Formation of natural history concepts in elementary school. Techniques and methods for the formation of natural history ideas and concepts in the classroom
The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. Meanwhile, it allows important question methods - the relationship between content and method. It is no coincidence that throughout the history of the development of primary science education, this problem has attracted the attention of many scientists. Among them are teachers and methodologists K.D. Ushinsky, K.P. Yagodovsky, M.N. Skatkin, N.M. Verzilin and others. Psychologists did not bypass this problem - D.N. Bogoyavlensky, P.Ya. Galperin, N.F. Talyzina and others.
But what is the concept?
The concept is a category that is considered by philosophy, logic, psychology, and pedagogy. Big Soviet Encyclopedia gives the following definition of this category: “A concept is a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena in their contradiction and development, a thought or a system of thoughts that generalizes, singles out objects of a certain class according to certain common and, in aggregate, specific features for them” . In pedagogy, a concept is “a form of unified and scientific thinking, the result of generalizing the properties of objects of a certain class and mentally highlighting this class itself according to a certain set of distinctive features common to objects of this class” . Philosophy, logic, psychology formulate the definitions of the concept differently, but they all agree that the concept is generalized knowledge that reflects the essential properties of objects and phenomena.
Any concept has such characteristics as content, volume and dynamism.
· geological: rocks, minerals, mining, etc.
· physical: body, substance, phenomenon, properties of water, etc.
· geographic: weather, surface, territory, mountain, hill, scale, plan, ocean, mainland, etc.
· biological:plant, root, stem, leaf, flower, breath, nutrition, etc.
· agricultural : vegetables, fruits, soil, humus, minerals, fertilizers, etc.
· environmental: community, living conditions, features of living organisms in nature, nature conservation, etc.
The scope of a concept is characterized by the number of generalized elements of knowledge included in it. Since the number of these elements in a concept can be different, it becomes necessary to classify them not only by content, but also by volume. However, among the authors investigating the problem of concepts. There is no common opinion in the names of these groups. Some researchers define terms as singular and general, others as simple and complex. However, essentially identical groups of concepts are named by these terms. S.A. Pavlovich, in addition, identifies an intermediate group of terms - collective. Simple (or single) concepts include a small number of knowledge elements. Complex (or general) concepts include several, sometimes a lot of elements of knowledge and are formed from simple ones. Collective concepts in terms of the number of elements of knowledge occupy an intermediate position. For example, the concept of "Volga River" is simple, while the concept of "river" is general. Between these concepts, intermediate ones can be distinguished - “rivers of the European part of Russia” or “rivers of the Moscow region”. Another example: the concept of “birch leaf” is singular, “leaves of deciduous plants” is collective, and “plant leaves” is general.
According to S.P. Baranova, L.I. Burovoy, I.D. Lushnikova, the concept goes through three stages in its development. The first stage in the development of a concept is characterized by the fact that their essential features are still based on sensory experience. They are abstracted on the basis of direct perception of objects and phenomena or their images and contain a rather small number of knowledge elements, a low degree of generalization. Therefore, in pedagogy they are often called elementary. Most often, such concepts are introduced for the first time. Concepts introduced for the first time are also called initial.
At the second stage of development, the concept is characterized by a higher degree of abstraction. Its essential features are hidden from sensory perception and are a generalization of elementary concepts. These concepts can be specified indirectly, through a series of simple concepts.
The third stage of development of the concept is characterized by the highest degree of generalization, abstraction, when the concept acquires the status of a law, regularity or theory. The degree of his remoteness from sensory experience is so great that it creates the impression of his non-participation in this experience and is often regarded as the result of pure abstraction.
The learning process in elementary school ends with the formation of predominantly elementary concepts. They reflect a certain level of study of educational material about the world around them, summarize the essential features of the objects and phenomena being studied, with the help of these concepts, younger students penetrate into the essence of the phenomena and objects being studied; these concepts are expressed in terms, have definitions, and their content is revealed by certain methods of explanation and description.
Development of concepts
As you know, the concept is dynamic, that is, having formed, it necessarily develops. This process can go spontaneously or under someone's guidance. In this case, we are interested in how the process of developing concepts in students proceeds under the guidance of the teacher.
But what is development itself? It is considered by science as a process of a regular change in something, a transition from one qualitative state to another - a new and better, more perfect state. There is a movement (change) of the state from simple to complex, from lower to higher. Such an interpretation is decisive for the consideration of the question of the development of concepts.
Is it necessary to lead the process of concept development? What is the teacher's role in this process? What is the instrument of his activity here?
The development, as well as education, of concepts must be guided. Without guidance, concepts may remain at the elementary level, and the entire stock of human knowledge will be a set of disparate, chaotic truths.
An important stage in the development of concepts is, as in their initial formation, the repetition of knowledge, the clarification of existing experience. At the same time, psychologists have proven that the most effective for the development of concepts is repetition, which is carried out not immediately after the perception of new material, but after some time, after 2-3 days. It is also important that repetition be a more in-depth understanding and rethinking of what has been studied, the establishment of new associative links.
As a rule, the enrichment with new characteristics of already existing concepts occurs at the stage of formation of new knowledge. So that new characteristics do not turn out to be isolated, it is also important to turn to previously studied material at the stage of studying new material, to establish logical connections with it. Sometimes it is necessary to refer to learning material previous years. For example, absorption in IV class of the concept "Forest - natural community" requires the reproduction of knowledge about the diversity and structure of plants, their change in seasons, obtained in I, II and III classes. This, in turn, will enrich the concept mentioned above, and the previously studied will not only be mechanically reproduced, but included in a certain system of knowledge on a different, more high level. Meanwhile, the assimilation of each new characteristic of the concept goes through the same stages as the formation of the original concept. But now this new characteristic is associated with the already known ones. The development of concepts, their deeper understanding is facilitated by a variety of exercises and practical work, where knowledge is tested in practical activities, comes from application in practice. “The use of knowledge,” wrote I.P. Pavlov, - acquired connections - there is understanding.
The development of concepts is accompanied by enrichment vocabulary students.
Thus, the development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks to establish logical connections between individual learned concepts should occupy a prominent place.
Pavlovian environments. Protocols and transcripts of physiological conversations. – M.; L., 1949. - T. 2. - p. 580.
REQUIREMENTS FOR THE FORMULATION OF THE QUESTION.
1. The wording of the question should be clear and concise, should not allow for ambiguity in its interpretation, and should not be lengthy.
2. It is necessary to strive for such a formulation of the question that awakens in the student the desire to reflect on it.
3. The search for an answer should cause certain mental efforts of the student.
QUESTION |
WHAT ELEMENT IS DIRECTED TO DISCLOSURE? |
Who? |
Subject |
What? |
An object |
What for? |
Target |
Where? |
Wednesday |
How? |
Means |
How? |
Way |
When? |
Time |
"Hints" when designing questions.
(according to N.M. Zverev)
1.
Why2. What is the reason
3. What is the essence of the phenomenon
4. What would change if
5. What is the difference
6. What can explain
7. What is the main idea
8. What conditions are needed
9. What do the phenomena in question explain?
10. What conclusion do you suggest
11. On what basis is the conclusion
12. How do you feel about this statement
Methods of questions in the formation of concepts.
(according to M.V. Klarin)
№ |
External thought actions |
Internal thinking operations |
motivating questions |
Enumeration of objects and compilation of the list |
Differentiation (identification of distinguishing objects) |
What did you see? What did you hear? What did you notice? |
|
Grouping |
Identification of common properties, abstraction |
What is connected (combined) with each other? By what criterion (attribute)? |
|
Establishment of a hierarchical sequence of objects, their relationships. |
What were these groups called? What objects belong to what? |
"Thick" and "thin" questions.
fat question |
subtle question |
Why do you think…? |
What…? |
How do you think…? |
Who…? |
Explain why...? |
When…? |
Where do you see the differences...? |
Could...? |
Guess what would happen if...? |
Can...? |
Give three explanations why...? |
Will be…? |
What will happen...? |
The name of…? |
How are they related to...? |
Do you agree…? Is it true…? |
P about M.J. Gelbu
Which? |
|
When? |
When did it start? When does this usually happen? When can this be avoided? When will the consequences of this problem begin to be felt? When should this issue be addressed? |
Who? |
Who will take care of it? Who suffers from this? Who created it? Who seeks to perpetuate it? Who can help solve this problem? |
How? |
How does it happen? How can I get more objective information? How can I look at it from an unfamiliar point of view? How can this be changed? How will I know that the problem has been resolved? |
Where? |
Where does it usually happen? Where did it start? Where did I overlook this? Where else has this happened? |
Why? |
Why is it important? Why did it start? Why is this going on? |
Depending on the number of objects and phenomena reflected in them, concepts are characterized by content and volume.
According to the content, concepts are divided into simple and complex. Simple concepts include one element of knowledge about an object or phenomenon. For example, the simple concept of "horizon line" is defined as "an imaginary line where the sky seems to converge with the surface of the earth." Complex concept"horizon" is characterized not only as "the space visible around the observer", but also includes knowledge about the sides of the horizon.
In addition, according to the content of the objects of study, natural scientific concepts can be biological, geographical, geological, ecological, etc.
The scope of the concept characterizes the number of objects reflected by the concept in the human mind. Concepts are divided into general and single.
General concepts cover homogeneous objects and phenomena. For example, the concept of "sea" is characterized as "the part of the ocean that protrudes into the land." When characterizing general concepts its essential and necessary features are necessarily called.
Singular concepts are concepts about specific objects and phenomena. For example, the Baltic Sea. The content of individual concepts is revealed when they are characterized or described.
General concepts cannot be comprehended without relying on individual ones.
An intermediate position between these two groups of concepts, according to S. A. Pavlovich, is occupied by collective concepts. They include in their content a small number of objects, for example, "seas of the Arctic Ocean".
Any concept is expressed by a word, a generalization. Within a special sphere, a word or phrase designed to accurately designate a concept and its relationship with other concepts is called term. For a solid and meaningful assimilation of concepts, it is necessary terminological work. The term not only names the subject, but also reflects its general and essential features. Therefore, when working with concepts, you need to find out etymology(origin) and semantics(meaning) of the term. For example, the word "thermometer" comes from the Greek words "thermo" - "heat" and "metron" - "measure". The term "thermometer" means "a device for measuring temperature".
We must not forget that younger students have poor spelling skills, therefore, during terminological work, you need to write down a new word on the board, say it out loud, highlight the spelling and write the word in the dictionary in the workbook.
Conditions for the formation and development of ideas and concepts
The process of assimilation of knowledge by younger students will become more effective if the teacher observes certain conditions that help the formation of natural history ideas and concepts.
Conditions for the adequacy of perception:
- Use of visual aids. Preference should be given to natural natural objects. If it is impossible to observe them due to their small size or absence in the area, it is necessary to use screen aids (video materials, films), artificial and visual means (models, tables, paintings).
- The verbal description of the studied objects and phenomena must be accurate, figurative. The teacher's word should direct the process of observing objects to their common, essential features. This ensures the establishment in the mind of the child of the connection between the image and the word.
– Carrying out practical work that involves all the senses of the child. Instructions for practical work should be clear, concise, directing the attention of children to the main properties of the objects being studied.
Conditions for the formation of correct representations:
- Drawing from memory. This technique is important for "revival of past experience" and the formation of the skill of a spatial image. This requires not a detailed reproduction of the studied object, but a schematic drawing, which shows the essential features of all objects designated by this concept. For example, when studying the organs of a flowering plant, a drawing can be made not only of a herbaceous plant, but also of a tree, a shrub.
- Filling in tables, diagrams. This methodological technique is usually used after practical work. At the same time, the properties of natural objects that the children studied with the help of simple experiments are reproduced from memory. During such work sensory experience is recreated. There is a division of the whole into parts and its analysis. For example, when studying the properties of air and water, table. 2:
table 2
Formulation of questions and tasks that require reproduction of sensations. For example, you need to find out with the help of what experiments the students established that water is transparent, that it is a good solvent, etc.
Conditions for the formation of concepts
– Comparison, selection of common and different features of the studied objects. It must be remembered that younger students find differences more easily than similarities in objects and phenomena. The teacher needs to teach children to compare with the help of well-formulated questions and tasks.
– Classification exercises. For example: “Find the extra”, “Continue the chain of words”, “Distribute into groups”, etc.
– Development at junior schoolchildren the ability to competently ask questions about the studied natural objects or phenomena and draw conclusions.
– Establishing associations with knowledge gained from life experience, books, films, etc.
- Problematic questions and tasks.
- “A person begins to think when he has a need to understand something,” wrote S. L. Rubinshtein. Usually the problem is posed at the beginning of the study of the topic. For example, when studying the process of plant nutrition, one can talk about the experiment of D. Priestley, during which a mouse, placed alone under a glass cap, died, and a mouse that was in a jar with a green plant remained alive. It turns out that the animal died from a lack of oxygen. The problem is posed: why did the mouse that breathed with the plant survive? This problem is solved when children learn that during the formation of sugar and starch in plants from carbon dioxide and water releases oxygen.
A repetition system that helps to connect new knowledge with existing ones.
At the same time, wide associative connections are formed in the cerebral cortex, which makes knowledge more solid. I. P. Pavlov wrote: “Each small first association is a moment of the birth of a thought.” Associations are formed on the basis of temporary connections in the cerebral cortex.
- Reliance on existing knowledge will serve as a meaningful assimilation of knowledge, understanding of the material being studied.
– Translation of knowledge into practical skills.
For example, when studying seasonal changes in nature, students must master the ability to conduct phenological observations, learn how to record the results in the "Diaries of observations". At the same time, the concepts of “weather”, “temperature and thermometer”, “leaf fall”, “migratory, sedentary and nomadic birds”, etc. are assimilated. Children learn to compare the position of the sun above the horizon at different times of the year, observe the length of the day, determine the air temperature, water, soil, monitor the nature of precipitation, changes in the life of plants and animals. These skills will help younger students to establish cause-and-effect relationships between inanimate and living nature, to transfer their knowledge of seasonal changes in nature to a higher level.
Compliance with the above conditions will help the teacher to effectively manage the process of mastering high-quality natural science knowledge by younger students.
The next stage of work is the formation of certain concepts in children.
A concept is a form of thinking that reflects the general, essential and necessary features of objects and phenomena.
The presence of clear and precise ideas among students makes it possible to form these concepts.
Concepts have a certain content and volume. The content of the concept includes essential features of an object or natural phenomenon that distinguish it from others.
Simple concepts include one element of knowledge about an object or phenomenon. For example, the simple concept of "horizon line" is defined as "an imaginary line where the sky seems to converge with the surface of the earth." The complex concept of "horizon" is characterized not only as "the space visible around the observer", but also includes knowledge about the sides of the horizon.
In addition, according to the content of the objects of study, natural science concepts can be biological, geographical, geological, ecological, etc.
The scope of the concept characterizes the number of objects reflected by the concept in the human mind. By volume, concepts are divided into general and singular.
General concepts cover homogeneous objects and phenomena. For example, the concept of "sea" is characterized as "the part of the ocean that protrudes into the land." When characterizing general concepts, its essential features are necessarily called.
Single concepts are concepts about specific objects and phenomena. For example, the Baltic Sea. The content of individual concepts is revealed when they are characterized or described.
General concepts cannot be comprehended without relying on individual ones.
Single geographical concepts are the Volga, Moscow, the Caucasus.
General geographical concepts - river, city, mountains.
Single (species) biological concepts - hare, spruce, cornflower.
General (generic) biological concepts - animal, coniferous plant, flowering plant.
General concepts are expressed in terms, and individual ones - in names or proper names.
All essential features of the general concept are also characteristic of each individual object, i.e., a single concept. But, in addition to essential common features, each object has its own personality traits which make it unique. For example, the Volga River, like any river, has common features: source, channel, right and left banks, tributaries, mouth. The only signs near the Volga are the following: the source is located on the Valdai Upland; at the confluence of the Oka into the Volga stands the city of Gorky; on the right bank of the Volga is the Volga Upland; the mouth of the river at its confluence with the Caspian Sea is divided into branches and forms a vast delta.
In the process of work, it is necessary to draw the attention of children to the connection of a single concept with a general concept. General concepts are much broader than individual ones. For example, a bear is an animal; spruce - a plant; Moscow is a city, etc.
General concepts - animal, plant, city. Single concepts - bear, spruce, Moscow.
An intermediate position between these concepts, according to S.A. Pavlovich, are occupied by collective concepts. They include a small number of objects in their content. For example, "the seas of the Arctic Ocean."
Giving children ideas and forming concepts about objects and natural phenomena, the teacher, based on observations in nature, uses various visual aids that reveal the basic properties of objects. When forming concepts of mountains, the teacher relies on the children's observations of hills (on the plain) or mountains (in the mountains) and finds out what ideas the children have about mountains. Then the teacher demonstrates the film "Plains and Mountains". In a further discussion on the content of the film, he uses wall paintings. Work can be based on the following questions: What parts does the hill have? What are the parts of the mountain? What do hills and mountains have in common? Which is higher: hill or mountain? How is a mountain different from a hill?
Finding out the main difference between a hill and a mountain, the teacher contributes to the formation of the general concept of “mountains” in children.
The teacher invites students to find mountains on the map and this, as it were, reinforces the general concept of "mountains". Then, moving on to showing on the map of specific mountains - the Caucasus, the Urals and talking about them, the teacher creates in schoolchildren ideas about distinctive features some mountains from others, that is, it reveals the individual features of single concepts (their differences in height, appearance and other features).
When getting to know the continents, students first get an idea about them, and then the concept of “continent” is formed in the children. Working on a globe and a map of the hemispheres, children find huge tracts of land surrounded on all sides by oceans, then, answering the teacher's question, what is called the mainland, they give its definition. Next, the teacher introduces the children to the names of the continents: Eurasia, Africa, etc. Thus, after the general, the children receive a single concept. They establish what oceans each continent is washed by, in which hemisphere it is located in relation to the equator and the initial meridian, i.e., the individual features of the continent as a single concept are revealed.
The exact disclosure of the content of a concept is called a definition. Any concept can be expressed in words. Work on concepts should always be accompanied by an increase in the vocabulary of children.
In order for the concept to expand and deepen in the minds of students, the teacher in the classroom repeatedly returns to the same concept, enriching it with new content, deepening and expanding it.
For example, after introducing the new concept of “ocean” to children, the teacher suggests first finding each ocean on a globe, then on a map of the hemispheres and answering the following questions: why is the Arctic Ocean called that? Why did Magellan give the name to one of the Pacific Oceans? Why is he also called the Great? Which continents are washed by the Pacific or Great Ocean? Similar work in different versions continues in subsequent lessons.
Talking about how different animals spend the winter in the forest, the teacher suggests remembering: How did the animals prepare for winter? Why didn't the bear and badger store food for the winter? Why didn't the fox and the hare stock up in the fall either? Which animal stocked food? Answers to these and similar questions make it possible for schoolchildren to form concepts about the adaptation of various animals to living conditions.
An important role in the formation of natural science concepts is played by the consolidation of the acquired knowledge and their application in practice: in experiments and practical work, in general lessons.
So, the path from sensation and perception to representation, and then to the concept, is the path to the most complete reflection in the minds of students of reality in its essential, regular connections and relationships.
The use of a variety of techniques and methods of work in the classroom, the use of the ideas that children have, the use of various visual aids help the teacher to form general natural history concepts. An important role in the formation of concepts is played by a certain system in the presentation of the teacher, which is achieved if all parts of the educational process are connected by a leading idea and serve to reveal and confirm it.
In a teacher's systematic story, visualization is of great importance: starting from visual, visual perception, children more easily approach generalization, i.e., the formation of a concept.
Visual aids are used not only to create representations and images of individual specific objects, but also as source material for the formation of a concept.
A conversation based on the observations of children, a watched film, disassembled pictures or filmstrips helps students consciously master the program material. And on the basis of its conscious assimilation in children, correct natural science concepts are formed.
The teacher must take seriously the preparation of conversations that reveal the main features and properties of objects and phenomena. Questions should not be posed that require children only to work with memory and show only mechanical, and not conscious, assimilation of program material. It is necessary to formulate questions in such a way that the answers to them show students' understanding of the given definitions. So, for example, one cannot pose questions: what is the source? What is called the ocean? And so on. You must first invite the child to show the source of the river in the picture, diagram, plan of the area, map, and then ask what is called the source of the river or stream. It is impossible to interrogate students with prompting questions and verbose questions, since they do not reveal the children's understanding of the content of a natural phenomenon, but push them towards rote memorization.
Carrying out consistent work on the creation of ideas and concepts, it is necessary to achieve full awareness of the content of concepts, since only such knowledge turns into beliefs. An important condition for the organization of purposeful perception by children natural object is a combination of his display with the teacher's explanation. The display can be in nature or during the demonstration of a movie, TV show, looking at a wall picture, during an experiment, at a subject lesson. This method of work provides in the minds of schoolchildren the connection between the word and a specific image of a natural phenomenon or object.
In addition, the teacher should seek from students the ability to show natural phenomena or objects in paintings, collections and herbaria and talk about them, dwelling on the characteristic features of this phenomenon.
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Introduction
One of the tasks of natural science education in elementary school is the formation of a system of initial natural history concepts for students, which introduce them to the understanding of the laws of the world around them, rely on the sensory experience of children and ensure the transition from ideas about the subject of the phenomenon to concepts.
The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. In Concept subject“Man and the World” emphasizes that “the educational material on the subject “Man and the World” is distributed in such a way as to not only provide a sensory basis in the process of studying nature native land but also to create the necessary conditions for work on the formation of such leading natural history ideas and concepts as “nature”, “ Live nature”, “inanimate nature”, “plants”, etc., to obtain elements of ecological knowledge. In the course of work on the formation of specific ideas about plants and animals, the problem of developing logical thinking and speech on a specific sensual basis. Even in kindergarten, children get acquainted with a large number of plants and animals of the immediate environment. But, as practice shows, six-year-olds list the names of plants, birds, insects, etc., but they do not know how to distinguish between them. John Locke also wrote that if there are no specific images behind the child’s words, then these are zero-words that confuse the child’s consciousness. In the second grade, the work begun in the first grade should be continued to expand specific ideas about plants and animals in the immediate environment in the process of forming such elementary concepts as “plants”, “cultivated plants”, “ medicinal plants”, “poisonous plants”, etc.
Throughout the history of the development of primary science education, the problem of the formation and development of concepts has attracted the attention of many scientists. Among them are teachers and methodologists K.D.Ushinsky, K.P.Yagodovsky, M.N.Skatkin, N.M.Verzilin, A.P.Medovaya, N.A.Rykov, I.D.Zverev, S. P. Baranov, L. S. Korotkova, L. I. Burova. Psychologists D.N. Bogoyavlensky, P.Ya. Galperin, N.F. Talyzina, L.V. Zankov, D.E. Elkonin, V.V.
The research topic I have chosen is relevant. Despite the fact that many scientists, teachers and psychologists have worked in the field of this problem, many issues cause difficulties in the practice of pedagogical work. underdeveloped methodological foundations this process.
Target term paper: to reveal the methodology for the formation of natural science ideas and concepts about flora in younger students.
Object of study: the process of formation of ideas and concepts about the plant world in junior schoolchildren in the process of studying the subject "Man and the World". science school plant educational
Subject of research: methods, techniques, means of formation of ideas and concepts about the plant world in junior schoolchildren in the process of studying the subject "Man and the World" in the second grade.
In accordance with the purpose, object and subject, the following tasks were set:
2. To characterize the theoretical aspects of the process of formation of ideas and concepts about nature among younger students in the course "Man and the World".
3. To analyze the content of the curriculum for the section under study "Plants and Man" in the second grade in terms of the formation of ideas and concepts about the plant world.
4. To characterize the main methods and forms of the teacher's work on the formation of concepts and ideas about the plant world in second grade students.
5. To study the level of students' ideas about medicinal plants.
Pedagogical research methods used in scientific work: analysis of psychological and scientific-methodical literature, questioning.
Research base: "Secondary school No. 1 of Osipovichi", second grade.
Practical significance of the work: the results of the study can be used in the practical work of a primary school teacher when studying the section "Plants and Man" in the second grade.
Chapter 1
Thinking is the basis of knowledge. In the process of reflecting the surrounding reality, sensual and logical cognition are distinguished, and the first stage in the assimilation of knowledge is the perception of individual facts or phenomena. As applied to the knowledge of nature by younger schoolchildren, the process of perceiving objects or natural phenomena is carried out through the formation of sensations in them based on the activity of the child's sense organs. In the brain there is a reflection of individual properties, the external aspects of objects, phenomena that directly affect the senses. Perception arises from sensations, in which the student already reflects the totality of properties characteristic of a given object, “builds” a sensually visual image. Perceptions already reflect the object as a whole, in the interconnection of its features. The object that stands out during perception causes the greatest excitation in the cerebral cortex, in hemispheres, in other departments, braking occurs at this time; therefore, other objects that surround the one we have selected are perceived as a background, indistinctly.
An object or phenomenon can be restored in memory, recalled. Then representations are formed. Representations in science are defined as a sensually visual image of objects and phenomena of reality, preserved in the mind and without a direct impact of the objects and phenomena themselves on the senses. They do not arise instantly and not in a finished form, but are formed, gradually improved, changed under the influence of new, purposeful acts of perception. Representations arise in children's minds in the form of visual images, are specific in nature, however, these images may reflect insignificant signs, since some of the sensations are missed. They can be formed not only on the basis of direct observation, but also as a result of the child's imagination, work with a textbook and visual aids.
Arising on the basis of sensations and perceptions, being a form of a more generalized, but at the same time visual, sensual reflection of the surrounding nature, representations serve as a transitional step to the highest form of cognition - abstract thinking, which is based on a system of interrelated concepts.
In pedagogy, a concept is “a form of scientific knowledge that reflects the objectively essential in things and phenomena and is fixed by special terms or designations. Unlike sensory images (sensations and perceptions), the concept is not something immediate, taken in all the diversity of its qualitative features. From all this diversity, the concept abstracts the essential and thereby acquires the meaning of universality, which is its main distinguishing feature.
The Great Soviet Encyclopedia gives the following definition of this category: “A concept is a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena in their contradiction and development, a thought or a system of thoughts that generalizes, singles out objects of a certain class according to certain general and collectively specific to signs of them."
In the school course of elementary natural science, mainly initial concepts are formed, which for the first time introduce children to the understanding of the laws of the world around them, are based on the sensory experience of a younger student and ensure the transition of representation into a concept.
The main feature of the initial concepts is that, regardless of the age of the students, the initial assimilation of the laws, the essence of the object or the phenomenon of the surrounding reality is carried out on the sensory basis available to the students. For example, in grade 1, students already have certain ideas about nature, about the diversity of wildlife. But only in the 2nd grade do they study the initial scientific concepts of “non-living nature”, “living nature”, i.e. for the first time they begin to realize that all the diversity of nature can be clearly divided into two categories: inanimate and living. Thus, the assimilation of the initial scientific concepts causes the transition of younger students to the scientific knowledge of objects and phenomena of reality.
Natural science concepts, depending on the different number of objects and phenomena reflected in them, the relationship with other concepts, have their own characteristics: they are characterized by content, volume, connections and relationships with other concepts.
The content of a concept is understood as a set of essential properties of a class of objects and phenomena reflected in consciousness with the help of this concept. According to the content, concepts in science are divided into simple and complex. As applied to elementary natural science, simple concepts include one element of knowledge about an object or natural phenomenon. Each concept gradually develops, becomes more complicated. A simple, initial concept, including one element of knowledge, when combined with other simple elements (concepts), forms a complex one.
At the same time, the content of the school natural science course includes the basic knowledge of various sciences: biology, botany, zoology, anatomy, human physiology and hygiene, geography; therefore, in the system of concepts of primary natural science, biological concepts should be distinguished (plants: field cornflower, rice, wheat, reeds; root, stem), geographical (horizon, forms earth's surface, minerals), physical (body, substance, phenomenon), geological (rocks, minerals), agricultural (vegetables, fruits, weeds), environmental (natural community, living conditions).
The scope of a concept characterizes the number of objects reflected in consciousness with the help of a given concept or covered by this concept. Based on the number of objects displayed in knowledge, single concepts are distinguished, collective and general.
The concept in which one element is conceived is called a single one. The concept in which a set of elements having common essential features is conceived is called general. Concepts containing signs of a certain set of elements included in one complex are commonly called collective.
Single and general concepts are in an inseparable dialectical unity: general concepts cannot be comprehended without relying on single ones, and single concepts can be formed only if there are corresponding general concepts. Collective concepts in terms of the number of elements of knowledge occupy an intermediate position. For example, the concept of “birch leaf” is singular, “leaves of deciduous plants” is collective, and “plant leaves” is general.
According to S.P. Baranov, L.I. Burova, I.D. Lushnikova, the concept goes through three stages in its development. The first stage in the development of the concept is characterized by the fact that their essential features are still based on sensory experience and are accessible to “living contemplation”. They are abstracted on the basis of direct perception of objects and phenomena or their images and contain a rather small number of knowledge elements, a low degree of generalization. Therefore, in pedagogy they are often called elementary. Most often, such concepts are introduced for the first time. Concepts introduced for the first time are also called initial.
At the second stage of development, the concept is characterized by a higher degree of abstraction. Its essential features are hidden from "living contemplation" and are a generalization of the characteristics of elementary concepts. Such concepts can be concretized indirectly, through a number of simple concepts.
The third stage of development of the concept is characterized by the highest degree of generalization, abstraction, when the concept acquires the status of a law, regularity or theory. The degree of its remoteness from sensory experience is so great that one gets the impression of its non-participation in this experience and is often considered as the result of pure abstraction.
The learning process in elementary school ends with the formation of predominantly elementary concepts. They reflect a certain level of study of educational material about the world around them, summarize the essential features of the objects and phenomena being studied, with the help of these concepts, younger students penetrate into the essence of the objects and phenomena being studied; these concepts are expressed in terms, have definitions, and their content is revealed by certain methods of explanation and description.
1.2 The process of formation of natural science ideas and concepts in elementary school
The interpenetration of the visual and the generalized into representation constitutes its main feature. Thus, representation, on the one hand, is associated with sensory experience, on the other hand, with the generalization of the image in the process of thinking, and then in speech. At the same time, it is still an image, an empirical level of concept formation. It is clear that the fuller, more accurate the perception, the more complete and accurate the representation.
The role of representations in cognition is great. They are a necessary prerequisite for the conscious assimilation of accurate knowledge of nature, important source cognitive, moral and cultural qualities of the individual. Ideas about diverse objects and phenomena of the surrounding world are a necessary basis for thought processes, and hence a condition for the development of thinking and imagination of schoolchildren. Therefore, purposeful work on the education in the minds of children of distinct, accurate ideas about objects and natural phenomena is one of the important tasks of the teacher's work.
In children, ideas about objects and natural phenomena can develop spontaneously. In most cases, representations are simply limited, inaccurate, poor in content. For example, pine and spruce are the same tree for many. On the other hand, it has been established that when students establish something unusual, new for them in familiar familiar objects, this attracts special attention to this, arouses interest.
The teacher must specifically guide the process of forming ideas, to achieve their fullest possible accuracy, versatility, and brightness.
As already noted, the basis of representations are perceptions. Ensuring the formation of correct perceptions is facilitated by taking into account the ideas already available on this issue, identifying their correctness or fallacy.
The next stage of work is the organization of children's communication with objects and natural phenomena. These are, first of all, direct observations and experiments carried out by children independently during after hours or in the classroom during practical and laboratory work with natural objects of nature. However, for various reasons, it is not always possible to organize work with natural objects of nature. In this case, the object or phenomenon of nature is replaced by its planar or three-dimensional images, i.e., a pictorial visual aid.
The third way of forming perceptions is the creation of an image with a word, when it is not possible to organize work either with natural objects or with their images. Such perceptions are created by the power of creative imagination. In this case, it is useful to rely on existing perceptions and ideas. For example, to create an image of a dwarf birch for students who have never seen this plant, you can go this way: children look at a leaf of an ordinary birch. The teacher says that the shape of a dwarf birch leaf is the same, but its size is about the size of the nail of the middle finger of the hand. What does the plant look like in general? To imagine it, you can take some crooked twig and show on it the thickness and position in space of a birch stem. Wherein important role plays the description of the plant with words. It is clear that in this case the perception of the birch will not be as accurate as if the students were able to perceive the appearance of the plant itself.
The effectiveness of this or that type of communication with objects and natural phenomena is enhanced by setting a clear goal of communication for children, a consistent system of questions that direct children's attention to certain features, properties of the object, forcing students to peer, listen. Consolidation and refinement of ideas formed on the basis of perceptions are facilitated by sketches from memory, exercises for distinguishing, recognizing.
In the process of comprehending and generalizing ideas, common essential features of objects and phenomena are singled out. Concepts are the result of this process. For example, a child already has ideas about birch, linden, spruce, etc. Thinking highlights their essential common features: one thick stem, trunk; crown of branches and leaves; the plant is tall. This is how the concept of a tree was formed. As we can see, this process has already been divorced from sensory perception and has taken place at the level of abstract thinking.
Each concept, assimilated by students in the study of elementary natural science, must be characterized by such a number of essential features that would be sufficient to interpret it as original. At the same time, it should have the volume of elements of knowledge necessary for further development. In addition, a concept acquires a demonstrative and convincing character if its essential features are confirmed by an optimal number of facts and if its interrelations with other concepts are considered. This indicates the importance of constructing a logical connected system concepts.
Concepts, like perceptions and representations, can be formed spontaneously and artificially - under the guidance of a teacher. It is clear that the concepts formed as a result of purposeful influence, systematic guidance in children will be much more correct, durable and conscious than those formed spontaneously. After all, it is difficult for a child to independently single out the essential, to distinguish it from the accidental, to establish significant connections. The difficulty that the child experiences at this stage of the formation of concepts lies also in the fact that he cannot, for example, see, touch a tree or an animal, smell a flower, etc. Therefore, it is necessary to carefully and systematically guide the formation of concepts, which is teacher's task.
The concept formation process is certain stages. Let's start with the stage at which children have a stock of concrete ideas. Further, the teacher, with the help of a whole series of questions, as it were, forces the students to first highlight the general properties, signs, and connections of the objects and phenomena being studied. But not everything in common can be essential at the same time. Therefore, we need further work, a system of questions and tasks that require reasoning and make it possible to highlight essential features, separate insignificant, random. This educational process of concept formation is based on the physiological processes of higher nervous activity person.
An educated concept must be fixed. For this, the practice phase is used. On the this stage you can offer children work in notebooks to consolidate knowledge on a printed basis.
It plays an important role various exercises, sketches from memory, questions and tasks that allow you to identify the application of knowledge in practice; checking the identified essential features, connections in practice, when the teacher returns the student to visual aids, to performing practical work, experiments, creating models, etc. The latter can be both new compared to what was at the stage of concept formation, and the same. If the same means of fixing concepts are used, they can be used fragmentarily. For example, in the process of comprehending ideas about the fruits of plants, the essential features of the fruit in general are revealed - the presence of seeds in it and the location on the plant - in place of the flower. At the practice stage, the teacher offers unfamiliar fruits to the class and suggests identifying which parts of the plants they are. Children repeat the practical work that was carried out at the empirical level of concept formation. But the process of thinking here goes in a different direction, namely, not from the particular to the general, but from the general to the particular. The practice of concepts is of great importance in teaching, as it consolidates and deepens knowledge, develops students' skills of self-control, self-esteem.
As you know, the concept is dynamic, i.e., having formed, it necessarily develops. This process, as well as at the stage of concept formation, can proceed spontaneously or under someone's guidance. In this case, we are interested in how the process of developing concepts in students proceeds under the guidance of the teacher.
Development is considered by science as a process of a regular change in something, a transition from one qualitative state to another - a new and better, more perfect state. There is a movement (change) of the state from simple to complex, from lower to higher. Such an interpretation is decisive for the consideration of the question of the development of concepts. In accordance with it, the development of concepts should be considered as their movement from elementary, initial knowledge to more complex ones, as a transition to a higher quality level. The concept in the learning process should be enriched with new qualitative characteristics. But this should not be a process of mechanical accumulation of any characteristics. Enriching the original characteristics of the concept, the new ones merge with them and form a different quality, higher and richer than the original.
Like the formation of concepts, the development of concepts also needs to be guided. Without outside guidance, concepts may remain at the elementary level, and the entire stock of human knowledge will be a set of disparate, chaotic truths.
An important stage in the development of concepts is, as in their initial formation, the repetition of knowledge, clarification, and revitalization of existing experience. At the same time, psychologists (S.L. Rubinshtein) proved that the most effective for the development of concepts is repetition, which is carried out not immediately after the first perception of the material, but after some time, after 2-3 days. It is also important that the repetition be a more in-depth understanding and even rethinking of what has been studied, the establishment of new associative links. Consequently, the development of concepts will practically not be facilitated by repetition, which is the repeated memorization of definitions already known to students.
As a rule, the enrichment with new characteristics of already existing concepts occurs at the stage of formation of new knowledge. So that new characteristics do not turn out to be isolated, it is also important to turn to previously studied material at the stage of studying new material, to establish logical connections with it. Sometimes such an appeal to the educational material of past years is necessary. For example, mastering the concept of "Forest - natural community" in grade 3 requires reproducing knowledge about the diversity and structure of plants, their change in seasons, obtained in grades 1 and 2. This, in turn, will enrich the concept mentioned above, and what has been studied earlier will not just be mechanically reproduced, but will be included in a certain system of knowledge at a different, higher level. Meanwhile, the assimilation of each new characteristic of the concept goes through the same stages as the formation of the original concept. But now this new characteristic is associated with the already known ones. At the same time, it is important to apply a system of increasingly complex questions and tasks. The development of concepts, their deeper understanding is facilitated by a variety of exercises and practical work, where knowledge is tested in practical activities, and they are applied in practice.
The development of concepts is accompanied by the enrichment of students' vocabulary.
Thus, the development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks for establishing logical connections between individual learned concepts should occupy a prominent place.
1.3 Analysis of the program and textbook on the section "Plants and Man" in the second grade
The subject "Man and the World" is an integration of three educational components: "Nature and Man", "Man and His Health", "Man and Society" and the content block of the educational component "Man and Society" "MRB".
The purpose of the subject "Man and the World" is the formation of initial knowledge about nature, society and man, the basics ecological culture and healthy lifestyle, civic education of junior schoolchildren.
In the second grade, as part of the curriculum, students study the section “Plants and Man”, which makes it possible to generalize, systematize and expand the ideas that children already have about the diversity of nature, the interaction of nature and man.
With regard to each component, its features, significance in nature and human life, and the protection of this natural component are considered. Particular attention is drawn to the disclosure of various relationships in nature. Here, at a level accessible to students, the connections between inanimate and living nature, between various components of living nature (plants, animals), between nature and man are considered. Through the knowledge of these connections and relationships, students study the world around them, and ecological connections also help them in this. Their study allows schoolchildren to acquire the foundations of a dialectical-materialistic worldview, contributes to the development of logical thinking, memory, imagination, and speech.
9 hours are allotted for studying the section "Plants and Man" in the 2nd grade.
The purpose of the section "Plants and Man" is to show the diversity of the plant world of the immediate environment, its role in nature and human life.
After studying the Plants and Humans section, students should know:
Several species of the most common wild and cultivated trees, shrubs and herbaceous plants;
Several species of plants listed in the Red Book of the Republic of Belarus;
Features of the structure of plants;
Rules of behavior in nature (why it is impossible to collect bouquets of flowering plants in a meadow, in a forest).
Also, after studying the section "Plants and Man", students should be able to:
Distinguish (according to essential features) several species of the most common wild and cultivated trees (3-4), shrubs (2-3), herbaceous plants (2-3) of the native land.
Several plant species (2-3) listed in the Red Book of the Republic of Belarus;
Medicinal and poisonous plants (2-3 species).
Tutorial fully complies with the curriculum. All topics covered in the textbook are fully disclosed.
The Plants and Man section includes the following topics:
- "Cultural plants of the garden and garden";
Here are considered cultivated plants that a person grows in the garden and in the garden. Children should learn the concept of "cultivated plants", ideas about the plants of the garden and garden should be formed.
At the end of the topic, questions are proposed to consolidate the material covered. For example: ideas about why you need to eat a lot of fruits and vegetables?
- "Structure of plants";
This section describes the structural features of plants. Practical work is offered. Children should have an idea about the structure of plants. At the end of the topic, questions are proposed to consolidate the material covered. For example: an idea of \u200b\u200bwhy it is impossible to collect bouquets from flowering plants?
- "Wild trees and shrubs";
Here, children get acquainted with such wild plants as pine, spruce, linden, maple, poplar, hazel. Children should learn the concepts of "wild trees", "shrubs", "light-loving plant", "shade-tolerant plant". Children should have formed ideas about the most common wild trees and shrubs.
Questions: - What is the importance of trees and shrubs for people and animals?
By what signs do you recognize a pine tree?
- "Medicinal plants";
During the study of this topic, children get acquainted with the medicinal properties of such plants as plantain, yarrow. Children should learn the concept of "medicinal plants". Children should have an idea of the importance of medicinal plants for humans.
Questions: - What plant do these signs belong to: thin oval leaves with fragile veins, small flowers, collected in a narrow spikelet at the top of the stem?
For what diseases is St. John's wort used?
- "Poisonous Plants";
Plants such as wolf's bast, black henbane, and raven's eye are described here. Students should learn the concept of "poisonous plants" Children should have specific ideas about poisonous plants, ideas about the danger they pose to human health and life.
Questions: - What poisonous plants do you know?
What will you do if you see a poisonous plant?
- "The value and protection of plants."
A description is given of some plants listed in the Red Book, such as "Venus slipper", "White throat", "White water lily", "Tall primrose". Students should form an idea of the need to respect plants, an idea of the importance of plants in nature and for humans.
Questions: - How do you understand the expression: “A person should carefully and carefully treat plants”?
What do you think would happen if plants disappeared from the Earth?
The textbook is written in an accessible and understandable language for children. The font is readable. The main ones are in bold. After each paragraph, questions and tasks are offered for children. Also, at the end of the paragraph, conclusions are given, which summarize the material on this topic. There is a lot of material in the textbook for children to think about and express their point of view. There are also tasks for the curious, which require practical work from children (observation and description). For example: "Examine the structure of the St. John's wort leaf through a microscope."
The textbook offers a rubric "To Friends of Nature", with the help of which children get an idea about the rules. For example: “Do not pluck rare plants. Walk along the paths and paths so as not to trample on the plants.
After each section, tasks are offered to test your knowledge.
The book contains a large number of bright illustrations that help the assimilation of the material.
One of the tasks of natural science education in elementary school is the formation of a system of initial natural science concepts for students, which introduce them to the understanding of the laws of the world around them, rely on the sensory experience of children and ensure the transition from ideas to concepts.
In the system of knowledge about objects and phenomena of the surrounding world, concepts play an important role, since they serve as a reference point in the cognition of reality and are a kind of result of its cognition.
The main feature of the initial concepts is that, regardless of the age of the students, the initial assimilation of the laws, the essence of the object or the phenomenon of the surrounding reality is carried out on the sensory basis available to the students.
In the process of formation and development of perception, the teacher must use verbal, visual, practical methods. Observation plays a big role. At the final stage, it is advisable to consolidate knowledge, to practice children. This can be achieved in various ways: setting up experiments, conducting observations, organizing an independent educational search, using technical visual aids.
An analysis of the textbooks and the 2nd grade textbook (section "Plants and Man") shows that the content of the training involves the formation of such concepts as "medicinal plants", "plant structure", "wild plants", "shrubs".
In the practice of teaching, various methods and forms of teaching natural science are used. As a rule, they are used in various combinations. To distinguish the form from the method allows identifying the source of knowledge, according to which the method is established.
The main methods and forms that are used in the formation of natural science ideas and concepts about the plant world in elementary school are observation, excursion, practical work, work with a textbook.
Observing objects or phenomena has a great influence on the formation of various abilities of schoolchildren, on their development and formation as a person. The main task of the teacher in the formation of observation should be to teach children the methods of observation in order to transfer this knowledge to objects or natural phenomena, which they will then observe on their own.
Natural history excursions are of great cognitive and educational value. They concretize, deepen and expand the knowledge of students. On excursions, students test many theoretical knowledge in practice and translate it into skills and abilities.
Natural science textbooks help the teacher to organize a variety of cognitive activities of schoolchildren, stimulate the desire of students to "extract" knowledge on their own, contribute to the development of creativity, interest in the subject, aim students at the practical application of the acquired knowledge and skills.
Practical work makes it possible to accumulate a certain stock of specific ideas about objects and natural phenomena, which is the basis for the formation and development of concepts, judgments, and conclusions. In the course of practical work, important practical skills and abilities are developed. Such, for example, are the ability to work with instruments, laboratory equipment, etc. The sense organs are improved, observation, perseverance, the ability to overcome difficulties and bring things to the end, etc.
Conclusion
AT educational process situations often arise when it is impossible to organize the observation of a natural object in the classroom due to its absence or small size, etc. In such cases, the teacher needs to use visual visual aids: tables, pictures, screen aids - and provide for the possibility of familiarizing children with a natural object in nature itself in during a tour or at an exhibition, museum, etc.
Observation of objects of nature by schoolchildren should be accompanied by special tasks aimed at clarifying perception. As you know, observing the same object, people see it differently due to their individual characteristics. In the educational process, it is important that in the object being studied, all children see the main thing that is connected with its characteristics. That's why necessary condition the formation of sensations is the organization of exercises that clarify perception.
In the process of formation and development of perception, the teacher should increase the activity of children. This can be achieved in various ways: setting up experiments, conducting observations, organizing an independent educational search, using technical visual aids.
The process of forming representations is also controlled by the teacher, and the observance of certain conditions plays an important role here. First of all, the teacher needs to be able to formulate questions and tasks that require the reproduction of sensations. Their wording should be short, specific, simple, but not suggestive of the answer.
The method of forming concepts is a reflection in the educational process of the philosophical theory of knowledge, which is its methodology: "from living contemplation to abstract thinking, and from it to practice." From this follows the most important pedagogical conclusion - it is necessary to lead children to knowledge of the general through the study of the individual, the special. This approach is especially important in relation to younger schoolchildren, whose psychophysiological feature of thinking is concreteness, figurativeness. It is impossible to understand what a plant is in general without knowing specific plants. It is also impossible to reduce the assimilation of a concept to the memorization of verbal formulations, which, unfortunately, still takes place in school practice. If a student has memorized the term "plant" but has never seen a particular plant, he does not own this concept. In this case, his knowledge of the plant is formal.
The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. Meanwhile, it allows solving an important issue of methodology - the relationship between content and method. It is no coincidence that throughout the history of the development of primary natural science education, this problem has attracted the attention of many scientists.
Representations in science are defined as a sensually visual image of objects and phenomena of reality, preserved in the mind and without a direct impact of the objects and phenomena themselves on the senses. They do not arise instantly and not in a finished form, but are formed, gradually improved, changed under the influence of new, purposeful acts of perception. Unlike sensory images (sensations and perceptions), the concept is not something immediate, taken in all the diversity of its qualitative features. From all this diversity, the concept abstracts the essential and thereby acquires the meaning of universality, which is its main distinguishing feature. Concepts, like perceptions and representations, can be formed spontaneously and artificially - under the guidance of a teacher. It is clear that the concepts formed as a result of purposeful influence, systematic guidance in children will be much more correct, durable and conscious than those formed spontaneously. Therefore, it is necessary to carefully and systematically manage the formation of concepts, which is the task of the teacher.
The development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks for establishing logical connections between individual learned concepts should occupy a prominent place.
Observation as a method of cognizing the surrounding reality plays a leading role in the formation of correct initial ideas and concepts, on the basis of which more complex theoretical constructions are made. The main task of the teacher in the formation of observation should be to teach children the methods of observation in order to transfer this knowledge to objects or natural phenomena, which they will then observe on their own.
Excursion is a form of organizing the educational process, which allows you to make observations, as well as directly study various objects, phenomena and processes in natural or artificially created conditions. Excursions in natural history are of great cognitive and educational value. They concretize, deepen and expand the knowledge of students. On excursions, students test many theoretical knowledge in practice and translate it into skills and abilities.
Natural science textbooks help the teacher to organize a variety of cognitive activities of schoolchildren, stimulate students' desire to "extract" knowledge on their own, promote creativity, interest in the subject, aim students at the practical application of the acquired knowledge and skills.
The role of practical work in the educational process is very high. It allows you to accumulate a certain stock of specific ideas about objects and natural phenomena, which, as already mentioned above, is the basis for the formation and development of concepts, judgments, and conclusions.
List of used literature
1. Akvileva G.N., Klepinina Z.A. Methods of teaching natural science in elementary school.-M. : Humanitarian ed. center: VLADOS, 2004.-240p.
2. Bolotina L.R. Pedagogy: Textbook for pedagogical institutes. - M.: Enlightenment, 1987.
3. Borytko N. M., Solovtsova I. A., Baibakova A. M. Pedagogy. M, 2007. -359s.
4.Vdovichenko V.M. Man and the World Grade 2 Studying the section "Plants and Man". Mn. 2010.-50s.
5. Vinogradova N.F. environmental education junior schoolchildren: Problems and prospects. - M.: Education, 1990.
6. Upbringing and development of children in the process of teaching natural history: From work experience. A guide for the teacher. / Compiled by Melchakov L.F. - M .: Education, 1981.
7. Zhestkova N.A. Ecological education of schoolchildren in elementary grades - M .: Pedagogy, 1972.
8. Zverev I.D. Ecology in schooling: A new aspect of education. - M., 1980.
9. Ishutinova L. M. Mushrooms are mushrooms. // NSh. - 2000. No. 6. 75-76 p.
10. Kirillova Z. P. Ecological education and upbringing of schoolchildren in the process of education. M.: Enlightenment. - 1983.
11. Klimtsova T. A. Ecology in elementary school. // NSh. - 2000. No. 6. 75-76 p.
12. Kolesnikova G. I. Ecological excursions with younger schoolchildren. // NSh. - 1998. No. 6. 50-52 p.
13. Likhachev, B. Pedagogy. M., 1998.- 129-131c.
14. Likhachev, B. T. Pedagogy / B. T. Likhachev. - M., 1993. - 269s.
15. Nemov R. S. Textbook for students of higher. ped. textbook institutions: - 3rd ed. M.: Humanitarian ed. center: VLADOS, 1999.
16. Pakulova V.M., Kuznetsova V.I. Methods of teaching natural history.-M. : Enlightenment, 1990.-192s.
17. The program of education of children and students in the Republic of Belarus - Minsk: 2001.
18. Programs for institutions providing general secondary education with the Russian language of instruction from 11- summer term learning. 1-4 classes. - Mn.: National Institute education, 2008.
19. Sidelnovsky A. G. Interaction of schoolchildren with nature as an educational process. // Abstract. M. - 1987.
20. Kharlamov I.F. Pedagogy. M.: Higher school, 1990.-567p.
21. Chistyakova L. A. Formation of ecological culture. Ural. GARC. - 1998.
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The content of environmental knowledge in the curriculum for the first and second grades should be selected so as to prepare students for mastering the basic environmental concepts in the third grade. The educational material is distributed in such a way as not only to provide a sensory basis in the process of studying the nature of the native land, but also to create the necessary conditions for working on the formation of such leading natural history ideas and concepts as “nature”, “wildlife”, “inanimate nature”, "plants", "animals", etc., to obtain elements of environmental knowledge. To this end, such concepts as “insects”, “amphibians”, “birds”, “animals”, etc., should be introduced into the curriculum for the first grade. However, the formation of these concepts is not provided for in the first year of study. Here, work is carried out on the accumulation of specific ideas about animals of these classes in the process of observing seasonal changes in the nature of the immediate environment (i.e., we are talking about the first stage of the formation of concepts at the level of enumeration of objects related to it).
In the course of work on the formation of specific ideas about plants and animals, the problem of developing logical thinking and speech on a specific sensory basis is solved. Even in kindergarten, children get acquainted with a large number of plants and animals of the immediate environment. But, as practice shows, six-year-olds list the names of plants, birds, insects, etc., but they do not know how to distinguish between them. John Locke also wrote that if there are no specific images behind the child’s words, then these are zero-words that confuse the child’s consciousness. The development of logical thinking and coherent speech is also carried out in the process of understanding by six-year-olds the relationships that exist between various objects and natural phenomena. Six years is the age of "why". Observing changes in the life of insects, the departure and arrival of birds, etc., students receive answers to the questions: “Why do such birds as swallows, storks fly to warm lands, while tits and sparrows winter with us?”, “Where do they winter insects?" etc. The knowledge gained will help students understand the significance of various groups of animals in nature, understand how the life of insects is connected with the life of plants, birds, why it is impossible to tear early-flowering plants, collect bouquets of wild flowers, catch colored butterflies and other pollinating insects, etc. In the process of observing insects, amphibians, reptiles, six-year-olds form the idea that the animal world is rich and diverse, that animals are not only animals (as most primary school students believe), but also birds, insects, etc.
In the second grade, the work begun in the first grade should be continued to expand specific ideas about plants and animals in the immediate environment in the process of forming such elementary concepts as “plants”, “cultivated plants”, “medicinal plants”, “poisonous plants”, “animals” , "insects", "fish", "birds", etc. The process of forming elementary general natural concepts is not an end in itself, it is considered as one of the most effective ways of mental development of students. Rich natural history material provides great opportunities for the formation and development in students of such important ways of mental activity as analysis, synthesis, identification of essential and varying features of objects and phenomena, generalization, classification, comparison, etc.
General natural science concepts must be formed in unity with private ones. Thus, the concept of "animals" is formed in unity with such concepts as "wild and domestic animals", which, in turn, unite the generic concepts of "animals", "birds", "insects", etc. Successful assimilation of general natural science concepts is possible with consistent work on their development throughout the entire period of study in the primary grades. Familiarization of second-graders with the features of the structure, nutrition, behavior, protection from enemies of certain groups of animals makes it possible to show how various animals are adapted to conditions. environment as in nature everything is wisely arranged. Children learn that plants and animals form food chains, and are convinced that each species is necessary in nature, that by protecting some animals, a person helps others, as well as himself. The introduction of information about animal reproduction, how animals and birds take care of their offspring into the curriculum will contribute to the formation of a kind, humane attitude towards all living things in children, and, consequently, the formation of such personality traits as compassion, caring, kindness, etc.
The knowledge gained will create conditions for the successful formation of leading ecological concepts - “natural community”, “habitat”, “connection of plants and animals with the environment”, “natural balance”, etc., and this will help students understand that all inhabitants forests, meadows, reservoirs and other communities are connected with each other by direct and indirect links, the destruction of which inevitably leads to a violation of the natural balance. Children are convinced of how important it is to know these relationships so as not to injure nature, that there are no harmful species in nature, that all animals play a certain role in it.
An important task in the study of the subject "Man and the World" is the formation of specific subject skills: the ability to discover and establish cause-and-effect relationships, including highlighting the adaptive characteristics of plants and animals to environmental conditions; describe and recognize some representatives of plants and animals; to foresee the results of human actions in the natural environment, etc.
An important element of natural history knowledge of students is knowledge about the components and elements of inanimate nature: water, air, soil, minerals. Acquaintance of students with the properties of air, water, soil, minerals ensures the conscious development of knowledge about the significance of these components in nature and for humans. In turn, knowledge about the significance of the components of inanimate nature creates the basis for the formation of students' knowledge and skills of environmental behavior, understanding the need and importance of their implementation.
The cartographic knowledge obtained in the process of studying the subject will prepare third-graders to understand the peculiarities of the nature of our country, to familiarize themselves with the diversity of the nature of the Earth. The topic "Diversity of nature on Earth" is studied in comparison with the nature of the native land. This will lead students to the conclusion that the originality of nature (flora and fauna) depends on geographical location of a particular territory and, in particular, on the ratio of heat and moisture. Acquaintance with the nature of various territories of the Earth helps to maintain the cognitive interest of students in the study of nature, allows you to better understand the uniqueness of the nature of your native land.
The assimilation by students of information about the methods of orientation in the area is of great practical importance; students are introduced to such methods of orientation as orientation by the Sun, compass and some local signs.
All educational components of a subject are closely interconnected. The core that unites them is a person who is both part of nature and part of society, a certain society. In the process of studying the "Nature and Man" component, such issues as the influence of man and society on natural components, the dependence of life and human health on the state of the environment are considered. Scientists' data indicate that human health is 20-40% dependent on the state of the environment, 25-50% - on lifestyle. Therefore, some important aspects of this problem, in particular the impact of polluted air, water, and soil on human health, should be considered when studying these components of nature. In the study of wildlife, the role of plants in the healing of the human body is emphasized.
The content line "Man and his health" includes general provisions on a healthy lifestyle, its components, the skills necessary to maintain a healthy lifestyle, maintain health in various dangerous situations. Elementary information about the structure of the human body is necessary for the conscious assimilation by students of knowledge about the norms and rules of a healthy lifestyle.
Phenomena of social life - component the material world in which the historically developing life of people takes place. First-graders already form an idea about the country in which they live, its name, the beauty and uniqueness of the nature of their homeland, a native corner that embodies the living image of the Fatherland.
Students form an idea of the uniqueness of a person's personality, the uniqueness of his external appearance and inner world. Students receive knowledge and skills that ensure their orientation in modern society, for their conscious fulfillment social roles in the family, class team, ethical behavior in various public places.
In the course of studying a number of natural history topics, the social science aspect of certain knowledge is also considered. Thus, when studying measures for the protection of water and minerals, not only the environmental aspect of environmental protection measures is considered, but also their economic essence, as well as the content of such concepts as "prudence", "thrift", "rational use of natural resources".
An integral part of the content component "Man and Society" is the block "Maya Radzima - Belarus", which is studied in the fourth grade. The content of the block provides for the formation of such general initial concepts as "Motherland", "Fatherland". Acquaintance with the peculiarities of the geographical position of the Republic of Belarus will prepare younger students to understand that it was the geography of the country that largely determined its history. It also provides for students to get acquainted with the modern administrative-territorial division of the country, a historical map, with the calculation of years in history. This information is necessary for studying the most important historical events and getting to know famous historical figures.
The formation of elementary ideas of students about the history of the country is supposed to be through acquaintance with the most important historical events and famous historical figures on the basis of local history material, legends. The study of "legendary history" is based on the peculiarities of the emotional sphere of primary school students, the need to ensure the unity of the intellectual and emotional components in education and is aimed at developing their cognitive interest in the history of their homeland. At the first stage of general secondary education, it is expedient to acquaint students at the elementary level with the peculiarities of the modern socio-economic and socio-political life of Belarus. The study of the block ends with a generalization of students' knowledge about state symbols, about the development of the spiritual and material culture of the Belarusian people.
Indicators of achieving the goals of the subject "Man and the World" are:
students' knowledge of the basic properties of the components and elements of inanimate nature, their significance for man and nature;
understanding the role of society, each person in maintaining the purity of air, water, soil for the life of plants, animals and humans;
knowledge and distinction of several species of the most common plants and animals of various ecological communities of Belarus, measures for the protection of flora and fauna;
knowledge of the basic relationships that exist between the elements of inanimate nature, between inanimate and living nature, between plants and animals, various groups of animals; understanding the need to preserve natural relationships and the consequences of their violation;
knowledge of the norms and rules of environmental behavior and environmental activities in everyday life and in the natural environment;
the ability to predict and evaluate the results of their behavior and the behavior of people in the environment;
the ability to follow the elementary rules of environmental behavior;
knowledge and observance of the basic rules of personal and public hygiene, including radiation;
knowledge of the rules safe behavior in various public places and extreme situations;
the presence of ideas about the rights of the child;
knowledge of their duties in relation to other family members;
knowledge of the rules of communication with peers and adults, the ability to apply " Golden Rule» morality;
knowledge of the main attractions of their region.
In order to take into account the interests and needs of students, specific conditions, including the capabilities of the subjects of the educational process, as well as creating conditions for expanding and deepening knowledge in the subject area, it is advisable to introduce electives in the following areas (optional, depending on the year of study, the interests of students , teacher opportunities): “Young researcher” (assumes that students master elementary research skills, including them in a variety of research activities at an accessible level for them); "ABC of Ecology", "Earth and Universe", "Green World", "Indoor Plants", "Animal World", "Human World", "Nature and Fantasy", "Through the Pages of the History of My Land", etc.