Cognitive universal actions include general educational, logical, actions, posing and solving problems.
General educational universal actions: independent identification and formulation of a cognitive goal; search and selection of necessary information; application of information retrieval methods, including with the help of computer tools: sign-symbolic - modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic) and transformation of the model in order to identify the general laws that define this subject area; ability to structure knowledge; the ability to consciously and voluntarily construct a speech statement in oral and written form; choosing the most effective ways to solve problems depending on specific conditions;
reflection on methods and conditions of action, control and evaluation of the process and results of activity; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
Universal logical actions - analysis of objects in order to isolate features (essential, non-essential) - synthesis as the composition of a whole from parts, including independently completing, replenishing the missing components; - selection of bases and criteria for comparison and classification of objects; - summing up concepts, deriving consequences; - establishing cause-and-effect relationships, - building a logical chain of reasoning, - proof; - putting forward hypotheses and their substantiation.
Statement and solution of the problem formulation of the problem; independent creation of ways to solve problems of a creative and exploratory nature.
Requirements for the results of students mastering the basic educational program of basic general education for the formation of cognitive learning activities: the formation of goal setting in educational activities as the ability to independently set new educational and cognitive goals and objectives, transform a practical task into a theoretical one, and set target priorities.
Cognitive activity is a person’s active study of the surrounding reality, during which the child acquires knowledge, learns the laws of existence of the surrounding world and learns not only to interact with it, but also to purposefully influence it.
Methods for the formation of cognitive universal educational actions Using ICT: Demonstration-type lessons. This type of lessons is the most common today. The information is shown on a large screen and can be used at any stage of the lesson. The work uses both ready-made presentations on topics, materials modified to suit your presentation, and materials created by yourself. Computer testing lessons. Test programs allow you to very quickly evaluate the result of your work and accurately identify topics in which there are gaps in knowledge. They are not used so often, as a rule, this is possible in a computer science classroom in which there is a local network, but it is not always free. Design lessons. In such a lesson, students individually or in a group work with a constructive environment in order to create a booklet, brochure, presentation, leaflet, etc. In lessons, too, as a rule, this happens very rarely; most often it acts as a form of preparing homework.
Information search on the Internet Information search allows you to select from a variety of documents only those that answer a given problem.
Use of multimedia aids. 1) electronic textbooks, electronic encyclopedias, media libraries of digital educational resources; 2) electronic interactive simulators, tests; 3) Internet resources. These groups of tools can act as a source of knowledge, as well as a means of developing students’ skills and abilities.
Project activity of students is a joint educational, cognitive, creative or gaming activity of students that has a common goal, agreed upon methods, methods of activity, aimed at achieving a common result of the activity.
Research activity mental skills (analysis and highlighting the main thing; comparison; generalization and systematization; definition and explanation of concepts; specification, evidence and refutation, ability to see contradictions); skills and abilities to work with books and other sources of information; skills and abilities related to the culture of oral and written speech;
Starting from the 5th grade, children learn to make extracts, work with reference books (encyclopedias, reference books) and work with Internet resources. In grades 5-7, social studies lessons require the organization of work with various sources of information: textbook text, graphs, tables, illustrations and audio and video information; their analysis, characterization, comparison and comparison. Drawing up a text outline develops skills such as identifying logical parts of the text and determining the main thing.
Systematic work with concepts (from memorization to independent formulation, comparison, determination of the degree of generality) develops the skill of working with definitions and terms, which is necessary for research activities. Problem-based learning develops the ability to put forward a hypothesis, select arguments and draw conclusions, formulate one’s own point of view on a problem, the presentation of which develops the student’s speech. The ability to think independently, analyze, and draw conclusions will allow the student to move from the ability to formulate a personal judgment and answer to the ability to choose an alternative based on available information and logically master the practice of making rational decisions.
Problem-based learning presupposes the active “research” activity of the student, he goes through the entire path of knowledge from the beginning to the receipt of the result (naturally, with the help of the teacher), and therefore every “discovery” of some scientific idea (law, rule, pattern, fact, event, etc.) etc.) becomes personally important for him.
The student not only acquires new knowledge and skills, but also becomes an initiative, independent, creative person. The main methodological element of problem-based learning is the creation of a problem situation in which the student encounters an obstacle and cannot overcome it in a simple way (for example, only with the help of memory). To get out of this situation, the student must acquire (deepen, systematize, generalize) new knowledge and expediently apply it.
Methodological techniques for the formation of cognitive UUD “Chamomile of Questions” (“Bloom’s Chamomile”) Taxonomy (from ancient Greek - arrangement, structure, order) of questions, created by the famous American psychologist and teacher Benjamin Bloom, is quite popular in the world of modern education. These questions are related to his classification of levels of cognitive activity: knowledge, understanding, application, analysis, synthesis and evaluation.
Simple questions. When answering them, you need to name some facts, remember, and reproduce some information. They are often formulated using traditional forms of control: using terminological dictations, etc. Clarifying questions. They usually start with the words: “So you say that. . . ? ", "If I understand correctly, then. . . ? ", "I could be wrong, but I think you said Fr. . . ? ". The purpose of these questions is to provide feedback to the person regarding what they just said. Sometimes they are asked to obtain information that is not in the message, but is implied.
Interpretive (explanatory) questions. Usually they start with the word “Why? ". In some situations (as discussed above) they may be perceived negatively - as forced to justify. In other cases, they are aimed at establishing cause-and-effect relationships. Creative questions. When there is a particle “would” in the question, and in its formulation there are elements of convention, assumption, fantasy of forecast.
Assessment questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. Practical questions. Whenever a question is aimed at establishing the relationship between theory and practice, we will call it practical.
Technique “Training brainstorming” Technology of “brainstorming” The main task of brainstorming is the production of ideas. Searching for and producing ideas is a complex creative process that can take place effectively in group forms if appropriate conditions are created for this.
Technique “True - False Statements” Used at the challenge stage, several statements are offered on a topic that has not yet been studied. Children choose the “true” statements based on their own experience or simply by guessing. There is a mood to study a new topic, key points are highlighted. In one of the next lessons we will return to this technique in order to find out which of the statements were true, at the reflection stage.
“Wise Owls” technique Students are invited to independently work through the content of the textbook text (individually or in a group). Students are then given a worksheet with specific questions and activities to help them process the information contained in the text. Let's look at examples of such tasks: The basics of working on a text. Find the main (new) concepts in the text and write them down in alphabetical order. What weren't you expecting? Select new information from the text that is unexpected for you. Do you already know the latest news? Write down the information that is new to you. The main life wisdom. Try to express the main idea of the text in one phrase. Or which of the phrases in each section is the central statement, which phrases are key?
Known and unknown. Find in the text the information that is known to you, and the information that was previously known. Illustrative image. Try to illustrate the main idea of the text and, if possible, your reaction to it in the form of a drawing, diagram, cartoon, etc. An instructive conclusion. Is it possible to draw conclusions from what you read that would be significant for future activities and life? Important topics to discuss. Find statements in the text that deserve special attention and are worthy of discussion as part of a general discussion in class. Next, a discussion of the results of the work is organized. In this case, the following steps may be outlined: searching for additional information, homework for individual students or groups of children; highlighting unsolved problems, determining subsequent stages of work.
"Fishbone" technique The "Fishbone" scheme translated means "fish bone". The “head” of this skeleton indicates the problem that is discussed in the text. The skeleton itself has upper and lower bones. On the top bones, students note the causes of the problem being studied. Opposite the upper ones are the lower ones, on which facts are written along the way, confirming the presence of the reasons they formed. Entries should be brief and contain key words or phrases that reflect the essence of the facts.
The criteria for the formation of cognitive universal educational actions will be the following skills: searching for the necessary information to complete educational tasks; the use of sign-symbolic means, including models and diagrams for solving educational problems; focusing on a variety of ways to solve problems; possess techniques for meaningful reading of literary and educational texts; be able to analyze objects with the identification of essential and non-essential features; be able to carry out synthesis as the composition of a whole from parts; be able to carry out comparison, serialization and classification according to specified criteria; be able to establish cause-and-effect relationships; be able to construct reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections; be able to establish analogies; carry out an extensive search for information using the resources of the library, the educational space of the native land (small homeland); create and transform models and diagrams to solve problems; be able to select the most effective ways to solve educational problems depending on specific conditions.
Methods for diagnosing cognitive UUD Tests. Testing. Diagnostics, which offers three types of universal skills: intellectual (perception and intellectual processing of information, the effectiveness of intellectual activity), organizational, communicative (expressing one’s own thoughts, conducting a discussion, interaction in a group).
Memo for teachers How to help a student master cognitive learning tools? Cognitive UUD: 1. If you want children to learn the material, teach them to think systematically in your subject (for example, the basic concept (rule) - example - the meaning of the material) 2. Try to help students master the most productive methods of educational and cognitive activity, teach theirx to study. Use diagrams and plans to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells it that knows, but the one who uses it in practice. Find a way to teach your child to apply his knowledge. 4. Develop creative thinking through a comprehensive analysis of problems; Solve cognitive problems in several ways, practice creative tasks more often.
Technological map of a lesson A technological map in a didactic context represents a project of the educational process, which presents a description from goal to result using innovative technology for working with information.
The task of the technological lesson map: to reflect the activity approach to teaching. This is a way of graphically designing a lesson. The forms of such cards can be very diverse.
The structure of the technological map includes: the name of the topic, indicating the hours allocated for its study, the goal of mastering educational content, the planned results (personal, subject, meta-subject, information-intellectual competence and learning achievements) meta-subject connections and organization of space (forms of work and resources) basic concepts of the topic technology studying the specified topic (at each stage of work, the goal and predicted result are determined, practical tasks are given to practice the material and diagnostic tasks to check its understanding and assimilation) control task to check the achievement of the planned results
Didactic structure of the lesson Organizational moment. Time: Main stages: Checking homework Time: Stages: Studying new material Time: Stages: Consolidating new material Time: Stages: Control Time: Stages: Reflection Time: Stages: Teacher activity Student activity Assignments for Planned student results, Subject UUD implementation (Cognitive UUD). which (Communicative UUD). will lead to (Regulatory UUD). achieving planned results
Formation of cognitive learning tools by means of intellectual learning tasks in Russian language lessons in primary school
annotationThis work is intended for primary school teachers implementing any teaching materials. The work highlights the structure of the lesson using the methodology of comprehensive intellectual development. The application contains intellectual tasks for each stage of the lesson and lesson development.
Explanatory note
The topic of the work, in my opinion, is relevant, since the innovative processes taking place today in the system of teacher education most acutely raise the issue of preparing a highly educated, intellectually developed individual.
Scientific and technological progress dictates certain requirements for a person of the 21st century: he must be not just a creator, but a creative and intellectually developed creator, therefore I believe that the education and development of such a person should be carried out by a modern school, where the principles of an individual approach to students are implemented.
I am convinced that the most important place in the school education system is given to the primary classes, as the basic link in the development of an intellectual and creative personality. While testing the “Prospective Primary School” program, I was faced with a problem: how to intensify the intellectual activity of students with different mentalities, make learning comfortable, and help strengthen the mental and physical health of children?
I set a goal for myself: to create conditions for enhancing the intellectual activity of schoolchildren; increase the effectiveness of educational activities through the development of intellectual abilities of schoolchildren.
Based on the goals of my pedagogical activity, the following tasks appeared: to raise the level of both logical and abstract thinking, i.e. present educational material in a more voluminous manner, highlighting its logical and figurative aspects; take into account the age and individual characteristics of students; to develop a system of exercises that develop the intellectual activity of younger schoolchildren.
Having studied the structure of intellectual abilities, I came to the conclusion that in order to develop the personality of a primary school student, the following intellectual abilities should be updated: thinking, memory, attention.
Introduction
Intellectual development occurs in the early stages of personality development. Scientific research in recent years indicates that each age level has its own readiness to develop certain aspects of intelligence.
A child entering school is not always sufficiently prepared to study there for a number of reasons. One of them is intellectual passivity. Psychologists consider intellectual passivity as a consequence of improper upbringing and training, when a child did not go through a certain path of mental development in the preschool period and did not learn the necessary intellectual skills and abilities.
In this regard, newly arrived students join the ranks of underperforming students in schools. It is difficult for them to study both the subject of the Russian language and other subjects. Among the underperforming primary school students there are children with various speech disorders. Speech is one of the central, most important mental functions. The development of thinking largely depends on the development of speech.
Primary school should teach children entering school not only to read and count, but also to write correctly, continuing to develop the child as an individual.
Children with fairly good pre-school preparation also enter 1st grade. They have developed speech and no intellectual passivity. How to present educational material so that it is interesting for some and not difficult for others, so that all students learn the educational material? In search of a solution to this problem, I began to use G.A. Bakulina’s technique. The technique promotes the comprehensive development of intellectual characteristics of primary school students in Russian language lessons and increases speech activity.
Intelligence is the basis of subjectivity. The core of subjectivization is the student’s logical thinking, which contributes to a conceptual understanding of the world around him. Therefore, subjectivization presupposes the content of the educational process, which primarily stimulates the development of mental qualities. In combination with them, speech, memory, attention and other qualities of students’ intelligence are successfully improved. The subjectivization of the learning process is understood as the conscious social and active inclusion of the student in the planning, organization and implementation of his educational and cognitive activities.
To implement a system of comprehensive intellectual development in the learning process, traditional types of lessons are used (learning new material, consolidating knowledge, summarizing accounting and control, combined lessons) while maintaining all the main stages. However, the methodology for conducting each stage of the lesson changes significantly.
The novelty of this technique lies, first of all, in the fact that subjectivization is the basis as a system-forming factor, which is understood as a qualitatively new level of conscious active activity of students in the Russian language lesson, their participation in the planning and implementation of all or most of its structural stages. Certain changes are being made to the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what has been learned; increasing the use of proverbs, sayings, phraseological units; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms.
The updated educational content helps expand students' horizons, deepens knowledge about the world around them, promotes the development of the child as an individual, activates children's mental activity, and provides an opportunity for the development of students' speech abilities.
Changes in the organization of the Russian language teaching process are associated with the implementation of a number of principles for conducting lessons. Along with generally accepted principles, we will use the following principles:
- the principle of versatile developmental influence on the child’s intelligence;
- the principle of an effective approach to learning;
- the principle of a reasoned answer presupposes a complete, consistent, evidence-based explanation by students of their opinion;
- the effective implementation of the above principles depends on the principle of cooperation, business partnership between the teacher and students.
The mobilizing stage of the lesson is introduced into the structure of the lesson. The goal of the mobilizing stage of each lesson is to involve the child in work. Its content includes three groups of exercises, which provide for various operations with letters (graphic representation, symbols, imaginary patterns). The exercises are designed for 2-4 minutes of the lesson and are designed to improve the child’s thinking. At the same time as thinking, attention, memory, intelligence, observation, and speech ability develop.
At this important stage, students’ knowledge on a specific topic is updated and deepened, as well as the improvement of the most important qualities of intelligence (speech, attention, memory, thinking, etc.), and their further development. To solve these problems, schoolchildren carry out mental operations indicated by the teacher with the underlying mental material and, as a result, come to the desired conclusion.
For the formation of cognitive UUD– tasks are selected, the correct result of which cannot be found in a finished form in the textbook. But in the texts and illustrations of the textbook and reference books there are hints that allow you to complete the task.
Cognitive universal educational actions include: general educational actions, actions of posing and solving problems, and logical actions and provide the ability to understand the world around us: the readiness to carry out a directed search, processing and use of information.
Cognitive learning skills include the following skills: awareness of a cognitive task; read and listen, extracting the necessary information, as well as independently finding it in textbooks, workbooks, and other additional literature; to carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions; perform educational and cognitive actions in materialized and mental form; understand information presented in pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.
Translating a text into a sign-symbolic language is not needed in itself, but to obtain new information. Teaching according to current programs of any academic subjects involves the use of various sign-symbolic means (numbers, letters, diagrams, etc.)
Of the different types of activities with sign-symbolic means, modeling has the greatest application in teaching. Moreover, in the concept of developmental education D.B. Elkonina - V.V. Davydov, modeling is included in educational activities as one of the actions that should be formed by the end of primary school.
Modeling is also used in Russian language lessons. At the literacy stage, these are sentence models, then word sound models, which are then converted into letter ones. We use these models throughout the Russian language course when studying the topic “Spelling”. Models are very helpful in lessons for setting an educational task, where children can see the discrepancy in the scheme, fix the gap between knowledge and ignorance, and, after conducting research, change or clarify this scheme.
Effective stimulation of students' cognitive activity is largely ensured by expanding the scope of using search, partial search, and problem-based methods for studying new educational material.
In elementary school, students must master such elements of logical actions as: comparison, classification, identifying features of objects, defining a familiar concept through genus and specific difference, and making simple conclusions based on given premises. Therefore, it is advisable to begin teaching logical actions with the formation of the corresponding elementary skills, gradually complicating the tasks. With the help of exercises, children’s knowledge is not only consolidated, but also clarified, independent work skills are formed, and thinking skills are strengthened. Children constantly have to analyze, compare, compose phrases and sentences, abstract and generalize. At the same time, the simultaneous development of a number of the most important intellectual qualities of the child is ensured: attention, memory, various types of thinking, speech, observation, etc. Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important characteristics of objects are reflected in the concept. A concept is what we understand when we pronounce or write a word.
There are different relationships between concepts. Firstly, the species-genus relationship. These are relationships when all objects included in the “species” are also included in the “genus” and have common essential features. For example, sandals are shoes, perch is fish.
When selecting material for students to work at this stage, it is necessary to take into account the fact that the tasks offered to students must be of a developmental nature and have an impact on the development of relevant linguistic abilities. Exercises to develop linguistic abilities deserve special attention. (Annex 1)
Closely connected with the mobilizing stage (and sometimes with another fragment of the lesson), the next mandatory stage of the lesson is the formulation by students of the topic and purpose of the lesson. This is a kind of logical-linguistic task that students solve in the process of analytical-synthetic activity and formulate in the form of a short text - an inference.
Students’ formulation of the topic and purpose of the lesson is very important from the point of view of its functional load: it significantly increases the level of subjectivization of the educational process, since students create an internal attitude and self-orientation to achieve this goal, which operates throughout the entire lesson and ensures more fruitful work for children. the rest of the lessons.
Depending on the content of the material being studied and the structure of the lesson, this action may take place after the mobilizing stage, vocabulary and spelling work, or after repeating what was previously covered.
It is imperative to make clear to students the goals of their educational activities - performing every action in the lesson, every task, every exercise. Otherwise, the educational process organized by the teacher will not “touch” the student and will not create the need to become involved in it.
The principles of subjectivization of learning are also implemented in the course of studying language theory. New knowledge is not given to schoolchildren in a ready-made form - they must obtain it in the process of searching.
- independent identification by schoolchildren of the letter intended for writing
- formation by students of the theme of a minute of penmanship
A minute of penmanship becomes a universal structural part of the lesson. During its implementation, along with improving graphic skills, non-traditional types of phonetic analysis and analysis of words by composition are carried out, knowledge of the topics being studied in the Russian language is deepened, and the formation of intellectual qualities continues.
Gradually, students are involved in creating a penmanship chain. (Appendix 2)
An obligatory structural stage of a lesson conducted by means of subjectivization is vocabulary and spelling work, which is also based on the direct, active and conscious participation of schoolchildren in determining the new “difficult” word intended for learning.
Work on familiarization with a new vocabulary word ensures the student’s conscious educational and cognitive activity. The structure of vocabulary and spelling work has several parts:
- etymological note
- mastering the spelling of words
Introducing a new vocabulary word consists of students independently defining and formulating the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features. (Appendix 3)
A problem situation at a high level does not contain any hints or may have one hint, at an average there are 1-2 hints. At a low level, the role of hints is played by questions and tasks, answering which students come to a conclusion. (Appendix 4)
When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another set of intellectual qualities. All exercises have a number of requirements:
In grades 1-2 I use intellectual-linguistic exercises, with the help of which we ensure the development of intellectual qualities (sustainability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group according to characteristics, generalize, reason, prove, draw conclusions, and include various types of speech: internal and external, oral and written, monologue and dialogic.
(Appendix 5)
Physical education is no exception in complex intellectual development. During rest, physical activity is combined with mental activity. In accordance with the task, children respond with a certain movement to a sounding linguistic unit. For example, topic: “Stressed and unstressed vowels.” I will name the words. If you hear a word that only has a stressed syllable, spread your arms to the sides and bend forward. If a word has both stressed and unstressed syllables, arms along the body, tilts left and right. Forest, game, mushroom, gardens, night, fields, hedgehog, hedgehog, rook, house, sea, river, dust, needle.
I'm interested in using this technique. It makes certain changes to the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what has been learned; increasing the use of proverbs, sayings, phraseological units; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms. The updated educational content helps expand students' horizons, deepens knowledge about the world around them, promotes the development of the child as an individual, activates children's mental activity, and provides an opportunity for the development of students' speech abilities.
I try to teach every lesson so that cognitive learning skills develop. This includes comprehension of texts and assignments; the ability to highlight the main thing, compare, distinguish and generalize, classify, model, and conduct basic analysis. I often say: think, draw a conclusion, analyze, study the word. I try to create a playful atmosphere in the lessons that develops cognitive interest, relieves fatigue, helps to maintain attention, and activates students. That's why I use different exercises in every lesson.
I noticed that the higher the level of activity and self-organization of students, the more effective the learning process is at the final stage of the lesson. First of all, the activity and awareness of schoolchildren’s actions increases, interest in the subject increases, their intellectual and speech development intensifies, the quality of their knowledge significantly improves, and the level of literacy increases.
I believe that it is possible to develop the intellectual abilities of younger schoolchildren only with the overall harmonious development of the child, identifying inclinations, inclinations, interests, therefore I form the cognitive and creative abilities of younger schoolchildren while simultaneously activating their thinking and imagination.
Correct and systematic use of this methodology allows us to ensure the effective development of the most important intellectual qualities of students necessary for successful mastery of the Russian language, and to make the educational process exciting and interesting for students.
Thus, in the process of developing the logical thinking of children aged 7-10 years, perhaps the most important thing is to teach children to make, albeit small, but their own discoveries. It is not so much the finished result that is useful, but the decision process itself with its hypotheses, errors, comparisons of various ideas, assessments and discoveries, which ultimately can lead to personal victories in the development of the mind.
Annex 1
Methodology for the mobilization stageThe mobilizing stage is carried out immediately after the organizational part for 3-4 minutes. The goal of the mobilizing stage of the lesson is inclusion in work.
Tasks solved at the mobilizing stage:
- ensure the involvement of students in educational activities
- repeat, in a non-traditional form, previously studied material necessary to study a new topic
- based on this material, formulate a lesson topic
The content of the mobilizing stage consists of 4 groups of special exercises, which gradually become more complex. These are exercises with toys, geometric shapes, letters, words, sentences, texts. Exercises improve speech abilities, thinking and develop attention, memory, and observation skills.
Exercises to develop visual and effective thinking
1. Saying out loud the names of objects or images in the presented sequence and memorizing them.
2. The teacher carries out the required number of permutations
3. Reproduction by students from memory of the location of objects (images) before and after rearrangement with an oral description of the actions.
The main content of this group of exercises is comparison, comparative analysis. For example, an exercise with 3 permutations.
Y N U
U N Y
Students rearrange the cards, accompanying their actions with a story (I will put the card with the letter U in an empty pocket. In the pocket vacated after the letter U, you can place a card with the letter Y. In the empty pocket where the letter Y was, we will put the letter N.) Next, students formulate the topic of the lesson: “Compare the letters, find the extra one among them” (The extra letter N means the topic of the lesson is the letter N and the sounds it stands for.) Thus, the children make up a story - an inference.
The development of visual-figurative thinking is carried out with letters on the playing field. When completing tasks, students mentally perform actions with the letters without changing their position on the playing field, which conventionally depicts 9 houses connected by paths. Each house has 1 letter. The idea of this group of exercises was borrowed from A.Z Zak.
Exercises to develop verbal and logical thinking.
Verbal and logical exercises are a specially composed text, rich in spelling on the topic studied in class. Contains a task to carry out a logical operation - constructing an inference based on a comparison of judgments. Texts are presented both aurally and visually.
The purpose of these exercises is to develop speech, verbal-logical thinking, spelling vigilance and improve attention and memory.
Tasks:
1. Finding commonality in words and drawing conclusions. When studying the topic: “Declination of adjectives in the singular.” Write on the board: new, ancient, ready, spring, funny, long, flexible. Students need to determine what unites these words and say about the declension of which part of speech will be discussed in the lesson. (All words are singular adjectives. This means the topic of the lesson is “Declination of singular adjectives.” Then you can offer tasks related to spelling patterns.
2. Establishing a semantic connection in words; finding commonalities; implementation of grouping; eliminating unnecessary words, constructing inferences. Topic: “First declension of adjectives.”
M-rkov- k-rtofel- p-m-dor
M-ryak l-snick p-satel-
Sn-gir- -rel rook-
Grandmother - father of daughter -
Students need to read the words. Write, grouping by spelling, inserting the missing letters. Find commonality in words (nouns, common nouns, singular). Identify the superfluous among these words and determine the declension of which nouns today’s topic will be devoted to.
3. Submitting words to a concept, finding something in common, drawing a conclusion. Topic: “Declination of adjectives in the plural”
On the board there is a note: Beijing, London - ? (capital cities)
nightingale, canary -? (songbirds)
kind, honest - ? (positive human qualities)
For each pair of words, select a general concept in the form of phrases or phrases. Find something in common and tell us about the declination of which part of speech we will talk about in class. (Adjectives are plural.)
4. Finding commonalities and differences, grouping, constructing reasoning and inferences. Topic: “Declination of masculine and neuter adjectives.” On the board: an interesting story, a deep lake, a literary magazine, a new rule.
Determine what is written on the board, find commonalities. Find the differences and tell the declension of which adjectives the topic of the lesson will be devoted to. (Neuter and masculine adjectives)
5. Finding commonalities and differences, alternative grouping, constructing reasoning and inferences. Topic: “Spelling pronouns with prepositions.” On the board: (without) rockets, () last name, (for) him, (without) you, (with) her, (to) the city), (for) victory), (to) him.
Read, divide the words into as many groups as possible with an explanation. (Nouns with preposition, pronouns with preposition; genitive case, instrumental and dative cases). Name the spellings. Find an unknown spelling and formulate the topic of the lesson. (pronouns with prepositions)
6. Finding commonalities and differences, grouping according to two characteristics, constructing judgments and inferences. Topic: “Verb conjugation.” On the board: S-dish-, s-smolder-, kr-chish-, vl-zaesh-, zam-teaesh-, ch-rneesh-.
Read, find the general (verbs of the 2nd person, singular present tense. Written with ь at the end). Divide into groups based on two characteristics at the same time. (with an unstressed “e” in the root and ending – eat and with an unstressed “i” in the root and ending – ish). What question are we going to answer in class? (Why do we write the ending –ish in some verbs, and eat in others).
7. Finding commonalities and differences, grouping according to 4 characteristics, constructing reasoning and inferences. Topic: “Spelling not with a verb” On the board there are proverbs: The matter of laziness (does not) love. With a kind word you can melt a stone. Laziness (does not) do good.
Read, combine two according to 4 characteristics. (It talks about hard work, there is a subject and a predicate, there are no adjectives, there is a particle not) Determine which part of speech the particle not belongs to. Formulate the topic of the lesson.
8. Finding something in common, identifying a language category based on missing features, constructing reasoning and inferences. Topic: “Spelling unstressed case endings of adjectives” On the board: favorite city, new school, wide field, big brother, big window, high wall.
Read, determine the general, name phrases that do not contain neuter and feminine adjectives; find phrases that do not contain feminine and masculine adjectives; find phrases that do not contain masculine and neuter adjectives. Name the general grammatical feature of the adjectives of the last group and the existing spelling. Formulate the topic of the lesson.
Appendix 2
Structure and methodology for conducting penmanship minutes
A minute of penmanship consists of two stages: preparatory and executive. The preparatory stage consists of two parts:
1) determination and formulation by students of the topic of a minute of penmanship;
2) drawing up a plan for upcoming actions to write the letter and its elements
In the first part of the preparatory stage, special exercises are used aimed at simultaneously solving the following problems:
independent identification by schoolchildren of the letter intended for writing
formation by students of the theme of a minute of penmanship
At different periods of student learning, different
combinations of intellectual qualities of a person to be developed, their linguistic meanings and skills.
In the first year of study, simple speech and thinking exercises are used.
1. Look at this image. What letter will we write today? It occurs more often than others. How many times is she depicted?
R I U X B
OH
R M V G R
N
R Gradually, the number of guiding installations in tasks is gradually reduced.
2. Exercises aimed at developing analytical-synthetic thinking and speech abilities. A series of letters: t, p, k, e, n. What letter will we write? Explain why?
3. Exercises where the emphasis is on the development of abstract thinking and oral speech. Let's decipher this entry and determine the letter.
5 3 1
D V? (A)
4. Exercises aimed at developing speech, the ability to compare, contrast and find commonality in common linguistic phenomena, abstract
B O R T
Z U B R
O B O Z
BORSCH
Compare the written words with each other. Identify the letter and explain why?
5. Exercises aimed at the primary development of linguistic flair, speech, and intelligence.
Using this letter, all words of this scheme are formed
TO
T M L N K D
6. Exercises to develop speech, intuition, and intelligence.
P, V, S, CH, P, S,... (Monday, Tuesday....) You can also encrypt the names of numbers, months, make rows of vowels or consonants, going in order or through one, two, etc.
In the second and subsequent grades, the development of intellectual skills continues, but at a higher level of difficulty. These exercises stimulate the development of speech and thinking using various linguistic tasks. For example, through the selection of synonyms for the words: doctor - doctor, roar - ... (crying), call - ... (cry), hurricane - ... (tornado). Or the selection of antonyms, or the use of dictionary words and codes, etc.
Requirements for all exercises:
o From lesson to lesson, the degree of difficulty of tasks increases.
o The content of the exercises is related to the topics of the Russian language
o Each task provides for active verbal and mental activity of schoolchildren
The second part of the preparatory stage also requires a gradual complication of the active and conscious activity of students. Students first, in the process of verbal and mental activity, master the order of writing letters. Determine and formulate its pattern. The recording pattern systematically changes with a gradual increase in difficulty.
For example, / a //a///a….(pattern: lowercase a alternates with slanted straight lines, which increase by one), ra, rb, rv, rg…. (pattern: lowercase p alternates with letters of the alphabet), obl, lbo, obl, lbo... (pattern: lowercase letter b is written with the letters o and l, which change places in a chain link). Gradually, students are involved in creating a chain. We use the following types of activities:
- listening comprehension of the proposed pattern;
- independent identification of patterns;
- complete independence is when students draw up a pattern of alternating letters and sound it out.
Thus, in the process of organizing and conducting penmanship minutes, the student’s inclusion in the educational process is actively implemented, which makes it possible to ensure fruitful educational activities.
The gradual complication of tasks is accompanied by an increase in the share of children’s participation in organizing the educational process.
For example, what it looks like during penmanship minutes.
The first option involves combining finding the letter intended to be written with incomplete phonetic analysis. On the board are the words: nose, varnish, linen. (Read the words. Determine the letter that we will write today during a minute of penmanship. It denotes an unpaired voiced soft consonant sound. What letter is this? What word is it in?) Students answer the two questions posed without violating their sequence and at the same time characterize upcoming training activities.
From lesson to lesson, the tasks become more complicated due to the increase in the original words. This allows you to develop the volume and distribution of attention, concentration, observation, analysis and synthesis. For example, there are five words on the board: raccoon, Christmas tree, lighthouse, pouring, honey. We need to determine the letter that we will write in calligraphy. It denotes a vowel sound that makes the consonant soft. What letter is this? What word is it in?
The second option involves searching for a letter while simultaneously introducing a search for objects related to the studied topics of the Russian language. For example, on the board there are the words: lamp, branch, flew off. The letter we will write is at the root of the verb and denotes an unpaired voiced soft consonant sound. What letter is this? What word is it in? Gradually the number of search objects increases and expands. So, when studying a verb, children can be given a task of this kind: “Read the words: m-rshchiny, el-nik, tr-vyanoy, raz-lil, sb-zhat. The letter we will write is at the root of a feminine plural noun and denotes an unpaired voiceless sound that is always soft. What letter is this? What word is it in? In these same tasks, we work on spelling, recognize parts of speech, and teach children to classify and generalize.
The third option involves using a search for letters of cipher elements, encoding, etc.
The fourth option ensures the need to independently formulate and complete a task involving the identification of a letter. For example, we give instructions by directing children to write on the board. “If we correctly formulate and complete the task for this recording, we will find out the letter for a minute of penmanship.
War - peace. Dry - ... Old - .. Deep - ... Iron - ... Hard - ... This is the letter “M”
Thus, in the second year of study, a minute of penmanship becomes a universal structural part of the lesson. During its implementation, along with improving graphic skills, non-traditional types of phonetic analysis and analysis of words by composition are carried out, knowledge of the topics being studied in the Russian language is deepened, and the formation of intellectual qualities continues.
Appendix 3
Methodology for conducting vocabulary and spelling workWork on familiarization with a new vocabulary word ensures the student’s conscious educational and cognitive activity. The structure of vocabulary and spelling work has several parts:
- students’ presentation of a new vocabulary word
- identifying its lexical meaning
- etymological note
- mastering the spelling of words
- introduction of a new vocabulary word into the active vocabulary of children
Introducing a new vocabulary word consists of students independently defining and formulating the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features.
The first group includes exercises that involve identifying the desired word through working with its constituent letters. When performing them, children develop stability, distribution and volume of attention, short-term voluntary memory, speech, and analytical-synthetic thinking. For example, to define a new word, you need to arrange the rectangles in order of increasing points.
Gradually, the number of specific instructions from the teacher decreases. For example, a student will be able to find a word if he finds a rectangle with its first letter and independently determines the sequence of the remaining letters. (Teacher)
Exercises involving a complete lack of instructions are introduced into the educational process. For example, KMOORLOOVKAO
With the help of these techniques, further improvement of the intellectual qualities of students continues. The decrease or absence of the teacher’s coordinating attitudes forces children to think, to mobilize their intuition, will, intelligence, and observation.
The second group consists of exercises involving working with symbols, numbers, and codes. They allow you to form abstract thinking. For example, two words are encrypted using numbers.
1 word: 3, 1, 11, 6, 12, 13, 1. (cabbage)
2nd word: 3, 1, 5, 13, 4, 7, 10, 9, 8. (potato)
1 2 3 4 5 6 7 8 9 10 11 12 13
A g k o r u f l e p s t
For example, tasks with partial instructions from the teacher. We must carefully consider this cipher and the key to it: 2-3, 1-6, 2-7, 1-4, 1-3 (straw)
3 4 5 6 7 8 9 10
1 m o r k v u
2 s g d i l h c t
The third group includes exercises that connect the search word with the linguistic material being studied. For example, consolidating knowledge of phonetics. Cross out the letters representing the unvoiced consonant sounds in the chain and find out the word.
PFBKTHESHSRCHESCHZCA (birch)
In order to improve spelling vigilance in the process of studying various topics of the Russian language course, you can use the following task: “Read: highlight, protect, b-lezn, kr-sitel, value, multiply, ab-zhur, sl -he cried. Connect the first letters of words that have the vowel a at their roots, and you will recognize the word we are about to meet. (railway station)
The specificity of the fourth group lies in the use of various ciphers and codes. An example of a task on using knowledge in mathematics.
1 6 7 8 9
2 L V K F
3 B A D
4 U F M I
5 P G T O
Code 16, 36, 14, 21, 40, 27 (the numbers in the top row are multiplied by the numbers on the side) (nod)
The fifth group of exercises combines various types of activities: non-traditional phonetic analysis, partial analysis of words by composition, dividing words into syllables, spelling work, etc., in the process of which spelling skills are improved, analytical and synthetic work is carried out, the volume and concentration of attention are developed, RAM. For example, to learn a new vocabulary word, we must complete several tasks to identify each letter.
1. The first letter of the word is a consonant in the last syllable of the word room
2. The second letter is the last consonant in the root of the word north
3. The third letter is an unchecked unstressed vowel in the word breakfast
4. The fourth letter denotes the first unpaired voiced hard consonant sound in the word raspberry
5. The second syllable in the word oats begins with the fifth letter
6. The sixth letter is the ending in the word straw
7. The seventh letter always denotes a voiced soft consonant sound in the word harvest. (tram)
Further, according to the method of Bakulina G.A. the exercises of subsequent groups become more complicated.
Determining the lexical meaning of words is carried out through joint search and reasoning. An etymological dictionary is used. And a new word is introduced into the active vocabulary of children through the use of proverbs, sayings, phraseological units or the operation of words that are not related to each other in meaning. For example, a new word is tram, and while repeating what was learned, the words apartment, room, breakfast, raspberry, straw, oats were used. Possible answers: Raspberry jam was carried on a tram. Straw and oats are scattered near the tram. Etc.
To conduct a vocabulary dictation, we will select the required number of words, arranging them in pairs based on associative connections. For example:
Cow - milk Factory - worker
Student - notebook Class - teacher
Work - shovel Crow - sparrow
Clothes – coat Frost – skates
We pronounce each chain of two words once. Gradually the recording order becomes more complex. Now there are three words in the chain with the associative connection preserved.
Collective farm - village - milk Bear - hare - fox
City - factory - car Rooster - dog - cow
Pencil case – pencil – notebook
Then, we give chains of 3 words where the associative connection is not traced.
Duty officer - Moscow - shovel Wind - people - last name
Saturday - tongue - berry
Appendix 4
Learning new materialTo study new material in grades 1-2, a partial search method is used - joint search activity of the teacher and students when familiarizing themselves with a new linguistic concept or rule. In grades 3-4, the teacher is expected to create a problem situation, explore it with students and formulate a conclusion. Creating a problem situation involves different levels: low, medium, high. Problem levels differ in the degree of generalization of the problem proposed by students for solution and the degree of assistance from the teacher.
A problem situation at a high level does not contain any hints or may have one hint, at an average there are 1-2 hints. At a low level, the role of hints is played by questions and tasks, answering which students come to a conclusion. For example, when studying the topic “Soft sign at the end of them. noun after the hissing ones, 3 levels are possible.
High level. Read the words. Find the difference in their spelling. Formulate a rule.
Daughter, doctor, quiet, hut, rye, knife.
Average level. Read the columns of words. Explain the principle of their grouping. Formulate a rule for writing them.
Doctor's daughter
Quiet hut
Rye knife
Low level. Read it. Answer the questions:
- What part of speech do all the words belong to?
- Determine the gender of nouns
- What consonants come at the end of nouns?
- At the end of which nouns and in what cases is a soft sign written?
To work on solving a problem situation, we determine levels in accordance with the level of preparation of children.
Appendix 5
Methodology for consolidating the studied materialWhen consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another set of intellectual qualities. There are a number of requirements for the exercises:
1. All exercises are based on linguistic material corresponding to the topic being studied in the lesson
2. Exercises should ensure the student’s speech and thinking activity
3. Practical application of tasks involves increasing complexity from class to class
4. In order to develop attention, all tasks are pronounced by the teacher once
5. The lesson uses up to 50% of exercises in which students independently formulate tasks
In grades 1-2 we use intellectual-linguistic exercises, with the help of which we ensure the development of intellectual qualities (sustainability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, and draw conclusions.
Types of complex exercises in grades 1-2:
Topic: “Introducing the syllable.”
Read, choose the appropriate word, justify your answer. Write the words, grouping them according to the topic of the lesson.
water bush hole
mole dew?
Topic: “Capital letters in first names, patronymics, last names of people”
Read it. Write on the line the words that are not in the right column. Find the odd one out among them.
(M, m) arshak (P, p) oet
(P, p) oet (M, m) ikhail
(A, a) leksey (B, b) orisov
(R, p) epin (S, s) ergey
(S,s)emenov (I,i) vanov
Write the middle and last names of people in accordance with the code. The cipher indicates the number of syllables in words.
(L,l)ev (N,n)ikolaevich (T,t)tolstoy
(M,m)ikhail (A,a)leksandrovich (Sh,sh)olokhov
(B,b)oris (V,c)ladimirovich (Z,h)akhoder
Font: 1) 2-5-3 2) 1-5-2 3) 3-5-3
Topic: “Soft sign at the end of a word”
Read the chains of words, eliminate unnecessary ones. Underline the spellings.
1) Oak, wood, alder, poplar, birch
2) Snow, rain, precipitation, hail, frost
Topic: "Proposal"
Read it, give a description. Spread it out by adding one word at a time and repeating everything previously said. Write down the sentence from memory.
Fog fell over the city. (White fog descended on the city. White fog slowly descended on the city.)
Topic: “Words answering the question who?, what?”
Connect pairs of words that match the meaning (sofa-furniture). Ask a question for each word. Write down the pairs made.
Bream flower
Plate bird
Soroka dishes
Lily of the valley fish
Topic: “Paired voiced and voiceless consonants”
Write down the words in pairs that begin with a voiced and a voiceless consonant, so that they fit in meaning.
Grapes, rook, dates, jacket, cuckoo, trousers.
In grades 3-4, tasks with previously used types of exercises are complicated in order to increase the degree of impact on the quality of intelligence. This is achieved in several ways.
1 way to increase the number of initial words in exercises. For example, the topic: “Spelling words with a separating solid sign.” Read, remember. After 1-2 minutes, the first words are covered, and students, focusing on the second word, write down phrases. Spellings are emphasized.
Edible mushroom Entering the forest
Explained the task of Raising the Flag
Filming Crane
Shrunk from the cold Ate a cookie
Announced the decision, drove around
2 way to increase the number of independently determined signs. For example, the topic “Changing verbs by numbers”. One by one, eliminate the unnecessary ones based on the characteristics you found yourself, so that one word remains.
Spends the night, pours, bee, run, files, unites (Bee is a noun, run is a plural verb, etc.)
3rd way is transfer to anticipation and the use of exercises based on folklore material. Anticipation is a foresight that anticipates the reflection of the surrounding reality.
Cards with the exercise “Scattered letters”
1. Two silver horses
They carry me along the glass. (Skates, skating rink)
Name the words of the answer.
Select three words from the riddle with the same spelling as in the word skating rink.
(on glass, carried, horse)
Guess the riddle, write down the clue words.
2. There is a house in the yard,
The owner is on the chain. (Dog, kennel)
Add the third word from the riddle to the guessing words. (Master)
Guess the riddle, write down the clue words.
3. It grows a lot of vegetables,
It contains vitamins all year round. (Vegetable garden, carrots)
What words from the riddle can be attached to each word in the answer?
(Vegetable garden - year, carrots - vegetables)
Cards with exercises to establish cause and effect relationships in pairs of words
Find a couple, write them down.
1. Honey - bee
Egg - chicken
Wool - sheep
Milk - ?
Find a couple, write them down.
2. Butterfly - caterpillar
Frog - tadpole
Fish - egg
Flower - ?
Underline the spelling, choose words with the same root
Find a couple, write them down.
3. Raisins - grapes
Gasoline - oil
? - paper
Underline the spelling, choose words with the same root
Exercises to establish the sequence of events in a chain of sentences
1. Clouds gathered in the sky. Passers-by opened their umbrellas. Lightning flashed. It started to rain.
2. The bees have arrived. The result was delicious honey. The bees collected nectar and took it to the hive. Flowers bloomed.
3. The trunks of apple trees become bare. In winter, hares have little food. The white hare gnaws the bark of young apple trees in the gardens. They get sick and die.
Exercises to establish cause-and-effect relationships in sentences.
1. Before eating, the raccoon washes its prey.
The raccoon was nicknamed the striper.
2. Dyes are obtained from nettles, fabrics, braids, ropes, and threads are produced.
Nettle is a plant useful for humans.
3. Rice is used not only for food, but also for making starch, glue, and powder. Rice is a very important product.
Exercises to replace phrases with one similar in meaning
1. Left without food -
Left without money -
Stay with your nose -
2. Sweep away the dust -
Sweep everything off the table -
Sweep away everything in your path -
3. Drive a car -
Drive to school -
Lead by the nose -
4. Throw the ball -
Throw a remark -
Throw a shadow -
Exercises to establish patterns in the selection of words.
1. Shishkin - Tarasova
Gennady – Zhanna
Sergeevich – Konstantinovna Code
Mikhailovich - Antonovna 1) Ivan - Marya
Ruslan - Lyudmila 2) Alekseevich - Dmitrievna
Serov - Ivanova 3) Smirnov - Petrova
Sidorov – Zenina
Petrovich – Ivanovna
Dmitry - Marina
2. Vegetable garden
Fast slow
Apartment - room code
North - east 1) school - student
Aspen - lilac 2) north - east
Top - bottom 3) bad - good
Collection – painting
Oats – wheat
Left – Right
Exercises to find equivalent concepts
1. Heavenly body
A person who is the same age as someone else
The most important human organ is the heart
A day of joy and celebration about something
Water or marsh plant tros-nik
2. Blizzard pack
Small northern taiga bird loach
Vyuga climbing herbaceous plant
Packed luggage carried on the back of animal bindweed
A small, very active finch fish
3. Golden hands are a cowardly man
Bright head, smart man
Free bird free man
A timid, skillful man
Soap bubble insignificant person
An inveterate head of a desperate, daring man
Exercises to select concepts according to the degree of their generality
Axe, hammer - ?
Pen-pencil - ?
Hockey, football - ?
Tennis, chess - ?
Crow, sparrow - ?
Swallow, rook - ?
Fur coat, mittens - ?
T-shirt, pajamas - ?
Exercises to identify similarities and differences
Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important characteristics of objects are reflected in the concept.
Examples of tasks.
Choose a generic concept for the following words:
pike - …
Linden - …
chamomile - …
Indicate the whole of which the following are parts:
pocket -...
wing -...
fin -...
In these rows of words, underline the concepts that are in a relation of juxtaposition:
Ash, branches, tree, maple, leaf (ash, maple).
Milk, bottle, store, butter, seller (milk, butter).
Horizon, north, compass, east, arrow (north, east).
Choose opposite concepts:
big - …
light - …
joy -…
For the following words, select concepts that are in a sequence relationship:
February - …
Tuesday - …
first - …
evening -...
To the proposed concepts, select two more that are in functional relationships with it:
spoon - ... (silver, yes).
paper - ... (white, write).
doctor - ... (children, treat).
The form of generalizing activity of schoolchildren at different stages of education does not remain constant. At first, it is usually built on an external analogy, then it is based on the classification of features related to the external properties and qualities of objects, and, finally, students move on to the systematization of essential features.
Get a new word by changing the first one by one letter:
Put horns on the goat (horns - goat) horns - rose - goat.
Bring the cat to the cheese (cat - cheese) cat - lump - catfish - litter - cheese.
Choose the right word:
bed - lie down, chair - ...
raspberry - berry, nine - ...
person - child, dog - ...
Say it in one word:
open your ears -...
bite your tongue...
kick the bucket -...
From each word, take only the first syllables and create a new word:
ear, rose, cotton wool - ...
bark, lotto, boxer - ...
ram, wound, bank - ...
Come up with a sentence (short story) where all the words begin with the same letter.
For example: Chairman Pakhom rushed across a dusty field.
Exercises are carried out at different stages of the lesson.
A minute of penmanship.
1) Raccoon hedgehog mesh pencil case
-identify the letter, it is in each of these words and can divide them into two equal groups.
2) Sourdough starter meaty
-identify the letter that is at the root of each word.
3) Children's reed messenger stairs terrain difficult
-identify the letter; it denotes the same spelling in all nouns of a given series.
4) Praz...nik st...face ser...ce ur...zhay ch...nil s...baka n...zina star...ny l...tso
-name the letters, with their help you can divide these words into equal groups.
Vocabulary and spelling work.
1) Sliver dinner washer blower
-define a new word. It has a paired, voiced, always hard hissing consonant sound.
2) B...r...yes n...genus and...lies b...rba ug..sanie
l...pata lawsuit...rka og...work t...trade eg...for
k...sa kr...sitel atm...sphere
- connect the first letters of nouns of the 1st declension, the root of which is written with the vowel o and name a new word.
3) store - buyers
theater-spectators
transport- ?
- determine the semantic connection and name a new word.
Work with text.
1) Read parts of the text. Place them in the correct sequence. Formulate your task for the compiled text and complete it.
Later, people learned to cook sugar (from) beets. They sold it (in) pharmacies as a medicine. He was very d...d...goy.
(In) ancient times, people did not know what sugar was. They ate my… . they drank the sweet juice of maple, linden, and (with) beet slices.
(In) India, (in) Cuba, they get this sweetness (from) sugar cane. It has a sweet stem. The cables are cut, thrown (into) a cauldron and boiled (on) fire. Sugar crystals are obtained.
2) Read the text. Determine its main idea and title it. Choose a proverb that matches the main idea of the text and enter it into the text.
In...sleeping birds come...from the winter. (On) their way, difficulties and misfortunes await them. (In) the damp darkness of the fogs they lose their way, crash (against) sharp rocks. Marine storms break their feathers and knock off their wings. Birds die (from) cold and cold, die (from) predators, fall (under) the shots of hunters. Nothing stops the winged wanderers. Through all the obstacles they fly (to) their homeland, to their nests.
Proverbs:
To live is to serve the Motherland.
Beloved homeland - dear mother.
Everyone has their own side.
On a foreign land even spring is not beautiful.
Used Books
1. Bakulina G.A. Intellectual development of junior schoolchildren in Russian language lessons - M. “Humanitarian Publishing Center VLADOS”, 1999
2. Bakulina G.A. The use of intellectual and linguistic exercises in Russian language lessons // Elementary school No. 1. 2003 From 32.
3. Vakhrusheva L.N. The problem of children’s intellectual readiness for cognitive activity in elementary school // Elementary school No. 4. 2006 C 63.
4. Volina V.V. Learning by playing - M. “New School” 1994
5. Zhukova Z. P. Development of intellectual abilities of younger schoolchildren during the game // Primary school No. 5. 2006, p. 30
6. Zak A.Z. Development of mental abilities of younger schoolchildren. – M., 1999
7. Obukhova E.A. Verbal and logical exercises in Russian language lessons // Elementary school No. 4. 2006, p. 32.
8. Simanovsky A.E. Development of children's creative thinking. – Yaroslavl, 1998
9. Stolyarenko L.D. Basics of psychology. – Rosto-on-Don, 1999
10. Tikhomirova L.F. Development of cognitive abilities of schoolchildren. – Yaroslavl, 2002
11. Tikhomirova L.F. Exercises for every day: logic for primary schoolchildren. – Yaroslavl, 1998
12. Teplyakov S.O. Intellectual development // Primary school No. 4. 2006. P. 36.
Universal learning activities
New social demands of society define the goals of education as the general cultural, personal and cognitive development of students, providing such a key competence of education as “teaching how to learn.” The problem of independent successful acquisition by students of new knowledge, skills and competencies, including the ability to learn, has become acute for schools and currently remains urgent. Great opportunities for this are provided by the development of universal learning activities (UAL). That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.
Plays a huge role in the educational process formation of cognitive universal educational actions. However, a discussion of the concept and role of the formation of UUD is unthinkable without identifying the meaning of the term “universal educational actions.”
In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines. Each academic subject, depending on the subject content and ways of organizing students' educational activities, reveals certain opportunities for the formation of educational learning.
The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines.
Each academic subject, depending on the subject content and ways of organizing students' educational activities, reveals certain opportunities for the formation of educational learning.
The universal nature of educational activities is manifested in the fact that:
- they are supra-subject, meta-subject in nature;
- ensure the integrity of general cultural, personal and cognitive development;
- ensure continuity at all stages of the educational process;
- are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
This ability is ensured by the fact that universal educational actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students’ awareness of its goals, value-semantic and operational characteristics. Thus, achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: – educational motives, – educational goal, – educational task, – educational actions and operations (orientation, transformation of material, control and evaluation).
Currently, there are several classifications of universal learning activities. However, the key is the classification presented in the figure below.
Personal universal learning activities provide students with value and semantic orientation and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:
- the action of meaning-making, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it.
- the action of moral and ethical assessment of the assimilated content, based on social and personal values, ensuring personal moral choice.”
Include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems.
Regulatory universal learning activities provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of learning. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement."
Extremely important in modern conditions communicative universal learning activities. They are based on communicative competence. The first component of communicative competence includes the ability to establish and maintain the necessary contacts with other people, satisfactory mastery of certain norms of communication and behavior, and mastery of the “technique” of communication.
Cognitive universal learning activities is a system of ways of understanding the surrounding world, constructing an independent process of search, research and a set of operations for processing, systematizing, summarizing and using the information received.
Aimed at providing specific ways to transform educational material. Separately, we should highlight the fact that they represent modeling actions and perform the functions of displaying educational material, highlighting the essential, separating from specific situational meanings and forming generalized knowledge. In a number of works on the problem of forming UUD sign-symbolic universal educational actions are among the educational UUDs, but you can regularly find works where sign-symbolic universal educational actions are considered as a separate category.
Functions of universal educational actions
Cognitive universal learning activities
In modern pedagogical science under cognitive universal educational activities implies a pedagogically sound system of ways to understand the world around us, constructing an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.
Cognitive UUDs include the following:
- general education,
- logical actions,
- actions of posing and solving problems.
Let's look at each category separately. So, general educational universal actions:
- independent identification and formulation of a cognitive goal;
- search and selection of necessary information;
- application of information retrieval methods, including using computer tools;
- structuring knowledge;
- conscious and voluntary construction of a speech utterance in oral and written form;
- choosing the most effective ways to solve problems depending on specific conditions;
- reflection on methods and conditions of action, control and evaluation of the process and results of activity;
- semantic reading;
- understanding and adequate assessment of the language of the media;
- setting and formulating a problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
Cognitive actions are also a significant resource for achieving success and influence both the effectiveness of the activity and communication itself, and the student’s self-esteem, meaning formation and self-determination.
Stages of formation of cognitive educational actions
The formation of cognitive universal educational actions occurs in several stages. These stages correspond to the scientifically based stages of the formation of universal educational actions in general. According to P. Ya. Galperin’s theory of the planned, step-by-step formation of actions and concepts, the subject of formation should be actions understood as ways of solving a certain class of problems. To do this, it is necessary to identify a system of conditions, the consideration of which not only ensures, but even “forces” the student to act correctly and only correctly, in the required form and with given indicators. This system includes three subsystems:
- conditions ensuring the construction and correct execution by the student of a new method of action;
- conditions that ensure “practice”, that is, the development of the desired properties of the method of action;
- conditions that allow one to confidently and fully transfer the execution of an action from an external objective form to the mental plane.
Six stages of internalization of action are identified. At the first stage, assimilation begins with the creation of a motivational basis for the action, when the student’s attitude to the goals and objectives of the action being acquired, to the content of the material on which it is practiced, is laid. This attitude may subsequently change, but the role of initial motivation for assimilation in general is very large.
At the second stage, the formation of a schema of the indicative basis of the action occurs, that is, a system of guidelines necessary to perform the action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.
At the third stage, the action is formed in a material (materialized) form, when the orientation and execution of the action are carried out based on the externally presented components of the schema of the indicative basis of the action.
The fourth stage is external speech. Here a transformation of action occurs - instead of relying on externally presented means, the student moves on to describing these means and actions in external speech.
The need for a material representation of the scheme of the orienting basis of the action, as well as the material form of the action, disappears. Its content is fully reflected in speech, which begins to act as the main support for the emerging action.
At the fifth stage, a further transformation of the action occurs - a gradual reduction in the external, sound side of speech, while the main content of the action is transferred to the internal, mental plane. At the sixth stage, the action is performed in hidden speech and takes the form of its own mental action.
Empirically, the formation of an action, concept or image may occur by skipping some stages of this scale; Moreover, in a number of cases such an omission is psychologically completely justified, because the student has already mastered the appropriate forms in his past experience and is able to successfully incorporate them into the current process of formation.
|
Types of universal learning activities |
Characteristic |
|---|---|
|
Cognitive universal learning activities, reflecting methods of understanding the surrounding world |
distinguish methods of understanding the surrounding world according to its goals; identify the features of different objects in the process of examining them (observation); analyze the results of experiments and elementary research; record their results; reproduce from memory the information necessary to solve a learning task; check information, find additional information using reference literature; use tables, diagrams, models to obtain information; present prepared information visually and verbally; |
|
Cognitive universal learning activities, forming mental operations |
compare different objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics; identify similarities and differences between objects; highlight the general and the particular, the whole and the part, the general and the different in the objects being studied; classify objects; give examples as evidence of the proposed provisions; establish cause-and-effect relationships and dependencies between objects, their position in space and time; carry out educational tasks that do not have a clear solution |
|
Cognitive universal learning activities, forming search and research activities |
make assumptions discuss problematic issues, plan a simple experiment; choose a solution from several proposed ones, briefly justify the choice; identify the known and the unknown; transform models in accordance with the content of educational material and the set educational goal; model various relationships between objects the surrounding world, taking into account their specifics; explore your own non-standard solutions; transform an object: improvise, change, creatively remake. |
The significance of the development of cognitive universal educational activities
The strategic direction of optimizing the system of primary general education is the formation of universal educational activities that ensure the child’s readiness and ability to master the competence “to be able to learn.” The theoretical-methodological and scientific-methodological basis of the UUD Development Program is the cultural-historical system-activity approach.
Formation of universal educational actions acts as a necessary condition for ensuring the continuity of a child’s transition from primary education and the success of his education in primary school. The organization of educational cooperation and joint educational activities, the use of project forms, problem-based learning of an individually differentiated approach, information and communication technologies are essential conditions for increasing the developmental potential of educational programs. Indicators of the formation of cognitive universal educational actions
- logical operations;
- determining the number of words in a sentence;
- taking into account the position of the interlocutor;
- ability to negotiate and argue;
- mutual control, mutual verification.
Literature
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Date of publication: 03/26/16
Introduction
Modern society is inextricably linked with the process of informatization. There is a widespread introduction of information technology. One of the priority directions of the process of informatization of modern society is the informatization of education, i.e. introduction of new information technologies into the education system.
Proficiency in information technology is ranked in the modern world on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technology and information has a different, new style of thinking and has a fundamentally different approach to assessing the problem that has arisen and to organizing his activities.
This level corresponds to the way of perceiving information that characterizes the new generation of schoolchildren, who grew up on TV, computers and mobile phones, and who have a much higher need for temperamental visual information and visual stimulation.
Elementary education- a special stage in the development of a child. For the first time, educational activity becomes the leading one. But an elementary school student is still a child who loves to play. How to structure your work so that the children in the lesson are interested and comfortable, but at the same time, so that they learn to think, work hard with educational material, mastering new knowledge.
Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice and make a non-standard decision.
The teacher faces a problem: how to fulfill the order of modern society, to realize the goals of primary education: to teach younger schoolchildren to learn, to get the maximum effect in the development of thinking and creative abilities.
The purpose of my work is to to uncover mechanism for the development of cognitive learning skills of a junior schoolchild in lessons about the surrounding world using ICT.
Relevance of the work determined by the need to obtain high-quality knowledge from students.
In the context of the transition to the Federal State Educational Standards of NEO, one of the key tasks is the formation of educational management systems, the leading place among which is occupied by cognitive educational management systems. Cognitive actions are an essential resource for achieving success and influence both the effectiveness of the activity itself and communication, as well as self-esteem, and provide the ability to understand the world around us.
An object
research: the process of teaching primary schoolchildren using information and communication technologies.
Subject T research: cognitive educational activities of junior schoolchildren.
Hypotheses A The research is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive learning skills.
In accordance with the purpose, object, subject and hypothesis of the study, the following were set: tasks
:
1. Highlight areas for using ICT in lessons of the surrounding world for the development of cognitive learning tools.
2. Develop a system for using ICT in lessons of the surrounding world, ensuring the development of cognitive learning tools.
3. Determine the types of tasks for the formation of cognitive learning skills through ICT at different stages of the lesson.
1.1. Areas of work
The use of ICT in lessons around the world allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities.
I use information and communication technologies in the following areas:
© Creation of presentations.
The multimedia presentations I use in the lessons of the surrounding world allow us to make lessons more interesting; they include not only vision, but also hearing, emotions, and imagination in the perception process; they help children dive deeper into the material being studied, make the learning process less tiring, and go on exciting journeys.
In the presentation I include visual information in the form of video clips, films about nature and life around us.
I create presentations not only in Power Pont format, but also in Smart Notebook format.
© Using ID in lessons about the surrounding world.
The use of an interactive whiteboard helps make the learning process bright, visual, and dynamic in my work.
The gallery of built-in interactive tools and the functionality of the Smart Notebook program give me scope for creating various educational tasks, tests, crosswords, and entertaining games, thanks to which each student becomes involved in the cognitive process and is a truly active participant in the lesson.
The use of an interactive whiteboard in outdoor lessons significantly saves time, increases the student’s workload in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, involves all students in the class in the work, and increases the motivation of learning.
© On lessons I use a variety of Internet resources, I conduct educational virtual trips and excursions: “My body. How does it work?”
Virtual tour of the Moscow Kremlin, Novgorod Kremlin, tour of the Bolshoi Theater, virtual trip to Kizhi;
- I will organizeworking with electronic encyclopedias;
- I select interactive tasks, posters, maps Appendix
Examples of my use of Internet resources are presented in Appendix 1, p.
I use it in my lessons ready-made training programs.“Nature and Man” “Lessons of Cyril and Methodius” To effectively search for information, we turn to electronic children's encyclopedias.
© I develop and use my own proprietary programs in my work..
PowerPont presentations;
Smart Notebook;
Quizzes;
Exercise equipment. Appendix 2, p.
As part of the implementation of the Federal State Educational Standard for Education, in December 2012, our school received new digital equipment. A modern digital laboratory in addition to Digital electronic board includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, I began to actively use it in my work.
I organize different types of work on laptops during lessons:
P tests;
P simulators;
P editing messages;
P search for information;
P creative tasks;
P design, modeling;
P partial search work;
I include work on laptops at different stages of the lesson - during updating knowledge, posing a problem situation, when introducing new knowledge, generalizing it, consolidating it, during vocabulary work, to control knowledge, skills, in monitoring to track learning results, during individual and group work.
In lessons about the world around me, I develop students’ information literacy based on working with different sources of information.
It helps to support the child’s desire for independent activity, develop interest in experimentation, and create conditions for research activities. working with a microscope.
The system of work on the use of a digital microscope in lessons of the surrounding world of the educational complex “Prospective Primary School” is documented in Appendix 3, p.
Working with a microscope allows you to conduct a lesson at a high modern level, increases students' interest in the subject being studied, and significantly expands their knowledge.
Working with digital sensors in environmental lessons. (I'll finish this point)
- “Measurement of heart rate during various physical activities” We measured heart rate before and after a physical education lesson.
Measurements of the ambient temperature in the classroom after each lesson and during breaks after ventilation. The data was presented in the form of a bar chart and graph.
1.2 Types of activities that contribute to the formation of cognitive learning skills:
Use at work reference diagrams, tables allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, and facilitates the learning of new material in the lesson.
- Organize research and project activities of students
P Research projects:
“Red Book of the Cherepovets region...”
“Let's remember our antiquity”
“The importance of forests in human life” - regional competition of social projects “For the benefit of the Fatherland”
“Shade-loving and light-loving plants of our class”
P Creative projects:
- Project “Birds are our friends!”
- "Indoor plants of our class"
P Informational:
“My pets” creation of a mini-encyclopedia
P Practice-oriented:
“Medicinal plants of the Vologda region.”
Parents provide significant assistance to children: (selection of materials for messages and presentations, conducting joint experiments, visiting research laboratories)
Usage local history material(regional component) in lessons about the surrounding world. I include tasks to search for additional information regarding the Vologda region, Cherepovets district, the village of Tonshalovo, lay the foundations of cognitive interest in studying my region as a surrounding microcosm, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt to the surrounding life, cultivating a sense of love for small homeland. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every child for the rest of their lives. Let the image of the great Motherland be associated with this corner.”
One of the techniques that activate the cognitive activity of students is crosswords. I select and develop crossword puzzles for lessons, and suggest that the students themselves make them. Appendix 4.
I practice active forms of working with students: games - quizzes. When answering questions you need to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying complexity. Answer options are offered, one of which is correct.) Appendix 5.
In lessons and as homework I include work that requires search activity, making an independent decision.
I organize systematic work to prepare for the monitoring of OKO.
I work with gifted children.
Jan Amos Kamensky also called for making the work of a schoolchild a source of mental satisfaction and spiritual joy. In order for a child to successfully master the primary education program, he must think. Therefore, I strive to structure my lessons so that children can expand their horizons, develop curiosity and inquisitiveness, and train attention, imagination, memory, and thinking.
To optimize cognitive activity, along with traditional lessons, I conduct:
Travel lessons;
Lessons-KVN;
Competitions;
Ecological tales;
- meetings of the club “We and the world around us”;
As a rule, these are lessons to consolidate previously learned material.
1.3 Types of tasks for the formation of cognitive learning skills.
According to A.G. Asmolov, for successful learning in primary school the following universal cognitive educational actions must be formed:
s general education;
s logical;
s formulation and solution of problems.
I. Tasks that allow students to master logical operations comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships in lessons about the surrounding world.
For example:
- Match dates and events. For every date
choose a historical event. Connect with arrows.
- Look at photographs of birds. Which bird living in the Vologda region most likely feeds on small mammals? Justify your answer.
- Below are the names of animals and plants:
Insert the names of three living organisms into the diagram so that it turns out
food chain:
II. Use of sign-symbolic means presentation of information to create models of studied objects and processes, schemes for solving educational and practical problems.
Tell us according to the diagram on the ID: “What kind of transport is there?”
Look at the nature protection signs that young naturalists have drawn in their forest. Design and draw your own environmental protection sign.
The use of cognitive learning tools in the lessons of the surrounding world allows you to:
| Cognitive UUD | Examples of tasks for the formation of cognitive learning activities. |
| The ability to extract the necessary information presented in different forms (verbal, illustrative, schematic, tabular, symbolic, etc. in different sources (textbook, map atlas, reference books, dictionary, Internet, etc.); | Explain the movement of the Earth relative to the Sun and its connection between the cycle of day and night, the basic rules for handling gas, electricity, water, human influence on the nature of natural areas; find geographical features on a map prepare stories using presentations about family, household, professions, draw up a family tree; |
| Research | Connections between the vital functions of plants, animals and seasons); Conduct group observations during excursions |
| Distinguish and compare | Using laptops, information on ID slides, plants and animals, natural objects and products, studied minerals, trees, shrubs and herbs, wild and cultivated plants, wild and domestic animals, day, night, seasons, different forms of the earth's surface, different forms of reservoirs, solids, liquids and gases; |
| Group | Objects of nature by characteristics: domestic - wild, cultivated - wild, living - inanimate nature |
| Analyze | Examples of human use of the wealth of nature, the influence of modern man on nature, evaluate examples of the dependence of the well-being of people’s lives on the state of nature, Discuss in groups; explain; |
| Observe | Objects and natural phenomena, simple experiments in the study of air, natural resources, soil; watch the weather. |
| Classify | Natural and social objects based on their external characteristics (known characteristic properties) |
| Establish cause-and-effect relationships and dependencies | Between living and inanimate nature, between living beings in natural communities, past and present events, etc.; |
| Simulate | Model situations for preserving nature and its protection, situations for applying the rules for preserving and promoting health, the shape of a surface made of sand, clay or plasticine, situations for calling emergency help by phone, situations concerning the attitude of schoolchildren towards representatives of other nations; Work with ready-made models (interactive map, globe, use ready-made models to study the structure of natural objects, explain the causes of natural phenomena, the sequence of their occurrence, model objects and phenomena of the surrounding world); navigate; Create and transform models; |
| Carry out simple observations and experiments | Studying natural objects (their properties) and phenomena, setting a task, selecting laboratory equipment and materials, talking through the progress of the work, describing observations during the experiment, putting forward hypotheses, drawing conclusions based on the results, recording them in tables, in drawings, on ID, in speech orally and in writing. |
When completing tasks, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs, etc.).
Thus, most of the information to be studied in lessons on the course “The World Around You” must be introduced through observations, comparison of illustrations, completing assignments, as well as solving problem situations in lessons. As work experience has shown, the tasks given above, which require children to think and prove, contribute to the formation and development of cognitive universal learning activities.
I share my work experience at meetings of the primary school teachers’ association, school pedagogical councils, district seminars, and professional competitions:
I can say with confidence that the use of ICT in the educational process of primary school makes it possible to form motivation for learning. The child develops cognitive interest, cognitive activity, and cognitive activity. And all this together gives good results. The progress in my class on the surrounding world is 100%. The quality of training in the subject is 89%. My students are active participants in various competitions on the surrounding world:
P Diploma winner of the “Little Fox” competition, student of 3 “B” class Daria Shamova (December 2014)
P Laureate of the Russian interregional intellectual and creative competition “The World Surrounding Us”, student of class 3 “B” Gorodishenin Daniil; (November 2014)
P Diploma winners of the “Video Lessons” competition. ru” distance olympiad on the surrounding world
Gorodishenin Daniil – 2nd degree diploma;
Shamova Daria – 2nd degree diploma;
Stepichev Dmitry – 3rd degree diploma;
As a result of the study, the following results were obtained:
1. The directions of using ICT in lessons of the surrounding world for the development of cognitive learning tools are highlighted.
2. A system has been developed for the use of ICT in lessons of the surrounding world, ensuring the development of cognitive learning tools.
3. The types of tasks for the formation of cognitive learning skills through ICT at different stages of the lesson are determined.
PERFORMANCE
The results of this experience include:
Increase in positive motivation in lessons with the use of ICT in lessons of the surrounding world; Appendix 6, p.
Increasing the productivity of the educational process;
Increased concentration; Appendix 7, page
Formation of computer literacy; Appendix 8, page
Increasing the quality of knowledge, Appendix 9, page
Based on the above, we can conclude that the goal has been achieved and the assigned tasks have been completed.
Thus, the work spent on managing cognitive activity with the help of ICT is justified in all respects - it improves the quality of knowledge, promotes the child in overall development, he becomes searching, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy into a child’s life, creates favorable conditions for better mutual understanding between teachers and students, their cooperation in the educational process.
Formation of cognitive learning tools in elementary school lessons.
Nikiforova Yulia Petrovna
Teacher
"Tell me- and I will forget.
Show me– and I will remember.
Let me act on my own– and I will learn!”
Chinese wisdom.
The child entered first grade. For the first time, he begins to engage in socially significant, socially assessed educational activities. All the student’s relationships are now determined by his new position - the role of a student, a schoolchild.
Modern children are different from those for whom the current education system was created. They are more informed (computers), read less books.
And nowadays, a primary school teacher has to solve very complex problems of his teaching experience, often looking for an answer to the question “How to teach children in new conditions?” And school is not so much a source of information as it teaches how to learn; The teacher is not just a conduit of knowledge, but a person who teaches creative activities aimed at independent acquisition and assimilation of new knowledge.
The new Federal State Educational Standard declares new goals for general education.Education in primary school is the base, the foundation of all subsequent education. This possibility is ensured by the fact that universal learning actions are generalized actions that generate motivation for learning and allow students to navigate various subject areas of knowledge. The priority goal of school education is to develop the ability to learn.
Achieving this goal becomes possible thanks toformation of a system of universal educational activities (UAL) . In a broad sense, the term "universal learning activities “means the ability to learn, i.e. the student’s ability to independently successfully assimilate new knowledge, develop skills and competencies, including the independent organization of this process. Thus, achieving the ability to learn requires students to fully master allcomponents of educational activities , including: 1) cognitive and educational motives; 2) educational purpose; 3) learning task; 4) educational activities and operations (orientation, transformation of material, control and evaluation).All this is achieved through the conscious, active appropriation of social experience by students.
Quality the assimilation of knowledge is determined by the diversity and nature of the types of universal actions.Universal learning activities are grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) educational.
I would like to dwell in more detail on the fourth group - formationeducational universal educational activities, which for successful learning must be formed already in primary school.To formeducational UUD – tasks selected, pthe correct result of which cannot be found in a ready-made textbook. But in the texts and illustrations of the textbook and reference literature there are hints that allow you to complete the task.
Cognitive universal learning activities include:general education, logical, problem posing and solving actions .
1.General education universal actions:
Independent identification and formulation of a cognitive goal;
Search and selection of necessary information;
Application of information retrieval methods, including using computer tools: sign-symbolic -modeling – transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic) andmodel transformation in order to identify general laws that define a given subject area;
Ability to structure knowledge;
The ability to consciously and voluntarily construct a speech statement in oral and written form;
Selecting the most effective ways to solve problems depending on specific conditions;
Reflection on methods and conditions of action, control and evaluation of the process and results of activity;
Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
Statement and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
Universalbrain teaser actions:
Analysis of objects in order to identify features (essential, non-essential);
Synthesis as the composition of a whole from parts, including independently completing, replenishing the missing components;
Selection of bases and criteria for comparison, classification of objects;
Summarizing concepts, deriving consequences;
Establishing cause-and-effect relationships;
Construction of a logical chain of reasoning;
Proof;
Proposing hypotheses and their substantiation.
Statement and solution of the problem:
Formulating the problem;
Independent creation of ways to solve problems of a creative and exploratory nature.
INIn the process of forming cognitive universal educational actions, perhaps the most important thing is to teach younger schoolchildren to make small, but their own, discoveries. Already in the elementary grades, the student must solve problems that require him not to simply act by analogy (copying the teacher’s actions), but would contain the opportunity for a “mental breakthrough.” What is useful is not so much the finished result as the decision process itself with its hypotheses, errors, comparisons of various ideas, assessments and discoveries, which can lead to personal victories in the development of the mind.
The formation of cognitive learning tools is facilitated by the use of various educational technologies. For me, these are activity-type technologies: problem dialogue, productive reading, assessment technology and the use of group work..
Each subject, depending on its content and ways of organizing students’ educational activities, reveals certainopportunities for the formation of cognitive learning tools.
Cognitivegeneral education
Cognitive logical
Russian language
Modeling
(translation of oral speech into written speech)
Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature
Literary reading
Meaningful reading, voluntary and conscious oral and written statements
Mathematics
Modeling, selection of the most effective ways to solve problems
Analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions
The world
Wide range of information sources
How to design a lesson?
I believe that in order to form a learning lesson, the technology for conducting lessons of each type must implement an activity-based teaching method. I design my lessons based on this technology. For example, lessons on “discovering” new learning knowledge include the following steps:
1. Motivation for educational activities.
This stage of the learning process involves the student’s conscious entry into the space of learning activities to “discover” new educational knowledge. For this purpose, his motivation for educational activities is organized, namely:
The requirements for it from the side of educational activities are updated in accordance with accepted standards (“must”);
Conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);
Thematic frameworks (“I can”) are established.
2. Updating and recording difficulties in a trial educational action.
At this stage, students are prepared for proper recording in a trial educational action.
Accordingly, this stage involves:
Updating the learned methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;
Independent implementation of a trial educational action;
Students registering difficulties in performing or justifying a trial educational action.
3. Identifying the location and cause of the difficulty.
At this stage, the teacher organizes for students to identify the place and cause
difficulties. To do this, students must:
Restore completed operations and record (in speech and symbolically)
place - step, operation - where the difficulty arose;
Correlate your actions with the method used (algorithm, concept, etc.), and on this basis, identify and record in speech the cause of the difficulty - that specific universal knowledge that is lacking to solve the task at hand and problems of this type in general.
4. Construction of a project for getting out of the difficulty (goal, plan, method, means).
At this stage, students communicatively consider the course of action.
future learning activities: set a goal (the goal is always to eliminate
difficulties), build a plan to achieve the goal, choose
way and means. This process is led by the teacher (introductory dialogue,
encouraging dialogue, etc.)
5. Implementation of the constructed project.
At this stage, the completed project is being implemented. The resulting universal learning action is recorded in the language verbally and symbolically in the form of a standard. Next, the constructed method of action is used to solve the original problem that caused the difficulty, the general nature of the new knowledge is clarified, and the overcoming of the previously encountered difficulty is recorded. In conclusion, a reflection of the work performed is organized and the next steps aimed at mastering the new UUD are outlined.
6. Primary consolidation with pronunciation in external speech.
At this stage, students solve standard tasks on a new method of action by speaking the algorithm out loud.
7. Independent work with self-test according to the standard .
When carrying out this stage, an individual form of work is used:
students independently carry out the studied UUD and implement it
self-test, step by step comparison with the standard. Finally, it will be organized
reflection on the progress of implementation of control procedures. The emotional focus of the stage is to organize a situation of success for each student, motivating him to be included in the further development of knowledge.
8. Inclusion in the knowledge system and repetition.
At this stage, the essential features of new knowledge and actions, its role and place in the system of studied educational actions are clarified.
9. Reflection on learning activities in the lesson (lesson summary).
At this stage, the learned action is recorded, reflection is organized and
students’ self-assessment of their own educational activities. In conclusion,
the set goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.
Such lessons fully address issues related to the formation of not only subject educational knowledge, but also all types of educational learning.
Having analyzed the activities of students at each stage of the lesson, it is possible to identify those universal educational actions that are formed with the correct organization of students’ activities, as well as those methods, techniques, teaching aids, and forms of organizing students’ activities that contribute to the formation of UDL.
Each academic subject, depending on its content and ways of organizing students’ educational activities, reveals certain opportunities for the formation of certain UUDs. For example:Modeling is used from the first literacy lessons. At the stageliteracy training these are sentence models, then sound models of words, which are then converted into letters. We use these models throughout the Russian language course. And of course, you can’t do without diagrams in reflection lessons. Here children must record their knowledge themselves using the model.
A significant part of logicaleducational UUD is formed and improved while studying the course"Literary reading" . Educators learn compare characters from one work and characters from different works; compare works by genre and type, justify your judgments: “Why do you think so (think, believe)?”, “Substantiate your opinion”, “Support with words from the text”, etc. At the initial stage of working with text, children use models that determine the point of view, position of the author, reader and narrator.
For example: 1. Working on the work of K.G. Paustovsky’s “Steel Ring” divide the text into parts, find in the text an artistic device used by the author, imagine how events will develop further, find in the text a description of the arrival of spring and a passage that seems especially beautiful to you - learn it by heart.
2. Students compose their own poems, fairy tales, and then read them.
3. The children like working in groups and pairs.
Assignment for group 1:
Before you are the opening lines from I. Bunin’s poem “Spring”. Based on your knowledge of the types of rhymes, compose the correct quatrain and read it.
Always shady and damp.A cold spring gushes out of the stones,
In the wilderness of the forest, in the wilderness of green,
In a steep ravine under the mountain,
In the wilderness of the forest, in the wilderness of green
,
Always shady and damp.
In a steep ravine under the mountain
,
A cold spring gushes out of the stones
.
4. Prepare a story about the writer, using encyclopedias, the Internet, write a short story about the life and work of the writer.
Be prepared to share at the beginning of the next lesson.
Write down this story and format it beautifully.
5. Working with reproduction. Follow the theme of “Wind” in A. Rylov’s “Green Noise” and I. Shishkin’s “Pine”, etc.
In the literary reading lesson, all types of learning activities are formed with the priority of developing the value-semantic sphere and communication. The subject ensures the development of the ideological and moral content of fiction, the development of aesthetic perception, tracing and revealing the moral meanings of the actions of the heroes of literary works. (meaning formation through tracing the fate of the hero and orientation in the system of personal meanings, self-determination and self-knowledge based on comparing oneself with literary heroes, the foundations of civic identity, aesthetic values, the ability to establish cause-and-effect relationships, the ability to build a plan)
Mathematics in primary school acts as the basis for the development of cognitive actions, primarily logical, including sign-symbolic, planning (chains of actions on tasks), systematization and structuring of knowledge, translation from one language to another, modeling, differentiation of essential and non-essential conditions, formation of elements of systems thinking , spatial imagination, mathematical speech; the ability to build reasoning, choose arguments, distinguish between justified and unfounded judgments, search for information (facts, grounds for ordering, options, etc.); Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational activity. Simple memorization of rules and definitions gives way to the establishment of distinctive mathematical features of an object (for example, a rectangle, a square), the search for common and different in external features (shape, size), as well as numerical characteristics (perimeter, area). In the process of measurements, students identify changes occurring with mathematical objects, establish dependencies between them in the process of measurements, search for solutions to word problems, analyze information, and, using comparison, determine the characteristic features of mathematical objects (numbers, numerical expressions, geometric figures, dependencies, relationships). Students use the simplest subject, symbolic, graphic models, tables, diagrams, build and transform them in accordance with the content of the assignment (task). In the course of studying mathematics, one becomes familiar with the mathematical language: the ability to read mathematical text develops, and speech skills are formed (children learn to make judgments using mathematical terms and concepts). Schoolchildren learn to pose questions as they complete a task, select evidence for the correctness or incorrectness of a completed action, justify the stages of solving a learning task, and characterize the results of their educational work. Mathematical content allows you to develop organizational skills: plan the stages of upcoming work, determine the sequence of educational actions; monitor and evaluate their correctness, search for ways to overcome errors. In the process of learning mathematics, schoolchildren learn to participate in joint activities: negotiate, discuss, come to a common opinion, distribute responsibilities for searching for information, show initiative and independence.
The formation and development of cognitive learning skills in mathematics lessons occurs through various types of tasks:
"Find the Differences"
"Search for the odd one out"
"Labyrinths"
"Chains"
Drawing up support diagrams
Working with different types of tables
Diagram creation and recognition
Working with dictionaries
As an example, I will give several tasks that allow you to optimize mathematics lessons by shifting the emphasis from reproductive frontal questioning to independent research activities of younger schoolchildren. 1) -From all the expressions, write down and find the values of those expressions in which addition must be performed: a) first, b) second, c) third action:
4 17+3 90-52+18 70-(10+15) * 2
37+26-16 15+45:(15-12) 60:15+5 *3
24+6* 3 (30+70):25* 2 40+60:5 *2
2) -Arrange brackets in expressions in several ways and calculate the values of the resulting expressions: a) 76-27-12+6 b) 78-18:3 2
3) -Put parentheses in the expressions so that it has the specified value 16:4:2=8 24-16:4:2=1 24-16:4:2=16
4) -Divide the numbers into two groups: 15, 24, 25, 28, 30, 32, 35, 36, 40 When completing this task, it is very important to draw the children’s attention to the fact that the sign for dividing the given numbers into groups is not given and they have to determine it yourself. Numbers can be divided into two groups according to different criteria, but care must be taken to ensure that all the numbers are distributed among the groups and that the same number does not end up in both groups. To increase the effectiveness of learning and development of students, tasks that allow not one possible solution, but several deserve great attention (here we do not mean different ways of finding the same answer, but the existence of different solutions-answers and their search). The task in this case does not constrain the student within the rigid framework of one solution, but opens up the opportunity for searches and reflections, research and discoveries, albeit small ones for the first time. For example:
Alyosha tried to write down all the examples for adding three single-digit numbers so that the result would be 20 each time (some terms may be the same), but he was always wrong. Help him solve the problem.
Solution. 1) 9+9+2=20 5) 8+8+4=20
2) 9+8+3=20 6) 8+7+5=20
3) 9+7+4=20 7) 8+6+6=20
4) 9+6+5=20 8) 7+7+6=20
As you can see, the problem has eight solutions. In order not to miss any of them, it is necessary to write down the examples in a certain sequence. The given tasks contribute to the development of children’s cognitive abilities, broadening their mathematical horizons, and help them acquire program knowledge more deeply and firmly, which creates conditions for the successful continuation of their mathematical education.
Mastering the general technique of solving problems in elementary school is based on the formation of logical operations - the ability to analyze an object, make comparisons, identify common and different, carry out classification, seriation, logical animation (logical multiplication), and establish analogies. Due to the complex systemic nature of the general method of solving problems, this universal educational action can be considered as a model for a system of cognitive actions. Problem solving acts both as a goal and as a means of learning. The ability to pose and solve problems is one of the main indicators of the level of development of students; it opens up ways for them to acquire new knowledge.
At the lessonRussian language cognitive, communicative and regulatory actions are formed to a greater extent. The formation of logical actions of analysis, comparison, establishment of connections, orientation in the structure of the language and assimilation of rules, modeling takes place.
From the first days of learning to read and write, children learn to use teaching aids: find a page, a topic, a task. Learn to read and understand diagrams, tables and other symbols presented in educational literature. In grades 3–4, students learn to search for necessary information in additional publications: encyclopedias, reference books, dictionaries, electronic and digital resources.
The topic of the lesson can be formulated in different ways. For example,as question . Students need to construct an action plan to answer the question. Children put forward many different opinions, the more of them, the better developed the ability to listen to each other and support the ideas of others, the more interesting and active the work is. The teacher himself, in a subjective relationship, or the selected student can choose the correct result, and the teacher can only express his opinion and direct the activity.
For example, for the lesson topic “How do nouns change?” built an action plan:
1. repeat knowledge about the noun;
2. determine which parts of speech it is combined with;
3. change several nouns along with adjectives;
4. determine the pattern of changes, draw a conclusion.
Working on the concept
I suggest that students visually perceive the name of the topic of the lesson and find the words in the Explanatory Dictionary. For example, the topic of the lesson is “The concept of a verb.” Next, we determine the task of the lesson based on the meaning of the word. This can be done through the selection of related words or through a search for word components in a complex word. For example, the topics of the lessons are “Phrase”, “Polygon”.
Leading dialogue
At the actualization stage, a conversation is held aimed at generalization, specification, and logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. This creates a situation that requires additional research or action.
Collect the word
The technique is based on children’s ability to isolate the first sound in words and synthesize them into a single word. The technique is aimed at developing auditory attention and concentrating thinking to perceive new things.
For example, the topic of the lesson is “The concept of a verb.”
– Collect a word from the first sounds of the words: “Burn, leaf, neat, talk, oats, dexterous.”
If possible and necessary, you can repeat the studied parts of speech using the proposed words and solve logical problems.
Grouping
I suggest children divide a number of words, objects, figures, numbers into groups, justifying their statements. The basis of the classification will be external signs, and the question: “Why do they have such signs?” will be the task of the lesson.
In textbooks of the Russian language, mathematics, literary reading, and the world around us, there are many tasks that begin with the words “compare...”. The authors of textbooks suggest comparing numbers, expressions, problem texts, words, heroes of works, etc., but not all children have the skill of comparison. The question arises: “Why?” The technique of comparison is not learned by children as a technique. After all, textbooks do not contain algorithms for the formation of logical operations. And well-formed logical actions serve only as a basis for successful mastery of program material.
When studying the course “The World Around You” skills developretrieve information , presented in different forms (illustrative, schematic, tabular, symbolic, etc.), in different sources (textbook, map atlas, reference books, dictionary, Internet, etc.);describe, compare, classify natural and social objects based on their external characteristics;install cause-and-effect relationships and dependencies between living and inanimate nature, between living beings in natural communities, past and present events, etc.;use ready-made models to study the structure of natural objects,simulate objects and phenomena of the surrounding world;carry out simple observations and experiments on the study of natural objects and phenomena, drawing conclusions based on the results, recording them in tables, in drawings, in oral and written speech. Students acquire skills to work with information: learnsummarize, systematize, convert information from one type to another (from pictorial, schematic, model, conventionally symbolic to verbal and vice versa);encode and decode information (weather conditions, map reading, road signs, etc.)
Assignment: Compare rain and snow and answer the questions.
1) At what time of year does this precipitation most often occur?
Rain-_____________________ ; snow-___________________________
2) What do these sediments have in common?_________________________________
3) What does the ground look like when snow and rain fall on it?
From the rain the earth _____________________; snow from the ground_____________
4) What kind of precipitation is used for the game?______________________
5) Where do snow and rain come from?__________________________________________
For example, in a lesson on the surrounding world in first grade on the topic"Who are the birds?" we can create the following problematic situation:
Name the distinctive feature of birds.
Look. What animals did you recognize? (Butterfly, sparrow, chicken.)
What do these animals have in common? (They can fly.)
Do they belong to the same group? (No.)
A distinctive feature of birds is their ability to fly?
What did you expect? What question arises? (What is the distinctive feature of birds?)
Students make a guess, try to answer the problematic question themselves, and then check or clarify the answer using the textbook. A situation of contradiction arises between the known and the unknown. At the same time, the children repeat the knowledge necessary to study new material. It is important for the teacher to teach children to observe, compare, and draw conclusions, and this, in turn, helps students develop the ability to independently obtain knowledge, and not receive it in a ready-made form.
Theme "Water cycle in nature"
Motivational stage.
Without what is the life of living organisms on our planet unthinkable?
“Sun, air and water are our best friends”
Until now, we have considered each natural object separately, clarifying their special properties. Today we will remember some of them, we will trace how the sun, air and water give rise to one of the important phenomena of nature.
1. Sun (benefits - light, warmth; harm -solar storms, solar flares)
2. Some types of winds. (Zephyr, sara, bora, dry winds) Establishing connections. (work in groups)
3. Messages about winds (encyclopedia, Internet resource) - homework.
The result of the formation of cognitive learning tools will be the student’s ability to:
Identify the type of problems and ways to solve them;
Search for the necessary information needed to solve problems;
Distinguish between reasonable and unfounded judgments;
Justify the stages of solving an educational problem;
Analyze and transform information;
Conduct basic mental operations (analysis, synthesis, classification, comparison, analogy, etc.);
Establish cause-and-effect relationships;
Possess a general technique for solving problems;
Create and transform diagrams necessary to solve problems;
Select the most effective way to solve a problem based on specific conditions.
Modern educational technologies in the aspect of implementation of the Federal State Educational Standard, ensuring the formation of cognitive universal actions
Formed UUD
Problem-based learning
Creating a problem situation
Cognitive:
general educational cognitive actions, problem formulation and solution
Pedagogy of cooperation
Joint activity, heuristic conversation, collective conclusion, comparison
Cognitive: logical universal actions
Individual – differentiated approach
Multi-level tasks
Competence-oriented training
Research work, project activities
Cognitive: general educational cognitive actions, formulation and solution of problems, logical universal actions
Information and communication technologies
Introduction to new material on a PC, testing, presentation, interactive whiteboard
Cognitive: logical universal actions, general educational cognitive actions.
To achieve the developmental goals of teaching, the teacher must try to intensify the cognitive activity of students and create a situation of interest. One of the most significant motives of educational activity is the formation of cognitive interest. The main source of stimulation of cognitive interest is the content of educational material, which provides students with previously unknown information that evokes a sense of surprise, allowing them to take a fresh look at already known phenomena and open up new facets of knowledge.