What you need to know about the intellectual development of schoolchildren? Lesson on the topic “Intellectual development of younger students.

26.09.2019 -

The development of the intellect of younger students

graduate work

1.2 Features of intellectual development in primary school age

For junior students school age certain levels of such intellectual abilities as memory, perception, imagination, thinking and speech are characteristic, attention is also divided into different levels (R.S. Nemov, S.A. Rubinshtein) - educational and creative. There are also general intellectual abilities and special abilities.

General intellectual abilities are the abilities that are necessary to perform not just one, but many types of activities; these abilities meet the requirements that are imposed not by one, but by a whole series, a wide range of relatively related activities. General intellectual abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, concentrated attention, perception, memory, imagination, thinking and speech, attention. Consider each type of intellectual ability in more detail.

Perception is characterized by involuntariness, although elements of arbitrary perception are found already in preschool age. Children come to school with sufficiently developed perception processes: they have high visual acuity and hearing, they are well oriented to many shapes and colors. But first-graders still lack a systematic analysis of the perceived properties and qualities of objects themselves. When looking at a picture, reading a text, they often jump from one to another, missing essential details. This is easy to notice in the lessons of drawing an object from life: drawings are distinguished by a rare variety of shapes and colors, sometimes significantly different from the original.

The perception of a younger student is determined, first of all, by the characteristics of the object itself, therefore, children perceive not the most important, essential, but what stands out clearly from the background of other objects (color, size, shape, etc.). The process of perception is often limited only to recognition and subsequent naming of an object.

Perception in grades I-II is characterized by weak differentiation: often children confuse similar and close, but not identical objects and their properties, and among frequent errors there are omissions of letters and words in sentences, substitutions of letters in words and other literal distortions of words. But by the third grade, children learn the "technique" of perception: comparing similar objects, highlighting the main, essential. Perception turns into a purposeful, controlled process, becomes dissected.

Speaking about certain types of perception, it should be noted that in primary school age, the orientation towards sensory standards of form, color, and time increases. Thus, it was found that children approach form and color as separate features of an object and never oppose them. In some cases, to characterize the object, they take the form, in others - the color.

But in general, the perception of colors and shapes becomes more accurate and differentiated. The perception of form is better given in planar figures, and in naming three-dimensional figures (ball, cone, cylinder) there are long difficulties and attempts to objectify unfamiliar forms through specific familiar objects (cylinder = glass, cone = lid, etc.). Children often do not recognize a shape if it is placed in an unusual way (for example, a square with the corner down). This is due to the fact that the child grasps the general appearance of the sign, but not its elements, therefore, at this age, tasks for dismemberment and construction (pentamino, geometric mosaic, etc.) are very useful.

In the perception of the plot picture, there is a tendency to interpret, interpret the plot, although a simple enumeration of the depicted objects or their description is not excluded.

In general, the development of perception is characterized by an increase in arbitrariness. And where the teacher teaches observation, focuses on different properties of objects, children are better oriented both in reality in general and in the educational material in particular.

The memory of a junior schoolchild is a primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. A younger student remembers more easily what is bright, unusual, what makes an emotional impression. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization.

The mnemonic activity of the younger schoolchild, as well as his teaching in general, is becoming more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. In elementary grades, other methods are also used to facilitate memorization, comparison and correlation.

It should also be noted that without special training, a younger student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

Reproduction is a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, and self-control.

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed.

In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is due to the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content. educational material and better memory. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, the knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Imagination in its development goes through two stages. In the first, the recreated images very approximately characterize the object, are poor in details, inactive - this is a recreating (reproductive) imagination. The second stage is characterized by a significant processing of figurative material and the creation of new images - this is a productive imagination. In the first grade, the imagination relies on specific objects, but with age, the word comes first, giving room for fantasy.

The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge. With age, the realism of children's imagination increases. This is due to the accumulation of knowledge and the development of critical thinking.

The imagination of a junior schoolchild at first is characterized by a slight processing of existing ideas. In the future, creative processing of ideas appears.

A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination. In the same way, when reading and telling a child, he relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.

As a result of the constant work of the teacher, the development of the imagination begins to go in the following directions.

1. At first, the image of the imagination is vague, unclear, then it becomes more accurate and definite.

2. At first, only a few signs are reflected in the image, but by the second or third classes there are much more, and significant ones.

3. The processing of images, accumulated ideas in grade I is insignificant, but by grade III the student acquires much more knowledge and the image becomes more generalized and brighter. Children can change the storyline of the story, introduce a convention, understanding its essence.

4. At first, any image of the imagination requires reliance on a specific object (when reading and telling, for example, reliance on a picture), and then reliance on a word develops. It is this that allows the student to create a mentally new image (children write essays based on the teacher's story, according to what they read in the book).

In the process of learning, with the general development of the ability to control one's mental activity, the imagination also becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before them.

Thinking, as it were, unites all cognitive processes, ensures their development, promotes their participation at each stage of the mental act. And the cognitive processes themselves in necessary cases acquire a structure similar to an intellectual act. Tasks for attention, memorization, reproduction are essentially transformed intellectual tasks solved by means of thinking.

The thinking of a child of primary school age moves from visual-figurative to verbal-logical, conceptual thinking. This imparts a dual character to mental activity: concrete thinking, which is connected with reality and direct observation, begins to obey logical principles, but at the same time, abstract, formal logical conclusions are not yet available to a child of this age. Therefore, a child of this age develops various types of thinking that contribute to success in mastering the educational material.

The gradual formation of an internal plan of action leads to significant changes in all intellectual processes. At first, children tend to make generalizations based on external, usually unimportant, features. But in the learning process, the teacher fixes their attention on connections, relationships, on what is not directly perceived, so students move to a higher level of generalizations, they are able to assimilate scientific concepts without relying on visual material.

In elementary school, all cognitive processes develop, but D.B. Elkonin, like L.S. Vygotsky believes that changes in perception and memory are derived from thinking. It is thinking that becomes the center of development during this period. Because of this, the development of perception and memory follows the path of intellectualization. Students use mental actions in solving problems of perception, memorization and reproduction. "Thanks to the transition of thinking to a new, higher level, a restructuring of all other mental processes takes place, memory becomes thinking, and perception becomes thinking. The transition of thinking processes to a new level and the associated restructuring of all other processes constitute the main content of mental development in primary school age " .

In elementary school, much attention is paid to the formation scientific concepts. They distinguish subject concepts (knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture, etc.) and relationship concepts (knowledge that reflects the connections and relationships of objective things and phenomena - size, evolution, etc. .).

For the first, several stages of assimilation are distinguished:

1) selection functional features items, i.e. associated with their purpose (cow - milk);

2) enumeration of known properties without highlighting essential and non-essential (cucumber is a fruit, grows in a garden, green, tasty, with seeds, etc.);

3) highlighting common, essential features in a class of single objects (fruits, trees, animals).

For the latter, several stages of development are also distinguished:

1) consideration of specific individual cases of the expression of these concepts (one more than the other);

2) a generalization relating to known, encountered cases and not extended to new cases;

3) a broad generalization applicable to any cases.

The predominant type of attention at the beginning of learning is involuntary attention, the physiological basis of which is the orienting reflex of the Pavlovian type - "what is it?". The child is not yet able to control his attention; the reaction to the new, the unusual is so strong that he is distracted, being at the mercy of direct impressions. Even when concentrating their attention, younger schoolchildren often do not notice the main and essential, being distracted by individual, catchy, noticeable signs in things and phenomena. In addition, the attention of children is closely connected with thinking, and therefore it can be difficult for them to focus on obscure, incomprehensible, meaningless material.

But such a picture in the development of attention does not remain unchanged; in grades I-III, there is a stormy process of the formation of arbitrariness in general and voluntary attention in particular. This is due to the general intellectual development of the child, with the formation of cognitive interests and the development of the ability to work purposefully.

The self-organization of the child is a consequence of the organization, initially created and directed by adults, by the teacher. The general direction in the development of voluntary attention consists in the child's transition from achieving a goal set by an adult to setting and achieving his own goals.

But the voluntary attention of the younger schoolchild is still unstable, since he does not yet have internal means of self-regulation. This instability is found in the weakness of the ability to distribute attention, in easy distractibility and satiety, fatigue, difficulty switching attention from one object to another. On average, a child is able to hold attention within 15-20 minutes, so teachers resort to various types of educational work in order to neutralize the listed features of children's attention. In addition, psychologists have found that in grades I-II, attention is more stable when performing external actions and less stable when performing mental actions.

This feature is also used in pedagogical practice, alternating mental activities with material and practical ones (drawing, modeling, singing, physical education). It was also found that children are more likely to be distracted if they perform simple but monotonous activities than when solving complex tasks that require the use of different ways and methods of work.

The development of attention is also associated with the expansion of its volume, the ability to distribute it. Therefore, in the lower grades, tasks with pairwise control turn out to be very effective: by controlling the work of a neighbor, the child becomes more attentive to his own. N. F. Dobrynin found that the attention of younger schoolchildren is sufficiently concentrated and stable when they are fully occupied with work, when work requires maximum mental and motor activity, when emotions and interests are captured by it.

Speech is one of the most important mental processes of a junior schoolchild, and mastering it is in the lessons of the native language along the line of its sound-rhythmic, intonation side; along the line of mastering the grammatical structure and vocabulary, increasing the vocabulary and understanding one's own speech processes.

One of the functions of speech that come to the fore is communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct. Often this is speech-repetition, speech-naming, the child may be dominated by compressed, involuntary, reactive (dialogical) speech.

Speech development is the most important aspect of overall mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to carry out self-regulation and self-control of activities.

At primary school age, "a very significant acquisition of the child's speech development is his mastery of written speech, ... which is of great importance for the mental development of the child." This period accounts for active learning in reading (i.e., understanding written language) and writing (building your own written language). Learning to read and write, the child learns in a new way - coherently, systematically, thoughtfully - to build his oral speech.

In a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enrichment vocabulary, improving the grammatical structure of speech, etc.

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Pupils of primary school age are characterized by certain levels of such intellectual abilities as memory, perception, imagination, thinking and speech, attention, in addition, these abilities are divided into different levels (R.S. Nemov, S.A. Rubinshtein) - educational and creative. There are also general intellectual abilities and special abilities.

In the perception of the plot picture, there is a tendency to interpret, interpret the plot, although a simple enumeration of the depicted objects or their description is not excluded.

Reproduction is a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, and self-control.

In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, the knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

The imagination of a junior schoolchild at first is characterized by a slight processing of existing ideas. In the future, creative processing of ideas appears.

As a result of the constant work of the teacher, the development of the imagination begins to go in the following directions.

1. At first, the image of the imagination is vague, unclear, then it becomes more accurate and definite.

2. At first, only a few signs are reflected in the image, but by the second or third classes there are much more, and significant ones.

Thinking, as it were, unites all cognitive processes, ensures their development, promotes their participation at each stage of the mental act. And the cognitive processes themselves, in necessary cases, acquire a structure similar to an intellectual act. Tasks for attention, memorization, reproduction are essentially transformed intellectual tasks solved by means of thinking.

In elementary school, much attention is paid to the formation of scientific concepts. They distinguish subject concepts (knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture, etc.) and relationship concepts (knowledge that reflects the connections and relationships of objective things and phenomena - magnitude, evolution, etc. .).

For the first, several stages of assimilation are distinguished:

1) highlighting the functional features of objects, i.e. associated with their purpose (cow - milk);

2) enumeration of known properties without highlighting essential and non-essential (cucumber is a fruit, grows in a garden, green, tasty, with seeds, etc.);

3) highlighting common, essential features in a class of single objects (fruits, trees, animals).

For the latter, several stages of development are also distinguished:

1) consideration of specific individual cases of the expression of these concepts (one more than the other);

2) a generalization relating to known, encountered cases and not extended to new cases;

3) a broad generalization applicable to any cases.

Speech is one of the most important mental processes of a junior schoolchild, and speech is mastered in the lessons of the native language along the line of its sound-rhythmic, intonation side; along the line of mastering the grammatical structure and vocabulary, increasing the vocabulary and understanding one's own speech processes.

In a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enriching vocabulary, improving the grammatical structure of speech, etc.

Methodology for conducting vocabulary and spelling work

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

In accordance with this technique, the structure of vocabulary and spelling work acquires a special harmony and clarity. It has several consecutive parts:

1) presentation by students of a new dictionary word;

2) revealing its lexical meaning;

3) etymological reference (where possible);

4) mastering the spelling of a word;

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

The presentation of a new vocabulary word consists in the independent definition and formulation by schoolchildren of the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex-logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child, the intensification of the speech-thinking process and a significant increase in its role in the presentation of a new "difficult" word. All exercises are combined into groups, each of which has its own distinctive, characteristic features.

The first group includes exercises that involve identifying the search word through work with its constituent letters. When they are performed, children develop stability, distribution and volume of attention, short-term arbitrary memory, speech, analytical and synthetic thinking. For example, the teacher suggests: “Define and name the new vocabulary word that we will get acquainted with in the lesson. To do this, arrange the rectangles in order of increasing the number of points in each of them and connect the letters in them.

(The search word is bear.)

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

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

What are these words? How did you find them? Possible answer: “Today we will learn the words breakfast and lunch. To determine them, you need to connect the letters in which the dots are at the top. Then connect the letters that have dots at the bottom.

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

The second group consists of exercises that involve the work of students with symbols, ciphers, codes. They allow you to form abstract thinking and, along with it, improve a number of other qualities of intelligence. Here, too, there is a tendency of a gradual decrease in the specific instructions of the teacher, helping children in the definition of the word. An example of a task performed on the basis of the full instructions of the teacher: “Name two words that we will learn in the lesson. They are encrypted with numbers.

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

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

Each number corresponds to a certain letter:

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

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

What are these words? (The search words are cabbage and potatoes.) An example of a task with partial instructions from the teacher: “Look carefully at this cipher:

3 4 5 6 7 8 9 10

1 A M N O R K V U

2 S D Y L W T

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

The third group includes exercises that in one way or another connect the search word with the studied linguistic material. In this case, their versatility and efficiency of use increase significantly. Depending on the content of the educational material, on the didactic goal that the teacher sets in the lesson, there may be a variety of options. An example of a task that provides for the consolidation of knowledge in phonetics: “Cross out the letters denoting deaf consonants in this chain, and you will recognize the word that we will meet in the lesson:

(The search word is birch.)

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

In order to improve spelling vigilance in the process of studying various topics of the Russian language course, the teacher can use the following task: “Read the words written on the board: extract ... protect ... take, b. sickness, kr...sitel, meaning, increase...reap, ab...zhur, sl...mal, l...kaet. Connect the first letters of the words with the vowel a at the root, and you will know the word that we will learn in the lesson. (The search word is station.)

For the further development of the basic properties of attention, operative memory, tasks of this type are gradually becoming more complicated due to a gradual increase in the number of landmarks when searching for the original word. For example, the teacher reads phrases: rocky terrain, fire service, deep sea, wagon door, piping, crimson rowan, petrified soil, distant village, expensive decoration, watercolor paint.

Offers children a task: “Write word combinations. Combine the first letters of the feminine adjectives, in the root of which the unstressed vowel a is written, you will learn a new word from the dictionary. (The search word is freedom.)

If the goal of the lesson is to repeat or summarize what has been learned, then it is quite appropriate to do an exercise with the following task: “You will name a new word from the dictionary, which we will get acquainted with in the lesson, if you correctly decipher these diagrams and sequentially connect the received letters-answers.”

(1st letter)

(2nd letter)

(3rd letter)

(4th letter)

(5th letter)

(6th letter)

(7th - 8th letters)

In order to decipher the scheme, which is based on the material studied in previous lessons, students compare its parts and reason out loud (in group work) or to themselves (in individual work).

So, according to the first scheme, the reasoning can be as follows: “Nouns are masculine, feminine or neuter. The word lake is neuter. So the answer will be the letter c. Accordingly, the case, ending, etc. are found out in the following schemes, the letters-answers are connected in order. In this case, the search word is sparkle.

The following technique organically combines a wide variety of activities: non-traditional phonetic analysis, partial word analysis by composition, spelling work, etc., during which the spelling skill is improved, multifaceted analytical and synthetic work is carried out, the volume and memory. For example, the teacher reports: “You will name the new word that we will meet in the lesson if you correctly complete my assignments for determining the letters of the searched word.”

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

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

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

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

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

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

The fourth group consists of exercises that involve the use in the process of establishing a new word of students' knowledge acquired in the study of other academic disciplines. Depending on the object with which the connection is made, different options are also possible here. An example of a task for using knowledge in mathematics: “Look at the square shown and the code for it.

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

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

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

Try to remember the shapes and the letters in them. (Presentation time 50–60 s, after which the figures and letters are removed). Then the teacher shows the same geometric shapes in the sequence in which the letters in the word are located. Students must remember which letters were in geometric shapes and make up the search word. Shape order: triangle, circle, rhombus, polygon, square, rectangle. (The search word is to burn.)

The task of using knowledge of fine arts. On the board are squares of different colors:

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

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

m ... g ... zin - prod ... vec

b ... a fox is a doctor ...

t ... atr - ... kter

space ship ... slave - ?

What is the semantic relationship between the words of each pair? What word will we learn in class? Sample answer: “In each pair, the first word indicates the place of work, the second - the main profession associated with it. In the store - the seller, in the hospital - a doctor, in the theater - an actor, on a spaceship - an astronaut. So, today we will get acquainted with the word astronaut. (See Annex I.1.)

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

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

Glider, helicopter, rocket.

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

Approximate student answer: “The order of the words written in this row reflects the increase in the speed of the aircraft they designated. The word airplane is missing here. Its speed is greater than the speed of a helicopter, but less than a rocket. So, today we will get acquainted with the word plane. During the exercises of this group, students develop speech, logical thinking, attention span, long-term memory, the ability to establish and formulate principles.

The seventh group includes exercises with the help of which a new vocabulary word is determined by schoolchildren with the help of non-traditional morphemic analysis of several source words and selection of the specified part from each. To do this, students are provided with a table like this:

Teacher's task: “Look at the table. Formulate a task for the exercise and complete it. tongue well hung

Approximate student answer: “In the words of each part of the table, it is necessary to highlight the indicated parts. Make up a new word from them. From the word trample it is necessary to select the prefix. This is the prefix ras-. From the word parking - the root of a hundred. From the word despair - two suffixes: - I, - neither. From the word plant - the ending e. The word distance turned out. When performing exercises in this group, students develop attention stability, working memory, analytical-synthetic thinking, oral speech, improve knowledge of morphemic.

The eighth group is formed by exercises that involve various operations with the original words, associated with the exclusion of letters from them for some reason, and the compilation of the remaining parts of a new dictionary word. For example, the teacher suggests: “From the words salt and give, exclude letters that do not represent sounds. Connect the remaining parts together. Name a new vocabulary word. Justify your actions." Approximate student's answer: “It is necessary to exclude the letter soft sign from the words salt and give, since it does not denote sounds. By combining the parts of sols and dates, we get the word soldier. So, today we will get acquainted with the word soldier. When performing exercises of this group, concentration of attention, working memory, analytical-synthetic thinking, oral speech develop, knowledge of phonetics and other sections of the language improves.

The ninth group includes exercises that involve various operations with the original words, associated with adding letters to them according to some characteristics, and compiling a new dictionary word.

Teacher's task: “To the word denoting an agricultural tool in the form of a frame with teeth for fine loosening of the soil, add one letter. She is a voice. Can act as a preposition with a noun in the prepositional case. Name a new vocabulary word.

Approximate student answer: “Agricultural implement in the form of a frame with teeth for fine loosening of the soil is a harrow. A vowel that can act as a preposition with a noun in the prepositional case is the letter o. If you connect them, you get the word defense. So, today we will get acquainted with the word defense. Performing the exercises of this group, students develop concentration of attention, operational long-term memory, analytical-synthetic thinking, oral speech, improve knowledge in various sections of the Russian language. It is noteworthy that when compiling oral answers, students are forced to use different syntactic constructions in their speech (participial and adverbial phrases, complex sentences etc.) and, accordingly, master them on a practical level. Using this technique, you can compose the following words: east (in, drain), road (to, horns), picture (car, mud), hammer (they say, oh, current), garden (oh, city), weather (by, year), yesterday (faith, h), horizon (burn, umbrella), etc.

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

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

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

At the first stage (level of representations), students formulate the meaning of the word based on their current knowledge. At the second stage (conceptual level), schoolchildren acquire deeper, systematized knowledge, formalized in the form of a definition of a concept. In the first year of study, the formulation of the definition is carried out without using the logical terms type, genus, essential features of objects. The work takes place in the form of a conversation-reasoning of the teacher and students and children with each other, during which the search for the generic affiliation of the object indicated by the word being studied is carried out. Through comparison and comparison of specific concepts, the essential features of the subject are revealed. Summarizing the conversation-reasoning, students independently formulate the lexical meaning of a new word, arranging it in the form of a definition of a concept. For example, when getting acquainted with the word drum, this work may look like this.

U. Tell me, what is a drum? (Students take turns speaking, reporting their idea of a given musical instrument.)

Stage II (conceptual level)

U. Choose a word or phrase that is more general in meaning to the word drum.

D. The drum is a musical instrument.

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

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

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

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

U. Tell me completely, what is a drum?

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

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

Where the new topic and learning material allows, two words are introduced at the same time. In this case, acquaintance with the lexical meaning of words is carried out against the background of a comparison of two objects that are indicated by these words. The order of reasoning might now be:

Stage I (representation layer)

U. Tell me, who are the cow and the dog?

Stage II (conceptual level)

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

E. A cow and a dog are domestic animals.

U. What is their difference?

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

U. The cow has big horns, but the dog does not have them.

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

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

U. Tell me completely, what does the word cow mean?

E. A cow is a domestic animal with large horns that gives milk.

Teacher What does the word dog mean?

D. A dog is a domestic animal among predators that guards, with which they hunt.

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

Stage I (representation layer)

U. Tell me, what is a birch?

Stage II (conceptual level)

U. Choose a generic concept for the word birch.

D. Birch is a tree.

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

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

U. Now formulate a refined generic concept for the word birch?

D. Birch is a deciduous tree.

U. Name its essential features.

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

U. What does the word birch mean?

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

In the process of such reasoning, students form a conceptual apparatus. They master the most complex mental operations of analysis, synthesis, comparison, classification, generalization; learn the types and types of relationships between concepts, reach a level of abstraction that is high enough for their age. They form a clear, evidence-based, well-constructed oral speech. But in order to achieve such a result in the process of vocabulary and orthographic work, a number of conditions must be observed:

1. The definition of the concept compiled by the teacher should be of a relatively scientific nature and correspond to the age of the children.

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

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

In our case, certain changes are undergoing in the method of introducing students to the spelling of a new “difficult” word, which, among other things, involves the systematic use by students of the school spelling dictionary in Russian lessons. Children independently find the word in the spelling dictionary (for this, the spelling dictionary of P.A. Grushnikov is convenient. M., 1987), write it down in a notebook, put stress, identify and underline unverifiable unstressed vowels and other studied spellings. This structural element of vocabulary and orthographic work is as close as possible to life, accustoms children to independent intellectual activity.

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

The first group is a comparison of two studied words that are not directly related to each other in meaning, in order to find as many of their common essential and non-essential features as possible. This method teaches to compare objects, establish associative links between concepts, improves the process of understanding, comprehending and memorizing new words, develops the ability to correctly express one's thoughts. For example, when getting acquainted with the word drum, students may be offered the following task: "Find common features of the words drum and clothes." Possible responses from children:

The drum and clothes can be made of leather.

The drum and clothes are made in the factory.

The drum and clothes are made by human hands.

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

Possible responses from children:

The bear and the bird differ in the way they move: the bear walks, while the bird flies.

The bear and the snake differ in the features of the body cover: the bear has shaggy hair, and the snake has smooth skin.

The third group - finding a third word that would connect two previously studied words that do not have a semantic connection. In such a situation, students look for a variety of, sometimes difficult to predict, associative connections; they learn to see the world around them from an unusual angle, they develop non-standard thinking. For example, when getting acquainted with the word dog, the following task is possible: “Choose a word that would connect the words dog and notebook together so that you get a sentence. Sample responses from children:

The dog sniffs the notebook.

The dog tore the notebook.

A dog is drawn in the notebook.

The dog doesn't need a notebook.

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

The cow and dog are domestic animals, while the fox is wild.

The fox and the dog are carnivores, while the cow is a herbivore.

The dog and the fox do not have horns, but the cow does.

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

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

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

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

The seventh group - finding options for the real and fantastic use of the subject, which develops speech, creative thinking. An example of a task when studying the word coat: “Make sentences, indicating in them how you can use a coat in real life, and then come up with examples of a fantastic character. Realistic response options:

The coat is worn in the cold and cool season.

A coat can be covered instead of a blanket.

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

Fantastic answers:

The coat can be used as a flying carpet.

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

The eighth group is a comparison from different angles of phraseological units, proverbs, sayings, which include the studied dictionary words. The exercises of this group, in addition to a positive impact on the improvement of verbal and thought processes, contribute to the expansion of the erudition of schoolchildren, their familiarization with the elements of folklore. An example of a task when getting acquainted with the word language: "For the phraseological turns of the left column, select words or phrases from the right column that are suitable in meaning."

evil tongue

long tongue

hold your tongue

spill the beans

bite your tongue

pull the tongue

tongue swallow

slipped off the tongue

shut up suddenly shut up

to gossip

can speak

indulge in empty talk

say without thinking

chatty person

force to speak

Municipal budgetary educational institution

"Secondary school No. 28"

Intellectual development of younger students

primary school teacher

Vasina Svetlana Vitalievna

Kemerovo

2012

Introduction……………………………………………………………1

Chapter 1. Psychological and pedagogical foundations of intellectual

development of schoolchildren

1.1 Intelligence, intellectual development and intellectual

skills…………………………………………………………..4

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

schoolchildren at Russian language lessons

Research activities of younger students at

Russian language lessons……………………………………41

References……………………………………………….52

Application…………………………………………………………..55

1 Introduction.

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

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

Intellectual development is the most important aspect of the preparation of the rising generations.

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

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

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

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

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

- dialogical method - provides a higher level of cognitive activity of students in the process of learning;

- monologic method - replenishes the stock of knowledge of students

additional facts.

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

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

Objective:

1. Increase interest in the learning process.

2. The ability to non-standard problem solving.

3. Education of independence, perseverance in

achieving the goal.

4. Ability to analyze, think logically.

object work is - the process of teaching schoolchildren.

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

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

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

To reveal the essence of intellectual development.

Organize research work.

To solve the tasks, the following research methods were used:

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

- observation, conversation, testing, questioning;

— pedagogical experiment and data processing.

Chapter 1. Psychological and pedagogical foundations of the intellectual development of schoolchildren.

1.1 Intelligence, intellectual development

and intellectual skills.

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

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

As you know, the cognitive sphere of personality is investigated with the help of tests.

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

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

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. They were each asked to define intelligence and name the best way to measure intelligence. As the best way to measure intelligence, almost all scientists have named testing, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability for abstract thinking" (L. Termen), "the ability to give good answers according to the criterion of truth, truth" (E. Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(S. Colvin ) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 1920s and 1940s. There is still no agreement on what intelligence tests should measure); as before, testers build their diagnostic systems on the basis of conflicting models of intelligence.

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

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between objects.

fluency of speech.

Reasoning ability.

Memory.

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

The English psychologist G. Eysenck essentially reduces a person's intellect to the speed of mental processes.

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

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

German scientists-teachers Melhorn G. and Melhorn H.G. called intelligence is a set of abilities that characterize the level and quality of the thinking processes of an individual. They believe that the function of the intellect is to mentally solve objectively existing problems. Directed problem thinking is the expression of the most developed form of intelligence. It creates new knowledge for the development of the surrounding world. Problem thinking leads to more or less a large and qualitative expansion of the horizons of knowledge, which makes possible a conscious impact on nature and society in accordance with human thoughts.

Psychodiagnostics suggest that it is difficult to compare IQs that are derived from various tests with each other, since different concepts of intelligence are the basis of different tests, and different tasks are included in the tests.

At present, many psychometricians see more and more clearly the imperfection of their means of assessing intelligence. Some of them are trying to improve the testing procedure by widely using mathematical and static methods not only in compiling test systems, but also in developing intelligence models underlying these tests. So, in testing, a direction has become widespread, representatives of which, when characterizing and measuring intelligence, use the method of factor analysis.

Representatives of this trend rely on the work of Ch. Spearman, who back in 1904, based on the analysis of the results of passing a number of intellectual tests by subjects, put forward a theory according to which intelligence consists of a common factor " G"-" general mental energy "- involved in solving all intellectual tests, and a number of specific factors-" S”, each of which operates within the limits of this test and does not correlate with other tests.

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

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may fail to act when solving others. Consequently, different components of intelligence are involved in solving different tests.

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

In order to get an idea of the intellectual development of the subject, it is necessary, according to Guilford, to investigate the degree of development of all factors that make up intelligence.

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

Spatial ability.

Perception speed.

Ease of handling digital material.

Understanding words.

associative memory.

fluency of speech.

understanding or reasoning.

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

The leading role in the structure of the intellect is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception is manifested in observation, memory captures phenomena that are significant in one respect or another and selectively “feeds” them in the process of thinking, imagination is included as a necessary link in solving a creative problem, i.e. each of the mental processes is organically included in the mental act of the subject.

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

A qualitative leap in the development of human intelligence occurred with the advent of labor activity and the appearance of speech. Intellectual activity is closely connected with human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not deviate from reality, but more deeply and fully reveals the patterns of the existing.

The social nature of human activity ensures its high intellectual activity. It is aimed not only at the cognition of objective reality, but also at its change in accordance with social needs. This nature of intellectual activity ensures the unity of cognition itself (thinking), attitude to the cognizable (emotions) and practical implementation (will) of this action.

The upbringing of the child's intellect requires the comprehensive development of his cognitive abilities (the breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the comprehensive harmonious development of the personality. The Pedagogical Encyclopedia emphasizes that “intellectual education is the most important aspect of preparing for the life and work of the younger generations, which consists in guiding the development of intellect and cognitive abilities by arousing interest in intellectual activity, arming with knowledge, methods of obtaining and applying them in practice, instilling a culture of intellectual labor ". Concern for the education of a growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development.

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

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

The desire to go beyond the known, the activity of the mind find expression in the constant desire to expand knowledge and creatively apply them for theoretical and practical purposes. The activity of intellectual activity is closely related to observation, the ability to single out in phenomena and facts their essential aspects and interrelations.

A developed intellect is characterized by a systematic approach that provides internal links between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches.

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

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

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

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

S. L. Rubinshtein and B. G. Ananiev were among the first to call for research into general mental development, general intelligence. So,

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

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

N.A. Menchinskaya fruitfully investigated the problem of mental development with a group of her colleagues. These studies proceed from the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. Blonsky paid attention to this: “An empty head does not reason: the more experience and knowledge this head has, the more capable it is to reason.” Thus, knowledge necessary condition thinking. Secondly, those mental operations with the help of which knowledge is acquired are important for characterizing mental development. That is, a characteristic

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

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

a) links between analysis and synthesis,

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

c) the degree of completeness of analysis and synthesis.

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

The point of view of L.V. Zankov is also of interest. For him, decisive in terms of mental development is the integration into a certain functional system of such modes of action that are characteristic in nature. For example, younger schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can talk about progress in mental development when these diverse ways of mental activity are united into one system, into a single analytical-synthetic activity.

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

independent thinking,

speed and strength of assimilation of educational material,

speed of mental orientation (resourcefulness) in solving non-standard tasks,

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

criticality of the mind, the lack of a tendency to biased, unreasonable judgments.

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

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

speed (or, accordingly, slowness) of assimilation;

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

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

different level analytical and synthetic activities.

E.N. Kabanova-Meller considers the main criterion of mental development a wide and active transfer of methods of mental activity, formed on one object, to another object. A high level of mental development is associated with an interdisciplinary generalization of mental techniques, opening up the possibility of their wide transfer from one subject to another.

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

Another criterion for the mental development of schoolchildren is the so-called "economical thinking," that is, the number of arguments on the basis of which students identify a pattern that is new to them. At the same time, ZI Kalmykova proceeded from the following considerations. Students with a low level of mental development poorly use the information contained in the conditions of the problem, often solve it on the basis of blind trials or unreasonable analogies. Therefore, their path to a solution turns out to be uneconomical, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways to operate with it, fully extract the information contained in the conditions of the problem, constantly control their actions, so their path to solving the problem is concise, concise, rational.

An important task of modern psychology is to build objective, scientifically based indicator psychological methods that can be used to diagnose the level of mental development of schoolchildren at various age stages.

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

methods of mental activity;

the ability to independently acquire knowledge, etc.

1.2 The essence of intellectual skills.

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

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

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

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

The formation of skills is a complex process of analytical and synthetic activity of the cerebral cortex, in

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

In modern pedagogical literature there is no single approach to the classification of learning skills. Some scientists believe that "skills and skills are divided into generalized (interdisciplinary) and private (specific for individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others." However, the division of skills into types is to a certain extent conditional, because. often there is no sharp boundary distinguishing them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided by educational-organizational, educational-intellectual, educational-informational and educational-communicative skills. The same classification

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

In his work, Yu.K.Babansky identifies the following groups of intellectual skills: to motivate one's activity; carefully perceive the information; memorize rationally; logically comprehend the educational material, highlighting the main thing in it; solve problematic

cognitive tasks; perform exercises independently; exercise self-control in educational and cognitive activities.

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

perceive,

remember,

Be careful,

think,

have intuition.

Let's consider the listed groups of intellectual skills, including those identified by Yu.K.Babansky.

1. Motivation for learning.

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

By nature, an unconditional orienting reflex “why?” is inherent in a person. The task of teachers is to ensure that during the entire period

schooling to create the most favorable conditions to maintain this curiosity inherent in a person, not to extinguish it, but to supplement it with new motives coming from the very content of education, forms and methods of organizing cognitive activity, from the style of communication with students. Motivation must be specially formed, developed, stimulated, and, most importantly, schoolchildren must be taught to “self-stimulate” their motives.

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

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

gives a teaching to prepare for communication in a pulsating environment, in a work team. All this develops in schoolchildren a reflex of self-motivation, self-stimulation. In educational affairs, feelings of duty, responsibility and conscious discipline usually act as sources of stimulation. Self-education of academic discipline and strong-willed composure is also connected with the development of "noise immunity"; the ability to force yourself to do it again and again

"intractable" solution to the problem. Equally important is the clear presentation of requirements on the part of teachers, the unity of such requirements, and a clear motivation for the grades given.

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

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

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

students' awareness of teaching as a public duty;

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

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

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

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

persistent overcoming of educational difficulties;

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

conscious suppression of fear of upcoming answers, classwork or tests.

2. The ability to perceive.

Perception is the reflection in the mind of a person of objects or phenomena with their direct impact on the senses. In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Perception reflects the object as a whole, in the totality of its properties. At the same time, perception is not reduced to the sum of sensations, but represents a qualitatively new stage of sensory cognition with its inherent features.

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

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

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

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

The well-known Dutch scientist M. Minnart said: “Enlightenment depends on you - you just need to touch your eyes with a magic wand called“ know what to look at ””. Indeed, the success of observation is largely determined by the formulation of the problem. The observer needs a "compass" indicating the direction of observation. Such a "compass" is the task assigned to the observer, the plan of observation.

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

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

The formation of the ability to observe in students helps to ensure a more effective assimilation of new knowledge when applying the principle of visualization of learning. Obviously, the learning process should not be built only on the principle that students accept the information that they communicate on

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

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

3. The ability to be attentive.

Mindfulness is an important and inseparable condition for the effectiveness of all types of human activity, primarily labor and educational. The more complex and responsible the work, the more demands it makes for attention. For the successful organization of educational work, it is necessary that students have the ability to be attentive to the proper extent. Even the great Russian teacher K.D. Ushinsky, emphasizing the role of attention in learning, wrote: “attention is exactly the door through which everything that only enters the soul of a person from the outside world passes.” It is clear that teaching children to keep these doors open is essential to the success of the whole teaching.

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

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

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

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

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

4. The ability to remember.

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

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

The memorization, preservation and subsequent reproduction by an individual of his experience is called memory. Memory is the most important, defining characteristic mental life personality, ensuring the unity and integrity of the human personality. The totality of skills to memorize, store and reproduce various kinds of information, we will further call the intellectual ability to memorize.

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

according to the nature of the mental activity that prevails in the activity, memory is divided into motor, figurative and verbal-logical;

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

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

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

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

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

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

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

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

memory, significantly affects the success of a particular activity.

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

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

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

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

5. The ability to have intuition.

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

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

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

6. The ability to exercise self-control in learning.

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

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

The experience of teachers in the city of Moscow and St. Petersburg shows that in order to develop students' self-control skills, it is useful to use special tricks. Firstly, it is necessary to advise schoolchildren during home preparation to check the degree of assimilation of educational material by drawing up a plan of what they have read and retelling its main thoughts in their own words.

The next important means of developing self-control is to teach schoolchildren to systematically answer textbook control questions, as well as additional control questions that require reflection on the text. In the middle and high grades, students are asked to compose control questions for the text themselves if they are not in the textbook. In this case, self-control over the ability to single out the main, essential is simultaneously carried out. A particularly valuable method of self-control is checking the correctness of the written assignments. To do this, methods specific to each subject are used. For example, in mathematics, an approximate estimation of the correctness of the solution of a problem is made; the life reality of the results is assessed; the accuracy of calculations is checked by inverse actions (multiplication by division, addition by subtraction, and so on).

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

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

7. The ability to independently perform exercises, solve problematic and cognitive tasks.

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

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

A valuable tool for developing skills independent solution educational tasks are tasks for students to find the scope of the studied issues in the surrounding reality and, on this basis, to compose new tasks in physics, mathematics and other subjects. The students really like the independent compilation of problems, especially if the teacher then organizes their collective discussion, as well as the solution of the best of them.

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

8. Ability to think.

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

Cognitive activity begins with sensations and perceptions, and then there may be a transition to thinking. However, any, even the most advanced thinking always retains a connection with sensory knowledge, i.e. with

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

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

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

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

the verbal formulation of a thought is improved, honed, the clearer and clearer this thought itself becomes.

Special observations in the course of psychological and pedagogical experiments have shown that many schoolchildren often experience difficulties in the process of solving a problem until they formulate their reasoning aloud. When the solvers begin specifically and more and more clearly to formulate, to pronounce one by one the main arguments (even if they are clearly erroneous at the beginning), then such thinking aloud usually facilitates the solution of problems.

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

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

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

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

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

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

directly, when they express what is perceived;

indirectly - through inference or reasoning.

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

The process of thinking is, first of all, analysis, synthesis, comparison and generalization. So, the ability to think includes the ability to analyze, synthesize, compare and generalize. The ability to analyze is the ability to single out certain aspects, elements, properties, connections, relationships, etc. in an object; to break down a cognizable object into various components. The ability to synthesize is the ability to combine the components of the whole identified by analysis. Analysis and synthesis are always interconnected. The ability to analyze and synthesize creates the basis for the formation of the ability to compare different objects. The ability to compare

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

common as similar features,

common as essential features.

Common essential features are identified during and as a result of in-depth analysis and synthesis.

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

Thinking is purposeful. The need to apply the ability to think arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear before a person. By its very nature, the ability to think is necessary only in those situations in which these new goals arise, and the old means and methods of activity are not sufficient (although necessary) to achieve them. Such situations are called problematic.

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

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

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

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

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

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

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

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

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

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

Pupils not only of the senior, but also of the junior grades are quite capable, on the basis of the material available to them, to isolate the essential in phenomena and individual facts and, as a result, come to new generalizations. A long-term psychological-pedagogical experiment by V.V. the last time. The thinking of schoolchildren undoubtedly still has very large and insufficiently used reserves and possibilities. One of the main tasks

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

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

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

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

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

Along with tasks that provide comparison, selection and search for the most rational solution, legitimate tasks aimed at streamlining mental actions , accustoming students to perform them in a strict sequence, compliance with which ensures obtaining correct results, i.e. use

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

Some difficulties arise in the development work guesswork and intuition . In mathematics, this is bringing students to “insight”, which occurs when, on the basis of an analysis of the conditions and enumeration of possible solutions, the entire path of the solution becomes clear to the student and the actual computational work is no longer so important. The formation of categorical and generalizing thinking is facilitated by a number of tasks related to analysis and generalization features to highlight the phenomenon in a particular class or species. Among them: summing up the task under an already known type, selecting a generalizing concept for a group of words or selecting a generic concept for a generalizing concept, finding commonality in a group of concepts and assigning a concept that is suitable for this common feature to them.

The process of any, including school education, must satisfy two important human needs. One of them is the desire for knowledge of the world, for the acquisition of knowledge, the other is the desire for the formation of one's own individuality, for one's intellectual development, for a deeper knowledge of the world and a more complete use of one's own forces.

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

Chapter 2

schoolchildren in the lessons of the Russian language.

Research activities of younger students in the classroom

Russian language.

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

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

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

The content is changed by:

- introduction of additional vocabulary during vocabulary and orthographic work, consolidation, repetition and generalization of what has been studied;

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

– expansion of the scope of work with concepts and terms;

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

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

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

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

The pedagogical experiment consists of three stages:

- ascertaining

- forming

- controlling

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

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

p.p.

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

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

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

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

Level of intellectual abilities

Number of points
Tall	6 -7
Average	5 — 4
Short	3 or less

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

mobilization phase.

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

What two permutations of cards with letters must be done in the bottom row so that the letters at the top and bottom are in the same order?

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

What letter can be added to the letters W, W, H? (SCH)

The specifics of holding a minute of calligraphy

At the minute of calligraphy, two phases are distinguished: preparatory and executive. The preparatory phase, in turn, consists of two parts:

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

children's formulation of a plan for upcoming actions for writing letters and their elements.

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

a p r n

g r

r r m

Students, mobilizing attention, observation, ingenuity, identify the desired letter (letters) and give a complete reasonable answer, at the same time formulating the topic of a minute of calligraphy: “Today we

let's write a letter R. She is depicted more often than others, or rather, 5 times. For the second part of the preparatory phase, the teacher writes on

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

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

Rra Rrb Rrv Rrg Rr…”

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

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

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

Features of conducting vocabulary and spelling work

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

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

First reception– search related to work on phonetics and repetition of the studied material.

1. For example, the teacher says: “The new word you will learn today is hidden in a chain of letters. Carefully consider the chain, find the syllables in it in the following order: SG, SGS, SGS

(C- consonant, G- vowel)

Putting them together in the specified sequence, you will know the word.

KLMNSTTKAVGDSCHSHSHRANVSBVZHPPRDNSMDASHKLFCHNNMTS

(pencil)

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

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

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

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

F O W G C H O R SCH O Y D(Garden)

Second reception- consists in using various ciphers and codes with specific instructions from the teacher to determine a new word.

4. Look carefully at this cipher:

1 2 3 4 5 6 7 8

1 A M N O R K V U

2 S D Y L W T

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

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

***

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

Systematic work with symbols, codes, ciphers allows you to form abstract thinking.

The specifics of learning new material.

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

In the upper grades of elementary school, the use of the problematic method is quite justified and effective. It involves the teacher creating a problem situation, studying it by students and formulating a conclusion.

Creating a problem situation involves several levels: high, medium, low.

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

For example, when studying the topic: “A soft sign at the end of nouns after hissing”, three levels are possible.

High level.

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

Daughter, doctor, silence, hut, rye, knife.

Middle level.

Read the columns of words carefully. Explain the principle of their grouping. Formulate a rule for writing them.

daughter doctor

quiet hut

rye knife

Low level.

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

daughter doctor

quiet hut

rye knife

Answer the following questions:

What part of speech are all written words?

- Determine the gender of the nouns of the first and second

columns?

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

At the end of which nouns and in what case is a soft sign written?

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

Consolidation of the studied material.

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

Job example:

Read the sentence, give it a description: spread this sentence, adding one word to it at each repetition and repeating all previously spoken words.

Fog descended on the city.

A white mist descended on the city.

A white mist slowly descended on the city.

White fog slowly descended on our city.

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

Bibliography

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APPENDIX

1. Determine the pattern, continue the series:

Aab Aav Aag _______________________________________________________________

2. Look carefully at a series of letters, find a dictionary word.

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

3. Write pairs of words. Sample: poplar - tree.

pike dishes

plate bird

lily of the valley berry

thrush fish

raspberry flower

________________________________________________________________________________________________________________________________________

4. Write the words in the following sequence: checked, checked, check. Insert the missing letters. Underline the spellings. Sample: oak, oaks - oak.

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

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

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

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

5. Compose and write down two vocabulary words

m r x w

oh oh oh oh

_______________ _______________

6. Read. Replace the question mark with the correct number.

___________________

The attitude of younger students to the subject.

p.p.

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

This table shows that the Russian language is in last place.

federal state treasury

educational institution

"Secondary school No. 151"

Olenegorsk-2, Murmansk region

Development of intellectual skills

and creativity of children

primary school age

2013

Target: deepening of theoretical knowledge on the topic "Development of intellectual skills and creative abilities of children of primary school age".

The rapid growth of information technology and rapid scientific progress are placing more and more demands on the intellectual potential of a person. (M, K. Akimova)

The problem of the development of intellectual abilities is not new for psychological and pedagogical research, but is still relevant.

Intelligence ( from the Latin word intellektus - understanding, understanding, comprehension) in psychological science regarded as "a relatively stable structure of the individual's mental abilities"

In the theory of intelligence (developed under the guidance of BG Ananiev), intelligence is an integrated system of cognitive processes. The degree of integration of cognitive processes (psychomotor, memory, thinking) is a criterion for the development of intelligence.

D. Veksler under intellect understands the ability to successfully compare forces, life circumstances, using the accumulated experience and knowledge. That is, intelligence is considered by him as the ability of a person to adapt to the environment.

The psychologist I.A. Domashenko -" Intelligence- general cognitive ability, which determines a person's readiness to assimilate and use knowledge and experience, as well as to rational behavior in problem situations.

The idea of intelligence as a prerequisite for learning is developed in the context of the psychological and pedagogical problem of learning (N.A. Menchinskaya, Z.I. Kalmykova).

In these studies, the nature of intelligence is identified with "productive thinking", the essence of which lies in the ability to acquire new knowledge (the ability to learn or learn). Indicators of learning are the level of generalization of knowledge, the breadth of their application, the speed of assimilation, the pace of progress in learning. The "core" of individual intelligence is a person's ability to independently discover new knowledge and apply it in non-standard situations. Thus, the characteristics of learning determine the success of learning, thus acting as a criterion for intellectual development.

So, Intelligence is a set of qualities of an individual, which provides the mental activity of a person. In turn, it is characterized by:

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

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

The ability to think logically, the ability to establish causal relationships in the world around;

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

According to modern researchers, the main mental functions, including intellectual ones, develop in the first year of life. Many authors consider the age of 8-12 years to be one of the critical periods of intellectual development. Both according to Piaget's theory and in accordance with the data obtained by Thurstone (1955) and Bailey (1970), by the age of 6, intellectual development is already more than a third, by 8 years by half, and by 12 years - by three quarters. Thus, primary school age is the age of intensive intellectual development.

The properties of the human psyche, the basis of his intellect and his entire spiritual sphere, is formed mainly at primary school age, and therefore the primary school teacher faces the task of developing the child,

his creative abilities, education of a creative personality as a whole

Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities.

The task of the modern school is not so much the assimilation of knowledge as such, but general development, the development of skills to acquire knowledge, to master them. In this regard, the development of general educational activities of schoolchildren is of particular importance.

The basis of general educational activity, as you know, is formed by general educational and subject intellectual skills, the presence and level of formation of which ultimately determines the success of this activity.

General educational intellectual skills are defined as preparedness for theoretical actions performed quickly, accurately and consciously based on acquired knowledge and life experience. These are actions of the mental plan, which are associated with the process of mastering a variety of educational subjects. Unlike subject skills, they have a wide range of actions, therefore, general educational intellectual skills refer to "meta-knowledge", that is, to those that are used in various fields when assimilating different knowledge (N.A. Menchinskaya, N.F. Talyzina)

The criteria for intellectual, mental development are:

independent thinking,

speed and strength of assimilation of educational material,

quick orientation when solving non-standard tasks,

the ability to distinguish the essential from the non-essential,

different levels of analytical and synthetic activities,

critical mind.

Intellectual general educational skills and abilities provide a clear structure for the content of the process of setting and solving educational problems. These include:

definition of objects of analysis and synthesis and their components;

identification of essential features of the object;

determination of the ratio of the components of the object;

carrying out different types of comparison;

establishment of causal relationships;

operating with concepts, judgments;

information classification;

possession of evidence components;

formulating a problem and determining ways to solve it

The level of intellectual development of a younger student is determined mainly by the degree of formation of the following skills:

Dialectically analyze educational or any other material;

Compare objects, facts, phenomena;

classify the material;

Summarize, make a summary;

Abstract;

Highlight the main, essential;

Synthesize material;

Establish causal relationships, analogies;

Highlight logically complete parts in the read, establish the relationship and interdependence between them;

Write an essay on a given topic;

Use research skills (problem setting, hypothesis development, choice of solution methods, proof, verification).

For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop the skills and abilities of mental activity, independence in the search for ways to solve problems.

However, such conditions are often not fully provided, since the teacher’s organization of student actions according to the model is still a common technique in practice, exercises of a training type based on imitation and not requiring invention and initiative.

Under these conditions, children do not develop enough such important qualities of thinking as depth, criticality, flexibility, which are aspects of his independence. The development of independent thinking requires an individual approach to each child.

The development of psychological neoplasms of primary school age goes inextricably linked with educational and play activities.

The game is a source of development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between a child and an adult.

The play environment creates an environment where children are willing and able to exercise their independence. Game actions child, accompanied by a high emotional upsurge, stable cognitive interest, are most a powerful stimulus for his activity in cognition.

Of great interest to younger students are games in the learning process - didactic games. These games make you think and provide an opportunity for the student to test and develop their abilities. They are one of the means of developing intellectual abilities.

The goals of using didactic games with following:

Intellectual development of younger students;

Creation of suitable conditions for the formation of the development of each child as a person, the development of his creative abilities;

Individual approach to each child and application individual means learning;

Emotional and psychological development of younger schoolchildren, which is facilitated by participation in didactic games.

Deepening of previously acquired knowledge;

Increasing the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.

The development of intellectual skills in the lessons of the Russian language

Didactic games have long occupied a strong place in the practice of conducting Russian language lessons in elementary school. Certain methods of their preparation and conduct have been developed, a wealth of material has been accumulated, and there are a number of interesting teaching aids. But modern life makes ever higher demands on the student as a person, so it's time to take the didactic game to a qualitatively new level, to make it creative.

In the primary grades of a modern school, one of the effective methods that actively influence cognitive activity, their emotional sphere, is a creative game. It contributes to the creation of an emotional mood among schoolchildren, causes a positive attitude towards the activities performed, improves overall performance, makes it possible to repeatedly repeat the same material without monotony and boredom, and achieve its lasting assimilation.

For example, there is a game where you need to enter a letter in each cell to make a word.

First, you need to give each student the opportunity to come up with their own words, encouraging each new option. (whale, bush, map, book, etc.) Then you can complicate this game by asking the children to pick up words for only one part of speech or on a given topic, or on some spelling rule.

The teacher can conduct such a game many times, at different stages of the lesson, the main thing is that it corresponds to the goals of the lesson and fits organically

into the structure.

next view such a multifaceted creative game in the lessons of the Russian language can be the game "Extra Word". The essence of this game is that from a number of words, students first need to remove one “extra word”, substantiating their answer, then from the remaining one more, then one more, until 2-3 “necessary words” remain.

What is the missing word in this line: Yura, Julia, Juno, Ella.

Answer options:Ella , since all words begin with a capital letter "U", and the wordElla with a capital letter "E";Juno , because in all words

2 syllables each, and this one has three;Julia, because in all words the letter “a” is written at the end, and in the wordJulia "I";Yura , because All names are female, but this one is male.

This game is useful because students involuntarily have to compare the proposed words according to various criteria: lexical meaning, composition, grammatical features, etc. - which always leads to the development of concepts.

A large scope for children's imagination is opened up by a game for inventing their own words (necessarily motivated, that is, having a connection with real words. For example, when studying the topic “Proper Names”, he will ask children to come up with their own nicknames for animals, displaying them appearance or habits : the goat Bodulya, the rooster Krikun, the dog Layushka, the horse Swift-footed, the lamb Curly, etc.

When learning to receive classification, each task can be complicated or simplified by increasing or decreasing the number of objects in the group, changing the objects themselves, the appearance of several stages of the solution, the appearance of several possible division options.

How were the letters divided into two groups?

a) AOUYE YAYOYIYU

b) AOUYIE YAEOYU

c) PKTF MRLZ

d) BVG YCHSCH

How are words divided into two groups?

a) pit child

anchor mint

elm berry

(Feature of the letter "I")

b) Misha Ivanov

Katya Petrova

Sasha Zaitsev

Anna Borisova

(Names in the first column, surnames in the second)

Divide words into groups:

ants, nightingales, sparrows, lilacs, cornflowers, bells.

(It can be divided into two groups: representatives of flora, representatives of fauna; can be divided into two groups: words with a dividing soft sign, words in which the soft sign is an indicator of the softness of consonants).

Metagrams ( riddles in which the given words are guessed according to the signs formulated in a concise rhyming text, and the content of such a task must contain letters, the change of which changes the meaning of the word)

I am with "P" - round, yellow, tastes good

And I hide under the surface of the earth

And with "K" I am sometimes small, sometimes immense

And I often raise ships. (Turnip - river)

A calligraphic minute, or a minute of calligraphy, is an integral part of each lesson. 5-8 minutes are allotted for its implementation in the structure of the lesson. This type of work contributes to the ability of children to see, correct and analyze their own and others' mistakes. Children consider interesting exercises that make you think well, break your head, teach you to think, and not just write off. Tasks can be very different. For example, a teacher writes a chain of letters or elements, composed each time according to a new principle, and the children must notice this pattern and say it.

a)Ii Ii - there is an increase in the lowercase letter after the capital letter by one, which means that the next chain is written like this: Iiii etc.

b)Ii Ii - alternating capital and small letters;

in)II II - each subsequent chain increases by one capital letter.

It is possible to work like this:

Letter T.

words on the board: beautiful, charming, wonderful, sad.

a) what part of speech do these words refer to? (Part of speech is an adjective.) What are the grammatical features of adjectives.

b) which adjective can be synonymous withsad?

(sad). What is the spelling of this word? (unpronounceable consonant T). What other word has this spelling? (In the wordcharming )

Have you guessed what letter we will write? (lettert)

Chain: tttt tttt

Crossword puzzles occupy a special place in the system of didactic games. Crosswords are technologically easy to use. In them, all the rules are predetermined, everything that is needed for implementation is available. The student solves the crossword puzzle from start to finish. His work does not depend on other children, he receives maximum independence. And independent work is the most important way for students to master new knowledge, skills and abilities. The developing and organizing role of crossword puzzles is that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias.

Compiling crossword puzzles is not an easy task; it is more difficult to compile a thematic crossword puzzle than usual, because the vocabulary is limited to a certain area of knowledge. When compiling crossword puzzles, it is necessary to adhere to such a didactic principle as the scientific nature of the content and its accessibility for students. It is also necessary to match and interconnect the content of the crossword puzzle and the process of solving it.

Didactic game is very important for the development of intellectual skills and cognitive abilities of children. In their totality, didactic games (developing, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate students in observation, reasonableness of judgments, habits of self-examination , teach children to subordinate their actions to the task, to bring the work begun to the end.

Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to show their talents, they need intelligent guidance from adults. The tasks of the teacher, using a variety of teaching methods, including games, systematically and purposefully develop children's mobility and flexibility of thinking; to teach children to reason, to think, and not to cram, to draw conclusions themselves in order to feel the pleasure of learning.

Literature.

Bakulina G.A. the use of complex intellectual-linguistic exercises in Russian language lessons. //Primary school. No. 1.2003.

Tyurina I.A. Playing at the lessons of the Russian language. // elementary school, №2.2008

Grischuk Yu.V. Teaching schoolchildren to receive classification. // Elementary School. №8.2006

Kudryashova G.V. Meeting of the methodological association of primary school teachers "Educational and didactic games as a means of developing students' cognitive activity: pros and cons" // Head teacher of elementary school. №8.2007

Peshkova T.P. Calligraphic minute as a means of raising interest in the Russian language. // Elementary School. №12.2006

Eskendarov A.A., Kazieva P.A., Khidirov Sh.Sh. Actualization of the cognitive interest of students: crossword puzzles in the system of didactic games. // Primary school, No. 1.2007

The use of didactic games in teaching in elementary school.

www.fos.ru.pedagog 19507html

Exercises for the development of intellectual abilities.

azps.ru/training/

Formation of general educational skills and abilities in elementary school.

What you need to know about the intellectual development of schoolchildren? Lesson on the topic “Intellectual development of younger students.

The development of the intellect of younger students

1.2 Features of intellectual development in primary school age

1

Introduction.

1.1 Intelligence, intellectual development

and intellectual skills.

1.2 The essence of intellectual skills.

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