Means of forming cognitive skills in elementary school. Cognitive education and their formation in lessons at school. Cognitive universal learning activities

Universal learning activities

New social demands of society define the goals of education as the general cultural, personal and cognitive development of students, providing such a key competence of education as “teaching how to learn.” The problem of independent successful acquisition by students of new knowledge, skills and competencies, including the ability to learn, has become acute for schools and currently remains urgent. Great opportunities for this are provided by the development of universal learning activities (UAL). That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

Plays a huge role in the educational process formation of cognitive universal educational actions. However, a discussion of the concept and role of the formation of UUD is unthinkable without identifying the meaning of the term “universal educational actions.”

In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines. Each academic subject, depending on the subject content and ways of organizing students' educational activities, reveals certain opportunities for the formation of educational learning.

The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines.

Each academic subject, depending on the subject content and ways of organizing students' educational activities, reveals certain opportunities for the formation of educational learning.

The universal nature of educational activities is manifested in the fact that:

1. they are supra-subject, meta-subject in nature;
2. ensure the integrity of general cultural, personal and cognitive development;
3. ensure continuity at all stages of the educational process;
4. are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.

This ability is ensured by the fact that universal educational actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students’ awareness of its goals, value-semantic and operational characteristics. Thus, achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: – educational motives, – educational goal, – educational task, – educational actions and operations (orientation, transformation of material, control and evaluation).

Currently, there are several classifications of universal learning activities. However, the key is the classification presented in the figure below.

Personal universal learning activities provide students with value and semantic orientation and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

1. the action of meaning-making, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it.
2. the action of moral and ethical assessment of the assimilated content, based on social and personal values, ensuring personal moral choice.”

Include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems.

Regulatory universal learning activities provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of learning. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement."

Extremely important in modern conditions communicative universal learning activities. They are based on communicative competence. The first component of communicative competence includes the ability to establish and maintain the necessary contacts with other people, satisfactory mastery of certain norms of communication and behavior, and mastery of the “technique” of communication.

Cognitive universal learning activities is a system of ways of understanding the surrounding world, constructing an independent process of search, research and a set of operations for processing, systematizing, summarizing and using the information received.

Aimed at providing specific ways to transform educational material. Separately, we should highlight the fact that they represent modeling actions and perform the functions of displaying educational material, highlighting the essential, separating from specific situational meanings and forming generalized knowledge. In a number of works on the problem of forming UUD sign-symbolic universal educational actions are among the educational UUDs, but you can regularly find works where sign-symbolic universal educational actions are considered as a separate category.

Functions of universal educational actions

Cognitive universal learning activities

In modern pedagogical science under cognitive universal educational activities implies a pedagogically sound system of ways to understand the world around us, constructing an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.

Cognitive UUDs include the following:

1. general education,
2. logical actions,
3. actions of posing and solving problems.

Let's look at each category separately. So, general educational universal actions:

1. independent identification and formulation of a cognitive goal;
2. search and selection of necessary information;
3. application of information retrieval methods, including using computer tools;
4. structuring knowledge;
5. conscious and voluntary construction of a speech utterance in oral and written form;
6. choosing the most effective ways to solve problems depending on specific conditions;
7. reflection on methods and conditions of action, control and evaluation of the process and results of activity;
8. semantic reading;
9. understanding and adequate assessment of the language of the media;
10. setting and formulating a problem, independently creating activity algorithms when solving problems of a creative and exploratory nature.

Cognitive actions are also a significant resource for achieving success and influence both the effectiveness of the activity and communication itself, and the student’s self-esteem, meaning formation and self-determination.

Stages of formation of cognitive educational actions

The formation of cognitive universal educational actions occurs in several stages. These stages correspond to the scientifically based stages of the formation of universal educational actions in general. According to P. Ya. Galperin’s theory of the planned, step-by-step formation of actions and concepts, the subject of formation should be actions understood as ways of solving a certain class of problems. To do this, it is necessary to identify a system of conditions, the consideration of which not only ensures, but even “forces” the student to act correctly and only correctly, in the required form and with given indicators. This system includes three subsystems:

• conditions ensuring the construction and correct execution by the student of a new method of action;
• conditions that ensure “practice”, that is, the development of the desired properties of the method of action;
• conditions that allow one to confidently and fully transfer the execution of an action from an external objective form to the mental plane.

Six stages of internalization of action are identified. At the first stage, assimilation begins with the creation of a motivational basis for the action, when the student’s attitude to the goals and objectives of the action being acquired, to the content of the material on which it is practiced, is laid. This attitude may subsequently change, but the role of initial motivation for assimilation in general is very large.

At the second stage, the formation of a schema of the indicative basis of the action occurs, that is, a system of guidelines necessary to perform the action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.

At the third stage, the action is formed in a material (materialized) form, when the orientation and execution of the action are carried out based on the externally presented components of the schema of the indicative basis of the action.

The fourth stage is external speech. Here a transformation of action occurs - instead of relying on externally presented means, the student moves on to describing these means and actions in external speech.

The need for a material representation of the scheme of the orienting basis of the action, as well as the material form of the action, disappears. Its content is fully reflected in speech, which begins to act as the main support for the emerging action.

At the fifth stage, a further transformation of the action occurs - a gradual reduction in the external, sound side of speech, while the main content of the action is transferred to the internal, mental plane. At the sixth stage, the action is performed in hidden speech and takes the form of its own mental action.

Empirically, the formation of an action, concept or image may occur by skipping some stages of this scale; Moreover, in a number of cases such an omission is psychologically completely justified, because the student has already mastered the appropriate forms in his past experience and is able to successfully incorporate them into the current process of formation.

The significance of the development of cognitive universal educational activities

The strategic direction of optimizing the system of primary general education is the formation of universal educational activities that ensure the child’s readiness and ability to master the competence “to be able to learn.” The theoretical-methodological and scientific-methodological basis of the UUD Development Program is the cultural-historical system-activity approach.

Formation of universal educational actions acts as a necessary condition for ensuring the continuity of a child’s transition from primary education and the success of his education in primary school. The organization of educational cooperation and joint educational activities, the use of project forms, problem-based learning of an individually differentiated approach, information and communication technologies are essential conditions for increasing the developmental potential of educational programs. Indicators of the formation of cognitive universal educational actions

• logical operations;
• determining the number of words in a sentence;
• taking into account the position of the interlocutor;
• ability to negotiate and argue;
• mutual control, mutual verification.

Literature

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From September 1, 2011, all educational institutions in Russia switched to the new Federal State Educational Standard for primary general education. The main goal of introducing the Federal State Educational Standards for Primary General Education (FSES IEO) is to improve the quality of education.

The goal of the school is not only knowledge, but also skills:

• set a goal and achieve it;
• independently obtain and apply knowledge;
• draw up a plan of your actions and independently assess their consequences;
• to ask questions;
• express your thoughts clearly;
• take care of others, be a moral person;
• maintain and strengthen your health.

In the information society, the main thing is not knowledge, but the ability to use it.

The issues of enhancing the cognitive activity of schoolchildren are one of the most pressing problems, including both social and psychological-pedagogical aspects.

The process of cognition in younger schoolchildren is not always purposeful, mostly unstable, episodic. Therefore, the teacher must develop the cognitive interest and activity of the younger student in various types of activities.

A negative attitude towards intellectual activity occurs in cases where a child is presented with demands for intellectual activity that he cannot fulfill.

When performing a learning task that requires active mental work, these children do not strive to understand and comprehend it: instead of active thinking, they use various workarounds that replace it. The main technique when performing oral tasks is memorization without understanding - memorization.

Almost all of these schoolchildren know how to quietly copy from their comrades, they are able to catch an answer suggested to them very quietly, and understand from the expression on the face of the teacher and comrades whether he is answering correctly..

At an older age, due to the fact that the knowledge acquired by a schoolchild influences the formation of his personality, his attitude to the world, his interests, his understanding of the surrounding reality, the differences between all the students of the described group and well-performing students begin to appear in much more diverse areas. But even in high school, such students perform any task much worse if it is included in compulsory classes, compared to the same exact tasks, but performed outside of class. For example, many of these students understood and presented the content of a book read outside of school much better than the much simpler content of some work of fiction taught in class there.

The need for cognition is understood as the need for activities aimed at obtaining new knowledge. Curiosity is understood as cognitive activity that is not associated with external reinforcement (direct encouragement from an adult, the possibility of encouragement, a particularly attractive result of an activity).

The development of cognitive learning tools does not obey the strict laws of training. The basis of their development are those principles of personality education and the development of thinking, which include stimulation and encouragement of the very acts of cognitive activity on the part of another person (teacher, educator, peer). That is why the most significant situations in the occurrence of acts of cognitive activity are situations of communication, various types of interpersonal interaction, games, and learning. Situations of communication and interpersonal interaction also determine the specific dynamics and patterns of the course of cognitive activity in the specified conditions.

Teaching an intellectually passive child the knowledge and skills he lacks cannot be achieved through conventional teaching, but requires the use of a special technique. This is explained by the fact that the child lacks many basic knowledge and concepts, which are a necessary prerequisite for learning the subject and which, as a rule, are acquired by children not in the learning process, but in play or practical activities even during preschool life.

The principle of consciousness and creative activity of students with the leading role of the teacher is the principle of consciousness and creative activity of children, which arose and developed in the fight against dogmatism and mechanical cramming of texts, which have long dominated in school.

The essence of the principle of consciousness and activity of students in learning is to ensure an optimally favorable ratio of pedagogical guidance and conscious creative work of students in learning. In the process of conscious assimilation of knowledge, a creative attitude to the study and application of knowledge, logical thinking of students and their worldview are formed.

At the same time, it is necessary to use other methods of developing cognitive learning skills in students:

– explanation of the goals and objectives of science, the foundations of which students begin to study;
– consideration with students of one or another problem, the solution of which is possible only on the basis of scientific knowledge that students do not yet possess;
– revealing the prospects for further education of schoolchildren;
– a meaningful story by a teacher or students interested in a certain field of science about the achievements of scientists and establishing a connection between these achievements and the content of knowledge that students are to study;
– direct preparation of students for the active perception of new knowledge (the teacher’s task is to carry out certain observations at home or perform a simple experiment, solve a problem, select some facts from labor training and productive work, etc.).

It is necessary to ensure that students master the logical methods of independently forming a concept. But this is not enough. The teacher’s guidance should ensure that every concept, generalization, ability and skill becomes a tool for students’ further knowledge of objects and phenomena of the surrounding world and guidance in practical activities.
Independent activity of students always consists of mental operations and practical actions. Consequently, the development of students’ independent thinking is the basis of all their activities. .

Therefore, it is necessary to teach schoolchildren various logical techniques and, to the extent they master them, provide them with ample opportunity to demonstrate independent thinking, capable of finding new solutions.

In order to develop logical thinking, it is advisable to use the solution of cognitive problems in several, logically different ways, compiling problems based on data taken from life, and then solving them with analysis and verification of the solution method.

The task of actively assimilating new knowledge and nurturing independent thinking, the need to teach schoolchildren to seek the truth and defend it, force us to look at this problem differently. Instead of leading the student by the hand at every step along the well-worn road of ready-made truths, it is necessary, at least in the most important key topics of the curriculum, to use a different method of teaching. The active assimilation of knowledge and the development of independence of mind of schoolchildren occurs when, during the educational process, a cognitive task is put forward, a problem arises, the reflection of which raises doubts about the truth of familiar ideas and generalizations, and stimulates the search for new solutions, i.e., the creative work of thinking.

All this leads to the requirement for the full development of activity and independence of students, accustoming them to be able to understand a task, topic, problem, analyze it correctly, outline the right method and plan for solving it, implement this method and check the answer received.

There is evidence that the number of intellectually passive children has recently increased. Therefore, it is necessary to early diagnose such children, specially organized work with them in order to prevent intellectual passivity, prevent possible difficulties in learning, and develop their cognitive interests and motivation. This is very important, since intellectual passivity caused by reasons of non-defectological origin is mainly due to shortcomings in upbringing and can be corrected.

In order to study the level of intellectual development of 2nd grade students, we have compiled a research program, which is presented in this table.

Table.

Thus, we distributed students according to the level of development of cognitive interest (Fig. 1), where 21% of students have a low level of development of cognitive interest, 46% have an average level, and 35% have a high level.

Rice. 1. Diagram of the distribution of students according to the level of development of cognitive interest.

Based on the data obtained, we developed a Russian language program, the purpose of which was to eliminate gaps in knowledge and increase the level of cognitive interest.

PROGRAM
2nd grade (32 hours)

Having carried out the system of proposed classes and repeated diagnostics according to Luskanova’s system, we obtained the following results of cognitive interest (Fig. 2), where 8% of students have a low level of development of cognitive interest, 58% have an average level and 34% have a high level.

Fig.2. Diagram of the distribution of students according to the level of formation of cognitive interest at the ascertaining stage.

Thus, after conducting a system of classes, we identified positive dynamics in the development of intellectual abilities and cognitive processes - thinking - in children of primary school age. The program also contributed to the formation of skills in educational cooperation and the successful implementation of independent activities by students based on their demonstrated cognitive interest.

– In the classroom, when solving any problem, it is necessary to teach schoolchildren to analyze, combine, reason, and plan, since all intellectual abilities “participate” in solving any problem.

– A primary school teacher needs to stimulate the creative activity of children, because... Every child in the process of development independently realizes his or her potential through creative activity. Unlike educational activities, creative activities are not aimed at mastering already known knowledge. It promotes the child’s initiative, self-realization, and the embodiment of his own ideas, which are aimed at creating something new. Include in the course of the lesson tasks of a search nature that contribute to the development of intellectual development.

– A child of primary school age has truly enormous developmental opportunities and cognitive abilities. It contains the instinct of knowledge and exploration of the world.

– Develop your child’s communication skills, spirit of cooperation and teamwork; Teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.

The objectively interesting nature of the activity will be facilitated, first of all, by the content of the students’ activity itself, associated with the problematic nature of the presentation, the implementation of creative tasks, and the practical orientation of the tasks.

In order for completing a task in a lesson to become personally important and interesting for each student, it is necessary to combine all these stimuli in the elements of student activity. Then we can really talk about the formation of students’ cognitive interests in various learning situations.

Bibliography.

1. Activation of cognitive activity of junior schoolchildren / Ed. M.P. Osipova, N.I. Kachanovskaya. – Minsk, 1987.
2. Developmental and educational psychology: A textbook for pedagogical students. in-tov/V. V. Davydov, T. V. Dragunova, L. B. Itelson and others; Ed. A. V. Petrovsky. – 2nd ed., rev. And additional – M.: Education, 1979. –288 p.
3. Readiness for school./ Ed. I.V. Dubrovskaya. – M., 1995.
4. Kitaygorodskaya G. A., Shemyakina G. M. Motivation for learning in the context of using the method of activating reserve capabilities. – In the book: Activation of educational activities. – M., 1982.
5. Luria A.R. On the historical development of cognitive processes. – M., 1974.
6. Markova A.K. Formation of learning motivation at school age. – M., 1983.
7. Encyclopedia of psychological tests for children. – M, 1998.
8. Yurkevich V.S. Development of initial levels of cognitive needs of a schoolchild // Issues. psychol. 2002. No. 2. P.83-92.

Date of publication: 03/26/16

Introduction

Modern society is inextricably linked with the process of informatization. There is a widespread introduction of information technology. One of the priority directions of the process of informatization of modern society is the informatization of education, i.e. introduction of new information technologies into the education system.
Proficiency in information technology is ranked in the modern world on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technology and information has a different, new style of thinking and has a fundamentally different approach to assessing the problem that has arisen and to organizing his activities.

This level corresponds to the way of perceiving information that characterizes the new generation of schoolchildren, who grew up on TV, computers and mobile phones, and who have a much higher need for temperamental visual information and visual stimulation.

Elementary education- a special stage in the development of a child. For the first time, educational activity becomes the leading one. But an elementary school student is still a child who loves to play. How to structure your work so that the children in the lesson are interested and comfortable, but at the same time, so that they learn to think, work hard with educational material, mastering new knowledge.

Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice and make a non-standard decision.

The teacher faces a problem: how to fulfill the order of modern society, to realize the goals of primary education: to teach younger schoolchildren to learn, to get the maximum effect in the development of thinking and creative abilities.

The purpose of my work is to to uncover mechanism for the development of cognitive learning skills of a junior schoolchild in lessons about the surrounding world using ICT.

Relevance of the work determined by the need to obtain high-quality knowledge from students.

In the context of the transition to the Federal State Educational Standards of NEO, one of the key tasks is the formation of educational management systems, the leading place among which is occupied by cognitive educational management systems. Cognitive actions are an essential resource for achieving success and influence both the effectiveness of the activity itself and communication, as well as self-esteem, and provide the ability to understand the world around us.

An object research: the process of teaching primary schoolchildren using information and communication technologies.
Subject T research: cognitive educational activities of junior schoolchildren.
Hypotheses A The research is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive learning skills.
In accordance with the purpose, object, subject and hypothesis of the study, the following were set: tasks :
1. Highlight areas for using ICT in lessons of the surrounding world for the development of cognitive learning tools.
2. Develop a system for using ICT in lessons of the surrounding world, ensuring the development of cognitive learning tools.
3. Determine the types of tasks for the formation of cognitive learning skills through ICT at different stages of the lesson.

1.1. Areas of work

The use of ICT in lessons around the world allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities.

I use information and communication technologies in the following areas:

© Creation of presentations.

The multimedia presentations I use in the lessons of the surrounding world allow us to make lessons more interesting; they include not only vision, but also hearing, emotions, and imagination in the perception process; they help children dive deeper into the material being studied, make the learning process less tiring, and go on exciting journeys.

In the presentation I include visual information in the form of video clips, films about nature and life around us.
I create presentations not only in Power Pont format, but also in Smart Notebook format.

© Using ID in lessons about the surrounding world.

The use of an interactive whiteboard helps make the learning process bright, visual, and dynamic in my work.

The gallery of built-in interactive tools and the functionality of the Smart Notebook program give me scope for creating various educational tasks, tests, crosswords, and entertaining games, thanks to which each student becomes involved in the cognitive process and is a truly active participant in the lesson.

The use of an interactive whiteboard in outdoor lessons significantly saves time, increases the student’s workload in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, involves all students in the class in the work, and increases the motivation of learning.

© On lessons I use a variety of Internet resources, I conduct educational virtual trips and excursions: “My body. How does it work?”

Virtual tour of the Moscow Kremlin, Novgorod Kremlin, tour of the Bolshoi Theater, virtual trip to Kizhi;

- I will organizeworking with electronic encyclopedias;

- I select interactive tasks, posters, maps Appendix

Examples of my use of Internet resources are presented in Appendix 1, p.

I use it in my lessons ready-made training programs.“Nature and Man” “Lessons of Cyril and Methodius” To effectively search for information, we turn to electronic children's encyclopedias.

© I develop and use my own proprietary programs in my work..

PowerPont presentations;

Smart Notebook;

Quizzes;

Exercise equipment. Appendix 2, p.

As part of the implementation of the Federal State Educational Standard for Education, in December 2012, our school received new digital equipment. A modern digital laboratory in addition to Digital electronic board includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, I began to actively use it in my work.

I organize different types of work on laptops during lessons:

P tests;

P simulators;

P editing messages;

P search for information;

P creative tasks;

P design, modeling;

P partial search work;

I include work on laptops at different stages of the lesson - during updating knowledge, posing a problem situation, when introducing new knowledge, generalizing it, consolidating it, during vocabulary work, to control knowledge, skills, in monitoring to track learning results, during individual and group work.

In lessons about the world around me, I develop students’ information literacy based on working with different sources of information.

It helps to support the child’s desire for independent activity, develop interest in experimentation, and create conditions for research activities. working with a microscope.

The system of work on the use of a digital microscope in lessons of the surrounding world of the educational complex “Prospective Primary School” is documented in Appendix 3, p.

Working with a microscope allows you to conduct a lesson at a high modern level, increases students' interest in the subject being studied, and significantly expands their knowledge.

Working with digital sensors in environmental lessons. (I'll finish this point)

- “Measurement of heart rate during various physical activities” We measured heart rate before and after a physical education lesson.

Measurements of the ambient temperature in the classroom after each lesson and during breaks after ventilation. The data was presented in the form of a bar chart and graph.

1.2 Types of activities that contribute to the formation of cognitive learning skills:

Use at work reference diagrams, tables allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, and facilitates the learning of new material in the lesson.

- Organize research and project activities of students

P Research projects:

“Red Book of the Cherepovets region...”

“Let's remember our antiquity”

“The importance of forests in human life” - regional competition of social projects “For the benefit of the Fatherland”

“Shade-loving and light-loving plants of our class”

P Creative projects:

• Project “Birds are our friends!”
• "Indoor plants of our class"

P Informational:

“My pets” creation of a mini-encyclopedia

P Practice-oriented:

“Medicinal plants of the Vologda region.”

Parents provide significant assistance to children: (selection of materials for messages and presentations, conducting joint experiments, visiting research laboratories)

Usage local history material(regional component) in lessons about the surrounding world. I include tasks to search for additional information regarding the Vologda region, Cherepovets district, the village of Tonshalovo, lay the foundations of cognitive interest in studying my region as a surrounding microcosm, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt to the surrounding life, cultivating a sense of love for small homeland. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every child for the rest of their lives. Let the image of the great Motherland be associated with this corner.”

One of the techniques that activate the cognitive activity of students is crosswords. I select and develop crossword puzzles for lessons, and suggest that the students themselves make them. Appendix 4.

I practice active forms of working with students: games - quizzes. When answering questions you need to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying complexity. Answer options are offered, one of which is correct.) Appendix 5.

In lessons and as homework I include work that requires search activity, making an independent decision.

I organize systematic work to prepare for the monitoring of OKO.

I work with gifted children.

Jan Amos Kamensky also called for making the work of a schoolchild a source of mental satisfaction and spiritual joy. In order for a child to successfully master the primary education program, he must think. Therefore, I strive to structure my lessons so that children can expand their horizons, develop curiosity and inquisitiveness, and train attention, imagination, memory, and thinking.

To optimize cognitive activity, along with traditional lessons, I conduct:

Travel lessons;

Lessons-KVN;

Competitions;

Ecological tales;

- meetings of the club “We and the world around us”;

As a rule, these are lessons to consolidate previously learned material.

1.3 Types of tasks for the formation of cognitive learning skills.

According to A.G. Asmolov, for successful learning in primary school the following universal cognitive educational actions must be formed:

s general education;

s logical;

s formulation and solution of problems.

I. Tasks that allow students to master logical operations comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships in lessons about the surrounding world.

For example:

- Match dates and events. For every date

choose a historical event. Connect with arrows.

- Look at photographs of birds. Which bird living in the Vologda region most likely feeds on small mammals? Justify your answer.

- Below are the names of animals and plants:

Insert the names of three living organisms into the diagram so that it turns out

food chain:

II. Use of sign-symbolic means presentation of information to create models of studied objects and processes, schemes for solving educational and practical problems.

Tell us according to the diagram on the ID: “What kind of transport is there?”

Look at the nature protection signs that young naturalists have drawn in their forest. Design and draw your own environmental protection sign.

The use of cognitive learning tools in the lessons of the surrounding world allows you to:

When completing tasks, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs, etc.).

Thus, most of the information to be studied in lessons on the course “The World Around You” must be introduced through observations, comparison of illustrations, completing assignments, as well as solving problem situations in lessons. As work experience has shown, the tasks given above, which require children to think and prove, contribute to the formation and development of cognitive universal learning activities.

I share my work experience at meetings of the primary school teachers’ association, school pedagogical councils, district seminars, and professional competitions:

I can say with confidence that the use of ICT in the educational process of primary school makes it possible to form motivation for learning. The child develops cognitive interest, cognitive activity, and cognitive activity. And all this together gives good results. The progress in my class on the surrounding world is 100%. The quality of training in the subject is 89%. My students are active participants in various competitions on the surrounding world:

P Diploma winner of the “Little Fox” competition, student of 3 “B” class Daria Shamova (December 2014)

P Laureate of the Russian interregional intellectual and creative competition “The World Surrounding Us”, student of class 3 “B” Gorodishenin Daniil; (November 2014)

P Diploma winners of the “Video Lessons” competition. ru” distance olympiad on the surrounding world

Gorodishenin Daniil – 2nd degree diploma;

Shamova Daria – 2nd degree diploma;

Stepichev Dmitry – 3rd degree diploma;

As a result of the study, the following results were obtained:

1. The directions of using ICT in lessons of the surrounding world for the development of cognitive learning tools are highlighted.
2. A system has been developed for the use of ICT in lessons of the surrounding world, ensuring the development of cognitive learning tools.
3. The types of tasks for the formation of cognitive learning skills through ICT at different stages of the lesson are determined.

PERFORMANCE
The results of this experience include:
Increase in positive motivation in lessons with the use of ICT in lessons of the surrounding world; Appendix 6, p.
Increasing the productivity of the educational process;
Increased concentration; Appendix 7, page
Formation of computer literacy; Appendix 8, page

Increasing the quality of knowledge, Appendix 9, page

Based on the above, we can conclude that the goal has been achieved and the assigned tasks have been completed.

Thus, the work spent on managing cognitive activity with the help of ICT is justified in all respects - it improves the quality of knowledge, promotes the child in overall development, he becomes searching, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy into a child’s life, creates favorable conditions for better mutual understanding between teachers and students, their cooperation in the educational process.

Speech by Gusarova S.A. at the teachers' meeting on the topic:

Formation of cognitive learning tools in elementary school lessons

“The child does not want to take ready-made knowledge and will avoid the one who forcefully hammers it into his head. But he will willingly follow his mentor to seek this very knowledge and master it.”

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that radically transform people's lives. The priority goal of school education is to develop the ability to learn.

Therefore, the main goal of my teaching activity is the formation of a person who wants and knows how to learn.

Achieving this goal becomes possible thanks toformation of a system of universal educational activities .

Universal learning activities (UAL) – these are actions that ensure mastery of key competencies that form the basis of the ability to learn.

In a broad sense, the words “universal learning activities” mean self-development and self-improvement through the conscious and active appropriation of new social experience.

Universal learning activities are grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) educational.

COGNITIVE UUD is a system of ways to understand the world around us, the construction of an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Therefore, I would like to dwell in a little more detail on the formationeducational universal educational actions, which for successful learning must be formed already in elementary school.

Cognitive universal educational actions include: general educational actions, actions of setting and solving problems, and logical actions andprovide the ability to understand the surrounding world: the readiness to carry out directed search, processing and use of information.

TOcognitive UUD skills include: awareness of a cognitive task; read and listen, extracting the necessary information, as well as independently finding it in textbooks, workbooks, and other additional literature; to carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions; perform educational and cognitive actions in materialized and mental form; understand information presented in pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.

WITHIt should be remembered that when formingcognitive UUD it is necessary to pay attention to establishing connections between the concepts introduced by the teacher and the past experiences of the children, in this case it is easier for the student to see, perceive and comprehend the educational material.

I have set the following goals for myself - to adapt the methods and techniques of basic technology, to begin developing a system of tasks that would help form cognitive universal learning activities in students.

To achieve this goal, I consider it necessary to solve the followingtasks :

teach children to think logically, scientifically, creatively; make educational material more evidence-based and convincing for students;

introduce into your practice forms of organizing the educational process that would contribute to the formation of solid knowledge based on information independently obtained by students;

use methods, methods and techniques aimed at ensuring the development of cognitive activity of schoolchildren and the formation of basic skills.

Let's consider educational technologies, aimed at the formation of cognitive learning tools: technology of problem-dialogical learning, technology of project-based learning, gaming technologies, level differentiation, ICT.

1. Technology of problem-dialogical learning

For example, in a lesson on the surrounding world in first grade on the topic “Who are the birds?” we can create the following problematic situation:

Name the distinctive feature of birds. (These are animals that can fly.)

Look at the slide. What animals did you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified as one group? (No.)

Will the ability to fly be a distinctive feature of birds?

What did you expect? What actually happens? What question arises? (What is the distinctive feature of birds?)

I invite students to make a guess, try to answer the problematic question themselves, and then check or clarify the answer using the textbook. A situation of contradiction is created between the known and the unknown. At the same time, the knowledge necessary to study new material is repeated. The teacher needs to teach children to observe, compare, and draw conclusions, and this, in turn, helps students develop the ability to independently obtain knowledge, and not receive it in a ready-made form.

2. Project-based learning represents the development of the ideas of problem-based learning.

The role of a teacher is that of a curator, advisor, mentor, but not a performer.

The purpose of project-based learning: to master general skills and abilities in the process of creative independent work, as well as to develop social consciousness.

In grades 1 and 2, the following projects are being successfully implemented in our class:

educational : “Little books”, “Numbers in riddles, proverbs and sayings”, “Living ABC”, “The most beautiful letter”, “My favorite pet”.

creative : “Visiting the Queen of Golden Autumn and the autumn brothers of the months”, “Space Discoverers”;

research : “Seven wonderful places in the village of Koshki.”

3. Gaming technologies

The forms of conducting lessons using gaming technology can be very different. Most often I use lessons that stimulate cognitive interest, such as “Lesson - game”, “Lesson - quiz”, “Lesson - fairy tale”, “Lesson - journey”, “Business game”, “Lesson - research”.

My students engage in research with great interest. Together we explore in literacy lessons: the sound patterns of words, consonants and vowels, the world around us: “Why are there dirt in snowballs?”, “Where do polar bears live?”,

“When will summer come?”, in mathematics: “Addition and subtraction with passing through ten.”

In mathematics lessons I use support diagrams to solve various types of problems. Such schemes are good to use when compiling a short note. Depending on the conditions of the task, it is modified by the student himself. The use of these schemes brings results. In Russian language lessons I widely use various symbols, diagrams, tables, and algorithms. For example, we have a table in which all the studied spellings are encrypted. 1. Unstressed vowel in the root, verified by stress.
2. Voiced/voiceless paired consonants at the end of a word and before other consonants
3. Separating b.

Usageinformation and communication technologies .

The use of ICT in various lessons in primary school allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. This promotes conscious learning by students.

Of course, such a clear, focused, organized system is more conducive to achieving the desired result. But to achieve a better final result, a clear diagnostic system for studying the intermediate results of the formation of meta-subject and personal planned results is necessary. This is where many questions arose during the direct organization of the educational process at school.
One of them:« How to properly organize monitoring of the formation of UUD.
Unfortunately, the new standards do not provide materials (tables, forms, assessment sheets, etc.) for recording diagnostic indicators for the formation and development of meta-subject and personal results. This makes it difficult to track student development indicators throughout primary school.
The design and implementation of the process of forming universal educational activities within the framework of the implementation of the new generation Federal State Educational Standard led to the problem of creating a program for monitoring the level of development of educational activities as an annex to the Program for the development of universal educational activities.

The program is compiled on the basis of a methodological manual edited by. A. G. Asmolova “How to design universal learning activities in elementary school.” The program is recommended for the implementation of psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard in primary schools.
For the diagnosis and formation of cognitive universal educational actions, the following types of tasks are appropriate:

- “find the differences” (you can set their number);

- “what does it look like?”;

Search for the superfluous;

- “labyrinths”;

Arranging;

- “chains”;

Clever solutions;

Drawing up support diagrams;

Working with different types of tables;

Drawing and recognizing diagrams;

Working with dictionaries.

Having analyzed the results over 2 years, I came to the conclusion that the use of the modern technologies and techniques described above leads to stable results.

I believe that with such an organization of the educational process, students have a solid foundation for successful development in primary school: the internal need and motivation to learn new things, the ability to learn in a team environment, and faith in their own strengths. The child has the opportunity to realize his abilities, he learns to live in society.

Tell me and I'll forget
Show me and I'll remember
Involve me in the process and I will understand
Step aside and I will act.
(Ancient Chinese proverb).

Purpose of the master class: to introduce methods and techniques for the formation and development of ULD in mathematics lessons and the design of mathematics tasks that form cognitive (logical) UUD.

Methods and forms of work with participants: Presentation of theoretical material; practical implementation and design of tasks aimed at the formation and development of UUD.

In the national presidential initiative “Our New School”, approved by the President of the Russian Federation D.A. Medvedev in February 2010, talks about what a school should be like in the 21st century. The characteristics of the new school are given. We are also talking about teachers - “these are new teachers, open to everything new, who understand child psychology and the developmental characteristics of schoolchildren, who know their subject well...”. The role of the teacher in a modern school is fundamentally changing. We are talking about new teachers who are open to everything new, understand child psychology and the peculiarities of child development, and know their subject well. These changes are associated with the introduction of the new generation of Federal State Educational Standards, the conceptual basis of which is a systemic activity approach to the lesson, ensuring:

• formation of individual readiness for self-development and continuous education;
• designing and constructing a social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

The traditional approach to determining the goals of education focuses on the volume of knowledge. From the standpoint of this approach, the more knowledge a student acquires, the better, the higher the level of his education. But the level of education, especially in modern conditions, is not determined by the volume of knowledge or its encyclopedic nature. From the perspective of the competency-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. Modern education involves a shift in emphasis from subject knowledge, abilities and skills as the main goal of education to the formation of general educational skills, to the development of independence of educational actions, because the most relevant and in demand in public life are competence in solving problems (tasks), communicative competence and information competence . A modern school should focus its efforts not on transferring ready-made knowledge, but on stimulating the search for knowledge and developing the ability to apply this knowledge in practice. The main goal of the activity approach in teaching is to teach not knowledge, but work. To achieve this goal, questions are raised and resolved such as: what educational material to select and how to subject it to didactic processing; what methods and means of teaching to choose; How to organize your own activities and the activities of students.

The structure of the lesson from the perspective of the activity approach is as follows: the teacher creates a problem situation; the student accepts the problem situation; the teacher controls the search activity; the student carries out an independent search; the discussion of the results. Personal development in the education system is ensured through the formation of universal educational activities. Mastering universal learning activities creates the opportunity for independent successful acquisition of new knowledge, skills and competencies, including the organization of acquisition, i.e. learning skills.

Now, when I have more than 35 years of teaching experience behind me, when asked what the essence of the teaching profession is, I would answer this way: the incomparable joy of standing at the cradle of a student’s thought and personality, the opportunity to see what is invisible to many - the process of growing up, becoming a person.

• “what does it look like”;
• “search for the superfluous”;
• "labyrinths"";
• ordering;
• "chains";
• clever solutions;
• drawing up support diagrams;
• working with various kinds of tables;
• drawing and recognizing diagrams.

Let us consider in more detail the formation of such logical UUDs as synthesis, comparison, subsumption under a concept. In order for the student to master the algorithm of one or another universal educational action, it is very important for the teacher to compose an introductory dialogue. Leading dialogue is a technique that is aimed at mastering the algorithm corresponding to the UUD.
Table No. 1. UUD algorithms.

The result of the formation of cognitive learning tools will be the student’s ability to:

• highlight the type of problems and ways to solve them;
• search for the necessary information needed to solve problems;
• distinguish between reasonable and unfounded judgments;
• justify the stages of solving a learning problem;
• analyze and transform information;
• carry out basic mental operations (analysis, synthesis, classification, comparison, analogy, etc.);
• establish cause-and-effect relationships;
• possess a general technique for solving problems;
• create and transform diagrams necessary to solve problems;
• select the most effective way to solve a problem based on specific conditions.

Student knowledge for this lesson:

• A parallelogram is a quadrilateral whose opposite sides are parallel in pairs.
• Properties of a parallelogram:
• opposite sides are equal and parallel;
• opposite angles are equal;
• the sum of the angles adjacent to one of its sides is equal to 180 degrees;
• The diagonals are divided in half by the point of intersection.
• Signs of a parallelogram:
• A quadrilateral is a parallelogram if:
  a) the diagonals of the quadrilateral are divided in half by the intersection point;
  b) opposite sides are equal in pairs;
  c) two opposite sides are equal and parallel.

At the stage of updating knowledge, task No. 1 is solved. (Logical operation synthesis).

Task No. 1.

Draw an acute angle and segments of length 4 cm and 3 cm. How to use our knowledge about parallelograms to construct a parallelogram?

Table No. 2. “Introductory dialogue in the formation of UUD”

At the stage of learning new material(properties of a rectangle, square and rhombus) students are asked to do practical work. To do this, all students are divided into three groups. Each group is given handouts: models of a rectangle, square and rhombus; measuring ruler, protractor and table with properties. Before completing the work, students are told the name of the figure they will be working with.

Leading dialogue.

Teacher asks the question: do you think that a rectangle, a square and a rhombus have properties like a parallelogram and their own special properties that are different from the properties of a parallelogram.

Students assume that there are because they are "similar" to a parallelogram, but still different from it.

Teacher: What do you think we have to find out during our practical work? What is the goal of our practical work?

Students: We want to compare the properties of a rectangle, rhombus and square with the properties of a parallelogram and find out what special properties a rectangle, square and rhombus have.

Teacher: What features of these figures are important for us to compare to solve this problem?

Students: Sides, corners and diagonals.

Teacher: By taking measurements and filling out the table, we will find out what is common and what is different about each figure?

During the practical work, students take the necessary measurements and fill out the table, each group has its own column, put a “+” sign if this property is characteristic of a quadrilateral and a “-” sign if it is not.

During group work, I monitor the progress of work in groups, answer questions, regulate disputes, the order of work, and, in case of emergency, provide assistance to individual students or a group. The psychological factor is very important in such activities: it is necessary for children to see the teacher as a reliable assistant, to trust him, to meet the teacher’s requirements and guidelines and naturally to believe in their own strengths, in the possibility of achieving better results. After completing the work, the results are checked using the table on the slide.

Table No. 3. “Results of practical work”

Teacher: Using the table:

1.Compare the properties of a rectangle with the properties of a parallelogram:

1. name the general properties of a rectangle and a parallelogram;
2. Name the properties of a rectangle that a parallelogram does not have.

2. Compare the properties of a square with the properties of a parallelogram:

• name the general properties of a square and a parallelogram;
• Name the properties of a square that a parallelogram does not have.

3. Compare the properties of a rhombus with the properties of a parallelogram:

• name the general properties of a rhombus and a parallelogram;
• Name properties of a rhombus that a parallelogram does not have.

4. What conclusion have we come to?

At the reflection stage A cognitive universal educational action is formed; subsuming the concept, students are asked to solve problems:

Continue the sentences:

• A rectangle is a parallelogram whose ______________________
• A rhombus is a parallelogram whose _________________________________
• A square is a parallelogram whose ______________________________
• Highlight the special property of the diagonals of a rectangle, square and rhombus.

• If you want children to learn material in your subject, teach them to think systematically (for example, basic concept–example–application).
• Try to help students master the most productive methods of educational and cognitive activity, teach them to study.
• Develop creative thinking through a comprehensive analysis of problems; Solve cognitive problems in several ways, practice creative tasks more often.
• Remember that it is not the one who retells it that knows, but the one who uses it in practice. Find a way to teach your child to apply his knowledge.

Therefore, at the final stage of the lesson, students, obviously, should be asked to solve problems of practical content aimed at the formation of UUD: the ability to generalize (subsume under a concept).

• The workshop produced a batch of quadrangular plates. How to check whether the plates will be rectangular in shape using only a ruler.
• The parquet worker, checking whether the sawn quadrangle has a square shape, makes sure that the diagonals are equal and intersect at right angles. Is this verification sufficient?
• In order to make sure whether a rectangular piece of fabric has a square shape, this piece is folded twice, first along one and then along the other diagonal. The resulting triangles are exactly aligned both times. Can we say that this piece of fabric really has the shape of a square?