Chapter 5. Formation of ideas and concepts in the process of studying the world around us

5L. Stages and conditions for the formation of concepts

One of the objectives of the course is “ The world“in primary school is the formation of scientific knowledge about the world around us. In the learning process, children not only get acquainted with natural and social objects and phenomena, but also comprehend and learn the connections between them.

In the methodology of teaching the surrounding world, one of the most difficult is the problem of forming concepts. Currently, there are two approaches to this problem. The first (classical) is based on the empirical theory of knowledge and presupposes the need for “living contemplation.” This approach is substantiated in the works of K.D. Ushinsky, K.P. Yagodovsky, M, N. Skatkina, II.A. Zavitaev and other teachers and methodologists. The second approach was developed in the technology of developmental education by D.B. Elkonina -

V.V. Davydova. Here, the leading knowledge is theoretical knowledge that goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relationships and connections. Most teacher-scientists adhere to the classical approach when forming concepts.

How does the process of cognition proceed?

The first stage of cognition of the surrounding world is the perception of individual facts or phenomena. Perception comes through formation sensations using the child's senses. The sense organs are affected by various stimuli (sound, light, mechanical, smell, taste). The brain reflects the individual properties of objects and phenomena that affect the senses. For example, a child gets acquainted with such a natural object as a watermelon. At the same time, a set of sensations is formed in him: shape, color, size, smell, etc. Based on individual sensations, a perception, reflecting the subject as a whole. That is, perception arises from sensations.

The following are distinguished: conditions of perception. 1) observation of an object or phenomenon; 2) the teacher’s precise, figurative word; 3) exercises that clarify perception; 4) increasing the activity of children; 5) reliance on existing life experience.

Let us consider the conditions of perception in more detail.

The first condition of perception is observation of objects or phenomena. These can be phenological observations, excursions, experiments, etc. As a result of observations, children accumulate facts that are systematized, specified and generalized in lessons. For example, in order to develop knowledge about herbaceous plants, the teacher should consider herbariums during the lesson. In addition to vision, if possible, other analyzers should be used: auditory, tactile, olfactory, gustatory. If observation of a natural object is impossible, then the teacher must use illustrative aids.

An important condition for children’s perception of an object is teacher's ability to use words. Although the main source of knowledge in the process of forming sensations is the object itself, the teacher’s word directs the process of observation, organizes it in a certain sequence, clarifies, concretizes the signs of the observed object, etc. The teacher must express his thoughts accurately and logically so that the verbal description of the object coincides with what children observe.

Observation of objects in the surrounding world must be accompanied by tasks and questions aimed at clarifying perception. Watching the same object different people see it differently due to individual characteristics. Therefore, it is very important that all children see the main thing that characterizes the object. This is why we need tasks and questions that clarify perception. For example, on an excursion on the topic “Changes in the life of plants in autumn,” the teacher asks the following questions: how the sun is shining, whether it has become warmer or colder compared to summer, how the trees have changed, what happened to the leaves. Only the child who correctly answered such questions had a correct perception of the natural phenomenon being studied.

Another condition for the formation of perception is high activity of children. Activity increases in the course of setting up experiments, conducting observations, using technical teaching aids (TST), and organizing independent educational searches.

Reliance on life experience. The better a student is familiar with the object being studied, the more fully and accurately he perceives it. For example, if one child is familiar with a thermometer, and the second sees it for the first time, then they will perceive this device differently. The perception of the first one will be richer. He will see more clearly the individual parts of this measuring instrument, since they are already familiar to him, perhaps he knows the purpose of a thermometer, etc. Thus, his knowledge will be combined with past experience.

An object or phenomenon can be restored in memory and recalled. In this case, we can talk about the formation representation.

A representation is an image of an object or phenomenon, stored in consciousness without the direct influence of the object or phenomenon itself on the senses. Representations are formed gradually, they change in the course of new acts of perception. A child’s ideas can be formed not only on the basis of direct observation, but also as a result of imagination, as a result of working with a textbook and visual aids.

All ideas about the world around us can be divided into two groups:

A) objects and phenomena accessible to direct perception. These include all natural and social objects and phenomena surrounding the child - plants, some animals that he can see, weather phenomena, the sun, stars, events occurring at school and at home, which he witnesses. The formation of such ideas should proceed through direct observations using verbal methods. For example, on an excursion on the topic “Nature of our region”, schoolchildren get an idea of ​​a ravine, a hill, soil, some plants and animals;

b) objects and phenomena inaccessible to direct perception. These include ideas that cannot be formed through direct observation. The reason may be that the object or phenomenon is absent in a given area and at a given time. In such cases, it is necessary to use visual aids (tables, pictures, slides, films, etc.).

Forming ideas about nature and people’s lives in different parts light, about natural areas, seas, oceans, mountains, etc., it is necessary to create associations with existing ideas about your region. Thus, children compare the nature and life of people in their region and in a remote place. This contributes to the successful formation of the necessary ideas.

This group of ideas also includes historical ideas: about the tools of labor of the past, about historical figures, about the life and culture of the people in the past, etc. In addition, it is necessary to create an idea about historical time. The process of learning in history begins with the assimilation of a fact. But a historical fact is unique, it cannot be reproduced in order to observe (like experience in chemistry, physics). Therefore, to form an idea about some historical fact, you need to create an association with modern objects and phenomena. For example, when getting acquainted with the Moscow Kremlin of the 12th century. It is useful to correlate pictures of the Kremlin of that time with children’s modern ideas about the Kremlin (they could have seen it in the movies or on TV).

The following are distinguished: conditions for the formation of ideas for younger schoolchildren: 1) the teacher’s ability to formulate questions and assignments,

requiring the reproduction of sensations; 2) organizing exercises to recognize and distinguish between objects and phenomena of the surrounding world; 3) sketch from memory.

Let's consider these conditions in more detail.

The teacher’s ability to formulate questions and tasks that require the reproduction of sensations. It is important that the wording of questions and tasks is simple, specific, but does not suggest an answer. Question or task

can be considered specific if only one correct answer can be given to it. For example, after an autumn excursion to the forest, the teacher asks questions, answering which the children remember and reproduce what they saw and felt. These could be questions like: where did we go on an excursion, what was the weather like, was there any precipitation, what did the deciduous trees look like, what was the ground in the forest covered with, what sounds did you hear when you walked through the forest, etc.

Organizing exercises to recognize and distinguish objects in the surrounding world. To complete these exercises, children must be able to perform such mental operations as dividing the general into parts, identifying the signs and properties of objects and natural phenomena. For example, students are asked to compare a tree with a bush and find similarities and differences. By completing this task, students should learn to find common features of the objects being compared. That is, in this case, children must come to the conclusion that similar features of a tree and a shrub are the presence of roots, stems (a trunk is a developed perennial stem), branches and leaves. Having compared the general characteristics, children see that trees have one stem, while shrubs have more than one. Having taught children to compare, you need to teach them to identify the main and secondary features. In this case, the main characteristic of a tree is one stem, while shrubs have several stems.

Sketch from memory. It is very important that the child can recreate a sensory image. In other words, the child must be able to remember, recreate the received idea and sketch and depict it. The ability to sketch something from memory also forms the ability to diagram something. For example, after studying coniferous and deciduous trees, you can give students the task of remembering how the branches of deciduous and coniferous trees differ, and diagrammatically depicting them.

So, ideas arise on the basis of sensations and perceptions. Representations are necessary for the formation of concepts.

Concept- this is generalized knowledge about an object or phenomenon. Of course, ideas are already generalizations to a certain extent, but they may contain insignificant features of the subject, and some important properties absent. For example, a student may only remember limestone of a certain shape and size and not recognize this rock in the mountains. In order for memory representations to be more complete, it is necessary to organize the targeted perception of various samples of a given mineral and images of mountains composed of limestone. You should also highlight the non-essential properties of limestone (in this case, size and shape).

All concepts that are present in the content of programs on the surrounding world have the following characteristics: 1) content;

volume; 3) dynamism; 4) the connection of this concept with others.

Towards a definition content concepts in the methodology of teaching the surrounding world there are two approaches:

a) according to the first, the content of a concept is a set of essential features of an object or phenomenon. According to their content, concepts are divided into simple and complex. Simple concepts include one element of knowledge about an object or phenomenon. Simple concepts, combining with each other

other, form complex concepts. For example, concepts such as “root”, “stem”, “leaf”, “flower”, “fruit” are simple concepts. Combining together, these concepts form the complex concept of “plant organs”. But this division is conditional. For example, the concept “flower” can be complex, but in relation to it the following will be simple: concepts like, “pistil”, “stamen”, “receptacle”, “perianth”;

b) according to the second approach, content means the division of concepts into groups depending on the science in which these concepts are studied. Here are some groups of concepts present in the course:

astronomical: stars, planet, satellite, Moon, Sun, Solar system, etc.;

geological: rocks, minerals, mining, mineral deposits, etc.;

physical: substance, phenomenon, properties of water, water cycle in nature, properties of air, etc.;

geographical: weather, surface, territory, plain, mountain, hill, river, horizon, terrain orientation, scale, plan, map, etc.;

biological: plants, root, stem, leaf, flower, nutrition, respiration and reproduction of plants; animals, domestic animals, wild animals, insects, fish, birds, beasts, etc.;

agricultural: vegetables, fruits, soil, humus, minerals, mineral and organic fertilizers, etc.;

environmental: natural community, living conditions, relationships between living organisms in nature, nature conservation, etc.;

social: country, state, nationality, rights, responsibilities, law, etc.;

historical: century, Ancient Rus', revolution, etc.

Volume a concept is characterized by the number of knowledge elements included in it. Among the authors studying the problem of concepts, there is no common opinion on the names of the groups allocated depending on the volume. Some researchers divide concepts into single and general, others into simple and complex. A number of researchers divide concepts into simple and complex depending on the content of the concept (see above), and not on the volume, which introduces additional confusion. Essentially, there is not much difference between these terms (simple - individual, complex - general). S.A. Pavlovich, in addition, identifies an intermediate group of concepts - collective ones. Single (or simple) concepts include a small (usually one) number of knowledge elements. General (or complex) concepts include several, sometimes very many, elements of knowledge and are formed from single (simple) ones. Collective concepts occupy an intermediate position in terms of the number of knowledge elements. For example, the concept “Volga River” is singular, and the concept “river” is general. Between these concepts we can distinguish intermediate ones - “rivers of the Tver region” or “rivers of Russia”. General concepts are most often expressed by terms, and individual ones - by proper names, but not always: for example, the concept of “birch leaf” -

singular, “leaves of deciduous plants” - collective, and “leaves of plants” - general.

The next characteristic of the concept is dynamism. Concepts are in constant change and development. This change can occur both “horizontally” and “vertically”.

The change in concepts “horizontally” lies in the fact that one and the same concept can be either individual, or collective, or general in relation to another. Therefore, when defining these groups of concepts, they should be clarified by using the phrase “in relation”. For example, the concept “low mountains” is singular in relation to the concept “mountains”. In this case, the concept of “mountains” appears as a general one. But, if we compare the concepts of “mountains” and “surface of the Earth”, the first of them acts as an individual, the second as a general one. Between them, a collective concept can be defined - “the surface of Russia.” Such changes in concepts are widely used in teaching and in ordinary communication and do not require the use of a special technique. There are quite a few simple questions here, often requiring only a brief recapitulation of information.

Changing concepts “vertically” characterizes their qualitative improvement. This movement of the concept is called development. It requires a special technique from the teacher, is a long process and can practically turn out to be endless. This is due to the fact that any concept can always have some characteristic that will complement and expand its existing scope.

The fourth characteristic of a concept is its connection with other concepts. The study of connections is necessary for the formation of most concepts in the course “The World Around You”. When studying connections, a comparative method is used. Through comparison, schoolchildren understand that, for example, nature is not a random collection of elements; here, one element is usually associated with another, another with a third, etc. First, connections are established between two elements. For example, the question is posed: “Where are there more insects in the fall - in the sun or in the shade?” As a result, a connection is established between solar heat and insect behavior.

So, in the human mind, concepts are capable of deepening their content and expanding their scope. They are in constant development and connected with each other. But before a concept begins to develop, it must be formed, formed. The formation and development of concepts can occur spontaneously or under external influence. The spontaneous process of concept formation proceeds much slower than under control. A spontaneous process can lead to a person developing incorrect knowledge, and they may have little connection with each other. Therefore, the method of concept formation is central to the entire learning process, because the level of erudition of the student, the quality of his mental activity, as well as the general level of personal development depend on it.

To successfully form concepts, a number of methodological conditions must be met.

The following are distinguished: conditions for the formation of concepts." 1) organization of problem-based learning; 2) logical consistency in the presentation of new material; 3) carrying out repetition; 4) terminological work;

translation of knowledge into skills and abilities. Let's consider these conditions in more detail.

The formation of concepts is based on mental activity. A person begins to think when he has a need to understand something. Thinking begins with a problem or question, with surprise or bewilderment, with a contradiction. Therefore, the first condition for the formation of concepts is organization of problem-based learning to the surrounding world. Creating problematic situations in the classroom creates a state of intellectual difficulty in students. Students solve the problem posed either themselves or with the help of the teacher.

For the formation of the concept, it is of great importance logical sequence of presentation of new material. The teacher can use an inductive or deductive method of presentation, or maybe both methods together - a mixed way. With the inductive path, children, based on experiments and observations, become familiar with facts and properties, and then draw conclusions and generalizations. That is, the formation of concepts proceeds from the particular, specific to the general, the whole. With the deductive path of concept formation, work proceeds, on the contrary, from the general to the specific. That is, first it is given definition of concept, and then this concept is filled with representations. To form concepts along this path, an experiment is usually carried out, practical work combined with a teacher’s story. The choice of the way to form a concept depends on the complexity of the concept. When knowledge is theoretical in nature, the deductive path is more often used.

Formation of concepts but inductively. In the course “The World Around us” there are concepts that are formed mainly on ideas obtained directly in the environment. For example, this is the concept of “seasons”. The formation of this concept occurs in children from preschool age as the corresponding ideas accumulate. At school, this concept is formed at a new level when the reasons for the change of seasons are studied, related to the movement of the Earth around the Sun and the tilt of its axis. The formation of the concept goes like this: the child receives individual ideas about seasonal changes in inanimate and living nature - about changes in the temperature of air and water in reservoirs, about the length of day and night, about the state of the earth and water surface, about the life of plants, animals and humans. On the one hand, these ideas are formed involuntarily (the child simply notices all these changes around him), on the other hand, through targeted observations during the learning process. During lessons, presentations are supplemented by viewing illustrations and verbal descriptions. As a result, the most important signs concepts of “seasons” and connections are established between them.

There are also concepts in the “World around us” course that cannot be formed through observations due to the fact that the objects being studied are far from the school (for example, the concepts “Far North”, “desert”, “mountains”, “lake”, etc. ) or belong to history (for example, the concept “Ancient

Rus"). The formation of such concepts occurs with the help of visual aids and verbal descriptions. At the same time, associative connections are formed between these formed ideas and ideas already obtained on a local history basis. Let's consider how the concept of the “Far North” will be formed. First, you can show the children the polar desert depicted in the picture. Children, looking at the picture, look for similarities and differences between the area in the picture and their own region. A spatial representation of this area is then formed using a map. Then, using tellurium, you can show the relationship between the inclination of the sun's rays and air temperature. Next, specific components of this landscape are studied: ideas are formed about the climate of the Far North, about the surface, about reservoirs, about plants and animals, about human life in these conditions. Connections between these components are established and a generalization is made.

Formation of concepts along a deductive path. As already noted, the formation of a concept along this path begins with the definition of the concept. This definition is then filled with ideas that are generalized again. As a result, the previously learned definition acquires a more precise meaning. As an example, let us trace how the concept of “ecosystem” is formed along a deductive path in the course “The World Around us” by A.A. Vakhrusheva and others. Initially, when the concept of “ecosystem” is introduced in grade II, the following definition of an ecosystem is given: “An ecosystem is living organisms living together and piece of land, where they feel at home.” This definition is then filled with representations. When considering the components of an ecosystem, the terms “breadwinners”, “eaters” and “scavengers” are introduced (analogues of the scientific terms producers, consumers and decomposers). That is, the question “How does an ecosystem live?” is studied. Further, the concept is complemented by ideas about ecosystems of natural areas. In the third grade, schoolchildren are again returned to the concept of “ecosystem,” but at a new meaningful level. Here, too, the definition of an ecosystem is first given, but more precisely: “An ecosystem is the unity of living and inanimate nature, in which living organisms of different “professions” are capable of jointly maintaining the circulation of substances.” Then this concept is filled with ideas about the cycle of substances and food chains in the ecosystem. After this, the concept of “ecosystem” is concretized using the examples of ecosystems of a lake, swamp, forest, and aquarium.

Concepts in the system of developmental education by D.B. are formed primarily by deductive means. Elkonina-V.V. Davydova.

The considered examples of ways of forming concepts relate mainly to the so-called explanatory-illustrative model of education. Formation of concepts during search learning goes by posing and solving a problematic issue (task). Let us give an example of the formation of the concept “natural tundra zone” through problem-based learning. First, the teacher invites the children to examine a branch of a dwarf birch from the herbarium and a branch of a birch growing in central Russia. The question is raised why these two birches are so different from each other. To

To answer this problematic question, you need to consider various components of the nature of the tundra: climate, illumination, soil. In this case, these components are considered as environmental factors affecting tundra plants. And during the lesson a number of questions are addressed:

Why is the root system of a tundra plant poorly developed and shallow?

Why are tundra plants so short?

Why does the dwarf birch have such small leaves?

Thus, by examining the dwarf birch and other tundra plants, students at the same time become familiar with the natural conditions of this natural area. In the same way you can study natural conditions other zones.

Repetition system. New knowledge builds on existing concepts. The existing concepts could have been obtained either from studying the course “The World Around us”, or from studying other primary school subjects or from other sources. As a result of the formation of connections between old and new concepts, the child’s thinking develops, and knowledge becomes stronger.

Terminological work. This means working to master the language of science. A term is a word or phrase denoting a concept used in science. The term can be used to identify some signs of the concept, if you find out the origin of the term (etymology) and its semantic meaning (semantics). In the course “The World Around us,” various terms from the sciences are used, which form the content of the course.

During the first years of school, children accumulate terms, often without knowing what they mean. Terminological work should include a number of techniques: pronouncing terms out loud, mastering the spelling of a new term, finding out the origin and meaning of the term. For example, when introducing the term “natural history,” the teacher must show that this word is complex and consists of two parts, two words: “nature” and “know.” Children learn the meaning of the word “nature” in the process of getting to know the world around them, and now the teacher tells the meaning of the word “know” - to know, to study. T.

e. Children should understand that natural history means the study of nature. Terms of foreign origin should be translated into Russian and their semantic meaning explained. For example, having told schoolchildren the term “horizon,” the teacher should inform them that this word is of Greek origin and is translated into Russian as “limiting,” i.e., the term means the part of the earth’s surface that a person sees in an open area.

Translation of knowledge into practical skills. In order for the concept to be fully formed, knowledge must be applied in practice, which means that children must master skills. In particular, when studying the course, children should be able to make observations in nature and record them in observation diaries, be able to use simple instruments (thermometer, compass, weather vane) and simple laboratory equipment (test tubes,

flasks, etc.), must follow a daily routine and hygiene rules, be able to care for plants, plant flowers and trees. To acquire the necessary skills, children are given various tasks determined by the course program. Translating skills into skills requires systematic work.

Levels of formed™ concepts, development of thinking and methods for determining them in primary schoolchildren

The resulting concept does not remain unchanged, it constantly develops, that is, it moves from one qualitative state to another, more perfect one.

There are four level of concept formation:

1) factual; 2) operational and activity-based; 3) theoretical;

4) creative.

Factual (or empirical) level. The level is characterized by the accumulation of individual specific facts. The student knows about existence II certain objects, recognizes and names objects and phenomena. Knowledge is reproductive in nature. At this level, children complete tasks where they need to choose, name, show, sign, or define something. This level corresponds to the mark “3” (satisfactory).

Operational level. At this level, the student is able to identify the component parts of objects, the main stages of processes (i.e., can analyze), can identify similarities and differences (i.e., can compare), can draw analogies; can use the necessary facts to prove it, support his story with examples; can establish simple cause-and-effect relationships. Knowledge is descriptive. At this level, children answer such questions and complete tasks such as “What does... consist of?”, “How does... happen?”, “Describe...”, “Give an example...”. This level corresponds to the mark “4” (good).

Theoretical level. At this level, the student easily identifies cause-and-effect relationships between objects and phenomena, identifies significant signs, and makes predictions. further development processes when the conditions of their occurrence change, gives its own definitions of concepts. At this level, children easily cope with questions and tasks such as “Why...?”, “Prove that...”, “Because of what...?”, “How do you understand...?” This level corresponds to the mark “5” (excellent).

Creative level. At this level, students are able to independently apply existing knowledge in new conditions, make discoveries, and solve non-standard problems. At this level, children cope with questions and tasks “What do you think...?”, “Suggest a new situation...”, etc. This level corresponds to the mark “5+”.

In elementary school, children master initial ideas and concepts. Their further development occurs in the process of studying biology, geography, chemistry, physics, history and other courses in middle and high school.

The level of development of the worldview of a junior schoolchild is determined by the formation of ideas and concepts about the world around him. Therefore, when studying abstract logical thinking knowledge of objects and phenomena of the surrounding world is tested, as well as the degree of proficiency in basic logical operations (analysis, synthesis, comparison, etc.).

There are three level of development of thinking: low, medium and high.

At low level of development of thinking, the child is not oriented in the question, the answers are often off-topic, the image of the world is pre-scientific, everyday, the child finds it difficult to establish elementary connections between objects and phenomena of the surrounding world.

At average level of development of thinking, the child’s answers are incomplete, there are few mistakes, the image of the world is scientific, everyday life or scientific, the child can establish some connections between objects and phenomena of the surrounding world.

At high level of development of thinking, the child gives complete correct answers, has a scientific image of the world, understands cause-and-effect relationships in the world around him.

There are various methods for studying the levels of logical thinking and identifying knowledge about the world around us.

Here is one of methods for studying the levels of logical thinking(it is designed for third grade students).

Students are given two tests. The first is as follows: the student is offered a series of 5 words denoting natural objects and phenomena. Four of them are united by a common feature, and the fifth word is superfluous. The child must find superfluous word, which belongs to another group of concepts, and emphasize it. For example: cockroach, fly, sparrow, mosquito, ladybug. All the words mean insects, and the extra word “sparrow” is a bird. There are 10 tasks in total in this test. For each correct answer, the child receives 1 point, i.e. he can score a maximum of 10 points.

In the second test, the child is given examples of three words. You need to determine what they have in common and write an answer. For example, an option is given from the following words: spruce, pine, larch. The correct answer in this case is coniferous trees. There are also 10 tasks here; For each complete, correct answer, 2 points are given, for a correct, but not complete answer - 1 point. That is, a student can score a maximum of 20 points in this test.

Thus, the maximum number of points for both tests is 30. Students who score 26-30 points have high level logical thinking, 22-25 points - average level, less than 22 points - low.

Methodology for identifying basic knowledge about the world around us. Children are given four test tasks. In the first task, children must distribute plants from the proposed list into three groups - trees, shrubs and herbs. In the second task, children must name at least three plants in their area that need protection. In the third task, you need to classify the animals from the presented list into one of four groups: insects, fish, birds, animals. In the fourth task, you need to describe the food they use in winter for the proposed animal species.

Maximum points for completing each test task- 2. Thus, a student can score a maximum of 8 points. The level of basic knowledge is determined as follows: a high level of knowledge if 7-8 points are scored, an average level - 5-6 points and a low level - less than 5 points.

The formation of concepts is a very long and labor-intensive process. In primary school, mainly initial propaedeutic concepts about the world around us are formed. They develop in subsequent systematic courses - in the study of geography, botany, zoology, anatomy, history, physics and other subjects.

Test questions and assignments

What stages does the process of concept formation go through?

What is perception, and what conditions must be met for it to be effective?

What is the difference between sensation and perception?

What are the features of the formation of ideas about objects and phenomena that are accessible and inaccessible to direct perception? What conditions are necessary for effective belief formation?

What is a concept and what characteristics does it have? What conditions must be met for the effective formation of concepts about the world around us?

What content groups can the concepts in the “World around us” course be divided into?

What are inductive and deductive approaches to introducing primary school students to the world around them? In which courses are they most clearly implemented? Give examples of inductive and deductive ways of forming concepts.

What levels of concept formation and thinking development are distinguished in the methodology of the surrounding world and what are the features of each level? What knowledge is typical for each level? How is student knowledge assessed according to these levels?

Give an example of a methodology for studying the levels of logical thinking and identifying basic knowledge about the world around us.

Introduction
Chapter I. Theoretical basis formation of historical ideas and concepts among junior schoolchildren when studying the subject “The World Around us”
1.1. System of ideas and concepts in elementary school
1.2. Contents of the educational and methodological set “The World Around us” (A.A. Pleshakov) from the point of view of the formation of historical ideas and concepts
1.3. Characteristic pedagogical conditions formation of historical ideas and concepts among junior schoolchildren when studying the subject “The World Around us”
Chapter II. Experimental work on the formation of historical ideas and concepts among junior schoolchildren when studying the subject “The World Around us”
2.1. Identification of the level of formation of historical ideas and concepts among junior schoolchildren
2.2. Implementation of a set of classes on the formation of historical ideas and concepts among primary schoolchildren
2.3. Analysis of the results of experimental work
Conclusion
List of used literature and information sources
Applications

Research objectives:





Research methods:






The results of the study are presented on All-Russian competition young scientists "Best youth scientific - 2018" ("Concept", scientific and methodological electronic journal). Publication on the magazine’s website: “Implementation of the project “80 years of the Altai Territory” with junior schoolchildren as part of extracurricular activities in the subject “The World Around You”. Winner of the competition.

Currently, the problem of studying historical material is especially relevant for elementary school, since its main aspect is the social orientation of the individual in accordance with the “request” of the society in which he will live. The study of historical and social science knowledge at school is the basis of humanitarian education and the formation of a person’s own position in life. The object of studying history is the past of humanity in their natural and social development (man, nature, society). Studying history helps students develop their own value orientations and civic convictions.
According to the requirements of the Federal State Standard for Primary general education(FSES NOO) one of the directions for implementing educational tasks is the formation of knowledge about the main events of the history of the Fatherland and its heroic past. The “portrait of a primary school graduate” presents such a personality characteristic as “loving his people, his land and his homeland.”
The formation and development of historical ideas and concepts must begin in elementary school. The subject “The World around us” has significant potential in solving this problem, integrating in its content various branches of knowledge: ecology, geography, local history, history, etc.
Issues of the formation and development of the conceptual apparatus of junior schoolchildren are presented in the works of scientists and methodologists: D.D. Danilova, E.G. Novolodskaya, R.Yu. Strelovoy, M.T. Studenikina, A.V. Khutorskogo, O.A. Shamigulova, V.V. Shogan et al.
In the course of studying psychological, pedagogical and methodological literature The problem of selecting and characterizing the pedagogical conditions for the formation of historical ideas and concepts among junior schoolchildren when studying the subject “The World Around us” was identified.
Purpose of the study: to determine the pedagogical conditions for the formation of historical ideas and concepts among primary schoolchildren when studying the subject “The World Around us” and to prove their effectiveness.
Object: the process of studying the subject “The World Around us” in elementary school.
Subject of research: pedagogical conditions for the formation of historical ideas and concepts among primary schoolchildren.
Hypothesis: the formation of historical ideas and concepts among younger schoolchildren when studying the subject “The World Around us” will be carried out more effectively if the following pedagogical conditions are met:
- carrying out terminological work in lessons;
- modeling of reference diagrams and smart maps according to historical material;
- inclusion of children in the implementation of projects with historical content;
- organizing excursions with younger schoolchildren to museums, etc.
Research objectives:
1. Expand the system of ideas and concepts of the course “The World Around You” for elementary school.
2. Analyze the content of the educational and methodological set (UMK) “The World Around us” (A.A. Pleshakov) from the point of view of the formation of historical ideas and concepts among younger schoolchildren.
3. Characterize the pedagogical conditions for the formation of historical ideas and concepts among younger schoolchildren when studying the subject “The World Around us.”
4. To identify the level of formation of historical ideas and concepts among younger schoolchildren.
5. Develop and implement a set of classes on the formation of historical ideas and concepts among junior schoolchildren, analyze the results of experimental work.
Research methods:
- theoretical analysis of psychological, pedagogical and methodological literature on the research problem;
- analysis of the content of the educational complex “The World Around” by A.A. Pleshakova (“School of Russia”);
- a method for diagnosing the level of formation of historical ideas and concepts in younger schoolchildren;
- experimental work, quantitative and qualitative analysis its results.
Research base: Municipal budgetary educational institution "Secondary comprehensive school No. 8" Biysk Altai Territory.
The practical significance of the work lies in the fact that the developed set of classes on the formation of historical ideas and concepts in younger schoolchildren when studying the subject “The World Around us” can be used by primary school teachers, and are of interest to bachelor students studying in the field of study Teacher Education, training profiles Primary education and Preschool education.
The results of the study were presented at the All-Russian competition of young scientists “Best youth scientific article - 2018” (“Concept”, scientific and methodological electronic journal). Publication on the magazine’s website: “Implementation of the project “80 years of the Altai Territory” with junior schoolchildren as part of extracurricular activities in the subject “The World around us.” Winner of the competition.
Work structure. The work includes an introduction, two chapters, a conclusion, a list of references and information sources, and an appendix.
The introduction substantiates the relevance of the topic, the degree of its development, formulates the problem, goal, object, subject, hypothesis and objectives of the study, and determines its practical significance.
In the first chapter, “Theoretical foundations for the formation of historical ideas and concepts among primary schoolchildren when studying the subject “The World Around Us,” the system of natural history ideas and concepts in elementary school is revealed, and the content of A.A.’s educational and methodological set is analyzed. Pleshakov’s “The World Around us” (the “School of Russia” system) from the point of view of the formation of historical ideas and concepts, the pedagogical conditions for the formation of historical concepts among younger schoolchildren in lessons about the world around them are characterized.
In the second chapter, “Experimental work on the formation of historical ideas and concepts among junior schoolchildren when studying the subject “The World Around us,” the organization and methodology of experimental work is described, and an analysis of its results is carried out.
In conclusion, the results of the study are summarized and conclusions are formulated.
The list of used literature and information sources includes 51 titles.
The appendix presents materials from the experimental work.

Jr school age is the most favorable period for the formation of historical and civil development, education and upbringing. In this regard, it is necessary to have a deep theoretical understanding of the problem of historical and civic education of the younger generation, purposeful work to determine and implement the conditions for its formation in the modern world and society.
Forming knowledge about the main events of the history of the Fatherland and its heroic past is one of the main directions of the Federal State Educational Standard. The public need for historical education of the student’s personality is recorded in a number of documents of the Ministry of Education Russian Federation. The goal of history education is to prepare students for responsible, meaningful, independent adult life and activity in a democratic rule-of-law state and civil society.
Information on history presented in the educational complex “The World Around You”
A.A. Pleshakov are structured in chronological order. This allows students to develop retrospective thinking, which contributes to a qualitative assessment of the significance of events and phenomena of the past for the development of the state and humanity. Attention to the biography of historical figures on the pages of the textbook “spiritualizes” pictures of the past, makes historical events closer and more accessible to the understanding of a younger student, allows them to “get used to” the era, comprehend the values ​​of other people, and establish a dialogue. This educational complex has significant potential from the point of view of developing historical ideas and concepts among younger schoolchildren.
The pedagogical conditions for the formation of historical concepts and ideas in younger schoolchildren when studying the subject “The World Around us” are: conducting terminological work in the classroom, modeling reference diagrams and intellectual maps based on historical material, including children in the implementation of projects with historical content, organizing excursions with younger schoolchildren to museums etc.
At MBOU “Secondary School No. 8” in the city of Biysk, Altai Territory, we carried out experimental work on the formation of historical ideas and concepts among primary schoolchildren when studying the subject “The World Around us”.
At the ascertaining stage, we identified the level of formation of historical ideas and concepts of students in the experimental and control groups and established the predominance of low and average levels.
The results obtained determined, at the formative stage of experimental work, the development and implementation of a set of classes aimed at developing historical ideas and concepts of students in grade 4 “B” (experimental group) when studying the world around them and in extracurricular activities in compliance with the pedagogical conditions laid down in the hypothesis.
Repeated monitoring at the control stage of the experimental work and analysis of the results showed the effectiveness of the implementation of the set of classes we developed.
Thus, the set goals and objectives have been fulfilled, the put forward hypothesis has been proven. It can be concluded that the implemented set of classes is effective in the process of forming historical ideas and concepts among younger schoolchildren when studying the subject “The World Around us.”

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Humanity has created a system of standards for designating the shapes of specific objects. This is a system of geometric shapes.

The grouping of geometric shapes can be presented as follows: flat and three-dimensional, with and without angles, i.e. round, differing in external characteristics. Thus, geometric figures act as samples, standards of the shape of real objects or their parts.

With the help of geometric shapes, an analysis of the surrounding world is carried out, the need to understand the variety of forms, “what it looks like” is satisfied. As a result, one object becomes similar to another in shape (looks like a cucumber, like a window), etc.

The classification of geometric figures is built on both a sensory and logical basis. The child’s perception of surrounding objects at first, as special studies have shown, does not mean that the form is highlighted. First, the object itself appears, and only then its form.

The system of geometric figures concentrates the generalized experience of human sensory activity. The form is perceived through the visual-tactile-motor way. Familiarizing children with the shape of objects has always been the focus of attention of psychologists, teachers and methodologists of the past and present.

Thus, Y. A. Komensky in “Mother’s School” for the first time assesses the role of sensory experience in the development of a child and points out the need to familiarize children before school with various geometric figures.

I. G. Pestalozzi in his book “The ABC of Visual Perception” also tries to rely on the child’s sensory experience in mastering counting, number, and in general in the child’s orientation in the world around him.