Way of development of cognitive activity of students. Conditions for the development of cognitive activity of students in the learning process
In pedagogical science, there are a lot of works devoted to the problem of cognitive activity of students. They note that conscious purposeful cognitive activity, being the driving force of learning, affects its productivity. Therefore, it is legitimate to consider cognitive activity not only as a condition, but also as a means of achieving the goal of learning. At the same time, the emergence or non-emergence of the student's cognitive activity turns out to be interconnected with the child's attitude to the subject and the process of cognition. So, a negative perception of the subject of knowledge can reduce the level of cognitive activity of the student in the lesson, weaken the aspiration to the goal. And vice versa, increased attention to the process of cognition itself leads to the emergence of high cognitive activity of the student in the educational situation. However, the problem of the psychological and pedagogical conditions for the emergence and development of the cognitive activity of a younger student in an educational situation has not yet been deeply investigated.
There is a conflict between the need scientific development problems of psychological and pedagogical conditions for the emergence and development of cognitive activity of a younger student in a learning situation and the available research in this area. The revealed contradiction made it possible to formulate the problem of this study: what are the psychological and pedagogical conditions for the emergence and development of the cognitive activity of a younger student in a learning situation?
We assumed that the younger student's awareness of the vital importance of the intellectual action performed by him in the lesson and the experience in the situation of the action of a sense of personal and social significance contribute to the emergence and development of the student's cognitive activity in the learning process.
An object pilot study: children of primary school age studying in grade II secondary school Samara. The study covered 52 students primary school.
The subject of the experimental study: psychological and pedagogical conditions that contribute to the emergence and development of cognitive activity of a younger student in a learning situation.
Experimental study of the development of cognitive activity junior schoolchildren in the learning process included two stages: ascertaining and developing.
The purpose of the ascertaining stage of the experiment was to obtain diagnostic data on the level educational and cognitive student activity in the classroom. The assessment of this parameter was carried out using the methodology of A.K. Dusavitsky. According to this technique, observation of the actions of students during the lesson is carried out from the last desk. The task of the observer is to record all types of activity of each of the students with utmost care. The observer fixes in the layout of students in the class the type of activity shown by one or another student with the help of conventional signs. As units of manifestation of the external activity of students, the following reactions to the activities of the teacher are distinguished.
1. Bilateral activity. The child himself seeks to answer the question posed by the teacher, to solve the problem, to complete the task, and this desire is expressed by raising his hand, asking, and the teacher satisfies his desire, that is, “calls”. In this case, the student's activity may end with a correct or incorrect answer.
2. One-way activity. The child himself does not show initiative, does not raise his hand, but the teacher calls him and requires him to solve the educational problem. And such student activity can end with a correct or incorrect answer.
3. One-sided activity of the student. The child seeks to answer the question posed by the teacher, to solve the problem, to complete the task, and this desire is expressed by raising his hand, asking, but the teacher does not satisfy his desire, that is, “does not call”.
4. Deviations from the learning process. Distractions from the lesson were fixed by other activities, a conversation with a friend not on the topic of discussing the issue, drowsiness in the lesson.
Observation of the manifestation of the activity of students in the learning situation was carried out at all lessons during the week. Then the number of recorded manifestations of educational and cognitive activity of each student was counted separately for each of its types. In the course of the experiment, the change in the ratio between the individual types of child activity in the lesson under the influence of various conditions was analyzed: before and after the experiment. The data for the control and experimental classes were compared.
The purpose of the developing stage of the experiment was the implementation of the psychological and pedagogical conditions developed by us in the process of teaching younger students, which contribute to the emergence and development of cognitive activity of a younger student in a learning situation and the experimental substantiation of their effectiveness.
During the developing stage of the experiment in the experimental group of second-graders, a purposeful and systematic work of a primary school teacher was carried out to enhance the cognitive activity of younger students in the classroom.
Experimental work was built in accordance with the principle of focusing on the ZPD of the child's personality. This principle is based on the theory of L.S. Vygotsky about the zones of actual and immediate development. L.S. Vygotsky noted that in addition to what a child is today, he has some potential, which, in contrast to the level of actual development, is fixed in the zone of proximal development. At the same time, the essence of understanding the zone of proximal development is as follows: what today a child cannot do on his own, but does with the help of an adult, this is his zone of proximal development. On the one hand, the zone of proximal development concerns emotional and intellectual processes, and on the other hand, its developmental significance is associated with the subject's awareness of himself as the source of his behavior and activity as the basis for the formation and development of the personality. Being the “source” of this or that activity in ontogeny, the child must learn to consciously manage it and use it in his daily life. Based on this principle, we took into account, firstly, the fact that the emergence of something new in the development of the student's cognitive activity is based on the cycles of development already passed; secondly, the zone of proximal development in self-relationship and in the sphere of activity manifests itself in the cooperation of a child with an adult. As N. Veresov and P. Hakkarainen note, a learning task is developing for a student if its solution is not possible with the child's means of his (individual) activity, but is possible in joint activities with the teacher, which the child does not yet own.
According to many scientists (A.V. Brushlinsky, T.V. Kudryavtsev, I.Ya. Lerner, M.I. Makhmutov, A.M. Matyushkin, etc.), the impetus for productive thinking aimed at finding a way out of a state of difficulty , which the student experiences at the moment of encountering something that raises a question, serves as a problem situation. means of creating any problem situation in the educational process are educational problems (problem task, problem task, a problematic issue). Each learning problem implies a contradiction. It is the contradiction between the cognitive and practical tasks that are put forward by the very course of education, and the current level of knowledge, skills and abilities of students, the level of their mental development that serves as the driving force of education. Therefore, if in studying proccess educational problems are introduced, then the essence of managing the assimilation process is managing the process of students getting out of a problem situation, or rather, the process of independent problem solving by students.
In accordance with the principle of focusing on the child's ZPD, in experimental work we used the developmental possibilities of problem-based learning.
In addition, in the organization of experimental experimental work with students, we relied on the principle of activity, independence and autonomy of the child in educational activities. In accordance with this principle, we took into account the presence of a special reality - "self", the essence of a person, which acts as an internal basis for the deployment of certain subjective processes. We proceeded from the fact that cognitive activity as a psychological phenomenon is inherent in every child, but it arises or does not arise depending on the situation of action. In this regard, special attention in the process of conducting experimental work was paid to creating motivation for activities that encourage the child to independently experiment in a learning situation, form their own opinion on the issue under discussion, and independently express various hypotheses.
An independent task of each lesson in the course of experimental work was the students' awareness of the vital significance of the intellectual action performed in the lesson and the experience in the situation of action of a sense of personal and social significance. The achievement of this goal was ensured by the creation of personal motivation for the activities performed by students in the lesson. The result of the child's intellectual activity had for him not only educational (cognitive), but also personal value. For this, before executing learning task the children were offered a situation that meaningfully revealed the practical significance of the result of intellectual activity for society as a whole, thereby the children accepted the educational task at the level of their actual development (understanding the vital (practical) significance of the intellectual action performed in the lesson), and the solution of the educational (problem) task was carried out in process joint activities students with a teacher, that is, in the zone of proximal development of students. Thus, awareness of the social significance of the result of their intellectual activity determined the children's emotional experience of a sense of personal and social significance in the process of performing this action.
Experimental work in the experimental group assumed the systematic work of the teacher with the students over the course of two months of teaching children at school. During this period, the primary school teacher conducted one experimental lesson each school week. The purpose, tasks and content of the lessons corresponded to the tasks of the developing stage of the experiment: the creation in the educational process of psychological and pedagogical conditions that contribute to the emergence and development of cognitive activity of a younger student in a learning situation. In this regard, the content of the lessons was focused on: 1) the implementation educational goals provided by the curriculum; 2) creating situations of active cognitive search for a solution to a problematic task; 3) students' awareness of the practical significance of the intellectual action they perform in the lesson; 4) children experience a sense of personal and social significance in the process of performing an action.
In the control group, during two months of schooling, the primary school teacher conducted one experimental lesson each school week. A total of 8 lessons were held, the content of which was focused on: 1) the implementation of educational tasks provided for by the curriculum; 2) creating situations of active cognitive search for a solution to a problematic task.
At each of the eight lessons, the manifestation of educational and cognitive activity of students was monitored. Then the number of recorded manifestations of educational and cognitive activity of each student was counted separately for each of its types. In the course of the experiment, the change in the ratio between the individual types of child activity in the lesson under the influence of various conditions was analyzed: before and after the experiment. Also, the obtained data were compared with the data of the experimental group.
Thus, a total of nine control sections were carried out during the experiment. The first control section was carried out before experimental work with students, when the observation of the manifestation of educational and cognitive activity of younger students was carried out throughout the school week. The next eight diagnostic sections were carried out in the process of conducting experimental lessons with an interval of one week. Comparison of the data obtained through observation in the control and experimental groups of second-graders made it possible to establish and justify the effectiveness of the psychological and pedagogical conditions implemented in the experimental group. In addition, the data obtained made it possible to trace the dynamics of the development of cognitive activity of younger students in the control and experimental groups.
At the ascertaining stage of the experiment in the control and experimental classes, an approximately equal number of manifestations of bilateral (343 observations in the control and 328 observations in the experimental class) and unilateral (130 observations in the control and 159 observations in the experimental class) cognitive activity of students in the classroom were recorded. The generalized data of bilateral and unilateral activity, regardless of its outcome, in the control (980 cases of manifestation of cognitive activity of students) and experimental (recorded 982 cases of manifestation of cognitive activity of students) groups indicate the equivalence of the strategies for organizing educational activities of younger students in both groups. At the same time, in both groups, there is an approximately equal number of cases characterized by the child's desire to show cognitive activity in the lesson, outwardly expressed in raising his hand: in the control class, 850 cases were recorded, in the experimental class - 823 cases of "raising the hand".
At the same time, cases of distraction of younger schoolchildren in the classroom were recorded: in the control class, 313 observations, in the experimental class, 285 observations.
Individual data on the features of the manifestation of cognitive activity in the lesson for each student of the control and experimental groups, obtained at the ascertaining stage of the experiment, were analyzed in comparison with the data of the developing stage of the experiment.
The creation during the developing stage of the experiment of the psychological and pedagogical conditions developed by us for the manifestation and development of the cognitive activity of the younger student in the lesson, contributed to the increase in the cognitive activity of the students of the experimental group. Comparison of individual data of the ascertaining and the first (during the developmental stage) diagnostic sections showed significant differences in the number of cases of manifestation of cognitive activity by students in the lessons. The statistical significance of the shift in the observation of the cognitive activity of younger schoolchildren in the experimental group was established using the Wilcoxon T-test. Statistical significance of the shift in observations of the cognitive activity of younger schoolchildren in the control group has not been established.
In the experimental group, there were more situations of bilateral activity with the correct outcome, that is, such situations when students showed a desire to answer the teacher's question, expressed by raising their hands, and gave the correct answer to the question posed by the teacher. According to the second cut of such situations in the control group, an average of 2.3 situations for each student was recorded in the group, and 2.7 situations for each student in the experimental class. At the same time, there are differences in the average values of indicators of bilateral activity with an incorrect outcome obtained in the two groups. So, in the control class, situations characterized by the child's own desire to answer the teacher's question, but with an unsuccessful answer, were noted 6 times more than in the experimental group (in the control group, 1.2 cases on average for each student, in the experimental – 0.2 cases). These data testify in favor of the method of organizing learning situations in the experimental class, where problem tasks for schoolchildren were focused not only on the implementation of educational tasks provided for by the curriculum, but also on the students' awareness of the practical significance of the intellectual action performed by them in the lesson, ensured that children experience a sense of personal and social significance in the process of performing the action. Situations of manifestation of cognitive activity by younger students in the lesson were recorded 1.5 times more in the experimental class: in the experimental class - 8.4 cases for each student, in the control - 5.6 cases for each student. At the same time, children in the experimental group were distracted almost twice as rarely (on average 4.0 cases for each student) from the subject of discussion in the lesson, compared with the number of distractions of children in the control group (on average 2.1 cases for each student).
It should be noted that in accordance with the purpose of the experiment, in the control group, educational situations created favorable conditions for the emergence of cognitive motives for solving a problem task in schoolchildren, and in the experimental group, cognitive motives were combined with personal motives. Therefore, it can be concluded that the combination of cognitive and personal motives for solving a problematic task, to a greater extent, contributes to the emergence of cognitive activity, focusing the attention of younger students on the content of the task and activates the mechanisms of self-control of the activities performed.
Analyzing the indicators of cognitive activity of students in the classroom in the process of experimental work, we found that the average values of the studied indicators in the control and experimental groups differed approximately equally throughout the developmental stage of the experiment.
Analyzing the indicators of the general activity of students in the classroom in the process of experimental work, we found that: 1) the average values of the number of situations where students raise their hands in order to satisfy the desire to express their opinion turned out to be 1.5 times higher in the experimental group of students; 2) the average values of the number of deviations of students in the experimental group from the learning process are almost 2 times lower in the experimental group of students.
Based on the results of the analysis of data obtained in the course of experimental work with younger students, we concluded that the combination of cognitive and personal motives for solving a problematic task, to a greater extent, contributes to the emergence of cognitive activity, focusing the attention of younger students on the content of the task and activates mechanisms of self-control of the performed activity.
Bibliography
1. Veresov N., Hakkarainen P. Prerequisites for the emergence of collective activity among older preschoolers // Questions of Psychology. 2001. No. 1. - S. 37-46.
2. Vygotsky L.S. Problems of learning and mental development of children at school age. M.: Pedagogy, 1956. - S. 438-452.
3. Dusavitsky A.K. Development of personality in educational activities. M .: House of Pedagogy, 1996. - S. 28-31.
Material overview
Teaching without any interest
and taken only by force of compulsion,
kills in the student the desire for
mastery of knowledge.
Encourage your child to learn
much more worthy task,
than to indulge.
K.D. Ushinsky
Questions students are among the most actual problems modern pedagogical science and practice. The implementation of the principle of activity in learning is of great importance, because. training and development are of an activity nature, and the result of training, development and education of students depends on the quality of teaching as an activity.
The key problem in solving the problem of improving the efficiency and quality of the educational process is activation of cognitive activity of students. Knowledge obtained in finished form, as a rule, causes difficulties for students in their application to explaining observed phenomena and solving specific problems. One of the significant shortcomings of students' knowledge remains formalism, which manifests itself in the separation of memorized theoretical knowledge from the ability to apply them in practice.
In the conditions of humanization of education existing theory and the technology of mass education should be aimed at the formation of a strong personality capable of living and working in a continuously changing world, able to boldly develop their own strategy of behavior, make a moral choice and bear responsibility for it, i.e. self-developing and self-actualizing personality.
Activation of cognitive activity of students
In modern educational process the forefront is not just the mastery of subject knowledge, skills and abilities by students, the volume of which is constantly growing, but the personality of the student as an active figure with the appropriate structure of the need-motivational sphere. It is the nature of the needs, motives, interests underlying the activity that determines the direction and content of the activity of each individual. At the same time, involvement in cognitive activity, activity, initiative in it, satisfaction with oneself and one's result provide an experience of meaningfulness, significance of what is happening, are the basis for further self-improvement and self-realization of a person.
Education- this is a tense, complex activity, which requires a great effort of the mind, will, imagination, memory. Reflecting all essential properties pedagogical process(two-sidedness, focus on the comprehensive development of the personality, the unity of the content and procedural sides), training at the same time has specific qualitative differences.
cognitive activity is the unity of sensory perception, theoretical thinking and practical activities. It is carried out at every step in life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic and aesthetic activities, communication), as well as by performing various subject-practical actions in the educational process (experimenting, designing , solving research problems, etc.). But only in the process of learning, knowledge acquires a clear form in a special, inherent only to a person, educational and cognitive activity or teaching.
The attitude of students to the learning process is usually characterized by activity.Activity(learning, mastering, content) determines the degree (intensity, strength) of the "contact" of the student with the subject of his activity.
Another important aspect of student learning motivation is directly related to activity - this is independence, which is associated with the definition of the object, means of activity, its implementation by the student himself without the help of adults and teachers. cognitive activity and independence are inseparable from each other: more active students, as a rule, and more independent; insufficient own activity of the student makes him dependent on others and deprives him of independence.
Managing student activity is traditionally referred to as activation. Revitalization can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotyped activity, recession and stagnation in mental work. The main goal of activation- the formation of students' activity, improving the quality of the educational process.
AT teaching practice various ways of activating cognitive activity are used, the main ones among them are the variety of forms, methods, teaching aids, the choice of such combinations of them, which in the situations that have arisen stimulate the activity and independence of students.
The greatest activating effect in the classroom is given by situations in which students themselves must:
Stand up for your opinion;
Take part in discussions and discussions;
Ask questions to your comrades and teachers;
Review the responses of comrades;
Evaluate the answers and written work of comrades;
Engage in the training of those who are lagging behind;
Explain incomprehensible material to weaker students;
Independently choose a feasible task;
Find several options for a possible solution to a cognitive task (problem);
Create situations of self-examination, analysis of personal cognitive and practical actions;
Solve cognitive problems through the complex application of the methods of solution known to them.
When choosing one or another teaching method, it is necessary, first of all, to strive for a productive result. At the same time, the student is required not only to understand, remember and reproduce the acquired knowledge, but also to be able to operate with it, apply it in practical activities, develop it, because the degree of learning productivity largely depends on the level of activity of the student's educational and cognitive activity.
It is very important that the educational and cognitive activity of students be creative, exploratory in nature and, if possible, include elements of analysis and generalization. The process of studying this or that phenomenon or problem should by all indications be of a research nature. This is another important principle revitalization educational and cognitive activity: the principle of research of the studied problems and phenomena.
All this requires the use of such forms and methods of teaching, which, if possible, would take into account the individual characteristics of each student, i.e. implement the principle of individualization of the educational process.
Equally important in the educational process is the mechanism of self-control and self-regulation, i. implementation of the principle of self-learning. This principle makes it possible to individualize the educational and cognitive activity of each student on the basis of their personal active desire to replenish and improve their own knowledge and skills, studying independently additional literature, receiving advice.
The activity of both independent and collective activity of students is possible only if there are incentives. Therefore, among the principles of activation, a special place is given to the motivation of educational and cognitive activity. Chief at the start vigorous activity there should not be compulsion, but the desire of the student to solve the problem, to learn something, to prove, to challenge.
Principles revitalization educational and cognitive activity of students, as well as the choice of teaching methods, should be determined taking into account the characteristics of the educational process. In addition to the principles and methods, there are also factors that encourage students to be active, they can also be called the motives or incentives of the teacher in order to intensify the activity of students.
Among the main factors that encourage students to be active are:
The creative nature of educational and cognitive activity in itself is a powerful incentive to knowledge. The research nature of educational and cognitive activity makes it possible to arouse students' creative interest, and this, in turn, encourages them to an active independent and collective search for new knowledge.
Competitiveness is also one of the main motivators for active student activity. However, in the educational process, this can be reduced not only to competition for best grades It could be other motives as well. For example, no one wants to “lose his face” in front of his classmates, everyone wants to show himself with better side(that he is worth something), demonstrate the depth of his knowledge and skills. Competitiveness especially manifests itself in classes conducted in the form of a game.
The playful nature of conducting classes includes both the factor of professional interest and the factor of competitiveness, but regardless of this, it is an effective motivational process of the student's mental activity. Well organized game lesson should contain a "spring" for self-development. Any game encourages its participant to action.
Considering the above factors, the master can unmistakably intensify the activity of students, since different approach to classes, and not monotonous, this, first of all, will arouse interest in students in classes, students will be happy to go to classes, since it is not possible to predict the master.
The emotional impact of the above factors on the student is exerted by the game, competitiveness, creativity, and professional interest. Emotional impact also exists as an independent factor and is a method that awakens the desire to actively engage in the collective learning process, interest that sets in motion.
Wide use in modern life causes their active introduction into education. The use of computers in the classroom significantly increases the intensity of the educational process. The personal computer is a unique learning tool due to its functionality. The use of modern computer technology in the educational process is a necessary condition for the modernization of education.
It should be noted that the stage activation of cognitive activity of students in this case increases. This is a necessary condition for the success of learning, since without interest in replenishing the missing knowledge, without imagination and emotions, a student's creative activity is unthinkable.
Problem learning
Learning problems play an active role in learning, the essence of which is to overcome practical and theoretical obstacles in creating such situations in the process of learning activities that lead students to individual search and research activities.
Technology problem learning involves the organization, under the guidance of a master, of independent search activities of students to solve educational problems, during which students form new knowledge, skills, abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and others personal qualities. Problem situation includes the emotional, search and volitional side. Its task is to direct the activity of students to the maximum mastery of the material being studied, to provide the motivational side of the activity, to arouse interest in it. As problem tasks can be educational tasks, questions, practical tasks.
PProblem-based learning comes in three main forms:
1. Problem statement. The teacher poses a problem and reveals ways to solve it, demonstrates to students the course of scientific thinking, forcing them to follow the movement of thought towards the truth, makes students, as it were, an accomplice in scientific search.
2. Partial search activity. The work of students is guided by special questions that encourage independent reasoning, an active search for answers to questions. separate part Problems.
3. Research activities. The student's independent search for a solution to the problem.
The essence of problem-based learning lies in the collision of students with educational and production situations and placing them in these situations in the position of "pioneers", "researchers".
In preparation for the lesson need to model different variants individual moments of the lesson, aimed at formalizing the mental activity of students. In the study and formation of thinking, the importance of standard models is especially great, using which the master can predict various situations, for example, such as a model of the quality of knowledge in their relationship with the levels and stages of mental activity. They help in planning the goals and objectives of the lesson. The master, preparing for classes, thinks about what opportunities the educational material presents for the development of students' thinking and how they can be implemented in this lesson. For example, by colliding and comparing conflicting opinions, the master creates a problem situation. There is a positive motivational background, it makes students compare, prove, defend their position.
In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological and pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.
Methodological techniques for creating problem situations:
- bring students to the contradiction and invite them to find a way to solve it;
- express different points of view on the same issue;
- invite students to consider the phenomenon from different positions (for example, a leader, a secretary, a lawyer);
- encourage students to make comparisons, generalizations, conclusions from the situation, compare facts;
- raise specific questions (for generalization, justification, concretization, logic, reasoning);
- identify problematic theoretical and practical tasks;
- set problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time).
To implement a problematic technology, it is necessary:
- selection of the most relevant, essential tasks;
- identification of the features of problem-based learning in various types academic work;
- building an optimal system of problem-based learning, creating training and teaching aids and guides;
- the skill and personal approach of the master of industrial training, capable of causing active cognitive activity of students.
Pedagogical problem situationis created with the help of activating actions, questions of the master, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. Creationpsychological problem situationpurely individual. Neither too difficult nor too easy cognitive task creates a problem situation for students.Problem situationscan be created at all stages of the learning process: during explanation, consolidation, control. Creating a problem situation, the master directs students to solve it, organizes the search for a solution. Thus, the student is placed in the position of the subject of his learning and as a result he develops new knowledge, he masters new ways of acting.
business game
The main goal of industrial training is the practical training of students in professional productive work, i.e. purposeful human activity to create material assets. High-quality professional training of young specialists in modern market conditions is one of the most important factors that ensure the acceleration economic development countries.
Having knowledge does not mean being able to use it. The gap between theory and practice arises due to the fact that the educational process is mainly focused on the accumulation of information. In this regard, active teaching methods are needed that would make it possible to teach practical work even before the real situation comes, to teach such experience that cannot be expressed in words and which is acquired in the process of action, participation, decision-making, discussions.
In order to attract students to work, to interest them, it is necessary to activate the mental and cognitive activity of students. In solving the problems of shaping a personality that meets the requirements of today, active, non-standard forms and methods of conducting a lesson help. A non-standard, or innovative, lesson is an activity that has a non-traditional, flexible structure and is focused mainly on increasing students' interest in learning through new form organization of their educational activities.
According to the form of conducting, the following groups of non-traditional lessons can be distinguished:
- lessons based on the forms, genres and methods of work known in social practice: research, invention, interview, reporting;
- lessons reminiscent of public forms of communication: press conference, discussion, teleconference, dialogue, "live newspaper";
- fantasy lessons: fairy tale lesson, surprise lesson;
- lessons based on imitation of the activities of institutions and organizations: court, investigation, academic council.
In the process of training specialists, including secretaries, the effectiveness of training is significantly increased when using business games. Games allow you to add variety, affect the development of the creative potential of the student.
There are the following types of games:
a) Organizational and activity.
Provide for collective mental activity based on the deployment of the content of education in the form of a system of problem situations and the interaction of all subjects of education in the process of their analysis. Students get acquainted with the situation, with a set of interrelated facts and phenomena that characterize a specific event that occurs before a specialist in his professional practice and requiring an appropriate decision from him, students offer their solutions in a given situation, which are collectively discussed.
They are characterized by the presence of a task or problem and the distribution of roles between the participants in its solution, i.e. it is the creation of a situation in which the participants take on a certain role.
c) Business games.
They are simulations of real activities, such as professional, political, social, technical, etc.
d) Cognitive - didactic games.
They create situations that include the student in an unusual game situation, in the "living" of the situation.
So what is a game? The game- a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. Along with hard work and study the game- one of the main types of human activity, an amazing phenomenon of our existence.
Game activity performs the following functions:
- entertaining(the main function of the game is to entertain, give pleasure, inspire, arouse interest);
- game therapy:overcoming various difficulties arising in other types of life;
- diagnostic:identification of deviations from normative behavior, self-knowledge during the game;
- correction function:making positive changes in the structure of personal indicators.
Business games in industrial training (games of educational and industrial nature) - a method of group training of joint activities in the process of solving general and specific practical problems, as close as possible to real problem situations. Business games reproduce the actions of participants seeking to find the most optimal ways to solve production, technical, socio-economic, and managerial problems.
The business game is used to solve complex problems, assimilate new things, consolidate the material covered, develop creative abilities, enables students to understand and study educational material from various positions.
The use of gaming forms of learning allows you to significantly revise the knowledge control procedure. Game situations develop in students the ability to critically assess another, existing production, the ability to find solutions to improve it and are an incentive to intensify students' independent work to acquire professional knowledge, skills and abilities. And in this regard, one should not forget that it is very important for the master of industrial training to help communication between students during the game.
The master of industrial training is the organizer of game situations, and here his organizational skills and the ability to be able to direct the game in the right direction, giving it excitement, interest and helping students to correctly resolve the momentary situation, should be manifested. The game pace also depends on the master. He must be able to clearly and clearly state the conditions of the game, organize a quick distribution of gaming equipment.
For me, it is most interesting to hold various competitions between students divided into teams. Working in a team, each student feels responsible for doing their job, because. when calculating points, the result of each team member is taken into account. Students try to express themselves, show their way of thinking, the ability to defend their point of view. Lessons-competitions help develop attention, memory, speech, thinking; allow you to compare, compare, find analogies; develop creative abilities, the ability to find optimal solutions; develop motivation for learning activities. During the competition, students develop certain approaches to completing tasks; independence, the will to win is brought up; there is an upbringing of cooperation, sociability, sociability, the ability to work in a team, respect for an opponent.
It is known that any competition has elements of competitiveness, so it is necessary to be able to properly develop and maintain the spirit of the competition. This largely determines the result of the game, which should be aimed at collective, and not at individual competition.
The use of information and communication technologies to enhance the cognitive activity of students
Application of the latest toolsinformation and communication technologiesare becoming increasingly important in education. These technologies have a wide range of opportunities to stimulate the cognitive interest of students, and, therefore, increase the efficiency of the learning process.
Thus, practical experience in implementing the possibilities of information and communication technologies in the learning process is in demand and promising.
ICT is defined as "a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information for the benefit of its users."
Modern information tools play the role of channels for transmitting thoughts, feelings, emotions of their creators to the trainees and serve as channels for the trainees to present their own judgments, to realize the products of their creative activity.
Working in a didactic information environment, the student is interested not only in the final results of the activity, but also in the activity itself. The highest form of development of cognitive interest in teaching with the use of electronic learning tools is interest in productive activities, independent creativity. Such interest is formed purposefully in the joint activities of all subjects of the educational process.
The following ICT opportunities are distinguished that contribute to the development of students' cognitive interest:
Psychophysiologically oriented learning where ICT provides multiple channels for presenting information and creates conditions conducive to its perception and memorization;
- visual representation of various kinds of processes, phenomena, events, dependencies, theoretical concepts;
Modeling with the help of ICT allows you to study an object or phenomenon in various conditions, from different points of view, influencing all the human senses and forming a colorful, three-dimensional image of the object under study, associative links that contribute to better assimilation of the material;
The ability to increase the degree of consideration of ergonomic requirements for educational materials: you can choose the size, type of font, place in the text not only pictures, but also sound fragments, video;
interactivity;
Student-centered learning: a student can recreate any text from the network, selecting the necessary arguments, building them into a certain evidence logic that reflects his own point of view, his way of thinking;
Orientation to the individualization of learning in the conditions of collective activity;
Optimal pace of learning, control and adjustment of the course of mastering the educational material by students. The result of the work is visible directly in the lesson, the student gets the opportunity to implement their own methods and techniques of work;
Educational opportunities: accustom to accuracy, attention, clarity, develop the ability to plan their activities, make responsible decisions;
Orientation to the cognitive motives of the trainees (in contrast to the traditional achievement motivation);
Allows you to focus on mastering the most complex topics and concepts.
The specificity of the computer as a learning tool is associated with its characteristics such as complexity, versatility, interactivity. Using a computer, you can organize individual, pair and group forms of work in the lesson. However, it must be remembered that a computer cannot replace a teacher in a lesson. It is necessary to carefully plan the time of working with the computer and use it exactly when there is a real need for it.
Currently, multimedia technologies are widely used. The term "multimedia" means: many media. Such information media are: text, sound, video. Software products that use all these forms of information presentation are called multimedia.
A multimedia presentation most optimally and effectively corresponds to the triune didactic goal of the lesson:
- educational aspect: students' perception of educational material, comprehension of connections and relationships in the objects of study;
- developmental aspect: development of cognitive interest among students, the ability to generalize, analyze, compare, enhance the creative activity of students;
- educational aspect: the upbringing of a scientific worldview, the ability to clearly organize independent and group work, the upbringing of a sense of camaraderie, mutual assistance.
Work in computer network, leads to the expansion of contacts, opportunities for the exchange of socio-cultural values, the development of imagination processes, intensive study foreign languages, overcoming the communicative deficit, exchange of situational emotional states and a number of other positive effects.
Another example of using a computer is control acquired knowledge. Computer testing in itself is unconventional, because we are all accustomed to paper tests. Compared to traditional forms of control, computer testing has a number of advantages:
Fast results;
Objectivity in the assessment of knowledge;- develop creativity to the world around
Computers serve as a tool to save time and make work more efficient: search for information, solve more problems (and reduce homework), analyze results, take advantage of the graphic capabilities of the computer, help develop students' interest in the subject being studied, stimulate cognitive and creative activity and independence of students, the formation communication skills, ensuring an objective control of knowledge, the quality of assimilation of the material by students, etc.
Thus, new Information Technology, applied methodically competently, increase the cognitive activity of students, which undoubtedly leads to an increase in the effectiveness of training.
Conclusion
At the present stage of development of education, the problemactivation of cognitive activityof students is of particular importance in connection with the high rates of development and improvement of science and technology, the need of society for educated people who are able to quickly navigate the environment, think independently and free from stereotypes.
The fulfillment of such tasks becomes possible only in conditions of active learning that stimulates the mental activity of students. Active learning, which is carried out with the help of active methods, contributes to the formation of cognitive interest in the acquisition of knowledge and learning activities.
Methods for enhancing cognitive activity: arm with knowledge, skills and abilities; contribute to the education of the worldview, moral, aesthetic qualities of students; develop their cognitive powers, personal formations(activity, independence, cognitive interest); identify and realize the potential of students; involved in research and creative activities.
Thus, it can be concluded that for successful learning it is necessary to arouse students' interest in mastering knowledge.
Download materialE. N. Lekomtseva, A. S. Pikin
Formation of cognitive activity of a younger student
The article presents the characteristics of the program "Planet of Joy", which is designed for primary school students. The purpose of the program is to create conditions for the development of cognitive activity of the younger student, emotional and value attitude to the world, the phenomena of life, art. The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education.
Key words: cognitive activity, junior schoolchild, extracurricular activities, program, needs, interest.
E. N. Lekomtseva, A. S. Pikin
Formation of the Younger School Student's Informative Activity
The characteristic of "the Planet of Joy" program which is designed for pupils of primary classes is presented in the article. The purpose of the program is to make conditions for development of the younger school student "s informative activity, the emotional and valuable relation to the world, the phenomena of life, art. Younger school students" informative activity is an important factor of improvement and at the same time an indicator of effectiveness of the training process as it stimulates independence development, a search and creative approach to master the education content, induces to self-education.
Keywords: informative activity, younger school student, extracurricular activities, program, requirements, interest.
The new paradigm of education considers the formation of the student's subjective position as one of the necessary conditions student development. At primary school age, the understanding of the subject is associated with such qualities of his personality as activity, independence, and the ability to act.
The term "activity is identified by some scientists with activity, vigor, dynamism, others with the result of activity, others consider activity in a broader sense than activity" .
As part of our study, we rely on the opinion of A. N. Leontiev, for whom activity is a concept that indicates the ability of living beings to produce spontaneous movements and change under the influence of external and internal stimuli - stimuli.
At primary school age, the leading type of activity is educational, therefore it is important to consider the term "activity" in combination with another concept - "cognitive".
Today, "cognitive activity" is interpreted in the works of G. I. Shchukina, V. S. Ilyin, T. I. Zubkova, T. I. Shamova. Auto-
ry consider this concept from the standpoint of the quality of the student's activity aimed at achieving the educational and cognitive goal.
The most interesting, in our opinion, definition of cognitive activity is given by E. A. Krasnovsky: “the manifestation of all aspects of the personality of a younger student: this is an interest in the new, the desire for success, the joy of learning, this is also an attitude to solving problems, the gradual complication of which lies in the basis of the learning process".
Thus, the problem of developing interest arises in the context of a variety of student activities, which allows you to form and develop the interests of students, enriching the personality, and educating an active attitude to life.
Based theoretical research D. B. Elkonin, the development of cognitive activity is carried out by accumulating positive educational and cognitive experience. According to the point of view of A. N. Leontiev, cognitive activity is motivated by the need of a younger student. The development of cognitive activity is the ideal option when its formation occurs gradually, evenly, in accordance with
© Lekomtseva E. N., Pikin A. S., 2017
with the logic of cognition of objects of the surrounding world and the logic of self-determination of the individual in the environment.
Analysis scientific literature and practical experience in the formation of cognitive activity made it possible to determine the structure of cognitive activity: the emotional sphere, the volitional sphere, the motivational sphere, the content-procedural component and the component of social orientation.
The cognitive activity of younger students is an important factor in improving and at the same time an indicator of the effectiveness of the learning process, since it stimulates the development of independence, a search and creative approach to mastering the content of education, and encourages self-education. Extracurricular activities are integral part organization of the educational process and one of the forms of organization of students' free time.
Extracurricular activities are understood today as purposeful educational activities organized in their free time for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, the creation of conditions for the development of significant positive personality traits, the realization of their creative and cognitive activity in various activities, participation in meaningful leisure.
To form the cognitive interest of a younger student, a program was created within the framework of the study extracurricular activities"Planet of Joy", compiled on the basis of the following legal documents:
Federal Law "On Education in the Russian Federation" (Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012).
federal state educational standard elementary general education(grades 1-4) (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373; as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357).
The Concept for the Development of Additional Education for Children of the Russian Federation (approved on September 4, 2014 No. 1726-r)
Action plan for 2015-2020 for the implementation of the Concept for the development of additional
education of children, approved by the order of the Government of the Russian Federation of September 4, 2014 No. 1726-r (approved on April 24, 2015 No. 729-r).
Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow “On Approval of SanPiN 2.4.4.3172-14 “Sanitary
epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children ”(Registered in the Ministry of Justice of the Russian Federation on August 20, 2014, Registration No. 33660).
The program is designed for elementary school students (6-11 years old). This period is the most important for the development of aesthetic perception, creativity and the formation of a moral and aesthetic attitude to life, which is fixed in a more or less unchanged form for life.
In elementary school, a younger student develops forms of thinking that ensure the further assimilation of various knowledge, the development of thinking. In the educational activities of a younger student
such private types as writing, reading, working on a computer, creative activity, etc.
Important is the process of switching from family and kindergarten school, that is, the student is changing the dominant authorities, among which the primary teacher becomes the primary school teacher. Game activity, along with educational, among primary school students remains leading. Considering this circumstance, the teacher should use the possibilities of self-organization and self-discipline of the student, which are stimulated by group games, curiosity, spontaneously emerging interest in all kinds of creative activities. Such manifestations need to be supported, developed, connected to the system of pedagogically organized and purposeful activities.
The program "Planet of Joy" is aimed at socio-cultural self-determination, creative self-realization of the child's personality, its integration into the system of world and national culture, is a means of forming the child's attitude to reality, moral and mental education of the individual.
The purpose of the program is to create conditions for the development of cognitive activity of a younger student, an emotional and valuable attitude to the world, phenomena of life, and art.
Lay the foundations for organizing meaningful leisure;
To acquaint with the history and varieties of theatrical, musical and circus art;
Develop intellectual and emotional sphere personality of the student, creativity;
To form an interest in theatrical, musical, circus arts, in the natural sciences;
Involve students in local history activities;
To develop in students the need for constant replenishment of their knowledge, to raise the cultural level;
To educate moral qualities, discipline, responsibility, collectivism.
The mode of classes has the following variability: classes can be held once a week (36 hours a year) and 2 times a week (72 hours a year) depending on the interest of children, the total teaching load.
Form of conducting classes: group.
When selecting content, the structural-systemic principle is taken into account, in which the studied material is built with a gradual complication. However, in the process of mastering the material by children, the teacher can vary the order and sequence of topics in accordance with the age and individual characteristics of children's perception of the content of the program.
Types of occupations:
Excursions to expand educational space student, contributing to the development of their motor activity.
Literary and creative classes. Here the ability to express what is desired is acquired in the language of the theater, cinema is listening and staging fairy tales, watching cartoons, movies, writing stories.
Classes in fine arts - this is the creation of drawings after visiting the theater, excursions, making scenery, non-
bypassed according to the scenario, making puppets and
Various methods of work can be used during the lessons.
Methods of conducting classes: conversation, story, game, practical work, independent work, defense of creative works, mini-concert, consultation.
Control methods: consultation, protection of creative works, performance, exhibition, presentation, participation in competitions of creative works.
Technologies, methods:
Level differentiation;
Problem learning;
Modeling activity;
Search activity;
Information and communication technologies;
Health saving technologies.
AT work program planned activities for the formation of UUD: personal, regulatory; cognitive, communicative.
To implement the educational process under the Planet of Joy program, the following is required:
A selection of video clips;
Compilation printed publications and media materials, the Internet;
Computer, multimedia projector.
The results of the work of younger students will be
present at specially organized "competitive" defenses of creative works and creative projects.
The program contains the following sections: “The whole world is a theater”, “Journey to the past”, “Educational tours to the corners of our Motherland”, “Music of the soul”, “Life under a dome. Creativity and intelligence”, “Amazing is nearby”.
The section "The whole world is a theater" involves the study of theatrical art, types of theater, rules of conduct in the theater. In addition, it is planned not only to attend performances, followed by a discussion, but also to stage performances by the participants of the program.
The section "Journey to the Past" introduces the features of museum work, prepares for excursions to museums, the creation of a mobile class museum.
The section "Educational tours to the corners of our Motherland" includes local history excursions.
Studying the section "Music of the soul", children visit museums of musical art, concert
philharmonic hall. Younger students go to where the music sounds.
Section “Life under the dome. Creativity and Intelligence" is divided into two parts - "Circus Art" and "Planetarium" - and involves attending circus performances and interactive lectures in the planetarium, compiling oral statements, for example, on the topic "What animal and why would I like to perform if I circus performer.
Section "Amazing Nearby" completes academic year an educational event - a meeting with artists, scientists, artists and other famous people.
Thus, the formation of the cognitive activity of the younger student, the emotional and value attitude to the world is carried out through his inclusion in a variety of activities that are interesting and entertaining for him, and therefore bring joy and surprise.
Bibliographic list
1. Zubkova, T. I. Formation of cognitive activity of low-performing primary school students [Text]: author. dis. ... cand. ped. Sciences / T. I. Zubkova. - Yekaterinburg, 1993. - 24 p.
2. Ilyin, V. S. Formation of the student's personality: a holistic process [Text] / V. S. Ilyin. - M.: Pedagogy, 1984. - 144 p.
3. Krasnovsky, E. A. Indicators in education [Text] / E. A. Krasnovsky // Standards and monitoring in education. - 2002. - No. 5. -S. 53-57.
4. Leontiev, A. N. Lectures on General Psychology [Text] / A. N. Leontiev. - M. : Meaning, 2001. - 511 p.
5. Martsinkovskaya, T.D. History of child psychology [Text]: a textbook for ped students. universities / T. D. Martsinkovskaya. - M. : VLADOS, 1998. - 272 p.
6. Implementation of variable models of network interaction of general, additional and vocational education as part of the organization of extracurricular activities [Text]: methodical
7. Shamova, T. I. Activation of the teaching of schoolchildren [Text] / T. I. Shamova. - M.: Pedagogy, 1982. -209 p.
8. Schukina, G. I. The problem of cognitive needs in pedagogy [Text] / G. I. Schukina. - M.: Pedagogy, 2001. - 351 p.
9. Elkonin, D. B. On the problem of periodization psychological development in childhood[Text] / D. B. Elkonin // Questions of psychology. - 2001. - No. 4. - S. 6-20.
Bibliograficheskij spisok
1. Zubkova, T. I. Formirovanie poznavatel "noj aktivnosti slabouspevajushhih uchashhihsja nachal" nyh klassov: avtoref. dis. ... cand. ped. nauk / T. I. Zubkova. - Ekaterinburg, 1993. - 24 s.
2. Il "in, V S. Formirovanie lichnosti shkol" nika: celo-stnyj process / V. S. Il "in. - M. : Pedagogika, 1984. - 144 s.
3. Krasnovskij, Je. A. Pokazateli v obrazovanii / Je. A. Krasnovskij // Standarty i monitoring v obrazovanii. - 2002. - No. 5. - S. 53-57.
4. Leont "ev, A. N. Lekcii po obshhej psihologii / A. N. Leont" ev. - M. : Smysl, 2001. - 511 s.
5. Marcinkovskaja, T. D. Istorija detskoj psihologii: uchebnik dlja studentov ped. vuzov / T. D. Marcinkovskaja. - M. : VLADOS, 1998. - 272 s.
6. Realizacija variativnyh modelej setevogo vzai-modejstvija obshhego, dopolnitel "nogo i professional" nogo obrazovanija v ramkah organizacii vneurochnoj deja-tel "nosti: metodicheskie rekomendacii / pod red. A. V. Zolotarevoj. - Jaroslavl" : Izd-vo JaGPU, 2011. - 312s. S.24.
7. Shamova, T. I. Aktivizacija uchenija shkol "nikov / T. I. Shamova. - M. : Pedagogika, 1982. - 209 s.
8. Shhukina, G. I. Problema poznavatel "noj potrebnosti v pedagogike / G. I. Shhukina. - M. : Pedagogika, 2001. - 351 s.
9. Jel "konin, D. B. K probleme periodizacii psiholog-icheskogo razvitija v detskom vozraste / D. B. Jel" konin // Voprosy psihologii. - 2001. - No. 4. -S. 6-20.
"Formation of cognitive activity of students in the classroom."According to the standards of the second generation, it is very important to develop the ability to learn in younger students, that is, to form universal learning activities. Today elementary education called upon to solve main task: to lay the foundation for the formation of the child's educational activity - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, monitor and evaluate educational activities and their results. Cognitive activity makes you look for and find solutions to problems in the reality surrounding the child, which, at first glance, seem insoluble. The cognitive activity of a person is not an invariable hereditary property of a personality, therefore, while working on its formation and development in students, I studied and analyzed the conditions that contribute to its development and activation in a younger student:
Ensuring the children's internal acceptance of the goal of the upcoming work, i.e. ensuring an understanding of why it is necessary to do this, what expected result to focus on;
Exclusion of superficial assessment of the results of previous work and at the time of updating knowledge;
Combining various forms of organizing educational work, determining their place at each stage of the lesson;
Discussion of the results of activities and the use of exercises and tasks invented by the children themselves;
Teaching younger students rational ways of mental work;
The emotional saturation of the lesson, the “excitement” of the teacher himself (creation of a benevolent and emotional background in the work of the teacher and students; positive emotions experienced by children in the learning process stimulate their cognitive activity);
Stimulation and encouragement of the very acts of cognitive activity of students by the teacher;
At each lesson, the child should be given the opportunity to express his attitude to what is happening (development of reflection) in order to realize the significance of the achieved result of the activity;
Organization homework on the principle of independence and the possibility of using the acquired knowledge in communication with peers.
Each pedagogical technology should have an inherent reliance on a certain scientific concept. The process of cognition in younger schoolchildren is not always purposeful, mostly unstable, episodic. Therefore, it is necessary to develop cognitive interest, activity of a younger student in various activities. The need to intensify cognitive activity is dictated by the increased requirements for upbringing and education. The work on this problem prompted the search for such forms of education, methods and techniques that make it possible to increase the efficiency of the assimilation of subject knowledge, help to recognize in each student his individual characteristics and, on this basis, instill in him the desire for knowledge and creativity. I am convinced that this is possible only with a holistic approach to learning activities.
Technologies used in the work:
- technology of problem learning;
- gaming technology;
- ICT;
- health-saving technologies.
Methods:
- explanatory and illustrative;
- reproductive;
- research;
- problem presentation;
- search
- project method.
Forms of work:
- general class;
- steam room;
- individual.
Means of activity:
- dictionaries and encyclopedias;
- technical and electronic means teaching and control of students' knowledge;
- handout and didactic material;
- printed manuals;
- presentation ikt.
The problem of the development of cognitive activity in various aspects was considered in various works of teachers and psychologists. It was reflected in the works of B.V. Ananiev, A.L. Leontiev, L.I. Bozhovich, G.I. Shchukina, N.G. Morozova, V.A. Krutetsky.
The most complete coverage of the available approaches to the problem of the formation of cognitive activity was received in the works of G.I. Shchukina, where the problem was studied on a general didactic scale, and Shamova T.I.
In the works of scientists-teachers, the structure of the cognitive activity of the student, its functions, methods and techniques of activation, criteria and levels of cognitive activity and independence were considered.
In order to develop the cognitive activity of a younger student, funds can be used.
1. The technology of problem-based learning allows you to form the cognitive interests of students. The means of creating any problem situation in the educational process is educational problems (problem task, problem task, problem question). Every learning problem implies a contradiction. Problem-dialogical learning involves the use of individual, pair, frontal forms of learning
2. Gaming technology. After all, the transition from gaming to learning is very painful. It is difficult for children to concentrate their attention, they still do not have a purposeful activity for learning, and fatigue increases. In my practice I use a variety of subject didactic games: for example, “Russell the animals into houses”, “Whose cubs?”, “Fisherman”, “Funny score”, “Which word is superfluous?”, “Chain of words”, “Name it in one word” ,
For the development of cognitive interest in students, you can use entertaining material: riddles, proverbs, rebuses, crossword puzzles, tasks in verse, puzzles, tasks for intelligence, logic. Children are happy to solve these creative tasks. The horizons are expanding, the speech of children is developing and enriching.
3. I consider the use of information and communication technologies to be a modern means of forming a stable positive motivation for learning. Their active implementation at various lessons in elementary school contributes, firstly, to the conscious assimilation of knowledge by students, and secondly, it helps to develop students' meta-subject skills: navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow the exchange of information using modern technical means. As a result, in the lessons I use different forms ICT applications: Presentations; Simulators; Physical minutes; Tests;educational games; · musical accompaniment of lessons; · use of opportunities of the Internet communities;
4. In addition to information and communication technologies, at each lesson I do not forget to use elements of health-saving technologies: this is a reduction in workload in the classroom, dosed homework, physical education, changing students' positions, dynamic pauses, conversations and KVN on valeological topics.
5. I consider collective methods of learning to be another modern and developing means of cognitive activity. CSE is such an organization of the educational process, in which learning is carried out through communication in "dynamic pairs" (with a shift composition), when everyone teaches (teach) everyone. The active interaction of students with the teacher and with each other facilitates the assimilation of the material.
The problem of the development of cognitive activity worried great educators and psychologists at various times. So, for example, Ya. A. Komensky, K. D. Ushinsky, D. Locke, Rousseau Zh-Zh defined cognitive activity as a natural desire of students for knowledge. The contribution to its study was made by: P. Ya. V. I., Telnova Zh. N., Shchukina G. I. and many others also pay great attention to the study of the features of cognitive activity and ways to activate it in younger students. The idea is to develop the cognitive activity of students in the classroom by means of developmental exercises, using game moments. Involvement in active work of all students occurs through the development of cognitive functions.Teaching methods and techniques, tools that develop cognitive interest in students with disabilities mental development in the classroom and in extracurricular activities:
The principle of succession;
Work in pairs;
Use of tasks of practical content;
Problem learning
Differentiated approach;
Usage entertaining material;
Didactic games;
Use of ICT;
Effective means of activating the cognitive activity of including the child in the process of creativity in the lesson are:
Gaming activity;
Creating positive emotional situations;
Problem learning.
"Methods and techniques for the development of cognitive activity of students"
The teacher is not the one who teaches
And the one from whom they learn.
In my work I use elements of the system of effectiveness of A.A. Okunev, which make it possible to use the principles of visibility, awareness and interest in learning, the connection of theory with practice, the application of knowledge in unusual situations, as well as a system of phased learning using elements of the problem-search creative activity of students, teaching them methods of effective educational work, and introducing them to creativity.
The problem of developing the cognitive activity of students is not new, but still relevant. Being a special subject, I notice a trend of decreasing students' interest in learning.
Therefore, during recent years I worked on the topic "Formation of personality through methods and techniques in the classroom, aimed at developing the cognitive interest of students."
The main tasks of my activity are:
Unity of education and upbringing;
Creation of favorable psychological and pedagogical conditions for the education, upbringing and development of the child's personality.
I believe that an important factor in learning, as a means of educating a personality, is the organization of the learning process. Therefore, it is necessary to influence the child's feelings, his need-motivational sphere in order to cause a desire for self-education of certain qualities and personality traits.
1. Creating an atmosphere in the classroom in which they feel the need for training sessions, perceive new knowledge with interest.
Goals:
inclusion in the educational process at will;
creation of a psychologically comfortable state of students in the classroom, which increases the effectiveness of classes, helps the children understand the educational material being studied and helps them not to experience difficulties in studying special subjects.
1) To learn how to solve problematic problems, I use the following method. First, using an example of a fairly simple task, the steps that need to be taken to solve it are described in detail, step by step. Each action is decomposed into operations performed in a certain sequence. Actions and operations show thumbnails and possible options their implementation. As a result, a generalized scheme for applying the method for solving a certain type of problem is created. Then the students are offered a similar task, which the students solve on their own, answering the questions given in the text. Questions are compiled in accordance with the method application scheme and require the student not only to perform actions and operations, but also to justify the need for their implementation. Solving the following training tasks, students learn to perform actions in changed and gradually becoming more complex conditions. At the same time, they still answer a number of sequentially posed questions.
The first training tasks correspond to the mandatory level of training, the subsequent tasks are considered more complex. The student can choose the level of difficulty of the tasks independently.
2) The use of video materials, which are an effective teaching tool. I use a small video recording as an epigraph of the lesson, which provides positive emotional motivation for learning new material. The use of video films in explaining or reinforcing new material is effective only if it is actively perceived by students. To do this, in the process of showing the video film, if necessary, give clarifications and clarifications, repeating the fragment, asking clarifying questions.
3) The following texts contribute to the formation of an open cognitive position:
giving students the opportunity to realize the existence of several approaches to the same situation and work within the framework of different approaches;
suggesting several options for solving the same problem;
developing the ability to perceive unexpected information;
suggesting the appearance of errors and their discussion;
giving the opportunity to see the perspective in the study of the subject and refer to the already studied material from a new point of view, etc.
4) When selecting educational material, I take into account the various intellectual inclinations of students. I pay special attention to the actualization of the children's intuitive experience: the expression of doubts, beliefs, “outstripping” ideas, emotional assessments of educational material are encouraged.
5) Formation of the ability to admire, doubt, be surprised. This is done in different ways. One of them is a demonstration experiment. It is surprise that makes one independently seek the truth, gives rise to a desire to verify the correctness of one's assumptions. Only a person who knows how to doubt and wonder can think actively and creatively.
6) The development of the creative abilities of students, taking into account their individuality, the education of their independence and initiative is facilitated by laboratory and practical work.
7) An important aspect of the development of students' creative abilities is the solution of experimental problems. I try to bring the content of experimental tasks as close as possible to real situations.
2. Creative tasks.
Goals:
increase students' interest in the subject;
give an opportunity to show up creativity students;
develop students' speech, the ability to defend their own opinion.
To strengthen knowledge, develop interest in the subject and the relationship with other subjects, students are offered creative tasks that can be expressed:
in compiling a crossword puzzle on a topic, using it to control the knowledge of other students;
in the drawing;
in the preparation of basic schemes and notes.
At the beginning of each subsequent lesson, there is a defense, discussion and evaluation of the creative task, both by the author of the work and by the comrades in the group.
Efficiency
Creative tasks provide an opportunity to express themselves to any of the students, while the student chooses the forms of work for himself. So, children with more often work with diagrams or tables.
3. Didactic games.
Goals:
increase interest in the subject;
individualize and collectivize the cognitive activity of students in the classroom;
development of observation, the ability to see the unusual in familiar things;
to activate the cognitive activity of students.
Play, learning and labor are the main human activities. At the same time, the game prepares the student, both for learning and for work, itself, being both learning and work.
1) Games with strict rules:
work with ciphers (chainwords; braids; rebuses; puzzles).
2) Role play:
dramatization games;
auctions;
competition.
3) Correctional games:
psychological games-exercises;
logical games;
station games;
travel games.
4) Game-seminar.
The best form of its implementation is a game like the television “What, where, when?”. The number of questions can include on the topic covered, applied on practical application and interdisciplinary. Seminars can also be held in the style of other games: “Hour of Stars”, “Field of Miracles”, etc.
5) Press conferences.
Efficiency
Practice shows that lessons based on the game method significantly increase students' interest in the subject, allow them to better memorize formulations, definitions, formulas, and, most importantly, “liberate” the student, his thinking. The assimilation of educational material is facilitated, each student is included in the work in the lesson, control of each task is possible, the level of motivation during training has increased, and feedback from students has improved.
4. Usage information technologies.
Goals:
improvement of the educational process through the use of information and communication technologies;
formation of skills for working with information and educational resources.
A special place in the conditions of global informatization is occupied by information technologies, which we consider as:
a learning tool that ensures the effectiveness of the educational process;
a tool of knowledge that contributes to the formation of a natural-scientific worldview;
a means of developing a personality capable of adapting to new achievements of scientific and technological progress;
an object of study that broadens one's horizons and opens up new opportunities for improving educational and cognitive activity;
a means of communication that ensures the optimization of the solution of educational problems.
Designing a lesson using information technology requires a detailed study of each of its elements. To construct a lesson, the teacher proposes the following algorithm.
1. Setting a task for the use of information technology in the classroom.
1.1 Analysis of the content of the lesson on the possibility and expediency of using information technology in order to optimize educational activities;
1.2 Structuring tasks;
1.3. Forecasting the results of activities organized through information technology.
2. Determination of information that provides the solution of educational problems through information technology:
2.1. Formulation of the basic requirements for educationally significant information;
2.2. Identification of sources of educationally important information.
3. The choice of information technology tools that are adequate to the tasks:
3.1 Correlating the functionality of information technology tools with the goals of the activity.
3.2 Determining the conditions for the use of information technology tools.
4. Development of a methodology for using information technologies in the process of solving problems:
4.1 Determination of the stages of solving the problem by means of information technology.
4.2. Analysis of the results of solving educational problems through information technology.
The use of information and communication technologies in the classroom allows: to form students' skills and abilities of information retrieval activities (to be able to collect the facts necessary to solve a particular problem, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, comparisons with similar or alternative solutions, establish statistical patterns, draw reasoned conclusions, apply the findings to identify and solve new problems).
In his work, the teacher uses ICT when explaining new material, setting up an experiment, organizing independent work, conducting laboratory work, monitoring students' knowledge, etc. The teacher practices presentation lessons.
Efficiency
The practice of using information technology has confirmed the theoretical assumptions that IT contributes to:
development of analytical abilities (analysis of information models, comparison, generalization);
development of projection and design abilities;
development of mental functions ( logical thinking, memory, attention, imagination, perception, etc.);
the formation of communication skills;
development of the ability to build information models of the processes under study;
developing the ability to foresee the consequences of decisions and draw the right conclusions;
identifying the adequacy and applicability of the method to the condition of the problem;
readiness for independent work.
With the use of information technologies in education, the interest of the children in the subject has increased, objectivity in assessing the knowledge of students has been ensured, the laboriousness of the process of compiling tests has been reduced and examination materials.
The increase in mental load in the classroom makes us think about how to maintain the student's interest in the material being studied and his cognitive activity throughout the lesson. In this regard, searches are underway for new effective teaching methods and such methodological techniques that would activate the thought of students, stimulate the development of general activity, independence, personal initiative and creativity of students of different ages.
The main condition for the formation of cognitive activity of students is the content and organization of the lesson. When selecting material and thinking over the techniques that will be used in the lesson, first of all, I evaluate them in terms of the ability to arouse and maintain interest in the subject.
1. One of the methods activation of cognitive activity of students in the classroom is to work with the textbook, which is one of the most important sources of information and knowledge for students. This is an effective means of consolidating the material and activating mental activity, because work on a textbook is inevitably associated with the use of the method of comparison, with the analytical activity of thinking.
But work with a textbook in the classroom is episodic, and it would be good to pay attention to the work on mastering students' reading comprehension skills, since: “Reading doesn't mean anything; what to read and how to understand what is read - that is the main thing" (K. Ushinsky). I use the following tasks in the lesson (if there is time) and at home:
find in the text what was not mentioned in the lesson;
I ask you to explain the meaning of certain words;
find definitions of some terms, rules;
competition for the most accurate and concise definition.
All these techniques activate the mental activity of students, teach them to comprehend the logic of the material being assimilated and serve as one of the means of stimulating educational work.
2. Another of these tricks is to conduct non-traditional lessons- these are travel lessons, disputes, competitions, tournaments, integrated lessons. Lessons of this nature form a positive motivation and attitude of students to learning activities, develop their desire for a deeper knowledge of the subjects being studied, the need for self-education, and also stimulate the mental and cognitive activity of students, increase the effectiveness of learning.
3 . The development of cognitive activity and creative thinking is of decisive importance consideration of various ways of solving problems, familiarization with the various methods that exist in research, and fixing them in practice. There will always be a student in the group who thinks differently from the rest, outside the box. After solving some problems, you can ask to solve it differently.
4 . Among various ways to enhance cognitive activity one of the effective means are didactic games. A didactic game is one or more tasks offered in an entertaining way and, as a rule, with elements of a competition. It not only allows you to check the ability of students to perform actions, analyze, compare, notice patterns, develops students' analytical thinking, the ability to express thoughts and their point of view, pose a problem, organize work to solve it, but also significantly increase interest in the subject, relieve fatigue , and also contributes to the development of attention, ingenuity, activates a sense of competition, mutual assistance.
Including elements in the lesson didactic games and game moments, makes the learning process interesting and entertaining, creates a cheerful working mood in children, facilitates overcoming difficulties in mastering educational material. A variety of game activities, during which one or another mental task is solved, support and enhance children's interest in the subject. Having carried away, children do not notice that they are learning. Even the most passive of children are included in the game with great desire, making every effort not to let down their playmates.
5 . Another means of activating cognitive activity are creative tasks. In the classroom and for homework, I often use creative tasks such as:
· Preparation of short reports for lessons. An important stimulus of cognitive interest related to the content of education is the historical aspect of knowledge. Historicism as a stimulus for the formation of cognitive interest is of great importance in the classroom.
· Compilation of tasks on a specific topic, with illustrations. (Some of them can be solved in class, as students do not like to solve problems, but they always solve problems of their own composition with pleasure and interest). As you create tasks, you develop skills creative work By giving them the opportunity to contribute to finding a rational condition for the problem, you not only motivate them to work harder, but you develop a desirable mindset.
Compilation of puzzles, crossword puzzles on a specific topic.
6 . Usage practical orientation and intersubject communications in the classroom is another method of enhancing cognitive activity.
I consider it important to implement interdisciplinary connections, which contributes to an increase in cognitive interest. It is known that the strength and practical significance of the acquired knowledge largely depends on how they are applied not only in the area where this knowledge is acquired, but also in other situations.
Psychologists have long proven that the interconnected, logical study subjects most favorable for better assimilation of educational material, increasing students' interest in the subjects studied, for the development of their thinking abilities.
The use of information on other subjects in my lessons allows me to make interdisciplinary connections, to educate students in curiosity, the desire to learn new things, to expand their horizons. Therefore, I include such fragments in many lessons.
7. Next reception is the execution non-standard tasks on the subject. Entertaining is a necessary means to arouse and maintain attention and interest in the subject.
Conclusion
In this paper, those means of activating the cognitive activity of students are proposed, which I successfully apply in my lessons. Studying the methodological literature, attending the lessons of other teachers, I came to the conclusion that there are many methods and techniques to interest children. So, in order to achieve any success in your studies, you need to make this process desirable. Each teacher has his own opinion about the perfect lesson, I adhere to this definition:
1. The lesson should be thought out in every detail so that one stage passes into another, and the students understand what and why they are doing in the lesson.
2. Students need to be prepared for the perception of new material, understanding the topic of the lesson, using a problem situation.
3. The lesson should be interesting. The teacher must emotionally convey his positive charge to the students, thereby inspiring their minds for activity.
4. The task of each teacher is not only to teach, but to develop the thinking of students by means of their subject.
5. Try to address each student several times during the lesson in order to correct what is incomprehensible or misunderstood.
6. Try to rate not for a single answer, but for several, given at different stages of the lesson.
How to make the learning process attractive throughout the entire period of study? This question sooner or later confronts every teacher, regardless of what age period students he works with.
At the motivational stage, students realize why and why they need to study this section of the program, what exactly they must do in order to successfully solve the main educational task. This stage usually consists of several learning activities.
At the lesson, the teacher tells, shows to the students, but all this information is insignificant for some children: they listen and do not hear, look and do not see, they are engaged in completely different activities: they dream, think about their own. In order for these children to be involved in educational work, it is necessary to create an incentive for an enhanced thinking process. These methods are:
1. Creation of a learning-problem situation
2.Formulation of the main learning task
3. Self-control and self-assessment of their capabilities
After the main educational task has become clear to the students, a plan for the upcoming work is outlined and discussed. It is necessary to report the time allotted for the study of the topic, as well as what you need to know and be able to study it. This creates a setting for the need to prepare for the study of the material. And some students can self-assess their ability to study the topic, indicate what material they will review and what else they will do to prepare for the upcoming lessons.
This whole stage of studying the topic is very important for the formation of the motivation of students' learning activities. Therefore, it is undesirable to say: "Today we are starting to study the topic ...", and immediately proceed to the study of new material. This "saving of time" has a negative effect on the entire nature of the learning activity of students.
So, it is useful to use tasks like: "Make questions or tasks by which you can check the level of mastering the studied topic."
The formation of motives for activity occurs in the process of carrying out the activity itself. In other words, if the student is not included in the activity, then the corresponding motives do not arise in him and stable motivation will not form. In order for motives to arise, strengthen and develop, the student must begin to act. If the activity itself arouses his interest, then we can expect that he will gradually develop needs and motives for this activity.
An important role in the formation of learning motivation is played by various forms of collective activity in the classroom. Her choice depends on the age of the students, and their characteristics.
Experience shows that the use group forms of education allows you to involve all the guys in the work, because once in a group that collectively perform the task, the student, as a rule, cannot refuse to do his part of the work, contributing to the common cause. At the same time, it is important to properly organize the work of groups.
Such an organization of educational activities in the classroom not only creates favorable conditions for the assimilation of knowledge, but also forms educational and cognitive motives that have a great influence on the formation of motivation.
It is impossible not to touch on the importance of assessment for the formation of positive motivation for learning activities. It is important that the main thing in assessing the student's work is quality. analysis of this work, emphasizing all the positive points, advances in the assimilation of educational material and identification of the causes of shortcomings . The score should take a secondary place in the evaluation activity of the teacher..
Another source of motivation formation lies in the teacher-student relationship. The main activity of the teacher in this case is to create an atmosphere of emotional comfort in the learning process, to ensure friendly relations in the team, to show pedagogical optimism towards students, which lies in the fact that the teacher expects high results from each student, places hopes on students and believe in their abilities.
An incentive in psychology is called an external motivation of a person to be active. Therefore, stimulation is a factor in the activity of the teacher. The very name "methods and techniques for the development of cognitive activity" reflects the unity of the activities of the teacher and students: the teacher's incentives and the change in students' motivation. In order to increase the motivation of students, it is necessary to use the entire arsenal of methods for organizing and implementing educational activities:
verbal
Visual and practical methods
Reproductive and search methods
Methods of independent study and work under the guidance of a teacher.
1) A story, a lecture, a conversation allow explaining to students the importance of teaching, both in social and personal terms - to obtain the desired profession, for an active social and cultural life in society. A bright, figurative story involuntarily attracts the attention of students to the topic of the lesson.
2) The well-known stimulating effect of visualization, which increases students' interest in the issues being studied, excites new forces that make it possible to overcome fatigue. Pupils, especially boys, allow an increased interest in practical work, which in this case act as stimulators of activity in learning.
3) Problem-search methods have a valuable stimulating effect in the case when problem situations are in the zone of real learning opportunities for students, i.e. available for self resolution. In this case, the motive for the learning activity of students is the desire to solve the problem.
4) The introduction of elements of independent work into the educational process invariably inspires students, unless, of course, they have the necessary skills and abilities for its successful implementation. In this case, students have an incentive to complete the task correctly and better than their neighbor.
For example, Timeline.
The teacher draws a line on the board, which indicates the stages of studying the topic, forms of control; talks about the most important periods that require 100% dedication from the guys, finds lessons with them where you can “take a break”. "Timeline" allows students to see what exactly can be the end product of studying a topic, what you need to know and be able to successfully master each subsequent topic.
For the emergence of interest in the subject under study, it is necessary to understand the need, importance, expediency of studying this subject as a whole and its individual sections, topics. The following steps can help with this.
"Speaker" - h and 1 minute convince your interlocutor that studying this topic is simply necessary.
"Professional" - and coming out of future profession Why study this topic?
Storytelling helps students share successful learning strategies.
Creating a situation of success also allows you to motivate students to work actively during the lesson.
During a frontal survey, it is advisable to teach the guys to begin their answer with the words: “I know that ...”. This technique contributes to the growth of students' confidence in their linguistic competence.
The connection of the studied with the interests that already existed among the students earlier also contributes to the emergence of interest in new material. It is very important not only to write down the topic on the board, but also to evoke an emotional response in students, an attitude towards this topic. This can be done through the recognition of the personality of a teenager, based on his life experience.
What do you already know about this topic?
Choose words about this or on this topic ....
Here you see! It's already stored in your memory! So this is necessary!
(Sounds like a revelation, doesn't it!).
One of the types of active search are actions of choice, work at will. Active search activity stimulates one's own examples of discovering patterns. Search mental activity is caused by tasks that require students to correct logical, stylistic and other errors.
Project activity- pedagogical technology, focused not on the integration of factual knowledge, but on their application and acquisition of new ones through self-education. The method gives scope for the creative initiative of students and the teacher, implies their friendly cooperation, which creates a positive motivation for the child to study. “I know why I need what I know. I know where and how to apply this knowledge.” These words may well become the motto of those who undertake this kind of work. The typology of projects is very extensive (research, applied, creative, information projects, etc.), so-called mono-projects and collective projects differ in the number of participants. In terms of time duration, projects can be very diverse (from one lesson to several months), depending on the task. Both one student and a group of children can participate in the creation of the project. You can create interdisciplinary (based on the coordination of academic subjects) and single-subject projects.
Even the most diligent and purposeful students are not enthusiastic about vocabulary dictations and tests. To generate interest among students in these small tests, you can use the following pedagogical technique. It is advisable to celebrate each success of the student out loud or with a gesture. The main purpose of assessment is to stimulate cognition. Children need SUCCESS. The degree of success largely determines our attitude to the world, well-being, desire to work, learn new things.
Thank you very much!
Your progress is getting better and better!
This is your victory!
Beautiful thought!
It is interesting!
I believe in you.
This is a successful start!
You are on the right track.
You do it much better today!
Undoubtedly, getting rid of homework is a powerful motivator. To do this, it is necessary to post information on the criteria for evaluating the results of studying the topic in advance on the stand and discuss with the students what needs to be done to free themselves from the ordeal.
Slide 17 Motivation functions: - encouraging; organizing; Meaningful. Organizing Meaningful |
Slide 18 -
|
Slide 19 Stages of studying the section, topic: Motivational; Reflective-evaluative. |
« Methods, forms, techniques of formation learning motivation schoolchildren in order to develop the main key competencies »
slide 1 The topic of the seminar was announced. It is difficult to understand the very process of motivation, the nature of its occurrence. it is connected with many mental processes. Today we will not give a psychological description of the motivation for learning. This requires not a single lecture on psychology, but let's talk about the methods and techniques of its formation. Motivation is the key to quality; the result of any process depends on it. It is she who is the stimulus for active cognitive activity and is formed during it. This is a two way process. And so we have a business game in the form of a training session. And how well it will pass, you will say and the results of the test, which will be proposed for solution at the final stage: You will need to name the methods, forms, methods of organizing cognitive activity, the formation of learning motivation used by me throughout the lesson. I think we will succeed. After all, you are such smart, diligent and inquisitive students. Be careful. For example: several tricks have already been used in the last sentences: What? Acceptance of goal setting. There are two of them. Throughout the lesson, fix the above methods in order to successfully conduct the analysis. And in order to successfully write a test, you must actively participate in learning activities, be attentive, remember what you forgot, memorize, etc. Here, either internal motivation will work (the activity itself, the result of the teaching will interest you), or external motivation (the desire to write successfully, to be praised, not to be worse than others. The second technique is the creation of an emotionally comfortable environment.. I set you up in advance to achieve success, because calling diligent, smart and inquisitive, I am sure that you will successfully cope with all the tasks. We will work in groups. 4 groups work with me. For each group, choose: Organizer; A teacher who will write down the techniques I used and name them accordingly at the end of the lesson; A teacher who fixes the methods, methods of motivation formation, the levels of use that will sound from my lips and in the speeches of colleagues. The completed table will need to be submitted for processing to group No. 5. Teachers of the 5th group will work with the material that was provided by the deputy. directors and leaders of the MO, record in the table the methods used by school teachers to form the motivation for learning, and later they will also enter into the table what each of the groups will provide. The teachers of the "Emotional Support" group at the end of the lesson will present briefly, concisely, in verses, drawings, in the form of a cartoon, what they learned from the seminar, i.e. conduct a kind of reflection, the result of the lesson. |
slide 2 Let me remind you the rules of collaboration. Collaboration Rules. 1. Work together: be attentive to each other, polite, not be distracted by extraneous matters, do not interfere with each other, provide assistance, follow the instructions of the elder. 2. Timely complete the task: keep track of time, bring the work started to the end. 3. Do quality work. 4. Each of the subgroup must be able to defend the common cause and his own in particular. To make it pleasant for us to work, let's create good mood, give each other a gift, gifts are always nice to receive, even if they are imaginary. To do this, you need to address the person sitting next to you by name, patronymic, lightly touch your hand and give ... a smile, flowers, a trip to the Canary Islands, good luck, good mood, etc. I. motivational stage. The ancient wisdom is quoted a thousand times in relation to school: you can lead a horse to a watering place, but you cannot make him drink. Yes, you can seat the children at their desks, achieve perfect discipline. But without the awakening of interest, without internal motivation, the development of knowledge will not happen, it will only be a semblance of learning activity. How to awaken in children the desire to “get drunk” from the source of knowledge? How to motivate cognitive activity? Teachers, methodologists, and psychologists are persistently working on this problem. Admittedly, there hasn't been much success so far. Therefore, teachers come up with various "enticements" in the classroom - games, slides, etc. But all this is extrinsic motivation. And the success of educational activities and, ultimately, the quality of education depend on internal motivation. Formation of learning motivation, without exaggeration, can be called one of the central problems of the modern school. Its relevance is due to the educational activity itself, updating the content of education, the formation of schoolchildren's methods of self-acquisition of knowledge, and the development of activity. It is proved that the steady cognitive interest of schoolchildren, their motivation is one of the criteria for the effectiveness of the pedagogical process. The results of the intermediate, final assessment, the achievements of our students in various intellectual competitions indicate that the school is working on the problem of forming educational motivation. However, we have underachievers. So the problem exists. What do you think, what should we talk about today, what would you like to take for yourself, given the goals, objectives of any seminar, as a form methodical work and his today's topic. (Teacher responses.) |
slide 3 Target: comprehension by teachers of their own activities to form a positive motivation for the teaching of schoolchildren, improving the quality of education. |
slide 4 Tasks: 1.Through accommodation in active processes search and cognitive activity to generalize and systematize the theoretical provisions on the key concepts of "learning motivation". 2. Conduct an analysis of motivational and stimulating activities in the education of schoolchildren. 3. Using the practical experience of teachers to identify the most effective methods, forms, techniques for the formation of educational motivation in the process of organizing the educational process. 4. Determine the prospects for the work of teachers to develop students' motivation for learning and stimulate educational and cognitive activity. |
slide 5 Exercise 1. Take, please, the sheet with the 1st task on the table. I suggest that you reflect on what you know on this topic, what you don’t know, what you want to know, making notes depending on the relationship to this information. This reflection contributes to understanding where and where the student is moving in the educational process, teaches goal-setting and planning. At the end of the seminar, analyze what you have learned, remembered what you want to learn more. (No more than a minute.) Make notes as you relate to this information.
II. Operationally- cognitive stage. And so we start with the definition of the concept motive, motivation, educational motivation? Needs are the basis of all stimuli of behavior. The need encourages a person to activity aimed at satisfying the need. It is an internal stimulus of his behavior and activity. On the basis of need, a person has motives for activity, incentives for it. |
||||||||||||||||||||||||||||||||||||||||
slide 6 motive- any internal driving force behavior and activities. motive is a call to action. motive- the reason that prompts the activity, and the goal is what a person strives for, performing this activity. Need-motive-goal:(want) (interested) (can). To characterize the motive means to answer the question for the sake of which the activity is performed. |
||||||||||||||||||||||||||||||||||||||||
Slide 7 Motivation -"combination of reasons psychological nature explaining human behavior, its orientation and activity ”(Mute R. Psychology. M .: Education, 1995). Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable. |
||||||||||||||||||||||||||||||||||||||||
Slide 8 Learning motivation is the process that initiates, directs, and sustains efforts to carry out learning activities. Learning motivation- this is the student's focus on learning activities, the personal meaning of the teaching reflected in the individual consciousness. According to psychologists, the results of human activity depend on 10-20% of intelligence and 70-80% on motives (V.I. Myakishev). Formed motivation is the energy foundation pedagogical impact, and the teacher who first motivates, and then teaches, educates effectively. |
Slide 9 Task 2.
Take, please, the sheet with the 2nd task on the table. I ask you to write within 3 minutes what methods, forms, methods of motivation formation are used in the school by the administration, planning the educational process and managing it, teachers in class and extracurricular activities. The responsible teacher writes, the rest discuss and dictate to him. (Read out. Hand over to group 5.) |
|||||||||||||
Slide 10 There are different classifications of motives. From positions personal meaning of educational activity educational motives can be divided into two large groups: cognitive and social. In other literature, cognitive is also called meaningful. Cognitive (meaningful) motives- these are stimuli that are directly related in one way or another to the content of educational activity. Social motives associated with the satisfaction of educational activities of the socio-psychological needs of the individual. There is another version of the classification of motives, which characterizes relation to the activity itself. Here we distinguish between external and internal motives. |
|||||||||||||
slide 11 Internal motives - motives associated with activities . External motives - motives unrelated to activity. Task 3. You have a list of the above motives on your tables. Divide them into 2 groups. The first category includes cognitive and internal motives, they are practically the same. To the second - social and external. (Classification from different positions). (3 min.) - Test yourself. |
|||||||||||||
slide 12 Cognitive motives - the need for self-development and self-actualization personality in the process of cognition; - cognitive interest, i.e. interest in knowledge and ways of obtaining it; - achievement motive, implemented and satisfied on the basis of and through success in educational activities; - motives, related to the content of educational activities; - motives, related to the depth of interest in knowledge, in interesting facts, phenomena, in the essential properties of phenomena, the first deductive conclusions, key ideas, etc. - motives, indicating an interest in methods of obtaining knowledge - methods scientific knowledge; - motives, indicating an interest in self-regulation of educational work, the rational organization of one's work; - motives, associated with professional self-determination in high school, giving personal significance to the content of subjects useful for the future profession. These motives become the basis of self-education, the focus of schoolchildren on improving the ways of cognition. |
slide 13 Internal Motives characterized by interest in the process itself and its result; The desire to develop any skills, qualities; Interest in the decision process Interest in finding the most rational way, To the result of the process, etc. |
Slide 14 Social - motives associated with various interactions of the student with other people; - motives gaining approval and avoiding censure from others ( motives for reward and punishment); - the desire to be useful to society; Sense of responsibility to parents, teacher; A sense of responsibility, duty as part of a person's worldview; The desire to take a certain position, a place among others, to get their approval, to earn authority; An attempt at self-affirmation - in the desire to take the place of a leader, to influence other students, to dominate in a group or class, etc.; In the desire to communicate, interact with other people, comprehend the forms of relationships with teachers, comrades, improve them (the need for communication); Vivid positive emotions can serve as independent incentives for learning. This motive is the basis of self-education, self-improvement. |
slide 15 External Manifested when a person acts by virtue of duty, duty, Acts due to pressure from relatives, teachers, etc. Desire to get a good mark Willingness to demonstrate problem solving skills Get the teacher's praise, etc. |
slide 16 The third version of the classification of motives for teaching is based on two trends: to achieve success and avoid failure. Motivated by success the guys set positive goals for themselves, actively seek funds, while experiencing positive emotions, mobilizing resources. Students who are motivated to failure avoidance: they are not self-confident; they are afraid of criticism, with work where failure is possible, they have only negative emotions associated with them. Such motivation is associated with low self-esteem, disbelief in one's own strengths, in the possibility of success. Schoolchildren from striving for success they tend to explain their victories and failures by the volume of their efforts, their diligence, which indicates an internal controlling factor. Those guys who seek to avoid failure, as a rule, attribute failure to lack of ability, bad luck, and success to luck or the ease of the task. They begin to develop the so-called learned helplessness: an attempt to do something further, to make efforts seems senseless to them. Hence the main task of the teacher is to develop the desire for success, to encourage even the smallest achievement in every possible way, not to focus on failures. In relation to activities motivation performs three main regulatory functions. Apart from encouraging functions already considered above, motivation performs other, no less important functions that closely interact with the first, are inseparable from it: organizing and meaningful. |
Slide 17 Motivation functions: - encouraging; organizing; Meaningful. Organizing function of motivation is centered around goal setting. The emerging motive contributes to the selection and setting of a goal that anticipates the result. Meaningful function is giving the activity a deep personal meaning. A person, out of necessity, performs a lot of various types of activities, but with a different degree of involvement in them: some types have personal significance for him, others do not. |
Slide 18 It should be noted that in the motivation of learning an important role is played by: - organization of educational activities: forms, methods, techniques. The content of learning appears to students primarily in the form of the information that they receive from the teacher and from educational literature. However, information in itself outside the needs of the child does not have any meaning for him and does not have any effect on him, and, consequently, does not cause any activity. Only the information that is somehow consonant with his needs is subjected to emotional (evaluative) and mental (rational) processing. As a result, the child receives an impulse to follow-up activities. The content of each lesson, each topic should be deeply motivated, but not with the help of creating momentary interests (for example, with the help of external entertainment, which can only occasionally serve as a prerequisite for the excitation and education of deep cognitive interests) or references to practical significance in future life(although sometimes this should not be overlooked), but mainly by the fact that this content should be aimed at solving the problems of scientific and theoretical knowledge of phenomena and objects of the surrounding world, at mastering the methods of such knowledge. Only in this case will children be given the prospect of further study of familiar, constantly observed phenomena, a basis will be created for the formation of meaningful motives for educational activity (that is, motives aimed at the content of the activity itself, and not at some side goals of this activity). Psychological studies of educational activity have shown that in order for students to develop the correct attitude towards it, its meaningful motivation, it is necessary to build educational activity in a special way - the study of each independent section or topic curriculum should be in three main steps. |
Slide 19 Stages of studying the section, topic: Motivational; Operational-cognitive; Reflective-evaluative. |
Slide 20 motivational stage. Creation of a learning-problem situation. Formulation of the main educational task. Self-control and self-assessment of the possibilities of upcoming activities to study the topic. On the motivational stage students must understand why and why they need to study this section of the program, what exactly they must do in order to successfully complete the main educational task. The motivational stage usually consists of the following learning activities: 1) Creation of a learning-problem situation, which introduces students to the subject of the upcoming topic of the program. A learning-problem situation can be created by the teacher in different ways: a) setting a task for students, the solution of which is possible only on the basis of studying this topic; b) a conversation (story) of the teacher about the theoretical and practical significance of the upcoming topic (section) of the program; c) the teacher's story about how the problem was solved in the history of science. 2) Formulation of the main learning task usually produced by the teacher as a result of a discussion of a problem situation. The learning task shows students the benchmark to which they should direct their activities in the process of studying this topic. |
slide 21 “No activity can arise without the presence of a goal and a task that sets this process in motion, giving it a direction,” wrote L.S. Vygotsky An important condition for the organization of educational activities is to lead students to independently set and accept educational tasks. 3) Self-control and self-assessment of the possibilities of upcoming activities to study the topic. After the main educational task is understood and accepted by students, they outline and discuss a plan for the upcoming work. The teacher reports the time allotted for the study of the topic, the approximate timing of its completion. This gives students a clear perspective of work. Then the teacher tells what you need to know and be able to study the topic. Thus, students create an attitude to the need to prepare for the study of the material. The discussion ends with individual students giving a self-assessment of their ability to study the topic, indicating what material they repeat and what else they will do to prepare for the upcoming lessons. For some students, the teacher offers tasks in advance to fill in the gaps they have, indicating that the completion of these tasks will create an opportunity to fruitfully study a new topic. An example of creating a problem situation and setting a learning task will be given by teachers 2nd group. (Performance.) |
slide 22 Operational-cognitive stage. At this stage, students learn the content of the topic of the program and master learning activities and operations included in this content. |
slide 23 Reflective-evaluative stage. This stage is final in the process of studying the topic, when students learn to reflect (analyze) their own educational activities, evaluate it, comparing the results with the set main and particular educational tasks (goals). The qualitative implementation of this stage is of great importance in the development of motivation for learning activities. I will briefly dwell on some forms, methods, techniques for the formation of educational motivation in the process of organizing educational activities at the last two stages. |
slide 24 Three whales of learning motivation = Feeling the independence of the knowledge search process + Feeling freedom of choice + feeling of success (competence). |
Slide 25 KIT 1 Feeling of independence of the search process: “We understood it, learned it, invented it ourselves.” Perhaps the main source of learning motivation is the feeling of being an active subject of the learning process, on which the result primarily depends. This is facilitated by the problematic presentation of the material, the collective brainstorm and research activities children. They give the child a wonderful opportunity to take an active part in the process of "obtaining" knowledge, and not to be their passive ("active") consumer (receiver). To the teachers themselves, this activity seems complicated, requiring a lot of effort and time. However, the game is worth the candle. The main thing here is to remember that the task is not to make the presentation difficult, but to stimulate the cognitive motivation of children, to avoid giving them ready-made knowledge for which they have no real need. Here you can use the following methods. |
slide 26 Technique "Problem questions". You can start by asking, when getting acquainted with new material (and during a survey), not those questions that require only some memory strain when answering (for example, “in what year ...”, “who invented ...”), and questions that require analysis, comparison, comparison, explanation of heterogeneous information and, accordingly, a deeper understanding of the material and interest in it. The ability to ask such questions is a skill that can and should be learned. |
Slide 27 Task 4. Point out the problematic questions that stimulate the mental activity of students. - What happens if...? Name... How much is known... - Which …. is the best and why? - Give an example… What are the strengths and weaknesses of….? What does it consist of...? - How does… affect…? Who participated...? - What are similar ... and .... ? - What does it look like...? Where did... take place? Who opened...? - What do we already know about...? List... - How can ... be used for ... ? Who invented...? |
Slide 28 (Answers on the screen, teachers check the correct execution.) Examples of problematic questions that stimulate the mental activity of students will be given by teachers of the 4th group. (Teachers' speeches.) American psychologist A. King came up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example... What are the strengths and weaknesses of...? What does it look like...? What do we already know about...? How can... be used for...? How are... and... similar? How does... affect...? Which... is the best and why? When such questions form the basis of the educational process, the child comes to understand the true purpose of the teaching - to learn to think, to apply knowledge in practice, to navigate in life situations. It is good to start a practical question with the words “How can we...” For example: “Next Saturday we will go camping. And suddenly someone is lost. How can he navigate the terrain without a compass? At the same time, various kinds of indignations about the wrong versions of students should be abandoned: “We think (think) in the wrong place!” Criticism calls into question the competence of the child and causes him to stop efforts in this direction. These kinds of comments cause real harm to both motivation and the development of thinking. It must also be repeated that everyone has the right to make mistakes. It is useful to talk about your own mistakes at school age - the children will see that they are not on opposite sides of the barricades with the teacher, they have a lot in common. It is important to encourage children to ask questions: "Well done, you asked a good question, so you think, follow the train of thought." Especially should be praised for good questions, reflecting the desire to think, to learn more. |
||||||||||||
Slide 29 Technique "I know - don't know - I want to know". efficient reception raise intrinsic learning motivation is teaching the child to receive reflection on what he knows, what he does not know, what he wants to know. It also contributes to the understanding of where and where he is moving in the learning process, teaches goal setting and planning. When explaining a new topic, you can invite children to use the following table, making notes depending on their relationship to this information:
From posing problematic questions in front of the child and jointly searching for answers to them, one can move on to learning to independently pose questions to the text - both natural science, and historical, and artistic. First, let these be simple questions that structure the text, and then problematic and well thought out ones. Thus, we also support the cognitive motivation of children, and the child understands that knowledge is not important in itself, but also skill mine it, all kinds of WHY. |
slide 30 KIT 2 Feeling free to choose: "We can choose"("We are not pawns, we have a choice!") - Why do you go to school? The question is rather rhetorical (almost meaningless), since most of today's children quickly realize that they have no choice whether to go or not to go, they are required to go to school. And this feeling of “I have to, I have no choice now” in itself is capable of killing any desire. (It's hard to want what you have to do.) After all, the need to feel free, to independently determine the course of one's life is a basic psychological need, and no one likes the lack of choice and imposed decisions. (Children - especially.) The child's initiative quickly goes out if he feels "set" and not "chosen" of his life. However, the necessary feeling of freedom can be achieved. A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes , you rightly noticed it, ”the more children will be interested in the educational process and the higher their own initiative and activity. That is, the less control, coercion and more freedom and independence - the better. Decide for yourself on what material, what to give the student the right to choose - topics for an essay, presentation, report, poem for memorization, or you can give yourself the opportunity to come up with a topic for an essay on the work being studied, a way to pass the topics covered, finally, on which desk and with who to sit... You can discuss with the students how they want to go through this literary work- read and write an essay or presentation, or put on a play, or prepare for a debate (the literature teacher knows the options). Can plan a lesson together. When conducting independent work, you can give many tasks, examples, so that the students themselves choose to solve any of them. |
Slide 30 (continued) It is important to offer tasks to choose from, not only for work in the classroom, but also at home, ( choice of homework) for example: a) in addition to the mandatory, an additional task is offered for those who want to; b) are given a choice of tasks of varying complexity; c) you can solve examples, tasks, equations given in the textbook, or you can create similar tasks yourself and solve them. A great teacher Sh.A. Amonashvili (3). We have used some examples of situations of free choice used by him in our work: Children are given the task to come up with a topic on which they will write an essay in class. Topics are written on the board, and the whole class chooses 3-5 topics from them, then they write small essays, stories, fairy tales on them; The teacher gives students two poems by different authors. They must choose one of them and memorize it. The teacher reads both poems, the students discuss them; Several options for tasks are written on the board, at the same time the children are told: “I have more complex tasks on the table in packages. If anyone wants, he can choose them.” In high school, you can choose a profile of study (in the middle - a second language). |
Slide 31 KIT 3 Feeling of Competence:“I can do it, I understand, I can!” Third important source willingness to learn – feeling competent. A child wants to do something if he believes he can do it. In order to learn, a child must believe that he can learn. Learning motivation (the desire to learn) is triggered not so much by objective success as by a sense of success. This kind of information regularly comes from the teacher, commenting on the process and result of the child's activities, as well as his abilities. It is important what exactly the child hears in such situations. And here it is necessary to take into account the following rules (positive feedback = P0S). POS should be clear, specific and meaningful, directly related to this work (response). The student must understand why he is being praised, what exactly the teacher is delighted and delighted with. Compare: “Well done, clever girl” and “Vera, you just perfectly analyzed this poem by Tyutchev!”. (The second is preferable, since the child knows what exactly he succeeded in, he understands that it is worth trying.) PIC is given for the efforts made perseverance, as well as for achieving specific goals. Support progress in understanding rather than mere memorization of the material. POS should be individually oriented, without assessments and comparisons with other students, that is, the dynamics of development is assessed: today's skills are compared with yesterday's. The spirit of competition in the long run is an ineffective (bad) motivator. Praise must be sincere, honest and spontaneous, to believe in praise. Intonation, enthusiasm in the voice, facial expressions and gestures are very important here. We must try to find words of support, gestures of approval for all children. If there are those who receive praise and attention much more often than others (and, moreover, not on merit), then a feeling of injustice of the teacher is created, which definitely demotivates. Praise is preferable to criticism, because praise that recognizes competence child, inspires him to new achievements. |
Slide 31 (continued 1) Important role in the formation of motivation plays the teacher himself, his personality. LOOK AT YOURSELF! “Children, all in a circle, all in a circle! So... moving, spinning... more active, more fun!” - commands a teacher sitting heavily in a chair, who knows for sure that children need an energy discharge in the learning process. And for some reason, the children are very reluctant and with caustic jokes perform "stupid exercises." This is how they perceive them and this is how they will respond to any innovations coming from this passive and lazy teacher. And it is precisely this very laziness that will develop in them against the background of cynicism faster than interest in new forms of work. “How can you not feel the subtle image of Tatyana Larina, the trembling of her soul?! Pay attention to what expressive means and how lovingly the author writes out her image, paying attention to the details! - hotly exclaims the teacher of literature with an extinct look, straightening her jersey of the style of the last century. This is how the eternal is formed in our conditions: "The mind and the heart are not in harmony...". It is with the heart that the disciples subtly and unmistakably perceive - “we are being fooled!”. If you do everything that SHE tells us, then you will definitely turn into HER; she did it all to become so smart! And only a part accepts these rules of the game, hoping someday to break away from the clichés of hypocrisy and deep indifference. The teacher should be an example of an internally motivated achievement activity, that is, it should be a person with a pronounced dominance of love for pedagogical activity and interest in its implementation, high professionalism and self-confidence, high self-esteem. The teacher should expect high results from each student, place hopes on them and believe in their abilities. The teacher must love students, respect them, believe in their original kindness, creative activity and curiosity, that is, be a humanistically oriented teacher. |
Slide 31 (continued 2) Cooperation teacher and student, the teacher's help is not in the form of direct intervention in the performance of the task, but in the form of advice that prompts the student himself to make the right decision. Creating an emotionally comfortable environment. Particular emphasis should be placed on the role problem-developing teaching methods in the formation of motives for teaching. Examples of the use of these methods will be given to us today by Vaiser T.A. In order for motives to arise, strengthen and develop, the student must begin to act. If the activity itself arouses his interest, if in the process of its implementation he experiences vivid positive emotions of satisfaction, then we can expect that he will gradually develop needs and motives for this activity. At the lesson, the teacher tells, shows to the students, but all this information is insignificant for some children: they listen and do not hear, look and do not see, they are engaged in completely different activities: they dream, think about their own. In order for these children to be involved in educational work, it is necessary to create an incentive for an enhanced thinking process. Such a technique that stimulates thinking is creation of educational problem situations . Problem-based learning contributes to maintaining a deep interest in the very content of the educational material, in general methods of cognitive actions, thereby forming positive motivation in children. |
Slide 31 (continued 3) Organization of collective activity. A significant role in the formation of motivation for learning in the classroom is played by various forms of collective activity of students. The use of group forms of education draws even “deaf”, passive students into active work, since, having got into a group of classmates who collectively perform the task, the student cannot refuse to do his part of the work, otherwise he will be condemned by his comrades, and in their opinion he, as a rule, often values even more than the teacher's opinion. When a student, working collectively in a group, being in close contact with the guys, observes how much interest the activity of his comrades arouses, what value this work represents for them, then he himself begins to appreciate it, begins to understand that educational work can be significant in itself. by oneself. And this contributes to the inclusion of the student in active learning work, which gradually becomes his need and acquires value for him, which leads to the formation of learning motivation. |
(continuation 4) Great importance in the formation of the motivation of educational activity has an assessment. From the moment a child enters school, teachers often use the mark as a motivating tool, as a means of encouraging the student to work actively. The mark in this case obscures the true value of his activities. The activity of students, not properly supported by the cognitive need and interest, aimed at its external attributes, at the assessment, becomes insufficiently effective. This leads to the fact that the mark for many students ceases to play a motivating role, and then the educational work itself loses all value for them. To form a positive sustainable motivation for learning activities, it is important that the main thing in evaluating the work of a student is qualitative analysis of this work, emphasizing all the positive aspects, progress in the development of educational material and identifying the causes of existing shortcomings, and not just stating them. This qualitative analysis should be aimed at developing in children an adequate self-assessment of work, its reflection. The point mark should occupy a secondary place in the evaluative activity of the teacher. Unsatisfactory marks should be used especially carefully in the current accounting, and at the beginning of training, apparently, it is better not to use them at all. Instead, you just need to point out the gaps in the work, noting that the child does not know this and that, until he has learned it, he does not know how. |
(continuation 5) The next step is a list of knowledge and skills students on a particular topic. Of paramount importance in the educational process is a clear setting of goals by the teacher and acceptance, awareness of them by the student, turning them into a motive - a goal. In our opinion, the student's awareness of the goals is facilitated by a clear sequence of the range of issues studied, the amount of work per lesson, week, quarter, academic year. Awareness is aided by a list of what students should know and be able to do about a particular topic. The list can be presented in the form of a table (children write it down) Periodically, during the passage of the topic, the student notes in front of each item what he has learned, what he has not learned ( "+" - I already know, "-" - not yet "May,"? - I doubt). This enables the student to see his achievement, achieve one and move on to another, climb from step to step. By the way the student copes with the list of knowledge and skills, he himself can visually see the growth of his knowledge and skills, determine the degree of approach to the goal, which supports motivation. We believe that working with a list of knowledge helps to realize and accept goals, which ensures the student's involvement in the learning situation, creates the child's readiness to acquire knowledge and the prospect of studying a particular topic. Other methods can be mentioned: |
(continuation 6) 1. Entertaining tasks. Among all the motives of learning activity, the most effective is the cognitive interest that arises in the process of learning. It not only activates mental activity, but also directs it to the subsequent solution of various problems. Sustainable cognitive interest is formed by various means. One of them is entertainment. Elements of entertainment evoke a sense of surprise in children, a keen interest in the process of cognition, help them master any educational material. Entertaining tasks can be included in each stage of the lesson. 2. Cognitive questions. 3. Developmental exercises. 4. Creative tasks. 5. Use of computer programs as a support for the studied material. |
(continuation 7) The maximum possible removal of external control. Minimize the use of rewards and punishments for learning outcomes. Psychologists note that the introduction of rewards and punishments that perform the function of external control weakens internal motivation. A person gets the impression that not himself, but external evaluations are the reasons for his behavior. As a result, the teaching begins to be carried out not because of its internal merits, but for the sake of external rewards. All of the above does not mean that external rewards and censures are completely useless and unnecessary. They are needed, but in a completely different function. They must do not control activity, and inform student about their success. An important principle should be the principle of no punishment for failures. Examples of the use of individual techniques for the formation of motivation for learning on operational-cognitive stage teachers will demonstrate 3rd group. (Speech.) Great value in the formation of motivation for educational activities has a high-quality conduct reflective-evaluative stage. This stage is final in the process of studying the topic, when students learn to reflect (analyze) their own educational activities, evaluate it, comparing the results with the set main and particular educational tasks (goals). Examples of activities at this stage will be given by teachers 1st group. (Speech.) |
(continuation 8) So, we have considered different ways of forming a positive sustainable motivation for students' learning activities. For the formation of such motivation, one should use not one path, but all paths in a certain system, in a complex, since not one of them, by itself, can play a decisive role in the formation of educational motivation for all students. What is critical for one student may not be for another. Taken together, in the complex, all of these ways are quite an effective means of shaping the motivation for learning in a student. |
(continuation 4) III. Reflective-evaluative stage. 1. The result of the game. Reflection. (Speech by the "Emotional Support" group) 2. Speech by the "Information Processing" group. Presentation of the final table of methods, forms, techniques (“bank, piggy bank”) for the formation of learning motivation. 3. Analysis of the methods of motivation formation techniques used in the process of conducting a business game. slide 32Activation of educational and cognitive activity. |
Scientific and methodological topic
"Methods and techniques for the development of the cognitive sphere of students"
The organization of scientific and methodological work is a rather complicated process, however, like any teacher, I am ready to work efficiently and purposefully, because I know that my work will be introduced into the practice of college life.
There are many areas of the educational process that require scientific approach in understanding the ways of solving the problems of teaching and educating students.
To consider the scientific and methodological topic "Methods and techniques for the development of the cognitive sphere of students" began with the interpretation of the following words:
Lecture from Latin - reading.
Lecture - a systematic oral presentation of educational material.
Seminar from the Latin language - hotbed.
Seminar - view group lessons for any problems. Discussion of pre-prepared reports.
Conversation- conversation, exchange of opinions.
Conversation - public report; with participation of listeners and exchange of opinions.
Discussion from the Latin language - consideration, study. Discussion of a controversial issue.
Based on the above, the next step is to answer the following questions and determine the purpose of the work:
Which form of organization of work with students from the above is most attractive to them?
How often does the teacher refer to different teaching methods?
What does he think of them?
What problems arise when using lecture, seminar, discussion forms of work?
Under what conditions do they become effective?
Goals:
Discussion of methods and forms of stimulating students' cognition in the classroom;
Formation of teachers' interest in active use them in the teacher's work.
In the course of studying the topic, I determine whether a lecture, seminar and discussion (conversation) can be considered as independent forms or as elements of educational work, but their preparation and conduct will always assume the commonality of these forms.
^ Forms of organization of educational discussion
It is used in a situation where it is impossible to give an unambiguous answer to the task. It is used in the analysis of the situation and allows you to achieve an understanding of the reasons that led to the adoption of an important decision in the past. Allows you to assess the level of basic knowledge and the degree of preparedness of students.
All solutions are analyzed in detail, the advantages and disadvantages of each option and the problems that they may entail are written out.
^ Methodology for organizing a discussion
1) A task is set for discussion.
2) Participants are given basic information on the problem (this may be part of the homework).
3) Students are divided into groups. Results can be formatted for display.
4) Each group reports. The results are compared.
^ free debate
Some participants in the discussion do not allow others to say a word;
The participants in the discussion deviate from the given topic;
Difficulty keeping a logically connected record of all ideas and proposals;
The unpredictability of the development of the discussion hinders the achievement of constructive solutions.
Free debate is effective in a group of no more than 20 people. The experience and authority of the teacher is important. The duration should not exceed 45 minutes.
^ Methodology for organizing debates
1. The facilitator plans the general course of the conversation. He tells the participants the topic.
2. Opening the discussion, the facilitator or special guest talks about its topic and presents a plan for the discussion (3-5 minutes).
3. The host follows the rules. Participants' presentations: 3-5 minutes (5 minutes - the first performance, 3 minutes - each subsequent one).
4. It is necessary to involve as many participants as possible in the discussion. The facilitator, if necessary, reminds the participants of the agenda, rules and respect for decorum.
5. In the course of the discussion, subsequent agenda items are brought up for discussion and summed up for each item.
6. At the end of the discussion, the facilitator summarizes everything that has been said or gives one of the participants the opportunity to do so, analyzing the similarities and differences in positions on each issue. It is convenient to analyze using a large table.
^ 3. Educational talk show
Several people discuss the problem in front of the whole group. Combining the benefits of lecture and group discussion.
The audience enters the discussion later, they express their opinion and ask the participants questions.
Competence of participants on a given topic is required.
You can express your point of view to all viewers.
It is important that the personal qualities of the participants do not distract from the topic. The duration of the speech is 3-5 minutes, the events - no more than 1.5 hours.
^ Methodology for conducting an educational talk show
1. The facilitator or teacher (this role can be performed by the student) determines the topic, invites participants, and stipulates the conditions for the discussion.
2. Spectators should sit around the table of the main participants.
3. The facilitator starts the discussion: introduces the main participants, announces the topic.
4. The main participants speak first. Speeches - 20 minutes, after which the rest of the participants take part in the discussion.
5. The facilitator can remind you of the rules, agenda and decorum.
6. At the end of the discussion, the facilitator summarizes the results, gives a brief analysis of the statements of the main participants.
^ Discussion in the form of debates
It is used when the opinions of the participants differ sharply from each other.
The goal is to teach participants to speak calmly, clearly and logically,
Participants must give arguments for or against the idea under discussion and try to convince opponents of the correctness of their position.
It is important to stop any personal attacks.
The performance time of each participant is limited and the same for all.
The assessments of many participants will be subjective.
Television debates have become one of the most common ways for voters to get to know candidates.
^ Debate methodology
1. The facilitator divides the participants into two groups (the number of groups depends on the number of possible points of view on the problem).
2. Participants themselves choose which point of view they will defend or distribute by lot.
3. The host talks about the topic of the debate and the rules for conducting the discussion (preparation time in groups is 10-15 minutes, the total time for the group to speak in the debate is 15 minutes).
4. Representatives of the group speak in turn, each has the right to three speeches.
5. Groups can distribute roles among participants, use drawings, diagrams, etc.
6. The moderator leads the debate.
Discussion in the form of a symposium
1. Several lecturers in short form express their point of view on a particular topic.
2. Performance - 10 minutes. Discussion - 20 minutes.
3. You can talk about the results of the work of a large group of specialists, provide materials and research results on the topic.
4. You can organize a conference consisting of several blocks complementing each other.
Symposium methodology
1. The organizer meets with the lecturers, agrees on the topic, presentation plan, and regulations.
2. The host officially opens the discussion, follows the rules, introduces the participants.
3. After the presentation of the lecturers, everyone is invited to take part in the discussion.
4. General discussion - 20-30 minutes. One performance - 2-3 minutes.
5. At the end - summing up.
Brainstorm
Brainstorm - effective method collective discussion.
Its advantages are in the free expression of opinions of all participants.
Using the collective capabilities of the group to quickly and effectively solve the problem.
A very popular method used by large companies, government agencies, organizations.
Principle; a group of people expresses their thoughts about solving a problem. No one has the right to evaluate the ideas of other participants.
In just a few minutes, you can get a dozen ideas. Quantity is not an end in itself, it is the basis for the decision. "Storm" can be considered successful if 5-6 ideas expressed serve as the basis for solving the problem.
^ Brainstorming methodology
1. Selecting a topic and inviting participants.
2. Statement of the problem and familiarization with the rules. The goal is to offer as many solutions as possible. It is important to put the imagination to work: Any idea is good. It is important to implement the ideas of other participants. You can not evaluate the proposed ideas.
3. The secretary writes down all the proposed ideas. In case of violation of the rules, the leader intervenes. The first stage continues as long as there are ideas.
4. A break is announced so that the participants tune in to a critical mood. Now it is important to group and develop ideas. From the total number, only those who can solve the problem are selected.
5. The results of the discussion are summed up. It is important to discuss whether the participants acted in a team spirit. If the discussion did not bring the desired result, the reasons for the failure should be discussed.
^ Methodology for asking questions during a training conversation
The problem of organizing a conversation in a lesson is closely related to the problem of asking questions.
The teacher can ask 10-120 questions per lesson, depending on the focus and purpose of the educational conversation. Study questions are one of the most important means of learning.
Question types:
1. organizational;
2. causing interest and attracting attention;
4. deepening the topic and expanding it;
5. returning to the main topic of discussion;
6. switching attention;
7. appealing to the emotions of students.
During the discussion, the teacher makes an unexpected conclusion:
On average, the question is given 3 seconds, then there is a paraphrase or the teacher's answer. When the waiting time is increased to 5 seconds, the students answer in more detail. The teacher, with an increase in the waiting time, asks more varied and interesting questions.
When using questions in the classroom, it is important:
Prepare a set of questions ahead of time.
Follow the logic of setting questions - from simple to complex.
Follow the sequence of questions or script by questions.
Include 3-5 questions and clarifying questions in the script.
Examples of constructing a sequence of questions are related to the level of thought processes.
Most often, there are six levels of knowledge:
Simple knowledge;
Ordering facts (comparison);
Ability to apply acquired knowledge;
Assessment (forecast).
If children cannot answer a question, lower the difficulty level of the question.
During the discussion and decision on the use of training questions teachers drew attention to the methodology of Hilda Taba (1969).
This technique allows you to determine what students know about the topic, evaluate the knowledge that they received in the course of studying the topic, and involve the whole class in discussing the problem. For this, the following types of questions are used:
1. A question that opens the discussion of the topic (What comes to mind ...).
2. A question that allows you to generalize (Is it possible to combine the facts ...).
3. A question that allows you to define the facts you are studying (Consider the first group, could you give them a name ...).
Besides:
Clarifying questions (What do you mean...).
Influencing the course of the discussion (You understand what we were talking about...).
Summing up (What can we write on the board as a summary?). The second technique allows you to ask additional questions:
Checking the completeness of the topic coverage (Are we missing something?).
Directing students' attention to facts (What did it look like?).
On the grounds for the opinion expressed (What gave you reason to think so?).
Conclusions:
The lecture form for college students must necessarily take into account the need for feedback, special skills and abilities formed by students, the need to enhance students' activities during the lecture. And this requires an appeal to the debatable elements.
The discussion cannot arise from scratch; the discussion form requires content that can be studied independently.
The seminar form relies on a significant proportion of students' independent work and involves active discussion during the seminar.
Lectures, seminars and discussions involve varying degrees of teacher participation in the lesson.
The lecture form brings the teacher to the fore, he leads the students, determines the content, regulates their activities;
In the seminar work, the teacher acts to a large extent as an organizer, the author of the scenario.
During the discussion, the teacher becomes the leader, his organizational and artistic abilities come to the fore.
In each form, the verbal and textual skills of the teacher, his communicative speech and genre-stylistic skills are extremely important.
Equally important are the paraverbal skills of the teacher.
According to various studies the following is known:
The essence of what has been said is only 7% of the impression;
Body language accounts for 58% of the success or failure of a performance.
Probably, the teacher needs special training, during which the components of the pedagogical impact on students would be worked out.
From the side of psychology, small secrets are revealed that can be used for the teacher's speech, they formulate the most important thing in his preparation and during the lesson: "pedagogical" gestures, emotions.
All this increases the interactivity (mobility, tension) of the educational process, which is extremely important today.
One of the components of the lesson is the development of the teacher's skills in organizing independent work of students in the lesson - the creation of abstracts, essays, scientific research, development of skills of listening to lectures, taking notes.
The teacher should use the system of using keywords, conditional abbreviations, supporting notes, which make it easier for the student to work.
On this topic, I plan to speak at the school of young professionals.
Methods of activation of cognitive activity and development of creative thinking of students in literature lessons.
Of great importance in increasing the motivation for learning is the use of active learning methods, which have recently acquired particular relevance. These methods make it possible to organize the cognitive activity of students in such a way that the educational material becomes the subject of active mental and practical actions of each student.
Active Methods learning provides not only a simple memorization of the material and the formation of sustained attention, but also develop students' critical thinking and the ability to independently acquire knowledge. The use of these methods in the educational process involves the free expression of thoughts by the student, a comprehensive consideration of the problem, respect for the opinion of the interlocutor and the constant choice of one's decision based on the knowledge gained and the reasoning taken into account. In this situation, the main goal of the subject teacher is the formation of an active creative personality of students. By systematically performing a variety of tasks, students gradually overcome natural passivity and are actively involved in the learning process.
The use of development technology helps to actively develop the cognitive activity of students critical thinking. In my literature lessons, I use the techniques of this technology in the following way.
To develop the ability to perceive information, it is possible to use techniques "I know - I want to know - I found out", "Advanced lecture", "Zigzag", "Tree of predictions". As a rule, schoolchildren have difficulties in perceiving information and formulating goals. The Know-Want-to-Learn, Advanced Lecture, Zigzag, and Prediction Tree techniques help overcome these difficulties.
"I know - I want to know - I found out"- This is a spreadsheet. When studying a topic at the challenge stage, students are divided into pairs and fill out 1 column of the table (which I know
- The displacement is called the vector connecting the start and end points of the trajectory The vector connecting the beginning and end of the path is called
- Trajectory, path length, displacement vector Vector connecting the initial position
- Calculating the area of a polygon from the coordinates of its vertices The area of a triangle from the coordinates of the vertices formula
- Acceptable Value Range (ODZ), theory, examples, solutions