The development of logical thinking in junior schoolchildren when solving non-standard problems. Development of logical thinking in junior schoolchildren
Development of logical thinking
junior schoolchildren in the learning process
Completed by: Makarova Svetlana Vasilievna,
primary school teacher,
MBOU SOSH settlement Yuzhny
2015 year
1. Introduction
2. Analysis of psychological and pedagogical literature on the problem of the development of logical thinking
3. Diagnostics of the level of development of logical thinking in junior schoolchildren.
5. Conclusion
Introduction
The radical changes taking place in the field of education are caused by the need of society for personnel who are able to make non-standard decisions, who are able to think logically. The school should prepare a person who is thinking, feeling, intellectually developed. And intelligence is determined not by the sum of accumulated knowledge, but by a high level of logical thinking.
Younger school age is productive in the development of logical thinking. This is due to the fact that children are involved in new types of activities and systems of interpersonal relations, requiring them to have new psychological qualities. At primary school age, children have significant developmental reserves. When a child enters school, under the influence of learning, a restructuring of all his cognitive processes begins.
Many foreign (J. Piaget, B. Inelder, R. Gyson, and others) and domestic (P.P. Blonsky, L. S. Vygotsky, S. L. Rubinstein, P. Ya. . Galperin, A. N. Leontiev, A. R. Luria, P. I. Zinchenko, A. A. Smirnov, B. M. Velichkovsky, G. G. Vuchetich, Z. M. Istomina, G. S. Ovchinnikov and others) researchers.
The development of logical thinking occurs in several stages, the first two fall on the age of primary school students. I realized that the primary school teacher has a great responsibility. “Have I done enough work so as not to miss a favorable time for the development of logical thinking of my students?” - this question haunted. Earlier it seemed to me that the level of development of this type of thinking would depend on the number of logical problems solved with students. I have always dealt with non-standard tasks with students in the lesson, created a personal "piggy bank" of such tasks, made individual cards with them. But my work with children on the development of logical thinking was of an episodic nature and was most often carried out at the end of the lesson. Primary school teachers often use exercise-based imitation exercises that do not require thinking. In these conditions, such qualities of thinking as depth, criticality, flexibility do not develop sufficiently. This is what indicates the urgency of the problem. Thus, it is at the elementary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental actions.
The possibilities for the formation of thinking methods are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process so that, on the one hand, he enriches children with knowledge, and on the other, forms the methods of thinking in every possible way, promotes the growth of cognitive forces and abilities of schoolchildren.
Analysis of psychological and pedagogical literature on the problem of the development of logical thinking
Thinking is a generalized reflection of objective reality in its natural, most essential connections and relationships. It is characterized by community and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality.
The main elements with which thought operates are
- concepts (reflection of general and essential signs of any objects and phenomena),
- judgments (establishing a connection between objects and phenomena; it can be true and false),
- inferences (the conclusion from one or more judgments of a new judgment), and images and representations
The main operations of thinking include:
- analysis (mental division of the whole into parts with their subsequent comparison), synthesis (combining separate parts into a whole, building a whole from analytically given parts),
- concretization (application of general laws to a specific case, an operation opposite to generalization),
- abstraction(highlighting any side or aspect of the phenomenon, which in reality does not exist as an independent one),
- generalization (mental unification of objects and phenomena similar in some way),
- comparison and classification
Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:
- 1. Subject-effective (visual-effective).
- 2. Visual and figurative.
- 3. Abstract (verbal-logical).
Subject-action thinking - thinking associated with practical, direct actions with an object; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further path of the development of thinking consists in the transition to verbal-logical thinking - this is thinking in concepts devoid of direct visualization inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific representations that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them. This new content of thinking in primary school age is given by the content of the leading educational activity. Verbal-logical, conceptual thinking is formed gradually throughout the primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education, children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the foundations of scientific knowledge, the student gradually becomes familiar with the system of scientific concepts, his mental operations become less associated with specific practical activities or visual support.
The main properties of the mind are:
-- curiosity and curiosity (striving to learn as much and as thoroughly as possible);
Depth (the ability to penetrate into the essence of objects and phenomena);
Flexibility (the ability to correctly navigate in new circumstances);
Criticality (the ability to cast doubt on the conclusions made and reject the wrong decision in time);
Consistency (the ability to think harmoniously and consistently);
Rapidity (the ability to make the right decisions in the shortest possible time).
When psychologists began to study the features of a child's thinking, the connection between thinking and speech was highlighted as one of the main features. At the same time, a direct connection between the child's thinking and the child's practical actions was revealed.
Research by psychologists has shown that there are extremely complex, variable and diverse relationships between thinking and practical action, thinking and language, thinking and sensory image. These relationships change at different stages of children's development and are directly related to the content of the task that the child is currently solving. This relationship also changes depending on the exercises, on the methods of teaching the child that the teacher uses.
Indeed, the first means of solving a problem for a small child is his practical action. He can solve some specific problem if it is given to him visually: to get an object located far from him, to put together a whole picture from pieces. The child acts in the decision process directly with the object given to him.
One of the most important features of the thinking of a small child, already at the stage of a visual-effective solution to a problem, is speech. A verbally formulated task can be perceived by a child from an adult (on the basis of audible and understandable speech), but it can also be put forward by the child himself.
The earliest stage in the development of a child's thinking is visual-active thinking, it should be emphasized that this form of "thinking with hands" does not disappear with the development of higher forms of logical (verbal) thinking. When solving unusual and difficult problems, even schoolchildren return to practical solutions. The teacher also resorts to these solutions in the learning process.
Before children learn to mentally add another number to one number, or even, relying on a clearly presented number of objects, subtract a given number from it, even before that, little schoolchildren practically add 3 flags by counting to 5 flags, subtract (move) from 4 carrots 2 carrots or other practical actions to master the general way of operating with numbers, counting, solving examples and problems.
To solve a movement problem, a student in grades II-III must imagine a path, that is, the distance between two points. For this, the teacher uses visualization (drawing, diagram), and children (initially), through the practical movement of different figures, acquire an idea of the relationship between distance, speed of movement and time. And only then the solution of such problems can already be done in the mind. “Thinking with hands” remains “in reserve” even among adolescents and adults, when they cannot solve a new problem immediately in their minds.
The greatest significance of practical action lies in the fact that the child, directly influencing things, reveals their properties, reveals signs and, most importantly, reveals previously invisible connections that exist both between things and phenomena and within each object and phenomenon. These connections from hidden become visible.
Consequently, the entire cognitive activity of the child, and with it the knowledge acquired by him, becomes deeper, coherent and meaningful. This path of cognition is especially effective in the lower grades in the study of natural phenomena, in the study of mathematics, labor and in all those academic subjects where practical action can be used as the initial way of learning the educational content offered to children.
The concept of
"Stage-by-stage formation of mental action", developed by P. Ya. Galperin.
At the first stage, the child uses external material actions to solve the problem.
On the second, these actions are only presented and spoken by the child (first loudly, and then to himself).
Only at the last, third stage does the external objective action "collapse" and goes into the internal plane.
With the transition of the child's thinking to the next, higher stage of development, its initial forms, in particular practical thinking, do not disappear, but their functions in the thought process are rebuilt and changed.
With the development of speech and the accumulation of experience, the child switches to figurative thinking. At first, this higher type of thinking retains in the younger schoolchild many features of the lower type. This, first of all, is found in the concreteness of those images with which the child operates.
The vivid imagery and, at the same time, the concreteness of children's thinking are explained primarily by the poverty of children's experience. For each word, the child imagines only that specific object with which he once met, but not a group of objects that an adult includes in those generalized representations with which he operates. The child has nothing to generalize yet. Understanding the figurative meaning of words and phrases used in literary texts, allegories, proverbs, metaphors is at first completely inaccessible for a 7-8-year-old child. He operates with specific, integral images, not being able to single out the thought, idea contained in them. “Heart of stone” means that his heart is made of stone. "Golden hands" - which are covered with gold. The child's verbal-logical thinking, which begins to develop at the end of preschool age, already presupposes the ability to operate with words and understand the logic of reasoning.
The development of verbal-logical thinking in children goes through two stages. At the first stage, the child learns the meanings of words related to objects and actions, and at the second stage he learns the system of concepts denoting relationships, and learns the rules of logic of reasoning. Verbal-logical thinking is found, first of all, in the course of the thinking process itself. In contrast to practical thinking, logical thinking is carried out only verbally. A person must reason, analyze and establish the necessary connections mentally, select and apply suitable rules, techniques, and actions known to him for a given specific task. He must compare and establish the desired connections, group different and distinguish similar objects and do all this only through mental actions.
It is quite natural that before a child masters this most complex form of mental activity, he makes a number of mistakes. They are very typical of the thinking of young children. These features are clearly revealed in children's reasoning, in their use of concepts and in the process of mastering the individual operations of logical thinking by the child. Concepts constitute a significant part of the knowledge that each person is rich and uses. These can be concepts of everyday life (rest, family, convenience, comfort, quarrel, joy), grammatical (suffixes, sentences, syntax), arithmetic (number, multiplication, equality), moral (kindness, heroism, courage, patriotism) and many others. ... Concepts are generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features.
So, children correctly reproduce the formulations in which the definitions of the concepts "proposal", "sum", "subject" are given. However, one has only to change the question and force the child to apply this seemingly well-learned concept in new conditions for him, as his answer shows that in fact the student has not mastered this concept at all.
In order for the child to master the concept of the need to bring children to the selection of common essential features in different objects. Generalizing them and abstracting from all the secondary signs, the child masters the concept. In such work, the most important are:
1) observation and selection of facts (words, geometric shapes, mathematical expressions) that demonstrate the concept being formed;
2) analysis of each new phenomenon (object, fact) and the selection of essential, signs in it that are repeated in all other objects assigned to a certain category;
3) abstraction from all insignificant, secondary signs, for which objects with varying insignificant signs and with the preservation of essential ones are used;
4) the inclusion of new objects in well-known groups, designated by familiar words.
Such a difficult and complex mental work is not immediately possible for a small child. He does this job, going a long way and making a number of mistakes. Some of them can be regarded as characteristic. Indeed, for the formation of a concept, a child must learn to generalize, relying on the commonality of the essential features of different objects. But, firstly, he does not know this requirement, secondly, he does not know which features are essential, and thirdly, he does not know how to distinguish them in the whole object, while abstracting from all other features, often much brighter, visible, catchy. In addition, the child must know the word for the concept.
The practice of teaching children at school convincingly shows that in conditions of specially organized education, children by the time of their transition to grade V are usually freed from the strong influence of individual, often clearly given signs of the subject and begin to indicate all possible signs in a row, without highlighting essential and common among private.
When the child was shown a table depicting different flowers, many students in grades I and II could not give the correct answer to the question of what is more - flowers or roses, trees or firs.
Analyzing the animals shown in the table, most of the students in grades I-II attributed the whale and dolphin to the group of fish, highlighting the habitat (water) and the nature of movement (swim) as the main and essential features. The teacher's explanations, stories and clarifications did not change the position of the children, in whom these insignificant signs firmly occupied a dominant place.
This type of generalization, which Vygotsky called pseudo-concepts, is characterized by the unification of different objects on the basis of the similarity of only individual features, but not all features in their totality.
However, on the basis of the above examples, it still cannot be argued that the development of concepts is generally inaccessible to children of 7-9 years old. Indeed, without special guidance, the process of concept formation takes a very long time and presents great difficulties for children.
Formation of methods of verbal and logical thinking.
In the psychological and pedagogical literature, there are many works aimed at identifying the conditions and methods of teaching that have the greatest impact on the development of the independence of schoolchildren in the educational process. However, in most of these works, the problem of mental development was reduced to solving two questions: what should be taught to schoolchildren (content of knowledge), and by what methods the teacher can bring this to the consciousness of students.
At the same time, it was assumed that the very assimilation of knowledge by students, especially the connections between phenomena, forms logical thinking and ensures full-fledged mental development. In this case, two tasks are not distinguished - the assimilation of solid knowledge and the teaching of schoolchildren to think correctly. S. L. Rubinshtein noted that it is inappropriate to subordinate the problem of the development of thinking to the problem of assimilating knowledge.
Indeed, although both tasks (equipping students with a system of knowledge and their mental development, including the development of thinking) are solved together, because the process of forming thinking occurs only in educational activity (assimilation and application of knowledge), nevertheless each of these tasks has an independent meaning and its own the path of realization (knowledge can be memorized mechanically and reproduced without proper understanding), while the means of mental development is a specially thought-out organization of teaching schoolchildren to rational methods (methods) of thinking.
Teaching schoolchildren in thinking techniques opens up the possibility of monitoring and managing the student's cognition process, which contributes to the development of the ability to think independently. Thus, teaching techniques rationalizes the cognitive process of schoolchildren.
Many authors admit that mastering the system of knowledge and mental operations (A.N. Leont'ev, M.N.Shardaka, S.L. Rubinstein, etc.), intellectual skills (D.V.Bogoyavlensky, N. A. Menchinskaya, V. I. Zykova and others), methods of mental activity (E. N. Kabanova-Meller, G. S. Kostyuk, L. V. Zankov, etc.). However, the question of the influence of methods of thinking on the mental development of students (especially of primary school age) remains not fully resolved.
The efficiency and quality of mental work in solving educational problems is directly dependent on the level of formation of the system of thinking methods. Mastering this system has a significant impact on the process of purposeful formation of the culture of mental work of schoolchildren and positive motives of learning.
Thus, the methods of mental activity are transformed from the goal of learning into a means of learning through their active and varied application. With such an organization of training, the possibilities for the development of content increase; operational and motivational components of thinking.
An indicator that the method of mental activity has been formed is its transfer to the solution of new theoretical and practical problems. Awareness is manifested in the fact that the student can tell in his own words how to use this technique. Therefore, when forming techniques, it is necessary to bring students to the realization of these techniques already at the very beginning of the introduction of the technique. For example, a younger student can learn the technique of considering objects (seasons) from different points of view on natural history material, and regardless of whether articles will be studied in reading lessons. for this season. In this case, he learns two separate narrow techniques, each of which he can apply in solving a certain range of specific problems. The student masters a wide technique if conditions are created for generalizing analytical techniques based on the material of various educational disciplines (natural history, reading, labor, fine arts, music), since the content of curricula in one form or another is aimed at studying natural history material by means of of this academic subject. However, the methodological recommendations weakly orient teachers towards the implementation of intersubject connections, which inhibits the development of thinking.
It is well known that abstraction techniques play an important role in the assimilation of knowledge. With appropriate teaching (specially thought out from the point of view of the development of schoolchildren), these techniques provide shifts in the general development of students.
Of particular importance for the full development of schoolchildren is teaching generalized methods of opposing abstractions, i.e., the process of consciously isolating and dismembering essential and insignificant features of objects and phenomena, based on generalized knowledge of those and other features.
When teaching schoolchildren the techniques of deliberate opposition of essential and insignificant features in objects and phenomena, the following rational methods can be distinguished: a) the student identifies and dismembers features through comparison and generalization of two or more given objects, relying on the generalization of knowledge about these objects; b) correlates the learned concept with a given object.
The method of mental activity described above under conditions of dismembering abstraction has a significant impact on the general development of students, on changing the structure of cognitive activity, on the depth and strength of knowledge. Mastering this technique in teaching is of theoretical and practical importance also because not all teaching is of a developmental nature. The acquisition of knowledge does not always mean progress in general development for schoolchildren. In practical terms, the results of our research are aimed at equipping schoolchildren with rational methods of thinking.
Teaching the techniques of mental activity is of great importance for eliminating the overload of students and formalism in the assimilation of knowledge, since the main source of overload and formalism of knowledge lies in the inability of schoolchildren to work rationally with the textbook, the weak formation of thinking techniques that allow the shortest way to achieve success in cognitive activity ...
In addition, the use of methods of mental activity opens up opportunities for a meaningful approach to solving new problems for schoolchildren, thereby rationalizing the entire educational activity of children. In theoretical terms, the research task set by us makes a certain contribution to solving the problem of the relationship between the assimilation of knowledge and the general development of primary schoolchildren.
Work on the formation of the methods of thinking of schoolchildren should begin with the first steps of school education and be carried out throughout the entire period of study, gradually complicating it in accordance with the age characteristics of children and depending on the content and methods of teaching. Despite the fact that each subject has its own characteristics, but the methods of thinking formed in the process of primary education, in essence, remain the same: only their combination changes, the forms of their application vary, and their content becomes more complex.
As mentioned earlier, at the beginning of schooling in children, the predominant form of thinking is visual-figurative thinking, which at the previous genetic stage plays a leading role among other forms of intellectual activity and has reached a higher level than other forms. Its methods, associated with visual support and practical actions, make it possible to cognize objects with their external properties and connections, without providing analytical knowledge of their internal relations.
At the initial stages, analytical-synthetic operations that perform the functions of a method for assimilating a new content of knowledge do not yet possess all the properties necessary for the performance of this function (generalization, reversibility, automaticity). The phenomena of inconsistency between the operations of analysis and synthesis in teaching literacy noted by various researchers, their unsystematic nature, testify to the lack of generalization and reversibility of operations that are still associated with visual and practical actions and are based on visual-figurative content.
In the conditions of well-controlled learning, in which mental actions and operations are a special subject of instruction, a timely transition from the lower levels of analysis to the higher ones is ensured, and first-graders quickly get rid of the noted mistakes.
In operating with visual material of a high level of development, the operations of comparison and opposition of features, their abstraction and generalization, the inclusion and exclusion of concepts and classes are achieved. For example, the concepts of spatial relationships between objects (above-below, closer-further, etc.) are the most accessible for students in grades 1-2.
Being a transitional age, the younger school age has deep potential for the physical and spiritual development of the child. More than in preschoolers, a balance of the processes of excitation and inhibition is observed, although their tendency to excitement is still great (restlessness). All these changes create favorable prerequisites for the child's entry into educational activities that require not only mental stress, but also physical endurance.
Under the influence of teaching, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). Solving an educational problem, the child is forced, for example, to direct and steadily maintain his attention on such material, which, although in itself is not interesting to him, is necessary and important for subsequent work. This is how voluntary attention is formed, consciously concentrating on the desired object. In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present material selectively, establish semantic connections. The solution of various educational tasks requires from children an awareness of the plan and purpose of actions, the determination of the conditions and means of their implementation, the ability to silently try on the possibility of their implementation, that is, it requires an internal plan of action. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize their activities arise as a result of the complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially by teachers, in the course of educational work.
Thus, the research of psychologists to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10-year-old child, those measures that were used to assess his thinking in the past are inapplicable. His real intelligence is broader and richer.
As a result of purposeful learning, a well-thought-out system of work, it is possible to achieve in the primary grades such mental development of children, which makes the child capable of mastering the techniques of logical thinking common to different types of work and assimilation of different educational subjects, for using the learned techniques in solving new problems, for anticipating certain natural events or phenomena.
Diagnostics of the level of development of logical thinking in junior schoolchildren
The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following techniques
Method name | The purpose of the technique |
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Elimination of concepts | The study of the ability to classify and analyze. |
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Definition of concepts, clarification of reasons, identification of similarities and differences in objects | Determine the degree of development of the child's intellectual processes. |
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"Sequence of events" | Determine the ability for logical thinking, generalization. |
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"Comparison of concepts" | Determine the level of formation of the comparison operation in younger students |
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1 . Methodology "Exceptions of concepts"
Purpose: Designed to explore the ability to classify and analyze.
Instruction: The examinees are offered a form with 17 rows of words. In each row, four words are united by a common generic concept, the fifth does not apply to it. In 5 minutes, the subjects must find these words and cross them out.
1. Vasily, Fedor, Semyon, Ivanov, Peter.
2. Decrepit, small, old, worn out, decrepit.
3. Soon, quickly, hastily, gradually, hastily.
4. Leaf, soil, bark, scales, branches.
5. Hate, despise, resent, resent, understand.
6. Dark, light, blue, bright, dull.
7. Nest, burrow, chicken coop, gatehouse, den.
8. Failure, excitement, defeat, failure, collapse.
9. Success, luck, gain, calmness, failure.
10 Robbery, theft, earthquake, set fire, assault.
11. Milk, cheese, sour cream, bacon, yogurt.
12. Deep, low, light, high, long.
13. Hut, hut, smoke, barn, booth.
14. Birch, pine, oak, spruce, lilac.
15. Second, hour, year, evening, week.
16. Brave, brave, decisive, evil, courageous.
17. Pencil, pen, ruler, felt-tip pen, ink.
Processing of results
16-17 - high level, 15-12 - medium level, 11-8 - low, less than 8 - very low.
2. Methodology "Definition of concepts, clarification of reasons, identification of similarities and differences in objects".
All these are operations of thinking, evaluating which we can judge the degree of development of the child's intellectual processes.
The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.
1. Which animal is larger: a horse or a dog?
2. People have breakfast in the morning. And what do they do when they eat during the day and evening?
3. It was getting light outside during the day, but at night?
4. The sky is blue and the grass?
5. Cherries, pears, plums and apples are ...?
6. Why is the barrier lowered when the train is on?
7. What is Moscow, Kiev, Khabarovsk?
8. What time is it now (The child is shown the clock and asked to name the time), (The correct answer is the one in which the hours and minutes are indicated).
9. A young cow is called a heifer. What is the name of a young dog and a young sheep?
10. Who looks more like a dog: a cat or a chicken? Answer and explain why you think so.
11. What does a car need brakes for? (Any reasonable answer indicating the need to reduce vehicle speed is considered correct)
12. How are a hammer and an ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions).
13. What do a squirrel and a cat have in common? (The correct answer must contain at least two explanatory signs).
14. What is the difference between a nail, a screw and a screw from each other. (The correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is driven in with a hammer, and the screw and screw are screwed in).
15. What is football, long and high jump, tennis, swimming.
16. What types of transport do you know (there are at least 2 types of transport in the correct answer).
17. How does an old person differ from a young person? (the correct answer must contain at least two essential features).
18. Why do people go in for physical education and sports?
19. Why is it considered bad if someone does not want to work?
20. Why do I need to put a stamp on the letter? (Correct answer: a stamp is a sign that the sender paid the cost of postage).
Processing of results.
For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can receive in this technique is 10.
Comment! Correct can be considered not only those answers that correspond to the given examples, but also others, quite reasonable and corresponding to the meaning of the question posed to the child. If the researcher does not have complete confidence that the child's answer is absolutely correct, and at the same time it cannot be definitely said that it is not correct, then it is allowed to give the child an intermediate mark - 0.25 b.
Conclusions about the level of development.
10 points - very high
8-9 points - high
4-7 points - average
2-3 points - low
0-1 point - very low
3 . Methodology "Sequence of events" (proposed by NA Bernstein).
Purpose of the research: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.
Material and equipment: folded pictures (from 3 to 6) which depict the stages of an event. The child is shown randomly arranged pictures and given the following instruction.
“Look, there are pictures in front of you that depict an event. The order of the pictures is messed up, and you have to figure out how to swap them so that it becomes clear what the artist has drawn. Think about shifting the pictures as you see fit, and then use them to compose a story about the event that is depicted here: if the child correctly established the sequence of pictures, but could not compose a good story, you need to ask him several questions in order to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such a performance of the task is considered unsatisfactory.
Processing of results.
1. I was able to find a sequence of events and made a logical story - a high level.
2. Was able to find a sequence of events, but could not make a good story, or could but with the help of leading questions - intermediate.
3. Couldn't find a sequence of events and write a story - low level.
4 . Comparison of concepts.Purpose: To determine the level of formation of the comparison operation in younger students.
The technique consists in the fact that the subject is called two words denoting certain objects or phenomena, and asked to say what is in common between them and how they differ from each other. In this case, the experimenter constantly stimulates the subject in search of the greatest possible number of similarities and differences between paired words: "How else are they similar?"
Comparison word list.
Morning evening
Cow - horse
pilot - tractor driver
skis - crampons
dog Cat
tram - bus
river - lake
bike - motorcycle
crow - fish
lion - tiger
train - plane
cheating is a mistake
shoe - pencil
apple - cherry
lion - dog
crow - sparrow
milk - water
gold Silver
sleigh - cart
sparrow - chicken
oak - birch
fairy tale - song
painting - portrait
horse - rider
cat - apple
hunger is thirst.
There are three categories of tasks that are used to compare and differentiate between generations.
1) The subject is given two words that clearly belong to the same category (for example, "cow - horse").
2) Two words are proposed, which are difficult to find in common and which are much more different from each other (crow - fish).
3) The third group of tasks is even more difficult - these are tasks for comparing and distinguishing objects in conflict conditions, where differences are expressed much more than similarities (rider - horse).
The difference in the levels of complexity of these categories of tasks depends on the degree of difficulty in abstracting the signs of visual interaction of objects by them, on the degree of difficulty in including these objects in a certain category.
Processing of results.
1) Quantitative processing consists in counting the number of similarities and differences.
a) High level - the student named more than 12 features.
b) Average level - from 8 to 12 lines.
c) Low level - less than 8 features.
2) Qualitative processing consists in the fact that the experimenter analyzes which traits the student noted in large numbers - similarities or differences, whether he often used generic concepts.
System of classes for the development of logical thinking
Purpose: development of logical thinking in children of primary school age.
Lesson number 1
Labyrinths
Purpose: assignments for passing the labyrinths helped to develop in children visual-figurative thinking and the ability to self-control.
Instruction. Children are offered labyrinths of varying degrees of difficulty.
Instructions help the little animals find the way out of the maze.
Puzzles
Purpose: Development of figurative and logical thinking.
1.The living castle grunted,
I lay down at the door across. (Dog)
2. You will find the answer -
Me and not. (Mystery)
3. Two windows for the night,
They close themselves
And with the sunrise
They open themselves. (Eyes)
4. Not the sea, not the land,
Ships don't float
But you can't walk. (swamp)
5. A cat is sitting on the window
Tail like a cat
Paws like a cat
Mustache like a cat
Not a cat. (Cat)
6) Two geese - in front of one goose.
Two geese - behind one goose
and one goose in the middle
How many geese are there? (Three)
7) Seven brothers in
one sister
how many of all. (eight)
8) Two fathers and two sons
found three oranges
everyone got
alone. How? (Grandfather, father, son)
9) Who wears the hat on their feet? (mushroom)
10) What did the elephant do when
did he sit on the field?
Instruction: Children should be divided into 2 teams. The presenter reads riddles. The team gets 1 point for the correct answer. At the end of the game, the number of points is calculated, which team has more than the one that won.
Lesson 2.
Test "Logical thinking"
Instructions:
Several words are written in a row. One word is in front of parentheses, several words are in parentheses. The child must choose from the words in brackets two words that are most closely related to the words outside the brackets.
1) Village (river, / field /, / at home /, pharmacy, bicycle, rain, mail, boat, dog).
2) Sea (boat, / fish /, / water /, tourist, sand, stone, street, sinking, bird, sun).
3) school (/ teacher /, street, delight, / student /, trousers, watch, knife, mineral water, table, skates)
4) City (car, / street /, skating rink, / shop /, textbook, fish, money, gift).
5) House (/ roof /, / wall /, boy, aquarium, cage, sofa, street, staircase, step, person).
6) Pencil (/ pencil case /, / line /, book, watch, score, number, letter).
7) Study (eyes, / reading /, glasses, grades, / teacher /, punishment, street, school, gold, cart).
After completing the task, the number of correct answers is counted. Which of the guys has the most of them, he won. The maximum number of correct answers is 14.
Logical thinking test.
Purpose: development of logical thinking.
Instruction.
This game requires paper and a pencil. The presenter makes sentences, but so that the words in them are confused. From the proposed words, you need to try to make a sentence so that the lost words return to their place and do it as quickly as possible.
1) Let's go on a Sunday hike. (We will go camping on Sunday).
2) Children play throwing a ball at a friend of his friend. (Children play ball, throwing it to each other).
3) Maxim left early in the morning at home. (Maxim left early in the morning).
4) There are many interesting books to borrow from the library. (Many interesting books can be borrowed from the library).
5) Clowns and the circus will come to the monkeys tomorrow. (Monkeys and clowns are coming to the circus tomorrow).
Lesson 3.
Game "Proverbs"
Purpose of the game: development of figurative and logical thinking.
Instructions: The teacher offers simple proverbs. Children must define their own explanation of the meaning of the proverbs. You need to ask in turn.
1) The work of the master is afraid.
2) Every master in his own way.
3) A jack of all trades.
4) Without labor and in the garden there is no fruit.
5) The potatoes are ripe - take it
6) Without labor and in the garden there is no fruit.
7) The potatoes are ripe - get down to business.
8) What is the care, so is the fruit.
9) More action less words.
10) Every person is cognizable by work.
11) The eyes are afraid the hands are doing.
12) There is no good without labor.
13) Patience and work will grind everything.
14) A house without a roof, which is without windows.
15) Bread nourishes the body, and the book nourishes the mind.
16) Where learning is, there is skill.
17) Learning is light, and ignorance is darkness.
18) Measure seven times, cut once.
19) Did the job, walk boldly.
20) A good dinner spoon.
"Well, guess!"
Instruction: Children are divided into two groups. The first group secretly from the second conceives an object. The second group should guess the subject by asking questions. The first group has the right to answer these questions only "yes" or "no". After guessing the subject, the groups are swapped
Session 4
An extra toy.
Purpose: Development of semantic operations of analysis, fusion and classification.
Instruction: Children and the experimenter bring toys from home with them. The group of children is divided into two subgroups. 1st subgroup for 2-3 minutes. Leaves the room. The 2nd subgroup selects 3 toys from those that they brought. In this case, 2 toys should be "from one class", and the third from another. For example, they put a ball with a doll and a bunny. The first group enters and, after consulting, takes the "Extra toy" - the one that, in their opinion, does not fit. If the guys can easily cope with 3 toys, their number can be increased to 4-5, but no more than seven. Toys can be replaced with pictures.
Purpose: development of logical thinking and speech.
Instruction: One leader is selected from a group of children, the rest sit on chairs.
The teacher has a large box containing pictures of various objects. The driver approaches the teacher and takes one of the pictures. Without showing it to the rest of the children, he describes the object painted on it. Children from the group offer their versions, the next driver is the one who first guessed the correct answer.
Parting.
Lesson 5.
"Exclusion of an extra word"
Purpose: development of thinking operations (identification of similarities and differences in objects, definition of concepts).
Instruction: Three words are suggested, chosen at random. It is necessary to leave two words for which a common feature can be distinguished. The "superfluous word" must be eliminated. It is necessary to find as many options as possible that exclude the "extra word". Variants of word combinations are possible.
1) "dog", "tomato", "sun"
2) "water", "evening", "glass"
3) "car", "horse", "hare"
4) "cow", "tiger", "goat"
5) "chair", "oven", "apartment"
6) "oak", "ash", "lilac"
7) "suitcase", "wallet", "trolley"
For each option, it is necessary to get 4-5 or more answers.
« Identify the toys. "
Purpose: development of logical thinking and perception.
Instruction: One driver is selected, who comes out for 2-3 minutes. from the room. In his absence, the one who will guess the riddle is chosen from the children. This child should show with gestures and facial expressions what kind of toy, picture he conceived. The driver must guess the toy (picture), choose it, pick it up and name it loudly. The rest of the children say “Correct” or “Incorrect” in chorus.
If the answer is correct, another child is chosen, both the driver and the other child, who will make a riddle. If the answer is incorrect, another child is invited to show the riddle.
Parting.
Lesson 6.
« Search for an item based on specified criteria "
Purpose: development of logical thinking.
Instruction: A specific feature is set, it is necessary to pick up as many items as possible that have a given feature.
They start with a feature that reflects the external shape of an object, and then move on to features that reflect the purpose of objects, movement.
External form sign: round, transparent, hard, hot, etc.
The most active child who gives the greatest number of correct answers becomes the winner.
Session 7
"Connect the letters."
Purpose: Development of logical thinking.
Instruction: Drawings will help to guess the word hidden in the squares. Put it in the blank boxes.
« Draw the figures. "
Purpose: development of thinking.
Instructions: complete the missing shapes and paint over them. Remember that one color and shape is repeated only once in each row. Paint over all the triangles with yellow pencil. Paint over all the squares with red pencil. Paint over the remaining shapes with a blue pencil.
Lesson 8.
"Definitions"
Purpose: the development of mental associative links.
Instruction: The children are offered two words. The task of the game is to come up with a word located between the 2 conceived objects and serves as a bridge "between them", as it were. Each child takes turns answering. Answer db. necessarily justified. For example: "goose and tree". Crossing bridges "fly, (the goose flew up a tree), hide (the goose hid behind a tree), etc.
"Title".
Purpose: development of mental analysis, logical thinking, and generalization.
Instructions: Prepare a short story of 12-15 sentences. Read the story in a group and ask the participants in the game to come up with a title for it so that they can come up with 5-7 titles for one story.
Lesson 9.
"Search for analogues".
Purpose: development of the ability to highlight essential features, generalizations, comparisons.
Instruction: an item is called. It is necessary to find as many objects as possible that are similar to him on various grounds (external and essential).
1) Helicopter.
2) Doll.
3) land.
4) watermelon.
5) Flower.
6) car.
7) newspaper.
"Reduction"
Purpose: development of the ability to highlight essential and non-essential features, mental analysis.
Instruction: a short story of 12-15 sentences is read out. Participants in the game must convey its content "in their own words" using 2-3 phrases. It is necessary to discard the little things, the details and keep the most essential. It is not allowed to distort the meaning of the story.
Lesson 10.
"Ways to use the subject"
An object is set, it is necessary to name as many ways of its application as possible: For example: a book, a car, a tomato, rain, an acorn, a berry. Which of the guys participated most actively and gave the greatest number of correct answers, becomes the winner.
"Broken Curve Problem"
Purpose: development of logical thinking.
Instructions: Try to draw an envelope without lifting your pencil from the paper and without drawing the same line twice.
conclusions
In order to develop logical thinking in children of primary school age, a developmental program was developed, including 10 lessons.
The result of its implementation should be an increase in the level of logical thinking of junior schoolchildren.
Conclusion
The methods of logical analysis are necessary for students already in grade 1; without mastering them, there is no full-fledged assimilation of the educational material. Studies have shown that not all children have this skill to the fullest. Even in grade 2, only half of the students are familiar with the techniques of comparison, bringing a consequence under the concept, etc. Many schoolchildren do not master them even in the senior class. This disappointing data shows that it is precisely at the primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations. It is also advisable to use tasks for the development of logical thinking in the classroom. With their help, students get used to thinking independently, using the knowledge gained in various conditions in accordance with the task at hand.
Diagnostics and timely correction of the thinking of primary schoolchildren will contribute to the more successful development of the techniques of logical thinking (comparison, generalization, classification, analysis).
The developed program is aimed at developing logical thinking and has shown its effectiveness.
Consequently, the development of logical thinking in the process of educational activity of a younger student will be effective if: the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated; revealed the features of logical thinking in a junior schoolchild; the structure and content of tasks for younger students will be aimed at the formation and development of their logical thinking will be systematic and planned;
Literature
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INTRODUCTION
At primary school age, children have significant developmental reserves. When a child enters school, under the influence of learning, a restructuring of all his cognitive processes begins. It is the younger school age that is productive in the development of logical thinking. This is due to the fact that children are involved in new types of activities and systems of interpersonal relations, requiring them to have new psychological qualities.
The problem is that students already in the 1st grade require the skills of logical analysis to fully assimilate the material. However, studies show that even in the 2nd grade, only a small percentage of students own the techniques of comparison, summing up a concept, deducing consequences, etc.
Primary school teachers often primarily use exercise-type exercises based on imitation that do not require thinking. In these conditions, such qualities of thinking as depth, criticality, flexibility do not develop sufficiently. This is what indicates the urgency of the problem. Thus, the analysis shows that it is precisely at the primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.
The possibilities for the formation of thinking methods are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process so that, on the one hand, he enriches children with knowledge, and on the other, forms the methods of thinking in every possible way, promotes the growth of cognitive forces and abilities of schoolchildren.
Many researchers note that purposeful work on the development of logical thinking in primary schoolchildren should be systemic (E.V. Veselovskaya, E.E. Ostanina, A.A. Stolyar, L.M. Fridman, etc.). At the same time, the research of psychologists (P.Ya. Galperin, V.V.Davydov, L.V. Zankov, A.A.Lublinskaya, D.B. Elkonin, etc.) suggests that the effectiveness of the process of developing logical thinking junior schoolchildren depends on the way of organizing special developmental work.
The object of the work is the process of developing the logical thinking of junior schoolchildren.
The subject of the work is tasks aimed at developing the logical thinking of junior schoolchildren.
In this way,the purpose of the work is to study the optimal conditions and specific methods for the development of logical thinking in junior schoolchildren.
To achieve this goal, we have identified the following tasks:
Analyze the theoretical aspects of the thinking of younger students;
Reveal the features of the logical thinking of junior schoolchildren;
Carry out experimental work confirming our hypothesis;
In conclusion of the work, summarize the results of the research done.
Hypothesis - the development of logical thinking in the process of playing activities of a younger student will be effective if:
The psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;
The features of logical thinking in a junior schoolchild are revealed;
The structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;
Criteria and levels of development of logical thinking of a junior schoolchild have been determined.
THEORETICAL ASPECTS OF THINKING OF YOUNGER SCHOOL CHILDREN.
1. THE CONTENT OF THINKING AND ITS KINDS
Thinking is a mental process of reflecting reality, the highest form of human creative activity. Meshcheryakov B.G. defines thinking as a creative transformation of subjective images in human consciousness. Thinking is the purposeful use, development and augmentation of knowledge, possible only if it is aimed at resolving the contradictions objectively inherent in the real subject of thought. In the genesis of thinking, understanding (by people of each other, the means and objects of their joint activity) plays an important role.
In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest level of cognition, the process of reflecting objective reality. Thus, thinking is a process of mediated and generalized cognition (reflection) of the surrounding world. The definitions of thinking, traditional in psychological science, usually record two of its essential features: generalization and mediation.
Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is in performing some cognitive operations with images in the internal picture of the world
The thinking process is characterized by the following features:
Is mediated;
It always proceeds on the basis of existing knowledge;
It comes from living contemplation, but is not reduced to it;
It reflects connections and relationships in verbal form;
It is associated with the practical activities of a person.
Russian physiologist Ivan Petrovich Pavlov, characterizing thinking, wrote: "Thinking is a tool for the highest orientation of a person in the world around him and in himself." According to Pavlov: “Thinking does not represent anything else than associations, at first elementary, standing in connection with external objects, and then a chain of associations. This means that every small, first association is the moment of the birth of a thought. "
Concept - this is a reflection in the mind of a person of the general and essential properties of an object or phenomenon. A concept is a form of thinking that reflects the individual and the particular, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. A special objective action is hidden behind each concept. Concepts can be:
General and singular;
Concrete and abstract;
Empirical and theoretical.
Written, out loud or silently.
Judgment - the main form of thinking, in the process of which the connections between objects and phenomena of reality are affirmed or denied. Judgment is 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.
Judgments can be: true; false; general; private; single.
True judgments are objectively correct judgments.False judgments - these are judgments that do not correspond to objective reality. Judgments are general, particular and individual. In general judgments, something is affirmed (or denied) with respect to all objects of a given group, of a given class, for example: "All fish breathe with gills." In private judgments, affirmation or denial no longer applies to all, but only to some subjects, for example: "Some students are excellent students." In isolated judgments - only one, for example: "This student has learned a lesson poorly."
Inference is the derivation of a new judgment from one or more judgments. The initial judgments, from which another judgment is derived, is derived, are called premises of inference. In psychology, the following somewhat conditional classification of types of thinking has been adopted and widespread on such various grounds as:
1) the genesis of development;
2) the nature of the tasks to be solved;
3) the degree of deployment;
4) the degree of novelty and originality;
5) means of thinking;
6) functions of thinking, etc.
By the nature of the tasks being solved, thinking is distinguished:
Theoretical;
Practical.
Theoretical thinking - thinking based on theoretical reasoning and inferences.
Practical thinking - thinking based on judgments and inferences based on solving practical problems.
Theoretical thinking is the knowledge of laws and regulations. The main task of practical thinking is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.
Thinking is distinguished according to the degree of development:
Discursive;
Intuitive.
Thinking is distinguished according to the degree of novelty and originality:
Reproductive;
Productive (creative).
Reproductive thinking - thinking on the basis of images and ideas gleaned from some specific sources.
Productive thinking - thinking based on creative imagination.
By means of thinking, thinking is distinguished:
Verbal;
Visual.
Visual thinking - thinking on the basis of images and representations of objects.
Verbal thinking - thinking operating with abstract sign structures.
By function, thinking is distinguished:
Critical;
Creative.
Critical thinking seeks to identify flaws in other people's judgment. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with evaluating other people's thoughts.
FEATURES OF LOGICAL THINKING OF YOUNGER SCHOOL CHILDREN
Many researchers note that one of the most important tasks of teaching at school is the formation of students 'skills in performing logical operations, teaching them various methods of logical thinking, equipping them with the knowledge of logic and developing students' skills and abilities to use this knowledge in educational and practical activities. But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:
To develop students' ability to compare observed objects, to find common properties and differences in them;
To develop the ability to highlight the essential properties of objects and to distract (abstract) them from the secondary, insignificant;
To teach children to dismember (analyze) an object into its component parts in order to cognize each component part and combine (synthesize) mentally dismembered objects into one whole, while cognizing the interaction of parts and the object as a whole;
To teach schoolchildren to draw correct conclusions from observations or facts, to be able to check these conclusions; instill the ability to generalize facts; - develop students' ability to convincingly prove the truth of their judgments and refute false conclusions;
Ensure that the thoughts of students are stated in a definite, consistent, consistent, reasonable manner.
Thus, the development of logical thinking is directly related to the learning process, the formation of initial logical skills under certain conditions can be successfully carried out in children of primary school age, the process of forming general logical skills, as a component of general education, should be purposeful, continuous and associated with the process of schooling disciplines at all levels.
One of the reasons for the emergence of learning difficulties in younger schoolchildren is the weak reliance on the general laws of the child's development in the modern mass school. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking in younger schoolchildren. The peculiarity of children of primary school age is cognitive activity. By the time of admission to school, a younger student, in addition to cognitive activity, already has an understanding of general connections, principles and patterns that underlie scientific knowledge. Therefore, one of the fundamental tasks that the primary school is designed to solve for the education of students is the formation of the most complete picture of the world, which is achieved, in particular, through logical thinking, the instrument of which is mental operations.
In elementary school, learning motivation and interest in experimentation develop on the basis of the curiosity with which the child enters school. The active inclusion of different types of models in teaching contributes to the development of visual-effective and visual-figurative thinking in junior schoolchildren. Younger schoolchildren have few signs of mental inquisitiveness, a desire to penetrate the surface of phenomena. They express considerations that reveal only the appearance of an understanding of complex phenomena. They rarely think about any difficulties.
Younger schoolchildren do not show an independent interest in identifying the reasons, the meaning of the rules, but they ask questions only about what and how to do, that is, for the thinking of a younger student, a certain predominance of a specific, visual-figurative component is characteristic, the inability to differentiate the signs of objects into essential and insignificant, to separate the main from the secondary, establish a hierarchy of signs and cause-and-effect relationships and relationships. There is an objective need to search for such pedagogical conditions that would contribute to the most effective development of logical thinking in children of primary school age, a significant increase in the level of mastering by children of educational material, the improvement of modern primary education, without increasing the educational load on children.
When substantiating the pedagogical conditions for the development of logical thinking in junior schoolchildren, we proceeded from the following basic conceptual provisions:
Education and development are a single interconnected process, progress in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V.Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);
The most important condition for successful training is the purposeful and systematic formation of the trainees' skills in the implementation of logical techniques (SD Zabramnaya, IA Podgoretskaya, etc.);
The development of logical thinking cannot be carried out in isolation from the educational process, it must be organically combined with the development of subject skills, take into account the peculiarities of the age-related development of schoolchildren (L.S.Vygotsky, I.I.Kulibaba, N.V. Shevchenko, etc.). The most important condition is to ensure the motivation of students to master logical operations in learning. On the part of the teacher, it is important not only to convince students of the need to be able to carry out certain logical operations, but in every possible way to stimulate their attempts to generalize, analyze, synthesize, etc.
THEORETICAL BASIS OF USING DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING OF YOUNGER SCHOOL CHILDREN
Recently, the search for scientists (3.M. Boguslavskaya, O.M.Dyachenko, N.E. Veraksa, E.O.Smirnova, etc.) is moving towards creating a series of games for the full development of children's intelligence, which are characterized by flexibility, initiative thought processes, the transfer of formed mental actions to new content.
By the nature of cognitive activity, didactic games can be classified into the following groups:
1. Games that require executive activity from children. With these games, children follow the pattern.
2. Games that require the reproduction of an action. They are aimed at building computational skills.
3. Games, with the help of which children change examples and tasks into others that are logically connected with it.
4. Games that include elements of search and creativity.
The specified classification of didactic games does not reflect their entire variety; nevertheless, it allows the teacher to navigate in the abundance of games. It is also important to distinguish between didactic games proper and play techniques used in teaching children. As children “enter” a new activity for them - educational - the importance of didactic games as a way of learning decreases, while playing techniques are still used by the teacher. They are needed to attract the attention of children, relieve their stress. The most important thing is that play is organically combined with serious, intense work, so that play does not distract from learning, but, on the contrary, would contribute to the intensification of mental work.
In the situation of a didactic game, knowledge is assimilated better. A didactic game and a lesson cannot be opposed. The relationship between children and the teacher is determined not by the learning situation, but by play. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct learning.
Based on the above, didactic game is a game only for a child. For an adult, she is a way of learning. In the didactic game, the assimilation of knowledge acts as a side effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks, to make it gradual. The foregoing allows us to formulate the main functions of didactic games:
The function of forming a stable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;
The function of the formation of mental neoplasms;
The function of the formation of the actual educational activity;
Functions of the formation of general educational skills, skills of educational and independent work;
The function of forming skills of self-control and self-esteem;
The function of forming adequate relationships and mastering social roles.
So,didactic play is a complex, multifaceted phenomenon. The child cannot be forced, forced to be attentive, organized. Any game technique conducted in the classroom should be based on the following principles: The relevance of didactic material (actual formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, strive for the best possible solution. Collectivity allows us to unite the children's collective into a single group, into a single organism, capable of solving problems of a higher level than those available to one child, and often more complex ones. Competitiveness creates in a child or a group of children the desire to complete the task faster and better than the competitor, which makes it possible to reduce the time spent on the task on the one hand, and to achieve a really acceptable result on the other.
Play is not a lesson. A playful technique that includes children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more is not only the methodological wealth of the teacher, but also the general, rich in impressions of the work of children in class. Summing up the results of the competition, the teacher pays attention to the friendly work of the team members, which contributes to the formation of a sense of collectivism. It is necessary to treat children who have made mistakes with great tact. A teacher can tell a child who has made a mistake that he has not yet become a "captain" in the game, but if he tries, he will certainly become one. The game technique used should be in close connection with visual aids, with the topic under consideration, with its tasks, and not be exclusively entertainment in nature. Visualization in children is, as it were, a figurative solution and design of a game. She helps the teacher explain new material, create a certain emotional mood.
Primary school play is essential ... After all, only she knows how to make difficult - easy, accessible, and boring - interesting and fun. The game can be used both when explaining new material, and when consolidating, when practicing counting skills, to develop the logic of students.
Subject to all of the above conditions, children develop such necessary qualities as:
a) a positive attitude towards school, towards the subject;
b) the ability and desire to be involved in collective educational work;
c) voluntary desire to expand their capabilities;
e) disclosure of their own creative abilities.
Classes were conducted with the whole group of children in the form of extracurricular activities on the basis of OA Kholodov's "Young smart men and clever girls";
Children are already familiar with the term "sign" and it was used when performing the tasks: "Name the signs of an object", "Name the similar and different signs of objects."
For example, when studying the numbering of numbers within 100, the children were offered the following task:
Divide these numbers into two groups so that each contains similar numbers:
a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written in two identical numbers, the other - different);
b) 91, 81, 82, 95, 87, 94, 85 (the basis of the classification is the number of tens, in one group of numbers it is 8, in the other - 9);
c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the "digits" with which these numbers are written, in one group it is 9, in the other - 7 ).
Thus, when teaching mathematics, tasks for the classification of various types were used:
1. Preparatory tasks. This also includes the tasks for the development of attention and observation: "What object was removed?" and "What has changed?"
2. Tasks in which the teacher indicated on the basis of the classification.
3. Tasks in the performance of which the children themselves identify the basis of the classification.
Tasks for the development of the processes of analysis, synthesis, classification were widely used by us in the classroom, when working with a mathematics textbook. For example, the following tasks were used to develop analysis and synthesis:
1. Combining the elements into a single whole: Cut out the necessary figures from the "Appendix" and make up a house, a boat, a fish from them.
2. Search for various features of an object: How many angles, sides and vertices does a pentagon have?
3. Recognition or compilation of an object according to given criteria: What number comes before the given number when counting? What number follows the given number? Behind the number ...?
4. Consideration of this object from the point of view of various concepts. Draw different tasks from the drawing and solve them.
5. Statement of various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets of paper in her Russian language notebook and 5 blank sheets of paper in her math notebook. First put a question to this condition so that the problem can be solved by addition, and then such a question so that the problem can be solved by subtraction.
Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem:In the cartoon about dinosaurs there are 9 episodes. Kolya has already watched 2 episodes. How many episodes does he have to watch?
Make two tasks that are the opposite of the given one. Choose a schematic drawing for each task. We also used tasks aimed at developing the ability to compare, for example, highlighting the characteristics or properties of one object:
Tanya had several badges. She gave 2 pins to a friend and she has 5 pins left. How many badges did Tanya have? Which schematic drawing is suitable for this task?
All the proposed tasks, of course, were aimed at the formation of several operations of thinking, but due to the predominance of any of them, the exercises were divided into the proposed groups. It is necessary to further develop and improve the techniques and methods for the development of productive thinking, depending on the individual properties and characteristics of each individual student.It is necessary to continue the work begun, using various non-standard logical tasks and tasks, not only in the classroom, but also in extracurricular activities.
CONCLUSION
Activities can be reproductive and productive. Reproductive activity is reduced to the reproduction of perceived information. Only productive activity is associated with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. If we talk about the present state of the modern elementary school in our country, then reproductive activity still continues to occupy the main place. In the lessons of the two main academic disciplines - language and mathematics - children almost all the time solve educational-training typical problems. Their purpose is to gradually curtail the search activity of children with each subsequent task of the same type and, ultimately, completely disappear. In connection with such a teaching system, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, on the contrary, has several solutions. In addition, children get used to solving problems on the basis of an already learned rule, so they are not able to act on their own in order to find some new way. It is also advisable to use didactic games, exercises with instructions in the classroom. With their help, students get used to thinking independently, using the knowledge gained in various conditions in accordance with the task at hand. Younger school age has deep potential for the physical and spiritual development of the child. Under the influence of teaching, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). In the process of learning, children also master the techniques of voluntary memorization and reproduction, thanks to which they can present material selectively, establish semantic connections. The development of the cognitive processes of a younger student will be formed more efficiently under targeted influence from the outside. The instrument of such influence is special techniques, one of which is didactic games.
Primary school teacher speaking
MBOU School number 108
Yangirova-Elizarieva Esseniya Vladimirovna
at the meeting of the Ministry of Education "Primary School Teachers"
april 2018
Self-education "Development of logical
thinking of younger students "
These exercises are aimed at developing the logical thinking of older preschoolers and younger students.
"Cross out the unnecessary"
For this lesson, you will need flashcards with rows of 4-5 words or numbers.
The child, having read the row, must determine what common feature unites most of the words or numbers in the row, and find one superfluous. Then he must explain his choice.
Option 1
The words are combined in meaning.
Pan Pan, ball, plate.
Pen, doll, notebook, ruler.
Shirt, shoes, sweater dress.
Chair, sofa, stool, closet.
Happy, bold, joyful, happy.
Red Green, dark, blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
Option 2
Words are combined not by meaning, but by formal features (for example, they begin with one letter, with a vowel, there is the same prefix, the same number of syllables, one part of speech, etc.). When compiling such a series, you need to ensure that only one sign coincides. The exercise requires a high level of attention development.
Phone, fog, port, tourist. (Three words begin with the letter "T".)
April, play, teacher, snow, rain. (Four words end with "b".)
Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)
Drawing, strength, wind, life, minute. (In four words, the second letter is "I".)
Option 3
16, 25, 73, 34 (73 is superfluous, the rest have 7 digits)
5, 8, 10, 15 (8 is superfluous, the rest are divisible by 5)
64, 75, 86, 72 (72 is superfluous, the rest have a difference of 2)
87, 65, 53, 32 (53 is superfluous, the rest have the first digit more than the second by 1)
3, 7, 11, 14 (14 is superfluous, the rest are odd)
"Invisible Words"
For the lesson, you will need to type words in which letters are mixed.
For example, there was the word "book", now - "nkagi". This evil sorceress got angry and made all words invisible. It is necessary to return each word to its previous, correct, form. Completing the task requires a high concentration of attention. During the exercise, the ability to analyze the material is trained.
Option 1
Restore the correct order of letters in words.
Dubrzha, kluka, balnok, leon, rutting, sug.
Selnots, imza, chenite, tarm, myase.
Pmisio, croilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakoba.
Option 2
To make it more interesting for the child to complete the task, you can group the words into columns so that after decoding the first letters of the correctly spelled words will also form a word.
Correctly write the invisible words and read the new food, consisting of the first letters of the decoded words.
Answer: hello.
Answer: a lesson.
Answer: cinema.
Answer: a gift.
Option 3
Restore the correct order of letters in words and find among them one that is superfluous in meaning.
1. Here are invisible animals, but one word is superfluous (perch).
Yazats, devmed, blake, nokyu, lvok.
2. Here are invisible flowers, but one word is superfluous (birch).
Pewaltn, zora, bzerea, snarsits, lydnash.
3. There are invisible trees, but one word is superfluous (acorn).
Oinsa, bdu, swindler, not.
Option 4
Find another word in one word by rearranging the letters.
1. Find invisible animals by swapping letters in words.
Strength, salt, can, peony.
2. Find the invisibility game in the word.
3. Find the invisible tree in the word.
4. Find a piece of invisible clothing in the word.
5. Find the invisible flower in the word.
Option 5
There are many invisible words hidden in one word. For example, in the word "word" itself, several words are hidden: hair, solo, ox and catch. Try to find as many invisible words as possible in words:
keyboard
parents
"Another letter"
In this exercise, riddles and tasks are given, according to the conditions of which, by replacing one letter in a word, you can get a new word. The number of letters in words cannot be changed. For example: oak - tooth, sleep - catfish, steam - feast.
Option 1
Guess riddles.
They can put us at school,
If we don't know anything.
Well, if with the letter "T",
Then he will meow to you. (count - cat)
Anyone will walk on it.
With the letter "P" - from the forehead it pours. (half - sweat)
If "K" - the hostess is crying.
If "G" - the horse jumps. (bow - meadow)
With "R" - she is acting,
With "C" - everyone needs it in the kitchen. (role - salt)
With the letter "D" - the entrance to the apartment,
With the letter "3" - lives in the forest. (the door is a beast)
With "D" - mom dresses up in a dress,
With "H" - at this time they fall asleep. (daughter - night)
With "L" - the goalkeeper did not help,
With "D" - we change the calendar. (goal - year)
With the letter "K" - it is in the swamp,
With "P" - on the tree you will find. (bump - kidney)
With "T" - he is on fire with food,
With "3" - with horns, with a beard. (boiler - goat)
With "R" - and hide and seek, and football.
With "L" - she is given an injection. (game is a needle)
Option 2
Words with one missing letter are given. Form as many words as possible, substituting one letter at a time for the gaps, as in the sample.
Sample: ... ol - role, salt, moth, pain, zero.
Option 3
Get from one word to another through a chain of words by replacing one letter at each step. For example, how to get the word “goal” from the word “smoke”? Several transformations need to be done: smoke - house - com - count - goal. Only nouns can be used in the chain, only one letter changes each time. By doing this exercise, the child learns to analyze and predict the result. It is advisable to achieve the goal in the least number of moves, that is, the one with the shorter chain wins.
Get the word “steam” from the word “moment”, from the word “cheese” the word “mouth”, from the word “house” the word “ball”, from the word “moment” the word “hour”.
"Houses"
Completing math assignments forms logical thinking. We offer the game "Houses", the content of which may become more complicated depending on the level of knowledge of the child.
Option 1
Place one of the signs of mathematical actions in the free window of the house so that you get the number on the roof.
Option 2
Place one of the signs of mathematical actions in the free windows of the house to get the number on the roof as a result. Several solutions are possible in these tasks.
I. Introduction.
Primary general education is designed to help the teacher realize the abilities of each student and create conditions for the individual development of younger students.
The more diverse the educational environment, the easier it is to reveal the individuality of the student's personality, and then to direct and correct the development of the younger student, taking into account the identified interests, relying on his natural activity.
The ability to solve various problems is the main means of mastering the course of mathematics in secondary school. This is also noted by G.N. Dorofeev. He wrote: “The responsibility of mathematics teachers is especially great, since there is no separate subject“ logic ”at school, and the ability to think logically and build correct conclusions must be developed from the first“ touch ”of mathematics by children. And how we can implement this process into various school programs will depend on which generation will replace us. "
A stable interest in mathematics among schoolchildren begins to form at the age of 12-13. But for middle and high school students to get serious about math, they need to understand earlier that thinking about difficult, non-standard problems can be fun. Ability to solve problems
is one of the main criteria for the level of mathematical development.
At primary school age, as psychological studies show, the further development of thinking acquires the main importance. During this period, a transition is made from visual-figurative thinking, which is basic for a given age, to verbal-logical, conceptual thinking. Therefore, the development of theoretical thinking is of paramount importance for a given age.
V. Sukhomlinsky gave a significant place to the issue of teaching primary schoolchildren to logical problems in his works. The essence of his reflections is reduced to the study and analysis of the process of solving logical problems by children, while he empirically revealed the peculiarities of the thinking of children. He also writes about work in this direction in his book “I give my heart to children”: “There are thousands of tasks in the world around us. They were invented by the people, they live in folk art like stories - riddles "
Sukhomlinsky observed the course of thinking of children, and observations confirmed “that, first of all, it is necessary to teach children to embrace a number of objects, phenomena, events in their minds, and to comprehend the connections between them.
Studying the thinking of slow-witted people, I became more and more convinced that the inability to comprehend, for example, a task is a consequence of the inability to abstract, to be distracted from the concrete. We need to teach children to think in abstract concepts. "
The problem of introducing logical problems into the school course of mathematics was studied not only by researchers in the field of pedagogy and psychology, but also by mathematicians and methodologists. Therefore, when writing my work, I used specialized literature, both of the first and second directions.
The above facts determined the chosen topic: "The development of logical thinking in junior schoolchildren in solving non-standard problems."
The purpose of this work- consider various types of tasks for the development of thinking in younger students.
Chapter 1. Development of logical thinking in junior schoolchildren.
1. 1. Features of the logical thinking of younger students.
By the beginning of primary school age, the child's mental development reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already passed a fairly long path of development.
Various cognitive processes that ensure the diverse types of activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires a leading significance for general mental development.
Psychological studies show that during this period it is thinking that largely influences the development of all mental processes.
Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:
- Subject-effective (visual-effective)
- Visual-figurative.
- Abstract (verbal-logical)
Younger schoolchildren, as a result of studying at school, when it is necessary to regularly complete assignments without fail, learn to control their thinking to think when necessary.
In many ways, the formation of such arbitrary, controlled thinking is facilitated by the teacher's assignments in the lesson, prompting children to think.
When communicating in primary school, children develop conscious critical thinking. This is due to the fact that in the classroom ways of solving problems are discussed, various solutions are considered, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. The younger student regularly joins the system. When he needs to reason, compare different judgments, carry out inferences.
In the process of solving educational problems in children, such operations of logical thinking are formed as analysis, synthesis, comparison, generalization and classification.
In parallel with mastering the technique of identifying properties by comparing various objects (phenomena), it is necessary to derive the concept of general and distinctive (particular), essential insignificant features, while using such thinking operations as analysis, synthesis, comparison and generalization. The inability to highlight the general and the essential can seriously complicate the learning process. The ability to highlight the essential contributes to the formation of another skill - to be distracted from insignificant details. This action is given to younger schoolchildren with no less difficulty than highlighting the essential.
From the above facts, it can be seen that all the operations of logical thinking are closely interconnected and their full-fledged formation is possible only in a complex. Only their interdependent development contributes to the development of logical thinking in general. It is at the elementary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental activity. A variety of psychological and pedagogical exercises can help in this.
1. 2. Psychological prerequisites for the use of logical problems in a mathematics lesson in elementary school
Logical and psychological research in recent years (especially the work of J. Piaget) revealed the connection of some "mechanisms" of children's thinking with general mathematical and general logical concepts.
In recent decades, the issues of the formation of the intellect of children and the emergence in them of general ideas about reality, time and space have been studied especially intensively by the famous Swiss psychologist J. Piaget and his collaborators. Some of his works are directly related to the problems of the development of a child's mathematical thinking. Let us consider the main provisions formulated by J. Piaget in relation to the issues of building a curriculum.
J. Piaget believes that the psychological study of the development of arithmetic and geometric operations in the mind of a child (especially those logical operations that carry out preconditions in them) makes it possible to accurately correlate the operator structures of thinking with algebraic structures, order structures and topological ones.
The structure of order corresponds to such a form of reversibility as reciprocity (order permutation)... In the period from 7 to 11, a system of relations based on the principle of reciprocity leads to the formation of a structure of order in the child's mind.
These data indicate that traditional psychology and pedagogy did not take into account the sufficiently complex and capacious nature of those stages of the child's mental development, which are associated with the period from 7 to 11 years.
Piaget himself directly correlates these operator structures with basic mathematical structures. He argues that mathematical thinking is possible only on the basis of already established operator structures. This circumstance can also be expressed in the following form: it is not the "acquaintance" with mathematical objects and the assimilation of methods of action with them that determine the formation of the operator's mind structures in the child, but the preliminary formation of these structures is the beginning of mathematical thinking, the "isolation" of mathematical structures.
Consideration of the results obtained by J. Piaget allows us to draw a number of significant conclusions in relation to the design of a curriculum in mathematics. First of all, the factual data on the formation of the intellect of a child from 7 to 11 years old suggests that at this time, not only are the properties of objects described by means of the mathematical concepts “relation-structure” not “alien” to him, but the latter themselves organically enter into the thinking of the child. ... (12-15s.)
Traditional primary school math problems do not take this into account. Therefore, they do not realize many of the possibilities hidden in the process of the child's intellectual development. In this regard, the practice of introducing logic problems into the elementary course of mathematics should become a normal phenomenon.
2. Organization of various forms of work with logical problems.
It has been repeatedly stated above that the development of logical thinking in children is one of the important tasks of primary education. The ability to think logically, to carry out inferences without visual support is a necessary condition for the successful assimilation of educational material.
Having studied the theory of the development of thinking, I began in the classroom and in extracurricular work in mathematics to include tasks related to the ability to draw conclusions using the techniques of analysis, synthesis, comparison and generalization.
To do this, I selected material that was entertaining in form and content.
For the development of logical thinking I use didactic games in my work.
Didactic games stimulate, first of all, visual - figurative thinking, and then also verbal - logical thinking.
Many didactic games challenge children to rationally use the knowledge they have in mental actions, find characteristic features in objects, compare, group, classify according to certain criteria, draw conclusions and generalize. According to A.Z. Zak, with the help of games, the teacher teaches children to think independently, to use the knowledge gained in various conditions.
For example, she offered old and non-standard problems, the solution of which required intelligence from the students, the ability to think logically, and look for non-traditional solutions. (Appendix # 2)
The plots of many problems were borrowed from the works of children's literature, and this contributed to the establishment of intersubject connections and increased interest in mathematics.
In my previous editions, only guys with pronounced mathematical abilities coped with such tasks. For the rest of children with an average and low level of development, it was necessary to give tasks with the obligatory reliance on diagrams, drawings, tables, keywords that make it possible to better assimilate the content of the task, to choose a recording method.
It is advisable to start work on the development of logical thinking with the preparatory group. (Appendix # 3)
- We teach to highlight the essential features
- We teach the child to compare.
- We teach to classify objects.
"What common?"
"What's superfluous?"
"What unites?"
3. The method of using logical problems in mathematics lessons in elementary school.
I will supplement the general idea of the importance of the widespread introduction of non-standard problems into the school lesson of mathematics with a description of the corresponding methodological guidelines.
In the methodological literature, special names have been assigned to developing tasks: considerations tasks, "tasks with a twist", tasks for ingenuity, etc.
In all the variety, it is possible to distinguish into a special class such tasks, which are called tasks - traps, "deceptive" tasks, provoking tasks. In the conditions of such tasks, there are various kinds of mentions, instructions, hints, hints, nudges to choose an erroneous solution or an incorrect answer.
Provoking tasks have a high developmental potential. They contribute to the upbringing of one of the most important qualities of thinking - criticality, accustom to the analysis of perceived information, its versatile assessment, increase interest in mathematics.
Type I. Problems that explicitly impose one well-defined answer.
1st subtype. Which of the numbers 333, 555, 666, 999 is not divisible by 3?
Since 333 = 3x111, 666 = 3x222, 999 = 3 * 333, many students, answering the question, call the number 555.
But this is not true, since 555 = 3 * 185. Correct answer: None.
2nd subtype. Tasks encouraging to make the wrong choice of the answer from the proposed correct and incorrect answers. Which is easier: a pound of fluff or a pound of iron?
Many people believe that a pound of fluff is lighter because iron is heavier than fluff. But this answer is incorrect: a pound of iron has a mass of 16 kg and the mass of a pound of fluff is also 16 kg.
II type. Tasks, the conditions of which push the decider to perform some action with given numbers or values, while this action is not required at all.
1. Three horses rode 15 km. How many kilometers did each horse ride?
I would like to perform the division 15: 3 and then the answer is: 5 km. In fact, the division does not need to be performed at all, since each horse has rode as much as the three.
2. (Old problem) A man was walking to Moscow, and 7 praying moths walked towards him, each of them had a sack, and in each sack there was a cat. How many creatures were heading to Moscow?
The decisive person can hardly refrain from saying: "15 creatures, since 1 + 7 + 7 = 15", but the answer is incorrect, you do not need to find the amount. After all, one man was going to Moscow.
III type. Problems, the conditions of which allow the possibility of "refutation" of a semantically correct solution by a syntactic or other non-mathematical solution
1. Three matches are laid out on the table so that there are four. Could this be if there were no other items on the table?
The obvious negative answer is refuted by the picture
2. (Old problem) The peasant sold three goats at the market for three rubles. The question is: "What did each goat go for?"
The obvious answer is: "For one ruble"- refuted: goats do not walk for money, they walk on the ground.
Experience has shown that non-standard tasks are very useful for extracurricular activities as Olympiad tasks, since this opens up opportunities to truly differentiate the results of each student.
Such tasks can be successfully used as additional individual assignments for those students who easily and quickly cope with the main tasks during independent work in the lesson, or for those who wish as homework.
The variety of logical tasks is very great. There are also a lot of solutions. But the most widespread are the following methods for solving logical problems:
- Tabular;
- Through reasoning.
Tasks solved by compiling a table.
When using this method, the conditions that the problem contains, and the results of reasoning are recorded using specially compiled tables.
1. Shorty from the flower town planted a watermelon. To water it, exactly 1 liter of water is required. They only have 2 empty 3L and 5L cans. How, using these cans, take exactly 1 liter of water from the river?
Solution: Let's present the solution in the table.
Let's compose the expression: 3 * 2-5 = 1. It is necessary to fill the three-liter vessel 2 times and empty the five-liter vessel once.
Solving non-standard logical problems using reasoning.
This method is used to solve simple logical problems.
Vadim, Sergey and Mikhail study various foreign languages: Chinese, Japanese and Arabic. When asked which language each of them learns, one answered: "" Vadim is studying Chinese, Sergei is not studying Chinese, and Mikhail is not studying Arabic. " Subsequently, it turned out that in this answer only one statement is true, and the other two are false. What language does each of the young people learn?
Solution. There are three statements:
- Vadim is studying Chinese;
- Sergei doesn't study Chinese;
- Michael does not study Arabic.
If the first statement is true, then the second is also true, since young men learn different languages. This contradicts the condition of the problem, so the first statement is false.
If the second statement is true, then the first and third must be false. At the same time, it turns out that no one is studying Chinese. This contradicts the condition, so the second statement is also false.
Answer: Sergey is studying Chinese, Mikhail is studying Japanese, Vadim is studying Arabic.
Conclusion.
In the process of writing the work, I studied a variety of literature for the content of tasks and tasks of a developing nature in it. Developed a system of exercises and tasks for the development of logical thinking.
The solution of non-standard problems forms students' ability to make assumptions, check their reliability, and justify logically. Pronunciation for the purpose of proof, contributes to the development of students' speech, the development of the ability to draw conclusions from premises, build inferences.
Performing creative tasks, students analyze the conditions, highlight the essential in the proposed situation, correlate the data and the desired, highlight the connections between them.
Solving non-standard tasks increases the motivation for learning. For this purpose, I use tasks of a developing nature. These are crosswords, rebuses, puzzles, labyrinths, tasks for ingenuity, tasks - jokes, etc.
In the process of using these exercises in the classroom and in extracurricular activities in mathematics, a positive dynamics of the influence of these exercises on the level of development of logical thinking of my students and improving the quality of knowledge in mathematics was revealed.
The development of logical thinking in junior schoolchildren is one of the most important areas of student learning. The importance of this process is indicated by curricula and methodological literature. Improving logical thinking is best both at school and at home, but not everyone knows which methods will be most effective for this. As a result, logical learning takes the form of a spontaneous one, which negatively affects the general level of development of students. It so happens that even high school students do not know how to think logically, using the methods of analysis, synthesis, comparison, etc. How to correctly develop the logical thinking of younger students - you will learn from our article.
Features of thinking of primary school students
The thinking of junior schoolchildren has features
By the time a child begins to go to school, his mental development is characterized by a very high level.
“Each age period of a child is characterized by the leading value of a mental process. In early childhood, the formation of perception plays a leading role, in the preschool period - memory, and in younger schoolchildren, the development of thinking becomes the main one.
The thinking of junior schoolchildren has its own peculiarities. It was during this period visual-figurative thinking, which had previously been of primary importance, is transformed into a verbal-logical, conceptual... That is why in elementary school it is extremely important to pay attention to the formation of logical thinking.
Younger schoolchildren develop their logical thinking by regularly completing assignments, learning to think when necessary.
The teacher teaches:
- find relationships in the surrounding life
- develop the right concepts
- to apply in practice the studied theoretical provisions
- analyze using mental operations (generalization, comparison, classification, synthesis, etc.).
All this has a positive effect on the development of logical thinking in junior schoolchildren.
Pedagogical conditions
Correctly created pedagogical conditions stimulate the development of logical thinking of schoolchildren
In order to develop and improve the logical thinking of younger students, it is necessary to create pedagogical conditions conducive to this.
Primary school education should be aimed at ensuring that the teacher helps every student reveal your abilities... This is real when the teacher takes into account the individuality of each... In addition, the disclosure of the potential of a younger student contributes to diverse educational environment.
Consider pedagogical conditions contributing to the formation of logical thinking of the student:
- Lesson assignments that encourage children to think. It is better when such tasks are not only in mathematics lessons, but also in everyone else. And some teachers do logical five minutes between lessons.
- Communication with the teacher and peers - at the appointed time and at the inappropriate time. Reflecting on the answer, ways of solving the problem, the students offer different solutions, and the teacher asks them to justify and prove the correctness of their answer. Thus, younger students learn to reason, compare various judgments, and make inferences.
- It is good when the educational process is filled with elements, where the student:
- can compare concepts (objects, phenomena),
- understand the differences between common features and distinctive (particular)
- highlight essential and non-essential features
- ignore irrelevant details
- analyze, compare and generalize.
"The success of the full-fledged formation of the logical thinking of a junior schoolchild depends on how comprehensively and systemically this is taught."
Primary school is the best period for purposeful work on the active development of logical thinking. All kinds of people can help make this period productive and effective. didactic games, exercises, tasks and tasks aimed at:
- developing the ability to think independently
- learning to draw conclusions
- effective use of the knowledge gained in mental operations
- search for characteristic features in objects and phenomena, comparison, grouping, classification according to certain characteristics, generalization
- use of existing knowledge in various situations.
Exercises and games for logic
The means of developing the logical thinking of a younger student must be selected taking into account the goals, as well as focusing on the individual characteristics and preferences of the child
It is useful to use non-standard tasks, exercises, games for the development of mental operations both in the classroom and in homework with children. Today they are not a shortage, since a large number of printing, video and multimedia products, and a variety of games have been developed. All these tools can be used, choosing according to the goals, as well as focusing on the individual characteristics and preferences of the child.
Video with an example of a game for a tablet aimed at developing the logical thinking of younger students
Exercises and games for logical thinking
- "The fourth extra". The exercise is to exclude one object that lacks some feature common to the other three (it is convenient to use picture cards here).
- "What is missing?". You need to come up with the missing parts of the story, (beginning, middle or end).
- "Do not snooze! Continue!". The point is for the students to quickly name the answers to the questions.
In reading lessons:
- Who pulled the turnip last?
- What was the name of the boy from Seven-Flower Flower?
- What was the name of the boy with the long nose?
- Whom did the groom of the tsokotukha fly defeat?
- Who scared the three little pigs?
In Russian lessons:
- Which word contains three letters "o"? (trio)
- Which city's name indicates that it is angry? (Grozny).
- Which country can you wear on your head? (Panama).
- What kind of mushroom grows under the aspen? (Boletus)
- How can you write the word "mousetrap" using five letters? ("Cat")
In natural history lessons:
- Is a spider an insect?
- Do our migratory birds nest in the south? (Not).
- What is the name of the butterfly larva?
- What does a hedgehog eat in winter? (Nothing, he's asleep).
In math lessons:
- Three horses ran 4 kilometers. How many kilometers did each horse run? (4 kilometers each).
- There were 5 apples on the table, one of which was cut in half. How many apples are on the table? (5.)
- What is the number that has three tens. (thirty.)
- If Lyuba stands behind Tamara, then Tamara ... (stands in front of Lyuba).
"Advice. To enrich the educational process, as well as for homework, use logical tasks and riddles, puzzles, rebuses and charades, numerous examples of which you can easily find in various teaching aids, as well as on the Internet. "
Brain-Activating Tasks
There are many tasks that activate the brain
Assignments for the development of the ability to analyze and synthesize
- Connecting the elements together:
"Cut out the necessary figures from the different ones proposed in order to get a house, a ship and a fish."
- To search for different signs of an object:
"What are the sides, angles and vertices of the triangle?"
“Nikita and Egor were jumping in length. On the first try Nikita jumped 25 cm farther than Yegor. From the second, Yegor improved his result by 30 cm, and Nikita jumped in the same way as with the first. Who jumped further on the second try: Nikita or Yegor? How much? Guess! "
- To recognize or compose an object according to certain criteria:
“What number comes before the number 7? What is the number after 7? Behind the number 8? "
Classification tasks:
"What common?":
1) Borsch, pasta, cutlet, compote.
2) Pig, cow, horse, goat.
3) Italy, France, Russia, Belarus.
4) Chair, desk, wardrobe, stool.
"What's superfluous?"- a game that allows you to find common and dissimilar properties of objects, compare them, and also combine them into groups according to the main criterion, that is, to classify.
"What unites?"- a game that forms such operations of logic as comparison, generalization, classification on a variable basis.
For example: take three pictures with images of animals: a cow, a sheep and a wolf. Question: "What unites a cow and a sheep and distinguishes them from a wolf?"
Assignment for the development of the ability to compare:
“Natasha had several stickers. She gave 2 stickers to a friend and she has 5 stickers left. How many stickers did Natasha have? "
Tasks to search for essential features:
"Name the attribute of the object." For example, a book - what is it? What material is it made of? How big is it? How thick is it? What's its name? What subjects does it belong to?
Useful games: "Who lives in the forest?", "Who flies in the sky?", "Edible - inedible."
Comparison tasks:
Comparison by color.
a) blue
b) yellow
c) white
d) pink.
Comparison by shape. More items need to be named:
a) square
b) round
c) triangular
d) oval.
Let's compare 2 subjects:
a) pear and banana
b) raspberries and strawberries
c) sledges and cart
d) car and train.
Let's compare the seasons:
Conversation with students about the peculiarities of the seasons. Reading poetry, fairy tales, riddles, proverbs, sayings about the seasons. Drawing on the theme of the seasons.
Non-standard logical tasks
One of the most effective ways to develop logical thinking in elementary school is to solve non-standard problems.
“Did you know that mathematics has a unique developmental effect? It stimulates the development of logical thinking, in the best way forming the methods of mental work, expanding the intellectual abilities of the child. Children learn to reason, notice patterns, apply knowledge in various fields, be more attentive and observant. "
In addition to mathematical problems, the brain of younger students develops puzzles, different types of tasks with sticks and matches(laying out a figure from a certain number of matches, transferring one of them in order to obtain another picture, connecting several points with one line without lifting the hand).
Match problems
- You need to make 2 identical triangles from 5 matches.
- You need to fold 2 identical squares from 7 matches.
- You need to make 3 identical triangles from 7 matches.
Comprehensive development of thinking is also provided by puzzle games: "Rubik's Cube", "Rubik's Snake", "Fifteen" and many others.
Well-developed logical thinking will help the child in learning, making the assimilation of knowledge easier, more enjoyable and more interesting
The games, exercises and tasks proposed in this article are aimed at developing the logical thinking of younger students. If these tasks are gradually made more difficult, then the result will be better every day. And flexible, plastic thinking and quick reaction will help the child in learning, making the assimilation of knowledge easier, more enjoyable and more interesting.