Means for the development of cognitive activity. Report on the topic: Methods and techniques for developing students’ cognitive activity Means for developing students’ cognitive activity

“Formation of students’ cognitive activity in the classroom.”

According to the standards of the second generation, it is very important to develop the ability to learn in younger schoolchildren, that is, to form universal educational actions. Today, primary education is called upon to solve its main task: to lay the foundation for the formation of a child’s educational activity - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, control and evaluate educational actions and their results. Cognitive activity forces one to search for and find solutions to problems in the reality surrounding the child, which, at first glance, seem insoluble. Human cognitive activity is not an immutable hereditary property of the individual, therefore, while working on its formation and development in students, I studied and analyzed the conditions that contribute to its development and activation in primary schoolchildren:

Ensuring children’s internal acceptance of the goal of the upcoming work, i.e. ensuring an understanding of why it needs to be done, what expected result to focus on;

Elimination of superficial assessment of the results of previous work and at the time of updating knowledge;

Combining various forms of organizing educational work, determining their place at each stage of the lesson;

Discussion of the results of activities and the use of exercises and tasks invented by the children themselves;

Teaching younger schoolchildren rational methods of mental work;

The emotional intensity of the lesson, the “excitement” of the teacher himself (creating a friendly and emotional background in the work of the teacher and students; positive emotions experienced by children during the learning process stimulate their cognitive activity);

Stimulation and encouragement of the very acts of cognitive activity of students on the part of the teacher;

At each lesson, the child should be given the opportunity to express his attitude to what is happening (development of reflection) in order to understand the significance of the achieved result of the activity;

Organizing homework on the principle of independence and the possibility of using the acquired knowledge in communication with peers.

Each pedagogical technology must be inherently based on a specific scientific concept. The process of cognition in younger schoolchildren is not always purposeful, mostly unstable, episodic. Therefore, it is necessary to develop the cognitive interest and activity of younger schoolchildren in various types of activities. The need to intensify cognitive activity is dictated by increased requirements for upbringing and education. Work on this problem has prompted the search for such forms of teaching, methods and techniques that make it possible to increase the efficiency of assimilation of subject knowledge, help to recognize individual characteristics in each student and, on this basis, cultivate in him a desire for knowledge and creativity. I am convinced that this is only possible with a holistic approach to educational activities.

Technologies used in work:
- problem-based learning technology;
- gaming technology;
- ICT;
- health-saving technologies.
Methods:
- explanatory and illustrative;
- reproductive;
- research;
- problematic presentation;
- search
- project method.
Forms of work:
- general class;
- steam room;
- individual.
Means of activity:
- dictionaries and encyclopedias;
- technical and electronic means of teaching and monitoring students’ knowledge;
- handouts and didactic material;
- printed manuals;
- ICT presentations.

The problem of the development of cognitive activity in various aspects was considered in various works of teachers and psychologists. It is reflected in the works of B.V. Ananyev, A.L. Leontyev, L.I. Bozhovich, G.I. Shchukina, N.G. Morozova, V.A. Krutetsky.

The most complete coverage of the available approaches to the problem of the formation of cognitive activity was received in the works of G.I. Shchukina, where the problem was studied on a general didactic scale, and T.I. Shamova.

In the works of scientist-teachers, the structure of a schoolchild’s cognitive activity, its functions, methods and techniques of activation, criteria and levels of cognitive activity and independence were considered.

In order to develop the cognitive activity of a primary school student, you can use funds.

1.The technology of problem-based learning allows you to shape the cognitive interests of students. The means of creating any problematic situation in the educational process is educational problems (problematic task, problematic task, problematic question). Every educational problem implies a contradiction. Problem-based dialogue learning involves the use of individual, paired, frontal forms of learning

2. Gaming technology. After all, the transition from gaming to educational activities is very painful. It is difficult for children to concentrate their attention, they do not yet have purposeful activities for learning, and fatigue increases. In my practice I use a variety of subject didactic games: for example, “Place the animals in houses”, “Whose cubs?”, “Fisherman”, “Fun counting”, “Which word is extra?”, “Chain of words”, “Name in one word” ,

To develop cognitive interest in students, you can use entertaining material: riddles, proverbs, puzzles, crosswords, problems in poetry, puzzles, tasks for intelligence, logic. Children enjoy solving these creative tasks. Children's horizons broaden, their speech develops and becomes enriched.

3. I consider the use of Information and Communication Technologies to be a modern means of developing sustainable positive motivation for learning. Their active implementation in various lessons in primary school contributes, firstly, to the conscious assimilation of knowledge by students, and secondly, helps to develop students’ meta-subject skills: to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow you to exchange information using modern technical means. As a result, in my lessons I use different forms of using ICT: · presentations; · simulators; · physical exercises; · tests; ·educational games;· musical accompaniment of lessons; · use of Internet communities;

4. In addition to information and communication technologies, I don’t forget to use elements of health-saving technologies in each of my lessons: reducing the load in lessons, dosed homework, physical education minutes, changing student positions, dynamic pauses, conversations and KVN on valeological topics.

5. I consider collective methods of learning to be another modern and developing means of cognitive activity. CSR is an organization of the educational process in which learning is carried out through communication in “dynamic pairs” (with a rotating composition), when everyone teaches (teaches) everyone a lesson. Active interaction of students with the teacher and with each other facilitates the learning of the material.

The problem of the development of cognitive activity worried great teachers and psychologists at various times. For example, Ya. A. Komensky, K. D. Ushinsky, D. Locke, Rousseau J-J defined cognitive activity as students’ natural desire for knowledge. Contributions to its study were made by: P. Ya. Galperin, G. A. Tsukerman, L. A. Wenger, D. B. Elkonin, V. V. Davydov and others. Modern domestic teachers and psychologists Zankov L. V., Lozovaya V.I., Telnova Zh.N., Shchukina G.I. and many others also pay great attention to the study of the characteristics of cognitive activity and ways of activating it in younger schoolchildren. The idea is to develop the cognitive activity of students in lessons through educational exercises and the use of game moments. Involvement of all students in active work occurs through the development of cognitive functions.Methods and techniques of teaching, tools that develop cognitive interest in students with mental disabilities in the classroom and in extracurricular activities:

The principle of continuity;

Work in pairs;

Using practical tasks;

Problem-based learning

Differentiated approach;

Use of entertaining material;

Didactic games;

Use of ICT;

Effective means of activating the cognitive activity of including a child in the creative process in the classroom are:

Game activity;

Creating positive emotional situations;

Problem-based learning.

Activation of students' cognitive activity.

Ways, methods and techniques for enhancing the cognitive activity of students

Principles of enhancing students' cognitive activity. Factors that encourage students to be active

Activation of students' cognitive activity. Levels of cognitive activity of students

Activation of cognitive activity of students

Education is the most important and reliable way to obtain systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the individual, unity of content and procedural aspects), training at the same time has specific qualitative differences.

Being a complex and multifaceted, specially organized process of reflecting real reality in the student’s mind, learning is nothing more than a specific process of cognition, controlled by a teacher. It is the guiding role of the teacher that ensures that students fully acquire knowledge, skills and abilities, and develop their mental strength and creativity.

Cognitive activity is unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic-aesthetic activities, communication), as well as by performing various subject-related practical actions in the educational process (experimentation, design , solving research problems, etc.). But only in the process of learning does cognition acquire a clear design in a special educational-cognitive activity or teaching inherent only to a person.

Learning always takes place through communication and is based on a verbal-activity approach. The word is at the same time a means of expressing and cognition of the essence of the phenomenon being studied, a tool of communication and organization of practical cognitive activity of students.

Learning, like any other process, is associated with movement. It, like the entire pedagogical process, has a task structure, and, consequently, the movement in the learning process goes from solving one educational problem to another, advancing the student along the path of knowledge: from ignorance to knowledge, then incomplete knowledge to more complete and accurate knowledge. Training is not reduced to a mechanical “transfer” of knowledge, skills and abilities, because Learning is a two-way process in which teachers and students closely interact: teaching and learning.

The attitude of students to the teaching of the teacher is usually characterized by activity .

Activity(learning, mastering, content, etc.) determines the degree (intensity, strength) of “contact” of the student with the subject of his activity.

The structure of activity includes the following components:

· Willingness to complete educational tasks;

· desire for independent activity;

· awareness of completing tasks;

· systematic training;

· desire to improve your personal level and others.

Directly associated with activity Another important aspect of student learning motivation is independence, which is associated with determining the object, means of activity, and its implementation by the student himself without the help of adults and teachers. Cognitive activity and independence are inseparable from each other: more active schoolchildren, as a rule, are also more independent; Insufficient student activity makes him dependent on others and deprives him of independence.

Managing student activity is traditionally called activation.

Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotypical activity, decline and stagnation in mental work.

The main goal of activation - formation of student activity, improving the quality of the educational process.

In pedagogical practice, various ways of activating cognitive activity are used, the main ones being a variety of forms, methods, teaching aids, and the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

The greatest activating effect in the classroom comes from situations in which students themselves must:

· defend your opinion;

· take part in discussions and debates;

· ask questions to your friends and teachers;

· review the answers of your comrades;

· evaluate the answers and written work of your comrades;

· engage in training for those who are lagging behind;

· explain incomprehensible passages to weaker students;

· independently choose a feasible task;

· find several options for a possible solution to a cognitive task (problem);

· create situations of self-examination, analysis of personal cognitive and practical actions;

· solve cognitive problems through the complex application of solution methods known to them.

It can be argued, that new technologies of independent learning mean, first of all, increasing the activity of students: the truth, obtained through one’s own efforts, has enormous cognitive value.

From this we can conclude that the success of learning is ultimately determined by the attitude of students to learning, their desire for knowledge, conscious and independent acquisition of knowledge, skills and abilities, and their activity.

Modern requirements for higher education determine the need to create a unified comprehensive program for improving teaching methods. Under these conditions, special attention is paid to methods that activate the cognitive process.

The central concept in solving this issue is the concept intensification of educational activities , which is understood as the purposeful activity of the teacher, aimed at developing and using such content, forms, methods, techniques and teaching aids that contribute to increasing the interest, activity, creative independence of students in acquiring knowledge, developing skills and abilities, and applying them in practice.

Student activity in learning - this is a volitional action, an active state that characterizes the enhanced cognitive activity of the individual.

Activity manifests itself in various types of activities and can be external and internal.

External (motor) activity is easily determined by the teacher, since its signs are clearly expressed - the student is active - he takes notes in lectures, in practical classes he answers and decides, in laboratory classes he performs experiments.

Internal (mental) activity characterized by the fact that it presupposes the presence of external activity. But, in addition, it is characterized by specific characteristics - tension of mental forces, mental actions and operations - analysis, synthesis, comparisons, generalization.

Highest level of activity - creative activity - this is the desire to penetrate into the essence of the things and phenomena being studied, the ability to introduce elements of novelty into the ways of performing an educational task.

The development of creative activity is associated with the intensification of the student’s educational activity, which is carried out by the teacher.

Activation of cognitive activity requires the teacher skillful management of cognitive activity, understanding the appropriateness of the forms, methods and means of teaching used.

Solving the problem of enhancing cognitive activity requires:

— development of techniques and methods that promote the activation of cognitive activity,

— equipping teachers with these methods and techniques, i.e. intensifying the activities of the teacher himself,

— creating conditions for active educational work, scientific research of students, equipping them with ways and techniques of active thinking.

Related to the concept of activation of cognitive activity is the concept intensification of training — finding opportunities to transfer to students an increasing amount of information while maintaining the same duration of training.

Intensification of learning is considered today as one of the cardinal tasks of the development of the entire education system. There is a search for ways that would increase the pace of learning without reducing the requirements for the quality of students’ classes. Solving this problem requires the introduction of more advanced, scientifically based methods of managing educational and cognitive activities that mobilize the creative abilities of the individual.

According to the method of organizing training, they are distinguished :

- active learning methods,

- traditional - informational, informative, which we discussed in the previous lecture.

Under active learning methods is understood as a set of methods for organizing and managing educational and cognitive activities, which have the following main features in comparison with traditional methods.

1. Forced activation of thinking and student behavior, e.g. their forced activity.

The essence of this feature is that every student is constantly encouraged to be active and cannot help but be active, regardless of whether he wants it or not.

2. Quite a long time involving all students in active learning (almost throughout the entire lesson).

Thus, the student’s activity is not short-term, it is not episodic in nature. Therefore, we can talk about comparing the period of active work in a student’s lesson with the period of active work in the same lesson of a teacher or teaching machine.

Levels of cognitive activity

First level - reproductive activity.

It is characterized by the student’s desire to understand, remember and reproduce knowledge, and master the method of applying it according to a model. This level is characterized by the instability of the student’s volitional efforts, students’ lack of interest in deepening their knowledge, and the absence of questions like: “Why?”

Second level - interpretive activity.

It is characterized by the student’s desire to identify the meaning of the content being studied, the desire to learn the connections between phenomena and processes, and master ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which manifests itself in the fact that the student strives to complete the work he has begun; if there is difficulty, he does not refuse to complete the task, but looks for ways to solve it.

Third level - creative.

Characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

Feature- manifestation of high volitional qualities of the student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is ensured by the excitement of a high degree of discrepancy between what the student knew, what had already been encountered in his experience and new information, a new phenomenon. Activity, as a quality of individual activity, is an essential condition and indicator of the implementation of any learning principle.

The cognitive activity of students is an important factor in improvement and at the same time an indicator of the efficiency and effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.

The formation of students' cognitive activity is one of the pressing problems of the entire educational process. In the process of developing cognitive activity, three groups of stages of knowledge acquisition can be distinguished: initial (updating basic knowledge, motivation and goal setting, perception and comprehension), middle (consolidation and application), final (generalization and systematization).

According to Ksenzova G.Yu. Today there are two ways to enhance cognitive activity: extensive and intensive. Moreover, both of them have the same ultimate goal: the education of an educated, moral, creative, socially active person capable of self-development. But the approaches to achieving the goal are different. The extensive path is implemented, first of all, through an increase in the number of academic disciplines or, in other words, an increase in the amount of knowledge communicated to students. The intensive path is based on the formation of a subjective, personally interested position of the student, and this involves changing the very structure of educational programs and intensifying teaching methods (developmental, personally oriented training, etc.).

Genuine activity is manifested not only in the student’s adaptation to teaching influences, but in their independent transformation on the basis of subjective experience, which is unique and inimitable for everyone. This activity is manifested not only in how the student assimilates normatively specified patterns, but also in how he expresses his selective attitude towards subject and social values, the given content of knowledge, and the nature of their use in his theoretical and practical activities.

This relationship is expressed in educational dialogue. The teacher’s dialogue is often based on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads to the fact that the student strives to guess what the teacher wants from him and to please him, since the teacher is “always right.” The older the student gets, the less questions he asks, repeating the teacher’s patterns and patterns of actions. A failed dialogue turns into a boring monologue from the teacher. The teacher needs to take this into account, because ignoring the student’s subjective experience leads to artificiality, alienation of the student from the learning process and leads to reluctance to learn and loss of interest in knowledge. Thus, dialogue is also an important means of enhancing students’ cognitive activity.

Another condition for the formation of cognitive activity is entertaining. Elements of entertainment, games, everything unusual and unexpected evoke in children a sense of surprise, keen interest in the learning process, and help them learn any educational material.

Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. In play, the abilities of a person, a child in particular, are revealed especially fully and sometimes unexpectedly.

A game- a particularly organized activity that requires intense emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these issues sharpens the mental activity of the players. For children, playing is a fun activity. This is what attracts teachers. Everyone is equal in the game; even weak students can do it. Moreover, a student who is weak in preparation can become the first in the game, which will significantly affect his activity. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this allows children to overcome shyness and has a beneficial effect on learning outcomes.

A study of the teaching experience of teachers shows that most often they turn to board-printed and verbal games - quizzes, exercise machines, lotto, dominoes, cubes and tags, checkers, rebuses, puzzles, riddles, crosswords. First of all, the use of games in lessons is aimed at repeating and consolidating the learned material.

Mastering new, more advanced methods of cognitive activity contributes to the deepening of cognitive interests to a greater extent when students realize this.

Therefore, to enhance cognitive activity, it is often used problem-based learning. The essence of activating the cognitive activity of a primary school student through problem-based learning is not the usual mental activity and mental operations to solve stereotypical school problems, it is the activation of his thinking by creating problem situations, the formation of cognitive interest and the modeling of mental processes adequate to creativity.

The student’s activity in the learning process is a volitional action, an active state, which is characterized by deep interest in learning, increased initiative and cognitive independence, tension of mental and physical strength to achieve the cognitive goal set during learning. In problem-based learning, a question-problem is raised for general discussion, sometimes containing an element of contradiction, sometimes of surprise.

Problem-based learning, rather than presenting ready-made facts and conclusions suitable only for memorization, always arouses the unflagging interest of students. Such training forces us to seek the truth and find it as a whole team. Problem-based learning evokes lively debates and discussions on the part of students, creating an atmosphere of passion, reflection, and search. This has a beneficial effect on the activity of schoolchildren and their attitude towards learning.

Recently, primary school teachers have been using non-standard forms of teaching. According to the definition of I.P. Podlasy, a non-traditional (non-standard) lesson is “an impromptu training session that has a non-traditional (unspecified) structure.” The main goal of non-standard lessons is to intensify the cognitive activity of students for educational work. The non-traditional form of the lesson (game, travel, fairy tale) corresponds to the age characteristics of younger schoolchildren. Through play, children easily acquire new knowledge and skills.

Studying in primary school can be considered as a special transitional period in which a change in leading activity occurs: play gives way to study. In a non-standard lesson, various forms of relationship between play and learning are used. As a result of this, the student must learn to acquire new knowledge, skills and develop their abilities. In modern schools, teachers practice various types of non-standard lessons. These are a quiz lesson, a competition lesson, a fairy tale lesson, a travel lesson, an auction lesson, an integrated lesson, a meeting lesson, etc. Not only the teacher, but the whole class prepares in advance for such lessons.

Primary school teacher M.A. Kopylova, for the development of cognitive activity, first of all, suggests using in the educational process situation of success. In a lesson, a situation often arises when a student achieves special success: he successfully answered a difficult question, expressed an interesting thought, or found an unusual solution.

He gets a good grade, he is praised, asked for clarification, and the class's attention is focused on him for a while. This situation can be of great importance: firstly, the child has a surge of energy, he strives to distinguish himself again and again. The desire for praise and general approval causes activity and genuine interest in the work itself; secondly, the success caused by the share of the student. Makes a great impression on his classmates. They have a desire to imitate him in the hope of the same success, so the whole class is involved in active learning activities.

Interest in knowledge is also promoted display of the latest scientific achievements. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions of scientific research and discoveries, therefore the development of cognitive activity is also facilitated by the use of new information technologies in lessons.

Conclusions on the first chapter

Cognitive activity is the selective focus of the individual on objects and phenomena of the surrounding reality. Cognitive activity can be viewed from different angles: as a motive for learning, as a stable personality trait, as a means of learning.

The cognitive activity of students is an important factor in improvement and at the same time an indicator of the efficiency and effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.

An analysis of the literature has shown that cognitive activity as a pedagogical phenomenon is a two-way interconnected process: on the one hand, it is a form of self-organization and self-realization of the student; on the other hand, it is the result of the teacher’s special efforts in organizing the student’s cognitive activity. At the same time, we must not forget that the final result of the teacher’s efforts is the translation of the student’s specially organized activity into his own activity. Thus, both types of cognitive activity are closely interrelated with each other.

Primary school teachers have a great deal of responsibility for student learning. The teacher must know the features of the development of cognitive activity in children of primary school age and be able to choose the right approach for working with children. In most cases, a friendly, trusting atmosphere between the teacher and students in the classroom is a necessary condition for the formation of cognitive activity in younger schoolchildren.

Thus, cognitive activity is a complex personal formation that develops under the influence of a wide variety of factors: subjective (curiosity, perseverance, will, motivation, diligence, etc.), objective (environmental conditions, teacher’s personality, teaching techniques and methods). The type of learning activity is a dynamic indicator. It is within the power of the teacher to help the student move from the zero type to situational and, possibly, performing, creative activity. I would especially like to emphasize the idea that all students need attention and care from the teacher: both those who do not show much interest in learning, and those who outwardly make a good impression and, it would seem, do not need special support. Therefore, it largely depends on the skill of the teacher whether the student will be able to express himself in educational activities or will prefer to just sit out the lesson.

CHAPTER 2 EXPERIMENTAL STUDY OF COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN

E. N. Lekomtseva, A. S. Pikin

Formation of cognitive activity of a primary school student

The article presents characteristics of the “Planet of Joy” program, which is designed for primary school students. The goal of the program is to create conditions for the development of cognitive activity of younger schoolchildren, an emotional and value-based attitude to the world, the phenomena of life, and art. The cognitive activity of younger schoolchildren is an important factor in improvement and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.

Key words: cognitive activity, primary school student, extracurricular activities, program, needs, interest.

E. N. Lekomtseva, A. S. Pikin

Formation of the Younger School Student's Informative Activity

The characteristic of “the Planet of Joy” program which is designed for pupils of primary classes is presented in the article. The purpose of the program is to make conditions for the development of the younger school student"s informative activity, the emotional and valuable relation to the world, the phenomena of life, art. Younger school students" informative activity is an important factor of improvement and at the same time an indicator of the effectiveness of the training process as it stimulates independence development, a search and creative approach to master the education content, induces to self-education.

Keywords: informative activity, junior school student, extracurricular activities, program, requirements, interest.

The new education paradigm considers the formation of the student’s subjective position as one of the necessary conditions for the student’s development. At primary school age, the understanding of the subject is associated with such qualities of his personality as activity, independence, and the ability to act.

The term “activity is identified by some scientists with activity, energy, dynamism, others with the result of activity, and still others consider activity in a broader sense than activity.”

As part of our research, we rely on the opinion of A. N. Leontiev, for whom activity is a concept indicating the ability of living beings to produce spontaneous movements and change under the influence of external and internal stimuli - irritants.

At primary school age, the leading type of activity is educational, so it is important to consider the term “activity” in combination with another concept - “cognitive”.

Today, “cognitive activity” is interpreted in the works of G. I. Shchukina, V. S. Ilyin, T. I. Zubkova, T. I. Shamova. Auto-

ry consider this concept from the standpoint of the quality of student activity aimed at achieving an educational and cognitive goal.

The most interesting, in our opinion, definition of cognitive activity is given by E. A. Krasnovsky: “the manifestation of all aspects of the personality of a junior schoolchild: this is interest in new things, the desire for success, the joy of learning, this is the attitude towards solving problems, the gradual complication of which lies in basis of the learning process."

Thus, the problem of developing interest arises in the context of students’ varied activities, which allows them to form and develop students’ interests, enriching their personality, and cultivating an active attitude towards life.

Based on the theoretical research of D. B. Elkonin, the development of cognitive activity is carried out through the accumulation of positive educational and cognitive experience. According to the point of view of A. N. Leontyev, cognitive activity is stimulated by the needs of the younger schoolchild. The development of cognitive activity represents the ideal option when its formation occurs gradually, evenly, in accordance

© Lekomtseva E. N., Pikin A. S., 2017

with the logic of cognition of objects in the surrounding world and the logic of self-determination of the individual in the environment.

Analysis of scientific literature and practical experience in the formation of cognitive activity made it possible to determine the structure of cognitive activity: the emotional sphere, the volitional sphere, the motivational sphere, the content-procedural component and the social orientation component.

The cognitive activity of younger schoolchildren is an important factor in improvement and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education. Extracurricular activities are an integral part of the organization of the educational process and one of the forms of organizing students’ free time.

Extracurricular activities are understood today as purposeful educational activities organized in free time from lessons for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, the creation of conditions for the development of significant positive personality traits, the realization of their creativity. and cognitive activity in various types of activities, participation in meaningful leisure.

To develop the cognitive interest of younger schoolchildren, within the framework of the study, a program of extracurricular activities “Planet of Joy” was created, compiled on the basis of the following regulatory documents:

Federal Law “On Education in the Russian Federation” (Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012).

Federal State Educational Standard for Primary General Education (grades 1-4) (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373; as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357 ).

Concept for the development of additional education for children of the Russian Federation (approved on September 4, 2014 No. 1726-r)

Action plan for 2015-2020. on the implementation of the Concept for the development of additional

education of children, approved by order of the Government of the Russian Federation of September 4, 2014 No. 1726-r (approved on April 24, 2015 No. 729-r).

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow “On approval of SanPiN 2.4.4.3172-14 “Sanitary

epidemiological requirements for the design, content and organization of the operating mode of educational institutions of additional education for children" (Registered with the Ministry of Justice of the Russian Federation on August 20, 2014, Registration No. 33660).

The program is designed for primary school students (6-11 years old). This period is the most important for the development of aesthetic perception, creativity and the formation of a moral and aesthetic attitude towards life, which is fixed in a more or less unchanged form for the rest of life.

In elementary school, the younger student develops forms of thinking that ensure the further assimilation of various knowledge and the development of thinking. In the educational activities of a primary school student

There are such special types as writing, reading, working on a computer, creative activity, etc.

The process of switching from family and kindergarten to school is important, that is, the student experiences a change in the dominant authorities, among whom the primary school teacher becomes the main one. Game activity, along with educational activities, remains the leading activity for primary school students. Considering this circumstance, the teacher should use the student’s opportunities for self-organization and self-discipline, which are stimulated by group games, curiosity, and spontaneously emerging interest in all kinds of creative activities. Such manifestations need to be supported, developed, connected to a system of pedagogically organized and purposeful activities.

The “Planet of Joy” program is aimed at socio-cultural self-determination, creative self-realization of the child’s personality, its integration into the system of world and domestic culture, and is a means of shaping the child’s attitude to reality, moral and mental education of the individual.

The goal of the program: to create conditions for the development of cognitive activity of primary schoolchildren, an emotional and value-based attitude to the world, the phenomena of life, and art.

Lay the foundations for organizing meaningful leisure;

Introduce the history and varieties of theatrical, musical and circus arts;

Develop the intellectual and emotional spheres of the student’s personality, creative potential;

To develop an interest in theatrical, musical, circus arts, and natural sciences;

Involve students in local history activities;

To develop in students the need to constantly replenish their knowledge and improve their cultural level;

To cultivate moral qualities, discipline, responsibility, collectivism.

The lesson schedule has the following variability: classes can be held once a week (36 hours per year) and 2 times a week (72 hours per year) depending on the interest of the children and the overall academic load.

Form of classes: group.

When selecting content, the structural-systemic principle is taken into account, in which the material being studied is built with gradual complication. However, in the process of children mastering the material, the teacher can vary the order and sequence of topics in accordance with the age and individual characteristics of children’s perception of the content of the program.

Types of activities:

Excursion activities that allow students to expand their educational space and contribute to the development of their physical activity.

Literary and creative activities. Here one acquires the ability to express what one wants in the language of theater and cinema - this means listening and dramatizing fairy tales, watching cartoons, films, and writing stories.

Fine arts classes include creating drawings after visiting the theater, excursions, making scenery, non-

scripted, making puppets and

When conducting classes, various working methods can be used.

Methods of conducting classes: conversation, story, game, practical work, independent work, defense of creative works, mini-concert, consultation.

Control methods: consultation, defense of creative works, performance, exhibition, presentation, participation in creative work competitions.

Technologies, methods:

Level differentiation;

Problem-based learning;

Modeling activities;

Search activity;

Information and communication technologies;

Health-saving technologies.

The work program plans activities for the formation of UUD: personal, regulatory; cognitive, communicative.

To carry out the educational process under the “Planet of Joy” program, the following is required:

A selection of video clips;

Selection of printed publications and media materials, Internet;

Computer, multimedia projector.

The results of the work of younger schoolchildren will be

present at specially organized “competitive” defenses of creative works and creative projects.

The program contains the following sections: “The whole world is a theater”, “Journey to the past”, “Educational tours around the corners of our Motherland”, “Music of the soul”, “Life under the dome. Creativity and intelligence", "The amazing is nearby".

The section “The whole world is a theater” involves studying theatrical art, types of theater, and rules of behavior in the theater. In addition, it is envisaged not only to attend performances, followed by discussion, but also to stage performances by the program participants.

The section “Journey to the Past” introduces the peculiarities of museum work, prepares for excursions to museums, and the creation of a traveling classroom museum.

The section “Educational tours around the corners of our Motherland” includes local history excursions.

While studying the “Music of the Soul” section, children visit museums of musical art, concert

Philharmonic Hall. Younger schoolchildren go where the music is.

Section “Life under the dome. Creativity and Intelligence" is divided into two parts - "Circus Art" and "Planetarium" - and involves attending circus performances and interactive lectures in the planetarium, composing oral statements, for example, on the topic "What animal and why would I want to perform if I became circus performer."

The “Amazing Nearby” section ends the school year with an educational event - a meeting with artists, scientists, performers and other famous people.

Thus, the formation of a primary school student’s cognitive activity and emotional and value-based attitude to the world is carried out through his inclusion in a variety of activities that are interesting and entertaining for him, and therefore bring joy and surprise.

Bibliography

1. Zubkova, T. I. Formation of cognitive activity of low-performing primary school students [Text]: abstract. dis. ...cand. ped. Sciences / T. I. Zubkova. - Ekaterinburg, 1993. - 24 p.

2. Ilyin, V. S. Formation of a schoolchild’s personality: a holistic process [Text] / V. S. Ilyin. - M.: Pedagogy, 1984. - 144 p.

3. Krasnovsky, E. A. Indicators in education [Text] / E. A. Krasnovsky // Standards and monitoring in education. - 2002. - No. 5. -S. 53-57.

4. Leontiev, A. N. Lectures on general psychology [Text] / A. N. Leontiev. - M.: Smysl, 2001. - 511 p.

5. Martsinkovskaya, T. D. History of child psychology [Text]: textbook for pedagogical students. universities / T. D. Martsinkovskaya. - M.: VLADOS, 1998. - 272 p.

6. Implementation of variable models of network interaction of general, additional and vocational education within the framework of the organization of extracurricular activities [Text]: methodological

7. Shamova, T. I. Activation of schoolchildren’s learning [Text] / T. I. Shamova. - M.: Pedagogy, 1982. -209 p.

8. Shchukina, G. I. The problem of cognitive needs in pedagogy [Text] / G. I. Shchukina. - M.: Pedagogy, 2001. - 351 p.

9. Elkonin, D. B. On the problem of periodization of psychological development in childhood [Text] / D. B. Elkonin // Questions of psychology. - 2001. - No. 4. - P. 6-20.

Bibliograficheskij spisok

1. Zubkova, T. I. Formirovanie poznavatel "noj aktivnosti slabouspevajushhih uchashhihsja nachal"nyh klassov: avtoref. dis. ... kand. ped. nauk / T. I. Zubkova. - Ekaterinburg, 1993. - 24 s.

2. Il"in, V S. Formirovanie lichnosti shkol"nika: celo-stnyj process / V. S. Il"in. - M.: Pedagogika, 1984. - 144 s.

3. Krasnovskij, Je. A. Pokazateli v obrazovanii / Je. A. Krasnovskij // Standarty i monitoring v obrazovanii. - 2002. - No. 5. - S. 53-57.

4. Leont"ev, A. N. Lekcii po obshhej psihologii / A. N. Leont"ev. - M. : Smysl, 2001. - 511 s.

5. Marcinkovskaja, T. D. Istorija detskoj psihologii: uchebnik dlja studentov ped. vuzov / T. D. Marcinkovskaja. - M. : VLADOS, 1998. - 272 s.

6. Realizacija variativnyh modelej setevogo vzai-modejstvija obshhego, dopolnitel"nogo i professional"nogo obrazovanija v ramkah organizacii vneurochnoj deja-tel"nosti : metodicheskie rekomendacii / pod red. A. V. Zolotarevoj. - Jaroslavl" : Izd-vo JaGPU, 2 011. - 312 s. S.24.

7. Shamova, T. I. Aktivizacija uchenija shkol "nikov / T. I. Shamova. - M. : Pedagogika, 1982. - 209 s.

8. Shhukina, G. I. Problema poznavatel "noj potrebnosti v pedagogike / G. I. Shhukina. - M.: Pedagogika, 2001. - 351 s.

9. Jel"konin, D. B. K probleme periodizacii psiholog-icheskogo razvitija v detskom vozraste / D. B. Jel"konin // Voprosy psihologii. - 2001. - No. 4. -S. 6-20.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Education is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students to master scientific knowledge, skills and abilities, develop creativity, worldview and moral and aesthetic views.

If the teacher fails to arouse students’ activity in acquiring knowledge, if he does not stimulate their learning, then no learning occurs, and the student can only formally sit through classes. Therefore, the problem of forming the cognitive activity of students is relevant in teaching children.

During the learning process, it is necessary to solve the following tasks:

Stimulating educational and cognitive activity of students;

Organization of their cognitive activity to master scientific knowledge and skills;

Development of thinking, memory, creative abilities;

Improving educational skills;

Development of a scientific worldview and moral and aesthetic culture.

In the pedagogical literature (Yu.K. Babinsky, N.F. Talyzina, I.P. Volkov) much attention is paid to the means of developing cognitive activity through optimization and intensification of pedagogical processes.

Likhachev B.T., considering the cognitive activity of students, pays attention to the use of game methods in the learning process.

Shchukina G.I. highlights the need to stimulate cognitive activity in the learning process.

The organization of training assumes that the teacher carries out pedagogical activities, which include a number of components, and in parallel, students carry out educational and cognitive activities, which in turn consists of the corresponding components.

Sources of information and tools for mastering educational material are means and tools for the development of cognitive activity. A special place in the formation of cognitive activity of younger adolescents belongs to the game.

A game is one of those activities that is used by adults to teach schoolchildren ways and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.

For example, in the process of cognition, such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, and in collective play there is an interaction of different meanings, the development of event content and the achievement of a common game goal.

The tasks of comprehensive education and training are successfully implemented only if the psychological basis of cognitive activity is formed in each age period. This is due to the fact that the development of cognitive activity is associated with significant progressive transformations in the child’s psyche, and above all in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality.

Education as a necessary component of human life, a condition for human self-realization and his rights as a measure and criterion of the quality of education, education as a connection of times - these are the humanistic values ​​that should be at the center of pedagogical activity.

Cognitive activity in Russian language lessons is an integral part of all teaching and educational work at school and is subordinated to the general goals of education and upbringing of students.

In recent years, the use of means of cognitive activity and their content in teaching the Russian language has become significantly more active. This is due to the fact that every year teachers are becoming more and more clearly aware of the importance of the Russian language in mastering knowledge. Knowledge of the Russian language contributes to better mastery of all academic subjects, as it is the foundation of students’ general education. On the other hand, there is a growing keen interest in words and a desire to master words on the part of students.

The personality of the teacher plays a very significant role in organizing and conducting any form of lesson using means to enhance cognitive activity.

At the same time, when organizing games in the Russian language, many teachers (especially young ones) experience great difficulties: some of them do not know where to start and how to conduct such classes, others find it difficult to select material, and others do not take into account the specifics of such work, build it is modeled on lessons or additional activities.

Meanwhile, the goals and objectives of the classes differ significantly from the goals and objectives of lessons and additional classes, since they are organized only for those who wish and are interested in Russian language issues.

Cognitive activity in Russian language lessons has its own content, its own specifics in organization and conduct, its own forms and methods and pursues the following goals: to instill a love for the great Russian language, to improve the general language culture, to develop interest in language as an academic subject, to deepen and expand the knowledge gained in the lessons.

The lack of pedagogical literature on this topic poses many questions for Russian language teachers today.

Cognitive activity in Russian language lessons should not only arouse interest, but also effectively deepen students’ knowledge in various fields of language science.

Object of study: the process of forming students' cognitive activity.

Subject of study: explore the possibilities of forming students’ cognitive activity (in language lessons).

Research objectives:

Consider the theoretical foundations of the problem of the formation of cognitive activity, highlight key concepts.

To characterize the ways and means of developing cognitive activity in younger adolescents.

To develop a system for the formation of cognitive activity in younger adolescents.

Hypothesis: the problem of forming the cognitive activity of younger adolescents is one of the most pressing in the theory and practice of education.

However, the role of various means of its activation has not been sufficiently studied. The success of students’ acquisition of knowledge and skills not only in the field of the Russian language, but also in other academic subjects largely depends on the solution to this problem. It is possible to promote the development of cognitive activity if the theoretical foundations of the formation of cognitive activity are considered, the ways and means of the formation of cognitive activity are characterized, and a system for the formation of cognitive activity is developed.

Research methods:

Organizational methods;

Empirical (observations, conversation during educational activities and during extracurricular hours, testing, experiment);

Methods of quantitative and qualitative processing of theoretical and empirical material.

The theoretical significance of the thesis lies in substantiating the problem of the formation of cognitive activity, identifying the main means of its formation.

The practical significance of the work lies in the development of a system for the formation of cognitive activity (in Russian language lessons).

Research base: 4th grade, Kurumochenskaya school, village. Kurumoch, Volzhsky district, Samara region.

Structure: the thesis consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.

1. Theoretical foundations of the problem of forming cognitive activity of students

1.1 Cognitive activity and features of its backgroundformation in younger adolescents

pedagogical educational teenager school

Education is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students to master scientific knowledge, skills, and development of creative abilities, worldview and moral and aesthetic views.

If the teacher fails to arouse students’ activity in acquiring knowledge, if he does not stimulate their learning, then no learning occurs, and the student can only formally sit out in class.

It is necessary to purposefully formulate the cognitive activity of students.

Rapatsevich E.S. in the “Modern Dictionary of Pedagogy” gives the following definition of cognitive activity: “Cognitive activity is a personality trait of students, which is manifested in his positive attitude towards the content and process of learning, towards the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of educational and cognitive goals ".

The problem of the development of cognitive activity at different times was considered by various scientists, teachers, and psychologists. Modern psychological science claims that the highest form of the cognitive process is thinking. It provides a form of creative reflection by a person of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. Human thinking can also be understood as the creative transformation of ideas and images existing in memory.

The difference between thinking and other psychological processes of cognition is that it is always associated with an active change in the conditions in which a person finds himself. Thinking is always aimed at solving a problem. In the process of thinking, a purposeful and expedient transformation of reality is carried out.

Active cognitive activity is a special kind of mental and practical activity that involves a system of actions and operations of a transformative and cognitive nature included in it. In psychology, theoretical, practical, and a number of intermediate types of activities that contain both operations are distinguished and studied.

Theoretical conceptual thinking is such thinking, using which a person, in the process of solving a problem, does not directly turn to the experimental study of reality, does not obtain the empirical facts necessary for thinking, and does not take practical actions aimed at actually transforming reality. He discusses and searches for a solution to a problem from the very beginning to the very end in his mind, using ready-made knowledge expressed in concepts, judgments, and conclusions. Theoretical conceptual thinking is characteristic of scientific research of a theoretical nature.

Visual-effective thinking is a practical transformative activity carried out by a person with real objects. The main condition for solving a mental problem in this case is correct actions with the appropriate objects. This type of thinking is a necessary condition for the activation of cognitive activity.

The difference between theoretical and practical types of thinking, according to B.M. Teplov, is that “they are related to practice in different ways... The work of practical thinking is mainly aimed at solving particular specific problems... while the work of theoretical thinking is aimed mainly at finding general patterns.” Both theoretical and practical thinking are ultimately connected with practice, but in the case of practical thinking this connection is more direct and immediate.

In Russian psychological science, thinking is understood as a special type of cognitive activity.

Research by domestic psychologists shows that if significant changes in the development of thinking of a primary school student are associated primarily with educational activities, then in the development of a teenager’s thinking the main role belongs to the established system of social relationships with others and the desire to achieve a goal.

The problem of optimizing educational activities is associated with its activation, which constantly attracts the attention of both researchers and practicing teachers. The main efforts of teachers are always aimed at searching for techniques and ways to enhance the cognitive activity of students, derived empirically. The very understanding of activation has been controversial for a long time. And this prevented, to some extent, the construction of a holistic concept in this area, a clear understanding of the system of techniques by which activation is achieved.

The definition of intensifying educational activities was given by R.A. Nizamov: “The purposeful activity of a teacher aimed at improving the content, forms, methods, techniques and means of teaching in order to arouse interests, increase activity, creativity, and independence of students in acquiring knowledge, developing skills and abilities, and applying them in practice.” The main and most valuable thing in the book by R.A. Nizamova - a detailed analysis of various ways to intensify the educational activities of students. However, he reduces it to increasing the activity of students by stimulating interest, hence creative independence. In addition, its definition is very broad; it was also possible to define the improvement of the educational learning process in general.

Definition of T.I. Shamova several at However, she considers activation “the organization of student actions in all academic subjects aimed at understanding and solving specific educational problems.” But at the same time, she understands student activity not just as the activity of a state, but also as the quality of activity in which the student’s personality is manifested, his attitude to the nature of the activity, and the desire to mobilize efforts to achieve educational and cognitive goals.

Professor N.D. Nikandrov proposed some clarifications to the formulation of the concept and the means of activation used: “Since learning is the self-directed activity of students (i.e., the subject of learning), and activity is a property of this activity, then the activation of educational activity is the management of activity, i.e. its motivation, challenge, bringing it to an optimal level and maintaining it at this level.

Activity, in principle, is an integral property of a person, and the source of activity is ultimately the interests and needs of a person - material and spiritual." However, activity is possible at different levels of independence and creativity. Consequently, it would be more correct to talk not about the objectivity of educational activities in general, but about increasing the level of activity and independence of students to the optimal level. This is possible with a clear goal and a choice of activities that correspond to the tasks.

In other words, it is necessary to choose the optimal measure of learning management, while maintaining the ratio: more control measure - lower level of independence in the activities of students, less control measure - higher level of independence. This means that maximum activation is not always advisable, since below a certain control limit the student begins to experience unjustified difficulties. At the same time, above a certain limit of control, the student’s activity and independence turn out to be low. But it is known from psychology that the development of thinking, as well as other personality traits, requires the creation of a productive psychological process. Therefore, it should be considered that learning as assimilation is possible with full control, but learning, one of the goals of which is the development of thinking and other personality traits, certainly requires a decrease in the amount of control and greater independence. Moreover, the higher the activation in this sense of the word, the greater the developmental effect of learning, although the assimilation will be quantitatively smaller.

N.D. Nikandrov compares human teaching with the operation of a technical device. A computer programmed to work with an accuracy of ten digits does not produce the eleventh: the possibility of independent development is excluded here. The dialectic of human learning and development lies in the fact that he can always, with a certain amount of effort, do a little more than is usual for him (within the “zone of proximal development”), and in the process of this activity a micro-stage is reached in the mental, and more widely - in personal development.

The same thing can be expressed a little differently. Acting according to an image or algorithm, i.e. in the case of complete control, a person shows only executive, non-creative activity. The development is minimal; it is limited only by the speed and accuracy of the skill that is acquired. Some removal of complete control leads to an increase in independence and creative activity, and then development includes the formation of a higher level of personality traits, primarily thinking.

Of course, to reduce the entire problem of intensifying cognitive activity to reducing the degree of control over it would be an extreme simplification and would be fraught with the danger of an absurd conclusion: the smaller the leading role (formative influence) of the teacher, the more active the student, and therefore the better. One of the serious limitations here is the motivation of the student’s activities.

With high motivation, a decrease in the control measure leads to a corresponding increase in activity; with low motivation, the difficulties that arise further reduce interest in the subject and can even lead to the student’s withdrawal from purposeful activities. The second limitation is related to the level of development of each student’s personality and especially those aspects of his psyche that directly affect learning ability (thinking, memory). Naturally, the level of knowledge, skills and abilities is also very significant.

So, let us emphasize once again that what is important is not maximum, but optimal activation, which depends, first of all, on the learning goals (1), then on the level of development of the students (2).

Usually, when speaking about the activation of learning, they mainly mean the activation of the students’ thinking. That is why in the 1980s the generally correct demand that the school of memory give way to the school of thinking became widespread. Issues of activation are most often associated with the use of problem-based elements in teaching. And this approach is beyond doubt: it is thinking that distinguishes a person from an animal; we owe progress in general and each specific achievement in material life, science and culture to it.

The path to this optimum depends on many reasons and, to a decisive extent, on the purpose of learning. If assimilation comes first in importance, then it is necessary first of all to activate perception and memory; if development tasks prevail, activation of thinking is required. But since the driving force in any case is needs, it is necessary to create (cause) and then maintain appropriate motivation.

It is known that one of the significant features of adolescence is rapid physical and sexual development, which is recognized and experienced by adolescents. But for different teenagers, these changes occur in different ways, which is largely determined by how adults do not take into account the impact of changes occurring in a teenager’s body on his psyche and behavior. At this age, increased irritability, excessive touchiness, short temper, harshness, etc. are often observed.

Physical and sexual development gives rise to a teenager’s interest in the other sex and at the same time increases attention to his appearance. But teenagers are neither socially nor psychologically ready to solve their problems correctly (which creates great difficulties for them). And a teenager’s behavior is determined by how adults help him resolve the internal contradictions that arise.

Each age and each child has its own typical system of relationships with the social environment, which determines the direction of his mental development and academic success.

The uniqueness of the social situation of a teenager’s development lies in the fact that he is included in a new system of relationships and generalization with adults and friends, occupying a new place among them, performing new functions.

Compared to a junior schoolchild, a teenager must establish relationships with not one, but many teachers, taking into account the characteristics of their personality and requirements (sometimes contradictory). “All this,” notes L.I. Bozhovich, “defines a completely different position of students in relation to teachers and educators, as if emancipating adolescents from the direct influence of adults, making them much more independent.” But the most important change in the social situation of a teenager’s development, emphasizes L.I. Bozovic, lies in the role played during this period by the student body, as well as various extracurricular organizations. Students are involved in various types of socially useful activities, which significantly expands the sphere of social communication of a teenager, the ability to assimilate social values, form the individual’s thinking, and cognitive activity.

Although learning remains the main activity for him, the main new formations in the adolescent’s psyche are associated with social interaction. This is due to the fact that a teenager’s activities related to interaction with the social environment most satisfy the dominant needs of the age - the need to communicate with peers and the need for self-affirmation.

By satisfying these needs, adolescents assimilate the morality of society, develop views on certain issues, and rules of behavior.

Teenagers are attracted not only by the content, but also by the form of the activity. They are attracted to romance, they like hiking, traveling, and research. Adolescents generally tend to strive for distance. Cognitive activity at this age increases, as conditions are created for the development of curiosity and interest through organizational forms of work in the classroom.

The younger teenager tries to show his cognitive activity in a positive attitude towards the content and process of learning, he develops the ability to effectively master knowledge and methods of activity in the optimal time. Their cognitive activity is manifested through the mobilization of moral and volitional efforts to achieve educational and cognitive goals.

When organizing work with teenagers, the teacher must take into account that their behavior and activities are significantly influenced by the opinions of their friends. In all actions and deeds, they are guided, first of all, by this skill.

A teacher for teenagers is not such an indisputable authority as for younger schoolchildren. Teenagers place high demands on the activities, behavior and personality of the teacher. They constantly evaluate the teacher, and build their attitude towards him on the basis of value judgments. It is very important that the opinion of comrades, the team, and the opinion of the teenager himself coincides or is similar to the opinion of teachers and parents. Only in this case can the emerging contradictions be resolved and thereby create favorable conditions for the normal development of the adolescent.

The constant interaction of a teenager with his friends gives rise to his desire to take a worthy place in the team. This is one of the dominant motives of behavior and activity of a teenager. The need for self-affirmation is so strong at this age that in the name of recognition from his comrades, a teenager is ready to do a lot: he can even sacrifice his views and beliefs, and take actions that are at odds with his moral principles.

The need for self-affirmation can also explain many facts of violation of norms and rules of behavior by so-called difficult teenagers. Losing authority in the eyes of comrades, losing one's honor and dignity is the greatest tragedy for a teenager. This is why a teenager reacts violently to negative remarks made to him by a teacher in the presence of his friends. He considers such a remark as a humiliation of his personality (similar phenomena are observed in the reactions of adolescents to comments from comrades and parents). On this basis, conflicts often arise between teenagers and the teacher, and the teenager becomes difficult.” Only tactful treatment of a teenager, only ensuring his emotional well-being in the school community creates psychologically favorable soil for effective influence on a teenager.

A teenager is actively looking for true friends, but does not always find them. This is also the difficulty of age.

As research shows (M.A. Alemaskin), 92% of “difficult” teenagers were among isolated schoolchildren. This suggests that such teenagers do not have strong connections with classmates, and their relationships are not prosperous. That is, such adolescents practically lacked one of the areas of social interaction. In turn, isolated “difficulties” not only communicate with each other, but also form a small group at school with their own leaders and common interests.

In early adolescence, a new social position of the individual arises - students, that is, a direct participant in one of the forms of socially significant activity - educational, requiring a lot of effort. During this period, new demands are placed on the student, and he has new responsibilities. New comrades, new relationships with adults also require certain moral efforts and experience of inclusion in business relationships.

Psychologists believe that, in general, the level of mental and physical development of children aged 10-11 years allows them to successfully cope with systematic educational work in a general education school. At the same time, we have to take into account that at this age children are characterized by increased excitability, emotionality, fairly rapid fatigue, instability of attention, and situational behavior. The classroom form of collective work causes psychological difficulties for many children.

The physical and mental well-being of adolescents usually stabilizes. But this happens provided that adults take into account the new situation of children, act with an understanding of their age-related psychology, and use specific school forms and methods of work.

The important component of social interaction that we are considering, which influences the development of a teenager, is school. Nowadays, its situation has changed significantly. At the beginning of the New Age, the teacher “appropriated” part of the parental functions. Now some of its functions have become problematic. The school remains the most important social institution, providing children with systematic education and preparation for working and socio-political life. However, mass communications and extracurricular institutions, while expanding the horizons and range of students and in this sense complementing the school, at the same time constitute a kind of competition for it. School is now rarely the center of the entire cultural life of teenagers, who have clubs, sports societies, etc. at their disposal. The authority of a teacher today depends more on his personal qualities than on his position. Previously, when the teacher was the most educated, or even the only literate one in the village, it was much easier for him.

The problem of individualization of education, training and development of thinking among adolescents within the framework of a mass school is also very complex.

The task is not to return the school to the position of a self-sufficient “world in itself” - the school, like the family, has never had this status, and the very dream of it is a conservative utopia painted in patriarchal and sentimental tones - but to make her the organizer and coordinator of the entire system of educating the younger generation. But the removal of a significant part of the work outside the school building and systematic, and not occasionally, cooperation with extracurricular - and not only pedagogical - institutions inevitably mean a serious breakdown of the usual forms of the teaching and educational process that have developed since the 17th century, to the point of being organized according to the principle formal age homogeneity of the school class.

Thus, in the development of thinking of both older and younger adolescents, the main role belongs to the system of emerging social relationships with others. However, in adolescents, cognitive activity is more focused and has a career guidance nature.

Teenagers can already think logically, engage in theoretical reasoning and self-analysis. They talk relatively freely on moral, political and other topics that are practically inaccessible to the intellect of a junior schoolchild. Children have the ability to draw general conclusions based on particular premises and, on the contrary, move to particular conclusions based on general premises, i.e. ability of induction and deduction. The most important intellectual acquisition of adolescence is the ability to operate with hypotheses.

By school age, children acquire many scientific concepts and learn to use them in the process of solving various problems. This means that they have developed theoretical or verbal-logical thinking. At the same time, the intelligence of all other cognitive processes is observed.

In early adolescence, important processes associated with memory restructuring occur. Logical memory begins to actively develop and soon reaches such a level that the child begins to predominantly use this type of memory, as well as voluntary and mediated memory. As a reaction to the more frequent practical use of logical memory in life, the development of mechanical memory slows down.

Adolescence is characterized by increased intellectual activity, which is stimulated not only by the natural age-related curiosity of adolescents, but also by the desire to develop, demonstrate to others their abilities, and receive high appreciation from them. In this regard, teenagers in public strive to take on the most difficult and prestigious tasks, often demonstrating not only highly developed intelligence, but also extraordinary abilities. They are characterized by an emotionally negative affective reaction to too simple tasks.

Teenagers can formulate hypotheses, reason speculatively, explore and compare different alternatives when solving the same problems. The sphere of cognitive, including educational, interests of adolescents goes beyond the boundaries of school and takes the form of cognitive initiative - the desire to search and acquire knowledge, to develop useful skills. The desire for self-education is a characteristic feature of adolescence.

The thinking of a teenager is characterized by the desire for broad generalizations. At the same time, a new attitude towards learning is emerging. Children are attracted to subjects and types of knowledge where they can get to know themselves better, show independence, and they develop a particularly favorable attitude towards such knowledge. Along with a theoretical attitude to the world, objects and phenomena, a teenager develops a special cognitive attitude towards himself, which appears in the form of a desire and ability to analyze and evaluate his own actions, as well as the ability to take the point of view of another person, to see and perceive the world from other positions, than your own.

Independence of thinking is manifested in the independence of choosing a method of behavior. Teenagers accept only what they personally think is reasonable, appropriate and useful.

Today there are about 40 million children under the age of 18 living in Russia, which is almost 27% of the total population. To some extent they are hostages of ongoing socio-economic reforms and especially suffer in the transition period, since they belong to the most socially vulnerable segments of the population; most children today have health problems or are sick , The number of teenagers using drugs and alcohol is increasing, and teenage crime is growing. One of the reasons for the latter is the decline of spirituality and the disappearance of clear moral guidelines.

Children are deprived of the right to vote; they need to protect their rights and interests. That is why the international community has developed a new view of the situation of children in the world, according to which the interests of childhood are recognized as a priority. The UN Convention on the Rights of the Child (1989) speaks of children's right to cultural development, education and information.

The moral, intellectual, aesthetic development of children and adolescents is directly related to the spiritual food they receive. The media and books play a huge role in the socialization of the individual. A child’s entry into the book universe occurs primarily with the help of literature specially created for children. It is children's literature that nourishes the child's mind and imagination, opening up new worlds, images and patterns of behavior to him, being a powerful means of spiritual development of the individual.

The conducted research suggests that the share of reading in the structure of free time of younger generations is declining. It never becomes a favorite activity for a huge number of children of different ages. Meanwhile, in the era of continuous self-education, a developed reading culture and information literacy - the ability to find and critically evaluate information - become especially important. The situation of school reform and updating the content of education is characterized by changes in information needs and the repertoire of business reading and improving the literacy of schoolchildren.

The problem of the relationship between speech and thinking, its role in communication and the formation of consciousness is perhaps the most important section of psychology. Analysis of how a visual reflection of reality is constructed, how a person reflects the real world in which he lives, how he receives a subjective image of the objective world, constitutes a significant part of the entire content of psychology. Things are not only perceived visually, but are reflected in their connections and relationships. A person can not only perceive things using analyzers, but can reason and draw conclusions, even if he does not have direct successful experience. It is characteristic of man that he has not only sensory, but also rational knowledge, in other words, that with the transition from the animal world to human history, a huge leap occurs in the process of knowledge from the sensory to the rational. The fundamental difference between human consciousness and animal consciousness is the ability to move beyond the limits of visual, direct experience to abstract, rational consciousness.

The period from 11 to 15 years is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively being formed, based on concepts not associated with specific ideas, hypotheco-deductive processes are developing, and it becomes possible to build complex conclusions, put forward hypotheses and test them. It is the formation of thinking, leading to the development of reflection - the ability to make the thought itself the subject of one's thought - that provides a means with which a teenager can think about himself, i.e. makes it possible to develop self-awareness. The most important period in this regard is the period of 11-12 years - the time of transition from thinking based on operating with specific ideas to theoretical thinking, from immediate memory to logical. In the intellectual activity of schoolchildren during adolescence, individual differences associated with the development of independent thinking, intellectual activity, and a creative approach to problem solving increase, which makes it possible to consider the age of 11-14 years as a sensitive period for the development of creative thinking.

Thus, cognitive activity, as a property of a student’s personality, is most effective at an age that is a sensitive period for the development of creative thinking and cognitive activity. During this period, individual differences associated with the development of independent thinking, intellectual and cognitive activity, and a creative approach to problem solving intensify.

Cognitive activity as a personality trait, which manifests itself in students’ positive attitude to the content and process of learning, to the effective acquisition of knowledge and methods of activity in the optimal time, and in the mobilization of educational and cognitive goals is formed in adolescence.

Early adolescence is a sensitive period for the development and formation of cognitive activity, because during this period individual differences associated with the development of independent thinking, a creative approach to problem solving, and cognitive activity intensify.

1.2 Conditions and means of formationcognitive activity

The leading activity of younger adolescents is study. In the process of studying, the formation of the basic qualities of a student’s personality occurs.

For the successful implementation of educational processes, it is necessary to create certain conditions:

The teaching activity of the teacher is also educational in nature (but depending on the conditions, this educational effect may have greater or lesser force, and may be positive or negative);

The relationship between the interaction between teacher and student and learning outcomes (the more intense and conscious the student’s educational and cognitive activity, the higher the quality of learning);

the strength of assimilation of educational material depends on the systematic repetition of what has been studied, on its inclusion in previously covered and new material;

The dependence of the development of students’ skills on the use of search methods and problem-based learning.

In pedagogy today there is no unambiguous definition of the concept of “learning tool”. Some authors use it in a narrow sense, meaning tools that serve to achieve general educational and educational goals. Others, in addition to material tools, include intellectual means of mental activity, which enable a person to carry out indirect and generalized knowledge of objective reality. Still others divide teaching aids into teaching aids that the student uses to master the material and the teaching aids themselves, i.e. means that the teacher uses to create learning conditions for the student. Fourth, considering teaching aids in a broad sense, this term denotes the entire content and entire teaching project and the teaching tools themselves.

Let's try to consider teaching aids as a kind of the most complete system, the various subsystems of which can represent one or another approach.

Learning tools should be understood as a wide variety of materials and tools of the educational process, thanks to the use of which the set learning goals are achieved more successfully and in a rationally reduced time. The main didactic purpose of the tools is to speed up the process of mastering educational material, i.e. bring the educational process closer to the most effective characteristics. P.I. Pidkasisty understands a teaching tool as a material or ideal object that is used by the teacher and students to acquire knowledge. This definition is the most comprehensive and largely reflects the modern point of view on teaching aids.

Two large groups of teaching aids can be distinguished: a means - a source of information and a means - a tool for mastering educational material. Then we can say that learning tools are all objects and processes (material and materialized) that serve as a source of educational information and tools (actually means) for mastering the content of educational material, development and education of students.

All means of education are divided into material and ideal. Material means include textbooks, teaching aids, didactic materials, primary source books, test material, models, visual aids, technical teaching aids, and laboratory equipment.

The ideal means of teaching are generally accepted systems of signs, such as language (oral speech), writing (written speech), a system of symbols of various disciplines (notation, mathematical apparatus, etc.), cultural achievements or works of art (painting, music, literature), visual aids (schemes, pictures, drawings, diagrams, photos, etc.), educational computer programs, organizing and coordinating activities of the teacher, the level of his qualifications and internal culture, methods and forms of organizing educational activities, the entire educational system, the system of general school requirements existing in this educational institution. It should be noted that learning becomes effective when material and ideal means of learning are used together, complementing and supporting each other. Obviously, a teacher cannot teach a child only with words, without using visual material in primary classes and computers, laboratory and industrial equipment in pre-vocational and vocational training. At the same At the time, a large number of visual aids, laboratory equipment and computers without a teacher, his generalizations, control and personal influence will also not provide high efficiency in mastering educational material. Moreover, there is no clear boundary between ideal and material means of teaching. A thought or image can be translated into material form.

The starting points that served as the basis for the classification of teaching aids were proposed by V.V. Kraevsky. He considers content to be the main link in the education system. It is precisely this core that is built upon the methods, forms of organization of educational activities and the entire process of teaching, upbringing and development of the child. The content of education determines the method of assimilation of knowledge, which requires a certain interaction of system elements and determines the composition and relationships of teaching aids.

The content of education is formed at three levels. The first and closest level to the teacher is the lesson. Based on the proposed topic and volume of material, the teacher himself constructs the lesson. He tries to most fully summarize the content of education that is included in the topic of this lesson and the volume of which is more or less equal to the material presented in the textbook and the proposed set of exercises.

The second level is an academic subject. The content of an academic subject is usually formed based on the volume of hours allocated to the subject and the social significance of those sections and blocks of educational material that are selected as educational material. If the content of the material offered by the teacher in a specific lesson (first level) largely depends on subjective factors (the teaching system chosen by the teacher, the degree of preparedness of students, the qualifications of the teacher, the situation that developed during the training, when a second review of the material is possible), then the content of the subject material as a whole is determined by standards and developed by scientists from research institutes on orders from the Russian Ministry of Education. True, a teacher who has been working at school for many years and teaches his subject in almost all classes can give students much more than what is included in the standards.

The third level is the entire learning process (throughout all years of study in a general education institution), covering all content, i.e. educational subjects, their number and the amount of hours allocated for each of them. The structure of the learning process, the quantitative and qualitative composition of educational subjects are developed, based on social order, the needs of society and the age capabilities of students, by scientists from research institutes. Teachers do not take part in these developments.

At each level, the content of education has its own characteristics that are unique to that level. But if each level has its own specific content, then the means of mastering them should also have specific features. As the content of education is modified at each level, the means of instruction also change. Each level of formation of educational content must inevitably involve its own specific means of teaching.

First-level teaching aids include those tools that a teacher can use to organize and conduct a lesson. Second-level teaching aids include tools that allow organizing and conducting teaching of any academic subject at the required level. To organize the entire educational process as a whole, the tools used by the teacher in a lesson, excursion, or practical lesson are no longer enough. Even the means to organize the study of a single subject are not enough. A whole system of means is needed that defines the subjects being studied, their relationships and interconnections. Thus, we have a three-level system of teaching aids.

Ideal learning tools	Materials for training
Lesson level
· linguistic sign systems used in oral and written speech; · works of art and other cultural achievements (painting, music, literature); · visual aids (diagrams, drawings, drawings, diagrams, photos, etc.); · educational computer programs on the topic of the lesson; · organizing and coordinating activities of the teacher; · level of qualifications and internal culture of the teacher; · forms of organizing educational activities in the classroom.	· individual texts from textbooks, manuals and books; · individual tasks, exercises, problems from textbooks, problem books, didactic materials; · test material; · visual aids (objects, working layouts, models); · technical means of training; · laboratory equipment.
At the subject level
· system of symbols for various disciplines (music notation, mathematical apparatus, etc.); · artificial environment for accumulating skills in a given subject Swimming pool · a special language environment for teaching foreign languages, created in language laboratories); · educational computer programs covering the entire course of study of the subject.	· textbooks and scientific manuals; · didactic materials; · primary source books
At the level of the entire learning process
· education system; · teaching methods; · system of general school requirements	· classrooms for training; · libraries; - canteens, buffets; · medical office; · premises for administration and teachers; · locker rooms;

The means of developing cognitive activity are various types of activities in the lesson: independent work, exercises, types of problem-based learning, quizzes, olympiads, teacher speech, games and game forms of work in the lesson.

The speech of people, depending on various conditions, acquires unique characteristics. Accordingly, different types of speech are distinguished. First of all, a distinction is made between external and internal speech. External speech can be oral and written. In turn, oral speech can be monologue and dialogic.

External speech serves communication (although in some cases a person can think out loud without communicating with anyone), therefore its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. When speaking, a person perceives listeners and their reaction to his words. Written speech is addressed to an absent reader who does not see or hear the writer and will read what is written only after some time. Often the author does not even know his reader at all and does not maintain contact with him. The lack of direct contact between the writer and the reader creates certain difficulties in constructing written speech. The writer is deprived of the opportunity to use expressive means (intonation, facial expressions, gestures) to better express his thoughts (punctuation marks do not fully replace these expressive means), as is the case in even speech. So written language is usually less expressive than spoken language. In addition, written speech must be particularly detailed, coherent, understandable and complete, i.e. processed. And it is not without reason that the greatest writers paid special attention to this.

But written speech has another advantage: unlike oral speech, it allows long and thorough work on the verbal expression of thoughts, while in oral speech delays and time for polishing and finishing phrases are unacceptable. If you look, for example, at the draft manuscripts of L.N. Tolstoy or A.S. Pushkin, they are struck by their unusually thorough and demanding work on the verbal expression of thoughts. Written speech, both in the history of society and in the life of an individual, appears later than oral speech and is formed on its basis. The importance of written speech is extremely great. It is in it that the entire historical experience of human society is consolidated. Thanks to writing, the achievements of culture, science and art are passed on from generation to generation.

Knowledge of the laws of the surrounding world, human mental development is achieved through the assimilation of knowledge developed by humanity in the process of socio-historical development and consolidated through language, through written speech. Language in this sense is a means of consolidating and transmitting from generation to generation the achievements of human culture, science and art. Each person, in the process of learning, assimilates knowledge acquired by all humanity and accumulated historically.

So, one of the functions of speech is to serve as a means of communication between people.

Another important function of speech follows from the above-mentioned proposition that thinking is carried out in speech form. Speech (in particular, inner speech - the internal silent speech process with which we think to ourselves) is a means of thinking.

Let us generalize the concept of thinking in accordance with the above material.

Thinking is the highest form of reflection of the surrounding world by the brain, the most complex cognitive mental process, characteristic only of man.

Similar documents

Informatization of education as one of the priority areas of informatization of society. Analysis of problems in the development of cognitive activity of schoolchildren. Features of the influence of information technology on the development of cognitive activity of primary schoolchildren.

thesis, added 05/25/2015


The concept and essence of cognitive activity. Information and communication technologies and their classification. The practice of using information and communication technologies as a means of developing cognitive activity of schoolchildren in mathematics lessons.

thesis, added 09/24/2017


Peculiarities of mental development and formation of mathematical knowledge, skills and abilities in primary schoolchildren with learning difficulties. Methods and means of stimulating the cognitive activity of primary schoolchildren, conditions for the effectiveness of their use.

thesis, added 05/03/2012


Problems of formation of cognitive activity in preschool children. Features of cognitive activity in children with mental retardation. Classes to familiarize children with their surroundings as a means of developing cognitive activity.

course work, added 06/05/2010


The essence of the concept of “cognitive activity” in psychological and pedagogical literature. Structural and functional diagram of the formation of cognitive activity. Features and means of developing cognitive activity in children of senior preschool age.

thesis, added 05/24/2010


Development of cognitive activity of a primary school student as a scientific and pedagogical problem. The influence of certain mental processes, methods, methods and techniques, the role of computer science lessons, conditions conducive to the development of cognitive activity in schoolchildren.

thesis, added 10/01/2009


Rules for using historical material when teaching problem solving. Types of arithmetic problems. Studying methods for forming cognitive activity of schoolchildren. Features of historical material studied in mathematics lessons in elementary school.

course work, added 02/27/2011


The essence of cognitive independence and methods of its formation. Psychological and pedagogical foundations of educational and cognitive activity of students. Identification of the effectiveness of work on the formation of cognitive independent work of primary schoolchildren.

course work, added 03/20/2017


The concept of “cognitive activity” in psychological and pedagogical literature. Didactic game as a means of developing cognitive activity in children of senior preschool age. Diagnostics of the level of formation of cognitive activity.

thesis, added 10/22/2013


Methods for using multimedia presentations. Diagnostic measures to determine the cognitive activity of primary schoolchildren. Development of a lesson using multimedia presentations aimed at developing cognitive qualities.