Parents' meeting for fathers "development of independence of younger schoolchildren." There are age-related characteristics of children associated with insufficient stability and voluntariness of attention, predominantly voluntary development of memory, predominance of visual
Formation of cognitive independence in children of primary school age in the learning process
Conclusion
Conclusion
List of sources used
Introduction
Relevance
The relevance of the research problem is that now it is very high requirements Life in the organization of education and training is forced to look for new, more effective methods of mastering new material. Children must be ready to learn new material and new knowledge, therefore the formation of cognitive independence in a child under school age will be relevant
Contradiction
Thus, contradictions have arisen between the need for the formation of the child’s cognitive independence and the insufficient development of tasks in the lessons.
Problem
The problem of the research is to develop tasks of readiness for the ability to form in learning at school
The object of the study is the process of formation of cognitive independence of children at school
Conditions for the formation of cognitive independence at school and the conditions for its formation
Select and develop a lesson that promotes the formation of cognitive independence in children of primary school age during the learning process
To achieve this goal, it is necessary to solve the following tasks:
1. Familiarize yourself with the literature on the research problem;
2. Develop and select a lesson for the formation of cognitive independence;
3. Describe the conduct of a lesson on the formation of cognitive independence.
Hypothesis
The formation of cognitive independence in younger schoolchildren will be effective if you offer them an interesting and unusual lesson, which will allow children to form their cognitive independence.
Scientific novelty
The novelty lies in the fact that lessons were selected and revised to form cognitive independence in children of primary school age.
Theoretical and practical significance
The theoretical and practical significance of the study lies in the fact that the importance of the lesson as the basis for the development of independence of children of primary school age has been studied, a variable form of using excursions in lessons has been developed in primary school, which has been tested and confirmed by the results of experimental work.
1. Cognitive independence
1.1 The essence of cognitive independence and its manifestation
Cognitive independence is the ability to critically examine the phenomena of life, see emerging problems, be able to pose them and find ways to solve them, think, act proactively, creatively, strive to discover new things and persistently pursue goals. Independence as a core personality quality manifests itself in the process of performing cognitive and practical tasks with minimal help and guidance from other persons, while true independence presupposes conscious motivation of actions and their validity. Cognitive independence is a goal specifically organized work technology teachers. Cognitive independence is characterized by the student’s ability to make motivated decisions with minimal outside help in order to solve the problems assigned to him by the teacher in the educational process.
Non-traditional forms of the lesson contribute to the formation of cognitive independence, help in the formation of basic concepts of the technology course, adapt the material to the age characteristics of students, apply the knowledge they have acquired in life, develop intelligence, erudition, and broaden their horizons. The benefits of non-traditional forms of lessons are obvious, since at present the school must form people with a new type of thinking, proactive, creative personalities, courageous in making decisions, competent. Non-traditional lesson forms are based on the understanding of students as subjects educational process, are aimed at developing the personality of schoolchildren, their creative potential and motivational-value sphere and have great diversity, but they can still be grouped into the following positions: lesson-game or lesson-educational game; lesson-educational discussion; lesson-research. Analysis of psychological and pedagogical research; in the field of formation of cognitive independence makes it possible to assume that a number of issues remain insufficiently developed. In particular, questions related to the justification of psychological and pedagogical conditions aimed at the formation of cognitive independence in primary schoolchildren as a personal property, taking into account their gender-role characteristics, have not been interpreted; with the development of a system of methods and techniques aimed at the formation of the named property, taking into account the gender-role and individual characteristics of younger schoolchildren during the above-mentioned process.
Thus, we have identified a number of contradictions in the problem under study between:
* the need of society for a competitive, independent, creative, intellectual personality, the preparation of which continues in primary school, and the lack of systemic knowledge about the dynamics and psychological and pedagogical conditions for the formation of cognitive independence in younger schoolchildren, taking into account their gender-role characteristics;
* the importance of scientific substantiation of the process of formation of cognitive independence in primary schoolchildren, which develops with the practice of updating software and methodological support for the formation of the named personal property and the lack of interpretation of the psychological and pedagogical conditions for optimizing this process in primary school; awareness by teachers of the need to activate the cognitive needs of younger schoolchildren and their insufficient understanding of the use of pedagogical diagnostics to identify the level of development of motivation in the latter;
* the desire of teachers primary classes to the use of a system of means aimed at the formation of motivational, content-operational and volitional attitudes in younger schoolchildren, and the lack of theoretical justification for an integral pedagogical technology that takes into account the patterns of formation of cognitive independence in the latter.
The identified contradictions made it possible to address the research problem, which lies in the insufficient development and validity of the process of forming cognitive independence in younger schoolchildren, taking into account their gender-role characteristics, which has a significant impact on increasing the productivity and quality of their educational and cognitive activity.
Area of cognitive interest - cognitive activity, during which the content is mastered educational subjects and the necessary ways or skills by which the student receives education. It is interest that plays the main role in maintaining and developing cognitive activity.
To identify the level of development of a student’s cognitive needs, it is necessary to highlight the following parameters of cognitive interest.
Intellectual activity indicators
The manifestation of students' interest in the educational process is their intellectual activity, which can be judged by many actions.
Questions from a student addressed to a teacher most of all indicate cognitive interest. The question expresses the desire to comprehend what is still unclear, to penetrate deeper into the subject of one’s interest. A self-posed question expresses a search, an active desire to find the root cause. An inert student, indifferent to learning, does not ask questions; his intellect is not disturbed by unresolved questions.
Another indicator of intellectual activity is the desire of students, on their own initiative, to participate in activities, in discussing issues raised in class, in additions, corrections to the answers of their comrades, in the desire to express their point of view. The teacher’s suggestions (“Who wants?”, “Who can?”), of course, are addressed to students who have these aspirations. It is from them that one should expect a quick and active response to the formulation of problematic questions, the clash of different points of view, disputes, guesses and assumptions, which raises the general tone of learning.
A clear indicator of intellectual activity that accompanies the interest of schoolchildren is their active use of the acquired knowledge and skills. Cognitive interest does not get along with a stamp and template, therefore, attracting acquired knowledge to various situations I tasks demonstrates their flexibility, their free use and can contribute to the desire to penetrate deeply into cognition.
The active turnover of acquired scientific knowledge is a very significant indicator of interest, which means that knowledge itself has already become a method of learning new things, and cognitive interest has risen to a high level of its development.
It also happens, of course, that a student, in proving his judgments, relies on empirical grounds, extracting them from his observations and impressions, on some fragmentary examples, especially memorable incidents from life. Such manifestations of student activity are also evidence of cognitive interest, but something else, less high level.
Thus, the first and most basic parameter of indicators of cognitive interest, which a teacher can detect without sufficient effort, is the student’s intellectual activity, in which all its manifestations in cognitive interest are collected as if in focus.
Emotional manifestations.
Another parameter of indicators by which a teacher can judge the presence of cognitive interest of students is the emotionally favorable background of the student’s cognitive activity. The emotional principle in interest constitutes its most important energy resources.
The emotional mood of a student’s activity is an indicator of his cognitive interest. Based on his observations, the teacher can establish such emotional manifestations of cognitive interest as surprise, anger, empathy, which are adequate to the content of the acquired knowledge. Students most clearly express emotions of intellectual joy. These emotions are born for various reasons: they can accompany sympathy for the hero of a work, a historical event, a scientific discovery, sympathy for the personality of a scientist, or a public figure. Usually this clearly visible and even rapidly occurring process is expressed in remarks, facial expressions, and gestures in younger schoolchildren.
Volitional manifestations
Parameters of indicators of students' cognitive interest are regulatory processes, which, in interaction with the emotional mood, are expressed in the peculiarities of the course of students' cognitive activity.
First of all, they manifest themselves in focused attention and low distractibility. In this sense, by the number of distractions, some researchers judge the lack or weakness of students’ interest.
A very clear indicator of cognitive interest is the student’s behavior when faced with difficulties. Sustained and fairly deep interest is usually associated with the desire to overcome difficulties and try different ways to solve a complex problem.
The regulatory mechanisms of a student’s cognitive activity very tangibly and tangibly make it known about the interest in knowledge and the desire to complete educational actions.
Indicative in this regard are the reactions of students to the call from class. For some, the call is a neutral irritant, and they continue the work, trying to bring it to the end, to complete it with a successful result, others are instantly demobilized, stop listening, leave the task they started unfinished, close their books and notebooks and are the first to run out for recess. However, the reaction to the call is also an excellent indicator of an interesting and uninteresting lesson.
In addition, general patterns of interest in learning have been established.
The first is the dependence of students’ interests on the level and quality of their knowledge and the maturity of their methods of mental activity. It should be understood in such a way that the more knowledge a student has on a certain subject, the higher his interest in this subject. And vice versa.
The second is the dependence of the interests of schoolchildren on their attitude towards teachers. They learn with interest from those teachers who are loved and respected. First the teacher, and then his science - a dependence that manifests itself constantly.
In each class, specific types of children’s attitudes toward learning are gradually identified, which, first of all, the teacher should focus on.
Based on the parameters of cognitive interest, several levels of a student’s cognitive activity can be distinguished.
So, T.I. Shamova identifies three levels of cognitive activity:
The first level is reproductive activity.
It is characterized by the student’s desire to understand, remember and reproduce knowledge, and master the method of applying it according to a model. This level is characterized by the instability of the student’s volitional efforts, students’ lack of interest in deepening their 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 learn the connections between phenomena and processes, and master ways of applying knowledge in changed conditions.
A characteristic indicator: greater stability of volitional efforts, which manifests itself in the fact that the student strives to complete the work he has started; if there is difficulty, he does not refuse to complete the task, but looks for ways to solve it.
The third level is creative.
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 strong-willed qualities student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is ensured by the excitement of a high degree of discrepancy between what the student knew, what had already been encountered in his experience and new information, a new phenomenon. Activity, as a quality of individual activity, is an essential condition and indicator of the implementation of any learning principle.
However, in our opinion, identifying only three levels of cognitive activity does not reflect modern painting activity of younger schoolchildren.
I.P. Podlasy, focusing on the child’s activity, divides primary schoolchildren into five types. The most common type is the first type - good performers (“listeners and responders”). They are diligent, but lack initiative. The leading motive of their activity is indirect interest: to please parents, gain authority in the class, and earn the teacher’s praise. The second type are children with intellectual initiative: they have their own opinions, avoid prompts, try to work independently, and love complex tasks. The third type are children who have a special attitude towards intense educational activities. They are active, think well, but think slowly, and therefore are always in tension. Requires an individual approach. The fourth type is children with low intellectual abilities. They cannot complete educational tasks independently, are depressed, or, conversely, demonstrate recklessness. The main thing for them is that the teacher does not notice them. The reasons for this are different: the child’s immaturity, poor preschool preparation. Finally, in each class there is a small group of children who share a negative attitude towards learning. Children cannot master school curriculum due to intellectual retardation, deep neglect.
Conditions for the formation of cognitive independence of junior schoolchildren
In the course of the theoretical analysis, the main conditions for organizing such training were identified, which will contribute to the formation of cognitive independence of younger schoolchildren.
The first condition is to change the mechanism of knowledge acquisition: new knowledge is not given to students in the form of a ready-made sample, but is created by them in the process of independent search activity.
The second condition is the need to construct educational material as a developing system of knowledge. Fulfillment of this condition ensures the possibility of implementing all three elements in the structure of activity: goal setting, goal fulfillment, control and evaluation of the result.
The most important condition for the conditional development of cognitive independence of junior schoolchildren is the introduction into the educational process of a system of educational creative tasks. Each task represents a problematic situation for the student, which he can resolve during a heuristic search. The complexity of educational creative tasks is determined by the levels of development of subject knowledge. Any level is constructed as a sequence of increasingly complex topics, each of which is developed in the form of a series of increasingly complex cognitive tasks, that is, educational creative tasks. In the course of performing such tasks, something new is necessarily created that is useful for the subject of the activity.
The fourth condition is the use of joint forms of organizing the education of younger schoolchildren. Research has shown that in order for students to master traditionally adult areas of activity: goal setting, control, outcome assessment, it is necessary to move from the “child-adult” relationship to the “child-child” relationship. It is shown that it is communication in a group of equal peers that gives a junior schoolchild the opportunity to be critical of the actions, words, opinions of other people, develops the ability to see the position of another person, evaluate it, agree or challenge, and most importantly - have his own point of view, distinguish it from someone else, to be able to defend it. The use of discussion and collective-distributive forms of learning creates conditions for the development of reflection of each student in relation to their own intellectual activity.
An important condition in the process of developing students’ cognitive independence is the personality of the teacher and his leading organizational role. In the course of research, it was established that the teacher should not just be a source of ready-made samples of knowledge, but an organizer of students’ independent search activities to create new significant samples. The teacher is required to have greater trust in students, greater reliance on their own observations, personal experience, intuition, imagination, and initiative. The lesson becomes a kind of laboratory for joint search, organized and directed by the teacher.
Creating positive motivation and high emotional mood- another condition for the successful development of students’ cognitive independence. For younger schoolchildren, due to their individual and age characteristics, a favorable emotional background in the classroom is very important. Research results have shown that if a student has no desire or interest in the methods and content of educational activities, then there is no hope of achieving significant results in its implementation, since a thought is born not from another thought, but from the motivational sphere of our thinking (L.S. Vygotsky) . The system of educational creative tasks, therefore, is objectively necessary for the formation of a positive motivational background for students.
The research revealed the importance of the targeted formation of independent search activity and the need to achieve an increase in each lesson not only in knowledge, but also in the activity aspect. This means that each lesson sets not only the task of discovering and assimilating new knowledge (ideas, concepts, relationships), but also the task of developing the ability to carry out the main components of independent activity: goal setting, goal implementation, control and evaluation of results. Processing all components of independent search activity in their unity ensures the development of cognitive independence as a whole.
Three Components of Cognitive Autonomy
Three components of cognitive independence can be distinguished: motivational, content-operational and volitional. All these components are interconnected and interdependent. However, the most significant of them is motivational, since the manifestation of independence in cognitive activity is directly related to its motive. We discussed in detail the role of motivation in the educational activities of primary schoolchildren in the previous paragraph. Let us only note that since cognitive activity is the quality of activity in which, first of all, the student’s attitude to the subject and process of activity is manifested, the first place among all its conditions should be given to the formation of positive learning motives in students.
The basis of the cognitive motive is the cognitive need. It is precisely this that needs to be formed, since need is the root cause of all forms of human behavior and activity.
The need is closely related to the presence of stable cognitive interests in schoolchildren. The area of cognitive interest is cognitive activity, in the process of which mastery of the content of educational subjects and the necessary methods or skills with the help of which the student receives an education occurs. It is interest that plays the main role in the maintenance and development of cognitive activity.
1.2 Cognitive activity
T. Hobbes put forward a fair demand that every study must begin with the definition of definitions. Thus, let's try to determine what is meant when talking about activity.
To begin with, let us present various definitions of the concept “activity” found in the psychological and pedagogical literature.
So Nemov R.S. Defines activity as “a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence.”
Researcher Zimnyaya I.A. in turn, by activity we mean " dynamic system interactions of the subject with the world, during which the emergence and embodiment of a mental image in the object and the implementation of the subject’s mediated relations in objective reality occur.”
Activity is also an active attitude towards the surrounding reality, expressed in influencing it.
In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that without his activity would not exist in nature. The creative nature of human activity is manifested in the fact that thanks to it it goes beyond the limits of its natural limitations, i.e. exceeds its own hypothetically determined capabilities. Due to the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools he built modern society, cities, machines, with their help, produced new consumer products, material and spiritual culture, and ultimately transformed himself. “The historical progress that has taken place over the past several tens of thousands of years owes its origin precisely to activity, and not to the improvement of the biological nature of people.”
Thus, learning activities include a variety of activities: recording lectures, reading books, solving problems, etc. In action one can also see a goal, a means, a result. For example, the purpose of weeding is to create conditions for the growth of cultivated plants.
So, summing up the above, we can conclude that activity is the internal (mental) and external (physical) activity of a person, regulated by a conscious goal.
Human activity is very diverse; we will consider human cognitive activity in more detail.
Age characteristics of a child of primary school age
Junior school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in a child’s life - his enrollment in school. This age is called the “peak” of childhood.
“At this time, intensive biological development of the child’s body occurs” (central and vegetative nervous systems, skeletal and muscular systems, activity of internal organs). During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristics younger schoolchildren as increased emotional excitability and restlessness. Transformations cause great changes in the mental life of a child. The formation of voluntariness (planning, implementation of action programs and control) moves to the center of mental development.
The child’s admission to school marks the beginning of not only the transfer of cognitive processes to a higher level of development, but also the emergence of new conditions for personal development child.
Psychologists note that educational activities become leading at this time, but gaming, work and other types of activities influence the development of his personality. “Learning for him (the child) is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The child’s interests, values, and his entire way of life change.”
Entering school is an event in a child’s life in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of obligation (“I must”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults.
A child entering school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical comments addressed to oneself affects one’s well-being and leads to a change in self-esteem. If before school some individual characteristics of the child could not interfere with his natural development, they were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personal characteristics become especially noticeable. First of all, hyperexcitability, increased sensitivity, poor self-control, and lack of understanding of the norms and rules of adults reveal themselves.
The child begins to occupy a new place within family relationships: “he is a student, he is a responsible person, he is consulted and taken into account.”
The dependence of younger schoolchildren not only on the opinions of adults (parents and teachers), but also on the opinions of peers is growing. This leads to the fact that he begins to experience fears of a special kind, as noted by A.I. Zakharov, “if in preschool age fears caused by the instinct of self-preservation prevail, then in primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationships with other people.”
In most cases, the child adapts himself to a new life situation, and various forms of protective behavior help him in this. In new relationships with adults and peers, the child continues to develop reflection on himself and others, i.e. intellectual and personal reflection becomes a new formation.
Primary school age is a classic time for the formation of moral ideas and rules. Of course, a significant contribution to the moral world of the child comes from early childhood, but the printing of “rules” and “laws” that must be followed, the idea of “norm”, “duty” - all these are typical features of moral psychology are determined and formalized precisely at primary school age. “The child is typically “obedient” during these years; he takes in his soul with interest and enthusiasm different rules and laws. He is unable to form his own moral ideas and strives precisely to understand what he “should” do, experiencing pleasure in adaptation.
It should be noted that younger schoolchildren are characterized by increased attention to the moral side of the actions of others and a desire to give a moral assessment to an action. Borrowing criteria for moral assessment from adults, younger schoolchildren begin to actively demand appropriate behavior from other children.
At this age, there is such a phenomenon as moral rigorism in children. Younger schoolchildren judge the moral side of an action not by its motive, which is difficult for them to understand, but by the result. Therefore, an action dictated by a moral motive (for example, to help mom), but ending unfavorably (a broken plate), is regarded by them as bad. Mastering the norms of behavior developed by society allows the child to gradually turn them into his own, internal requirements for himself.
By engaging in educational activities, under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with traditions and new social expectations of people. It is at this age that the child first begins to clearly understand the relationship between him and others, to understand social motives of behavior, moral assessments, and the significance of conflict situations, that is, he gradually enters the conscious phase of personality formation.
With the arrival of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, largely retain the characteristic characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of environmental living conditions, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that evoke a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best. On the other hand, entering school gives rise to new, specific emotional experiences, because Liberty preschool age is replaced by dependence and submission to new rules of life. The needs of younger schoolchildren are also changing. The dominant needs in primary school age are the needs for respect and honor, i.e. recognition of the child’s competence, his achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). Thus, at the age of 6 years, the need for knowledge of the outside world and its objects that are “significant for society” becomes more acute. According to research by M.I. Lisina, at primary school age the need for recognition by other people develops. In general, junior schoolchildren feel the need to “realize themselves as subjects, joining the social aspects of life not just at the level of understanding, but as transformers.” One of the main criteria for assessing oneself and other people is the moral and psychological characteristics of the individual.
Consequently, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of social relations.
So, to summarize the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations.
“Without play there is not and cannot be full-fledged mental development. Game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. Game is a spark that ignites the flame of inquisitiveness and curiosity.” V.A. Sukhomlinsky.
Ways to form cognitive independence
The continuity of the experimental system is expressed in the fact that its content takes into account the level of readiness for independent activity with which preschoolers are included in primary education, and also continues to implement unified fundamental approaches to organizing the acquisition of educational content. We are talking, first of all, about the principle of unity of the content and operational aspects of learning, its orientation towards the child’s “zone of proximal development”. In this we see objective prerequisites for the implementation of continuity. As the process of experimental work has shown, it is necessary to help first-graders overcome the existing gap between weak operational readiness for search activity and new requirements that arise, as a rule, when mastering search content. This function in the formative experiment is performed by the stage of procedural preparation.
According to its design, the ongoing research is aimed at achieving the readiness of junior schoolchildren to successfully solve the problems of the subsequent stage of education, therefore the prospects of the developed formation system is its integral quality, which was initially assumed. To the greatest extent, the prospects of the formation process are reflected in the organizational, procedural and motivational side of the search activity.
In particular, strong mastery of the minimum program of procedural skills and motivational composition ensures solid foundation formation of students’ skills to organize their actions, predict results, implement independent search, this entire complex, in its developmental capabilities, goes beyond the initial level, is focused on a generalized model of carrying out search activities, regardless of the content. No less important for efficiency; formation system achieving such a combination of its components that creates continuity pedagogical impact on the quality being formed. Its necessity is determined not only by the complex composition of cognitive independence and the interrelation of its components. No less important role belongs to those features that arise in the process of formation in connection with the specifics of organizing educational activities in primary school. Namely: the primacy of students’ mastery of many program knowledge and general educational skills, the integrity of the initial link in the system high school and its relative independence, pronounced sensitivity to the formation of certain elements of cognitive independence. This requires constant and multilateral influence on the quality being formed, subtle thoughtful adjustment of the achieved results, taking into account the age and individual characteristics of younger schoolchildren.
How was continuity of formation ensured? We consider the most reliable prerequisite to be the implementation throughout the entire elementary level (from the period of literacy training to the last quarter of the third grade) of search activity in various forms of presentation, calendar and thematically regulated by the curriculum. No less an important condition There was a sufficient repeatability of the types of cognitive tasks throughout grades I-III, which, in combination with the variety of forms of presentation of search content, made it possible to avoid methodological monotony and at the same time purposefully achieve the strength and flexibility of the skills being formed.
Didactic games as a means of activating the cognitive activity of younger schoolchildren as a condition for successful learning.
Didactic games are characterized by the presence of an educational task - a teaching task. It is guided by adults when creating this or that didactic game, but they put it in a form that is entertaining for children.
An essential feature of a didactic game is a stable structure, which distinguishes it from any other activity. Structural components of a didactic game: game concept, game actions and rules.
The game concept is usually expressed in the title of the game. Game activities contribute to the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Rules help guide game process. They regulate the behavior of children and their relationships with each other. A didactic game has a certain result, which is the finale of the game and gives completeness to the game. It appears primarily in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of students’ achievements in mastering knowledge or in its application.
Let us give examples of didactic games that teachers use in practice.
a) Games - exercises. Gaming activities can be organized in collective and group forms, but are still more individualized. It is used to consolidate material, test students’ knowledge, extracurricular activities. Example: "The fifth is odd." In a science lesson, students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that is accidentally included in this list.
b) Search game. Students are asked to find in the story, for example, plants of the Rosaceae family, the names of which, interspersed with plants of other families, are encountered during the teacher’s story. Such games do not require special equipment, they take little time, but give good results.
c) Games are competition. This may include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities.
d) Plot - role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a "Press Conference" Round table"and others. Students can play the roles of agricultural specialists, historians, philologists, archaeologists, etc. The roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of range of interests, desires, requests, creative aspirations of students.
e) Educational games - travel. In the proposed game, students can make “travels” to continents, to various geographical zones, climatic zones etc. The game can provide information that is new to students and test existing knowledge. A travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each "station".
Activation of cognitive activity through didactic play is carried out through the selective focus of the child’s personality on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge, i.e. cognitive interest arises. Systematically strengthening and developing, cognitive interest becomes the basis for a positive attitude towards learning and an increase in the level of academic performance. Cognitive interest is (searching in nature). Under his influence, the younger student constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student’s search activity is carried out with enthusiasm, he experiences an emotional uplift and joy from success. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes- thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.
Cognitive interest is one of the most important motives for us to teach schoolchildren. Its effect is very strong. Under the influence of the cognitive, educational work even among weak students is more productive.
Cognitive interest, with proper pedagogical organization of students’ activities and systematic and purposeful educational activities, can and should become a stable personality trait of a student and has a strong influence on his development.
Cognitive interest appears before us and how strong remedy training. Classical pedagogy of the past stated: “The deadly sin of a teacher is to be boring.” Activating a student’s cognitive activity without developing his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educational learning and improving its quality.
Cognitive interest is aimed not only at the process of cognition, but also at its result, and this is always associated with the pursuit of a goal, with its implementation, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy of volitional effort, but its faithful ally. Interest, therefore, also includes volitional processes that contribute to the organization, flow and completion of activities.
Thus, all the most important manifestations of personality interact in a unique way in cognitive interest. Cognitive interest, like any personality trait and motive for a student’s activity, develops and is formed in activity, and above all in learning.
The formation of students' cognitive interests in learning can occur through two main channels: on the one hand, the content of educational subjects itself contains this opportunity, and on the other hand, through a certain organization of students' cognitive activity.
The first thing that is a subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.
First of all, interest is aroused and reinforced by educational material that is new, unknown to students, strikes their imagination, and makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person seems to strive to look into the front. He is in a state of anticipation of something new.
But cognitive interest in educational material cannot be maintained all the time only by bright facts, and its attractiveness cannot be reduced to surprising and striking imagination. Also K.D. Ushinsky wrote that a subject, in order to become interesting, must be only partly new and partly familiar. The new and unexpected always appears in educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see new things in the familiar.
Such teaching leads to the realization that ordinary, repetitive phenomena of the world around us have many surprising sides, which he can learn about in the classroom. And why plants are drawn to light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention.
All significant phenomena of life, which have become ordinary for a child due to their repetition, can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student’s interest in learning. That is why the teacher needs to transfer schoolchildren from the level of their purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, and understanding of patterns. Interest in knowledge is also promoted by displaying the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions of scientific research and discoveries. Not everything in the educational material may be interesting for students. And then another, no less important source of cognitive interest appears - the organization and inclusion of didactic games in the lesson. In order to arouse the desire to learn, it is necessary to develop the student’s need to engage in cognitive activity, and this 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 lies, first of all, through the inclusion of didactic games.
Organization of educational and cognitive activities. The main components of the organization of educational and cognitive activities of junior schoolchildren.
The organization of educational and cognitive activity of students is understood as a certain order of the didactic process in a structural and functional sense, giving this process the necessary form for the best implementation of the goal.
I'll consider different approaches to the concept of "organization".
“Organization” - from the Late Latin “organiso” - I give a harmonious appearance, I arrange. In the explanatory dictionary of SI. Ozhegov’s organization is interpreted as “a good, well-thought-out structure, internal discipline.” According to the Philosophical Encyclopedia, organization is “ordering, establishing, bringing into a system... an object, the relationship between the parts of an object.” It also highlights the duality of the concept of “organization,” its substantive part (the arrangement and interrelation of the elements of the whole) and the functional part (the actions and interactions of these elements).
Pedagogical science is based on the basic concepts of the theory of scientific organization of labor. According to V.P. Bogolepov, an organization can be characterized as a certain order in a structural and functional sense: the relationship and relative position of elements of a certain complex (the subject and structural parts of the organization); actions and interactions of the elements of the complex (functional part), conditioned by the unity of goals or functions they perform and certain circumstances of place and time. . According to this theory, the organization is considered as one or another order.
I will consider the concept of “organization of educational and cognitive activity.” As a result of an analysis of the literature regarding the concept of “organization of educational and cognitive activity” of first-level school students, three approaches to its definition are identified:
1) as an activity only for teachers (V.I. Zagvyazinsky, L.P. Knysh, V.P. Strezikozin, N.A. Semenov, V.P. Tarantey, etc.);
2) as an activity for students only (M.A. Danilov, M.S. Zagorodnaya, S.F. Zbanduto, V.I. Esipov, T.M. Nikolaeva, T.I. Ogorodnikov, O.S. Tesemnitsina) ;
3) as a relationship, interaction between teacher (management) and student, as well as interaction between students (V.Ya. Golant, K.B. Esipovich, N.N. Kazantsev, N.V. Popov, I.Ya. Lerner , E.I. Mashbits, A.Ya. Savchenko, R.A. Khabib, V.A. Vykhrushch, G.I. Shchukina, V.K. Dyachenko).
The main components of the organization of educational and cognitive activities of junior schoolchildren.
Teacher's activities:
1. Activities that promote students' understanding, awareness and acceptance of learning goals and objectives.
2. Information activities (familiarization with new knowledge), formation of skills in educational and cognitive activities.
3. Management of the process of acquiring knowledge, developing skills in educational and cognitive activities.
4. Management of the process of cognition scientific picture peace.
5. Guiding the process of transition from theory to practice.
6. Organization of practical and creative activities aimed at developing competence.
7. Checking and assessing the competence acquired by students in educational and cognitive activities.
Student activities:
1. Understanding, awareness, acceptance of goals, awareness of the motives of activity.
2. Acquisition of new knowledge, formation of skills in educational activities.
3. The process of sensory cognition, the acquisition of ideas and knowledge for the formation of concepts.
4. Knowledge of the scientific picture of the world.
5. Acquisition of skills in educational and cognitive activities.
6. Practical use knowledge, skills of educational and cognitive activity in the surrounding world.
7. Formation of skills of analysis and self-control of the results obtained in educational and cognitive activities.
As you can see, approaches 1 and 2 are only different aspects of the concept under consideration, and only approach 3 contributes to a correct understanding of the issue. This is due to the fact that educational and cognitive activity is binary in nature, therefore, in its organization two interrelated and interdependent activities should be considered - the teacher and the students.
Consequently, the organization of educational and cognitive activity must be understood as a special ordering of educational and cognitive actions of students and teachers that meets the goals, motives and objectives and proceeds in a certain mode. The term “special ordering” should be considered as a set of forms of educational and cognitive activity, goals, methods, means, learning outcomes, which are determined by the teacher in accordance with the requirements for the content of education.
The expedient organization of educational and cognitive activities ensures consistency external conditions, actions, with those internal processes that create a favorable “internal environment” (motivation, activity of mental, emotional, perspective and other processes important for cognition), contributing to the intensive development of the individual... The general tone of learning, discipline depends on the organization of educational and cognitive activity thoughts, composure, decency and clarity of students in independent educational work, mutual assistance in learning.
I will highlight the following primary features of the organization of educational and cognitive activities of students (according to G.I. Khozyainov):
1. Clear formulation of the goal, setting objectives and bringing them to the attention of the trainees;
2. Construction of training as a system for organizing educational and cognitive activities of students different stages training session. Selection of the most rational types of activities for students to master educational material.
3. Selection of teaching methods in accordance with the assigned tasks, content and capabilities of the trainees.
4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.
5. Taking into account the individual characteristics and capabilities of students. Individualization and differentiation in the organization of educational activities.
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COURSE WORK
EDUCATION OF INDEPENDENCE IN CHILDREN OF PRIMARY SCHOOL AGE
Introduction
1.2
Conclusion
Bibliography
Introduction
Relevance of the work. Organizing and managing independent work is a responsible and hard work every teacher. Fostering activity and independence must be considered as component education of students. This task is among the tasks of paramount importance for every teacher.
Therefore, a modern primary school is faced with the task of organizing the learning process in such a way that learning becomes one of the leading personal needs and is determined by the internal motives of students. This, in turn, presupposes the formation of the student in the role of a subject of educational activity, which is impossible without the formation of educational independence in him, which implies mastering by students the actions of self-control and self-esteem.
Primary school age is the most favorable for the formation of self-control and self-esteem in students, therefore, mastering the actions of control and assessment by junior schoolchildren is an important task within the initial stage of education (V.V. Davydov, D.B. Elkonin).
The relevance of this problem is undeniable, because knowledge, skills, beliefs, spirituality cannot be transferred from teacher to student, resorting only to words. This process includes familiarization, perception, independent processing, awareness and acceptance of these skills and concepts. And perhaps main function independent work is the formation of a highly cultural personality, because Only through independent intellectual and spiritual activity does a person develop.
The purpose of the work is to study the organization of independent work of junior schoolchildren.
During the learning process, the child must achieve a certain fairly high level of independence, which opens up the opportunity to cope with various tasks and acquire new things in the process of solving educational problems.
The object of the work is the independent activity of junior schoolchildren.
The subject of the work is the development of independence of primary schoolchildren through the use of gaming methods and techniques in the educational process.
Research hypothesis. It is assumed that the development of independence of younger schoolchildren through games will be effective provided:
systematic use of gaming methods and techniques in the educational process;
taking into account the age and psychological characteristics of children of primary school age;
creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed growing personality.
Research methods: analysis of psychological and pedagogical literature, synthesis, generalization, abstraction, observation, pedagogical experiment.
The theoretical basis for the study was the work of V.V. Davydov, A.N. Leontyev, L.S. Vygotsky, V. Ya. Lyaudis, A. V. Petrovsky, S. L. Rubinshtein, A. I. Shcherbakov, L. S. Konovalets, E. D. Telegina, N. D. Levitov, V. A. Krutetsky, V. I. Selivanova, V. P. Vinogradov, P. I. Pidkasistogo, A. V. Usova and others.
Experimental base of the study: students of grade 3 “B” of secondary school No. 57 in Moscow (13 girls, 10 boys).
The theoretical and practical significance of the work lies in the fact that the importance of games as the basis for the development of independence of children of primary school age has been studied, a variable form of using games in lessons in primary schools has been developed, which has been tested and confirmed by the results of experimental work.
Work structure. The work consists of an introduction, two chapters, including paragraphs, conclusions for each chapter, a conclusion and a list of references.
1. Theoretical approaches to the study of independent activity
1.1 Independent activity as a didactic category
To give pedagogical phenomenon status of the didactic category, in our opinion, it is necessary, firstly, to determine the place of this phenomenon in the structure of the learning process and, secondly, to establish its relationship with the main elements of the learning process.
It is typical for traditional pedagogical science to consider independent activity as a psychological category. However, its pedagogical affiliation is observed throughout the development of the learning process. To substantiate the above, we modeled the learning process at different stages of formational development and identified the specifics of independent activity corresponding to each specific model of the learning process.
The interconnected path of activity between teachers and students is expressed here as a brief and succinct formulation: “the teacher teaches, the student learns.” This formulation characterizes the dogmatic model of the learning process, reflecting the active activity of students with the passive activity of the teacher. In this learning model, the student’s learning process was nothing more than the independent activity of his mechanical memory, the result of which was an educational text memorized without understanding. Such independent activity was of a reproductive nature.
The student’s independent activity was manifested not only in the work of memory, but also in thought processes - independent understanding of the material being studied. It is transferred to the internal plane, to the initial stage of reflection. Over time, teachers began to recognize not only the role of presenting content through detailed explanation, but also the need to consolidate and apply knowledge. Thus, the reproductive type of educational process became a logical continuation of the explanatory-illustrative type of teaching. In this learning model, independent activity is manifested in independent understanding and comprehension of the material being studied. Next, the studied educational material is translated into a text form processed on the basis of independent analytical and synthetic activity, reproduced “in your own words.” Such independent activity is a reflection of the student’s independence manifested in the educational process. Thus, independent activity is supported by the external form of its organization - independent work.
Further events associated with the scientific and technological revolution directly influenced the change in the model of the learning process and its structural organization. The next model, which appeared in the 70s. twentieth century, became three-component. And thus, the content of education has become the third component in the information model of the learning process, the essence of which is as follows: the teacher conveys the content of education to students, and students learn it. The main structural components of the learning process in this case will be: the activity of the teacher, the activity of students and the educational task.
A new look at the mechanism of the learning process began to take shape in the mid-80s. XX century, when the problems of pedagogical technologies and, in particular, learning technologies come to the fore. Therefore, the new model of the learning process is technological in nature, that is, it includes in general a set of procedures performed by the teacher and students regarding the third element - the educational task. Thus, the entire process of completing a learning task also represents an independent activity, which manifests itself not only in external independent actions to solve the task, but also in internal processes personal sphere - in reflection of the decision process.
The educational task in this model is considered as a means of developing independent activity. In this model, for the first time, students’ activities are divided. It identifies four sequential procedures: 1) the movement of the student’s activity towards the learning task; 2) inclusion of an educational task in the student’s activity as an object of his transformation; 3) implementation of intellectual and practical procedures for transforming an educational task; 4) control diagnostics of correct completion of the educational task and correction.
Uniform conditions for organizing the learning process, a uniform pace of studying the material, and the general form of its presentation make students impersonal objects of the teacher’s teaching activity. This leads to the idea of the need to search for subjective reserves that determine the effectiveness of the educational process and the independent activity of students in it.
To resolve this problem in the 90s. XX century in pedagogical theory and practice, a new approach to the organization of training was proposed - a person-oriented one. With a student-centered approach, the content included in the learning task and the range of learning tasks itself must satisfy all the requirements of this approach. What are the features of independent activity in this learning model? The fact is that the mechanism for the flow and organization of independent activity remains the same, with the exception that the student has to choose the educational task himself from a range of differentiated tasks. By making such a choice, the student not only shows independence and satisfies his cognitive interest, but also carries out personal reflection, comparing his cognitive capabilities and educational abilities with the degree of complexity of the proposed tasks and, thereby, with the possibility of correctly completing them. The specifics of independent activity in a person-centered learning model are as follows. The student shows activity and independence, engaging in interaction with the teacher in the conditions created by him, i.e., self-immersion in the learning situation occurs. However, the independence manifested in this case is of a reproductive nature, since both the learning situation and the incentive to act in it are “programmed” in advance by the teacher and are not personal manifestations.
In this model, the independent activity of students, being a manifestation of their selfhood, reaches a qualitatively new level. It is already initiated to a greater extent by the student’s personality and to a lesser extent by the activities of the teacher. Despite the fact that the teacher creates an educational problem situation, involving students in it, each student, based on personal reflection, sees his own cognitive contradiction in it. The result of this independent activity is the reflected content of education, which represents personal meaning for the student and replenishes his subjective experience, ensuring the development of the student. Thus, in the personal developmental model of learning, the student’s independent activity proceeds from self-design of his educational actions and ending with self-control and personal reflection, which characterizes its high level.
This model, in our opinion, reflects the learning process as an independent activity of students in its purest form. As for the teacher’s activity, here it is more organizational than educational in nature, since it is an analogue of social processes leading to certain life situations in which a person organizes his life activities.
The personal-strategic model represents the initial stage of a person’s self-education and creates all the prerequisites for his further continuous self-improvement throughout his life.
A retrospective analysis of independent activity in the context of learning showed that, on the one hand, independent activity is adjacent to the main elements of the learning process: the purpose of learning, the content of education, the activity of the teacher, the activity of the student, etc., since in each of the models considered it takes its definite place. On the other hand, independent activity determines the way of interaction between the main elements of the learning process, thereby ensuring its progress.
The foregoing allows us to assert that independent activity is one of the main elements of the learning process of a higher (integrative) order. But each of the elements of the learning process at the general theoretical level is represented by a corresponding didactic category. Based on this, it can be assumed that independent activity in learning theory also has the status of a main didactic category.
1.2 Formation of independent activity of schoolchildren in learning
The problem of independent activity occupies one of the leading places in psychological and pedagogical research, since it is in it that the development of the creative abilities of the individual occurs. For each period of development of society and pedagogical thought, its own means, methods and forms of its implementation are put forward. Currently, in the theory of learning, there is a need to create a mechanism that implements the theory of independent activity in school practice. As a didactic tool, we propose to use an educational task as a technological category, which plays the role of a means of forming independent activity of schoolchildren in the educational process. However, not any type of educational task plays the role of a means of developing independent activity, but only those that are specifically aimed at developing the latter.
The classification of educational tasks aimed at developing independent activity is compiled according to the following criteria: stimulating students for educational activities; the nature of educational activities; links of the educational process; level of mastery of educational material. Let us give a detailed description of the groups of tasks identified above. So, the first group of tasks to stimulate students to carry out educational activities consists of: educational tasks that stimulate the acquisition of new material; educational tasks that do not have a stimulating effect. Educational tasks aimed at developing motivation to carry out independent activities include advanced tasks; educational tasks with a missing condition. However, tasks to develop motivation are not enough for the student to carry out independent activities. Tasks are needed that will interest the student in performing this type of activity or will maintain his interest during independent activity. For this purpose, we introduce such a group of tasks as educational tasks to maintain cognitive interest. The use of this type of task allows for individualization and differentiation of learning.
Thus, the teacher interests the student in performing independent activities through a system of proposed tasks without direct influence on him. Based on the formed motive and interest, the child has a need to carry out activities. These are reproductive tasks that are performed by analogy to improve the skills of students.
The second group of tasks, classified according to the nature of the educational activity, consists of: educational tasks that mediate educational information; educational tasks that guide the student’s work with educational material. These are educational tasks that directly reflect the content component in the structure of independent activity. Educational tasks that mediate educational information. This is a typical type of assignment for independent work, the main goal of which is to convey educational information to the student’s consciousness. Observational learning activities prepare students to make necessary generalizations and draw or support conclusions. This includes tasks whose performance is based on sensory perception. Tasks can be of varying degrees of difficulty: from a simple description of the results of perception according to a given plan to tasks that require complex mental operations and great independence. Tasks are often not limited to observation, but also involve various manipulations with objects. Such tasks represent a transitional step to practical work. The main purpose of these tasks is to activate the perception and mental activity of students.
Training assignments for the formation of skills and abilities are based on the application of acquired knowledge in practice. The following types can be used here: calculation tasks, transformation tasks; tasks to apply theory in a familiar situation; tasks for which an algorithm is known; comparison tasks; tasks of a practical nature - measure, weigh, etc. Such tasks primarily perform a teaching function, but at the same time they can also perform developmental and educational functions.
Considering the third group of educational tasks on the basis of “links of the educational process”, it is easy to notice that for each stage of the learning process a type of task is selected that contributes to the implementation didactic purpose posed at this stage.
The fourth group of tasks, classified according to the “level of mastery of educational material”, is responsible for the content-operational component in the structure of independent activity and represents: reproductive tasks; reconstructive-variative; creative. Reproductive tasks are performed on the basis of imitation, training actions performed according to a model, or on the basis of the application of knowledge in a familiar situation. When performing creative tasks, students require a lot of effort to find a way to solve them. Students not only apply their acquired knowledge, but also acquire new ones. That is, these are tasks that involve creative activity.
This classification of tasks in the educational process is implemented using a model for organizing independent activities of schoolchildren. It consists of the following components: subject-subjective; motivational and goal-oriented; content-operational; effective and reflective. The first component consists of the teacher and the student as subjects of the learning process; the second component is goal setting and determining the motive for activity; the third component is represented by a form of independent activity - independent work and its types, as well as a means of independent activity - an educational task that embodies the content of independent work and actions for its implementation, and its types aimed at the formation of independent activity; the fourth is the result of independent work; fifth - reflection of independent activity.
However, in order for this model to be fully specified, each type of independent work should be filled with content materialized in a set of types of educational tasks.
The use of this system of independent work will allow students to more effectively form independent activities.
1.3 Play as the basis for the development of independence in primary school children
The use of games in the educational process is evidence of the dominance of the trend of transition from informative to active forms and methods of teaching with the inclusion of elements of problem-based research, the use of reserves of independent work of students, and the creation of conditions for creativity.
Domestic psychologists L. S. Vygotsky. A. N. Leontyev. S. L. Rubinstein. D.B. Elkonn considered the theory play activity in the general context of personality development as the main means of activity of a child of primary school age.
The essence of the game as a means of activating the cognitive activity of schoolchildren can be traced in the works of Sh. A. Amonashvili, Yu.P. Azarova, A.B. Anikeeva, B.P. Nikitina, V.V. Repkna. P.I. Pidkasisty, E. E. Seletskaya, S. A. Shmakova, M. G. Yanovskaya and others.
A number of works are devoted to the game as an effective method of education, training and personal development: N. A. Neduzhego, S. V. Grigorieva, E. I. Balakireva, B. V. Kupriyanova, I. A. Maydannnk, P. V. Puchkova, V. G. Denisova, O. O. Zhebrovskaya, I. A. Gurnaya and others.
Didactic games are aimed primarily at developing the cognitive process (attention, memory, thinking) and arouse interest in the subject and promote conscious and lasting assimilation of the material, broadening one’s horizons, activating mental activity, and are an effective control of knowledge.
Games influence the development of the cognitive process (attention, memory, thinking) and arouse interest in the subject and contribute to the conscious and lasting assimilation of the material, broadening one’s horizons, activating mental activity, and are an effective control of knowledge.
For primary school students, this is an opportunity to unleash creativity, develop initiative, independence and acquire communication skills.
Without a didactic game, it is difficult to captivate a younger student into the world of knowledge and moral experiences, to make him an active participant and creator of the lesson. " Game moments“in the classroom,” writes V.P. Teplinsky, “play the role of the first impetus in the formation of cognitive interest in science and an incentive to acquire knowledge.”
1. Analysis of independent activity in the context of learning showed that, on the one hand, independent activity is adjacent to the main elements of the learning process: the purpose of learning, the content of education, the activity of the teacher, the activity of the student, etc., since in each of the models considered it takes its definite place. On the other hand, independent activity determines the way of interaction between the main elements of the learning process, thereby ensuring its progress.
2. The teacher interests the student in performing independent activities through a system of proposed tasks without direct influence on him. Based on the formed motive and interest, the child has a need to carry out activities. As such a tool, we propose to use an educational task as a technological category, which plays the role of a means of forming independent activity of schoolchildren in the educational process. However, not any type of educational task plays the role of a means of developing independent activity, but only those that are specifically aimed at developing the latter.
3. The use of games in the educational process is evidence of the dominance of the trend of transition from informative to active forms and methods of teaching with the inclusion of elements of problem-based research, the use of reserves of independent work of students, and the creation of conditions for creativity. Games contain great potential opportunities for developing cognitive interest and nurturing independence in younger schoolchildren.
2. Experimental study of teaching independence in children of primary school age
To study independence during play at primary school age, we conducted a study that was carried out in three stages.
1 type This type of solution is characterized by the fact that the student does not yet understand the procedure for solving the problem posed. He does not complete the task given to him, but waits for additional explanation.
Type 2 The student completes the task only as previously explained and only if the condition of the new task coincides with the previous one.
Type 3 The student completes the task, despite possible differences in the condition with the previous one, thinking through a solution plan with various additions and explanations.
Type 4 The student independently completes the task, considering the possibility of solving this problem in various ways.
During the task, the child can make various additions, changes, vary and transform familiar material, as well as create new combinations from learned old elements.
At the second stage, tasks were selected that would help the younger student independently move up the steps of knowledge.
It was necessary to select tasks that were interesting for students, small in volume, and varied in form. This work was based on the methodology of N.F. Vinogradova. This technique provides for several components of student development: the ability to apply acquired knowledge; the ability to acquire knowledge.
Personally-centered learning is associated with meeting the child’s needs in various activities that are interesting to him. For younger schoolchildren, one of the most relevant activities is playing.
This program provides not only didactic games, but also role-playing games. This is due to the characteristics of role-playing games: the child takes on a role, acts in an imaginary situation, enters into playful relationships with peers, and together with them creates the plot of the game. He does all this according to his own understanding, independently.
Children are free to choose partners, actions, plot and accessories of the game. That's why it's so important to give them the opportunity. For example, in “The World around us” lessons, it is advisable to introduce various dialogue games. independence task game child
In the “Family” theme, children act out telephone dialogues: “Mom and daughter”, “Congratulations to grandmother”, “Let’s call a doctor to the sick person”, “Talk to a friend”, etc.; In the theme “Autumn,” a “forest meeting” is organized, at which animals, birds, and insects talk about how they prepare for winter. Very interesting are travel games that use a map, globe, illustrations, and excursion games (for example, “At the fair”, “In the museum”, “Tour of the hometown”, etc.).
Games based on literary works are also interesting - acting out excerpts from fairy tales, stories, dramatization of poems, folk songs, nursery rhymes, chants, etc.
The studied material can become the basis for such well-known games as “Field of Miracles”, “Experts”, “Clever and Smart Girls”, where children take on the roles of both team leaders and players.
So, in order to make the learning process person-oriented, it is necessary to: recognize the right of every child to self-worth, individuality, the desire to independently acquire knowledge and apply it in a variety of activities that are interesting to him.
RUSSIAN LANGUAGE
LESSON - RESEARCH
TOPIC: SENTENCES WITH DIRECT SPEECH
Objectives: 1. Repeat what has been learned about circumstances, consolidate children’s ability to find circumstances in the text, determine their category. 2. Introduce children to a new type of sentences - sentences with direct speech.
Learn to write sentences with direct speech, distinguish them from other sentences. 3. Continue working on sentences like syntactic unit Russian language.
During the classes
Today in class we will learn new rules of the Russian language for us, repeat previously learned ones, and the tales of your favorite poet A.S. will help us with this. Pushkin.
Today we will also do the following:
a) here you will be a proofreader;
b) here you will be transported to the old days;
c) here you will become writers.
And here you will discover another secret of the Russian language, be careful:
At Lukomorye d ub green,
Golden chain on oak volume
AND day and night cat scientist
Everything goes round and round in a chain;
Goes to the right - the song starts,
Left - tells a fairy tale.
There miracles: a goblin wanders there,
Mermaid on branches is sitting.
IN dungeon there the princess is grieving,
And the brown wolf right serves;
There, Tsar Koschey is wasting away over gold;
There's a Russian spirit there... it smells like Russia.
This is the prologue to the poem "Ruslan and Lyudmila". Your task is to find circumstances in this passage. Take the pieces of paper with the passage on your desk and highlight the circumstances. We work in pairs. Time - 1 minute.
Verification - orally.
Did you guess what 3 groups these circumstances can be divided into? Write these groups down in your notebooks. For those who find it difficult to do this right away, you have help cards 1, 2, 3. On the blanks, indicate which card you used.
1. Circumstances of the place: near the seaside, on an oak tree, along the chain, to the right, to the left, there, on the branches, in the dungeon.
2. Circumstances of time: day, night.
3. Circumstances of the course of action: all around, right. Verification - orally.
Look at the board, here is riddle number 2:
A fish swam to him and asked:
“What do you want, elder?”
The old man answers her with a bow:
“Have mercy, lady fish.”
("The Tale of the Fisherman and the Fish")
Pay attention to the writing and construction of the sentence. What new did you see in the design of the proposal? (There are quotation marks, the words of the author, the words of the fish, the words of the old man, the word “older”) Read the 1st sentence. How many parts does it consist of? (From 2.) Which ones? (Words by the author, words by the fish.) Such sentences are called direct speech sentences. This is the main topic of our lesson today.
And our task, the goal of the lesson, is to learn to write such sentences correctly; learn to distinguish sentences with direct speech from other sentences.
Whose words are these: “What do you want, elder?” (Fish words.)
How did you find out? (There are words that indicate this: “a fish swam and asked” - the author’s words.)
What about direct speech? How is direct speech formatted? (Enclosed in quotation marks; written with a capital letter; after the words of the author- colon.)
- Guys, what is this word? "older"! (Old man is an outdated respectful address for an old person.)
Previously, in the Old Russian language, in addition to the cases you know, there was one more, it was called vocative. Why do you think this name is given? (Call someone.) Word "older" in this case it is in the vocative case.
But now there is no such case, and when we call someone, ask, turn to someone, it is called appeal(Notis a member of the sentence).
Notice how the appeal is highlighted in the letter. (Commas if it is in the middle of a sentence. What do you want, old man?)
Who can figure out the second sentence for themselves? (Words of the author, direct speech, appeal.)
Let's summarize what we have learned about sentences with direct speech.
3. Enclosed in quotation marks
You and I use different schemes proposal records. But what schemes are usually used to write sentences with direct speech. (Show diagrams on a magnetic board.) Surprised how many schemes there are? Yes, there are so many options for writing sentences with direct speech. For now, we will only look at a few. Where are our options?
And now a new meeting awaits us.
“We have traveled all over the world;
Living overseas is not bad,
What a miracle in the world."
Do you agree with the way the sentence is written? Is it legal to put quotation marks here? (No, because the author's words are missing.) Correct the mistake. Remember the author's words?
The shipmen responded: “We went around...”
Writing in a notebook, one person corrects it on the board.
Now let's see which verbs introduce direct speech. (I askedanswers, she said.) Such verbs are usually called speaking verbs.
But it happens that some people only use one verb in their speech: said, said... spoke, said... This impoverishes speech.
To prevent this from happening to you and me, let's continue this series with synonyms. Independent work of children (Said, said, inquired, said, whispered). Checking and adding.
Let’s make up our own sentences with one or two of these verbs (possibly in fairy-tale form) or recall from the works of A.S. Pushkin. (Examination).
And now two more fairy tales, do you know which ones?
And I asked my question: am I the prettiest, the most rosy and the fairest in the world?
Balda's idea of doing this is no joke!
An old Bes came out of the sea and asked why you came to us, Balda.
The clear month continued to wait, perhaps the wind knows about it.
Children call fairy tales. Place punctuation marks. Use diagrams. 1st option - “The Tale of the Dead Princess”, 2nd option - “The Tale of the Priest and his worker Balda”. Checking on the board, arranging signs with explanation.
Gradually we got to the last fairy tale.
The governor says that the cockerel is crowing again.
What fairy tale are these lines from? (“The Tale of the Golden Cockerel.”)
But this sentence is called a sentence with indirect speech. How does it differ from direct speech sentences? (In terms of meaning, the speech is already in a distorted form, not conveyed verbatim. According to punctuation marks, it is written in the form of a complex sentence.)
Indirect speech conveys the content of someone else's statement (i.e., the general meaning), but does not reproduce it verbatim. It is written in the form of a complex sentence.
Write down this sentence.
What can you say about him, give a description. (Declarative, non-exclamative, complex; 1st part- undistributed, part 2- common because there is a minor member- circumstances of the course of action.)
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Now write down this sentence like A.S. Pushkin, i.e., as a sentence with direct speech. Write in notebooks, correct on the board. Our lesson has come to an end. What do you want to say about the lesson? What did you especially like? What would you change?
Who liked the way it worked? Who thinks that they have not worked to the best of their ability?
At home: write down 4-5 sentences with direct speech from the fairy tales of A. S. Pushkin and write down diagrams for them.
Didactic games in the Russian language
1. Find words with prefixes.
Bring, roll, hide, lead, bake, raise, rejoice, laugh, help, learn, run away, slippery.
2. Find the “extra” word by type of declension. Speech, news, clearing, power.
Glade, hand, bird cherry, mouth.
Kostya, St. Petersburg, train, station.
Courage, drops, honeysuckle, pride.
Childhood, adventure, heritage, technology.
People, island, basket, gift.
Warmth, heritage, mountain, wealth.
Berry, bowl, fire, squad.
3. Indicate animate masculine nouns in the instrumental case.
Dream about summer.
Hide behind an oak tree.
Sit on the shore.
Standing in front of your father.
Watch the house.
To draw with a pencil.
Relax under a tree.
Look under the table.
Play with a friend.
4. Find the feminine noun in the dative case.
Come to grandma.
Tell dad.
Book about nature.
Play in the yard.
Walk down the street.
Poems about spring.
Approach your sister.
Birthday gift.
Dream about a walk.
Help mom.
5. Choose sentences according to the scheme: definition, subject, predicate.
We are waiting for the train.
The younger brother has grown up.
The birds are singing loudly.
Yellow leaves are falling.
Sunday is over.
Didactic games in mathematics.
1. How many two-digit numbers can be made from the numbers 1, 2, 3, provided that the numbers in the number are not repeated? List all these numbers and find their sum.
Answer: 12, 21, 13, 31, 23, 32.
2. Replace the asterisks with numbers: *** - 1 = *** Answer: 1000 - 1 = 999.
3. The father of one citizen is called Nikolai Petrovich, and the son is Alexey Vladimirovich. What is the citizen's name?
Answer: Vladimir Nikolayevich.
4. In the village of Prostokvashino, Uncle Fyodor, the cat Matroskin, the dog Sharik and the postman Pechkin are sitting on a bench in front of the house. If the dog Sharik, sitting on the far left, sits between the cat Matroskin and Uncle Fyodor, then Uncle Fyodor will be on the far left. Who sits where?
Answer: Uncle Fyodor, dog Sharik, cat Matroskin, postman Pechkin.
5. A notebook is cheaper than a pen, but more expensive than a pencil. What is cheaper: a pencil or a pen?
Answer: pencil.
6. Pick up the numbers.
Answer:
7. Magic squares.
Answer:
At the third stage (control experiment), we summed up the work done to develop independence through games. The results of the study are reflected in the summary table.
Table 1 Diagnostics of methods for solving the problem
Thus, the coefficient of originality of each subject in all groups turned out to be closely related to the identified types of solutions to the proposed problems. The more complex the type of solution, the method of manipulating imaginative images that a child used, the higher his originality coefficient was in a given age group.
Conclusions on Chapter 2
Pupils of grade 3 “B” from secondary school No. 57 in Moscow took part in the study. During the study, subjects were offered various didactic games in Russian language and mathematics lessons. As the study showed, these lessons became the most interesting for children; they increased the productivity of completing tasks.
At the first stage of the study, we identified 4 types of solutions by schoolchildren to experimental tasks for independence.
This work was based on the methodology of N.F. Vinogradova. This technique provides for several components of the student’s development: the ability to apply acquired knowledge; the ability to acquire knowledge.
For younger schoolchildren, one of the most relevant activities is playing. This program provides not only didactic games, but also role-playing games. This is due to the characteristics of role-playing games: the child takes on a role, acts in an imaginary situation, enters into playful relationships with peers, and together with them creates the plot of the game.
To make the learning process person-oriented, it is necessary to: recognize the right of each child to self-worth, individuality, the desire to independently acquire knowledge and apply it in varied and interesting activities.
At the third stage (control experiment), we summed up the work done to develop independence through games. We came to the conclusion that when using game techniques in lessons, younger schoolchildren develop independence to a greater extent.
Conclusion
Play arises from the child’s need to learn about the world around him, and to live in this world as adults do. Play, as a way of understanding reality, is one of the main conditions for the development of children's imagination and independence. It is not imagination that gives rise to play, but the activity of a child exploring the world that creates his fantasy, his imagination, his independence. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, and creates conditions for the development of abstract thinking. The game is a favorite form of activity for younger schoolchildren. In play, children master game roles, enrich their social experience, and learn to adapt to unfamiliar situations.
The game method of involving a student in activities presupposes a personal approach, when the teacher is focused on the personal approach as a whole, and not just on his functions as a student. A game is not entertainment, but a special method of involving children in creative activities, a method of stimulating their activity. Play as a problem of education requires tireless, daily thinking of parents, and requires creativity and imagination from teachers.
The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc.
The active introduction into the traditional educational process of various developmental activities, specifically aimed at the development of the child’s personal-motivational and analytical-syntactic spheres, memory, attention, imagination and a number of other important mental functions, is in this regard one of most important tasks teaching staff.
The goal of the work has been achieved. The problems are solved, the hypothesis is confirmed.
Bibliography
1. Asmolov A. G. Psychology of personality. - M.: MSU Publishing House, 2008. - 367 p.
2. Bozhovich L.I. Selected psychological works. - M. Publishing House Academy, 1997. - 300 p.
3. Bozhovich L.I. Problems of personality formation. - M.: International Pedagogical Academy, 1996.- 212 p.
4. Vygotsky L. S. Psychology. - M.: EKSMO-Press Publishing House, 2000. - 1008 p.
5. Gurevich P. S. Psychology and pedagogy. - M.: Unity-Dana Publishing House, 2005.-320 p.
6. Gurevich P. S. Psychology. - M.: Yurayt Publishing House, 2011. - 608 p.
7. Enikeev M.I. General and social Psychology. - M.: Publishing House Infra-M, 2010. - 640 p.
8. Esipov B.P. Independent work of students in lessons. - M., 1961. - 238 p.
9. Krol V. M. Psychology. - M.: Publishing house graduate School, 2009. - 325 p.
10. Krysko V.G. Psychology and pedagogy. Questions and answers. Structural diagrams. - M.: UNITY-DANA, 2004.- 367 p.
11. Nemov R.S. Psychology. In 3 volumes - M: VLADOS Publishing House, 2001.
12. Nurkova V.V. Psychology. - M Bodalev A.A. Psychology of Personality. - M.: MSU Publishing House, 1988. - 125 p.
13. General psychology. / Ed. Petrovsky A.V. - M.: Publishing house Enlightenment, 1976. - 479 p.
14. Psychology and pedagogy / Ed. A.A. Radugina. - M.: Center, 2003. - 315 p.
15. Pidkasisty P.I. Independent cognitive activity of schoolchildren in learning. M., 1980. - 123 p.
16. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg, Peter, 2003. - 732 p.
17. Slastenin V.A., Kashirin V.P. Psychology and pedagogy. - M.: Academy, 2001. - 480 p.
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Independent work of children of primary school age, its characteristics and organization. Manifestations of child independence in educational, play and work activities. Pedagogical conditions for its stimulation. Organization of control and assessment of schoolchildren.
At primary school age, it is possible to successfully form the quality under study, relying on the characteristic features of the psyche of a junior schoolchild. Psychologists note the child’s active desire for independence, manifested in psychological readiness for independent actions. Younger schoolchildren have an increasing need for independence; they want to have their own opinion about everything, to be independent in matters and assessments.
When characterizing the independence of a junior schoolchild, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for active activity and independence is determined by the characteristic qualities of the psyche of a junior schoolchild: emotionality, impressionability, mobility. At the same time, children are inherently suggestible and imitable. Has such a character trait of a younger schoolchild as impulsiveness been noted? the tendency to act immediately under the influence of immediate impulses, motives, for random reasons, without thinking and without weighing all the circumstances. Younger schoolchildren are very emotional; they do not know how to restrain their feelings or control their external manifestation. Schoolchildren are very spontaneous and frank in expressing joy, sadness, and fear. They are distinguished by great emotional instability and frequent mood swings. Independence is a very important strong-willed quality. The younger the students, the weaker their ability to act independently. They are unable to control themselves, so they imitate others. In some cases, lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of behavior of the teacher and surrounding people are positive.
The age characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint.
Available scientific data indicate that by the beginning of primary school age children achieve pronounced indicators of independence in different types activities: in play (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).
During the primary school period, the type of leading activity changes: does role-playing play, in which the preschooler primarily develops, give way to learning? strictly regulated and assessed activities.
The student’s independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate a new situation, to see a question or task for oneself and to find an approach to solving them. It manifests itself, for example, in the ability to approach complex learning tasks in one’s own way and complete them without outside help. The student’s independence is characterized by a certain criticality of mind, the ability to express his own point of view, independent of the judgment of others.
At primary school age, play activities continue to occupy a large place. Play influences the development of a child’s personality. It helps younger schoolchildren develop communication skills, develops feelings, and promotes volitional regulation of behavior. Children enter into complex relationships of competition, cooperation and mutual support. Claims and recognition in the game teach restraint, reflection, and the will to win. Independence is revealed in the design and development of plots of complex collective games, in the ability to independently carry out a difficult and responsible task entrusted to the group. The increased independence of children affects their ability to evaluate the work and behavior of other children.
Role-playing games for younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. Thus, a low-achieving schoolchild takes on the role of a good student in games that are lighter compared to real conditions, turns out to be able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, role-playing game can be considered as a way to encourage a younger student to self-education.
Younger schoolchildren enjoy playing educational games. Didactic games not only contribute to the development personal qualities, but also help develop educational skills. They contain the following elements of activity: game task, game motives, educational solutions to problems. As a result, students acquire new knowledge about the content of the game. In contrast to the direct setting of an educational task, as happens in the classroom, in a didactic game it arises “as a game task of the child himself. The methods for solving it are educational. Elements of the game in the learning process evoke positive emotions in students and increase their activity. Junior schoolchildren with great interest they carry out those work tasks that are playful in nature.
The manifestation of independence of younger schoolchildren is also considered in work. During labor lessons, students often work unorganized: they are hampered by the rapid distractibility and lack of independence characteristic of this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide it himself, interrupts work and immediately turns to the teacher for help. When a student acquires some basic skills and can work independently, he begins to introduce creative aspects into his work that reflect his individual characteristics.
The student will be able to work independently only when he acquires the skills and abilities necessary to carry out this work, knows how to work, and begins to apply the strengthened skills and knowledge in a new environment, deciding for himself how to act and in what sequence. By solving practical problems with the direct participation of the teacher, the student develops independence. Some children immediately stop working if they encounter difficulties and wait for help from the teacher. As a rule, these are those students who engage in labor only at school; at home they do not make anything or do any work. Some students, having encountered difficulties in the course of work, begin to think, search and achieve independent decision question. Lacking the proper skills and abilities, these schoolchildren make mistakes and spoil their work; disregarding their capabilities, they begin to work without thinking about what such activity will lead to.
Independent activity of younger schoolchildren takes place in the most various forms. Could this be independent cognitive activity, educational work? experimental site, independent reading, observation, preparing answers to questions. When characterizing the independence of younger schoolchildren, one should also note the fairly stable nature of its manifestation.
The leading activity of junior schoolchildren is educational activity. Significant view activity remains a game. Based on the psychological characteristics of this age, we can conclude that independence, as a volitional quality of younger schoolchildren, is manifested in work and play activities, in communication, in a group of peers, in the family.
All of the above should be taken into account when developing independence as the leading personality trait of a primary school student.
Kapko Svetlana Vasilievna
Naumova Tatyana Nikolaevna
Development of independence in children
primary school age
The relevance and formulation of the research problem, the successful solution of complex problems of training and education in a modern school, in particular, is inextricably linked with the problem of intensification pedagogical process, searching for the most effective methods, forms and techniques of working with students. The task in modern conditions is to implement maximum independence of primary school students in the educational process. An analysis of research on the problems of effectiveness and optimization of learning, as well as the practice of schools, makes it possible to verify that one of the main conditions for improving the quality of education is the formation in younger schoolchildren of independent thinking, the ability to independently obtain and analyze information.
The formation of independence already at primary school age can be called one of the priority tasks of the school. Activating the independence of schoolchildren in educational and other activities is one of the pressing problems of modern pedagogical theory and practice. Independence is considered in two different but interrelated aspects: as a characteristic of a student’s activity and as a personality trait. Independence as a characteristic of a student’s activity in a specific learning situation is his constantly demonstrated ability to achieve the goal of the activity without outside help. In activities and communication with adults and peers during this age period, such strong-willed character traits as independence, self-confidence, perseverance, and endurance are formed. In this connection, the search for teaching methods that promote the development of skills for independently solving educational and life difficulties becomes an urgent problem. Analysis of pedagogical and psychological research indicates that the problem of stimulating the independence of schoolchildren attracts many researchers.
Junior school age, like any other, is characterized by the fact that a child who has become a schoolchild wants to become a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing immediate desires.
Independence - independence, freedom from external influences, coercion, from outside support, help. Independence – the ability to act independently, make judgments, have initiative, and determination. Analysis of psychological and pedagogical research shows a variety of approaches to defining the concept of “independence”: the intellectual abilities of the student and his skills that allow him to study independently; the student’s readiness to advance in mastering knowledge on their own; a personality trait manifested in the desire to acquire knowledge and methods of activity on one’s own.
Available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities: in play, in work, in cognition, in communication. Each period of a child’s life and development is characterized by a certain leading type of activity. At primary school age, the leading activity is educational activity. In educational activities, he develops self-control and self-regulation skills.
Based on a theoretical study of research on the problem of developing independence in schoolchildren, a system of pedagogical conditions for stimulating independent activity of schoolchildren was developed, consisting of the following elements:
diagnosing the levels of independent activity of students.
modeling the stimulating effect on the process of independent activity of junior schoolchildren and organizing independent activity of students based on a set of incentives;
analysis and correction of independent cognitive activity of schoolchildren, modeling of a new situation.
Based on work experience, a Memo for Parents was created:
Five simple rules that will help our children become more independent:
1) Follow a daily routine.
2) When seeing your child off on the first floor in the morning, check whether you have given him all the things. Don't go up to the second floor. Don't go into class.
3) Don't give unnecessary things to school.
4) When picking up your child from school, call the class, or the class’s mobile phone.
5) Ask your child about the day at school. Praise him even for small successful independent steps.
Available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities.
Each period of a child’s life and development is characterized by a certain leading type of activity. In domestic psychology, leading activity is understood as one during which qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits occurs, and mental new formations appear that are characteristic of this particular age. At primary school age, the leading activity is educational activity.
The formation of a child’s independence is carried out in educational activities, which are purposeful, effective, mandatory, and voluntary. It is assessed by others and therefore determines the student’s position among them, on which his internal position, his well-being, and emotional well-being depend. In educational activities, he develops self-control and self-regulation skills.
The student’s independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate a new situation, to see a question or task for oneself and to find an approach to solving them. It manifests itself, for example, in the ability to approach complex learning tasks in one’s own way and complete them without outside help. The student’s independence is characterized by a certain criticality of mind, the ability to express his own point of view, independent of the judgment of others.
A.I. Zimnyaya emphasizes that the student’s independent work is a consequence of his correctly organized educational activity in the classroom, which motivates its independent expansion, deepening and continuation in his free time. Independent work is considered as the highest type of educational activity, requiring from the student a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving the student satisfaction, as a process of self-improvement and self-awareness.
Great opportunities To develop the independence of students, the teacher has a role in the classroom and in extracurricular work. Social assignments, helping comrades, collective affairs - all this should be organized so as not to replace the initiative of the children, but to give schoolchildren the opportunity to show their independence.
At primary school age, play activities continue to occupy a large place. Independence is revealed in the design and development of plots of complex collective games, in the ability to independently carry out a difficult and responsible task entrusted to the group. The increased independence of children affects their ability to evaluate the work and behavior of other children.
At this age, children's role-playing games continue to occupy a large place. While playing, primary schoolchildren strive to master those personality traits that attract them in real life. Thus, a low-achieving schoolchild takes on the role of a good student and, in game conditions that are easier than in real ones, is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, role-playing game can be considered as a way to encourage a younger student to self-education.
At primary school age, children also enjoy playing didactic games (story-based, subject-based, competitive). They contain the following elements of activity: game task, game motives, educational solutions to problems. As a result, students acquire new knowledge about the content of the game. In contrast to the direct setting of an educational task, as happens in the classroom, in a didactic game it arises as a game task for the child himself. The methods for solving it are educational. Elements of the game in the learning process evoke positive emotions in students and increase their activity. Younger schoolchildren carry out with great interest those work tasks that are playful in nature.
So, at primary school age, you can use the game as a means of developing independence in children’s educational and work activities.
At primary school age, the formation of the most important personality traits is influenced, in addition to academic work, by work activity. The division of labor into independent, responsible activity changes its nature and content. Labor takes on the character of an expanded activity, consisting of a series of actions.
It is very important to develop such a strong-willed quality as independence in labor lessons. A feature of a primary school student at the beginning of his education is his interest not in the result, but in the process of work. Due to great distractibility and involuntariness at first, the student often does not follow the pattern, receives some random details and begins to invent things himself. Training in planning, drawing up drawings, and operational actions teaches younger schoolchildren to act consistently, purposefully, and develops arbitrariness.
Great importance for the formation of. younger schoolchildren have feelings of independence in their work activities that are associated with successfully completed work. The child experiences joy, satisfaction from the fact that he is doing something with his own hands, that he is good at this or that thing, that he is helping adults. All this encourages him to be active in work. Important here there is praise from the teacher, parents, etc.
Experience shows that those schoolchildren who bear certain work responsibilities in the family, as a rule, study better and develop a positive attitude towards educational work. Adults organize and direct work activities, and their task is to achieve maximum independence and mental activity of the child in the labor process.
Of particular importance for development at this age is the stimulation and maximum use of independence in children’s educational, work, and play activities. Strengthening such motivation, for the further development of which the primary school age is particularly favorable time life, brings two benefits: firstly, the child is reinforced with a vitally useful and fairly stable personality trait - independence; secondly, it leads to the accelerated development of a variety of other abilities of the child.
1. Independence is defined as one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them on their own. Independence presupposes a person’s responsible attitude to his behavior, the ability to act consciously and proactively not only in familiar surroundings, but also in new conditions, including those requiring non-standard solutions. Considering independence as a property of the individual, modern researchers emphasize that its integrative role is expressed in uniting other personal manifestations with a common focus on the internal mobilization of all forces, resources and means to implement the chosen program of action without outside help.
2. Age-related characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint. External signs of students' independence are their planning of their activities, completing tasks without the direct participation of the teacher, systematic self-monitoring of the progress and results of the work performed, its correction and improvement. The internal side of independence is formed by the need-motivational sphere, the efforts of schoolchildren aimed at achieving a goal without outside help.
3. The leading activity of younger schoolchildren is educational activity. Play remains a significant activity. The independence of schoolchildren is formed in work and play activities, in communication in a group of peers and under the influence of the authority of the teacher as a significant person.
