of a significant part of the work outside the school building and systematic, and not from case to case, cooperation with out-of-school - and not only pedagogical - institutions inevitably mean a serious breakdown of the usual forms of the educational process that have been developing since the 17th century, to the point of being organized according to the principle formal age homogeneity of the school class.

Thus, in the development of thinking of both older and younger adolescents, the main role belongs to the system of emerging social relationships with others. However, in adolescents, cognitive activity is more purposeful and is career-oriented in nature.

Teenagers can already think logically, engage in theoretical reasoning and introspection. They speak relatively freely on moral, political and other topics that are practically inaccessible to the intellect of a younger student. Children have the ability to draw general conclusions on the basis of particular premises and, on the contrary, to proceed to particular conclusions on the basis of general premises, i.e. capacity for induction and deduction. The most important intellectual acquisition of adolescence is the ability to operate with hypotheses.

By school age, children learn many scientific concepts, learn to use them in the process of solving various problems. This means the formation of their theoretical or verbal-logical thinking. At the same time, the intellectuality of all other cognitive processes is observed.

In early adolescence, important processes associated with the restructuring of memory occur. Logical memory begins to develop actively and soon reaches such a level that the child passes to the predominant use of this type of memory, as well as arbitrary and mediated memory. As a reaction to the more frequent practical use of logical memory in life, the development of mechanical memory slows down.

Adolescence is characterized by increased intellectual activity, which is stimulated not only by the natural age-related curiosity of adolescents, but also by the desire to develop, demonstrate their abilities to others, and receive high praise from them. In this regard, adolescents in public tend to take on the most complex and prestigious tasks, often showing not only a highly developed intellect, but also outstanding abilities. They are characterized by an emotionally negative affective reaction to tasks that are too simple.

Adolescents can formulate hypotheses, reason presumptively, explore and compare different alternatives to each other when solving the same problems. The sphere of cognitive, including educational, interests of adolescents goes beyond the school and takes the form of cognitive amateur activity - the desire to search for and acquire knowledge, to form useful skills and abilities. The desire for self-education is a characteristic feature of adolescence.

The thinking of a teenager is characterized by a desire for broad generalizations. At the same time, a new attitude to teaching is taking shape. Children are attracted to subjects and types of knowledge where they can better know themselves, show independence, and they develop a particularly favorable attitude towards such knowledge. Together with a theoretical attitude to the world, objects and phenomena, a teenager develops a special cognitive attitude towards himself, acting in the form of a desire and ability to analyze and evaluate his own actions, as well as the ability to take the point of view of another person, to see and perceive the world from other positions, than your own.

Independence of thinking is manifested in the independence of the choice of the way of behavior. Adolescents accept only what they personally think is reasonable, expedient and useful.

Today, about 40 million children under the age of 18 live in Russia, which is almost 27% of the total population. To some extent they are hostages of ongoing socio-economic reforms and especially suffer in a situation of transition, since they belong to the most socially vulnerable segments of the population, most children today have deviations in health or are sick , the number of adolescents who use drugs and alcohol is increasing, and juvenile delinquency is growing. One of the reasons for the latter is the fall of spirituality, the disappearance of clear moral guidelines.

Children are deprived of the right to vote, they need protection of their rights and interests. That is why the international community has developed a new view of the situation of children in the world, according to which the interests of childhood are recognized as a priority. The UN Convention on the Rights of the Child (1989) refers to the right of children to cultural development, education and information.

The moral, intellectual, aesthetic development of children and adolescents is directly related to the spiritual food they receive. A huge role in the socialization of the individual is played by the media and the book. The entry of a child into the book universe occurs primarily with the help of literature specially created for children. It is children's literature that nourishes the mind and imagination of the child, opening up new worlds, images and patterns of behavior for him, being a powerful means of spiritual development of the individual.

The conducted studies allow us to say that the share of reading in the structure of free time of the younger generations is declining. It never becomes a favorite pastime for a huge number of children of different ages. Meanwhile, in the era of continuous self-education, it is especially important become a developed culture of reading, information literacy - the ability to find and critically evaluate information. The situation of school reform and renewal of the content of education is characterized by a change in information needs and repertoire of business reading and improvement of schoolchildren's literacy.

The problem of the relationship between speech and thinking, its role in communication and the formation of consciousness is perhaps the most important section of psychology. An analysis of how a visual reflection of reality is built, how a person reflects the real world in which he lives, how he receives a subjective image of the objective world, is a significant part of the entire content of psychology. Things are not only perceived graphic, but reflected in their connections and relationships. A person can not only perceive things using analyzers, but can reason, draw conclusions, even if he does not have direct successful experience. It is characteristic of a person that he has not only sensory, but also rational knowledge, in other words, that with the transition from the animal world to human history, there is a huge leap in the process knowledge from the sensory to the rational. The fundamental difference between human consciousness and the consciousness of an animal is the ability to move beyond the limits of visual, direct experience to abstract, rational consciousness.

The period from 11 to 15 years is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, hypotheco-deductive processes develop, it becomes possible to build complex conclusions, put forward hypotheses and test them. It is the formation of thinking, leading to the development of reflection - the ability to make thought itself the subject of one's thought, - provides a means by which a teenager can think about himself, i.e. enables the development of self-awareness. The most important in this regard is the period of 11-12 years - the time of transition from thinking based on operating with concrete ideas to theoretical thinking, from direct memory to logical. In the intellectual activity of schoolchildren during adolescence, individual differences increase, associated with the development of independent thinking, intellectual activity, and a creative approach to solving problems, which makes it possible to consider the age of 11-14 years as a sensitive period for the development of creative thinking.

Thus, cognitive activity, as a property of a student's personality, is most effective at an age that is a sensitive period for the development of creative thinking and cognitive activity. During this period, individual differences increase, associated with the development of independent thinking, intellectual and cognitive activity, and a creative approach to solving problems.

Cognitive activity as a property of the individual, which manifests itself in the positive attitude of students to the content and process of learning, to the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of the educational and cognitive goal, is formed in adolescence.

The younger adolescence is a sensitive period for the development and formation of cognitive activity, because during this period individual differences increase, associated with the development of independent thinking, a creative approach to solving problems, and cognitive activity.

1.2 Conditions and means of forming cognitive activity

The leading activity of younger teenagers is study. In the process of learning, the formation of the basic qualities of the student's personality takes place.

For the successful implementation of the processes of educational activity, it is necessary to create certain conditions:

-the teaching activity of the teacher is also educational in nature (but depending on the conditions, this educational influence may have a greater or lesser force, it may be positive or negative);

-the relationship between the interaction of a teacher and a student and learning outcomes (the more intense, more conscious the student's educational and cognitive activity, the higher the quality of education);

the strength of assimilation of educational material depends on the systematic repetition of what has been studied, on its inclusion in the previously studied and in the new material;

The dependence of the development of students' skills on the use of search methods, problem-based learning.

In pedagogy today there is no unambiguous definition of the concept of "learning tool". Some authors use it in a narrow sense, referring to the means-tools that serve to achieve the general educational and educational goals of learning. Others to the means of learning, in addition to material means-tools, include intellectual means of carrying out mental activity, which enable a person to conduct indirect and generalized knowledge of objective reality. Still others subdivide teaching aids into teaching aids that the student uses to master the material and the actual teaching aids, i.e. means that the teacher uses to create learning conditions for the student. Fourth, considering the means of learning in a broad sense, this term refers to the entire content and the entire project of learning and the actual means-tools of learning.

Let's try to consider learning tools as some kind of the most complete system, the various subsystems of which can represent one or another approach.

Teaching aids should be understood as a variety of materials and tools of the educational process, through the use of which the set goals of learning are achieved more successfully and in a rationally reduced time. The main didactic purpose of the means is to speed up the process of assimilation of educational material, i.e. bring the learning process closer to the most effective characteristics. P.I. Pidkasy understands a learning tool as a material or ideal object that is used by the teacher and students to assimilate knowledge. This definition is the most capacious and to a greater extent reflects the modern point of view on teaching aids.

Two large groups of teaching aids can be distinguished: a means - a source of information and a means - a tool for mastering educational material. Then we can say that all objects and processes (material and materialized) that serve as a source of educational information and tools (actually means) for mastering the content of educational material, development and education of students are called teaching aids.

All teaching aids are divided into material and ideal. Material resources include textbooks, teaching aids, didactic materials, primary source books, test material, models, visual aids, teaching aids, laboratory equipment.

Generally accepted systems of signs, such as language (oral speech), writing (written speech), the system of symbols of various disciplines (notation, mathematical apparatus, etc.), cultural achievements or works of art (painting, music, literature), visual aids (diagrams, drawings, drawings, diagrams, photos, etc.), educational computer programs, the organizing and coordinating activities of the teacher, the level of his qualifications and internal culture, methods and forms of organizing educational activities, the entire education system, existing in this educational institution, the system of general school requirements. It should be noted that learning becomes effective when material and ideal means of learning are used together, complementing and supporting each other. It is obvious that a teacher cannot teach a child only by word, without using visual material in primary classes and computers, laboratory and industrial equipment in pre-professional and vocational training. At the same time, a large number of visual aids, laboratory equipment and computers without a teacher, his generalizations, control and personal influence will also not give high efficiency in mastering the educational material. Moreover, there is no clear boundary between ideal and material means of education. Thought or image can be translated into material form.

The starting points that served as the basis for the classification of teaching aids were proposed by V.V. Kraevsky. He considers content to be the main link in the education system. This is the core over which the methods, forms of organization of educational activities and the entire process of teaching, educating and developing the child are built. The content of education determines the method of mastering knowledge, which requires a certain interaction of the elements of the system and determines the composition and interconnections of teaching aids.

The content of education is formed at three levels. The first and closest level to the teacher is the lesson. Based on the proposed topic and the amount of material, the teacher builds the lesson himself. He tries to put together most fully the content of education that is included in the topic of this lesson and the volume of which is more or less equal to the material presented in the textbook and the proposed set of exercises.

The second level is an academic subject. The content of the subject is usually formed based on the amount of hours allocated to the subject, and the social significance of those sections and blocks of educational material that are selected as educational material. If the content of the material offered by the teacher in a particular lesson (the first level) largely depends on subjective factors (the teaching system chosen by the teacher, the degree of preparedness of students, the qualifications of the teacher, the situation that has developed during the course of training, when secondary passage of the material is also possible), the content of the material of the subject as a whole is determined by the standards and is developed by scientists from research institutes on orders from the Russian Ministry of Education. True, a teacher who has been working at a school for many years and teaches his subject in almost all classes can give students much more than what is laid down in the standards.

The third level is the entire learning process (throughout all the years of study in a general education institution), covering all content, i.e. academic subjects, their number and the amount of hours allocated to each of them. The structure of the learning process, the quantitative and qualitative composition of academic subjects are developed, based on the social order, the needs of society and the age capabilities of students, scientists from research institutes. Teachers do not take part in these developments.

At each level, the content of education has its own characteristics that are unique to this level. But if each level has its own specific content, then the means of their development must also have specific features. As the content of education is modified at each level, the means of instruction also change. Each level of formation of the content of education must inevitably involve its own specific teaching aids.

The means of teaching the first level, we include those means that the teacher can use to organize and conduct the lesson. Second-level learning tools include tools that allow you to organize and conduct the teaching of a subject at the required level. To organize the entire process of education as a whole, the means used by the teacher in the lesson, excursion, and practical lesson are no longer enough. Even the means to organize the study of a particular subject are insufficient. A whole system of means is already needed, which determines the subjects studied, their relationships and interconnections. Thus, we have a three-level system of teaching aids.

Ideal teaching aids Material teaching aids At the lesson level · language systems of signs used in oral and written speech; · works of art and other cultural achievements (painting, music, literature); · visual aids (diagrams, drawings, drawings, diagrams, photos, etc.); · educational computer programs on the topic of the lesson; · organizing and coordinating activities of the teacher; · the level of qualification and internal culture of the teacher; · forms of organization of educational activities in the classroom. · individual texts from the textbook, manuals and books; · separate tasks, exercises, tasks from textbooks, problem books, didactic materials; · test material; · visual aids (objects, operating layouts, models); · technical training aids; · laboratory equipment. At the subject level · a system of symbols for various disciplines (notation, mathematical apparatus, etc.); · an artificial environment for the accumulation of skills in a given subject · swimming pool, · a special language environment for teaching foreign languages, created in language laboratories); · educational computer programs covering the entire course of study of the subject. · textbooks and academic aids; · didactic materials; · methodological developments (recommendations) on the subject; · primary source booksAt the level of the entire learning process · education system; · teaching methods; · system of general school requirements · study rooms; · libraries; - canteens, buffets; · medical office; · premises for administration and teachers; dressing rooms;

The means of forming cognitive activity are various types of activities in the lesson: independent work, exercises, types of problem-based learning, quizzes, competitions, teacher's speech, games and game forms of work in the lesson.

The speech of people, depending on various conditions, acquires peculiar features. Accordingly, there are different types of speech. First of all, there is a distinction between external and internal speech. External speech is oral and written. In turn, oral speech is monologue and dialogic.

External speech serves communication (although in some cases a person can think aloud without communicating with anyone), therefore its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. In oral speech, a person perceives listeners, their reaction to his words. Written speech is addressed to the absent reader, who does not see or hear the writer, will read what is written only after a while. Often the author does not even know his reader at all, does not maintain contact with him. The lack of direct contact between the writer and the reader creates certain difficulties in the construction of written speech. The writer is deprived of the opportunity to use expressive means (intonation, facial expressions, gestures) to better express his thoughts (punctuation marks do not fully replace these expressive means), as is the case in even speech. So written language is usually less expressive than spoken language. In addition, written speech should be especially detailed, coherent, understandable and complete, i.e. processed. And it is not for nothing that the greatest writers paid special attention to this.

But written speech has another advantage: unlike oral speech, it allows long and careful work on the verbal expression of thoughts, while in oral speech delays, time for polishing and finishing phrases are unacceptable. If you look, for example, at the draft manuscripts of L.N. Tolstoy or A.S. Pushkin, they are struck by their unusually thorough and demanding work on the verbal expression of thoughts. Written speech, both in the history of society and in the life of an individual, arises later than oral speech and is formed on its basis. The importance of writing is extremely great. It is in it that the entire historical experience of human society is fixed. Thanks to writing, the achievements of culture, science and art are passed on from generation to generation.

Cognition of the laws of the surrounding world, the mental development of a person is accomplished through the assimilation of knowledge developed by mankind in the process of socio-historical development and fixed with the help of language, with the help of written speech. Language in this sense is a means of consolidating and transmitting from generation to generation the achievements of human culture, science and art. Each person in the learning process assimilates the knowledge acquired by all mankind and accumulated historically.

So, one of the functions of speech is to serve as a means of communication between people.

Another important function of speech follows from the proposition discussed above that thinking is carried out in speech form. Speech (in particular, inner speech - an internal silent speech process with which we think to ourselves) is a means of thinking.

Let us generalize the concept of thinking in accordance with the above material.

Thinking is the highest form of reflection by the brain of the surrounding world, the most complex cognitive mental process that is unique to man.

A person knows a lot about the world around him. He knows the chemical composition of distant stars, he knows the world of elementary particles, he knows the laws of higher nervous activity, he knows about the existence of X-rays, ultrasounds, although he is not able to perceive all this. A person reflects in consciousness not only objects and phenomena, but also regular connections between them. For example, people know the natural relationship between temperature and body volume, they know the relationship between the sides of a right triangle, they understand the relationship between prevailing winds, latitude, altitude above sea level, distance from the sea, on the one hand, and climate - on the other.

The possibilities of cognition of the surrounding world with the help of analyzers are very limited. A person would know very little about the world around him if his knowledge was limited only to those indications given by sight, hearing, touch and some other analyzers. The possibility of a deep and broad knowledge of the world opens up human thinking.

Judgments reflect the connections and relationships between objects and phenomena of the surrounding world and their properties and features. A judgment is a form of thinking that contains the assertion or denial of a position regarding objects, phenomena or their properties.

Examples of an affirmative judgment would be such judgments as "The student knows the lesson" or "The psyche is a function of the brain." Negative judgments include such judgments in which the absence of certain features of the object is noted. For example: "This word is not a verb" or "This river is not navigable."

Judgments are general, particular and singular. In general judgments, something is affirmed or denied in relation to all objects and phenomena united by the concept.

Judgment reveals the content of concepts. To know any object or phenomenon means to be able to express a correct and meaningful judgment about it, i.e. be able to judge it.

Inference is a form of thinking in which a person, comparing and analyzing various judgments, derives a new judgment from them. A typical example of inference is proof of the form of a sentence.

A person uses mainly two types of reasoning - inductive and deductive.

Induction is a way of reasoning from private judgments to a general judgment, the establishment of general laws and rules based on the study of individual facts and phenomena.

Deduction is a way of reasoning from a general judgment to a particular judgment, the knowledge of individual facts and phenomena based on knowledge of general laws and rules.

Induction begins with the accumulation of knowledge about the largest possible number of homogeneous objects and phenomena in something, which makes it possible to find similar and different things in objects and phenomena and omit the insignificant and secondary. Summarizing similar features of these objects and phenomena, they make a general conclusion or conclusion, establish a general rule or law.

Deductive reasoning gives a person knowledge about the specific properties and qualities of an individual object based on knowledge of general laws and rules.

Any mental activity begins with a question that a person poses to himself, without having a ready answer to it. Sometimes this question is posed by other people (for example, a teacher), but always the act of thinking begins with the formulation of a question that needs to be answered, a problem that needs to be solved, with the realization of something unknown that needs to be understood, clarified. The use of different types of thinking of students is used in the forms of work during gaming activities in the Russian language.

In this regard, a quiz as a type of game is a combination of all of the above types of speech. It is necessary to build quiz questions, taking into account not only the level of preparedness of schoolchildren, but also their individual psychological abilities.

The quiz itself implies the presence of "difficult" questions. These can be both questions that require the use of specific knowledge that children have and solve the problem of choosing the only correct answer, as well as questions that make children think, analyze, and discover something new for themselves.

The teacher must keep in mind that the student sometimes does not realize the problem, the question, even when the corresponding task is set before him by the teacher. The question, the problem must be clearly understood, otherwise the student will have nothing to think about.

The solution of a mental problem begins with a thorough analysis of the data, an understanding of what is given, what a person has. These data are compared with each other and with the question, correlate with the previous knowledge and experience of the person. A person tries to draw on principles that have been successfully applied earlier in solving a problem similar to a new one. On this basis, a hypothesis (assumption) arises, a method of action, a solution path is outlined. Practical verification of the hypothesis, verification of the solution path can show the fallacy of the intended actions. Then they look for a new hypothesis, a different mode of action, and here it is important to carefully understand the reasons for the previous failure, to draw appropriate conclusions from it.

So, the connection between speech and thinking not only allows you to penetrate deeper into the phenomena of reality, into the relationship between things, actions and qualities, but also has a system of syntactic constructions that make it possible to formulate a thought, express a judgment. Speech has more complex formations that provide the basis for theoretical thinking and that allow a person to go beyond direct experience and draw conclusions in an abstract verbal-logical way. The apparatuses of logical thinking also include those logical structures whose model is the syllogism. The transition to complex forms of social activity makes it possible to master those means of language that underlie the highest level of knowledge - theoretical thinking. This transition from the sensual to the rational is the main feature of human conscious activity, which is a product of socio-historical development.

As a means of developing logical thinking, special tasks, exercises, and intellectual games can act. Tasks and exercises can be built based on the task models of the intelligence test (for example, the Eysenck test).

Individualized exercises aimed at organizing the active cognitive activity of students are very important.

Particular importance should be attached to games as a means of developing lo Gstudents' intellectual thinking. The game trains the main thought processes of schoolchildren - memory, logical thinking.

The topic of gaming activity in the pedagogical process is very relevant, because. the game is the most powerful sphere of the "self" of a person: self-expression, self-determination, self-examination, self-rehabilitation, self-realization. Thanks to games, the student learns to trust himself and all people, to recognize what should be accepted and what should be rejected in the world around him.

Activation of the learning process - improvement of methods and organizational forms of educational activities, providing active and independent theoretical and practical activities of students in all parts of the educational process. The need to intensify the learning process is dictated by the increased requirements for training and education in connection with the ongoing reform of the school. The activation of the learning process implies a close connection between the assimilation of knowledge and its application to solving problems that require students to take initiative, activity, perseverance, independent thinking, etc.

Activity in learning is a didactic principle that requires the teacher to use such methods and forms of organization of the learning process that would help foster initiative and independence in students, a strong and deep assimilation of knowledge, the development of the necessary skills and abilities, the formation and development of their abilities.

Cognitive activity is a property of the personality of students, which manifests itself in its positive attitude to the content and process of learning, to the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of moral and volitional efforts to achieve the educational and cognitive goal.

Active teaching methods are teaching methods, when using which educational activity is creative, cognitive interest and creative thinking are formed. Active teaching methods include a problem story and a problem-based lecture, a heuristic and problem-search conversation, problem visual aids, problem-search exercises, research laboratory work, a method of developmental learning, a method of cognitive games, a method of creating situations of cognitive dispute, a method of creating emotional moral situations, the method of analogies, the method of creating entertaining situations in the lessons, the method of analysis in the lessons of life situations, etc.

Methods of cognitive activity of students, in contrast to scientific, creativity of students in their cognitive activity is characterized by the following features:

a) it is under the control of the teacher and in the course of deployment can be corrected and regulated by him with given guidelines and appropriate prompts;

b) all creative acts of students are pre-played by the teacher in his mind and imagination, carefully prepared by him, i.e. the results of creative activity do not possess objective novelty and great social significance.

Consequently, the teacher can not only systematically and purposefully guide the cognitive activity of students, but also specially prepare them for a creative way of assimilation of scientific information; in the system of such training, a large place belongs to teaching students the methods of a particular science. In the process of creative assimilation of theoretical material, students face two consecutive tasks. The first is to recognize the phenomenon (object), its features, aspects, constituent elements, connections and relationships, transformation algorithms; the second is to describe it, to explain the reason or mode of existence, to formulate a rule (where necessary) for transformation. The solution of each of the two tasks requires the use of an appropriate set of general and specific methods of cognition. When solving the first problem, the following methods are used (both general and specific):

1. recognition of essential, sufficient and necessary signs and properties of phenomena that lie on the surface and do not require proof, using observation, trial transformations, decomposition into component parts (analysis) and their combination (synthesis), comparison (comparison and distinction), analogy, opposition , distraction;
2. recognition of regular connections and relationships with the help of observation, trial transformations, schemes, key ideas and principles, induction and deduction, ascent from the abstract to the concrete, construction of "ideal" objects and "fitting" them to empirical ones;
3. recognition of the rules and algorithms for the transformation of the phenomenon using observation, trial transformations and finding the key of the algorithm.

As you can see, this group of methods has three areas of use: the area of ​​feature recognition, the area of ​​recognition of connections and relationships, the area of ​​recognition of rules and algorithms.

When solving the second task - the construction, presentation and deployment of knowledge - the following are used: 1) The method of describing the recognized features of phenomena using definitions (folded descriptions) and narrative (expanded descriptions); 2) The method of explaining the recognized connections and relationships by formulating statements, theses, laws, principles, theorems, formulas that reveal connections and relationships, and by substantiating and proving the regular nature of connections and relationships; 3) The method of deriving prescriptions by formulating rules, algorithms, recommendations and applying them in practice using a variety of methods, incl. by model, analogy, etc.

Thus, the general and specific methods used at the stage of formulating theoretical knowledge also have their own areas of application: descriptions, explanations, derivation of prescriptions and their application in practice.

Game forms of work help the teacher to find a common language with the children, and children to comprehend knowledge without stress and with interest.

The way of solving difficulties in activity, transferring information about real activity for learning, a game is a means for competition, entertainment and aesthetic improvement.

A game is a kind of activity, the motive of which lies not in the results, but in the process itself. For a teenager, the game is a means of self-realization and self-expression. It allows him to go beyond the limited world of the nursery and build his own world. The game provides him with emotional well-being, allows him to realize a variety of aspirations and desires and, above all, the desire to act like adults, the desire to control objects.

The game develops the ability to imagine, imaginative thinking. This happens due to the fact that in the game the child seeks to recreate broad spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this with the help of conditional actions.

In the game, the child also gains experience of voluntary behavior, learns to control himself, observing the rules of the game, restraining his immediate desires in order to maintain joint play.

Since the game occupies a huge place in development, it has long been used as a pedagogical tool. So, at the end of the last century, defectologists began to use the game for development purposes: the treatment of stuttering children, mentally retarded, etc.

The game in the pedagogical process can "merge" with other activities, enriching them. So, for example, it is well known that the fusion of work and play activities in childhood has a positive effect. In addition, didactic games occupy a separate place in pedagogy, significantly enriching the learning process.

The game helps to establish contact with the child. Speaking about this method of establishing contact, teachers call it the contact of commonwealth, co-creation, the best way to enter into a trusting, friendly relationship with a child.

The game is also an excellent means of diagnosing both the individual and the group. In addition to the personal development of the child, the game allows you to establish what the child aspires to, what he needs, since in the game he seeks to take the desired role. With the help of the game, you can carry out evaluative activities, since the game is always a test for the teacher, allowing you to develop, diagnose and evaluate at the same time.

If the child does not want to do some work, if he is not interested in learning, then the game can come to the rescue, because it is a powerful stimulant.

The game is a complex and multifaceted phenomenon. The following functions can be distinguished:

The educational function is the development of general educational skills and abilities, such as memory, attention, perception, and others.

Entertaining function - creating a favorable atmosphere for classes, turning a lesson, other forms of communication between an adult and a child of a boring event into an exciting adventure. The communicative function is the unification of children and adults, the establishment of emotional , formation of communication skills.

Relaxation function - removal of emotional (physical) stress caused by stress on the child's nervous system during intensive study, work.

Psychotechnical function - the formation of skills to prepare one's psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation.

The function of self-expression is the desire of the child to realize his creative abilities in the game, to fully discover his potential.

Compensatory function - creating conditions for satisfying aspirations that are not feasible (difficult to implement) in real life.

All games that are used for didactic purposes can be divided into two types depending on the main content of game actions.

In one case, the basis of the didactic game is the didactic material, the actions with which are clothed in a game form. For example, children, divided into teams, compete in the speed of completing a task, or finding errors in words, or remembering historical heroes, etc. They perform the usual learning activities - counting, checking mistakes, recalling history - but they perform these activities in the game.

In another case, didactic material is introduced as an element in the game activity, which is both in form and in content the main one. So in the game - a dramatization with a fairy tale plot, where everyone plays a role, didactic material can be introduced: some knowledge of geography, biology, mathematics, history and other subjects.

Children play their roles and practice counting, learn the location of parts of the world and much more.

It is clear that in the second case the didactic "load" is much less than in the first. But this is justified by the fact that it is not the assimilation of the material that comes to the fore, but educational tasks, the use of knowledge in various situations. Such games are used more often in elementary school for children to relax from intense intellectual work. In the primary grades, the very setting of a learning task for children can be carried out using game moments.

Naturally, most often didactic games are used when taking into account knowledge. The class is divided into teams that perform certain tasks. To evaluate them, you can create a jury or judges. Teams can be given interesting names that children like.

In the middle grades, games are used less frequently in lessons than in the younger ones, due to the fact that adolescents face more difficult tasks in learning, and adolescents themselves, of course, have a greater ability for purposeful systematic work. Traditional competitions, competitions, olympiads were supplemented with games similar to popular TV shows: “What? Where? When?”, “Field of Miracles” and others. The competitive basis has been preserved in them, only the game design has changed.

In high school, the possibility of using didactic games is even more narrowed due to the increase in the volume and complexity of the material being studied. At the same time, the ability of the students themselves to act out rather quickly material that is very complex in content grows significantly.

In modern conditions, in the classroom, in addition to games - competitions and dramatization, games are played - imitations that simulate certain relationships in the real world. For example, a lesson is a congress, where a certain problem is taken, and reports are made on it, discussions are held, and at the end the results are summed up.

Lessons - games are characterized by such positive qualities, pronounced motivation of activity, voluntariness of participation and obedience to the rules, intriguing uncertainty of the outcome and higher, in comparison with ordinary lessons, teaching, developing and educational effectiveness.

The use of all games in education is characterized by the general structure of the educational process, which includes four stages:

1. Orientation: the teacher introduces the topic, gives a description of the game, a general overview of its course and rules.
2. Preparation for the conduct: familiarization with the scenario, distribution of roles, preparation for their execution, provision of game management procedures.
3. Conducting the game: the teacher monitors the progress of the game, controls the sequence of actions, provides the necessary assistance, records the results.
4. Discussion of the game: a description of the performance of actions, their perception by the participants is given, the positive and negative aspects of the course of the game are analyzed, the difficulties that have arisen, possible improvements to the game are discussed, including changes in its rules.

Of course, the use of the game in teaching is associated with a number of problems, and above all, with the lower educational effectiveness of the game compared to ordinary educational work, the basis of which is learning as a type of special activity of students aimed at mastering knowledge, developing skills and abilities. In addition, not all teachers are sufficiently familiar with educational games, and the problem of ensuring discipline and proper order during the game is also important due to the increased liveliness and emotionality of students. However, a deep thoughtfulness of the educational goal, a reasonable selection of the content of educational material and ensuring a high level of involvement of all students in the game, in which key roles are played not only by those who are strong in learning, make it possible to overcome these and other problems.

In the last decade, slowly but rather persistently, computer games began to be introduced into school practice. The occasional use of a computer in most lessons now generally creates a game environment even if students work according to training programs. However, there are also special game programs in various subjects: biology, chemistry and others.

The special value of the game for modern education lies in new logical constructions and their combinations in the study of the world of possibilities, the discovery and development of which brings so much pleasure and is so important for comprehending probabilistic processes in nature and society.

Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of the use of means: knowledge and the ability to use the tool in an appropriate way are also needed so that its use brings unconditional benefits.

The study of modern pedagogical literature about the game allows us to formulate the following requirements that the teacher must take into account when organizing games in the classroom:

• Free and voluntary inclusion of children in the game: not the imposition of the game, but the involvement of children in it.
• Children should understand well the meaning and content of the game, its rules, the idea of ​​each game role.
• The meaning of game actions must coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life activity.
• In the game, children should be guided by the norms of morality accepted in society, based on humanism, universal values.
• The game should not humiliate the dignity of its participants, including and losers.
• The game should positively influence the development of the emotional-volitional, intellectual and rational-physical spheres of its participants.
• The game must be organized and directed, if necessary, restrained, but not suppressed, provide each participant with the opportunity to take the initiative.
• In teenage classes, it is necessary to encourage students to analyze the game played, to compare the simulation with the corresponding area of ​​the real world, to assist in establishing a connection between the content of the game and the content of practical life activities or with the content of the training course. The result of the discussion of the game may be a revision of its content, rules, and more.
• Games should not be overly (frankly) educational and overly didactic: their content should not be obsessively instructive and should not contain too much information (dates, names, rules, formulas).
• Children should not be involved in games of chance, in games for money and things, in games containing in their rules actions that violate generally accepted moral standards.

Naturally, these are just some of the most general requirements. Each game has its own rules.

A business game is a model of a real process, set in motion by the decisions made by its participants. A business game can also be considered as a simulation of the real activity of a specialist in artificially recreated conditions. A business game requires participants to have relevant knowledge and skills.

A business game as a teaching method allows you to "live" a certain situation, to study it in direct action. There are eight main qualities that are formed during a business game.

1.the ability to communicate on a formal and informal basis to effectively interact on an equal footing.

2.the ability to demonstrate the qualities of a leader.

3.ability to navigate conflict situations and resolve them correctly.

4.the ability to receive and process the necessary information, evaluate, compare and assimilate it.

5.ability to make decisions in uncertain situations.

.the ability to manage one's time, distribute work among others, give them the necessary authority, and quickly make organizational decisions.

7.the ability to show the business qualities of an entrepreneur: set long-term goals, use favorable opportunities.

.the ability to critically assess the likely consequences of their decisions, to learn from their mistakes.

Business games are conditionally divided into three categories: production, research, training. It is customary to distinguish two types of games: hard and free. Rigid - when the sequence of actions at a fixed time is strictly fixed.

Business games cannot be the basis of learning, they can complement the theoretical material, being, as it were, the final stage of assimilation.

Being one of the active ways of learning, business games have the following features: activation of the thinking and behavior of the participants, a high degree of involvement in the game process, the obligatory interaction of the participants with each other and with the material of the game.

The functions of the business game are noted: informational and educational, organizational and managerial, emotional and educational, professional and adaptive.

The game provides a number of tasks of different complexity in order for each participant to find what they can and successfully cope with it. The joy of success is an indispensable component of gaming activity

The business game is an open system, there are no deadlocks in it. A business game differs from a game - entertainment in that it has “consequences” - what is the socio-psychological consequence of participating in such a game. Having lost the lottery, we say - "bad luck" - and immediately forget about it. Having made miscalculations in a business game, we think for a long time: “I don’t know something, I don’t know how, I don’t understand.” The super-task of the game is precisely the achievement of the effect of self-development, self-education, self-regulation. It is in this, and not in the process itself, that its main advantage should be seen.

Summing up the results of the game may be different in form, but it necessarily includes an analysis of the game and an assessment of the activities of its participants.

In the game, the child is fully revealed and the material that he needs to learn becomes more interesting and easier. During the game, teachers teach children to be kinder, to listen to other people, to respect other people's opinions, to strive for knowledge - to comprehend something new. This is so necessary in adulthood.

With the help of the game, it is easier for teachers to get in touch with students, establish good relations with them, and teach them to respect each other.

S.A. Shmakov, the author of one of the most significant monographs on the problems of the game: "The games of students - a phenomenon of culture", as a conceptual idea, he believes that in the game children do everything as if three of them: their mind, their subconscious, their fantasy - all this is involved in the game self-expression of a growing person. The game reveals the child's need for self-development. The game, according to Shmakov, is, on the one hand, a model, a model of life, social adulthood, and on the other hand, a source of fun, vivacity, joy, a major tone of life.

The educational value of the game, its comprehensive influence on the development of the child is difficult to overestimate. The game is organically inherent in childhood and, with the skillful guidance of adults, can work wonders. She can make the lazy one industrious, the unknowing - knowledgeable, the inept - a craftsman. Like a magic wand, the game can change the attitude to what seems to them sometimes too ordinary, boring, boring.

The game is also important for the formation of a friendly children's team, for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for many other things. If the children in the team have all these qualities, then the learning process will go more interesting, faster, better. There will be no need for children to be forced to do something, to teach, it will be interesting for them themselves, they will begin to strive for knowledge.

Thus, for the formation of cognitive activity in younger adolescents, it is necessary to create conditions and means for mastering educational material. To do this, it is necessary to use methods of stimulating and motivating interest in learning.

The use of gaming technologies sufficiently contributes to the formation of these functions. In it, the goals, content and methods of teaching are only indirect incentives for this process. The game evokes a valuable experience, is focused on the accumulation of "meanings", on the possibility of assimilation of alternative approaches. During the game, the student manifests himself, there is the possibility of open and full relationships. The game is valuable for personal self-realization, experiences, living roles. There is a change in one's own meaning, the acceptance of a new one.

The game actualizes the functions of the individual. If the traditional educational process is associated with the transmission and receipt of information, the processing of a certain system of reproductive skills, then in the game the participant clearly sets a goal for himself, selects the material purposefully, while he is responsible not only for his behavior, but he bears the burden of responsibility for the success of the entire group . In the game there is reflection, self-realization, the student makes a decision for which he is responsible.

Thus, the conditions for the formation of the cognitive activity of younger adolescents are: the teaching activity of the teacher;

• the relationship between teacher-student interactions and learning outcomes;
• the strength of assimilation of the material and its dependence on systematic repetition and use in the process of cognition;
• the dependence of the development of students' skills on the use of search methods, problem-based learning.

The means of forming cognitive activity are tools that serve to achieve general educational goals.

For the formation of the cognitive activity of younger adolescents, the most effective are the means that serve: independent search work with a textbook or other materials, exercises, all types of problem-based learning, teacher's speech, quizzes, olympiads, games and game forms of work in the lesson.

Cognitive activity is a property of the personality of students, which manifests itself in its positive attitude to the content and process of learning, to the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of the educational and cognitive goal.

Active cognitive activity is a special kind of mental and practical activity that involves a system of actions and operations of a transformative and cognitive nature included in it. Theoretical, practical and a number of intermediate types of activity containing both those and other operations are singled out and studied.

The problem of optimization of educational activity is connected with its activation.

The younger teenager shows his cognitive activity in a positive attitude towards the content and the learning process, he develops the ability to effectively master knowledge and methods of activity in the optimal time.

Cognitive activity, as a property of a student's personality, is most effective at an age that is a sensitive period for the development of creative thinking and cognitive activity. During this period, individual differences increase, associated with the development of independent thinking, intellectual and cognitive activity, and a creative approach to solving problems.

In order to form the cognitive activity of younger adolescents, it is necessary to create conditions and means conducive to the development of initiative, perseverance, activity, and independent thinking.

Activation of the learning process can be achieved through the integrated use of problem-based and developmental learning methods, heuristic conversations, role-playing games, trainings, delayed assessment techniques, individualization, differentiation of learning, etc.

2. Experimental work on the formation of cognitive activity of younger adolescents

.1 System of work on the formation of cognitive activity

Experimental work on the formation of cognitive activity of younger adolescents was carried out on the basis of the Kurumochen school with students of the 4th grade.

The experiment involved students of the 4th "G" class - 25 people.

The system of work on the formation of cognitive activity of students in the process of playing activities includes work in Russian lessons language and extracurricular activities in the Russian language.

Entertaining in learning is a factor in increasing interest in language classes, it is carried out in the process of learning using various entertaining materials, games, illustrative material, demonstrations, fiction, fine arts, music. These funds affect the emotional sphere, develop cognitive interests. However, not everything in education can be entertaining: the learning process should be associated with overcoming difficulties, with systematic work, with the assimilation of serious scientific material.

Entertaining materials on the Russian language - didactic materials that contribute to the entertainment of learning: elements of the history of the language, the etymology of words and phraseological units; typological comparisons of two or more languages; research elements, for example, local toponyms, names and surnames, records of local dialects; attracting additional popular science literature; entertaining, non-standard, problematic tasks in grammar, spelling, vocabulary, phraseology; language games, puzzles, charades, riddles, crossword puzzles, anagrams, etc.

Activity in teaching the Russian language - the intensity of the student's focus on learning activities is a didactic principle that requires such a formulation of the learning process, in which the student becomes the subject of cognitive activity, which brings up initiative, independence in the assimilation of knowledge, skills and abilities, in the development of thinking, speech, memory, creative imagination. Activity in learning is ensured by the use of appropriate methods, work methods, equipment, and manuals. Activity in learning is understood as the "acquisition" of knowledge, as the study of the student himself; at This introduces the concept of "the degree of cognitive activity and independence." The following methods and techniques are recognized as the most effective in terms of activity in learning: resolving problem situations, creative work (essays, etc.), types of language analysis with research elements, building algorithms for solving spelling and grammatical problems, various text exercises, working with dictionaries and other reference literature, improvement (editing) of the written text, etc. The degree of student activity can be increased by increasing independence when performing common exercises: dictations, cheating with assignments, grammar analysis, spelling commenting, constructive exercises, etc., as well as building tables, diagrams, models, referencing, etc.

Russian language games are a type of didactic material used in the classroom and extracurricular activities in order to increase the cognitive interests of students, they contain not only entertaining material, but also enrich students with new knowledge and skills. Game examples: quizzes, puzzles, crossword puzzles, riddles, logographs, anagrams. Word games (“Guess the word!”, “Continue the word you started!”, Pick up words with a letter!”), verbal lotto, puns, epigrams, etc.

Each game can be defined, for example, an anagram - Game - a task to rearrange letters in a word, usually in verse:

Children study geography with me at school

Give the order of the letters is different -

And you will find me in the buffet (Atlas - salad).

The share of play in the educational process is high in the primary grades and decreases as students grow older: from play to research and creativity.

Extracurricular work in the Russian language - purposeful, organized on a voluntary basis, based on the cognitive interests of students, language classes with them that go beyond the lessons, and sometimes beyond the program, in order to deepen knowledge, skills, strengthen skills, develop abilities and social activity children. Types of extracurricular work in the Russian language: circles of the Russian language (for example, for the study of local toponyms, for the history of words and phraseological units, for the study of the language of writers, for the study of foreign languages, literary and creative circles, theatrical, young journalist, etc.); meetings with writers, librarians, literary critics, linguists; Olympiads and competitions in the Russian language and literature, in foreign languages; collections of literary and creative works of students, school magazines and newspapers, conferences. In the process of extracurricular work in the Russian language, entertaining materials on the language, language and literary games, puzzles, crossword puzzles, etc. are used.

Diagnostics of cognitive processes in teaching the Russian language makes it possible to scientifically substantiate the determination of the causes of certain shortcomings, errors, gaps in knowledge: spelling errors of one type or another, helps to prevent errors, eliminates the causes that cause them, and also allows you to predict possible shortcomings or positive phenomena of bad answers. Don't think too long about the questions. On the answer sheet at the top, write your first name, last name, and class. When answering a question, write down its number and the answer "+" if you agree with it, or "-" if you do not agree. (Questionnaire see Appendix 1).

Processing and interpretation of results

When processing the results, questions are selected, the answers to which do not match the test key. For example, the child answered “Yes” to the 58th question, while in the key this question corresponds to “-”, i.e. the answer is no. Answers that do not match the key are a manifestation of anxiety. Processing counts:

The total number of mismatches for the entire test. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety;

The number of matches for each of the eight syndromes (factors) of anxiety highlighted in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Syndrome (factor) Question number1. General anxiety at school2, 4, 7,12,16,21,23,26, 28, 46, 47, 48, 49, 50,51,52, 53,54, 55, 56, 57, 58 = 222. Experience social stress5, 10, 15,20, 24, 30, 33,36,39, 42, 44 =113. Frustration of the need to achieve success1,3,6, 11, 17, 19, 25.29, 32.35, 38.41.43 =134. Fear of self-expression27,31,34,37,40,45 = 65. Fear of a knowledge test situation 2,7,12,16,21,26 = 66. Fear of not meeting the expectations of others 3,8,13,17,22 = 57. Low physiological resistance to stress9,14,18,23,28 = 58. Problems and fears in relationships with teachers2,6,11,32,35,41,44,47 E=8

Results:

The number of sign mismatches ("+" - "yes", "-" - "no"

for each syndrome (factor) - the absolute number of discrepancies in

percentage:< 50%; >fifty%; > 75%. For each respondent:

• Number of mismatches for each dimension for the entire class (absolute value):< 50%; > 50%; > 75%.
• The number of students with the number of mismatches for a particular syndrome (factor): > 50% and > 75% (for all syndromes (factors).
• Presentation of comparative results in repeated measurements.

Complete information about each student (according to test results).

General anxiety at school is the general emotional state of the child associated with various forms of his inclusion in the life of the school.

The experience of social stress is the emotional state of the child, against which his social contacts develop (primarily with peers).

Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

For students of the experimental class 4 "g" classes were held in educational and extracurricular forms in specially organized conditions (special game exercises, didactic and entertaining games that develop the cognitive activity of students were selected for each lesson).

Experimental - experimental work took place in three stages. I uhtap - ascertaining experiment

The purpose of this stage is to determine the attitude of students to learning, activity in the lessons of the Russian language. Stage II - a formative experiment.

The purpose of the experiment is to form students' cognitive activity in the Russian language lessons in the process of playing activity. By including in the educational process entertaining exercises, didactic games, methods of stimulating the educational activities of students, types of extracurricular work in the Russian language, entertaining materials in the Russian language, rebuses, crossword puzzles. Stage III - control.

The purpose of the experiment is to identify the level of cognitive activity after the formative experiment, to determine the attitude to learning activities and the level of literacy in the classroom, to test the correctness of the hypothesis.

The following methods were used during the experiment.

1.Phillips test (definition of school anxiety - allows you to determine the attitude of younger adolescents to school and learning.

.The aim of the work is to study the level and nature of school-related anxiety in younger adolescents.

2.The test consists of 58 questions. Each question must be answered unequivocally: “yes” or “no”.

.Instruction: “Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers.

.Fear of a situation of checking knowledge - a negative attitude and anxiety in situations of checking (especially public) knowledge, achievements, and opportunities.

.Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions and thoughts, anxiety about assessments.

.Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an adequate, destructive response to an alarming environmental factor.

.Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

1.Methodology for analyzing the level of formation of intellectual skills and activity of students (proposed by N.I. Shevandrin).

Purpose: to identify the level of formation of intellectual skills and activity of students.

The level of formation of intellectual skills is estimated by the following points: 2 - skill is pronounced; 1 - skill takes place; 0 - the skill is not formed.

.The student is able to listen

1. teacher's explanations that are not based on visual aids 2, 1, 0
2. teacher's explanations based on visual aids 2, 1.0
3. teacher's questions "to visual aids" 2, 1, 0

4) questions of the teacher about the connections between phenomena presented in a visual form 2, 1, 0

) responses of comrades during the survey 2, 1.0

) evaluate your own response, i.e. listen to yourself 2, 1.0

2.The student is able to visualize:

1) formulate questions to illustrated facts and phenomena 2, 1, 0

2) schematize the text, present it in a table, scheme 2, 1, 0

3)independently make a visual aid based on reading 2,1,0

4)give a rationale for when a visual aid can be used 2,1,0

) give a visual and logical explanation of the material on the basis of self-made visual aids 2, 1, 0

)formulate questions for visual aids and evaluate them 2,1,0

3.The student is able to work with text:

1.state the text in your own words2, I, 0

2.divide the text into logical parts and make a plan 2,1,0

.systematize educational material2, 1, 0

.make an introduction to your message2, 1, 0

.build a logically complete story2, 1, 0

.disclose material in comparison2, 1, 0

4.The student is able to operate knowledge:

1. use reference literature 2,1,0
2. on the basis of a number of stated facts to make a generalization 2,1,0
3. formulate the cognitive task contained in the text 2, 1, 0
4. express their own attitude to facts and events 2, 1, 0
5. independently formulate questions 2, 1, 0
6. compare new material with already known facts, provisions

5.The student is able to show creative independence in learning:

1)when solving educational problems proposed by the teacher in the lesson 2,1,0

2)when solving educational problems, doing homework 2,1,0

)conduct elementary research on the basis of several

)sources (documents, observations, experiments) 2, 1, 0

)analyze, compare, contrast 2, 1, 0

6)draw conclusions 2,1,0

7)make generalizations based on a set of facts, statements

6.The student is able to apply knowledge in practice:

1) formulate a hypothesis in a research search 2,1,0

) outline ways to test the hypothesis 2,1,0

) conduct an elementary study in connection with the attraction of additional material to the topic under study 2,1,0

) carry out the transfer of previously acquired knowledge to the consideration of new facts, phenomena 2,1,0

) carry out the transfer of knowledge to the consideration of current events 2, 1.0 6) apply knowledge in their social activities (at school and outside it) 2.1.0

The above methodology can be used by students for introspection of the level of formation of their intellectual skills in subjects that are the most and least difficult for them to master. Such introspection, in turn, can contribute to the transfer of intellectual skills from one subject to another.

2.Determination of the level of literacy based on the results of the essay "How I spent (a) summer."

Purpose: to determine the level of literacy of students.

The practical literacy of the student's work is assessed on the basis of checking the entire work as a whole (taking into account the provision on gross and non-rough, similar errors). The criteria for assessing a student's literacy are shown in the table (see Appendix 2).

When assessing literacy (G 1-G4), the volume of the essay should be taken into account. If the volume of the essay is 30 - 50 words, then such work is evaluated according to the criteria given in the table.

If the volume of the essay is less than 30 words, then such work is evaluated by zero points according to the criteria D 1-D 4.

When evaluating an essay with a volume of 30 to - 40 words, the number of permissible errors of all four types decreases: 1 point according to the criteria G 1, G 2, G 4 is given if no more than 3 errors were made in the work; according to the criterion G 3 - no more than 1.

The maximum score that a student can receive for completing the entire work is 32 points.

School marks (regardless of the chosen model) can be set on a five-point scale in accordance with the following recommendations:

Table 1.

School grade "2" "3" "4" "5" Primary score 0-89-1718-2728-32 literacy from among the minimum points for the performance of all written works (essay) D 1- D 4467

The results of the ascertaining experiment are presented in the tables.

Table 2. Level of anxiety (Philips test)

Factors Scores mean % 4 "d" 1 General anxiety at school 38% 2 Experiencing social stress 37% 3 Frustration of the need to achieve success 44% 4 Fear of a situation of knowledge testing 47% 5 Fear of not meeting the expectations of others 42% 6 Low physiological resistance to stress 47% 7 Problems and fears in relationships with teachers 46% 8 Fear of self-expression 43%

Class 4 "g"

high level of anxiety - 7d. - 35%

the average level of anxiety - 7d. - 35%

low level of anxiety - 6d. - thirty%.

Thus, the results of the study make it possible to say that children have low resistance to stress - 47% of the total number of children, there are problems and fears in relations with teachers - 46%, and therefore a high level of anxiety - 35%, in a third of the children in the class. Children strive to achieve success in school, and when this does not happen, there is a feeling of frustration - 44%.

Thus, children need to use forms of activity in the lesson that will allow them to relax and feel confident. Overcome fear, reduce anxiety.

Table 3. The level of formation of intellectual skills and activity of students

FactorsPoints average % 4 "d" 1 Ability to listen 38% 2 Ability to work with clarity 37% 3 Ability to work with text 44% 4 Ability to operate with knowledge 47% 5 Ability to show creative independence in learning 42% 6 Ability to apply knowledge in practice 47%

Class 4 "g"

Activity is pronounced - 4d. - 20%

Activity takes place - 11d. - 55%

Activity is not formed - 5d. - 25%

According to the data obtained from the study of the level of activity of students, only 4 children from the whole class are quite active, 11 children are active, but do not achieve success, or the activity is not purposeful, in 5 children the activity is not formed at all, the children behave disinterestedly in the lesson, it is difficult to captivate them, they are bored.

Literacy Rate

Children of the 4th grade = invited to write an essay "How I spent the summer."

The following results are obtained

Class 4 "g".

The maximum number of points - 9 - 76. - 3d. - fifteen%

The average score is 6-46. - 12d. - 60%

Low score - 5d. - 25%

The level of literacy of students in the Russian language is unacceptably low, a quarter of all students received a low score - 5 children - 25% of the total. When writing the essay "How I Spent the Summer" - both spelling and syntax errors were made.

Only 3 children in the class did their work correctly, the essays were written in an interesting language with the use of epithets, emotionally, in accordance with the requirements for the level of knowledge of 4th grade students.

All studies using the above methods were carried out in natural conditions for children. - (during study time).

Conducting a study at the first stage of the experiment using the presented methods made it possible to draw the following conclusions:

The level of formation of cognitive activity among students of the 4th "G" class is insufficient.

On the basis of the obtained data, a system of work on the formation of cognitive activity in 4th grade students was built.

The formative experiment assumed the inclusion in the educational process of entertaining exercises, didactic games, methods of stimulating the educational activity of students, types of extracurricular work in the Russian language - entertaining materials in the Russian language, rebuses, crossword puzzles.

During the formative experiment, the following work was carried out.

1. A long-term plan of work on the Russian language with students of the 4th "G" class has been drawn up.
2. A plan for extracurricular work in the Russian language has been developed.

Long-term work plan for the Russian language in grade 4 "G" - for the first half of the 2012-2013 academic year. of the year

№ p/nThemeNumber of hoursGames1Offer. Main and secondary members of the sentence 1 Find and prove Distribute into groups Znayka's message 2 Secondary members of the sentence. Circumstances 1 Catch the grammatical basis History of phraseology Find the circumstance 3 Secondary members of the sentence. Definitions10 What did Znayka say? Journey through the scheme Grammatical confusion4 Secondary members of the sentence. Additions1 Message Znayka Catch a bug Grammar confusion Whose scheme is better? or enumeration intonations1 What letters escaped? (p. 88) Metagrams (p. 89)11 Connection of homogeneous members of a sentence. A comma between homogeneous members of a sentence 1 Name the person (p. 109) Who is the most attentive (p. 111) 12 A comma between homogeneous members of a sentence 1 Choose an alliance Choose a rhyme 13 Punctuation marks in sentences with homogeneous members connected by the union m. 1 Who has more synonyms? Erroneous places14 Sentences with homogeneous members connected by unions. Affirmative and negative sentences1Find a mistake Return the loss15Homogeneous members of a sentence4Znayka's message Grammar relay race (p. 238)16Test work (test)1Solve the rebus Paired exit (p.239)17Dictation1Memory Etymologist18Working on mistakes1Dating selection Catch the basis (p.241)19Simple and complex sentences (p.3Ladders (p.3) 66-67) Who has more points? 20 PRODUCTION121 Work on errors1222222-directed speech Choose a synonym and angry a nodule23 Plaintless 23 TEST WHO? 24MY 24 The best evaluation, Assessment of nouns by numbers127 Dicticts, See the most fastest journey (ogdom 29) (p. 73)29Exercise in declension of nouns and recognition of the case form1Pick up the words Who has more?30Recognize the cases of nouns2Pick up the treatment Remove the enemy31Nominative and accusative nouns x1 To each his own (p. 119) Eliminate the excess We will change places32Test work1The word crumbled Jokes - riddles33The main types of declensions of nouns1Duel of signs Rebus34The first declension of nouns135The second declension of nouns236Exposition1Entertaining squares (p. 122-123) 37 Work on mistakes 1 Dictate to a friend Who is faster? 1st, 2nd, 3rd declination1 Who is faster? Curiosity43The endings of nouns of the 1st and 3rd declensions in R., D., P. cases1Who is the fastest Big or small?44The endings of singular nouns3Stop "Riddles" Read the sentence (p. 128)45Spelling the endings of nouns in the accusative case146Spelling the endings of names Instrumental nouns147Singular noun endings1Harvesting Match a couple (p. 129)48Dictation1Guess the word (p.130) Magic triangle49Mistake correction150Singular noun endings251Preparatory dictation1Catch the word Znayka's message52Case endings of singular nouns1Who can complete the table faster? Four by five (p. 138) 53 Exposition 1 Harvesting The third is superfluous (p. 140) 54 Working on mistakes 1 Interesting figures (p. 141) Catch your word (p. 141) 55 Spelling case endings of plural nouns 1 Who is faster? (p. 137) Guessing56Choosing cheating1Rebus Insert a word (p.143)57Spelling case endings of plural nouns2Who is this? (p. 152) Guess - guess (p. 153) 58 Generalization of knowledge about the noun (lesson-game) 1 Tricky questions (p. 40) Relay race (p. 40-41) 59 Control dictation for the first half of the year 1 Let's count (p. 41) What is the name masters (pp. 68-69)60Working on mistakes161Reserve lesson1Replace the word Climbers

During extracurricular hours, work was carried out according to the following plan.

Plan of extracurricular work on the formation of cognitive activity

Theme of the eventResponsible for holdingTimeMethodological support 1Journey of the game around the country "Russian language"Teacher, librarian September 23Arsyriy A.T. entertaining materials on the Russian language. M., 1995 Davydova M.M. "Educational games for children". M., 1998 Shkatova L.A. "Think and answer" Crosswords for children / Comp. Kurdyumov V. - M., 1996. Otkupshchikov Yu.V. to the origins of the word. - M, 1986.2 "Noun Day" Teacher from each team 1 student October 14 Artemova S.I. Contests, puzzles, charades. M., 2005 Danilova A.D. Learn to think. M., 1999 Entertaining literature3KVN in Russian languageTeacher responsible for the teamNovember 8Lapshina L.A. "Mini - KVN". M., 2007 Duzhnikova S.A. Slovo, M., 19994 "Day of a competent spider" Teacher, team leader November 181. Entertaining lessons. / Orlova S.A. Davydova M.M. Educational games for children. M., 1998 2. Fun, clever, interesting / Ed. Isakova L.A., M. 2004

The following events were the most successful: "The game is a procession across the country Russian language", "Day of a competent spider", "Name Day noun."

Let's consider one of them in more detail -

travel around the country "Russian language"

The purpose of the game: to expand and systematize the knowledge of students in the 5th grade with what was studied in the 4th grade, to arouse interest in the Russian language.

Objectives of the game: a) expand students' knowledge in the field of lexicology, phonetics, syntax; b) develop the logical and imaginative thinking of students; c) cultivate respect for the native language.

Pedagogical instrumentation: task cards, index cards, question cards, diagrams, puzzles, crossword puzzles, book exhibitions, workbooks.

Description of the game. Before the start of the game, two teams are formed. Each team is divided into participants (5 people) and fans (everyone else). The difference between them is that the participants work at the board, the fans answer from their seats. Fans can help their comrades answering at the board if they find it difficult. All written assignments are done in workbooks.

For each correct answer and correctly completed task, the team receives a point, and the participant receives a token. When summarizing the results, the number of points received is calculated and the winning team is determined. The game is designed for 1 hour of study time.

Introduction by the teacher.

Today we have gathered here to go on an exciting journey through the country of the Russian language. Many of you perceive Russian only as a school subject. Probably, for some it seems a little boring, difficult, requiring a lot of time and attention. But it is not so. If you look at it from the other side, it turns out that the Russian language is an amazing country in which there are many mysterious, unknown and very interesting things.

Two teams are going on a trip today. Let's welcome team members! And the fans? They also go on a trip with the teams and take an active part in solving controversial, but very interesting issues related to the study of the Russian language. Our route will pass through the cities: Zvukovograd, Leksikograd, Chasgerechensk, Syntaxisgrad, Ugadaisk. You need to be very careful so that you can write down all the most interesting, new things that you will discover and learn today, what you will like, and what, of course, you want to tell your friends about.

ZUKOGRAD game

1. How many sounds [w] in the sentence:

Not the good one who is handsome in face, but the good one who is good for work?

2. How many sounds [ts] in the sentence:

Our student Kunitsyna is going (to go to Bratsk?

3.Metagrams are riddles in which you need to guess a word by replacing one sound (letter) with another. (Children write the word metagram in their notebooks.)

)With the sound [s] I'm not tasty.

But everyone needs food.

C [m] beware of me, not that

I will eat both the dress and the coat.

(Salt, mol.)

)With [k] I'm at school on the wall. - Mountains, rivers are on me.

C [n] - I won’t hide from you - I’m also standing in the classroom.

(Map, desk.)

) Although I am small, but look:

I reflect the whole world in myself.

But [k] to [c] change

I'm walking through the swamp.

(Drop, heron.)

) | With [b] I am painful,

With [m] I devour clothes

With [r] the actor needs me,

C [c] is important for a cook.

(Pain, mole, role, salt.)

Logogriff - from the Greek words logos "word" and gryphos "mystery". This is a riddle in which the intended word can have different meanings as a result of adding, skipping or rearranging sounds (letters). (Children write down the word logogriff in notebooks)) Ready to give you water to drink,

But [e] add at the beginning,

And I will gather before me

I spectators in the apartment, in the hall. (Crane, screen.)

) The old man carries me with difficulty.

But if you add, instantly

He will come to his aid.

Who easily carries me. (burden, young man)

LEXICOGRAD

1.The words to remember are written on the board.

2.metagram, crossword,

Logograph, rebus,

.antonyms, cryptogram.

Synonyms.

(Children should write the words in a notebook, remember their spelling and what they mean.)

Crossword. write down synonyms for words:

hurry - (hurry), teach - (study), run - (rush),

overpower - (overcome), news - (news), surprise - (amaze),

fantasize - (dream).

The following is written on the board:

Withwalk And3 TEACH Heat Olast Hvegetable And3Kill M READ

3. Antonyms.

)I am an antonym for the word heat,

I'm in the river, in the thick shade

And in a bottle of lemonade, And my name is ...

(Cool.)

2)I am the antonym of the word summer,

Dressed in a snow coat.

Even though I love the cold.

Because I...

3)I am the antonym of laughter.

Not from joy, comfort, -

I happen involuntarily

From misfortune and from pain.

From resentment, failure.

Guessed? This is…

4)I am the antonym of noise, knock,

Without me, you will suffer at night,

I'm for rest, for sleep. I'm called...

CHASTERECHENSK

Each team chooses cards with tasks for itself (one minute is given for reflection):

.Define a noun.

Define a pronoun.

Define a preposition.

. Define union.

Define the verb.

. Define an adjective.

SYNTAXGRAD

Make suggestions according to the schemes:

Put punctuation marks, give a description of the sentence, draw a diagram:

a) In a field in a forest in a grove, bird voices rang.

(Descriptive, non-exclamatory, simple, two-part, common, complicated by homogeneous circumstances.)

b) The sun's rays flood the flower bed with dark green lilacs and

garden paths.

(Descriptive, non-exclamatory, simple, two-part, common, complicated by homogeneous additions.)

Oral construction of sentences with appeals. (Students take question cards.)

a) Make a request, with a greeting.

Guys, please open your textbook on page 43. - Dear Sirs! I welcome you to today's meeting of our circle.

b) Ask a question, with an appeal:

Ivan Ivanovich, what time is it now?

What time is it now?

Dear Guys! I urge you to take part in sports competitions for the honor of the school.

UGADAYSK

Tasks (cards "C" and "P"):

Terminological dictation:

• main members of the proposal;
• service parts of speech;

joint venturePredicate Union Suffix Noun Phrase Subject Preposition Prefix Adjective Sentence

1. "Magic Circle"
2. How many words can be read in this circle?

Cryptogram (children write in a notebook) - an inscription made by one of the methods of secret writing (cryptography "cryptography"), crypto (of Greek origin) - "secret, hidden."

There is a proverb: "He who reads a lot knows a lot."

1234536378291022328453631159102

Complete the sentences with keywords to help you read the proverb.

1. 1, 5, 8, 6, 9 - man's best friend.
2. This year was cold 11, 8, 4, 9.
3. 11, 9, 7, 10, 4 did you do it?
4. Children listened to the fairy tale "1, 3, 2 in boots"

(Book, winter, why, cat)

Rebus (from the Latin res "thing") is a riddle in which the desired word or phrase is depicted by a combination of figures, letters, signs. (Write the word in your notebook.)

1. Summing up the game.
2. Final word of the teacher

The world of knowledge is immense, and a person should not stop there, he should go further and further, make discoveries, learn new, interesting things and, of course, travel. Happy journey!

References:

Arsyriy A.T. Entertaining materials on the Russian language. - M., 1995

Davydova M.M. Educational games for children. - M., 1998.

Crosswords for children / Comp. Kurdyumov V. - M., 1996.

Otkupshchikov Yu.V. To the origins of the word. - M, 1986.

Shkatova L.A. Think and answer. - M., 1989

The use of entertaining elements in the lessons of the Russian language when studying various topics, as well as various forms of conducting lessons, increase the cognitive activity of students.

This is especially important at the beginning of the course in grade 4. If students understand the importance of the task assigned to them, and love our subject, then success in learning is almost guaranteed.

With students in grade 4, the lesson begins with a conversation about the Russian language. In addition to statements about the Russian language by L. Uspensky, K.G. Paustovsky, which are given in the 5th grade textbook, statements are used M.V. Lomonosov, I.S. Turgenev.

The students, under the guidance of a teacher, made an album in which statements about the Russian language by many prominent statesmen and writers were colorfully decorated, their portraits were placed.

However, as the study showed, further success will depend on how the teacher can maintain interest in the subject from lesson to lesson, from class to class. Of great importance is a lively, popular science explanation of new material; an explanation in which facts unknown to students are presented in the form of an interesting story that convinces schoolchildren that to master the language means to really improve the culture of speech, to understand the secret of the language, to learn to speak even more accurately and brighter. In cases where the material is to some extent familiar to the students, it must be supplemented with such information that the children did not suspect. For example, when studying the gender of nouns, you can tell fifth graders that nouns do not have three genders in all languages. There are languages ​​that have only 2 genders; there are languages ​​in which nouns are not distributed by gender at all. At present, it is not clear to us why one word is masculine and another feminine or neuter.

In ancient times, the category of gender was understandable. Invite students to “invent” a word. “Turn over” the noun lamp, we get the word “apmal” that does not exist in the language. We determine its gender - male. Why? Because in modern Russian the gender of nouns is most often determined by endings. All nouns end with a solid masculine consonant.

At all stages of the lesson, you can use a variety of entertaining forms of learning: games, exercises, competitions, contests, silent dictations, signal cards, travel games, quizzes, riddles, jokes.

In Grade 4, for better assimilation of the topic “Animate and inanimate nouns”, colorful drawings, images of various objects, a riddle are used, students guess the object.

What a redhead

Hiding his tail behind a stump?

Come out - I'm not afraid

I share a carrot.

The guys answer: "It's a squirrel." I show a picture of a squirrel. Students ask questions about the word protein. Who?

Pahom sits on horseback.

He reads a book, but he does not know how to write.

What is it? "Glasses".

You can revive the lesson, increase its cognitive value, instill a love for the language by using works of oral folk art in educational work: proverbs, sayings, fairy tales, riddles.

Riddles are a common and favorite form of folk art for children. Guessing riddles is not only entertainment, but also a test of intelligence. The riddle develops the mind, ingenuity, awakens thought.

Guessing riddles develops in a child the ability to compare objects and natural phenomena. You can use riddles when checking and consolidating the studied material, as well as when explaining and independent work. Riddles are often used for vocabulary dictations, when students write down only guesses. When studying the topic “Compound nouns”, riddles for dictionary dictations are used.

Miracle janitor in front of us

With raking hands

Behind grabbed one minute

Huge snowdrift.

"It's a snow plow."

We have a robot in our apartment,

He has a huge trunk.

Robot loves cleanliness

And it buzzes like a TU liner.

"Vacuum cleaner".

Black river underground

Hundreds of kilometers flowing.

"Pipeline".

Studying the topic “Spelling of case endings of nouns”, we use riddles that students write down in full, and also guess them, highlight the endings of nouns.

Born in the field, brewed at the factory, dissolved on the table.

He sits on a spoon with his legs dangling.

There are 33 heroes on the page of the primer. Every literate man knows the sages-bogatyrs.

"Alphabet".

For the topic “Spelling of suffixes of nouns”, we picked up the following riddles:

A little red kitten runs along the perch. "Fire".

A boy with a finger, white clothes, and a red hat. "Mushroom".

A white bunny jumps on a black field. Chalk and board.

Five boys - five closets, each boy has his own closet.

"Gloves".

An oak tree hid in a golden ball. "Acorn".

The white stone melted

left marks on the board. "Chalk".

Not a lamb and not a cat,

He wears a fur coat all year round.

Fur coat gray - for summer.

For winter - a different color. "Hare".

The following riddles are suitable for the topic “The letter O after nouns hissing in suffixes”:

Under the pines, under the trees

Runs a bag of needles. "Hedgehog".

Colored teremok about an inch wide.

The sisters live in the tower.

Guess what their names are.

"Matches".

The following riddles have been selected for the topic “Particle NOT with nouns”:

Round, not a month, yellow, not the sun!

Sweet, not sugar, with a tail, not a turnip mouse

What is this girl?

Not a seamstress, not a craftswoman.

Doesn't sew anything

And in needles all year round.

Not a girl, but looking in the mirror,

Not an old woman, but her head is silver. "Willow".

Ser, but not a wolf, long-eared, but not a hare, with hooves, but not a horse.

To the topic “Adjective name. Discharges of adjectives, short adjectives "we have selected such riddles:

Velvet paws, scratches on the paws. "Cat".

It is bitter in haymaking, and sweet in frost. What is a berry? "Rowan".

Red, sweet, fragrant, grows low, close to the ground. "Strawberry".

When studying the topic “Noun” and the topic “Adjective”, selective dictations are conducted using cards. I read the text, the guys write out only the phrases noun + adjective. I check this way: one of the students reads the word combinations written out, and all the others raise cards with the letter indicating the case. With such a check, it is immediately clear which of the students finds it difficult to determine the cases of nouns, and therefore makes mistakes in the endings. Such work is carried out to check the assimilation of the declension of nouns, the spelling of suffixes of adjectives.

We often play grammar games. With pleasure, the guys play “The Fourth Extra”: among the named words, you need to find an “extra” noun or adjective and explain how it differs from the rest. Dictate words:

raincoat stove

knifemouse

give birth

doctor reed

Students can easily complete the task.

After studying the topic "Qualitative and relative adjectives", the game "The fourth extra" is also used. Reading again:

redsummerkind

sugar

green glass blue rural The guys find "extra" words and explain their spelling. When studying the topic “Complex adjectives”, I play the game “In a word”. The students were given the task to replace definitions of several words with one adjective: "the plant where cars are built is a machine-building plant." The game uses an element of competition, it is noted who will complete the task faster.

When repeating the spelling of adjectives with suffixes -sk, -k, I played the game "Who knows the cities of our region better." The students wrote in notebooks in one column of the names of cities, and in the other - adjectives formed from them.

Pyatigorsk - Pyatigorsk

Kislovodsk - Kislovodsk

Stavropol - Stavropol, etc.

On the same topic, I am conducting the game “Who knows the map better?” Students write down the names of famous states in one column, and adjectives formed from them in the other.

Poland - Polish

France - French

England - English, etc.

I also conduct games in order to develop observational skills in students. When fixing the topic “Qualitative and relative adjectives”, I use the game “Who is more observant?” The children write down the names of the objects in the classroom in their notebooks. Nouns with qualitative adjectives are written in one column, and with relative adjectives in the other. The winners wrote down about 30 noun + adjective combinations.

The game "Who is more observant?" develops students' attention, improves speech. When repeating the suffixes of adjectives and nouns, I play the game “Add the word”. The students prepare blank strips of paper at home. In the classroom, on large strips, the roots of words were written down: economy, state, society, canvas, leather, car, suffixes and endings were written on small strips:

enn-th, an-th, yan-th, in-th. The students had fun making words out of two strips. The guys also willingly write a dictation - silence. We show pictures depicting various objects, and students write down the words: mushroom, carrot, ladder, pencil, hedgehog, watchman, hare, etc.

When studying the topic "Phonetics" games are also held.

1.Who will write down words faster and more, in which there are more letters than

horse, stranded, oven.

2.Who will come up with more words with the letter a, b, o, etc.

3."Through letter". I suggest that students consider one of the letters through, i.e. standing in a certain place, come up with and write down the following words:

river, song, forest, etc.

Jokes can be asked:

1. How does day and night end? (Soft sign).
2. What is in the middle of the earth? (Letter M).
3. What is at the beginning of the book? (Letter K).

When repeating the topic “Synonyms and antonyms”, I propose the game “Who is more?” In 5 minutes, students should write down antonymic pairs:

1.denoting time:

early late,

morning evening.

day Night;

2.denoting space:

distant, close

high Low,

long short;

2.denoting feelings, mood of a person:

cheerful - sad,

kind angry,

healthy - sick.

The first person to write down the most antonyms wins.

Better than these two guys

You won't find it in the world.

They are usually referred to as:

"You can't spill water."

I propose a comic question: what can be done with an ordinary nose? (Turn up your nose, hang your nose, see no further than your nose, stay with your nose, poke your nose into other people's business).

The game "Who is more?" I use it when studying the topic "Compound words". On the board I write down the roots, which are the first part of compound words: water, forest, cinema, radio, photo. Assignment to students: in a set time, write down the largest number of compound words with these roots.

When studying the topic "Word formation" I spend the game "Semaphore". Students write down proverbs and sayings under dictation. When meeting with a certain spelling, they raise a card with the desired letter. If the whole class answered correctly, I hold up a card with a green circle. "Semaphore" is open, you can continue to move (i.e. write further); in case of an error, I show a card with a red circle: the “semaphore” is closed. Those who make a mistake explain the spelling, highlight the part of the word in which this spelling occurs. Work continues.

The use of cards activates the work of students, makes it possible to constantly monitor each student during the lesson. Game "Find a related word." The words are written on the board: reservoir, seeing off, flood, breed, waterfall, guide, driver, factory, flood. The class is divided into 2 teams. Students of the first team write out words with a root that means "water"; the second command is words with a root meaning "lead". The roots are highlighted, the meaning of the word is explained orally, the team that correctly writes out all the words of one root and explains them wins.

The game "Although I am an unstressed vowel, I do not agree with the mistake." Representatives from two rows come to the board, the third row judges. I name two combinations. Each student must write one phrase, highlight the root, pick up a related word. The children write in notebooks. Split firewood. Break up the iron. Divide the crops. Unload the gun. Shoot from a cannon. Water the garden. Creak the door. Attach sheets. The row with the fewest mistakes wins. The purpose of this game is to consolidate the skill of checking unstressed vowels.

For general development, the game "I'll start, and you continue", which is based on material for extracurricular reading, is useful. I begin to read poems known to students, and they take turns continuing them. Words with a certain spelling are written in notebooks. The respondent says the rule, gives examples. The row with the fewest mistakes wins.

I do the same work when studying syntax. I read a quote from a work, students must determine the title of the work and its author, draw a sentence outline, indicate punctuation marks. You can also introduce an element of competition here: representatives from each row draw sentence schemes on the board and designate punctograms in them. The row whose representative performs this task better wins.

"Find the right pattern." I distribute cards with sentences to all students. The student reads his sentence aloud and finds among the schemes previously drawn on the board the one that corresponds to his proposal. I read three sentences, of which two have the same structure, and the third is different (extra). Students must draw a diagram of sentences of the same structure, and then write down the “extra” sentence, indicate what it is, and explain punctuation marks.

When studying the topic “Nominative sentences”, I conduct the game “Own sentences”. In ten minutes, students should write down as many nominal sentences as possible. For example, Morning. Winter day. My house. School.

After recording, one student reads his sentences, while others cross out the same type. The one with the most “own” offers wins.

The same game can be played when repeating the theme "Homogeneous members of the proposal." In 10 minutes, students make sentences with homogeneous members. The student reads his sentences, the rest are crossed out with the same homogeneous members. The one with the most “own” offers wins.

These games must not be abused. Of course, this is not the only method of consolidating knowledge and developing skills and abilities. In the work you have to use a variety of methods and techniques.

I. Grouping and writing words according to spelling. Students write down dictated words not in the order in which they are offered, but in groups, in accordance with the spelling features of the word. I give students words with unverifiable unstressed vowels:

cave, planet, lemon, mosquito, dragoon, melancholy, notebook, captain; I propose to write them down in columns. In one column of the word with an unstressed vowel A, in the second - with E, in the third - with I, in the fourth - with O. It turns out the record:

planetnotebookgiantcomardragooncavelemontosca

II. Selection of single-root words - other parts of speech. When studying doubled consonants, I suggest writing down words and picking up related words of another part of speech. group, group, group; class, cool, classify; illustration, illustrated, illustrate.

III. Comparison and recording of words with "opposite" spellings.

We write the words in two columns:

Artillery Cavalry

territorycorridor

trasatros

alleygallery

antenna living room. Filling in spelling tables.

It is proposed to fill in the tables using a spelling dictionary, words with unchecked vowels

aoeiaparagraphfrostysergeantsignal

When fixing a certain topic, a dictionary dictation with a complex task is carried out. Questions can be different, for example:

1.How do you determine which part of speech a word belongs to?

1. Why are the words red and red, denoting color, related to different parts of speech?
2. Why can the two rules "Spelling vowels o-e after sibilant and q in noun endings" and "Spelling vowels o-e after sibilant and q in adjective endings" be combined into one?
3. What do nouns, adjectives, verbs have in common?
4. Name words with one spelling, two, three.

These techniques and methods should be used throughout their work.

It is necessary to practice new forms of teaching more often:

lesson-conference, lesson-excursion, lesson-seminar, lesson-debate, lesson-lecture, lesson-test.

All the varied work in the Russian language lessons makes it possible to instill in students a love for their native language and comprehend its secrets, which is so necessary for everyone in life.

One of the most interesting lessons for children, where they were active throughout the lesson, was the lesson

Introduction

Conclusion

Appendix

Introduction

Relevance. The issues of forming the cognitive activity of schoolchildren are among the most urgent problems of modern pedagogical science and practice. The implementation of the principle of activity in learning is of particular importance, because. training and development are of an activity nature, and the result of training, development and education of schoolchildren depends on the quality of teaching as an activity.

The key problem in solving the problem of increasing the efficiency and quality of the educational process is the activation of schoolchildren's learning.

Its special significance lies in the fact that teaching, being a reflective and transforming activity, is aimed not only at the perception of educational material, but also at the formation of the student's attitude to the cognitive activity itself. The transforming nature of activity is always associated with the activity of the subject.

Knowledge obtained in finished form, as a rule, causes difficulties for students in their application to explaining observed phenomena and solving specific problems. One of the significant shortcomings of students' knowledge remains formalism, which manifests itself in the separation of theoretical positions memorized by students from the ability to apply them in practice.

For a long time, one of the most important problems of didactics: how to activate students in the classroom? The study by M.N. Kashin, made in the mid-1950s, in which the author criticized traditional education. Particularly acute was the question of the passivity of students in academic work.

Based on the results of almost 300 hours of timekeeping, M.N. Kashin showed that independent work of students took only 10% of the time, and this work also consisted mainly of simply reading a textbook and doing training exercises. In addition to this, a curious fact was revealed: the older the students, the less their independent work was used. This question remains relevant in the modern school.

Solving the problem of increasing the effectiveness of the educational process requires a scientific understanding of the conditions and means of activating schoolchildren that have been proven by practice.

Cognitive activity is an interest in learning activities, in acquiring knowledge, in science.

The emergence of cognitive activity depends primarily on the level of development of the child, his experience, knowledge, the soil that feeds interest, and on the other hand, on the way the material is presented.

The interest of schoolchildren in learning is a determining factor in the process of mastering knowledge. Great teachers - classics of all times emphasized the paramount importance in teaching interest, love of knowledge.

Interesting training does not exclude the ability to work with effort, but, on the contrary, contributes to this.

Therefore, one of the most important tasks of teachers should be the identification of existing interests, the development and education of interest in knowledge among schoolchildren.

Interest is a form of manifestation of cognitive needs, which ensures the orientation of the individual to the realization of the goals of activity and thereby contributes to orientation, familiarization with new facts, a more complete and deeper reflection of reality (according to Petrovsky).

In this regard, interest is defined as an emotional-cognitive attitude, directly motivated, tending to turn into a cognitive orientation of the individual. Interest differs from a directly motivated emotional experience (love, passion) by the presence of an emotional-cognitive attitude, indecomposable into elements of intellectual emotion - the joy of knowledge. From a sense of duty and responsibility, a conscious attitude, interest differs in the presence of a direct motive, the appearance of the joy of knowledge (in addition to the joy of duty performed) indicates the emergence of interest.

However, interests do not always encourage a person to active learning activities. These interests only then turn into a necessary thirst for knowledge, rise to the level of spiritual need, when they are included in the general system of motives that determine the life position of the individual, its orientation.

Cognitive activity should be recognized as one of the most significant factors of the educational process, the influence of which is undeniable both on the creation of a bright and joyful atmosphere of learning, and on the intensity of the cognitive activity of students.

In the presence of cognitive activity, teaching becomes a close, vital activity in which the student himself is vitally interested.

The methodology for studying and forming the cognitive activity of students is an issue equally relevant for the study of the problem, and for the practice of teaching and education.

We will approach the methods of studying the cognitive activity of students, first of all, from the standpoint of the general problem of upbringing and development, in the wake of which the most important trends in the formation and development of any personality trait are found.

The process of formation of cognitive activity, as well as any other side of the personality, takes place in an activity whose structure (its tasks, content, methods and motives) constitute the objective basis for the development of cognitive activity.

The main type of this activity is teaching, during which there is a systematic mastery of knowledge in various subject areas, the acquisition and improvement of methods (skills and abilities) of cognitive activity, the transformation of the goals put forward by society, the school, into the motives of the activity of the teaching itself.

The doctrine lays the foundations of cognitive activity, but does not exhaust all the possibilities of their formation. In any kind of activity, since the cognitive and practical aspects for the individual are not isolated, there is the necessary ground for the formation of cognitive interest. Especially favorable are activities related to the subject of interest of the student.

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

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities.

Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of education and upbringing. A great contribution to the study and development of cognitive processes was made by such scientists as: L.S. Vygodsky, A.N. Leontiev, L.S. Sakharov, A.N. Sokolov, J. Piaget, S.L. Rubinstein and others.

They developed various methods and theories of the formation of cognitive processes. And now, in order to successfully develop cognitive processes in educational activities, it is necessary to look for more modern means and methods of teaching.

The purpose of our study is to consider ways of forming cognitive activity in the educational process of younger students

The object of the study is younger students.

The subject of the research is the formation of cognitive activity in the educational process.

1. Cognitive activity of younger students

Cognitive activity is the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing cognitive activity becomes the basis of a positive attitude to learning. cognitive activity is (search character). Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. cognitive activity has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

Cognitive activity is one of the most important motives for us to teach schoolchildren. Its effect is very strong. Under the influence of cognitive educational work, even weak students proceed more productively.

Ask any first grader going to school if they want to learn. And how will he learn? In response, you will hear that each of them intends to receive only fives. Mothers, grandmothers, relatives, sending a child to school, also wish him good studies and excellent grades. At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long.

Unfortunately, we have to observe that by the middle of the school year, first-graders' joyful anticipation of the school day goes out, the initial craving for learning passes. If we do not want the child not to become weary of school from the first years of education, we must take care to awaken such motives for learning that would lie not outside, but in the very process of learning. In other words, the goal is for the child to learn because he wants to learn, so that he experiences the pleasure of learning itself.

The cognitive processes of a younger student include: attention, perception, observation, imagination, speech, memory, thinking.

2. Formation of cognitive activity in learning

The formation of students' cognitive activity in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students' cognitive activity.

The first thing that is the subject of cognitive activity for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.

What are the ways to accomplish this task?

First of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look into the front. He is in a state of expectation of something new.

Pupils are surprised when, while compiling a problem, they find out that one owl kills a thousand mice per year, which can destroy a ton of grain in a year, and that an owl, living an average of 50 years, saves us 50 tons of bread.

But the cognitive interest in educational material cannot be supported all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. Even KD Ushinsky wrote that the subject, in order to become interesting, should be only partly new, and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.

Such teaching leads to the realization that the ordinary, repetitive phenomena of the world around us have many amazing aspects that he can learn about in the classroom. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention.

All significant phenomena of life, which have become commonplace for the child due to their repetition, can and must acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will definitely stimulate the student's interest in knowledge.

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

Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main areas of scientific research, discoveries.

Not everything in the educational material can be interesting for students. And then another, no less important source of cognitive interest appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the process itself, the student must find attractive sides, so that the learning process itself contains positive charges of interest.

The path to it lies primarily through a variety of independent work of students, organized in accordance with the peculiarity of interest.

3. Ways of forming the cognitive activity of younger students in the educational process

The main function of the psyche, identified by modern psychology, is the function of direct control of specific processes of human activity, which underlies the construction of the structure of any activity, including cognitive activity.

Soviet philosopher M.S. Kogan identifies several blocks:

1. Development of motivation - the subject must have intrinsic motivation.

2. Specific orientation is expressed in goal-setting and development of a plan, program, technology of action.

3. The psyche must ensure that the subject possesses the performing mechanisms, the ability to operate with them.

4. A block for evaluating the effectiveness of actions that make feedback possible.

The essence of each of the blocks of the self-government structure of the learning process:

1. Motivational component (needs, interests, motives).

Ensures the inclusion of students in the process of active learning and supports this activity throughout all stages of educational cognition.

2. The orientation component is the student's acceptance of the goal of educational and cognitive activity, planning and forecasting.

It consists of a system of leading knowledge (representations, facts, concepts, laws, theories) and methods of teaching. (Tools for obtaining and processing information and applying knowledge in practice).

4. The value-volitional component includes attention, will.

5. Evaluation component - obtaining feedback on the progress of the action based on comparing the results of the activity with the task being performed.

The presence of this component in the learning process and the interconnection of all components among themselves provide self-management of the learning process.

Cognitive activity as a whole consists of internal interconnected actions, the logical sequence of which determines its structure.

Types of cognitive action (Shalamova T.I. 1982)

Actions leading to the realization of the need for new knowledge:

A) preliminary practical actions (tables, diagrams, experiments, examples), leading to the realization of the insufficiency of known theoretical knowledge, explanations of new facts, phenomena, processes.

B) actions to realize the practical and theoretical significance of the issue under study.

C) actions to analyze and compare facts and phenomena.

D) putting forward hypotheses and using the theoretical knowledge available to schoolchildren to substantiate them.

1. Actions to create a factual basis for further theoretical generalizations.

A) updating known facts.

C) the accumulation of new facts.

2. Actions to summarize the factual material.

A) primary generalizations based on comparison (comparison and opposition of facts).

B) new generalizations based on previous generalizations (generalizations of the second order, etc.). This series of generalizations leads to the final generalizations of the lesson, topic. Summarizations should include the core idea of ​​the course.

3. Actions to correlate generalizations with the diversity of concrete reality.

A) finding new cases of manifestations of the general in the specific.

B) the application of generalizations to the explanation of outwardly contradictory facts and phenomena.

C) the use of generalizations in changed situations.

4. Didactic foundations for activating the teachings of schoolchildren

Of particular importance for the successful implementation of the principle of activity in learning are independent works of a creative nature. Varieties: programmed tasks, tests.

Activation of schoolchildren's learning is not as an increase in activity, but as a mobilization by a teacher with the help of special means of intellectual, moral-volitional and physical forces of students to achieve specific goals of training and education.

The physiological basis of cognitive activity is the mismatch between the current situation and past experience. Of particular importance at the stage of involving the student in active cognitive activity is the orienting-exploratory reflex, which is the body's reaction to unusual changes in the external environment. The exploratory reflex brings the cerebral cortex into an active state. Excitation of the research reflex is a necessary condition for cognitive activity.

Levels of cognitive activity (Shalamova T.I. 1982)

The first level is reproducing activity.

It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, and the absence of questions like: "Why?"

The second level is interpretive activity.

It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.

The third level is creativity.

It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

A characteristic feature is the manifestation of high volitional qualities of the student, perseverance and perseverance in achieving the goal, broad and persistent cognitive interests. This level of activity is provided by the excitation of a high degree of mismatch between what the student knew, what has already been encountered in his experience and new information, a new phenomenon. Activity, as the quality of an individual's activity, is an essential condition and indicator of the implementation of any learning principle.

The principle of linking learning with life, which is a meaningful basis for activating the learning of schoolchildren, can overcome the separation of learning from life, which is carried out only if the active learning of schoolchildren is organized.

The principle of scientificity creates the basis for the vigorous activity of students not only in comprehending and filling in the covered content, but also for its theoretical interpretation. At the same time, penetration into the essence of the studied phenomena is inextricably linked with the high-quality cognitive activity of schoolchildren.

The principle of consciousness and strength of knowledge assimilation can be realized only in the process of active learning.

The principle of visualization, expressing mainly the unity of the concrete and the abstract, which is closely connected with the consciousness of the assimilation of knowledge, is realized with the active thinking of students, especially at the stage of transition from the concrete to the abstract, and vice versa, from the abstract to the concrete.

The principle of an individual approach to students in the context of the collective nature of learning involves the inclusion of each student in the learning process. At the same time, the level of activity will depend on taking into account the real learning opportunities of schoolchildren.

Thus, the principle of activity in learning is in dialectical unity with all the principles in their system.

As means of activating the teachings of schoolchildren are: educational content, forms, methods and techniques of teaching.

The task of the teacher is to ensure not a general activity in cognitive activity, but their activity aimed at mastering the leading knowledge and methods of activity.

The activation of learning is, first of all, the organization of students' actions aimed at understanding and solving specific educational problems.

The problem is always knowledge about ignorance, i.e. awareness of the insufficiency of knowledge to meet the emerging cognitive needs.

Signs that characterize independent work:

Having a goal of independent work,

Having a specific task

A clear definition of the form of expression of the result of independent work,

Determination of the form for checking the result of independent work,

Mandatory performance of work by each student who received the task.

Basic requirements for the content-logical (internal) side of independent work:

3. The work should use all the possibilities for the introduction of variable tasks that ensure the most successful flow of independent work of each student.

The task of the teacher is not only to communicate knowledge (teaching), but also to manage the process of their assimilation, to educate and promote the development of the student, to form the necessary personal qualities in him.

The task of the student is to teach and, through self-education, to improve, developing valuable traits of character and personality.

ON THE. Menchinskaya distinguishes two forms in the management of the learning process, which differ in the degree of activity of students.

The first of them involves strict regulation of the activities of students, is served to him in finished form. This includes learning based on algorithms.

Another form of management is the direction of students not to solve search problems, setting them problems of a problem type.

Problem-based learning not only activates the thinking processes of students, but also, through search tasks, generates their interest and thus the necessary learning motivation.

5. Diagnostics of the level of cognitive activity

The object of our study are two third classes.

The subject is the study of their cognitive processes on the example of visual memory.

The children were offered a technique that reveals their level of visual memory.

Instruction:

Look carefully at the first row, which consists of ten characters. Try to remember them as best as possible (10 seconds), then reproduce these characters from memory, keeping the order. Children in the field perform these tasks. Then they are invited to look at the second line, which also consists of ten characters. It must also be reproduced from memory, keeping the order of the characters.

At the end of the time, the line closes, and the children reproduce what they remember.

Material handling:

C \u003d B / A * 100%, where

A is the total number of characters,

B - the number of memorable characters,

3 A class: C=108/240*100%=45%

3 B class C=115/240*100%=47.9%

According to the results of the experiment, it can be seen that the level of development of visual memory of these classes is low.

Let us consider in more detail the results of the children of each class. Although the overall visual memory score was low in both classes (low), the children's individual scores varied. So in the 3A class, three people showed a high level of memory development - 75%, one child had an average level of memory development - 65% out of twenty, he reproduced thirteen correctly. Only 4 children have a low level of visual memory development 30%

In grade 3b, two people have a high level of visual memory development of 75%, six people have an average level of visual memory development of 50%, three children have a low level of visual memory of 30%.

And two people showed that they have a very low level of visual memory development of 20%. They remembered and reproduced only 4 characters.

After analyzing the development of memory in children, we decided to conduct an experiment. To do this, we will make the 3rd class experimental and we will purposefully develop memory. And after the experiment, we will check how the development of memory has changed in these classes.

Younger students are able to classify, group material, look for associations, and draw visual analogies. At the same time, it is very important that classes bring joy to children. The teacher should in every possible way encourage the research inclinations of the child, promote independent search.

In everyday school practice, teachers constantly encounter students with various learning difficulties, which are largely due to shortcomings in the development of their cognitive sphere, psychomotor processes, and school motivation. The most effective way to help schoolchildren is to ensure the necessary level of psychological development.

These lessons are different in that the tasks are performed by students in a playful way, which is very attractive for younger students.

According to its structure, the lesson is divided into introductory, main and final parts. The task of the introductory part is to create a positive emotional background. As a technique for creating a positive emotional background, a teacher's request to smile at each other and say kind words can be used. An important point of the introductory part is the performance of physical exercises to improve brain activity.

Tasks for the main part of the lesson were selected, firstly, taking into account their focus on the implementation of the differentiation of cognitive structures, and, secondly, from the point of view of convenience for collective work in the classroom. The task of the final part of the lesson is to summarize, discuss the results of the work and the difficulties that the children had in completing the assignments.

Lesson summary

Lesson objectives: the development of verbal thinking, the development of visual memory.

1. Introductory part.

We create a good mood: “Smile! Say kind words to each other! Performing the exercise of brain gymnastics "Ground"

Comfortably spread your legs. Turn the right foot to the right, point the left straight straight. As you exhale, bend your right knee. Inhale while tensing your right leg. Keep your hips together"This will help strengthen your hips and stabilize your back. Repeat the exercise 3 times. Then the same with the left foot.

2. The main part.

Task 1 "Choose a general concept."

Material for the lesson. Strips of paper with six words written on them in a line. The first word is written in capital letters. The teacher asks to carefully read the words on each strip. For a word written in capital letters, you need to choose from the remaining 5 words one that would be a more general concept in relation to the first word.

Task 2 "Remember the figures"

material for the task. Set of geometric shapes.

Guys, in order to remember the material well, you can use a technique such as classification, that is, grouping similar objects into groups. For example, we need to remember and reproduce in any order a series of 12 geometric shapes.

To make it easy, the figures must be divided into groups.

Let's take a look at these figures. Let's look at the first row. What figures does it consist of? (from a triangle, a square and a circle, which are underlined in different ways. So, how many groups can these figures be divided into? Into four groups. Now this series is easy to remember. Take a pencil and draw these figures from memory.

Now, using this classification technique, remember the following plant names: cherry, rose, carnation, pine, spruce, plum, cucumber, oak, tomato, pear, birch; and remember them. How many groups did you get?

How did you classify them? (Flowers, vegetables, fruits, conifers, deciduous trees; flowers, vegetables, fruits, trees).

Final part

Summarizing.

The teacher checks the completed tasks and sums up the results.

When completing the first task, 8 people correctly chose the general concept.

When performing the second task, 10 people coped without errors, 2 people made two mistakes. After checking, the children found errors and corrected them. When classifying plants, only 3 people made mistakes. This shows that the children coped quite well with all the tasks.

The week after my class, we did another study on visual memory.

Methodology: 15 words are read to each child, which could be grouped into different groups, after which he must reproduce them.

In the experimental class, a card with an image was also shown.

Material handling:

The coefficient of visual memory is calculated by the following formula:

C \u003d B / A * 100%, where

A is the total number of words

B - the number of memorable words,

C is the coefficient of visual memory.

3 A class: C=266/300*100%=88.6%

3 B class C=199/300*100%=66.3%

№		The number of words reproduced.
1	13	10
2	12	9
3	11	11
4	14	14
5	15	9
6	12	8
7	11	7
8	13	7
9	13	10
10	15	11
11	12	9
12	11	10
13	10	12
14	15	11
15	14	13
16	12	8
17	13	9
18	13	9
19	13	9
20	12	13
21	12
266	199

So, the level of visual memory in class 3A = 88%, and in the control class B only 66% of the reproduced words.

The lowest result of 7 words out of 15 was reproduced by 2 people.

Based on the results of visual memory, it can be seen that children reproduced words better where an image characterizing the word was still shown. We believe that children reproduced words better after they had a lesson aimed at developing memory in a favorable psychological atmosphere.

The degree of activity of schoolchildren is a reaction, the methods and techniques of the teacher's work are an indicator of his pedagogical skill.

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

In school practice and in methodological literature, it is traditionally customary to divide teaching methods according to the source of knowledge: 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.

verbal methods.

1. The method of discussion is applied on issues that require reflection, I strive in my lessons so that children can freely express their opinions and listen carefully to the opinions of the speakers.

2. The method of independent work with the student. In high school, in order to better identify the logical structure of the new material, I give the task to independently draw up a plan for the teacher's story or a plan-outline with the installation: minimum text - maximum information.

In the course of the discussion, we correct, correct, clarify, supplement, remove everything superfluous, insignificant.

Using this outline plan, students always successfully reproduce the content of the topic when checking homework. The ability to take notes, draw up a plan for a story, answer, commented reading a textbook, searching for the main idea in it, working with reference books, popular science literature help students develop theoretical and figurative-objective thinking when analyzing and generalizing the laws of nature.

To consolidate the skill of working with literature, we give students various feasible tasks.

For example, in the 3rd grade when studying the topic: "The animal world of our region."

We give tasks: to make a message about a representative of animals; (representatives are optional). Students need to be told about the features of this animal, its way of life.

The message is formed on landscape sheets, the title page is drawn up with a drawing of an animal.

In class, the student should try not to read, but to retell his message. For this, abstracts are first drawn up, and in older grades, an answer plan.

With this type of work, students learn to analyze and summarize the material, and oral speech develops. Thanks to this, students subsequently do not hesitate to express their thoughts and opinions.

3. The method of independent work with didactic materials.

We organize independent work as follows: we give the class a specific educational task. We are trying to bring it to the consciousness of every student.

Here are the requirements:

1. the text must be perceived visually (by ear, tasks are perceived inaccurately, details are quickly forgotten, students are often forced to ask again)

2. you need to spend as little time as possible writing down the text of the task.

Notebooks on a printed basis and collections of assignments for students are well suited for this purpose.

4. Method of problem presentation.

In the classroom we use a problem-based approach to teaching students. The basis of this method is the creation of a problem situation in the lesson. Students do not have the knowledge or methods of activity to explain facts and phenomena, put forward their own hypotheses, solutions to this problem situation. This method contributes to the formation in students of methods of mental activity, analysis, synthesis, comparison, generalization, establishment of cause-and-effect relationships.

The problem approach includes the logical operations necessary to select an appropriate solution.

This method includes:

1) putting forward a problematic issue,

2) creation of a problem situation based on the statement of a scientist,

3) creation of a problem situation on the basis of the opposite points of view on the same issue,

4) demonstration of experience or communication about it - the basis for creating a problem situation; solving cognitive problems. The role of the teacher when using this method is to create a problem situation in the lesson and manage the cognitive activity of students.

5) The method of independent solution of computational and logical problems. All students on assignments independently solve computational or logical (requiring calculations, reflections and inferences) tasks by analogy or creative nature.

Problems begin to be applied already in the 3rd grade. And more complex, creative nature in the senior classes.

But in each parallel, the tasks are differentiable - more complex, creative in nature - to strong students.

And similar ones are weak. At the same time, the students themselves do not focus on this. Each student receives a task according to their abilities and abilities. At the same time, interest in learning does not decrease.

In the classroom, use the methods of managing the cognitive activity of students:

1) Activating the activity of students at this stage of perception and accompanying the awakening of interest in the material being studied:

a) reception of novelty - the inclusion of interesting information, facts, historical data in the content of the educational material;

b) the reception of semantization - the basis is the arousal of interest due to the disclosure of the semantic meaning of words;

c) the reception of dynamism - the creation of a mindset for the study of processes and phenomena in dynamics and development;

d) reception of significance - the creation of a mindset on the need to study the material in connection with its biological, economic and aesthetic value;

2) Techniques for activating the activity of students at the stage of assimilation of the studied material.

a) heuristic technique - difficult questions are asked and with the help of leading questions lead to an answer.

b) heuristic technique - discussion of controversial issues, which allows students to develop the ability to prove and justify their judgments.

c) research technique - students, based on observations, experiments, literature analysis, solving cognitive problems, must formulate a conclusion.

3) Techniques for enhancing cognitive activity at the stage of reproducing the acquired knowledge.

a) naturalization reception - performance of tasks using natural objects, herbariums, collections, wet preparations;

b) schematization technique - organisms are listed, it is necessary to show the relationship between them in the form of a diagram;

c) reception of symbolization.

Activation of cognitive activity can also be carried out at extracurricular activities.

Example: For grade 3a, holding a game: "Journey to the country of indoor plants."

At the same time, the guys will act as flower growers and residents of different countries. The "journey" was accompanied by a "movement" on the map and a demonstration of flowers.

Purpose: to show the relationship between the structure and the environment, the adaptation of plants to different conditions, to intensify the activity of students with special homework.

Conclusion

Having studied the problem of activating the cognitive activity of younger students in the educational process on the basis of theoretical facts and the results of their application in practice, we were convinced that this problem is relevant in the modern school.

In this study, we have established the initial foundations for the development of cognitive activity of younger students. The most effective ways and means to develop cognitive activity are entertaining exercises with which they developed memory (in this case). The results of the study can be used in the practice of elementary school, both by teachers and child psychologists and parents.

Cognitive activity with the correct pedagogical organization of students' activities and systematic and purposeful educational activities can and should become a stable feature of the student's personality and has a strong influence on his development.

Cognitive activity is aimed not only at the process of cognition, but also at its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. cognitive activity is not the enemy of volitional effort, but its true ally. Interest includes, therefore, volitional processes that contribute to the organization, flow and completion of activities. When the teacher takes into account the type of temperament, the student develops cognitive activity more and, as a result, more productive assimilation of the material occurs.

List of used literature

1) Artemyeva T.I. Methodological aspect of the problem of abilities. M 1996

2) Age and individual characteristics of figurative thinking of students. –M., 1989.

3) Dubrovinskaya N.V. Psychophysiology of the child. M. 1993

4) Mukhina V.S. Age-related psychology. M.1997.

5) Nemov R.S. Psychology. Proc. for students of higher ped. textbook establishments. In 3 books. 1. General foundations of psychology - 2nd edition. –M.: Enlightenment VLADOS, 1995.

6) General psychology. –M., 1986.

7) Ovcharova R.V. Practical psychology in elementary school. - M., 1998

8) Gifted children. –M., 1991.

9) Features of the mental development of children 6 - 7 years of age / Ed. D.B. Elkonin, L.A. Venger. - M., 1988.

10) Parashchin A.V., Parashchin V.P. Active teaching methods. -Novosibirsk: NGPU, 1991.

11) Pedagogy: pedagogical theories, systems, technologies. - M., 1999.

12) Prokhorov A.O. Mental states and their manifestations in the educational process. M. 1990

13) Psychological problems of underachieving schoolchildren. Under the editorship of N.A. Menchinskaya. M.1994

14) Putlyaeva L.V. Development of thinking in problem-based learning. M. 1993

15) Talyzina N.F. Formation of cognitive activity of younger students. M.1997

16) Shchukina G.I. Pedagogical problems of formation of cognitive interests of students. - M., Pedagogy, 1988.

17) Yangimanskaya I.S. Knowledge and thinking of a student - M., 1989.

information society student

The problem of developing the cognitive activity of younger schoolchildren is one of the most relevant in child psychology, since human interaction with the outside world is possible due to his activity and activity. Activity is an indispensable prerequisite for the formation of the mental qualities of a person, his independence and initiative.

Cognitive activity as a pedagogical phenomenon is a two-way interrelated process: on the one hand, cognitive activity is a form of self-organization and self-realization of the student; on the other hand, cognitive activity is seen as the result of the teacher's special efforts in organizing the student's cognitive activity.

Therefore, when defining cognitive activity, we must have an idea of ​​what kind or what side of cognitive activity we are talking about. At the same time, we must not forget that the end result of the teacher's efforts is to translate the specially organized activity of the student into independent activity, into the process of self-education. Thus, both types of cognitive activity are closely interconnected with each other.

In the psychological and pedagogical works of the 1950s and 1970s, the definitions of the concept of "cognitive activity" first of all characterize the student's position in cognitive activity.

The problem of studying cognitive activity in a number of studies was considered in the context of creativity. In particular, the most important patterns in the development of the student were established by L.V. Zankov. Distinctive features of the L.V. Zankov is the focus on the high overall development of schoolchildren; high level of difficulty at which training is conducted; fast pace of learning material; a sharp increase in the proportion of theoretical knowledge. L.V. Zankov emphasized that the unjustified simplification of educational material, the unjustifiably slow pace of its study, and repeated monotonous repetitions, apparently, cannot contribute to the intensive development of schoolchildren. Changes should be in the deepening of the educational material, in a larger amount of theoretical analysis, generalizations that develop the student's theoretical thinking. This system of education develops thinking, the emotional sphere of students, teaches to understand and identify the general meaning, the main content of the material.

I.F. Kharlamov interpreted cognitive activity as "the active state of the student, which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge." In activating the cognitive activity of students, an important role is played by the ability of the teacher to encourage students to comprehend the logic and consistency in the presentation of educational material, to highlight the main and essential provisions in it. Already at primary school age, it is useful to teach children to independently single out the most essential in the teacher's explanation and form the most important questions that are explained in the lesson. In the active perception and comprehension of the material being studied, the ability of the teacher to give his presentation a fascinating character, to make it lively and interesting, is of great importance. First of all, we should not forget that the educational material itself contains many stimuli that stimulate the curiosity and mental activity of students. These include the novelty of scientific information, the brightness of facts, the originality of conclusions, a peculiar approach to the consideration of prevailing ideas, and deep insight into the essence of phenomena.

G. I. Shchukina considered cognitive activity as “a valuable and complex personal education of a student, intensively formed during school years”, which “expresses a special state of a student and his attitude to activity”. The author transformed the elements of the characteristics of mental activity, named by I.F. Kharlamov, the types of active attitude to learning, listed by A.K. Markova, the student’s personal attitude to what is happening, identified by I.S. student education." The source of cognitive activity is cognitive interest. Interest is an active emotional and cognitive attitude of a person to something. Cognitive interest activates all mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity. Features of cognitive activity - spontaneous inclusion in the activity, the search nature of the activity, the initiative in the selection of the content and methods of activity, the activity in accepting the conditions that encourage one to engage in cognitive activity. Inquisitiveness, curiosity, readiness for cognitive activity, "thirst for knowledge" - all these are different expressions of the cognitive orientation of the individual, which are based on cognitive interest, which determines an active attitude to the world and to the process of its cognition.

A.K. Under the manifestations of cognitive activity, Markova understood “all types of active attitude to learning as cognition: the presence of meaning, significance for the child of learning as cognition, all types of cognitive motives ...” / 39, p. 48 /. The types of cognitive motives include: broad cognitive (orientation to the acquisition of new knowledge - facts, phenomena, patterns), educational and cognitive (orientation to the assimilation of methods of obtaining knowledge, methods of self-acquisition of knowledge) motives and motives of self-education (orientation to the acquisition of additional knowledge and then to build a special self-improvement program).

The organization of learning as facilitation, that is, facilitating, facilitating, stimulating, activating the development of students, is inevitably associated with providing them with greater freedom and responsibility, with accentuating internal and arbitrarily controlled factors for the success of learning, feelings and experiences of personal causality in activities, with the general humanization of interpersonal communication at school.

M.D. Vinogradov and I.B. Pervin believed that collective cognitive activity plays an important role in the development of cognitive activity. Its various forms stimulate creativity, fantasy, imagination, cognitive activity and independence. Students must be taught to work in a team. Each student must master the skills of business communication, be able to give help and accept it. It is equally important to create in the classroom an atmosphere of mutual respect, goodwill, attention and sensitivity to each other, then each student will have a positive attitude towards learning and actively participate in it.

E.N. Kabanova-Meller in the development of cognitive activity especially considers the system of formation of generalized methods of educational work, which, as the author rightly believes, are important components of effective learning activities of students. Methods of cognitive activity are methods of mental work that ensure the mastery of knowledge, skills and abilities, their independent application and active transformation. The use of a system of means to enhance the cognitive activity of students, from understanding the purpose of the activity at the stage of formation of a cognitive motive to the creative use of skills in independent work of a productive nature, contributes to the formation of generalized learning skills.

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

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

In our opinion, these concepts must be separated, since the term "mental activity" rather characterizes a certain level of mastery of mental operations and is the result of cognitive activity. As for "cognitive activity", it is not complete and includes the process of mastering knowledge.

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

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

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

The true possibilities of developing education and its influence on cognitive activity were revealed by V.V. Davydov. The effectiveness of developmental education and upbringing is revealed when their content, as a means of organizing the child's reproductive activity, corresponds to its psychological characteristics, as well as to those abilities that are formed on its basis.

The structure of developmental learning includes such components as educational and cognitive needs, motives, learning task, appropriate actions and operations.

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

Pedagogical reality proves every day that the learning process is more effective if the student is cognitively active. This phenomenon is fixed in pedagogical theory as the principle of "activity and independence of students in learning". The means of implementing the leading pedagogical principle are varied. At present, an extensive fund of knowledge (approaches) to the activation of the cognitive activity of students has been accumulated.

Let's dwell on the most significant of them.

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

For teachers organizing the learning process, it is important to know the structure of activities. Its main components are: motives, purpose, tasks, content, means, forms, methods and techniques, result. This means that the teacher must influence the emotional-motivational, mental, practical sphere of the personality of students by various means.

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

2. Person-oriented approach based on the ideas of humanistic psychology and pedagogy. In the conditions of personality-oriented learning, the teacher is to a large extent the organizer of the cognitive independent activity of students. Personally-oriented learning is currently achieved by variant programs, differentiated methods, creative homework, extracurricular forms of organization of students' activities.

3. The research approach to the learning process is related to the previous one. It is its implementation that ensures productive independent cognitive activity of students, develops mental abilities, prepares for self-education. Various heuristic methods are used to attract schoolchildren to research search: search conversation, independent derivation of rules, formulas, concepts, solving non-standard problems, observations and experiments.

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

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

M.I. Makhmutov. in his monograph on problem-based learning, he notes: "we understand a learning problem as a reflection (form of manifestation) of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in studying the essence of the unknown and leading to the assimilation of a new concept or a new mode of action"

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

Algorithmization is closely related to programmed learning, its essence is an extremely clear and accurate choice of information supplied to students in small doses. Within the step-by-step movement, feedback is established, allowing you to immediately see whether the task is understood or solved.

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

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

A computer is not just a technical device that complements, for example, visibility in training, it requires appropriate software.

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

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

Mostly, the problem of the formation of cognitive activity at the personal level, as evidenced by the analysis of literary sources, is reduced to the consideration of the motivation for cognitive activity and to the methods of forming cognitive interests. Cognitive activity can be considered as a manifestation of all aspects of the student's personality: it is an interest in the new, the desire for success, the joy of learning, it is also an attitude to solving problems, the gradual complication of which underlies the learning process.

The search for effective ways to enhance the cognitive activity of schoolchildren is also characteristic of pedagogical practice. Primary school teacher L.K. Osipova considers the problems of lowering cognitive activity in first-graders. Studying is work, and work is not easy.

At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long. Unfortunately, we have to observe that by the middle of the school year, first-graders' joyful anticipation of the school day goes out, the initial craving for learning passes. Therefore, it is necessary to awaken such motives that would lie not outside, but in the very process of learning. In educational activity, the child, under the guidance of a teacher, operates with scientific concepts, assimilates them. The result is a change in the student himself, his development. The formation of the cognitive interests of students, the upbringing of an active attitude to work occurs, first of all, in the classroom. The student works in the lesson with interest, if he performs a lesson that is feasible for him.

It is necessary to intensify the cognitive activity of students and increase interest in learning at each stage of any lesson, using various methods, forms and types of work for this.

Cognitive activity, like any personality trait and motive of a student's activity, develops and is formed in activity, and above all in teaching. Fundamental research in the field of teaching younger students reveals the process of formation of the cognitive activity of primary school students and determines changes in the content of education, the formation of generalized methods of educational activity, and methods of logical thinking. The essence of active educational and cognitive activity is determined by the components: interest in learning, initiative, cognitive activity, so the learning process is determined by the desire of teachers to intensify the learning activities of students. This can be achieved by various methods, techniques and forms of training, which we will consider below.

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

What are the ways to accomplish this task? Primary school teacher T.M. Golovastikova argues, first of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look ahead, is in a state of expectation of something new.

Pupils are surprised when, while compiling a problem, they learn that one owl destroys a thousand mice per year, which are capable of destroying a ton of grain in a year, and that an owl, living an average of 50 years, saves us 50 tons of bread.

But the cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. A subject, in order to be interesting, must be only partly new and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar.

That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.

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

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

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

Genuine activity is manifested not only in the student's adaptation to learning influences, but in their independent transformation based on subjective experience, which is unique and unrepeatable for everyone. This activity is manifested not only in the way the student learns normatively given patterns, but also in the way he expresses his selective attitude to subject and social values, the given content of knowledge, the nature of their use in his theoretical and practical activities. The expression of this relationship occurs in the educational dialogue. The teacher's dialogue is often based on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads the student to try to guess what the teacher wants from him and please him, because the teacher is "always right". The older the student becomes, the less he asks questions, repeating schemes and patterns of actions after the teacher. The failed dialogue turns into a boring monologue of the teacher. The teacher needs to take this into account, because ignoring the subjective experience of the student leads to artificiality, to alienation of the student from the process of cognition and leads to unwillingness to learn and loss of interest in knowledge. Thus, dialogue is also an important means of enhancing the cognitive activity of students.

Another condition for the formation of cognitive activity is entertaining. Elements of entertainment, play, everything unusual, unexpected cause children a sense of surprise, a keen interest in the process of cognition, help them learn any educational material.

Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly.

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

A study of the pedagogical experience of teachers shows that most often they turn to desktop-printed and word games - quizzes, simulators, lotto, dominoes, cubes and tags, checkers, rebuses, puzzles, riddles, crosswords. First of all, the use of games in the classroom is aimed at repeating and consolidating the studied material.

Mastering new, more advanced methods of cognitive activity contributes to the deepening of cognitive interests to a greater extent when it is realized by students. Therefore, problem-based learning is often used to enhance cognitive activity. The essence of activating the cognitive activity of a younger student through problem-based learning is not in the usual 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 interest and modeling of mental processes adequate to creativity.

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

Problem-based learning, and not the presentation of ready-made facts and conclusions suitable only for memorization, always arouses the unflagging interest of students. Such training makes one seek the truth and find it as a whole team. Problem-based learning causes lively disputes and discussions on the part of students, an atmosphere of enthusiasm, reflection, and search is created. This has a fruitful effect on the activity of schoolchildren and their attitude to learning.

Primary school teacher M.A. Kopylova for the development of cognitive activity, first of all, suggests using the situation of success in the educational process. In a lesson, a situation often arises when a student achieves special success: he successfully answered a difficult question, expressed an interesting thought, and found an unusual solution. He gets a good mark, he is praised, asked for explanations, the attention of the class is focused on him for some time. This situation can be of great importance: firstly, the child has a surge of energy, he strives to excel again and again. The desire for praise and universal approval causes activity and genuine interest in the work itself; secondly, the success brought about by the disciple. Makes a big impression on his classmates. They have a desire to imitate him in the hope of the same luck, so the whole class is included in active learning activities.

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

Thus, the analysis of psychological and pedagogical literature showed:

The problem of the development of cognitive activity is relevant for pedagogical theory and practice;

Despite the long-term study and development of various ways of developing the cognitive activity of schoolchildren (problem-based, developmental, student-centered learning, active methods, etc.), the possibilities of information technologies in this process have not been studied enough.

Pedagogical article on the topic: "Formation of cognitive activity of younger students."

The problem of the formation of cognitive activity of younger students in the learning process is one of the most important in modern pedagogical science, because. the improvement of the quality of education, the motivation of students to achieve educational and creative results largely depends on its resolution. Cognitive activity is studied by psychologists and educators from various angles, but any study is considered as part of the general problem of education and development. Today, the problem of interest is increasingly being studied in the context of a variety of student activities, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life. Cognitive activity is an active orientation associated with a positive emotionally colored attitude to the study of a subject with the joy of learning, overcoming difficulties, creating success, with self-expression of a developing personality (I.V. Metelsky). Cognitive activity is a selective orientation of the personality, turned to the field of knowledge, to its subject side and the very process of mastering knowledge (G.I. Shchukina).
Levels of cognitive activity of students.

Zero level - the student is passive, reacts poorly to the requirements of the teacher, does not show a desire for independent work, prefers the mode of pressure from the teacher.

Low level - reproducing activity.
It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, and the absence of questions like: "Why?"
The middle level is interpretive activity.
It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.
High level - creative.
It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.
At the heart of the structure of the general intellectual development of children of primary school age, certain principles for the successful implementation of cognitive activity can be distinguished:
- the principle of subjectivity - the maximum assistance of the teacher to the development of the child's ability to realize his own "I" in relationship with other subjects of the community and the world as a whole;
- the principle of independence, due to the form of an active attitude to the material being studied. The cognitive independence of a younger student is a complex of the following qualities: interest in cognitive activity, emotional and volitional orientation, development of cognitive activity, the ability to analyze and correct work, the ability to use existing knowledge and skills in a new situation, the ability to find additional information, etc.;
- the principle of creativity, which helps not only the active perception of educational material by students in the process of its presentation by the teacher, but also its creative transformation.
- the principle of orientation towards self-realization, including the provision of psychological comfort in the classroom; creation of dialogue relations teacher-student; reliance on the personal experience of students as one of the sources of activation of cognitive activity; individualization and differentiation of education; taking into account the emotions and value orientations of students; constant stimulation of cognitive activity and creative independence, etc.
- the principle of pedagogical support - a special system of pedagogical activity that reveals the individual potential of each student as a process of jointly with the child determining his own interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from achieving the desired results in learning, self-education, communication, a healthy lifestyle life.
The formation and development of cognitive activity in younger students is favored by the following conditions: diversity, emotionality, brightness of educational material, its feasibility and expediency, connection with previously acquired knowledge, frequent checking and evaluation of schoolchildren's work, their involvement in the process of independent search, solving problems of a problematic nature and others
Cognitive activity is traditionally understood as all kinds of active attitude to learning as to knowledge; the presence of significance for the child of teaching as knowledge; all kinds of cognitive motives (the desire for new knowledge, the means of acquiring it, the desire for self-education); goals that realize these cognitive motives and serve their emotions.
Having studied the problem of enhancing the cognitive activity of younger students in the educational process on the basis of theoretical facts and the results of their application in practice, we were convinced that this problem is relevant in the modern school. The most effective ways and means for the development of cognitive activity are entertaining exercises. Cognitive activity with the correct pedagogical organization of students' activities and systematic and purposeful educational activities can and should become a stable feature of the student's personality and has a strong influence on his development.
Cognitive activity is aimed not only at the process of cognition, but also at its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. cognitive activity is not the enemy of volitional effort, but its true ally. Interest includes, therefore, volitional processes that contribute to the organization, flow and completion of activities. When the teacher takes into account the type of temperament, the student develops cognitive activity more and, as a result, more productive assimilation of the material occurs.