Intellectually developed, intelligent individuals have always been at a great price. A person who is characterized by a good store of knowledge in various fields has an advantage over other people, which leads to success in professional activities. It is necessary to distinguish between developed intelligence and well-read. After all, you can know a lot of fascinating information, but not be able to analyze, compare, think logically. Today, there are many ways to develop intelligence that can be used from a very early age.

The intelligence of a child

Knowing that the human psyche is the ability to perceive the surrounding world in a certain way and react to it, it is not difficult to understand what intelligence is. - the quality of the psyche, covering all aspects of human activity: mental, emotional, and physical. It is the ability to adapt to a variety of situations based on your level of development. In other words, a well-developed intellect is a synonym for a harmoniously developed personality, a combination of the wealth of the inner world with physical development.

"Did you know that the development of a child's intellectual abilities is an integral part of harmonious development, which includes spiritual and physical education?"

Many parents ask themselves the question: why develop intelligence in a child? The answer is obvious: in order for the child to become able to learn quickly, easily and effectively, successfully use the acquired knowledge, make discoveries in the future, or learn to do what others cannot. Therefore, the development of intelligence should be given attention from early childhood.

Stages of development of intelligence

First of all, the level of intelligence (intelligence quotient, IQ) is manifested in the thinking ability of the child. Thinking is directly related to physical activity. Moving, crawling, running, stomping through puddles or playing with sand, the baby learns the reality around him, developing his brain. It is in this regard that one should not limit the motor activity of the crumbs, allowing him to independently explore the world. Prohibitions and restrictions inhibit the brain activity of the baby.

When the baby grows up, it is better to play games with him as actively as possible to develop logical thinking, counting and generalization, and speech. You can already start teaching the baby to read: this will activate the development of thinking, form and increase the vocabulary.

Younger schoolchildren will develop intellectually by playing board or computer logic games. Play is a great way to organize learning about anything. Agree, it is much better when the development of intellectual abilities takes place in an unobtrusive environment.

It is even more interesting how to intellectually develop adolescents. The school curriculum becomes more difficult year after year, and therefore the first exams can be a real test for students with intellectual difficulties. Adolescence is characterized by changes in the physical and mental spheres, as well as a slight decrease in cognitive interest. Here parents need to think carefully about how to stimulate the intellectual development of adolescents, not only forcing them to read more.

Factors of intellectual development

"Did you know that breastfeeding a baby will boost his mental development?"

The mental development of a child depends on certain factors:

1. Genetic factors. This refers to the one that the child receives from the parents at birth. The level, quality and direction of the child's intellectual development depend a lot on these factors.

2. Factors that arise during the mother's pregnancy. The way of life of a pregnant woman is reflected in the mental development of the child. For example, mental retardation of an unborn child can be influenced by:

• malnutrition
• lack of iodine in the mother's body
• illness during pregnancy
• taking medications
• the use of alcohol, drugs, tobacco smoking.

3. Factors of the external environment. Disorders in the mental activity of babies can occur due to:

• poor nutrition of children
• lack of communication
• restrictions on motor and cognitive activity
• single-parent family.

4. The factor of a large family. Research has shown that firstborns are more mentally developed than other children in the family. However, in large families, children develop better socially: they easily acquire communication skills and adapt more quickly to society.
5. Factor of the social status of the family. Children from very poor families do not always delight their parents with their school performance.
6. The factor of influence of the school. In most general education schools, teachers still consider a good student who is calm, answers questions as required of him, does nothing without asking. Children with high creative potential do not correspond to these characteristics: those who show a non-standard approach to solving tasks. Only individual and student-centered approaches to education will stimulate the mental development of children in school today.
7. The factor of the child's personality traits. The development of mental abilities is also influenced by the character and temperament of the child. Thoughtful children are attentive to difficult tasks, but they are insecure and afraid of failure. Highly excitable children are somewhat superficial, but are able to spontaneously show creative impulses.
8. Factor of personal qualities of parents. It is good when parents are intellectually developed, successful, self-confident, and love their job: in such conditions, children develop faster. However, this is not the main condition for raising an intelligent child. The main thing in upbringing is the care of parents and faith in the strength of children.

The intelligence of preschoolers

"It is interesting. The child's brain is formed by 80% before the age of three. Try not to miss this moment for the formation of the baby's intelligence. "

The main activity of a preschool child. Thanks to the game, the child learns the world around him: he learns colors and shapes, learns about plants and animals, learns to communicate. The game is the main method for the development of intelligence.

Seeing a toy for the first time, the baby carefully examines it: examines, twists, shakes, tastes, listens to it. Knowing about this "exploratory" nature of young children, it is necessary to offer them toys that stimulate their thinking ability:

• block constructors
• toys that can be disassembled
• simple household items to play with.

How else can a baby explore the world by developing his brain?

1. Try not to buy all toys. Toys can be made with your own hands, you can transform everyday objects into toys: it will be more interesting to study them this way.
2. Encourage your child to create together. Make a toy with your child and play with him.
3. Allow your child to use various objects that interest him as a toy. Naturally, within reasonable limits: they must be safe.

1. Lots of toys distract attention. Therefore, it is better to clean up unnecessary toys.
2. Children love multi-functional toys.
3. Toys from the store usually get bored quickly.
4. The child will be more interested in complex toys that can be explored endlessly.

Along with playing toys, engage in didactic (educational) games with your child, play sports games on the street, read and teach your child to read, begin to comprehend the basics of a foreign language with a little bit, draw and sculpt, develop your child musically. There is no need to overload the child. It is ideal when classes are playful, fun and enjoyable. Only then will the preschooler's intellect develop naturally and harmoniously.

Watch a video on how you can develop the intelligence of your little ones

Features of the intellectual development of schoolchildren

Study is becoming the leading activity among younger schoolchildren. On the basis of this type of activity, children are actively developing thinking, accompanying features (analysis, planning, etc.), the need for learning and motivation for it. The development of the student's personality depends on how interesting the educational activity is, how successful it is. In the process of educational activity, children acquire the ability to learn and use theoretical knowledge. refers to the period of intensification of intellectual development. Mental development stimulates other qualities of the student. Thanks to this, an awareness of the need for educational activities comes, voluntary and intentional memorization is carried out, attention and the ability to concentrate develops, etc. The success of intellectual development at this age depends on the personality and activities of the teacher, his ability to creatively approach the teaching of children, use modern teaching methods, aimed at stimulating all cognitive processes, take into account the individual characteristics of students.

Interestingly, school-age children develop a mindset. Some have an analytical mindset, others have a visual-figurative mindset, and still others are characterized by the presence of both figurative and abstract elements. In order to harmoniously develop the minds of schoolchildren, the teacher needs to influence both the logical and the figurative component of the mind, presenting the educational material in a voluminous manner.

Successful study is facilitated by the presence of such components of the thinking of schoolchildren:

• be able to think: analyze, synthesize, generalize, classify information, formulate judgments and conclusions;
• be able to think critically, having several options for solving a problem;
• be able to highlight the main thing, see the goal.

To successfully develop thinking at school age, it is best to use developmental learning ideas. This pedagogical technology assumes that the tasks are problematic in nature, which stimulates the active development of the student's intellect.

Intelligence diagnostics

Knowing the level of development of the child's mental development, you can choose the right teaching methods for him. To determine the IQ level, special ones are used. For kids - bright pictures, looking at which and answering questions, the child demonstrates a certain level of his intelligence. Preschoolers can be diagnosed using special tasks and questionnaires.

Psychological tests are used to check the IQ of schoolchildren. They are built in the form of blocks aimed at the study of intelligence in various fields. Based on the results, you can find out how he perceives information best.

Ways to develop intelligence

What can improve the mental qualities of a child?

1. Games that develop the brain. It can be chess or checkers, puzzles, logic, psychological and board games.
2. Mathematics and exact sciences. Mathematics teaches you to structure concepts, treat everything with order.
3. Reading. A good fiction book will always give you something to think about. Read to your child, teach yourself to read, discuss what you read.
4. Training. The learning process is valuable in itself, as it activates the development of all human abilities.
5. Studying of foreign language.
6. Learning new things. Read encyclopedias and reference books with your child, watch educational films and programs, go to. Create an environment in which it will be interesting for your child to discover something new every day. So the horizons and erudition will expand. Let the child be inquisitive.

How to stimulate intelligence?

• constantly ask your child questions
• use the words "Think", "Be more attentive", "Remember"
• walking, resting, give the child tasks (observe, count, solve the riddle)
• teach your child to follow through
• discuss with the child the results of his activities, identify shortcomings, think about how to do better.

conclusions

Develop your child harmoniously. Books alone are not enough to make a child smart. Create a whole system of intellectual development of the baby at home. Study together, paying attention to the all-round development of mental abilities. Keep the activities fun and useful.

Municipal budgetary educational institution

"Secondary school number 28" "

Intellectual development of primary schoolchildren

primary school teacher

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction …………………………………………………………… 1

Chapter 1. Psychology - pedagogical foundations of the intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills ………………………………………………………… ..4

The essence of intellectual skills ……………………… .15

schoolchildren in Russian lessons

Research activities of junior schoolchildren on

Russian lessons …………………………………… 41

References ……………………………………………… .52

Appendix ……………………………………………………… ..55

1

Introduction.

The whole life of a person constantly poses acute and urgent tasks and problems before him. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Consequently, an ever deeper knowledge of the world is needed, the discovery of more and more new processes, properties and relationships between people and things in it. Therefore, no matter what new trends, born of the requirements of the time, penetrate the school, no matter how the programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

Intelligence is the ability to think. Intelligence is not given by nature, it must be developed throughout life.

Intellectual development is the most important aspect of training the younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his pupils. And from his ability to organize a systematic, cognitive activity depends on the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development.

Most scientists admit that the development of schoolchildren's creative abilities and intellectual skills is impossible without problem learning.

Problem-based learning methods have a positive effect on the development of the intellectual abilities of primary school students.

They are chosen by the teacher depending on the goals of the lesson and on the content of the studied material:

- heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge, develop creative abilities;

- dialogical method - provides more high level cognitive activity of students in the process of learning;

- monologue method - replenishes the stock of students' knowledge

additional facts.

N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I. Ya. Lerner, M I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya and others.

The main task of the school, and first of all, is the holistic development of the personality and readiness for further development. Therefore, the following topic was chosen: "Intellectual development of primary schoolchildren."

Purpose of work:

1. Increase interest in the learning process.

2. Ability of non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

Object work is - the process of teaching schoolchildren.

Subject - problem learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve this goal, the following were determined tasks:

To study and analyze the psychological, pedagogical and methodological literature on the research topic.

To reveal the essence of intellectual development.

Organize research work.

To solve the set tasks, research methods were used:

- analysis of psychological, pedagogical, methodological works on the research topic;

- observation, conversation, testing, questioning;

- pedagogical experiment and data processing.

Chapter 1. Psychology - pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", which passed into modern languages ​​from Latin in the 16th century and originally meant the ability to understand, has become an increasingly important general scientific category in recent decades. The specialized literature discusses the intellectual resources of certain groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As you know, the cognitive sphere of a person is investigated using tests.

The concept of "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist F. Galton. F. Galton's ideas were further developed in the works of the American psychologist D. Cattell, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, designated by the term "mind", "intelligence". This step was taken by the famous psychologist A. Binet, who in 1905, together with T. Simon, developed a system of tests to measure the level of development of the intelligence of children.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. Each of them was asked to define intelligence and name the way in which intelligence could be best measured. Almost all scientists cited testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability to think abstractly" (L. Thermen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 20s - 40s. There is still no agreement on what intelligence tests should measure); testologists still build their diagnostic systems on the basis of conflicting models of intelligence.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

Fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to operate, vocabulary) are taken as components of intelligence.

English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

American psychologists R. Cattell and J. Horn distinguish 2 components in the intellect: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of intelligence is actually the sum of the skills that were formed during their lifetime.

The author of one of the most famous methods of studying intelligence, American psychologist D. Veksler, interprets intelligence as a general ability of a person, which manifests itself in purposeful activity, correct reasoning and understanding, in adapting the environment to its capabilities. For the famous Swiss psychologist J. Piaget, essence appears in the structuring of the relationship between the environment and the organism.

German scientists-educators Melhorn G. and Melhorn H.G. called intelligence a set of abilities that characterize the level and quality of a person's thought processes. They believe that the function of intelligence is to mentally solve objectively existing problems. The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the surrounding world. Problem thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

Psychodiagnosticians suggest that the IQs that are derived from different tests are difficult to compare with each other, since different tests are based on different concepts of intelligence, and the tests include different tasks.

Nowadays, many psychometrists see more and more clearly the imperfection of their means of assessing intelligence. Some of them try to improve the testing procedure, making extensive use of mathematical and static methods, not only in the design of test systems, but also in the development of the intelligence models underlying these tests. So, in testing, a direction has become widespread, whose representatives use the method of factor analysis to characterize and measure intelligence.

Representatives of this trend rely on the work of Charles Spearman, who back in 1904, based on an analysis of the results of a number of intellectual tests passed by the subjects, put forward a theory according to which intelligence consists of a common factor " G"-" general mental energy "- involved in the solution of all intellectual tests, and a number of specific factors -" S”, Each of which is valid within the given test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Guildford.

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may be unsuccessful in solving others. Therefore, different components of intelligence are involved in solving different tests.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible).

In order to get an idea of ​​the intellectual development of the subject, it is necessary, according to Guildford, to investigate the degree of development of all factors constituting intelligence.

L. Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Comprehension of words.

Associative memory.

Fluency of speech.

Understanding or reasoning.

In general, intelligence (from Latin intellektus- understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking.

The leading role in the structure of intelligence is taken by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation, memory fixes phenomena that are significant in one way or another and selectively "presents" them in the process of thinking, imagination enters as a necessary link in the solution of a creative task, i.e. each of the mental processes is organically included in the subject's mental act.

Intelligence is the highest product of the brain and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms.

A qualitative leap in the development of human intelligence took place with the emergence of labor activity and the appearance of speech. Intellectual activity is closely related to human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of the existing.

The social character of human activity ensures its high intellectual activity. It is aimed not only at cognizing objective reality, but also at changing it in accordance with social needs. This nature of intellectual activity ensures the unity of cognition proper (thinking), attitude to the knowable (emotion) and practical implementation (will) of the given action.

The upbringing of a child's intellect requires the all-round development of his cognitive abilities (breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the all-round harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important side of preparation for life and work of the younger generations, which consists in guiding the development of intelligence and cognitive abilities by arousing interest in intellectual activity, equipping with knowledge, methods of obtaining and applying it in practice, instilling a culture of intellectual labor ". Caring for the upbringing of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

It has been proved that intellectual development is a continuous process taking place in learning, work, games, life situations, and that it most intensively occurs in the course of active assimilation and creative application of knowledge, i.e. in acts that contain especially valuable operations for the development of intelligence.

It is possible to highlight the typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude towards the world of phenomena.

The desire to go beyond the known, the activity of the mind is expressed in a constant striving to expand knowledge and creatively apply it for theoretical and practical purposes. Observation, the ability to single out their essential aspects and interrelationships in phenomena and facts is closely connected with the activity of intellectual activity.

The developed intellect is characterized by its consistency, which provides internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The consistency of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways to study reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

In modern psychology, it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between the teaching of the student and his intellectual development has not yet been sufficiently studied.

The very concept of intellectual (mental) development is interpreted by different researchers in different ways.

S.L. Rubinstein and B.G. Ananyev were among the first to call for the study of general mental development, general intelligence. So,

This problem has been studied in various directions. Among these studies, it is worth noting the research of N.S. Leites, who notes that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterizes the possibility of theoretical knowledge and practical human activity. The most essential thing for human intelligence is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thereby makes it possible to creatively transform reality. As N.S. Leites has shown, certain activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general intelligence. For example, ND Levitov believes that general mental abilities primarily include those qualities that are designated as quick wit (quickness of mental orientation), thoughtfulness, criticality.

N.A. Menchinskaya fruitfully researched the problem of mental development with a group of her colleagues. These studies are based on the position formed by D.N.Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. First, there must be an accumulation of a fund of knowledge - this was pointed out by P.P. Blonsky: "An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason" Thus, knowledge is a necessary condition for thinking ... Secondly, those mental operations with the help of which knowledge is acquired are important for the characterization of mental development. That is, a characteristic feature

mental development is the accumulation of a special fund of well-developed and well-established mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized by what is reflected in consciousness, and even more so by how the reflection occurs.

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking, determined by the levels of analytical and synthetic activity, are outlined. These levels are based on the characteristic:

a) the relationship between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as a system of operations specially formed for solving problems of a certain type within the same school subject or for solving a wide range of problems from different areas of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the integration into a definite functional system of such modes of action that are characteristic by nature. For example, junior schoolchildren were taught in some lessons analyzing observation, and in others the generalization of essential features. Progress in mental development can be talked about when these diverse methods of mental activity are combined into one system, into a single analytical-synthetic activity.

In connection with the above, the question arises about the substantive criteria (signs, indicators) of mental development. The list of such most general criteria is given by ND Levitov. In his opinion, mental development is characterized by the following indicators:

independence of thinking,

the speed and strength of the assimilation of educational material,

quick mental orientation (resourcefulness) when solving non-standard tasks,

deep penetration into the essence of the studied phenomena (the ability to distinguish the essential from the non-essential),

criticality of mind, lack of inclination to biased, unfounded judgments.

For D.B. Elkonin, the main criterion for mental development is the presence of a properly organized structure of educational activity (formed educational activity) with its components - setting a task, choosing means, self-control and self-examination, as well as the correct ratio of subject and symbolic plans in educational activity.

N.A. Menchinskaya considers in this regard such features of mental activity as:

the speed (or, accordingly, the slowness) of assimilation;

flexibility of the thinking process (i.e. ease or, accordingly, the difficulty of restructuring work, adapting to changing conditions of tasks);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

different levels of analytical and synthetic activity.

EN Kabanova-Meller considers the main criterion of mental development to be a wide and active transfer of the methods of mental activity formed at one object to another object. A high level of mental development is associated with intersubject generalization of mental techniques, which opens up the possibility of their broad transfer from one subject to another.

Of particular interest are the criteria developed by ZI Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Quickness of work and quickness of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of advancement is determined by the number of exercises of the same type required to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called "economy of thinking", that is, the number of reasoning, on the basis of which students identify a new pattern for themselves. In this case, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information inherent in the conditions of the problem, often solve it on the basis of blind tests or unfounded analogies. Therefore, the way to solve them turns out to be low-cost, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and methods of operating them, fully extract the information inherent in the conditions of the problem, constantly monitor their actions, therefore their way to solving the problem is laconic, concise, and rational.

An important task of modern psychology is to build objective, scientifically grounded indicator psychological methods, with the help of which it is possible to diagnose the level of mental development of schoolchildren at different age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren in the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

In the pedagogical dictionary, the concept of "skill" is defined as follows: "skills - readiness for practical and theoretical actions performed quickly, accurately and consciously, on the basis of acquired knowledge and life experience."

Learning skills involve the use of previously gained experience, certain knowledge. Knowledge and skills are inseparable and functionally interconnected parts of any purposeful action. The quality of skills is determined by the nature and content of knowledge about the intended action.

Studying each subject, conducting exercises and independent work equips students with the ability to apply knowledge. In turn, the acquisition of skills contributes to the deepening and further accumulation of knowledge. By improving and automating, skills turn into skills. Skills are closely related to skills as ways of performing an action, corresponding to the goals and conditions in which one has to act. But, unlike skills, a skill can be formed without a special exercise in performing an action. In these cases, it relies on the knowledge and skills acquired earlier, while performing actions that are only similar to the given one. At the same time, the skill is improved as the skill is mastered. A high level of skill means the ability to use different skills to

achieving the same goal depending on the conditions of action. With a high development of skill, the action can be performed in various variations, each of which ensures the success of the action in given specific conditions.

Skills education is a complex process of analytical and synthetic activity of the cerebral cortex, in

during which associations are created and consolidated between the task, the knowledge necessary for its implementation and the application of knowledge in practice. Repeated actions reinforce these associations, and variation of assignments makes them more accurate. Thus, the traits and attributes of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. maintaining accuracy and pace, despite some side effects, strength (skill is not lost during the period when it is practically not used), maximum proximity to real conditions and tasks.

In modern pedagogical literature, there is no unified approach to the classification of educational skills. Some scholars believe that "skills and abilities are subdivided into generalized (interdisciplinary) and private (specific to individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others." However, the division of skills into types is to a certain extent arbitrary, since there is often no sharp border to distinguish them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided with educational-organizational, educational-intellectual, educational-informational and educational-communication skills. The same classification is given by

YK Babansky. We will dwell in more detail only on educational and intellectual skills.

In his work Yu.K. Babanskiy distinguishes the following groups of intellectual skills: to motivate their activities; to carefully perceive the information; rationally memorize; to logically comprehend the educational material, highlighting the main thing in it; solve problem

cognitive tasks; do the exercises yourself; exercise self-control in educational and cognitive activities.

As you can see, Babansky will base our classification on an active approach. Without rejecting this classification, we will consider another class of intellectual skills, which was based on the concept of "intelligence". In this classification, by intellectual skills we mean the readiness of a person to perform intellectual actions. Intellectual skills here are the following skills:

perceive,

memorize,

to be attentive,

think,

have intuition.

Consider the listed groups of intellectual skills, including those identified by Yu.K. Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational, largely depends on the presence of positive motives for learning.

An unconditioned orienting reflex "why?" Is inherent in man by nature. The task of teachers is to ensure that during the entire period

school education to create the most favorable conditions for maintaining this inherent curiosity of a person, not to extinguish it, but to supplement it with new motives coming from the content of education itself, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

Among the variety of motives for learning, two large groups can be distinguished: motives of cognitive interest and motives of duty and responsibility in learning. The motives of cognitive interest are manifested in an increased craving for cognitive games, educational discussions, arguments and other methods of stimulating learning. The motives of duty and responsibility are primarily associated with the student's conscious academic discipline, the desire to willingly fulfill the requirements of teachers, parents, and respect the public opinion of the class.

Knowing the state of the student's motives, the teacher can promptly prompt him on the elimination of which shortcomings should be persistently worked in the near future. Indeed, many students do not think about this problem at all, and it is enough to draw their attention to it, as they involuntarily begin to engage in self-education, at least in its most elementary forms. Other schoolchildren have to suggest available methods of self-education of motives for learning. Still others need even more careful and systematic control over the course of self-education, in providing them with ongoing assistance. Teachers should teach schoolchildren to understand the subjective significance of learning - what the study of this subject can give for the development of their inclinations, abilities, for professional orientation, bringing them up close to mastering the profession of interest. Teachers should help the student realize that

gives teachings to prepare for communication in a pulsating environment, in a work collective. All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, the sources of stimulation are usually, of course, feelings of duty, responsibility and conscious discipline. Self-education of academic discipline and volitional self-discipline is also associated with the development of "noise immunity"; the ability to force yourself to take up the execution again and again

"Intractable" solution to the problem. No less important is the clear presentation of requirements by teachers, the unity of such requirements, and a clear motivation for the marks given.

A reasonable reward system deserves serious consideration. Praising the answer, a commendable entry in the diary and on the progress screen - all this contributes to the emergence of socially valuable motives that play especially important role in educational motivation in general.

The most important thing for a teacher is the need to achieve the transfer of external stimulation into self-stimulation in students of internal motivation. And here, the skillful fusion of goal-setting and student motivation is especially important. Thinking over the tasks of his activities at home and in the classroom, the student, especially the older one, thereby already motivates his activities. Schoolchildren are more actively involved in self-education of motives if they see that this process is of interest to teachers, parents, student activists, when they are supported in case of difficulties that arise.

So, we see what specifically involves the process of self-stimulation of learning:

students' awareness of learning as a public duty;

assessment of the theoretical and practical significance of the subject and the issue under study;

an assessment of the subjective significance of learning in general and of a given subject for the development of one's abilities, professional aspirations, or, conversely, for the purposeful elimination of the reasons that prevent one from fully relying on one's real educational capabilities;

the desire to acquire not only the most interesting, vivid, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-order, volitional stimulation of education;

persistent overcoming of educational difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, class staff;

Consciously suppressing feelings of fear of upcoming answers, classwork, or credit.

2. Ability to perceive.

Perception is the reflection in the mind of a person of objects or phenomena when they are directly influenced by the sense organs. In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but is a qualitatively new stage of sensory cognition with its inherent characteristics.

Although perception arises as a result of the direct action of a stimulus on receptors, perceptual images always have a certain semantic meaning. The ability to perceive in a person is closely connected with thinking, with an understanding of the essence of an object. The ability to consciously perceive an object means the ability to mentally name it, i.e. to attribute the perceived object to a certain group, class of objects, to generalize it in a word. Even at the sight of a stranger

object, we are trying to catch in it the similarity with the familiar objects to us, to classify it in a certain category. The ability to perceive is the ability to organize a dynamic search for the best interpretation, explanation of available data. Perception is an active process during which a person performs many actions in order to form an adequate image of an object.

Multiple psychological and pedagogical experiments have shown that we cannot perceive before we learn to perceive. Perception is a system of perceptual actions, and mastering them requires special training and practice.

The most important form of perception is observation. Observation can be characterized as a deliberate, systematic perception of objects or phenomena of the surrounding world. In observation, perception acts as an independent activity. We often do not distinguish certain sounds of a foreign language, do not hear falsity in the performance of a piece of music, or do not see it in the transmission of the color tones of pictures. The ability to observe can and should be learned.

The famous Dutch scientist M. Minnart said: "The insight depends on you yourself - you just have to touch your eyes with a magic wand called" know what to look at. " Indeed, the success of the observation is largely determined by the formulation of the problem. The observer needs a "compass" to indicate the direction of observation. This "compass" is the task assigned to the observer, the observation plan.

For a successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer a person's experience, the more knowledge he has, the richer he is.

perception. These patterns of observation must be taken into account by the teacher, organizing the activities of students.

Learning observational skills help students learn new knowledge more effectively while applying the principle of visibility. Obviously, the learning process should not be based only on the principle when students accept the information that is reported on

lesson teacher; "The learning process should be organized as an active mental activity of students." Experimental studies have shown that an essential component of the decision-making process is the manipulation of the image of the situation that has developed on the basis of orientational-research perceptual activity. The need to translate a problematic situation into an internal plan for the decision-making process indicates the extreme importance of a correct approach to the study of the principle of visualization of teaching. The use of visualization in teaching should guide not only the process of creating an image of the situation, but also the process of restructuring this image in accordance with the task at hand. The sequence of using visual aids in the lesson should guide the activities of students to create a model of the material being studied.

Such an approach to the use of the principle of visualization of teaching, when it is based on active observation and active mental activity of students, should ensure effective and lasting assimilation of knowledge.

3. Ability to be attentive.

Mindfulness is an important and inseparable condition for the effectiveness of all types of human activity, primarily labor and educational. The more difficult and responsible the work, the more demands it makes for attention. For the successful organization of teaching and educational work, it is necessary that the ability to be attentive is properly formed in students. Even the great Russian teacher KD Ushinsky, emphasizing the role of attention in teaching, wrote: "attention is precisely that door through which everything that only enters the human soul from the outside world passes through." It is clear that teaching children to keep these doors open is essential to the success of the entire teaching.

Depending on the object of concentration (perceived objects, representations of memory, thoughts, movements), the following manifestations of attention are distinguished: sensory (perceptual), intellectual, motor (motor). Attention as a cognitive process by the nature of origin and by the way of implementation is divided into two types: involuntary attention and voluntary. Involuntary attention arises and is maintained independently of the conscious intentions of a person's goals. Voluntary attention is consciously directed and regulated concentration.

Since the definition of the concept of "skill" emphasizes the need to consciously perform actions, then, speaking about the ability to be attentive, we will understand the formation of voluntary attention. Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets himself a specific task in his activity and consciously develops a program of action. This intellectual skill is formed not only through education, but also to a large extent through the self-education of students. In the degree of formation of the ability to be attentive, personality activity is manifested. With arbitrary attention, interests are of an indirect nature (these are the interests of the goal, the result of the activity). If in purposeful activity the content and the process of the activity itself, and not only its result, as with voluntary concentration, become interesting and significant for the child, then there is a reason to speak of post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; it is reasonably associated with the most intense and fruitful mental activity, high productivity of all types of labor. The importance of educational activity is especially great for the formation of voluntary attention, that is, the ability to be attentive.

School age is a period of its active formation, some psychologists (P.Ya. Galperin and others) believe that the inattention of schoolchildren is associated with the inadequate formation of control functions in conditions when it develops spontaneously. In this regard, the tasks of the planned development of the ability to be attentive are carried out as a constant purposeful formation of automated actions of mental control. The intellectual ability to be attentive is characterized by various qualitative manifestations. These include: resilience, switching, distribution and attention span.

An analysis of teaching practice allows us to highlight some typical shortcomings that prevent students from listening carefully to teachers' explanations. First of all, this is a weak concentration of attention on the main thing, a violation of the logic of presentation, the absence of well thought out, clear, unambiguously interpreted generalizations and conclusions. Artistic, figurative techniques are very rarely used, this reduces the emotional tone of the explanation. Sometimes the inability of teachers to ensure good discipline in the lesson hinders the attention of students.

Of particular importance in order to maintain the attention of students at the proper level is a variety of teaching methods: storytelling, conversation, independent resolution of problem situations, etc., with their correct combination and alternation, you can actively develop mindfulness as a personality trait.

4. Ability to memorize.

The most important feature of the psyche is that the reflection of external influences is constantly used by the individual in his future behavior. The gradual complication of behavior is carried out through the accumulation of individual experience. The formation of experience would be impossible if the images of the external world that arise in the cerebral cortex

brain disappeared without a trace. Entering into various connections with each other, these images are fixed, preserved and reproduced in accordance with the requirements of life and activity.

Memorization, preservation and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic of the mental life of a person, ensuring the unity and integrity of the human person. The set of skills to memorize, save and reproduce various kinds of information, we will henceforth call the intellectual ability to memorize.

Memory as a mental process is divided into separate types in accordance with three main criteria:

by the nature of mental activity prevailing in activity, memory is divided into motor, figurative and verbal-logical;

by the nature of the goals of the activity - into involuntary and voluntary;

by the duration of consolidation and preservation (in connection with its role and place in activity) - into short-term, long-term and operational.

According to the definition of intellectual skills, the formation of the ability to memorize will mean the development of an arbitrary figurative or verbal-logical memory, which should be long-term or operational.

Figurative memory is memory for ideas, pictures of nature and life, as well as for sounds, signs, tastes. For enhanced teaching of geometry (and many other sciences), it is especially important to develop students' memory for representations.

are embodied in a different linguistic form, then their reproduction can be oriented towards the transfer of either only the main meaning of the material, or its literal verbal design.

The ability to memorize verbal-logical forms is a specifically human ability, in contrast to the ability to memorize images, which in their simplest versions can be formed in animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. The ability to memorize verbal and logical forms belongs to the leading intellectual skills necessary for the assimilation of knowledge by students in the learning process.

Memorization and reproduction, in which there is a special purpose of remembering or remembering something, is called arbitrary memory. It is possible to talk about the formation of the ability to memorize only when the development of voluntary memory occurs.

Long-term memory is characterized by long-term preservation of material after repeated repetition and playback. The concept of "operative memory" denotes mnemonic processes serving directly carried out by a person actions, operations. When a person performs an action, for example, an arithmetic one, he performs it in parts, in pieces. At the same time, a person keeps "in mind" some intermediate results as long as he deals with them. As you move towards the end result, a particular “waste” material may be forgotten. A similar phenomenon is observed when reading, cheating, in general, when performing any more or less complex action. The pieces of material that a person operates on can be different (the child's reading process begins with folding individual letters). The volume of these pieces, the so-called operational units

memory, significantly affects the success of the performance of a particular activity.

In addition to the types of memory, its main processes are also distinguished. At the same time, it is the various functions performed by memory in life and activity that are considered as the basis. Memory processes include memorization (consolidation), reproduction (actualization, renewal) and preservation of material. Let us briefly describe the relevant skills.

The ability to memorize (in the narrow sense, as part of the general educational and intellectual ability to memorize) can be defined as the ability to consolidate new knowledge by linking it with previously acquired knowledge.

The ability to reproduce information is the ability to actualize previously fixed knowledge by extracting it from long-term memory and transferring it into operational memory.

Already in adolescence, memory should become an object not only of education, but also of self-education. Self-education of memory achieves significant success when it is based on knowledge of the patterns of its formation. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

5. Ability to have intuition.

“Intuition (lat. Intuitio- contemplation, vision, gazing) is a term that means the same as direct contemplation, knowledge obtained in the course of practical and spiritual mastering of an object, a visual representation. " Although intuition differs from the ability to think discursively (that is, to logically deduce one concept from another), it is not opposed to it. Contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge is achieved only with

with the help of reason and intellectual intuition. By the latter, Descartes understands the highest form of knowledge, when the mind directly, without the help of reasoning, evidence becomes clear the truth of this or that position, idea (for example, if two quantities are equal to the third, then they are equal to each other).

Scientific knowledge is not limited to one logical, conceptual thinking; sensory and intellectual intuition plays an important role in science. Whichever way this or that position was obtained, its reliability is proved by practical verification. For example, the truth of many of the axioms of mathematics and the rules of logic are intuitively perceived not because of their innate nature, but because, having been tested billions of times in practice, they have acquired the "strength of prejudice" for a person.

6. Ability to exercise self-control in learning.

It is known that without current and final control it is impossible to objectively assess the real effectiveness of educational work. Without checking the degree of assimilation of the material, the accuracy of the problem being solved, the literacy of writing an essay, without developing the habit of always checking your actions, it is impossible to guarantee the correctness.

Meanwhile, the study of the degree of development in students of the skill of self-control shows that it is this skill that is formed, as a rule, poorly. Pupils do not always work correctly with the control questions of the textbook, with the answers in the problem books.

The experience of teachers in Moscow and St. Petersburg shows that it is useful to use special techniques to develop students' self-control skills. First, it is necessary to advise schoolchildren, when preparing homework, be sure to check the degree of assimilation of educational material by drawing up a plan for what has been read and retelling its main thoughts in their own words.

The next important means of developing self-control is teaching schoolchildren to systematically answer the control questions of the textbook, as well as additional control questions that require reflection on the text. In middle and senior grades, students are asked to compose control questions for the text themselves if they are absent in the textbook. In this case, at the same time, self-control is exercised over the skills to highlight the main, essential. A particularly valuable self-control technique is checking the correctness of the written assignments. For this, techniques specific to each academic subject are used. For example, in mathematics, an approximate estimate of the correctness of the solution of the problem is made; the vital reality of the results is assessed; the accuracy of calculations is checked by reverse actions (multiplication by division, addition by subtraction, and so on).

A notable feature of the experience of modern teachers is the familiarization of schoolchildren in mutual verification of essays and independent work. With the introduction of overhead scopes into school practice, this form of work on errors, such as comparing your solution with a sample that is shown on the screen, has significantly expanded.

The combination of the above methods of work invariably ensures the development of the ability to exercise self-control in learning.

7. Ability to independently perform exercises, solve problem and cognitive tasks.

Modern pedagogy proceeds from the premise that the student should not only be an object of learning, passively perceiving the teacher's educational information. He is called to simultaneously be an active subject of it, independently owning knowledge and solving cognitive tasks. To do this, he needs to develop not only skills

attentive perception of educational information, but also the independence of learning, the ability to perform educational exercises, conduct experiments, and also solve problematic problems.

A valuable means of developing the skills of independent solution of educational problems are tasks on finding by students the scope of application of the questions being studied in the surrounding reality and on this basis compiling new problems in physics, mathematics and other subjects. Students like to compose problems on their own, especially if the teacher then organizes their collective discussion, as well as the solution of the best of them.

Problem-based learning is the most valuable means of developing independent thinking. In problem-based teaching, students make assumptions, look for arguments to prove them, independently formulate some conclusions and generalizations, which are already new elements of knowledge on the relevant topic. Therefore, problem learning not only develops independence, but also forms some skills in educational and research activities.

8. Ability to think.

The most important of all intellectual skills - the ability to think - will be considered in a little more detail. Academician AV Pogorelov noted that “... very few of those who graduate from school will be mathematicians. However, there is hardly at least one who does not have to reason, analyze, prove. ”Successful mastery of the basics of science and tools of labor is not possible without the formation of a culture of thinking. Even T.A. Eddison said that the main task of civilization is to teach a person to think.

Cognitive activity begins with sensations and perceptions, and then a transition to thinking can occur. However, any, even the most developed, thinking always retains a connection with sensory cognition, that is, with

sensations, perceptions and ideas. Cognitive activity receives all its material from only one source - from sensory cognition.

Through sensations and perceptions, thinking is directly connected with the external world and is its reflection. The correctness (adequacy) of this reflection is continuously checked in the course of practice. Since within the framework of only sensory cognition (with the help of the ability to feel and perceive) it is impossible to completely dismember such a general, total, direct effect of the interaction of the subject with the cognized object, the formation of the ability to think is necessary. With the help of this intellectual skill, a further, deeper knowledge of the external world is carried out. As a result, it is possible to dismember, untangle the most complex interdependencies between objects, events, phenomena.

In the process of thinking, using the data of sensations, perceptions and ideas, a person at the same time goes beyond the limits of sensory knowledge, that is, he begins to cognize such phenomena of the external world, their properties and relations, which are not directly given at all in perceptions and therefore are not directly at all observable.

For the mental activity of a person, its interconnection is essential not only with sensory cognition, but also with language, with speech. Only with the appearance of speech does it become possible to distract one or another of its properties from the object being cognized and to fix, fix the idea or concept of it in a special word. Human thinking - in what forms it was not realized - is not possible without language. Every thought arises and develops in an indissoluble connection with speech. The deeper and more thoroughly this or that thought is thought out, the more clearly and clearly it is expressed in words, in oral or written speech. Conversely, the more

the verbal formulation of any thought is improved, perfected, the clearer and clearer the thought itself becomes.

Special observations in the course of psychological and pedagogical experiments have shown that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning aloud. When the decisive ones begin to formulate, deliberately and more and more clearly, one after the other the main reasoning (even if at the beginning it is clearly erroneous), then such thinking aloud usually facilitates the solution of problems.

Such a formulation, consolidation, fixation of thoughts in words means reading a thought, helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, a detailed, consistent, systematic reasoning becomes possible, i.e. clear and correct comparison with each other of all the basic thoughts that arise in the process of thinking. Thus, in the word, in the formulation of thought, there are the most important prerequisites for the formation of the ability to think discursively. Discursive thinking is thinking reasoning, logically divided and conscious. Thought is firmly fixed in the speech formulation - oral or even written. Therefore, there is always the possibility, if necessary, to return to this thought again, to think it over even more deeply, to check it and in the course of reasoning to correlate it with other thoughts.

The formulation of thoughts in the speech process is the most important condition for their formation. An important role in this process can be played by the so-called inner speech: when solving a problem, a person solves not by ear, but silently, as if talking only to himself. Thus, the formation

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal form.

Cognition presupposes the continuity of all knowledge acquired in the course of human history. The fixation of all the main results of cognition is carried out using the language - in books, magazines, etc. In all this, the social nature of human thinking emerges. The intellectual development of a person is necessarily accomplished in the process of assimilating the knowledge developed by mankind in the course of socio-historical development. The process of human cognition of the world is conditioned by the historical development of scientific knowledge, the results of which each person learns in the course of training.

During the entire period of schooling, a ready-made, established, well-known system of knowledge, concepts, etc., discovered and developed by humanity in the course of all previous history, appears before the child. But what is known to mankind and is not new for him, inevitably turns out to be unknown and new for every child. Therefore, the assimilation of all the historically accumulated wealth of knowledge requires from the child great efforts of thinking, serious creative work, although he masters a ready-made system of concepts, moreover, he masters it under the guidance of adults. Consequently, the fact that children learn already known to mankind knowledge and do it with the help of adults does not exclude, but, on the contrary, presupposes the need to develop the ability to think independently in children themselves. Otherwise, the assimilation of knowledge will be purely formal, superficial, thoughtless, mechanical. Thus, the ability to think is a necessary basis for the assimilation of knowledge (for example, by children), and for the acquisition of completely new knowledge (primarily by scientists) in the course of the historical development of mankind.

The ability to think involves the ability to use logical forms - concepts, judgments and inferences. Concepts are a thought that reflects general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form. Judgments are a reflection of connections between objects and phenomena of reality or between their properties and signs. Judgments are formed in two main ways:

directly, when what is perceived is expressed in them;

indirectly - by reasoning or reasoning.

In the inferential, reasoning (and, in particular, predictive) work of thinking, its mediated character is most clearly manifested. Inference is such a connection between thoughts (concepts, judgments), as a result of which we get another judgment from one or more judgments, extracting it from the content of the original judgments. All logical forms are absolutely necessary for the normal course of mental activity. Thanks to them, any thinking becomes evidence-based, convincing, consistent and, therefore, correctly reflects objective reality.

The process of thinking is, first of all, analysis, synthesis, comparison and generalization. This means that the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to distinguish certain aspects, elements, properties, connections, relationships, etc. in an object; to dismember the perceived object into various components. The ability to synthesize is the ability to combine the components of the whole identified by the analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize forms the basis for the formation of the ability to compare different objects. The ability to compare -

it is the ability to compare objects of knowledge in order to find similarities and differences between them. Comparison leads to generalization. In the course of generalization in the compared objects - as a result of their analysis - something in common stands out. These properties common to various objects are of two types:

common as similar signs,

common as essential features.

Common essential features are highlighted in the course and as a result of in-depth analysis and synthesis.

The patterns of analysis, synthesis, comparison and generalization are the basic, internal, specific patterns of thinking. On their basis, all external manifestations of mental activity can be explained only. Thus, a teacher often observes that a student who has solved a given problem or who has mastered a certain theorem cannot carry out the transfer, i.e. use this solution in other conditions, cannot apply the theorem to solve problems of the same type, if their content, drawing, etc. are somewhat modified. For example, a student who has just proved the theorem on the sum of the interior angles of a triangle in a drawing with an acute-angled triangle is often unable to carry out the same reasoning if an already familiar drawing is rotated 90 or if the student is given a drawing with an obtuse triangle. This situation testifies to the insufficient formation of the skills to analyze, synthesize and generalize. Varying the conditions of the problem helps the student to analyze the problem proposed to him, to single out the most essential components in it and to generalize them. As he isolates and generalizes the essential conditions of various problems, he transfers the solution from one problem to another, which is essentially similar to the first. So behind the external dependence "variation of conditions - transfer of the decision" is the internal dependence "analysis - generalization".

Thinking is purposeful. The need to apply the ability to think arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear in front of a person. By its very essence, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are insufficient (although necessary) to achieve them. Such situations are called problematic.

The ability to think is the ability to seek and discover new things. In those cases where old skills can be dispensed with, a problematic situation does not arise and therefore the ability to think is simply not required. For example, already a student of the second grade is not forced to think a question like: "How much will 2x2 be?" The need to apply the ability to think also disappears in those cases when the student has mastered a new way of solving certain problems or examples, but is forced to solve these problems and examples of the same type, which have already become known to him, over and over again. Consequently, not every situation in life is problematic, i.e. causing thinking.

Thinking and problem solving are closely related to each other. But the ability to think cannot be reduced to the ability to solve problems. The solution to the problem is carried out only with the help of the ability to think, and not otherwise. But the ability to think is manifested not only in the solution of already posed, formulated tasks (for example, of a school type). It is also necessary for the very formulation of tasks, for the identification and awareness of new problems. Often, finding and posing a problem requires even greater intellectual effort than its subsequent resolution. The ability to think is also necessary for the assimilation of knowledge, for understanding the text in the process of reading and in many other cases that are not at all identical to solving problems.

Although the ability to think is not limited to the ability to solve problems, it is best to form it precisely in the course of solving problems, when the student comes across problems and questions that are feasible for him and formulates them.

Psychologists and educators come to the conclusion that it is not necessary to eliminate all difficulties from the path of the student. Only in the course of overcoming them will he be able to form his intellectual skills. Help and guidance from the educator is not about eliminating these difficulties, but about preparing students to overcome them.

In psychology, the following simplest and somewhat conditional classification of types of thinking is widespread: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think clearly.

Both in the historical development of mankind and in the development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age, the ability to think clearly is mainly formed. In all cases, the child needs to clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet possess concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. The mastery of concepts in the course of mastering by schoolchildren the foundations of various sciences - mathematics, physics, history - is of great importance in the intellectual development of children. The formation of the ability to think abstractly in schoolchildren in the course of mastering concepts does not at all mean that there is no need to develop skills

think clearly. On the contrary, this primary form of thinking continues to improve. Not only in children, but also in adults, all types and forms of mental activity are constantly developing - to one degree or another.

The individual characteristics of the ability to think include such qualities as independence, flexibility, speed of thought. The ability to think independently is manifested primarily in the ability to see and pose a new problem and then solve it on your own. Flexibility of thinking consists in the ability to change the original plan for solving a problem if it does not satisfy those conditions of the problem that are gradually isolated in the course of its solution and which could not be taken into account from the very beginning.

The most important sign of the formation of the ability to think is the formation of the ability to highlight the essential, independently come to all new generalizations. When a person thinks, he is not limited to stating this or that fact or event, even if it is bright, new, interesting and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of the development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

Pupils of not only senior, but also junior grades are quite capable of highlighting the essential in phenomena and individual facts using the material available to them and, as a result, arrive at new generalizations. The long-term psychological and pedagogical experiment of V.V. Davydov, D.B. Elkonin, L.V. Zankov and other psychologists convincingly shows that even younger schoolchildren are able to assimilate - and in a generalized form - much more complex material than it seemed before last time. The thinking of schoolchildren, undoubtedly, still has very large and underutilized reserves and possibilities. One of the main tasks

psychology and pedagogy - to the end to reveal all the reserves and, on their basis, make teaching more effective and creative.

The main types of tasks, the inclusion of which in the system of work of a teacher with students will contribute to the formation of their intellectual skills, are primarily research assignments (observations, preparation of an experiment, search for an answer in scientific literature, etc.), contributing to the development of inquisitiveness, independence, inductive thinking. There are a number of tasks aimed at developing creative thinking, among which the most common are: writing essays, composing your own tasks, "tricky" tasks where you need to guess about any condition contained in an implicit form, tasks for the design of devices or devices, and etc.

Very important assignments to establish cause-and-effect relationships , contributing to the development of logical thinking, widely based on analysis, generalization.

The development of analytical and synthetic activities is facilitated by tasks requiring the choice of a solution (economical, more accurate or comprehensive) from among those proposed. (Finding a shorter solution to a math problem).

An important role in the development of logical and generalizing thinking is played by comparison tasks , starting with the simplest - "stronger than ..." - and ending with comparisons that reveal the similarity or difference of concepts, complex phenomena.

Along with tasks that provide comparison, selection and search for the most rational solution, it is legitimate tasks aimed at organizing mental actions , teaching students to perform them in a strict sequence, the observance of which ensures that the correct results are obtained, i.e. use

algorithms or their own compilation. Elements of algorithmic thinking are formed in the study of Russian and foreign languages, mathematics, physics, chemistry.

Some difficulties arise in development work guesses and intuitions ... In mathematics, this is bringing students to the "enlightenment", which occurs when, based on the analysis of conditions and enumeration of possible solutions to the student, the entire solution path becomes clear and the computational work itself is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and synthesis signs to distinguish a phenomenon in a certain class or type Among them: summing up a task under an already known type, selection of a generalizing concept to a group of words or selection to a generalizing concept of a specific one, finding a commonality in a group of concepts and assigning to them a concept suitable for this general feature.

Any process, including schooling, must satisfy two important human needs. One of them is the desire to understand the world, to acquire knowledge, the other is the desire to form one's own individuality, to one's intellectual development, to a deeper knowledge of the world and a fuller use of one's own powers.

The development of mental abilities and independent thinking is the basis of mental activity. Independence of thinking cannot be obtained by a one-sided study of ready-made information. Therefore, learning methods that address reproductive thinking, attention and memory are not enough. Along with them, methods are needed that encourage students to directly cognize reality, to independently resolve theoretical problems. This is problem learning.

Chapter 2. Development of the intellectual abilities of the younger

schoolchildren at the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

Over the course of a number of years, the system of teaching the Russian language in the elementary grades of G. A. Bakulina has been gaining increasing recognition among teachers. It is aimed at improving the quality of oral and written speech of children, ensures the active involvement of schoolchildren in the formulation, formulation and solution of educational problems.

This system provides for such an implementation of the educational process in which at each structural stage of the Russian language lesson in the course of studying the linguistic material and on its basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

This is achieved by making certain changes in the content and organization of the learning process in comparison with the traditional system.

Content change is carried out at the expense of:

- introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the studied;

- increasing the scale of the use of proverbs, sayings, phraseological phrases at different stages of the lessons;

- expanding the scope of work with concepts and terms;

- inclusion in the content of lessons of various types of texts of an educational and cognitive nature.

The updated learning content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of the intellectual abilities of students.

For the purpose of practical substantiation of the conclusions, work was carried out to test the working hypothesis.

A pedagogical experiment consists of three stages:

- ascertaining

- formative

- controlling

The purpose of the first stage of the work was to check the readiness of students to solve research tasks and exercises.

To determine the level of formation of intellectual abilities, it is necessary to know the attitude of each child to the lessons of the Russian language. A questionnaire was offered to determine the attitude of schoolchildren to the subject.

p.p

Name subject	Highly Like	Like	Not Like
	Mathematics
	Russian language
	Reading
	ISO
	Work
	Music

Creative tasks differ among themselves by the didactic goal, the degree of independence of the students, the level of creativity. The most important didactic goal of creative assignments is to develop students' ability to successfully navigate in life, quickly and correctly solve life problems, and the ability to apply acquired knowledge and skills. Tasks are different in terms of difficulty, interesting in content, aimed at exploring various qualities of creative thinking.

All this contributed to the identification of the intellectual abilities of students.

The test consisted of 7 tasks. The time was limited - 40 minutes. The assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Intellectual ability level

Number of points
Tall	6 -7
Middle	5 — 4
Low	3 or less

At the second stage, exercises of this kind were selected and compiled, in the process of performing which students develop verbal-logical thinking, attention, memory, and intellectual abilities. From lesson to lesson, tasks become more difficult.

Mobilizing stage.

The goal of the mobilizing stage is to include the child in the work. Its content includes groups of exercises that involve various operations with letters. The letter material is used in the form of a graphic image of letters on special cards, which schoolchildren can rearrange, interchange on a typesetting canvas, that is, to carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the child's types of thinking: visual - effective, visual - figurative, verbal - figurative, verbal - logical. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develop.

What two rearrangements of cards with letters should be done in the bottom row so that the letters above and below are in the same order?

What four permutations of the letter cards should be done in the bottom row so that the letters are in the same sequence in both rows?

What letter can be added to the letters Ж, Ш, Ч? (U)

The specifics of spending a minute of calligraphy

On a minute of calligraphy, there are two phases: preparatory and executive. The preparatory phase, in turn, consists of two parts:

definition and formulation by students of the topic of a minute of calligraphy;

children formulating a plan of upcoming actions for writing letters and their elements.

In the first part of the preparatory phase, students, using specially designed techniques, independently determine the letter (s) intended for writing. For example, a teacher gives an assignment: “Look carefully at this picture and tell me, what letter will we write today? Is it more common than others? How many times? What letter is it?

a p p n

r p

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (s) and give a full reasoned answer, while formulating the theme of a minute of calligraphy: “Today we

we will write a letter R... She is depicted more often than others, or rather - 5 times. " For the second part of the preparatory phase, the teacher writes in

chalkboard a chain of letters, for each lesson, compiled according to a new principle, and offers the children the next task

For example: “Determine the order of writing the letters in this row:

Rra Rrb Rrv Rrg Rr ... "

Students explain the writing system aloud: "Capital P, lowercase p, alternate with letters in alphabetical order."

In the executive phase, children write down the started row of letters in a notebook, independently continuing it to the end of the line.

Thus, for a minute of calligraphy, students not only improve their graphic skills, but also develop thinking, attention, ingenuity, observation, speech and analytical-synthetic abilities.

Features of carrying out vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop the creative abilities of children, students determine the word with which they have to get acquainted.

Each technique has its own specifics of use and carries a certain load.

First appointment- search associated with work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word that you will meet today is hidden in a chain of letters. Look carefully at the chain, find the syllables in it in the following order: SG, SGS, SGS

(С- consonant, Г- vowel)

By adding them in the indicated sequence, you will recognize the word. "

KLMNSTTKAVGDSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

From lesson to lesson, assignments and their principle of compilation change. Acquaintance with the lexical meaning of the word being studied is carried out by a partial search method, during which children compose definitions, find generic concepts and essential features of a particular subject designated by a new word. This type of work contributes to a more solid mastery of the spelling of the word.

2. "Mentally remove the letters denoting voiceless consonants in this figure, and you will recognize the word that we will get acquainted with in the lesson."

P F B K T X E W S R H Y W Z Z A (Birch)

3. "Mentally cross out unpaired consonants in terms of hardness - softness, and you will learn a new word, which we will get acquainted with in the lesson."

F ABOUT Sh D C H ABOUT R U ABOUT Th D(Garden)

Second reception- is to use various ciphers and codes to determine a new word with specific instructions from the teacher.

4. Take a close look at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L L CH T

and the key to it: 2 - 1, 1 - 4, 2 - 5, 1 - 4, 1 - 2, 1 - 1

Having solved the key of this cipher, you will learn the word that we will get acquainted with in the lesson.

***

	=		=		=	##
	***			***	##	##	***	***
		##	##	##	***
##						***
		=		=		=		=

Systematic work with symbols, codes, ciphers allows the formation of abstract thinking.

The specifics of studying new material.

In the elementary grades, a partial search method is used to study new educational material. Clearly formulated questions of the teacher alternate with the answers of the students in such a way that at the end of the reasoning-search, the students independently come to the necessary conclusion.

In the senior grades of primary school, the use of the problem method is fully justified and effective. It involves the creation of a problem situation by the teacher, the study of it by students and the formulation of their conclusion.

The creation of a problematic situation involves several levels: high, medium, low.

A problematic task (situation) at a high level does not contain prompts, on an average - 1-2 prompts. At a low level, the role of prompts is played by questions and tasks, answering which students come to the desired conclusion.

For example, when studying the topic: "Soft sign at the end of nouns after sibilants", three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, quiet, hut, rye, knife.

Average level.

Read the written word columns carefully. Explain how they are grouped. Formulate a rule for their writing.

daughter doctor

quiet hut

rye knife

Low level.

Read carefully the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech do all the written words refer to?

- Determine the gender of the first and second nouns

columns?

What are the consonants at the end of the nouns in both columns?

At the end of which nouns and when is a soft sign written?

Participation in the search requires from children maximum concentration, intense mental activity, the ability to correctly express their thoughts, activate the cognitive process, provides fluency in analytical and synthetic actions, teaches logic in reasoning.

Consolidation of the studied material.

When consolidating the studied material, it is possible to purposefully form certain intellectual qualities and skills of students through a special selection of exercises. Each type of assignment is aimed at improving intellectual qualities.

Job example:

Read the sentence, characterize it: spread the sentence, adding one word to it with each repetition and repeating all the words previously said.

Mist descended on the city.

A white mist descended on the city.

A white mist slowly descended over the city.

A white mist slowly descended on our city.

Thus, the intellectual development of younger schoolchildren in the process of teaching the Russian language occurs by enriching its content and improving the methods of practical activity of students in the classroom.

Bibliography

Aydarova L.I.Psychological problems of teaching Russian language to primary schoolchildren. - M., 1987.

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

Bakulina G.A. Intellectual development of primary schoolchildren in Russian language lessons. - M .: Humanit. Ed. center VLADOS, 2001.254s.

Baranov M.T. Methodology of the Russian language. - M., 1990.

Basova N.V. Pedagogy and practical psychology. - Rostov-on-Don, 1999.

Blonsky P.P. Selected pedagogical and psychological works. T. 2. - M., 1979.

Vlasenko A.I. General questions of the methodology of the Russian language in the modern school. - M., 1973.

Vlasenkov A.I. Developing teaching of the Russian language. - M., 1983.

Galperin P. Ya., Kotik N. R. Towards the Psychology of Creative Thinking // Questions of Psychology - 1982. - No. 5

Galperin P. Ya., Maryutin T. M., Meshkov T. A. Attention of a student. - M., 1987.

Grebenyuk O.S. Teaching theory. - M .: Vlados - press, 157s.

Davydov V.V. Problems of developing education. - M .: Pedagogy, 1986, 218s.

Davydov V.V. Theory of developing. - M .: Intor, 244s.

Dorovsky A.I. One hundred tips for the development of gifted children. Parents, educators, teachers. - M., Rospedagenstvo, 1997.

Dmitrov V.M. Development of students' creative abilities // Education in modern school. - 2001.

Zhedek PS The use of teaching development methods in the lessons of the Russian language in the lower grades. - Tomsk. 1992.

Zotov Yu. B. Organization of a modern lesson. - M., 1984 .-- 236s.

Ilnitskaya I.A.Problematic situations and ways to create them in the classroom. - M .: Knowledge, 1985.234s.

Kudryavtsev VT Problematic learning: origins, essence, perspective. - M .: Knowledge 1991, 327s.

Kulagina I. Yu. Age psychology: The complete life cycle of human development. - M .: TI Sfkra, with the participation of "Yurayt", 2002. 269s.

Kupalova A. Yu. Improving the methods of teaching the Russian language: (Collection of articles). A guide for teachers. - M .: education, 1981.254s.

Leontiev A. A. "School 2100". Priority directions of development of the Educational program. - M .: "Balass", 2000 Issue 4, 208s.

Lerner I. Ya. Didactic system of teaching methods. - M., 1976.

Lerner I. Ya. Didactic foundations of teaching methods. - M., 1981, 136s.

Lerner I. Ya. Problematic learning. - M., 149s.

Lvov R. M. Methods of teaching the Russian language in primary grades. - M., 2000.462s.

Lvov R.M. - M., 1983.

Makhmutov MI Organization of problem learning at school. - M., 1977.

Makhmutov M.I.Problematic training / M.I.Makhmutov. - M., 1975.

Makhmutov MI Modern lesson. 2nd ed. - M., 1985.

Nekrasov T.V. Developing education at the lessons of the Russian language in elementary school. - Tomsk. 1994.

Nemov R.S. Psychology. - M., 1994.

K. Palamarchuk “School teaches to think”. - M .: Education, 1987.208s.

Podlasy I.P. Pedagogy. New course. - M .: Humanit. ed. center VLADOS, 1999: book 1.

Polyakova A.V. Creative study assignments in the Russian language for students in grades 1 - 4. - M., 1998.

Russian language in primary grades / Ed. N. S. Soloveichik, P. S. Zhedek. - M., 1997.

Collection of test items for grade 3 / Batalova V. K., Katkov E. G., Litvinova E. A. - M .: "Intellect-Center", 2005. 112s.

Sinitsin V. A. "I'll start, and you continue ...": a guide to the Russian language for a primary school teacher. - Cheboksary. 1997.

Skatkina M.N. High school didactics. - M., 1982 .-- 270s.

Smirnov S.A. Pedagogy. - M., 1999.452.s

Selevko G. K. Modern educational technologies. –M., 1998.

Trofimova OV Traditions and innovations in modern education. - Yaroslavl, 1999.

Kharlamov I.F. Pedagogy. - M., 1990.

Shamova T.I. - M., 1982.

Yakimanskaya I. S. Developing education. - M .: Progress, 1987.

ATTACHMENT

1. Determine the pattern, continue the series:

Aab Aav Aag _________________________________________________________

2. Look carefully at the row of letters, find the vocabulary word.

V J J M O G U R E Z Z U P N O E ________________

3. Write a couple of words. Sample: poplar - wood.

pike tableware

plate bird

lily of the valley

blackbird fish

raspberry flower

________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: verifiable, verifiable, verifiable. Insert the missing letters. Underline spelling. Sample: oak, oak - oak.

1) doo..ok, doo..ki, doo ..; _______________________________

2) zu..ki, zu .., zu..ok; _______________________________

3) colo .., colo..ki, colo..ok; _______________________________

4) side .., side..it, side..ka; ________________________________

5. Make and write down two vocabulary words

m r x w

oh oh oh oh

_______________ _______________

6. Read it. Replace the question mark with the number you want.

H

___________________

The attitude of younger students to the subject.

p.p

Name subject	Highly Like	Like	Not Like
	Mathematics
	Russian language
	Reading
	ISO
	Work
	Music

This table shows that Russian is in last place

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"Secondary school number 49"

(description of work experience)

Primary school teacher

NIZAMOVA OLGA NIKOLAEVNA

Novokuznetsk, 2012

Development of intellectual abilities of primary schoolchildren

The intellectual development of a person acquires particular relevance in the context of the modern situation of society's transition to the informational stage of development. It is known that in the information society, in contrast to the industrial one, intellect and knowledge are mainly produced and consumed; accordingly, most of the members of society are engaged in the production of an information product. Therefore, in the outlined contours of the information society, education and intelligence fall into the category of national wealth, and the vital activity in it requires a high intellectual level, information culture, and creative activity from the members of the society.

The foregoing draws attention to the importance of solving the problem of the intellectual development of children of primary school age, since it is during this period that the intellect develops especially intensively. The development of the intellectual abilities of primary schoolchildren ensures in many respects the success of not only educational and cognitive activities, but also the entire future life of students. Numerous observations of teachers, research by psychologists convincingly show that a child who has not mastered the methods of mental activity in the elementary grades of school usually goes into the category of unsuccessful ones in the middle.

One of the important directions in solving this problem is the creation in the primary grades of conditions that ensure the full intellectual development of children, associated with the formation of stable cognitive interests, skills and abilities of mental activity, mental qualities, creative initiative and independence in search of ways to solve problems.

The solution to this problem is largely determined by understanding the essence of the phenomenon of intelligence itself and the characteristics of its development in childhood.

The problem of intelligence, despite the large number of works on this issue in the world and Russian history of psychological research, remains the most controversial. Until now, there has been no unambiguous definition of intelligence. It is interpreted depending on the point of view on intelligence, on the characteristics that describe it and, ultimately, on the methodological approach chosen by the researcher to the consideration of intelligence.

We take this approach to intellect, according to which it is interpreted asthe set of qualities of an individual, which ensures the mental activity of a person.In turn, intelligence is characterized by:

Erudition: the sum of knowledge from the field of science and art;

The ability for mental operations: analysis, synthesis, their derivatives: creativity and abstraction;

The ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;

Attention, memory, observation, ingenuity, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

Intelligence is inextricably linked with mental development, and in this respect it acts as a general mental ability.

Ability - individual quality associated with the willingness to successfully master a certain activity. Ability is not a result, but a condition, readiness, the process of mastering ZUN. Accordingly, intelligence is not the sum of knowledge and mental operations, but what contributes to their successful assimilation.

We take an educational approach to the concept of intelligence.

The leading role of learning as the main stimulus for development is substantiated in the works of many Russian psychologists (B.G. Ananiev, L. S. Vygotsky, L. V. Zankov, 3. I. Kalmykova, N. A. Menchinskaya, S. L. Rubinstein, A. N. Leontiev, D. B. Elkonin, V. V. Davydov and others)

L. S. Vygotsky proposes to orient teaching not to the already established structures of the intellect, but to the still emerging ones, not to "adapt" the content of teaching to the existing peculiarities of children's thought, but, on the contrary, to introduce such content that would require new, higher forms of thought. "Learning leads development" - this thesis of L.S. Vygotsky in our days has acquired particular importance and sound in pedagogical practice.

The idea of ​​the possibility of special development of intelligence is confirmed by many experimental studies carried out in different countries (works by J. Guilford, K. Macinnon, K. Osborne, W. Lowenfeld, and others).

The problem of the development of intellectual abilities for me, as a primary school teacher, acquires special relevance, since psychologists have established that the properties of the human psyche, the foundations of the intellect and the entire spiritual sphere arise and form mainly in preschool and primary school age, although the results of development are usually discovered later.

When a child enters school, under the influence of learning, the restructuring and active development of all cognitive processes begins. The general characteristics should be randomness, productivity and resilience.

The progress of children's mental development in the first three to four years of schooling is quite noticeable. From the dominance of visual-effective and elementary figurative thinking, from the pre-conceptual level of development and poor logic of thinking, the student must rise to verbal-logical thinking at the level of specific concepts.

A child of 7-8 years old usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract. By the time they move to grade 5, schoolchildren must learn to reason independently, draw conclusions, compare, analyze, find the particular and the general, and establish patterns. But this is most often not observed. Children find it difficult to generalize, compare, analyze, draw conclusions. It is difficult for them to establish patterns. In this regard, children lose interest in the subject and, in general, in learning. And passive perception and assimilation of new things cannot be the support of solid knowledge.

Psychological and pedagogical studies show that the process of development of intelligence is possible with the correct organization of educational and cognitive activity and is especially effective in primary school age when personal needs for cognition are strong enough, and the motivational need sphere is malleable for pedagogical influence.

Considering all of the above, I believe that the development of intellectual abilities, the development of independent, creative, search, research thinking is one of the main tasks of school education in general and in primary grades in particular. Primary education should lay the basic foundations for the intellectual development of children, which would create conditions for the upbringing of a creative, independently thinking person who critically evaluates his actions, who could compare, compare, put forward several ways to solve a problem, highlight the main thing and draw generalized conclusions; apply knowledge in non-standard conditions.

This becomes possible under only one condition: painstaking work on the intellectual development of the student.

Therefore, the main goal of my teaching activity is:

Creation of conditions for the development of intellectual abilities of junior schoolchildren, ...

1. Provide students with solid knowledge of the subjects.
2. Development of the intellectual abilities of each student.
3. Education of hard work, independence, curiosity and creative activity.

Tasks:

1. Reveal the initial level of development of the intellectual abilities of each student.
2. To build a system of individual work so that the teaching of each child takes place with the maximum exertion of his strength.
3. Inform parents about the successes and problems of their children, involving parents in joint activities.

When preparing and conducting lessons, I am guided by the following principles:

1 ... The principle of a versatile developmental impact on the intelligence of a child.

For my lessons, I select and compose such exercises that contribute not only to the formation of knowledge, skills and abilities on this topic, but also develop a number of intellectual qualities.

2. The principle of an effective approach to learning.

I try to organize the lesson in such a way that the children are looking for their own ways of solving tasks, since at the same time their mental activity is activated and their intellectual qualities are improved.

3. The principle of reasoned response.

I form the tasks so that the children have to justify their point of view, their own version of their solution.

1. The principle of positive motivation

For a successful learning process, I create special conditions in the lesson - an atmosphere of joy, surprise, delight.I widely use the creation of a "situation of success", I inspire students with confidence in their own strength that everything will work out for them.

1. The principle of humanism and cooperation

I love my students with all my heart, I accept everyone with their own peculiarities and shortcomings, I try to understand and help. I am interested in my students as individuals. I respect their choice in everything, even where I do not quite agree. I can argue and advise, but I don’t put pressure on them and I don’t try to break their beliefs.

The specific content of intellectual development at different stageswe differentiate primary education depending on the age characteristics of children. The main task of the development of first-graders is to improve the sensory-perceptual sphere, visual-figurative thinking, the formation of the prerequisites for mastering educational activities. In the 2nd grade, visual-figurative thinking is improved and the foundations for the formation of verbal-logical thinking and an internal plan of action are laid as one of the new formations of this period of development. The main emphasis in the intellectual development of students in grades 3-4 is placed on the formation of verbal-logical thinking, the development of attention, and the improvement of the internal plan of action.

The psychological characteristics of younger students determine the specifics of their intellectual activity. Their thinking and memory are predominantly of a specific nature, associated with specific objects. Therefore, for the full formation of the leading mental processes, it is important to develop the sensory sphere, perception, attention, imagination.

The main task solved in the processdevelopment of perception,- to teach schoolchildren to highlight and analyze individual signs or properties of perceived objects (color, shape), to comprehend what they see, actively including mental activity in the process of perception. We use comparison tasks to develop meaningful perception. Students are offered paired pictures with minor differences. The task of children is to discover these differences. We believe that tasks in which it is necessary to determine what is not completed are effective. Children are shown drawings of familiar objects with a missing detail and ask them to determine what is missing in the objects. Examples of tasks: a stool without one leg, an elephant without one tusk, a dog without one paw, etc. The game "Pick a Pattern" is very popular among children. Children are shown "rugs" with different patterns with "holes" of various configurations. The task of the students is to find the appropriate patch.

We attach particular importance to the formation of stability of attention, determined by the duration of the preservation of its concentration, distribution, that is, the ability to control the execution of two or more actions simultaneously. To do this, use the exercises "intertwined lines", all kinds of "proofreading tests", that is, deleting one or more of the indicated symbols from the table.

The main focus in memory development of junior schoolchildren, we consider the formation ofindirect memorization, that is, use for memorization of auxiliary means, including signs-symbols. This requires the ability to dismember memorized objects into parts, to highlight various properties in them, to establish certain connections and relationships between any of them and a certain system of conventional signs. To develop associative memory in children, we use exercises such as:

a) memorizing words using pictures;

b) memorizing words by composing a story;

We form students' imaginations with the help of tasks that stimulate fantasy, suggesting imaginary situations, for example:

1) tasks for the development of verbal fantasy: a) composition of fairy tales, stories; b) imagine what will happen if ...;

2) tasks for the formation of non-verbal fantasy (creation of a new object: an animal, a mechanism, etc.);

3) tasks for pantomimic fantasy (depict a kettle, car, train, etc.);

4) tasks for the development of visual imagination: a) tasks for completing an unfinished drawing; b) draw as many objects as possible using geometric shapes.

The full mental development of primary schoolchildren involves the use of all three types of thinking. To develop visual-action thinking, we widely use:

Traditional activities of children: drawing, modeling, design;

Exercises "rearrange the card", developed by A.Z. Zach;

B.N. Nikitin: "fold the pattern", "assemble a square", "unique", "dots", "bricks";

Didactic games: constructor, prefab toys, mosaic, loto, dominoes, etc.

For development pictorialthinking we use such exercises: "an extra object", "divided into groups", "absurdities", etc. The basis of these exercises are pictures, considering which the child must complete the proposed task.

One of the essential signsverbal and logical thinkingis the operation of concepts. The development of verbal-logical thinking involves the formation of mental operations: analysis, synthesis, generalization, etc. To develop comparison operations, we use tasks where it is necessary to compare similar objects (a fly and a butterfly; a table and a chair; a book and a notebook; water and milk, etc.). and name the signs of similarities and differences.

The formation of generalization operations, highlighting the main thing is carried out with the help of exercises:

a) "find an extra word";

b) name the words related to any generic concept (trees, sports, animals, transport, etc.);

c) define the concept (bicycle, button, nail, plane, etc.);

d) choose synonyms (antonyms), etc.

To develop the operations of analysis and synthesis, we widely use anagrams, filling in the gaps of letters in words, as well as exercises in which it is necessary to perform analysis between concepts. For example, song - composer = plane -? In this case, there are options for choosing an answer:

a) airfield, b) fuel, c) designer, d) pilot, e) fighter.

Also, developing logical thinking, we use such game tasks as, for example: "Make up a riddle", "Make up a story."

Long-term observations in the process of working with children convincingly show that young schoolchildren willingly and with great interest turn to mental games, tasks, puzzles, which in turn contribute to the development of their creative activity.Creative activitylargely determines the success of educational activities, since a high level of creative activity contributes to the student's desire to achieve a positive result and encourages him to apply previously acquired knowledge, skills and abilities in new situations.

The correct organization of educational and cognitive activities in the perception, comprehension and reproduction of new material will develop all the cognitive processes of students. First of all, the content of cognitive activity and, more importantly, the forms and methods of its organization are of great stimulating importance in the development of intellectual abilities.

Formation of positive motivationin relation to educational and cognitive activity and the process of intellectual tensionwe consider one of the primary tasks.

We try to ensure that positive emotions arise in the learning process. In this case, deep inner experiences of the personality are connected to cognitive processes (attention, memory, memorization, comprehension) and make the process of developing intellectual abilities more efficient.

To create emotional situations during the lessons, we attach great importance to the use of techniques of artistry, imagery, brightness, amusement, surprise, moral experience.

We widely use the game, which has long been used as a means of arousing interest in learning. Various didactic games, when correctly introduced into the educational process, have a significant impact on the development of various mental operations.

We usecreating a "situation of success",when the student gets satisfaction from cognitive activity. We make sure that every child is aware of his progress forward, and we also make sure that the success of the students is duly noted and appreciated by me.

Our system of work provides for such an implementation of the educational process in which at each stage of the lesson is formed whole line intellectual qualities of a person.

We consider it very important to form the skill of introspection and self-esteem. To do this, at the end of each lesson, when summarizing the results, we ask the students the following questions: What did you like in the lesson? What have you learned new? What seemed difficult? What should be repeated? What was the most interesting task?

A special organization of regular extracurricular activities, the content of which includes:

1) the development of cognitive processes (sensations, perception, attention, memory, thinking, imagination);

2) the creation of psychological prerequisites for mastering educational activity, i.e., such psychological qualities and skills, without which educational activity cannot be carried out successfully (the ability to copy a pattern given both in visual and verbal forms; the ability to listen and hear the teacher, i.e. e. the ability to obey the teacher's verbal instructions; the ability to take into account a given system of requirements in your work);

3) the formation of psychological neoplasms of primary school age (an internal plan of action, i.e. the ability to perform tasks intellectually without support and real manipulation of objects; arbitrariness in the control of not only motor, but mainly intellectual processes, i.e. a student must learn to arbitrarily control his perception, attention, voluntarily memorize, subordinate mental activity to the task, reflection, i.e. the ability to be aware of his mental processes, the course of his activities, analyze his answer, difficulties, mistakes).

Classes are held once a week. The main goal of these classes is the formation of positive personal characteristics of schoolchildren through the purposeful development of their cognitive sphere. The leading conceptual principles of my classes are:

a) creating a situation of success;

b) emancipation in creativity;

c) complication of the proposed tasks;

d) taking into account the individual capabilities of each child;

e) alternation of tasks of various orientations;

f) the complex nature of the classes.

Classes have a specific structure, which includes an introductory, main and final part.

The task of the introductory part is to create a certain positive emotional background for students, without which effective assimilation of knowledge is impossible. This positive emotional attitude, constantly created in developmental classes, should gradually gain a foothold among students and be transferred to other school lessons. To create a positive emotional background, we ask children to smile at each other and say kind words. These words carry positive energy, help to create an atmosphere of trust, warmth, friendliness and good mood.

Tasks for the main part of the lesson are selected taking into account their focus on the relevant cognitive processes and from the point of view of convenience for teamwork in the classroom. To achieve a developmental effect, we use multiple assignments of the same type. In order to prevent a decrease in students' interest in repeating tasks of the same type, we strive to provide a variety of external design of the content of a number of tasks, but to preserve the unity of their internal psychological orientation. During classes on intellectual development, the principle of "spiral" is realized, ie. return to the same task, but at a higher level of difficulty.

The task of the final part of the lesson is to summarize the results of the lesson, discuss the results of the students' work and the difficulties that they encountered while completing the assignments. The essential point here is the students' answers to the question: what did we do and what did we learn in this lesson?

In optional classes, due to their non-binding, lack of grades, it is difficult to maintain a high level of cognitive activity and discipline, if they are organized in the same way as lessons. Therefore, we include playful, competitive elements, maintain a friendly, interested atmosphere, use teamwork, and establish cooperation with children. This allows you to conduct classes at a high educational level, maintain a business and at the same time free atmosphere.

An essential feature of intellectual development classes, in contrast to traditional subject lessons, is the shift of emphasis from the productive side of teaching to its procedural side. There are no grades in intellectual development lessons, but assessment is mandatory. Pupils get rid of "grade" psychology on them, they are not afraid to give an erroneous answer, because I accept all the children's answers, listen carefully, and as a result of collective discussion the children come to the right decision. Students gradually develop an attitude towards these activities as a means of developing their personality. The main criterion for the effectiveness of such classes are:

a) the joy of knowing;

b) constant achievement of new results;

c) the acquisition of new intellectual experience.

The general atmosphere in the lessons of intellectual development creates a special positive emotional background: relaxedness, interest, a desire to learn how to perform the proposed tasks. Awareness of their successes contributes to the disclosure of the psychological capabilities of students, increasing their self-esteem, self-confidence.

This emotional background, the positive attitude of students to our assignments has a certain aftereffect and is gradually spreading to ordinary school lessons. So parents note after classes on intellectual development that students are more active, attentive, more successful in coping with educational tasks. The children themselves say that after our classes they do their homework faster, they study better. Thus, the lessons of intellectual development become one of the ways to form a positive attitude and interest in learning in general: as a result of these lessons, students achieve significant success in their development. They also acquire the necessary intellectual skills, which are used by schoolchildren in educational work in subject lessons, which leads to the child's first successes, which means that an interest in learning arises.

In general, in order to maintain and harmonize the process of developing intellectual abilities, during classes we try to do the following:

1. Encourage the child's independent thoughts and actions.
2. Do not interfere with the child's desire to do something their own way.
3. Respect the student's point of view.
4. Encourage children to make more free drawings, verbal, sound, tactile and gustatory images and other spontaneous creative manifestations during the lesson.
5. To be non-judgmental about children's creativity.
6. Sometimes create and play with children together - as an ordinary participant in the process.
7. To pay more attention to the organization of the process of intellectual and creative tension, and not to the results.
8. Use "creative" techniques and tasks, creative games with words, body movements, sounds, visual images, etc.
9. Maintain in the classroom a positive emotional background in oneself and in children - vigor, calm concentration and joy, faith in oneself and the capabilities of each child.

During the classroom hours, my children and I love to play games that develop erudition, expanding horizons. For example, such as: “What? Where? When? ”,“ Own Game ”,“ Clever and Clever Men ”,“ KVN ”,“ Finest Hour ”. The purpose of such games is to generalize the acquired knowledge and skills.

As conceived by the children, the heading “I want to know everything!” Was created in the class. In a large envelope, the guys put sheets with the most amazing questions about life that interest them. There are a lot of questions every week. Among them, for example, are: “Why there is no winter in Africa”, “What is space”, “Why the light bulb is on”. Then these questions serve as topics for future conversations, discussions, the guys themselves try to find answers to these questions. Compete: who is faster and more accurate. Thus, the prestige of knowledge increases. Most of our students are happy to attend the optional "Chess" lesson. Also, chess and checkers are the favorite games of children at recess.

The successful organization of educational and cognitive activities of primary school students is impossible without the use of an individual approach.In addition to the complex of characteristics of such components of the intellectual sphere as perception, attention, thinking, memory, imagination, we always take into account the peculiarities of the emotional and volitional sphere of the child, as well as the peculiarities of temperament, the speed of various reactions. We try to take into account the orientation of the personality of each child. In the mainstream of a differentiated and individual approach, tasks for students are selected so that those who need stimulation would receive tasks available to them at the appropriate stage, and then move on to more complex exercises.

That is why one of the most important places in the system of our work is the diagnostics of the development of the intellectual abilities of students. Diagnostics makes it possible to track the dynamics of the intellectual development of my students, the effectiveness of my work system, and, most importantly, to effectively influence the process of their education and upbringing using a well-grounded, differentiated, individual approach to each child.

Diagnostics of the development of first graders is the basis for building all further work with each specific student, group of students, and the class as a whole. In the future, I annually track the results of the development of intellectual abilities, and compare them with those obtained before.

To study the level of intellectual development of schoolchildren, I use a set of techniques (developed by L.F. Tikhomirova, A.V. Basov)

The set includes methods for studying memory, attention, mental operations at the verbal level, as well as tasks that allow you to assess the degree of arbitrariness, understanding of verbal instructions and the ability to build your activity according to its requirements, the child's stock of knowledge, mastering written speech, basic mathematical skills:

1. General awareness.

(The technique is aimed at identifying the range of the child's ideas about the world around him, the ability to reason and justify his conclusions).
2. Toggle number addition(scale is not used in primary diagnosis).

(The methodology is aimed at studying the mental pace, stability and fluctuations of attention, switchability, fatigue. It allows assessing the understanding and ability to follow verbal instructions, the speed of formation of new ways of action).

3. Fix mistakes

(the technique is aimed at studying attentiveness, the formation of the control function).

4. Play the story.

(the technique is aimed at determining some aspects of speech development: speech understanding, as well as the level of semantic memory).

5. Semantic memory.

(The child's ability to memorize meaning is assessed).
6. Composing a phrase from three words.

7. Composing a four-word phrase.

(Methods 6 and 7 are aimed at assessing the ability for speech synthesis, the ability to establish semantic logical connections).

8. Comparison of concepts.

9. Classification (exclusion of an unnecessary concept).

10. Simple analogies (analysis of the relationship of concepts).

11. Isolation of essential features.

(Techniques 8, 9, 10 are aimed at studying basic mental operations at the verbal level).

The increase in the level of development of the intellectual abilities of my students is indirectly evidenced by the improvement in the quality of student achievement. In the majority of children by the 4th grade, stable cognitive interests, skills and abilities of mental activity were formed, creative initiative and independence were actively manifested in the search for ways to solve problems.

Objectively, children became more inquisitive, learned to think more critically, more complex, mediated forms of memory began to function actively, the prerequisites for abstract verbal-logical thinking developed, and a fairly high level of arbitrariness in the control of both motor and intellectual processes became apparent. All these qualities allowed children to more easily adapt to the transition to the middle level.

In conclusion, I would like to note that it was not by chance that I structured my activity in this way, since I am a teacher at school №49, the basis of the conceptual idea of ​​which is the formation of active and independent activity of students.

Methods for conducting vocabulary and spelling work

The active involvement of the students themselves in the learning process makes significant changes in the methodology for conducting vocabulary and spelling work. They relate to the structure and specifics of its implementation, providing a conscious educational and cognitive activity of the student in that most important part of the lesson, which is associated with the work on familiarization with a new vocabulary word.

In accordance with this technique, the structure of vocabulary and spelling work acquires special harmony and clarity. There are several successively conducted parts in it:

1) introduction by students of a new vocabulary word;

2) identification of its lexical meaning;

3) etymological information (where possible);

4) mastering the spelling of a word;

5) introduction of a new vocabulary word into the active vocabulary of children.

The introduction of a new vocabulary word consists in the independent definition and formulation of the topic of vocabulary and spelling work by schoolchildren. 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, the intensification of the speech-thinking process and a significant increase in its role in the presentation of a new "difficult" word. 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 they are performed, children develop stability, distribution and scope of attention, short-term voluntary memory, speech, analytical-synthetic thinking. For example, the teacher suggests: “Define and name a new vocabulary word that we will get acquainted with in the lesson. To do this, arrange the rectangles in the order of increasing number of points in each of them and connect the letters in them. "

(The searched word is bear.)

Gradually, the number of specific instructions from the teacher to help students identify the word they are looking for decreases. So, the teacher says: “You can name a new word, which we will get acquainted with in the lesson, if you find a rectangle with its first letter and independently establish the sequence of connecting the remaining letters of the desired word:

What word did you read and how did you accomplish it? Possible answer: “We have read the word teacher. We started with a rectangle that is highlighted brighter than the others. He is the smallest. Then they looked for higher rectangles and connected the letters that are written in them. " As the ability to perform tasks with a limited number of oral instructions is developed, the teacher introduces exercises into the educational process that provide for their complete absence. For example, he asks students: “Take a close look at this entry and identify two words that we will become familiar with in the lesson:

What are these words? How did you find them? " Possible answer: “Today we will get acquainted with the words breakfast and lunch. To determine them, you need to connect the letters with the dots at the top. Then connect the letters with dots at the bottom. "

With the help of the second and third techniques, the further improvement of the intellectual qualities of students continues, the development of which was ensured by using the previous technique. At the same time, the decrease or absence of coordinating attitudes of the teacher makes children think more tensely and concentratedly, mobilize their intuition, will, intelligence, observation, and develops clear, well-grounded speech. A similar result is ensured by the need for schoolchildren during the answer to characterize the actions associated with the definition of the word, since the children must answer the question (or questions) posed by the teacher with a small, logically constructed reasoning or inference.

The second group consists of exercises that involve the work of students with symbols, ciphers, codes. They allow you to form abstract thinking and, along with it, improve a number of other qualities of intelligence. There is also a tendency for a gradual decrease in the specific instructions of the teacher helping children in determining the word. An example of an assignment based on the full instructions of the teacher: “Name two words that we will become familiar with in the lesson. They are encrypted using numbers.

First word: 3, 1, 11, 6, 12, 13, 1.

Second word: 3, 1, 5, 13, 4, 7, 10, 9, 8.

Each number corresponds to a specific letter:

1 2 3 4 5 6 7 8 9 10 11 12 13

A G K O R U F L L E P S T

What are these words? " (The searched words are cabbage and potatoes.) An example of an assignment with partial instructions from a teacher: “Look carefully at this code:

3 4 5 6 7 8 9 10

1 A M N O R K V U

2 S D Y L L CH T

and the key to it: 2-3, 1-6, 2-7, 1-6, 1-4,1-3. Having solved the key of this cipher, you will be able to name the word with which we will get acquainted in the lesson. " (The search word is straw.)

The third group includes exercises that somehow connect the search word with the studied linguistic material. In this case, their versatility and efficiency of use increase significantly. Depending on the content of the educational material, on the didactic goal set by the teacher in the lesson, there may be a variety of options. An example of an assignment that provides for the consolidation of knowledge of phonetics: "Cross out the letters denoting voiceless consonants in this chain, and you will recognize the word that we will get acquainted with in the lesson:

(The searched word is birch.)

Exercises of this group are widely used in the "Morphology" section. For example, when studying the topic "Pronoun", the teacher can offer the following task: "Each given pronoun corresponds to a certain letter indicated in brackets: me (c), me (e), I (b), me (e), about me (a ), me (d). You will be able to name a new word from the dictionary, which we will get acquainted with in the lesson, if you correctly arrange the pronouns in the order of their change in cases and connect the letters written in brackets. " (The searched word is conversation.)

In order to improve spelling vigilance in the process of studying various topics of the Russian language course, the teacher can use the following task: “Read the words written on the board: push out, guard, b. doze, cr ... sitel, meaning ... chy, clever ... press, ab ... zhur, sl ... malya, l ... kayet. Connect the first letters of the words, in the root of which the vowel a is written, and you will recognize the word that we will get acquainted with in the lesson. " (The search word is station.)

For the further development of the basic properties of attention, working memory, tasks of this type are gradually becoming more complicated due to a smooth increase in the number of landmarks when searching for the original word. For example, the teacher reads phrases: rocky terrain, fire department, sea depth, carriage door, upholstery, crimson mountain ash, petrified soil, distant village, expensive decoration, watercolor paint.

He offers the children an assignment: “Write the phrases. Connect the first letters of the feminine adjectives, in the root of which the unstressed vowel a is written, you will learn a new word from the dictionary. " (The searched word is freedom.)

If in the lesson the goal is to repeat or generalize what has been learned, then an exercise with the following task is quite appropriate: "You will name a new word from the dictionary, which we will get acquainted with in the lesson, if you correctly decipher these schemes and consistently connect the received letters-answers."

(1st letter)

(2nd letter)

(3rd letter)

(4th letter)

(5th letter)

(6th letter)

(7th - 8th letters)

To decipher the scheme, which is based on the material studied in previous lessons, the students compare its parts and reason aloud (with collective work) or silently (with individual work).

So, according to the first scheme, the reasoning can be as follows: “Nouns are masculine, feminine or neuter. The word lake is neuter. This means that the answer will contain the letter c. " Accordingly, case, ending, etc. are clarified in the following schemes, letters-answers are connected in order. In this case, the word you are looking for is sparkle.

The next technique organically combines a wide variety of activities: non-traditional phonetic analysis, partial analysis of a word by composition, spelling work, etc., in the process of which spelling skills are improved, multifaceted analytical and synthetic work is carried out, the volume and concentration of attention, operational memory. For example, the teacher says: "You will name the new word that we will get acquainted with in the lesson, if you correctly complete my assignments to determine the letters of the search word."

Task 1. The first letter of the search word is the consonant of the third syllable in the word straw.

Task 2. The second letter is an unchecked unstressed vowel in the word sand.

Task 3. The third letter denotes a paired voiceless soft consonant in the word return.

Task 4. The fourth letter is the last in the root of the word north.

Task 5. The fifth letter is the ending in the word apple.

An additional advantage of the techniques of this group is that their use deepens the knowledge and skills of students on the studied topics of the Russian language and does not require unforeseen time expenditures, since these exercises are nothing more than non-traditional types of vocabulary dictations, grammatical analysis, creative works that are simply transferred from one structural stage of the lesson to another.

The fourth group is made up of exercises that involve the use in the process of establishing a new word of the knowledge of students acquired in the study of other academic disciplines. Depending on the subject with which the connection is made, different options are also possible here. An example of an assignment on the use of knowledge in mathematics: “Look at the pictured square and the code to it.

16 (1st letter), 36 (2nd letter), 14 (3rd letter), 21 (4th letter), 40 (5th letter), 27 (6th letter)

If you determine what mathematical action must be carried out with the numbers of the square to identify letters and correctly make the necessary calculations, then you will learn a new word from the dictionary, which we will get acquainted with in the lesson. By what action did you recognize the letters of the word? What is this word? " (The search word is nodding.) In case of difficulty, the teacher can give a hint about the type of mathematical action: multiplication (the numbers from the vertical row are multiplied by the numbers from the horizontal row).

The task for the use of primary knowledge in geometry. The teacher gives the instruction: “Look carefully at the figures on the board, and at the letters in each of them:

Try to remember the shapes and the letters they contain. " (The time of presentation is 50–60 s, after which the figures and letters are removed). Then the teacher shows the same geometric shapes in the order in which the letters are located in the word. Pupils should remember which letters were in the geometric shapes and form the word they are looking for. The order in which the shapes are displayed: triangle, circle, rhombus, polygon, square, rectangle. (The searched word is burn.)

Assignment for the use of knowledge in the visual arts. Squares of different colors are depicted on the board:

Each square has a corresponding letter. The teacher offers to mentally arrange the squares according to the colors of the rainbow, connect the letters corresponding to them and name a new word from the dictionary. (The search word is combine.) The use of techniques of this type, along with the implementation of intersubject connections, stimulates the development of the basic properties of attention, speech, analytical and synthetic thinking. # Autogen_eBook_id26

To further increase the educational initiative and increase the intellectual activity of children, exercises of the fifth group are used. They provide for finding a new vocabulary word and formulating the topic of vocabulary and spelling work based on the establishment of a semantic connection by children in the linguistic material used in the lesson. In that case, the teacher has the right to offer this type of task: "You can name a new word from the dictionary, which we will get acquainted with in the lesson, if you determine the nature of the semantic connection between words in these pairs":

m ... g ... zine - prod ... vec

b ... flax - doctor ...

t ... atr - ... cter

cosmic to ... rabble -?

What is the semantic connection between the words of each pair? What word will we meet in the lesson? Approximate answer: “In each pair, the first word denotes the place of work, the second denotes the main profession associated with it. In a store - a salesman, in a hospital - a doctor, in a theater - an actor, on a spaceship - an astronaut. This means that today we will get acquainted with the word “astronaut”. (See Appendix I.1.)

To enhance the spelling significance of this kind of exercises, students can be offered a task with the help of which the spelling of the words used in it is established. It is usually of a search nature, contributing to the development of spelling vigilance of students. One of the options: "Tell us about the spelling of words with missing letters, having previously grouped them by spelling." Gradually, the degree of complexity of such tasks increases. For example: “Tell us about the spelling of words with missing letters, having previously grouped them by spelling. Start your answer with the group that has fewer (more) words. " For the correct answer, the student must not only combine words into spelling groups, but also count how many words there will be in each group.

The sixth group includes exercises in which a new vocabulary word is determined on the basis of establishing the principle in accordance with which the original words are located. For example, students are offered a record:

Glider, helicopter, rocket.

Teacher Assignment: “Read the words. Establish the principle according to which they are written. Define a new vocabulary word. "

Approximate student's answer: “The order of the words written in this row reflects the increase in the speed of the aircraft they designate. The word airplane is missing here. Its speed is higher than that of a helicopter, but less than a rocket. This means that today we will get acquainted with the word airplane. " During the implementation of the exercises in this group, students develop speech, logical thinking, stability of attention, long-term memory, the ability to establish and formulate principles.

The seventh group includes exercises with the help of which a new vocabulary word is determined by schoolchildren using non-traditional morphemic parsing of several original words and extraction from each specified part. For this, students are offered this kind of table:

Teacher Assignment: “Look at the table. Formulate the task for the exercise and complete it. " tongue is well suspended

The approximate answer of the student: “In the words of each part of the table, it is necessary to highlight the indicated parts. Make up a new word from them. From the word trample it is necessary to single out the prefix. This is the prefix ras-. From the word parking - the root is one-. From the word despair - two suffixes: - I, - no. From the word plant - the ending e. The word distance is obtained. " When performing exercises in this group, students develop stability of attention, working memory, analytical-synthetic thinking, oral speech, and knowledge of morphemics is improved.

The eighth group consists of exercises that provide for various operations with the original words, associated with the exclusion of letters from them for some reason, and the compilation of a new vocabulary word from the remaining parts. For example, the teacher suggests: “From the words salt and give, exclude letters that do not denote sounds. Connect the remaining parts together. What is the new vocabulary word. Justify your actions. " The approximate answer of the student: “From the words salt and give it is necessary to exclude the letter soft sign, since it does not denote sounds. Combining parts of sol and dates, we get the word soldier. This means that today we will get acquainted with the word “soldier”. When performing exercises in this group, concentration of attention, working memory, analytical and synthetic thinking, oral speech develop, knowledge of phonetics and other sections of the language is improved.

The ninth group includes exercises that provide for various operations with the original words, associated with adding letters to them for some reason, and composing a new vocabulary word.

Teacher's assignment: “Add one letter to the word for an agricultural implement in the form of a frame with teeth for shallow loosening of the soil. She is a vowel. It can act as a preposition for a noun in the prepositional case. What is the new vocabulary word. "

Approximate student's answer: “An agricultural implement in the form of a frame with teeth for shallow loosening of the soil is a harrow. A vowel letter that can act as a preposition for a noun in the prepositional case is the letter o. If you combine them, you get the word defense. This means that today we will get acquainted with the word defense ”. Performing exercises in this group, students develop concentration of attention, operational long-term memory, analytical and synthetic thinking, oral speech, improve their knowledge of various sections of the Russian language. It is noteworthy that when composing oral answers, students are forced to use different syntactic constructions in their speech (participial and participial phrases, complex sentences, etc.) and, accordingly, master them at a practical level. Using this technique, you can compose the following words: east (in, stock), road (to, horns), picture (kar, tina), hammer (they say, oh, tok), vegetable garden (oh, city), weather (by, years), yesterday (faith, h), horizon (burn, umbrella), etc.

The tenth group includes exercises that provide for the definition of a new word from the dictionary on the basis of identifying the patterns of its compilation. For example, a teacher offers an assignment: “Take a close look at this entry:

What is the word from the dictionary that we will get acquainted with in the lesson. What is this word? How did you define it? " Possible answer: “This word is wagon. To define it, we learned how the word people is composed. To compose it, the last syllables of the first two words of the top line were used. This means that the word you are looking for must be composed of the last syllables of the words in the bottom line. " When performing this type of task, schoolchildren develop logical thinking, analytical and synthetic abilities, stability of attention, linguistic intuition, coherent reasoned speech. Schoolchildren not only name the word they are looking for, but at the same time build the simplest reasoning, inferences. Exercises of this type are also valuable because with their help you can improve the spelling vigilance of students by skipping spelling and corresponding tasks of such a plan: "Insert the missing letters and group words by spelling."

The second part of the vocabulary and spelling work - acquaintance with the lexical meaning of the studied word is fundamentally different from its implementation in the generally accepted version of the traditional system. In the methodology under consideration, the lexical meaning of a word is mastered as a concept. For this, the process of familiarization with the lexical meaning of a word is divided into two stages. Each of them is associated with the level of knowledge of children about a specific subject or phenomenon indicated by the word being studied.

At the first stage (the level of ideas), students formulate the meaning of a word, based on their current knowledge. At the second stage (conceptual level), schoolchildren acquire deeper, systematized knowledge, formalized in the form of a concept definition. In the first year of study, the definition is formulated without using the logical terms type, gender, essential features of objects. The work takes place in the form of a conversation-reasoning of the teacher and students and children with each other, in the process of which there is a search for the generic affiliation of the subject indicated by the word being studied. Through comparison and juxtaposition of species concepts, the essential features of the subject are revealed. Generalizing the conversation-reasoning, students independently formulate the lexical meaning of a new word, formalizing it in the form of a definition of the concept. For example, when familiarizing with the word drum, this work may look as follows.

W. Tell me, what is a drum? (Students take turns expressing their ideas about a given musical instrument.)

Stage II (conceptual level)

D. Find a more general word or phrase to the word drum.

D. The drum is a musical instrument.

W. True, but the guitar, the balalaika are also musical instruments. What is the difference?

D. The drum is a percussion instrument, and the guitar and balalaika are strings.

D. What is the top and bottom of the drum covered with?

E. The top and bottom of the drum are covered with leather.

D: Tell me completely, what is a drum?

D. The drum is a percussion musical instrument, the top and bottom of which are covered with leather.

The logical chain of reasoning is built depending on the content of the concept being mastered by the children, therefore, when studying the next word, it may already have a slightly different form. However, in any case, the sequence of the teacher's questions must necessarily lead the students to formulate their own definition of the concept.

Where a new topic and teaching material permits, two words are entered at the same time. In this case, familiarization with the lexical meaning of words is carried out against the background of comparing two objects that are indicated by these words. The order of reasoning can now be as follows:

Stage I (presentation level)

D: Tell me, who are the cow and the dog?

Stage II (conceptual level)

W. What is the semantic similarity of the words cow and dog?

D. Cow and dog are pets.

D. What is the difference between them?

D. A cow is a herbivore, a dog is a carnivore.

D: The cow has big horns, but the dog doesn't.

E. What benefits do a cow and a dog bring to man?

D. The cow gives milk, the dog guards, they hunt with it.

D: Tell me completely, what does the word cow mean?

D. A cow is a pet with large horns that produces milk.

Uch-l. What does the word dog mean?

E. A dog is a guardian pet that is hunted with.

In subsequent years of study, work on the formulation of the lexical meaning of a word is transferred to a higher theoretical level. Students get acquainted with the terms necessary for this: a specific concept, a generic concept, the essential features of objects. Using them in the process of reasoning, students independently formulate the definition of the subject indicated by the new word. So, when familiarizing with the word birch (species concept), the reasoning can be as follows.

Stage I (presentation level)

U. Tell me, what is birch?

Stage II (conceptual level)

W. Find a generic term for the word birch.

D. Birch is a tree.

W. True, but spruce and pine are also trees. What is the difference?

E. Birch is a deciduous tree, while spruce and pine are conifers.

D. Now, formulate a more precise generic term for the word birch?

D. Birch is a deciduous tree.

W. Name its essential features.

E. Birch has white bark and heart-shaped leaves.

D. What does the word birch mean?

E. Birch is a deciduous tree with white bark and heart-shaped leaves.

In the process of such reasoning, a conceptual apparatus is formed in students. They master the most complex mental operations of analysis, synthesis, comparison, classification, generalization; learn the types and types of relationships between concepts, go to a sufficiently high level of abstraction for their age. They form a clear, evidence-based, correctly structured oral speech. But to achieve such a result in the process of dictionary and spelling work, a number of conditions must be observed:

1. The teacher's definition of a concept should be relatively scientific in nature and appropriate for the age of the children.

2. The initiative in the formulation of the definition of the concept in the process of conversation-reasoning should belong to the students. The teacher corrects the formulation proposed by them, bringing it to the scientific level.

3. The introduction of terms (concept, type, gender, essential features of objects) into vocabulary and spelling work is supported by their parallel (or preliminary) use in complex logical exercises on other structural components of the lesson: when consolidating, repeating, generalizing what has been learned.

Certain changes in our case are undergone by the methodology of familiarizing students with writing a new "difficult" word, which, among other things, involves the systematic use of the school spelling dictionary by students in Russian lessons. Children independently find a word in the spelling dictionary (PA Grushnikov’s spelling dictionary is convenient for this. M., 1987), write it down in a notebook, put stress, identify and underline unchecked unstressed vowels and other studied spelling. This structural element of vocabulary and spelling work is as close to life as possible, it teaches children to independent intellectual activity.

To introduce a new word into the active vocabulary of children, new methods are used, each of which, at the same time, is designed to develop the child's speech-thinking activity. In essence, they represent a certain kind of linguistic problems, since in each case, reasoning, proof and a concrete solution are required from the students. In the first year of study, methods are used that provide for operations of comparison, juxtaposition, establishment of associative links, i.e., aimed at improving any aspects of the thinking and speech of schoolchildren. Depending on the nature of the operations carried out with words from the dictionary, eight groups of exercises can be distinguished.

The first group is a comparison of two studied words that are not directly related to each other in meaning, in order to find the largest possible number of their common essential and insignificant features. This method teaches you to compare objects, to establish associative connections between concepts, improves the process of understanding, comprehending and memorizing new words, develops the ability to correctly express your thoughts. For example, when familiarizing with the word drum, students may be asked the following task: "Find common signs of the words drum and clothing." Possible children's answers:

The drum and clothing can be made from leather.

The drum and the garment are made in the factory.

The drum and clothing are made by human hands.

The second group is the search for objects, qualitative features, the properties of which can be opposed to each other. This method is effective in terms of developing children's imagination, observation, mastering the skills of primary analysis, and improving students' speech. For example, when studying the word bear, the following task is possible: "Name objects (creatures) that have properties that are significantly different from those that a bear is endowed with."

Possible children's answers:

Bears and birds differ in the way they move: the bear walks, and the bird flies.

The bear and the snake are distinguished by the peculiarities of the body cover: the bear has shaggy hair, and the snake has smooth skin.

The third group is finding the third word that would connect two previously studied words that have no semantic connection. In such a situation, students are looking for a variety of, sometimes difficult to predict associative connections; they learn to see the world around them from an unusual angle of view, they develop non-standard thinking. For example, when familiarizing yourself with the word dog, the following task is possible: “Choose a word that would connect the words dog and a notebook so that you get a sentence. Examples of children's answers:

The dog sniffs the notebook.

The dog tore apart the notebook.

A dog is drawn in the notebook.

The dog doesn't need a notebook.

The fourth group - the exclusion of an extra word from three possible ones based on an independently found characteristic - contributes to the development in children of a propensity for analysis, synthesis and classification. An example of a task when studying the words cow, dog: “Make a sentence with the words cow, dog, fox, highlighting the common feature in two of them and the reason for excluding the third word from this chain. Possible student responses:

The cow and dog are pets, and the fox is wild.

A fox and a dog are predatory animals, and a cow is a herbivore.

The dog and the fox have no horns, but the cow has.

The fifth group is the search for intermediate links consisting of two words familiar to schoolchildren and providing a semantic logical connection between another pair of words studied in this lesson. The essential difference between this type of exercise and the third is that here the four main words must be nouns. An example of an assignment when familiarizing yourself with the words city and village: "Make a sentence in which the words city and village would connect two other words from the dictionary." Answer options:

In the village, cows give milk, which is taken to the city.

A man lives in the village and wears clothes made in the city.

The sixth group is the preparation of a sentence with the simultaneous inclusion of two or three vocabulary words in it.

The seventh group - finding options for the real and fantastic use of the subject, which develops speech, creative thinking. Example exercise when learning the word coat: "Make sentences indicating how you can use a coat in real life, and then come up with examples of a fantastic character." Real answer options:

The coat is worn during the cold and cool seasons.

A coat can be covered in place of a blanket.

The coat can be used as an umbrella in the rain. Etc.

Fantastic answer options:

The coat can be used as a flying carpet.

On a coat, like on a raft, you can sail along the river. Etc.

The eighth group is a comparison from a different point of view of phraseological phrases, proverbs, sayings, which include the studied vocabulary words. Exercises of this group, in addition to a positive impact on the improvement of speech-thinking processes, contribute to the expansion of the erudition of schoolchildren, their acquaintance with the elements of folklore. An example of an assignment when familiarizing yourself with the word language: "For the phraseological turns of the left column, select the words or phrases that are suitable for the meaning from the right column."

evil tongue

long tongue

hold your tongue

spill the beans

bite your tongue

pull the tongue

swallow tongue

fell off my tongue

shut up suddenly shut up

to gossip

can speak

indulge in idle chatter

say without thinking

chatty man

make to speak

Municipal budgetary educational institution

"Secondary school number 28" "

Intellectual development of primary schoolchildren

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction …………………………………………………………… 1

Chapter 1. Psychology - pedagogical foundations of the intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills ………………………………………………………… ..4

The essence of intellectual skills ……………………… .15

schoolchildren in Russian lessons

Research activities of junior schoolchildren on

Russian lessons …………………………………… 41

References ……………………………………………… .52

Appendix ……………………………………………………… ..55

1

Introduction.

The whole life of a person constantly poses acute and urgent tasks and problems before him. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Consequently, an ever deeper knowledge of the world is needed, the discovery of more and more new processes, properties and relationships between people and things in it. Therefore, no matter what new trends, born of the requirements of the time, penetrate the school, no matter how the programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

Intelligence is the ability to think. Intelligence is not given by nature, it must be developed throughout life.

Intellectual development is the most important aspect of training the younger generations.

The success of a student's intellectual development is achieved mainly in the classroom, when the teacher is left alone with his pupils. And from his ability to organize a systematic, cognitive activity depends on the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development.

Most scientists admit that the development of schoolchildren's creative abilities and intellectual skills is impossible without problem learning.

Problem-based learning methods have a positive effect on the development of the intellectual abilities of primary school students.

They are chosen by the teacher depending on the goals of the lesson and on the content of the studied material:

Heuristic, research methods - allow students themselves, under the guidance of a teacher, to discover new knowledge, develop creative abilities;

Dialogue method - provides a higher level of cognitive activity of students in the process of cognition;

Monological method - replenishes the stock of knowledge of students

additional facts.

N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I. Ya. Lerner, M I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya and others.

The main task of the school, and first of all, is the holistic development of the personality and readiness for further development. Therefore, the following topic was chosen: "Intellectual development of primary schoolchildren."

Purpose of work:

1. Increase interest in the learning process.

2. Ability of non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

Object work is - the process of teaching schoolchildren.

Subject - problem learning as a factor in the intellectual development of schoolchildren.

Based on the object and subject to achieve this goal, the following were determined tasks:

To study and analyze the psychological, pedagogical and methodological literature on the research topic.

To reveal the essence of intellectual development.

Organize research work.

To solve the set tasks, research methods were used:

Analysis of psychological, pedagogical, methodological works on the research topic;

Observation, conversation, testing, questioning;

Pedagogical experiment and data processing.

Chapter 1. Psychology - pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

The concept of "intelligence", passed into modern languages ​​from Latin to In the 16th century, which originally meant the ability to understand, it has become in recent decades an increasingly important general scientific category. The specialized literature discusses the intellectual resources of certain groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in psychology is related to the study of the cognitive sphere of personality.

As you know, the cognitive sphere of a person is investigated using tests.

The concept of "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist F. Galton. F. Galton's ideas were further developed in the works of the American psychologist D. Cattell, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, designated by the term "mind", "intelligence". This step was taken by the famous psychologist A. Binet, who in 1905, together with T. Simon, developed a system of tests to measure the level of development of the intelligence of children.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. Each of them was asked to define intelligence and name the way in which intelligence could be best measured. Almost all scientists cited testing as the best way to measure intelligence, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability to think abstractly" (L. Thermen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 20s - 40s. There is still no agreement on what intelligence tests should measure); testologists still build their diagnostic systems on the basis of conflicting models of intelligence.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

Fluency of speech.

Reasoning ability.

Memory.

Here, both the general mental function (memory) and those abilities that are clearly direct consequences of learning (the ability to operate, vocabulary) are taken as components of intelligence.

English psychologist G. Eysenck essentially reduces human intelligence to the speed of mental processes.

American psychologists R. Cattell and J. Horn distinguish 2 components in the intellect: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of intelligence is actually the sum of the skills that were formed during their lifetime.

The author of one of the most famous methods of studying intelligence, American psychologist D. Veksler, interprets intelligence as a general ability of a person, which manifests itself in purposeful activity, correct reasoning and understanding, in adapting the environment to its capabilities. For the famous Swiss psychologist J. Piaget, essence appears in the structuring of the relationship between the environment and the organism.

German scientists-educators Melhorn G. and Melhorn H.G. called intelligence a set of abilities that characterize the level and quality of a person's thought processes. They believe that the function of intelligence is to mentally solve objectively existing problems. The expression of the most developed form of intelligence is directed problem thinking. It creates new knowledge for mastering the surrounding world. Problem thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes it possible to consciously influence nature and society in accordance with human thoughts.

Psychodiagnosticians suggest that the IQs that are derived from different tests are difficult to compare with each other, since different tests are based on different concepts of intelligence, and the tests include different tasks.

Nowadays, many psychometrists see more and more clearly the imperfection of their means of assessing intelligence. Some of them try to improve the testing procedure, making extensive use of mathematical and static methods, not only in the design of test systems, but also in the development of the intelligence models underlying these tests. So, in testing, a direction has become widespread, whose representatives use the method of factor analysis to characterize and measure intelligence.

Representatives of this trend rely on the work of Charles Spearman, who back in 1904, based on an analysis of the results of a number of intellectual tests passed by the subjects, put forward a theory according to which intelligence consists of a common factor "G"-" general mental energy "- involved in the solution of all intellectual tests, and a number of specific factors -" S”, Each of which is valid within the given test and does not correlate with other tests.

Spearman's ideas were then developed in the works of L. Thurstone and J. Guildford.

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may be unsuccessful in solving others. Therefore, different components of intelligence are involved in solving different tests.

Guilford experimentally identified 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible).

In order to get an idea of ​​the intellectual development of the subject, it is necessary, according to Guildford, to investigate the degree of development of all factors constituting intelligence.

L. Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Comprehension of words.

Associative memory.

Fluency of speech.

Understanding or reasoning.

In general, intelligence (from Latinintellektus- understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking.

The leading role in the structure of intelligence is taken by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception manifests itself in observation, memory fixes phenomena that are significant in one way or another and selectively "presents" them in the process of thinking, imagination enters as a necessary link in the solution of a creative task, i.e. each of the mental processes is organically included in the subject's mental act.

Intelligence is the highest product of the brain and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms.

A qualitative leap in the development of human intelligence took place with the emergence of labor activity and the appearance of speech. Intellectual activity is closely related to human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not depart from reality, but more deeply and fully reveals the laws of the existing.

The social character of human activity ensures its high intellectual activity. It is aimed not only at cognizing objective reality, but also at changing it in accordance with social needs. This nature of intellectual activity ensures the unity of cognition proper (thinking), attitude to the knowable (emotion) and practical implementation (will) of the given action.

The upbringing of a child's intellect requires the all-round development of his cognitive abilities (breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the all-round harmonious development of the individual. The pedagogical encyclopedia emphasizes that “intellectual education is the most important side of preparation for life and work of the younger generations, which consists in guiding the development of intelligence and cognitive abilities by arousing interest in intellectual activity, equipping with knowledge, methods of obtaining and applying it in practice, instilling a culture of intellectual labor ". Caring for the upbringing of the growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

It has been proved that intellectual development is a continuous process taking place in learning, work, games, life situations, and that it most intensively occurs in the course of active assimilation and creative application of knowledge, i.e. in acts that contain especially valuable operations for the development of intelligence.

It is possible to highlight the typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual education. The first such feature is an active attitude towards the world of phenomena.

The desire to go beyond the known, the activity of the mind is expressed in a constant striving to expand knowledge and creatively apply it for theoretical and practical purposes. Observation, the ability to single out their essential aspects and interrelationships in phenomena and facts is closely connected with the activity of intellectual activity.

The developed intellect is characterized by its consistency, which provides internal connections between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

The consistency of intelligence is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained.

A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activity. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed to executive work and imitative actions in the school of life, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways to study reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

In modern psychology, it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between the teaching of the student and his intellectual development has not yet been sufficiently studied.

The very concept of intellectual (mental) development is interpreted by different researchers in different ways.

S.L. Rubinstein and B.G. Ananyev were among the first to call for the study of general mental development, general intelligence. So,

This problem has been studied in various directions. Among these studies, it is worth noting the research of N.S. Leites, who notes that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterizes the possibility of theoretical knowledge and practical human activity. The most essential thing for human intelligence is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thereby makes it possible to creatively transform reality. As N.S. Leites has shown, certain activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general intelligence. For example, ND Levitov believes that general mental abilities primarily include those qualities that are designated as quick wit (quickness of mental orientation), thoughtfulness, criticality.

N.A. Menchinskaya fruitfully researched the problem of mental development with a group of her colleagues. These studies are based on the position formed by D.N.Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. First, there must be an accumulation of a fund of knowledge - this was pointed out by P.P. Blonsky: "An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason" Thus, knowledge is a necessary condition for thinking ... Secondly, those mental operations with the help of which knowledge is acquired are important for the characterization of mental development. That is, a characteristic feature

mental development is the accumulation of a special fund of well-developed and well-established mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized by what is reflected in consciousness, and even more so by how the reflection occurs.

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking, determined by the levels of analytical and synthetic activity, are outlined. These levels are based on the characteristic:

a) the relationship between analysis and synthesis,

b) the means by which these processes are carried out,

c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as a system of operations specially formed for solving problems of a certain type within the same school subject or for solving a wide range of problems from different areas of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, the decisive factor in terms of mental development is the integration into a definite functional system of such modes of action that are characteristic by nature. For example, junior schoolchildren were taught in some lessons analyzing observation, and in others the generalization of essential features. Progress in mental development can be talked about when these diverse methods of mental activity are combined into one system, into a single analytical-synthetic activity.

In connection with the above, the question arises about the substantive criteria (signs, indicators) of mental development. The list of such most general criteria is given by ND Levitov. In his opinion, mental development is characterized by the following indicators:

independence of thinking,

the speed and strength of the assimilation of educational material,

quick mental orientation (resourcefulness) when solving non-standard tasks,

deep penetration into the essence of the studied phenomena (the ability to distinguish the essential from the non-essential),

criticality of mind, lack of inclination to biased, unfounded judgments.

For D.B. Elkonin, the main criterion for mental development is the presence of a properly organized structure of educational activity (formed educational activity) with its components - setting a task, choosing means, self-control and self-examination, as well as the correct ratio of subject and symbolic plans in educational activity.

N.A. Menchinskaya considers in this regard such features of mental activity as:

the speed (or, accordingly, the slowness) of assimilation;

flexibility of the thinking process (i.e. ease or, accordingly, the difficulty of restructuring work, adapting to changing conditions of tasks);

close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;

different levels of analytical and synthetic activity.

EN Kabanova-Meller considers the main criterion of mental development to be a wide and active transfer of the methods of mental activity formed at one object to another object. A high level of mental development is associated with intersubject generalization of mental techniques, which opens up the possibility of their broad transfer from one subject to another.

Of particular interest are the criteria developed by ZI Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Quickness of work and quickness of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of advancement is determined by the number of exercises of the same type required to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called "economy of thinking", that is, the number of reasoning, on the basis of which students identify a new pattern for themselves. In this case, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information inherent in the conditions of the problem, often solve it on the basis of blind tests or unfounded analogies. Therefore, the way to solve them turns out to be low-cost, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and methods of operating them, fully extract the information inherent in the conditions of the problem, constantly monitor their actions, therefore their way to solving the problem is laconic, concise, and rational.

An important task of modern psychology is to build objective, scientifically grounded indicator psychological methods, with the help of which it is possible to diagnose the level of mental development of schoolchildren at different age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren in the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

techniques of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

In the pedagogical dictionary, the concept of "skill" is defined as follows: "skills - readiness for practical and theoretical actions performed quickly, accurately and consciously, on the basis of acquired knowledge and life experience."

Learning skills involve the use of previously gained experience, certain knowledge. Knowledge and skills are inseparable and functionally interconnected parts of any purposeful action. The quality of skills is determined by the nature and content of knowledge about the intended action.

Studying each subject, conducting exercises and independent work equips students with the ability to apply knowledge. In turn, the acquisition of skills contributes to the deepening and further accumulation of knowledge. By improving and automating, skills turn into skills. Skills are closely related to skills as ways of performing an action, corresponding to the goals and conditions in which one has to act. But, unlike skills, a skill can be formed without a special exercise in performing an action. In these cases, it relies on the knowledge and skills acquired earlier, while performing actions that are only similar to the given one. At the same time, the skill is improved as the skill is mastered. A high level of skill means the ability to use different skills to

achieving the same goal depending on the conditions of action. With a high development of skill, the action can be performed in various variations, each of which ensures the success of the action in given specific conditions.

Skills education is a complex process of analytical and synthetic activity of the cerebral cortex, in

during which associations are created and consolidated between the task, the knowledge necessary for its implementation and the application of knowledge in practice. Repeated actions reinforce these associations, and variation of assignments makes them more accurate. Thus, the traits and attributes of skills are formed: flexibility, i.e. the ability to act rationally in various situations, resilience, i.e. maintaining accuracy and pace, despite some side effects, strength (skill is not lost during the period when it is practically not used), maximum proximity to real conditions and tasks.

In modern pedagogical literature, there is no unified approach to the classification of educational skills. Some scholars believe that "skills and abilities are subdivided into generalized (interdisciplinary) and private (specific to individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others." However, the division of skills into types is to a certain extent arbitrary, since there is often no sharp border to distinguish them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided with educational-organizational, educational-intellectual, educational-informational and educational-communication skills. The same classification is given by

YK Babansky. We will dwell in more detail only on educational and intellectual skills.

In his work Yu.K. Babanskiy distinguishes the following groups of intellectual skills: to motivate their activities; to carefully perceive the information; rationally memorize; to logically comprehend the educational material, highlighting the main thing in it; solve problem

cognitive tasks; do the exercises yourself; exercise self-control in educational and cognitive activities.

As you can see, Babansky will base our classification on an active approach. Without rejecting this classification, we will consider another class of intellectual skills, which was based on the concept of "intelligence". In this classification, by intellectual skills we mean the readiness of a person to perform intellectual actions. Intellectual skills here are the following skills:

perceive,

memorize,

to be attentive,

think,

have intuition.

Consider the listed groups of intellectual skills, including those identified by Yu.K. Babansky.

1. Motivation for learning.

It is known that the success of any activity, including educational, largely depends on the presence of positive motives for learning.

An unconditioned orienting reflex "why?" Is inherent in man by nature. The task of teachers is to ensure that during the entire period

school education to create the most favorable conditions for maintaining this inherent curiosity of a person, not to extinguish it, but to supplement it with new motives coming from the content of education itself, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

Among the variety of motives for learning, two large groups can be distinguished: motives of cognitive interest and motives of duty and responsibility in learning. The motives of cognitive interest are manifested in an increased craving for cognitive games, educational discussions, arguments and other methods of stimulating learning. The motives of duty and responsibility are primarily associated with the student's conscious academic discipline, the desire to willingly fulfill the requirements of teachers, parents, and respect the public opinion of the class.

Knowing the state of the student's motives, the teacher can promptly prompt him on the elimination of which shortcomings should be persistently worked in the near future. Indeed, many students do not think about this problem at all, and it is enough to draw their attention to it, as they involuntarily begin to engage in self-education, at least in its most elementary forms. Other schoolchildren have to suggest available methods of self-education of motives for learning. Still others need even more careful and systematic control over the course of self-education, in providing them with ongoing assistance. Teachers should teach schoolchildren to understand the subjective significance of learning - what the study of this subject can give for the development of their inclinations, abilities, for professional orientation, bringing them up close to mastering the profession of interest. Teachers should help the student realize that

gives teachings to prepare for communication in a pulsating environment, in a work collective. All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, the sources of stimulation are usually, of course, feelings of duty, responsibility and conscious discipline. Self-education of academic discipline and volitional self-discipline is also associated with the development of "noise immunity"; the ability to force yourself to take up the execution again and again

"Intractable" solution to the problem. No less important is the clear presentation of requirements by teachers, the unity of such requirements, and a clear motivation for the marks given.

A reasonable reward system deserves serious consideration. Praising the answer, a commendable entry in the diary and on the screen of progress - all this contributes to the emergence of socially valuable motives that play a particularly important role in learning motivation in general.

The most important thing for a teacher is the need to achieve the transfer of external stimulation into self-stimulation in students of internal motivation. And here, the skillful fusion of goal-setting and student motivation is especially important. Thinking over the tasks of his activities at home and in the classroom, the student, especially the older one, thereby already motivates his activities. Schoolchildren are more actively involved in self-education of motives if they see that this process is of interest to teachers, parents, student activists, when they are supported in case of difficulties that arise.

So, we see what specifically involves the process of self-stimulation of learning:

students' awareness of learning as a public duty;

assessment of the theoretical and practical significance of the subject and the issue under study;

an assessment of the subjective significance of learning in general and of a given subject for the development of one's abilities, professional aspirations, or, conversely, for the purposeful elimination of the reasons that prevent one from fully relying on one's real educational capabilities;

the desire to acquire not only the most interesting, vivid, exciting, entertaining knowledge, but to master the entire content of education;

development of skills to obey self-order, volitional stimulation of education;

persistent overcoming of educational difficulties;

the desire to understand, realize, experience, evaluate, the usefulness for oneself of fulfilling the requirements of teachers, parents, class staff;

Consciously suppressing feelings of fear of upcoming answers, classwork, or credit.

2. Ability to perceive.

Perception is the reflection in the mind of a person of objects or phenomena when they are directly influenced by the sense organs. In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but is a qualitatively new stage of sensory cognition with its inherent characteristics.

Although perception arises as a result of the direct action of a stimulus on receptors, perceptual images always have a certain semantic meaning. The ability to perceive in a person is closely connected with thinking, with an understanding of the essence of an object. The ability to consciously perceive an object means the ability to mentally name it, i.e. to attribute the perceived object to a certain group, class of objects, to generalize it in a word. Even at the sight of a stranger

object, we are trying to catch in it the similarity with the familiar objects to us, to classify it in a certain category. The ability to perceive is the ability to organize a dynamic search for the best interpretation, explanation of available data. Perception is an active process during which a person performs many actions in order to form an adequate image of an object.

Multiple psychological and pedagogical experiments have shown that we cannot perceive before we learn to perceive. Perception is a system of perceptual actions, and mastering them requires special training and practice.

The most important form of perception is observation. Observation can be characterized as a deliberate, systematic perception of objects or phenomena of the surrounding world. In observation, perception acts as an independent activity. We often do not distinguish certain sounds of a foreign language, do not hear falsity in the performance of a piece of music, or do not see it in the transmission of the color tones of pictures. The ability to observe can and should be learned.

The famous Dutch scientist M. Minnart said: "The insight depends on you yourself - you just have to touch your eyes with a magic wand called" know what to look at. " Indeed, the success of the observation is largely determined by the formulation of the problem. The observer needs a "compass" to indicate the direction of observation. This "compass" is the task assigned to the observer, the observation plan.

For a successful observation, preliminary preparation for it, past experience, and knowledge of the observer are of great importance. The richer a person's experience, the more knowledge he has, the richer he is.

perception. These patterns of observation must be taken into account by the teacher, organizing the activities of students.

Learning observational skills help students learn new knowledge more effectively while applying the principle of visibility. Obviously, the learning process should not be based only on the principle when students accept the information that is reported on

lesson teacher; "The learning process should be organized as an active mental activity of students." Experimental studies have shown that an essential component of the decision-making process is the manipulation of the image of the situation that has developed on the basis of orientational-research perceptual activity. The need to translate a problematic situation into an internal plan for the decision-making process indicates the extreme importance of a correct approach to the study of the principle of visualization of teaching. The use of visualization in teaching should guide not only the process of creating an image of the situation, but also the process of restructuring this image in accordance with the task at hand. The sequence of using visual aids in the lesson should guide the activities of students to create a model of the material being studied.

Such an approach to the use of the principle of visualization of teaching, when it is based on active observation and active mental activity of students, should ensure effective and lasting assimilation of knowledge.

3. Ability to be attentive.

Mindfulness is an important and inseparable condition for the effectiveness of all types of human activity, primarily labor and educational. The more difficult and responsible the work, the more demands it makes for attention. For the successful organization of teaching and educational work, it is necessary that the ability to be attentive is properly formed in students. Even the great Russian teacher KD Ushinsky, emphasizing the role of attention in teaching, wrote: "attention is precisely that door through which everything that only enters the human soul from the outside world passes through." It is clear that teaching children to keep these doors open is essential to the success of the entire teaching.

Depending on the object of concentration (perceived objects, representations of memory, thoughts, movements), the following manifestations of attention are distinguished: sensory (perceptual), intellectual, motor (motor). Attention as a cognitive process by the nature of origin and by the way of implementation is divided into two types: involuntary attention and voluntary. Involuntary attention arises and is maintained independently of the conscious intentions of a person's goals. Voluntary attention is consciously directed and regulated concentration.

Since the definition of the concept of "skill" emphasizes the need to consciously perform actions, then, speaking about the ability to be attentive, we will understand the formation of voluntary attention. Voluntary attention develops on the basis of involuntary attention. The ability to be attentive is formed when a person sets himself a specific task in his activity and consciously develops a program of action. This intellectual skill is formed not only through education, but also to a large extent through the self-education of students. In the degree of formation of the ability to be attentive, personality activity is manifested. With arbitrary attention, interests are of an indirect nature (these are the interests of the goal, the result of the activity). If in purposeful activity the content and the process of the activity itself, and not only its result, as with voluntary concentration, become interesting and significant for the child, then there is a reason to speak of post-voluntary attention. Post-voluntary attention is characterized by long-term high concentration; it is reasonably associated with the most intense and fruitful mental activity, high productivity of all types of labor. The importance of educational activity is especially great for the formation of voluntary attention, that is, the ability to be attentive.

School age is a period of its active formation, some psychologists (P.Ya. Galperin and others) believe that the inattention of schoolchildren is associated with the inadequate formation of control functions in conditions when it develops spontaneously. In this regard, the tasks of the planned development of the ability to be attentive are carried out as a constant purposeful formation of automated actions of mental control. The intellectual ability to be attentive is characterized by various qualitative manifestations. These include: resilience, switching, distribution and attention span.

An analysis of teaching practice allows us to highlight some typical shortcomings that prevent students from listening carefully to teachers' explanations. First of all, this is a weak concentration of attention on the main thing, a violation of the logic of presentation, the absence of well thought out, clear, unambiguously interpreted generalizations and conclusions. Artistic, figurative techniques are very rarely used, this reduces the emotional tone of the explanation. Sometimes the inability of teachers to ensure good discipline in the lesson hinders the attention of students.

Of particular importance in order to maintain the attention of students at the proper level is a variety of teaching methods: storytelling, conversation, independent resolution of problem situations, etc., with their correct combination and alternation, you can actively develop mindfulness as a personality trait.

4. Ability to memorize.

The most important feature of the psyche is that the reflection of external influences is constantly used by the individual in his future behavior. The gradual complication of behavior is carried out through the accumulation of individual experience. The formation of experience would be impossible if the images of the external world that arise in the cerebral cortex

brain disappeared without a trace. Entering into various connections with each other, these images are fixed, preserved and reproduced in accordance with the requirements of life and activity.

Memorization, preservation and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic of the mental life of a person, ensuring the unity and integrity of the human person. The set of skills to memorize, save and reproduce various kinds of information, we will henceforth call the intellectual ability to memorize.

Memory as a mental process is divided into separate types in accordance with three main criteria:

by the nature of mental activity prevailing in activity, memory is divided into motor, figurative and verbal-logical;

by the nature of the goals of the activity - into involuntary and voluntary;

by the duration of consolidation and preservation (in connection with its role and place in activity) - into short-term, long-term and operational.

According to the definition of intellectual skills, the formation of the ability to memorize will mean the development of an arbitrary figurative or verbal-logical memory, which should be long-term or operational.

Figurative memory is memory for ideas, pictures of nature and life, as well as for sounds, signs, tastes. For enhanced teaching of geometry (and many other sciences), it is especially important to develop students' memory for representations.

are embodied in a different linguistic form, then their reproduction can be oriented towards the transfer of either only the main meaning of the material, or its literal verbal design.

The ability to memorize verbal-logical forms is a specifically human ability, in contrast to the ability to memorize images, which in their simplest versions can be formed in animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. The ability to memorize verbal and logical forms belongs to the leading intellectual skills necessary for the assimilation of knowledge by students in the learning process.

Memorization and reproduction, in which there is a special purpose of remembering or remembering something, is called arbitrary memory. It is possible to talk about the formation of the ability to memorize only when the development of voluntary memory occurs.

Long-term memory is characterized by long-term preservation of material after repeated repetition and playback. The concept of "operative memory" denotes mnemonic processes serving directly carried out by a person actions, operations. When a person performs an action, for example, an arithmetic one, he performs it in parts, in pieces. At the same time, a person keeps "in mind" some intermediate results as long as he deals with them. As you move towards the end result, a particular “waste” material may be forgotten. A similar phenomenon is observed when reading, cheating, in general, when performing any more or less complex action. The pieces of material that a person operates on can be different (the child's reading process begins with folding individual letters). The volume of these pieces, the so-called operational units

memory, significantly affects the success of the performance of a particular activity.

In addition to the types of memory, its main processes are also distinguished. At the same time, it is the various functions performed by memory in life and activity that are considered as the basis. Memory processes include memorization (consolidation), reproduction (actualization, renewal) and preservation of material. Let us briefly describe the relevant skills.

The ability to memorize (in the narrow sense, as part of the general educational and intellectual ability to memorize) can be defined as the ability to consolidate new knowledge by linking it with previously acquired knowledge.

The ability to reproduce information is the ability to actualize previously fixed knowledge by extracting it from long-term memory and transferring it into operational memory.

Already in adolescence, memory should become an object not only of education, but also of self-education. Self-education of memory achieves significant success when it is based on knowledge of the patterns of its formation. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

5. Ability to have intuition.

“Intuition (lat. Intuitio- contemplation, vision, gazing) is a term that means the same as direct contemplation, knowledge obtained in the course of practical and spiritual mastering of an object, a visual representation. " Although intuition differs from the ability to think discursively (that is, to logically deduce one concept from another), it is not opposed to it. Contemplation of an object through the senses (what is sometimes called sensory intuition) does not give us either reliable or universal knowledge. Such knowledge is achieved only with

with the help of reason and intellectual intuition. By the latter, Descartes understands the highest form of knowledge, when the mind directly, without the help of reasoning, evidence becomes clear the truth of this or that position, idea (for example, if two quantities are equal to the third, then they are equal to each other).

Scientific knowledge is not limited to one logical, conceptual thinking; sensory and intellectual intuition plays an important role in science. Whichever way this or that position was obtained, its reliability is proved by practical verification. For example, the truth of many of the axioms of mathematics and the rules of logic are intuitively perceived not because of their innate nature, but because, having been tested billions of times in practice, they have acquired the "strength of prejudice" for a person.

6. Ability to exercise self-control in learning.

It is known that without current and final control it is impossible to objectively assess the real effectiveness of educational work. Without checking the degree of assimilation of the material, the accuracy of the problem being solved, the literacy of writing an essay, without developing the habit of always checking your actions, it is impossible to guarantee the correctness.

Meanwhile, the study of the degree of development in students of the skill of self-control shows that it is this skill that is formed, as a rule, poorly. Pupils do not always work correctly with the control questions of the textbook, with the answers in the problem books.

The experience of teachers in Moscow and St. Petersburg shows that it is useful to use special techniques to develop students' self-control skills. First, it is necessary to advise schoolchildren, when preparing homework, be sure to check the degree of assimilation of educational material by drawing up a plan for what has been read and retelling its main thoughts in their own words.

The next important means of developing self-control is teaching schoolchildren to systematically answer the control questions of the textbook, as well as additional control questions that require reflection on the text. In middle and senior grades, students are asked to compose control questions for the text themselves if they are absent in the textbook. In this case, at the same time, self-control is exercised over the skills to highlight the main, essential. A particularly valuable self-control technique is checking the correctness of the written assignments. For this, techniques specific to each academic subject are used. For example, in mathematics, an approximate estimate of the correctness of the solution of the problem is made; the vital reality of the results is assessed; the accuracy of calculations is checked by reverse actions (multiplication by division, addition by subtraction, and so on).

A notable feature of the experience of modern teachers is the familiarization of schoolchildren in mutual verification of essays and independent work. With the introduction of overhead scopes into school practice, this form of work on errors, such as comparing your solution with a sample that is shown on the screen, has significantly expanded.

The combination of the above methods of work invariably ensures the development of the ability to exercise self-control in learning.

7. Ability to independently perform exercises, solve problem and cognitive tasks.

Modern pedagogy proceeds from the premise that the student should not only be an object of learning, passively perceiving the teacher's educational information. He is called to simultaneously be an active subject of it, independently owning knowledge and solving cognitive tasks. To do this, he needs to develop not only skills

attentive perception of educational information, but also the independence of learning, the ability to perform educational exercises, conduct experiments, and also solve problematic problems.

A valuable means of developing the skills of independent solution of educational problems are tasks on finding by students the scope of application of the questions being studied in the surrounding reality and on this basis compiling new problems in physics, mathematics and other subjects. Students like to compose problems on their own, especially if the teacher then organizes their collective discussion, as well as the solution of the best of them.

Problem-based learning is the most valuable means of developing independent thinking. In problem-based teaching, students make assumptions, look for arguments to prove them, independently formulate some conclusions and generalizations, which are already new elements of knowledge on the relevant topic. Therefore, problem learning not only develops independence, but also forms some skills in educational and research activities.

8. Ability to think.

The most important of all intellectual skills - the ability to think - will be considered in a little more detail. Academician AV Pogorelov noted that “... very few of those who graduate from school will be mathematicians. However, there is hardly at least one who does not have to reason, analyze, prove. ”Successful mastery of the basics of science and tools of labor is not possible without the formation of a culture of thinking. Even T.A. Eddison said that the main task of civilization is to teach a person to think.

Cognitive activity begins with sensations and perceptions, and then a transition to thinking can occur. However, any, even the most developed, thinking always retains a connection with sensory cognition, that is, with

sensations, perceptions and ideas. Cognitive activity receives all its material from only one source - from sensory cognition.

Through sensations and perceptions, thinking is directly connected with the external world and is its reflection. The correctness (adequacy) of this reflection is continuously checked in the course of practice. Since within the framework of only sensory cognition (with the help of the ability to feel and perceive) it is impossible to completely dismember such a general, total, direct effect of the interaction of the subject with the cognized object, the formation of the ability to think is necessary. With the help of this intellectual skill, a further, deeper knowledge of the external world is carried out. As a result, it is possible to dismember, untangle the most complex interdependencies between objects, events, phenomena.

In the process of thinking, using the data of sensations, perceptions and ideas, a person at the same time goes beyond the limits of sensory knowledge, that is, he begins to cognize such phenomena of the external world, their properties and relations, which are not directly given at all in perceptions and therefore are not directly at all observable.

For the mental activity of a person, its interconnection is essential not only with sensory cognition, but also with language, with speech. Only with the appearance of speech does it become possible to distract one or another of its properties from the object being cognized and to fix, fix the idea or concept of it in a special word. Human thinking - in what forms it was not realized - is not possible without language. Every thought arises and develops in an indissoluble connection with speech. The deeper and more thoroughly this or that thought is thought out, the more clearly and clearly it is expressed in words, in oral or written speech. Conversely, the more

the verbal formulation of any thought is improved, perfected, the clearer and clearer the thought itself becomes.

Special observations in the course of psychological and pedagogical experiments have shown that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning aloud. When the decisive ones begin to formulate, deliberately and more and more clearly, one after the other the main reasoning (even if at the beginning it is clearly erroneous), then such thinking aloud usually facilitates the solution of problems.

Such a formulation, consolidation, fixation of thoughts in words means reading a thought, helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, a detailed, consistent, systematic reasoning becomes possible, i.e. clear and correct comparison with each other of all the basic thoughts that arise in the process of thinking. Thus, in the word, in the formulation of thought, there are the most important prerequisites for the formation of the ability to think discursively. Discursive thinking is thinking reasoning, logically divided and conscious. Thought is firmly fixed in the speech formulation - oral or even written. Therefore, there is always the possibility, if necessary, to return to this thought again, to think it over even more deeply, to check it and in the course of reasoning to correlate it with other thoughts.

The formulation of thoughts in the speech process is the most important condition for their formation. An important role in this process can be played by the so-called inner speech: when solving a problem, a person solves not by ear, but silently, as if talking only to himself. Thus, the formation

the ability to think is inextricably linked with the development of speech. Thinking necessarily exists in a material, verbal form.

Cognition presupposes the continuity of all knowledge acquired in the course of human history. The fixation of all the main results of cognition is carried out using the language - in books, magazines, etc. In all this, the social nature of human thinking emerges. The intellectual development of a person is necessarily accomplished in the process of assimilating the knowledge developed by mankind in the course of socio-historical development. The process of human cognition of the world is conditioned by the historical development of scientific knowledge, the results of which each person learns in the course of training.

During the entire period of schooling, a ready-made, established, well-known system of knowledge, concepts, etc., discovered and developed by humanity in the course of all previous history, appears before the child. But what is known to mankind and is not new for him, inevitably turns out to be unknown and new for every child. Therefore, the assimilation of all the historically accumulated wealth of knowledge requires from the child great efforts of thinking, serious creative work, although he masters a ready-made system of concepts, moreover, he masters it under the guidance of adults. Consequently, the fact that children learn already known to mankind knowledge and do it with the help of adults does not exclude, but, on the contrary, presupposes the need to develop the ability to think independently in children themselves. Otherwise, the assimilation of knowledge will be purely formal, superficial, thoughtless, mechanical. Thus, the ability to think is a necessary basis for the assimilation of knowledge (for example, by children), and for the acquisition of completely new knowledge (primarily by scientists) in the course of the historical development of mankind.

The ability to think involves the ability to use logical forms - concepts, judgments and inferences. Concepts are a thought that reflects general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form. Judgments are a reflection of connections between objects and phenomena of reality or between their properties and signs. Judgments are formed in two main ways:

directly, when what is perceived is expressed in them;

indirectly - by reasoning or reasoning.

In the inferential, reasoning (and, in particular, predictive) work of thinking, its mediated character is most clearly manifested. Inference is such a connection between thoughts (concepts, judgments), as a result of which we get another judgment from one or more judgments, extracting it from the content of the original judgments. All logical forms are absolutely necessary for the normal course of mental activity. Thanks to them, any thinking becomes evidence-based, convincing, consistent and, therefore, correctly reflects objective reality.

The process of thinking is, first of all, analysis, synthesis, comparison and generalization. This means that the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to distinguish certain aspects, elements, properties, connections, relationships, etc. in an object; to dismember the perceived object into various components. The ability to synthesize is the ability to combine the components of the whole identified by the analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize forms the basis for the formation of the ability to compare different objects. The ability to compare -

it is the ability to compare objects of knowledge in order to find similarities and differences between them. Comparison leads to generalization. In the course of generalization in the compared objects - as a result of their analysis - something in common stands out. These properties common to various objects are of two types:

common as similar signs,

common as essential features.

Common essential features are highlighted in the course and as a result of in-depth analysis and synthesis.

The patterns of analysis, synthesis, comparison and generalization are the basic, internal, specific patterns of thinking. On their basis, all external manifestations of mental activity can be explained only. Thus, a teacher often observes that a student who has solved a given problem or who has mastered a certain theorem cannot carry out the transfer, i.e. use this solution in other conditions, cannot apply the theorem to solve problems of the same type, if their content, drawing, etc. are somewhat modified. For example, a student who has just proved the theorem on the sum of the interior angles of a triangle in a drawing with an acute-angled triangle is often unable to carry out the same reasoning if an already familiar drawing is rotated 90 or if the student is given a drawing with an obtuse triangle. This situation testifies to the insufficient formation of the skills to analyze, synthesize and generalize. Varying the conditions of the problem helps the student to analyze the problem proposed to him, to single out the most essential components in it and to generalize them. As he isolates and generalizes the essential conditions of various problems, he transfers the solution from one problem to another, which is essentially similar to the first. So behind the external dependence "variation of conditions - transfer of the decision" is the internal dependence "analysis - generalization".

Thinking is purposeful. The need to apply the ability to think arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear in front of a person. By its very essence, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are insufficient (although necessary) to achieve them. Such situations are called problematic.

The ability to think is the ability to seek and discover new things. In those cases where old skills can be dispensed with, a problematic situation does not arise and therefore the ability to think is simply not required. For example, already a student of the second grade is not forced to think a question like: "How much will 2x2 be?" The need to apply the ability to think also disappears in those cases when the student has mastered a new way of solving certain problems or examples, but is forced to solve these problems and examples of the same type, which have already become known to him, over and over again. Consequently, not every situation in life is problematic, i.e. causing thinking.

Thinking and problem solving are closely related to each other. But the ability to think cannot be reduced to the ability to solve problems. The solution to the problem is carried out only with the help of the ability to think, and not otherwise. But the ability to think is manifested not only in the solution of already posed, formulated tasks (for example, of a school type). It is also necessary for the very formulation of tasks, for the identification and awareness of new problems. Often, finding and posing a problem requires even greater intellectual effort than its subsequent resolution. The ability to think is also necessary for the assimilation of knowledge, for understanding the text in the process of reading and in many other cases that are not at all identical to solving problems.

Although the ability to think is not limited to the ability to solve problems, it is best to form it precisely in the course of solving problems, when the student comes across problems and questions that are feasible for him and formulates them.

Psychologists and educators come to the conclusion that it is not necessary to eliminate all difficulties from the path of the student. Only in the course of overcoming them will he be able to form his intellectual skills. Help and guidance from the educator is not about eliminating these difficulties, but about preparing students to overcome them.

In psychology, the following simplest and somewhat conditional classification of types of thinking is widespread: visual-effective; visual-figurative; abstract (theoretical).

In accordance with this, we will distinguish between the ability to think abstractly and the ability to think clearly.

Both in the historical development of mankind and in the development of each child, the starting point is not purely theoretical, but practical activity. Therefore, in preschool and preschool age, the ability to think clearly is mainly formed. In all cases, the child needs to clearly perceive and visualize the object. In other words, preschoolers think only in visual images and do not yet possess concepts (in the strict sense). On the basis of practical and visual-sensory experience, children at school age develop - first in the simplest forms - the ability to think abstractly, that is, the ability to think in the form of abstract concepts. Thinking appears here primarily in the form of abstract concepts and reasoning. The mastery of concepts in the course of mastering by schoolchildren the foundations of various sciences - mathematics, physics, history - is of great importance in the intellectual development of children. The formation of the ability to think abstractly in schoolchildren in the course of mastering concepts does not at all mean that there is no need to develop skills

think clearly. On the contrary, this primary form of thinking continues to improve. Not only in children, but also in adults, all types and forms of mental activity are constantly developing - to one degree or another.

The individual characteristics of the ability to think include such qualities as independence, flexibility, speed of thought. The ability to think independently is manifested primarily in the ability to see and pose a new problem and then solve it on your own. Flexibility of thinking consists in the ability to change the original plan for solving a problem if it does not satisfy those conditions of the problem that are gradually isolated in the course of its solution and which could not be taken into account from the very beginning.

The most important sign of the formation of the ability to think is the formation of the ability to highlight the essential, independently come to all new generalizations. When a person thinks, he is not limited to stating this or that fact or event, even if it is bright, new, interesting and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of the development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

Pupils of not only senior, but also junior grades are quite capable of highlighting the essential in phenomena and individual facts using the material available to them and, as a result, arrive at new generalizations. The long-term psychological and pedagogical experiment of V.V. Davydov, D.B. Elkonin, L.V. Zankov and other psychologists convincingly shows that even younger schoolchildren are able to assimilate - and in a generalized form - much more complex material than it seemed before last time. The thinking of schoolchildren, undoubtedly, still has very large and underutilized reserves and possibilities. One of the main tasks

psychology and pedagogy - to the end to reveal all the reserves and, on their basis, make teaching more effective and creative.

The main types of tasks, the inclusion of which in the system of work of a teacher with students will contribute to the formation of their intellectual skills, are primarily research assignments (observations, preparation of an experiment, search for an answer in scientific literature, etc.), contributing to the development of inquisitiveness, independence, inductive thinking. There are a number of tasks aimed at developing creative thinking, among which the most common are: writing essays, composing your own tasks, "tricky" tasks where you need to guess about any condition contained in an implicit form, tasks for the design of devices or devices, and etc.

Very important assignments to establish cause-and-effect relationships , contributing to the development of logical thinking, widely based on analysis, generalization.

The development of analytical and synthetic activities is facilitated by tasks requiring the choice of a solution (economical, more accurate or comprehensive) from among those proposed. (Finding a shorter solution to a math problem).

An important role in the development of logical and generalizing thinking is played by comparison tasks , starting with the simplest - "stronger than ..." - and ending with comparisons that reveal the similarity or difference of concepts, complex phenomena.

Along with tasks that provide comparison, selection and search for the most rational solution, it is legitimate tasks aimed at organizing mental actions , teaching students to perform them in a strict sequence, the observance of which ensures that the correct results are obtained, i.e. use

algorithms or their own compilation. Elements of algorithmic thinking are formed in the study of Russian and foreign languages, mathematics, physics, chemistry.

Some difficulties arise in development work guesses and intuitions ... In mathematics, this is bringing students to the "enlightenment", which occurs when, based on the analysis of conditions and enumeration of possible solutions to the student, the entire solution path becomes clear and the computational work itself is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and synthesis signs to distinguish a phenomenon in a certain class or type Among them: summing up a task under an already known type, selection of a generalizing concept to a group of words or selection to a generalizing concept of a specific one, finding a commonality in a group of concepts and assigning to them a concept suitable for this general feature.

Any process, including schooling, must satisfy two important human needs. One of them is the desire to understand the world, to acquire knowledge, the other is the desire to form one's own individuality, to one's intellectual development, to a deeper knowledge of the world and a fuller use of one's own powers.

The development of mental abilities and independent thinking is the basis of mental activity. Independence of thinking cannot be obtained by a one-sided study of ready-made information. Therefore, learning methods that address reproductive thinking, attention and memory are not enough. Along with them, methods are needed that encourage students to directly cognize reality, to independently resolve theoretical problems. This is problem learning.

Chapter 2. Development of the intellectual abilities of the younger

schoolchildren at the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

Over the course of a number of years, the system of teaching the Russian language in the elementary grades of G. A. Bakulina has been gaining increasing recognition among teachers. It is aimed at improving the quality of oral and written speech of children, ensures the active involvement of schoolchildren in the formulation, formulation and solution of educational problems.

This system provides for such an implementation of the educational process in which at each structural stage of the Russian language lesson in the course of studying the linguistic material and on its basis, a number of intellectual qualities of the individual are simultaneously formed and improved.

This is achieved by making certain changes in the content and organization of the learning process in comparison with the traditional system.

Content change is carried out at the expense of:

Introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the learned;

Increasing the scale of the use of proverbs, sayings, phraseological phrases at different stages of the lessons;

Expanding the scope of work with concepts and terms;

Inclusion in the content of lessons of various types of texts of an educational and cognitive nature.

The updated learning content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates

mental activity of children, makes it possible to fruitfully use the characteristics of primary school age for the full development of the intellectual abilities of students.

For the purpose of practical substantiation of the conclusions, work was carried out to test the working hypothesis.

A pedagogical experiment consists of three stages:

Ascertaining

Formative

Supervising

The purpose of the first stage of the work was to check the readiness of students to solve research tasks and exercises.

To determine the level of formation of intellectual abilities, it is necessary to know the attitude of each child to the lessons of the Russian language. A questionnaire was offered to determine the attitude of schoolchildren to the subject.

No. p.

Creative tasks differ among themselves by the didactic goal, the degree of independence of the students, the level of creativity. The most important didactic goal of creative assignments is to develop students' ability to successfully navigate in life, quickly and correctly solve life problems, and the ability to apply acquired knowledge and skills. Tasks are different in terms of difficulty, interesting in content, aimed at exploring various qualities of creative thinking.

All this contributed to the identification of the intellectual abilities of students.

The test consisted of 7 tasks. The time was limited - 40 minutes. The assessment of the levels of formation of intellectual abilities was carried out according to the table (Appendix 2).

Intellectual ability level

At the second stage, exercises of this kind were selected and compiled, in the process of performing which students develop verbal-logical thinking, attention, memory, and intellectual abilities. From lesson to lesson, tasks become more difficult.

Mobilizing stage.

The goal of the mobilizing stage is to include the child in the work. Its content includes groups of exercises that involve various operations with letters. The letter material is used in the form of a graphic image of letters on special cards, which schoolchildren can rearrange, interchange on a typesetting canvas, that is, to carry out real actions with them. The exercises are designed for 2-4 minutes of each lesson and are designed to improve the child's types of thinking: visual - effective, visual - figurative, verbal - figurative, verbal - logical. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develop.

What two rearrangements of cards with letters should be done in the bottom row so that the letters above and below are in the same order?

What four permutations of the letter cards should be done in the bottom row so that the letters are in the same sequence in both rows?

What letter can be added to the letters Ж, Ш, Ч? (U)

The specifics of spending a minute of calligraphy

On a minute of calligraphy, there are two phases: preparatory and executive. The preparatory phase, in turn, consists of two parts:

definition and formulation by students of the topic of a minute of calligraphy;

children formulating a plan of upcoming actions for writing letters and their elements.

In the first part of the preparatory phase, students, using specially designed techniques, independently determine the letter (s) intended for writing. For example, a teacher gives an assignment: “Look carefully at this picture and tell me, what letter will we write today? Is it more common than others? How many times? What letter is it?

a p p n

r p

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (s) and give a full reasoned answer, while formulating the theme of a minute of calligraphy: “Today we

we will write a letter R... She is depicted more often than others, or rather - 5 times. " For the second part of the preparatory phase, the teacher writes in

chalkboard a chain of letters, for each lesson, compiled according to a new principle, and offers the children the next task

For example: “Determine the order of writing the letters in this row:

Rra Rrb Rrv Rrg Rr ... "

Students explain the writing system aloud: "Capital P, lowercase p, alternate with letters in alphabetical order."

In the executive phase, children write down the started row of letters in a notebook, independently continuing it to the end of the line.

Thus, for a minute of calligraphy, students not only improve their graphic skills, but also develop thinking, attention, ingenuity, observation, speech and analytical-synthetic abilities.

Features of carrying out vocabulary and spelling work

Vocabulary and spelling work is given with the help of special tasks that develop the creative abilities of children, students determine the word with which they have to get acquainted.

Each technique has its own specifics of use and carries a certain load.

First appointment- search associated with work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word that you will meet today is hidden in a chain of letters. Look carefully at the chain, find the syllables in it in the following order: SG, SGS, SGS

(С- consonant, Г- vowel)

By adding them in the indicated sequence, you will recognize the word. "

KLMNSTTKAVGDSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

From lesson to lesson, assignments and their principle of compilation change. Acquaintance with the lexical meaning of the word being studied is carried out by a partial search method, during which children compose definitions, find generic concepts and essential features of a particular subject designated by a new word. This type of work contributes to a more solid mastery of the spelling of the word.

2. "Mentally remove the letters denoting voiceless consonants in this figure, and you will recognize the word that we will get acquainted with in the lesson."

P F B K T X E W S R H Y W Z Z A (Birch)

3. "Mentally cross out unpaired consonants in terms of hardness - softness, and you will learn a new word that we will get acquainted with in the lesson."

F ABOUT Sh D C H ABOUT R U ABOUT Th D(Garden)

Second reception- is to use various ciphers and codes to determine a new word with specific instructions from the teacher.

4. Take a close look at this code:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L L CH T

and the key to it: 2 - 1, 1 - 4, 2 - 5, 1 - 4, 1 - 2, 1 - 1

Having solved the key of this cipher, you will learn the word that we will get acquainted with in the lesson.

P ***

Systematic work with symbols, codes, ciphers allows the formation of abstract thinking.

The specifics of studying new material.

In the elementary grades, a partial search method is used to study new educational material. Clearly formulated questions of the teacher alternate with the answers of the students in such a way that at the end of the reasoning-search, the students independently come to the necessary conclusion.

In the senior grades of primary school, the use of the problem method is fully justified and effective. It involves the creation of a problem situation by the teacher, the study of it by students and the formulation of their conclusion.

The creation of a problematic situation involves several levels: high, medium, low.

A problematic task (situation) at a high level does not contain prompts, on an average - 1-2 prompts. At a low level, the role of prompts is played by questions and tasks, answering which students come to the desired conclusion.

For example, when studying the topic: "Soft sign at the end of nouns after sibilants", three levels are possible.

High level.

Read the written words carefully. Find the difference in their spelling. Formulate a rule.

Daughter, doctor, quiet, hut, rye, knife.

Average level.

Read the written word columns carefully. Explain how they are grouped. Formulate a rule for their writing.

daughter doctor

quiet hut

rye knife

Low level.

Read carefully the words written in the first and second columns:

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech do all the written words refer to?

Determine the gender of the first and second nouns

columns?

What are the consonants at the end of the nouns in both columns?

At the end of which nouns and when is a soft sign written?

Participation in the search requires from children maximum concentration, intense mental activity, the ability to correctly express their thoughts, activate the cognitive process, provides fluency in analytical and synthetic actions, teaches logic in reasoning.

Consolidation of the studied material.

When consolidating the studied material, it is possible to purposefully form certain intellectual qualities and skills of students through a special selection of exercises. Each type of assignment is aimed at improving intellectual qualities.

Job example:

Read the sentence, characterize it: spread the sentence, adding one word to it with each repetition and repeating all the words previously said.

Mist descended on the city.

A white mist descended on the city.

A white mist slowly descended over the city.

A white mist slowly descended on our city.

Thus, the intellectual development of younger schoolchildren in the process of teaching the Russian language occurs by enriching its content and improving the methods of practical activity of students in the classroom.

Bibliography

Aydarova L.I.Psychological problems of teaching Russian language to primary schoolchildren. - M., 1987.

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

Bakulina G.A. Intellectual development of primary schoolchildren in Russian language lessons. - M .: Humanit. Ed. center VLADOS, 2001.254s.

Baranov M.T. Methodology of the Russian language. - M., 1990.

Basova N.V. Pedagogy and practical psychology. - Rostov-on-Don, 1999.

Blonsky P.P. Selected pedagogical and psychological works. T. 2. - M., 1979.

Vlasenko A.I. General questions of the methodology of the Russian language in the modern school. - M., 1973.

Vlasenkov A.I. Developing teaching of the Russian language. - M., 1983.

Galperin P. Ya., Kotik N. R. Towards the Psychology of Creative Thinking // Questions of Psychology - 1982. - No. 5

Galperin P. Ya., Maryutin T. M., Meshkov T. A. Attention of a student. - M., 1987.

Grebenyuk O.S. Teaching theory. - M .: Vlados - press, 157s.

Davydov V.V. Problems of developing education. - M .: Pedagogy, 1986, 218s.

Davydov V.V. Theory of developing. - M .: Intor, 244s.

Dorovsky A.I. One hundred tips for the development of gifted children. Parents, educators, teachers. - M., Rospedagenstvo, 1997.

Dmitrov V.M. Development of students' creative abilities // Education in modern school. - 2001.

Zhedek PS The use of teaching development methods in the lessons of the Russian language in the lower grades. - Tomsk. 1992.

Zotov Yu. B. Organization of a modern lesson. - M., 1984 .-- 236s.

Ilnitskaya I.A.Problematic situations and ways to create them in the classroom. - M .: Knowledge, 1985.234s.

Kudryavtsev VT Problematic learning: origins, essence, perspective. - M .: Knowledge 1991, 327s.

Kulagina I. Yu. Age psychology: The complete life cycle of human development. - M .: TI Sfkra, with the participation of "Yurayt", 2002. 269s.

Kupalova A. Yu. Improving the methods of teaching the Russian language: (Collection of articles). A guide for teachers. - M .: education, 1981.254s.

Leontiev A. A. "School 2100". Priority directions of development of the Educational program. - M .: "Balass", 2000 Issue 4, 208s.

Lerner I. Ya. Didactic system of teaching methods. - M., 1976.

Lerner I. Ya. Didactic foundations of teaching methods. - M., 1981, 136s.

Lerner I. Ya. Problematic learning. - M., 149s.

Lvov R. M. Methods of teaching the Russian language in primary grades. - M., 2000.462s.

Lvov R.M. - M., 1983.

Makhmutov MI Organization of problem learning at school. - M., 1977.

Makhmutov M.I.Problematic training / M.I.Makhmutov. - M., 1975.

Makhmutov MI Modern lesson. 2nd ed. - M., 1985.

Nekrasov T.V. Developing education at the lessons of the Russian language in elementary school. - Tomsk. 1994.

Nemov R.S. Psychology. - M., 1994.

K. Palamarchuk “School teaches to think”. - M .: Education, 1987.208s.

Podlasy I.P. Pedagogy. New course. - M .: Humanit. ed. center VLADOS, 1999: book 1.

Polyakova A.V. Creative study assignments in the Russian language for students in grades 1 - 4. - M., 1998.

Russian language in primary grades / Ed. N. S. Soloveichik, P. S. Zhedek. - M., 1997.

Collection of test items for grade 3 / Batalova V. K., Katkov E. G., Litvinova E. A. - M .: "Intellect-Center", 2005. 112s.

Sinitsin V. A. "I'll start, and you continue ...": a guide to the Russian language for a primary school teacher. - Cheboksary. 1997.

Skatkina M.N. High school didactics. - M., 1982 .-- 270s.

Smirnov S.A. Pedagogy. - M., 1999.452.s

Selevko G. K. Modern educational technologies. –M., 1998.

Trofimova OV Traditions and innovations in modern education. - Yaroslavl, 1999.

Kharlamov I.F. Pedagogy. - M., 1990.

Shamova T.I. - M., 1982.

Yakimanskaya I. S. Developing education. - M .: Progress, 1987.

ATTACHMENT

1. Determine the pattern, continue the series:Aab Aav Aag _________________________________________________________

2. Look carefully at the row of letters, find the vocabulary word. V J J M O G U R E Z Z U P N O E ________________

3. Write a couple of words. Sample: poplar - wood. pike dishes plate bird lily of the valley berry blackbird fish raspberry flower ________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: verifiable, verifiable, verifiable. Insert the missing letters. Underline spelling. Sample: oak, oak - oak.

1) doo..ok, doo..ki, doo ..; _______________________________2) zu..ki, zu .., zu..ok; _______________________________3) colo .., colo..ki, colo..ok; _______________________________4) side .., side..it, side..ka; ________________________________

5. Make and write down two vocabulary words m r x w z o o o o _______________ _______________

6. Read it. Replace the question mark with the number you want. forest forest ladder 1 2 ?

8B ... Decipher the word and write it down.BUT

R

B BUT

BUT

H

___________________

The attitude of younger students to the subject.

No. p.

This table shows that Russian is in last place