Ministry of Education and Science of the Russian Federation
State Educational Institution of Higher Professional Education "Buryat State University"
Pedagogical Institute
Department of Mathematical and Natural Sciences
Admission to defense
2013
Head department MiEN Ph.D., Associate Professor
Rybdylova D. D
Graduate work
Development of independence in younger schoolchildren in the process of learning mathematics
Completed by: 6th year student
PMNO (s/o)
Scientific supervisor: Ph.D.,
assistant professor
Ulan-Ude
2013
Introduction
Chapter 2. Methodological foundations for developing the independence of younger schoolchildren in mathematics lessons
2.1 Research on the levels of independence development of 3rd grade students
2.2 Development of independence of 3rd grade students in the process of learning mathematics
2.3. Analysis of the results of a study on the development of independence in children of primary school age
Conclusion
Bibliography
Application
“In order to be able to connect theory with practice,
with everyday and comprehensive
working for the common good,
For this you need to study a lot and independently.”
Introduction
A student’s independence is the ability to set himself various educational tasks and solve them without outside support or encouragement. It is associated with a person’s need to perform actions according to his own conscious impulse. That is, such characteristics of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals and plan their work come to the fore. An adult's help is to make these qualities appear fully, and not suppress them with constant overprotection. What can this total control lead to? The child gradually ceases to be responsible for his actions; shifts the blame onto the adult. It is important to let him understand that success depends, first of all, on his initiative and independence, and not at all on the efforts of adults.
The problem of developing students' educational independence is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students’ readiness for self-determination and self-development in the constantly changing conditions of the development of our society.
The relevance and formulation of the research problem, the successful solution of complex problems of teaching and upbringing in a modern school, in particular, is inextricably linked with the problem of intensifying the pedagogical process, the search for the most effective methods, forms and techniques of working with students. The task in modern conditions is to realize maximum independence of primary school students in the educational process. An analysis of research on the problems of effectiveness and optimization of learning, as well as the practice of schools, makes it possible to verify that one of the main conditions for improving the quality of education is the formation in younger schoolchildren of independent thinking, the ability to independently obtain and analyze information.
The experience accumulated by humanity is absorbed by each new generation in the process of active activity. The structure of this activity includes a system of material social objects and methods of practical activity with them, a system of ideal objects, concepts, knowledge and mental actions with this knowledge. In the learning process, a person must master various types of both practical and theoretical activities in their interrelation. In recent scientific research, the problem of independence is posed more and more clearly. A number of works, in particular works, etc., convincingly testify: theoretical types of activity not only occupy a leading place in intellectual types of work, but also determine the success of practical activity. In turn, according to opinion and successful mastery of new mental actions, external, material actions help. They make it possible to make invisible internal actions visible and understandable. This translation of mental actions into the external, material plane is of particular importance when working with primary schoolchildren.
It seems that the connection between a child’s independence in everyday life and educational independence is the most direct. The sooner he learns to take care of himself, establish contacts with adults and peers, and follow certain rules, the easier it will be for him to adapt to school requirements. In reality, this may not be entirely true.
Some junior schoolchildren are quite independent at home. He dresses and undresses himself, easily makes friends with unfamiliar children on the playground or at the dacha, helps his mother around the house, understands his father’s tools, maybe even goes to the store alone...
And during the lesson he has to be constantly encouraged to work, he cannot write down his homework himself, they do not check what he has done, he cannot choose the color of a pencil at his own request, etc. The child needs to change clothes in the locker room, prepare for the lesson, solve the problem and write down a sentence , do the test, do your homework. But do we understand that not all of the above are manifestations of independence in learning? After all, independence in changing clothes and independence in finding a way to complete a task are not identical. Such a divergence in views is determined by the fact that educational independence is important in learning, while everyday independence is more often manifested outside of school. But what kind of independence is more important and necessary for a seven- to ten-year-old child? What kind of independence prevails at this age?
In the classroom, educational independence is more important: the teacher wants the student to be proactive, to be well-versed in the educational material, to learn to evaluate his own strengths and capabilities, and not to be afraid of the new, the unknown. What is learning independence?
According to the opinion, the educational independence of a schoolchild is “the ability to set oneself various educational tasks and solve them without outside support and encouragement” (“Do this…”, “Do this…”). It is associated with a person’s need to perform actions on his own conscious impulse (“I want to do this...”, “I need to do this...”, “I’m interested in doing this...”). That is, such characteristics of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals and plan their work come to the fore. Thus, learning independence is more relevant in this work.
In didactics, it has been established that the development of independence and creative activity of students in the process of teaching mathematics occurs continuously from the lowest level of independence, reproducing independence, to the highest level, creative independence, sequentially passing through certain levels of independence. Managing the process of developing reproductive independence into creative independence consists of implementing successive interconnected, interpenetrating and mutually determining stages of educational work, each of which ensures that the student reaches the appropriate level of independence. The task of educating and developing individual independence in learning is to manage the process of developing reproductive independence into creative independence. But in the practice of teaching the initial course of mathematics, it is observed that in mathematics lessons the main attention is traditionally paid to the development of mathematical thinking, mainly to the development of practical techniques for performing certain types of tasks.
Purpose of the study- identify effective methods of teaching mathematics aimed at developing independence in primary schoolchildren.
Object of study- the process of developing independence in younger schoolchildren.
Subject of study- the process of teaching mathematics to younger schoolchildren, aimed at developing independence.
Research hypothesis- the formation of independence in younger schoolchildren will be carried out effectively if certain conditions are met:
Introduction into the mathematics teaching system of special tasks, exercises and tasks for the development of independence.
Systematic inclusion of junior schoolchildren in educational activities during mathematics lessons.
Optimal use of teaching methods aimed at developing independence in primary schoolchildren in mathematics lessons.
Ensuring friendly relations between younger schoolchildren and classmates and teachers.
Tasks:
1) analyze the state of the problem in pedagogical and psychological theory and practice;
2) determine effective methods for developing independence in elementary school students in mathematics lessons;
The methodological basis of the research is to conduct experimental work and identify the degree of its effectiveness; the works of scientists, teachers, knowledge about the relationship between the rational, concrete and abstract, private and general; theoretical provisions of pedagogy and psychology about the leading role of activity in cognition and development, about objective-practical activity as one of the most important ways of cognition and means of implementing a positive plan.
The following were used during the study: methods:
Theoretical: analysis of scientific and methodological literature, comparison, synthesis;
Empirical: pedagogical observation of students’ activities, experiment.
Experimental base: 3rd grade of the Irkhidey and Bilchir secondary schools of the Osinsky district of the Irkutsk region, in the amount of 6 and 8 people.
The practical significance of the study is to identify effective methods of teaching mathematics, aimed at developing independence in primary schoolchildren in the process of learning mathematics; development of content and methods for developing the independence of younger schoolchildren in mathematics lessons; development of special tasks and exercises aimed at developing the independence of younger schoolchildren in mathematics lessons.
The investigated methodology, proposed as a result of the study, makes it possible to develop in children constructiveness and flexibility of thinking, creative creative personality traits.
Chapter 1. Theoretical foundations of the problem of developing independence among primary schoolchildren in the process of conducting mathematics lessons
1.1. The problem of developing independence in children of primary school age
“Knowledge is only then knowledge,
when it is acquired through effort
your thoughts, not your memory"
Scientific reflection of the social and pedagogical meanings of student independence in the educational process is an enduring priority in the context of educational development. Domestic thinkers understood by independence the ability of an individual to think critically, understand the life around him, cultivate strong beliefs, high ideals and, based on them, consciously adjust his behavior. A certain contribution to the substantiation of the problem of independence was made by. At the end of the 19th and beginning of the 20th centuries, the importance of developing students’ creative abilities and their independence was emphasized. In the history of domestic pedagogy of the twentieth century, the development of student independence was considered in line with the connection between learning and life, the use of the research method as a fundamental condition for the development of students’ creative independence. , and independence was interpreted as a holistic quality of personality, representing the unity of rational, emotional and volitional principles.
In the context of the theoretical and conceptual provisions being developed, the development of individual independence was associated with the problem of interest. Interest, as a component of independent activity, is based on an active principle, transforming into a personality quality, it contributes to the disclosure of its creative capabilities. A creative position is facilitated by treating activity as an independent value that is highly significant for the individual. It is precisely this attitude, according to Ya. A. Ponomarev, that underlies independent creative thinking, and, therefore, it is necessary to form it in the first place.
And one of the main means of developing independence in pedagogical science was considered to be the organization of students’ creative activity through active teaching methods and the organization of student research activities. In line with the formation of the developmental learning paradigm, the direction of ideas is shifting from issues of organizing independent activity to the problem of achieving independence by the student, taking into account his interests and capabilities. In this regard, it emphasizes the importance of creative work and students’ meaningful assimilation of the fundamentals of science. notes that it is possible to stimulate the development of independence by modeling students’ learning difficulties and creating problem situations. believes that an indicator of the level of development of schoolchildren’s independence is the presence or absence of transfer, that is, the ability to use knowledge beyond the boundaries of stereotypes.
A factor contributing to the development of independence is organizational skills. They reflect the essence of the procedural side of the phenomenon. Along with organizational skills and the development of motives for activity, strong-willed determination is of great importance in the structure of independence. An analysis of each of the parts in the structure of independence shows that they are all in an organic relationship, and this quality itself at school age is mediated by the worldview and motivational sphere. This circumstance creates favorable conditions for conscious pedagogical management of the development of independent activity in the pedagogical process. A comprehensive analysis of scientific and theoretical data allows us to define the creative independence of a junior schoolchild as an integrative set of qualities that characterize his personality and activities and reflect the focus on obtaining new knowledge about the surrounding reality.
Representatives of advanced Russian pedagogical thought paid a lot of attention to the issues of nurturing independence as a personality trait in their works: , . Of undoubted interest in terms of the problem under study are theoretical and practical advice on the issue of children's education. In order to comprehensively improve the learning process and strengthen the independence of students at the Yasnaya Polyana school, they introduced many innovations and proposals. At the end of the 19th and beginning of the 20th centuries, the most prominent representatives of pedagogical and psychological science paid special attention to the implementation of the principle of developing the creative abilities of students and their independence. A certain contribution to the further development of the problem of independence was made, which put forward the development of the child’s “independent activity” as the main didactic principle and condition of influence on the formation of personality. The study and analysis of literature allows us to note that the problem of student independence in domestic pedagogy of the 20th century is one of the most important and is consistently developed at all stages of school development. In particular, in the pedagogical and psychological literature of the 20th century of the 20-30s, it is associated with the general tasks of forming the younger generation, as a result of which the emphasis noticeably shifts from the actual didactic positions towards the problem of independence as an ideologically necessary quality of the individual. We find a detailed formulation of these questions in her works, where she not only puts forward the demand to provide children with independence, but also indicates various ways of instilling it in students. Ideas about the tasks and importance of independence and its development among schoolchildren were shared and largely continued by the most prominent teachers and psychologists, and others.
At the same time, the essence of education through independence is viewed in a new way. During this historical period, the school itself is conceptualized as amateur, that is, it is here that the child practices independent activity. The basis of the school is the activity of the student himself, his gradual self-development with the help of a teacher who provides the material.
Somewhat later, from the second half of the thirties, it was emphasized that the development of independence is possible through the connection of learning with life. The process through students’ awareness of the social significance of the knowledge they receive. The application of the research method is interpreted differently. Its purpose boils down to the need to develop students' research interests. It is the research method, according to teachers, that makes it possible to acquire techniques and skills for independent work. considers the research method to be pivotal in the development of creative independence in students.
The desire to give dynamism to the pedagogical system and turn it towards social transformations made it possible in the 20th century to develop theoretical and methodological aspects of independent activity. In the field of independence, during this period, the methodology for organizing independent work was tested as an effective condition for updating students’ knowledge. A system of methodological tools is being developed (independent work, homework, working with a book, conducting practical and laboratory work). The types of work that contribute to the development of independence among students in the educational process are determined.
Further development of the problem of developing independence in the educational process occurs during the twentieth century and is associated with the work of teachers: , . These scientists argued that independence is a holistic quality of personality, representing the unity of the rational, emotional and volitional principles. This deepens the development of ideas outlined at previous historical stages in the formation of pedagogy.
Thus, the means of developing independence, in particular independent work, are aimed at organizing teaching activities, taking into account the specific abilities of students for independent knowledge in specially created conditions.
This position is further developed in the works. It should be noted that the period under review of the 60-80s is characterized by the reformation of the pedagogical system into a system of developmental education, since the previous pedagogical system did not lead to the development of the student’s individual abilities. Progressive teachers, criticizing the system, are revising teaching methods. Since the mid-60s, he has proposed using methods that allow the educational process to increase the level of independent activity of students from reproductive to research, adjusting the content of educational material, and gradually formulating the tasks of a “renewed school.” As the developmental education system takes shape, some changes occur in the understanding of the essence of independence. More and more attention is paid to the motivational component in the activities of schoolchildren. The direction of ideas shifts from the organization of independent activity to the process of the student’s independent activity, taking into account his interests and capabilities, the judgment of scientists about what should be understood by the term “independence.”
In psychology textbooks, independence is considered as a quality of thinking. The dictionary-reference book on age-related pedagogy gives the following definition: “Independence is a volitional property of an individual, the ability to systematize, plan, regulate and actively carry out one’s activities without constant guidance and practical help from outside.”
Reveals independence as a personality trait; - desire and ability to think independently;
The ability to navigate a new situation, find your own approach to a new task; the desire not only to understand the knowledge being acquired, but also how to obtain it; independence of one’s own judgments.”
It should be noted that here the term “independence” appears in the unity of the motivational and operational side of learning to want, be able to, strive, be able to implement, where the enrichment of the motives for independent learning occurs - needs, interests, aspirations, as well as ways of independently finding knowledge and solving a problem. Problems. For our study, these signs are essential.
Considers independence “as a volitional quality, expressed in the ability to consciously direct one’s educational, labor and social activities, one’s behavior, in accordance with one’s own views and beliefs, overcoming obstacles on the way to achieving the goal.”
Researchers put forward different types of independence, distinguishing three types of independence:
1) organizational and technical independence;
2) independence in the process of cognitive activity;
3) independence in practical activities.
He distinguishes four types of independence: educational, everyday, social and vocational.
The psychological dictionary has the following definition: “Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.”
Some scientists in the field of psychology understand independence as a property that characterizes one aspect of a personality, for example, the quality of will, the quality of mind, and thinking. By independence of will he means “immunity to other people’s influences and suggestions, when the person himself sees objective reasons for doing one way and not another.” believes that “independence is a conscious activity performed without outside help and bringing elements of one’s personal into the work.”
Understands independence as the ability of the student’s personality in activities accomplished without outside interference. By active independence he understands the presence of the student’s intellectual ability and his ability to independently isolate essential and secondary features of objects, phenomena and processes of reality and, through abstraction and generalization, to reveal the essence of new concepts. notes that “Activity certainly presupposes one or another degree of independence of the student’s thoughts.”
Justifies the following levels: copying - reproducing, combined and creative:
Level I - schoolchildren independently perform exercises, assignments and tasks for the purpose of training according to the shown, ready-made model, where the children’s knowledge is not “rebuilt”, but reproducing actions are performed with a minimum expenditure of mental effort.
Level II - characterized by the fact that children perform more complex actions to transfer knowledge and skills (as if making a transition from “ignorance” to “knowledge”), i.e., they carry out independent activities.
Level III - the ability to creatively use existing knowledge and skills in new conditions, when solving various problem situations, demonstrating readiness to practically use knowledge in life at the level of creative activity on a topic given by the teacher, as well as at the level of creative activity on an independently chosen topic.
Independence as a personality quality is characterized by a high level of conscious activity that a child carries out without outside help.
Analysis of research data shows that when identifying the conditions and means for developing independence, many authors attempt to identify as many different factors as possible, which are far from clear from the point of view of the development of independence in children. An analysis of the five components of independence that it offers; 1) circle and system of knowledge; 2) mastery of methods of mental activity; 3) mastery of certain organizational technological skills; 4) strong-willed determination; 5) the individual’s focus on solving problems related to his needs.
Only a certain level of formation of independence is the most important for the development of independence, since without them there can be no talk of independent activity. All other components are also important for the formation of independence in children and it is necessary to pay some attention to their development, but without them it is possible for children to develop independence even at the lowest level.
Conclusions - the result of the development of independence is: 1) the presence of generalized skills and abilities; 2) development of cognitive powers and abilities.
The first two components are equivalent, in addition, knowledge and skills must be generalized. This is a very important circumstance that many research scientists pay attention to. Students need to be taught methods of generalized and systematic knowledge, since the insufficiently systematic nature of knowledge makes it difficult to develop independence.
Thus, the problem of developing independence in children in our time acquires special attention and importance, since independence becomes necessary not only for educational purposes, but also for the formation of future citizens’ needs for lifelong education and self-education, as well as the ability to see the essence facing them. them tasks and navigate new conditions of life and work.
1.2. Development of independence of younger schoolchildren in mathematics lessons
In the didactic and methodological literature one can find numerous classifications of types and types of independent work of students on various grounds and criteria. However, no matter what type and type of independent work the teacher organizes for students, it is important that he takes into account and deeply understands the specifics of the type of activity of the students themselves. The non-creative (reproductive, reproducing) activity of students in learning is manifested in solving standard, similar problems and tasks of the same type. Also, activities are carried out according to some algorithm or stereotypical models and patterns. In the process of organizing independent work, it is aimed at comprehension and memorization of acquired knowledge and methods of activity. Its result is the formation of skills in solving stereotypical problems, the development of logical memory, and logical (discursive) thinking.
When solving a creative problem, the student first conducts a mental search of the solution methods known to him and, not finding it in the arsenal of his previous experience, constructs a new method. The creative abilities of an individual in mathematics lessons can only manifest themselves in creative activities during the learning process. Teaching is effective when the goal set by the teacher becomes the goal of the students themselves. The process of cognition occurs more actively and deeply. The desire to understand any issue encourages students to do research. One of the methods of creating motivation for studying a topic is the method of “discovering a topic by children,” which is based on the psychological characteristics of children’s perception, on the natural desire to solve a riddle posed in an interesting form; answer the question that arose during the educational dialogue; see something unfamiliar in the text and try to figure it out on your own. The main thing is not to give children knowledge in a ready-made form.
The independent activity of a student, no matter what form it takes, always has a single basis in the learning process - individual cognition. It is based on three types of student activities: 1) activities to master concepts, theories, laws, or apply ready-made information in familiar learning situations (when solving standard cognitive problems); 2) activity, the purpose of which is to determine possible modifications of the action of learned patterns in the changed conditions of the situation - training; 3) activities aimed at independent discovery of patterns (solving creative problems).
Further, it is necessary to remember that primary school age will be considered as the period of formation of the subject of educational activity, as a transition from children's readiness to become a schoolchild (“I want to be taught”) to children’s ability to teach themselves (“I can teach myself on my own”). The child’s independence and subjectivity in educational activities should not be identified with adult independence. (If we assume that by the end of primary school age an adult level of independence in self-education is in principle achievable, then there is no need for the institution of secondary school. Common sense suggests that this is a falsely posed task.)
Ministry of Culture of the Russian Federation
Kemerovo State University of Culture and Arts
Institute of Music
Department of Pedagogy and Psychology
Formation of independence and hard work in younger schoolchildren
Course work
Executor:
Sherina Alexandra Valerievna,
student of group FEA-091
Scientific adviser:
Grigorenko N. N.
Head department:
Grigorenko N. N.
Kemerovo
Introduction
1.1 Definition of the concept of “independence”
1.2 Definitions of “hard work”
2.1 Age and individual characteristics of younger schoolchildren
2.2 Development of independence in the learning process
2.3 Labor is an important factor in education
2.4 Assessing the level of independence and hard work in younger schoolchildren
Conclusion
Bibliography
Annex 1
Appendix 2
Appendix 3
Introduction
Hard work and independence are two of the most important human qualities that need to be developed from childhood.
Preparing the younger generation for life, and in particular for work and independence, is one of the urgent tasks in personal development. That is, from an early age you need to start teaching how to work, in fact, instilling respect and love for work and independence.
The cultivation of these qualities in the younger generation is considered as one of the most important factors in the formation of a comprehensively developed personality, since they are a means of developing the physical, spiritual, moral and creative powers of a person.
The goal of instilling industriousness in modern conditions is to prepare students for activity, to form in them an attitude towards work as a need. To achieve this goal you need:
to form in students firm convictions that work is everyone’s responsibility;
to cultivate hard work, discipline, social and labor activity, responsibility, and a creative attitude to work.
An important quality is independence. The ability to clearly set a goal and achieve it without the help of others. You need to take care to form it in childhood, otherwise later it will be too late when the child “sits on your neck.”
In this work, we consider the conditions for the formation of these qualities at primary school age. This age is most deeply and meaningfully represented in the works of V.A. Averin, L.V. Kuznetsov, D.B. Elkonin, L. F. Obukhova, P. I. Pidkasisty, V. V. Davydov, L. V. Zankova and others.
If at this age the qualities in question are not instilled in students, then they will grow up to be “worthless” people, they will not be able to realize themselves in life, and in the future this can lead to isolation and a feeling of uselessness in society. They simply will not be able to do anything for themselves, and they will be generally useless in society.
Various aspects of labor education were studied by Aksenov D.E., Alekseev S.N., Makarenko A.S. The works of Marx K. and Engels F., E.A. Faraponova, A.Ya. Zhurkina, I.I. Zaretskaya, Chernyshevsky N. G., Ushinsky K. D.
Morozov M.F., Shiyanov E.N., Kotov I.B. have many valuable works on independence. and many more etc.
As we can see, the degree of study of the literature on this problem is quite high. This interested scientists before, and it interests them today.
The purpose of this work is to consider the conditions for the formation of independence and hard work at primary school age.
To do this, you must complete the following tasks:
1. Study the content of the concepts - “independence” and “hard work”;
2. Consider the main characteristics of primary school age;
3. Study the literature on this problem;
4. Determine the main conditions for the formation of these qualities at a given age;
The object of the study is the development process of a primary school student. The subject of the study is the development of independence and hard work at this age.
Research methods - analysis of psychological and pedagogical literature, comparison, questioning.
The study took place on the basis of the MBOUDOD “Center for Children and Youth Tourism and Excursions (Young Tourists) named after. Double-core" Kemerovo. Primary school students took part in the study. Students took part in the survey.
The work consists of an introduction, two chapters (2 and 4 paragraphs), a conclusion and a list of references. The first chapter discusses the concepts of “independence” and “hard work”; the second chapter contains characteristics of primary school age, as well as the main conditions for the formation of independence and hard work at this age. A practical part is given with the level of development of these qualities at the age in question. In conclusion, the main conclusions on the studied problem are given, as well as a list of literature used in this work.
The work attempts to analyze and systematize the basic psychological concepts: hard work and independence, readiness to work, needs and motives for work. Personal components of readiness for work and independent work, as well as psychological and pedagogical conditions for their formation, have been identified. All this together constitutes the psychological content of instilling hard work and independence in the younger generation.
Chapter 1. Independence and hard work
§1.1 Definition of the concept of “independence”
In pedagogical literature, student independence has been considered as one of the leading principles of learning since the end of the 18th century. The issue of developing the independence and activity of students is central in the pedagogical system of K.D. Ushinsky, who substantiated the ways and means of organizing independent work of students in the classroom, taking into account the age periods of training. In the 70-80s. Natural methodologists A. N. Beketov and A. Ya. Gerd proposed a system for organizing various practical independent works (experiments, observations, etc.).
The theorists of the labor school (G. Kerschensteiner, A. Ferrier, etc.) solved the problem of increasing the independence of students by stimulating their “mental initiative”, using manual labor as the main educational means.
In the 20s 20th century A comprehensive education system and other forms of individualization of education played a certain role in the development of the theory of student independence.
The emergence of a need for independence indicates that a person has reached a fairly high level of development, which is characterized by the desire to take his own, fairly independent position in the structure of emotional, informational, professional and other connections with other people.
Independence is one of the leading qualities of a person, expressed in the ability to set certain goals for oneself and achieve them on one’s own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.
Independence is independence, freedom from external influences, coercion, and the ability to exist without outside help or support. Independence can be a quality, a property, of both an individual person and a community. The desire to act independently does not exclude the possibility or even the desirability of outside help, since a person depends on many circumstances and other people influencing him. But some people melt these influences in their minds, and in the end they get something of their own, unique and special; others blindly copy other people's experience, imitate everyone and everything, do not have their own face and a specific position.
“When determining the degree of independence of students, teachers, as a rule, take into account whether he is able to rely on his own strengths, whether he has a personal opinion, whether he can act on his own initiative, whether he knows how to correctly evaluate himself.” (Pedagogy P.I. Pidkasisty).
Effective independence includes such additional components as the ability to correctly assess one’s capabilities when setting and accepting a goal, activity and initiative in finding ways to implement it, perseverance in achieving it; a sense of responsibility for the work done and the desire to do it well: self-confidence and in the results achieved, adequate self-esteem, habit and ability to analyze the reasons for success and failure in work.
Fostering independence is impossible without developing motivation for independent activity and consistently increasing its level. According to Z. F. Ponomareva, the formation of independence in socially useful activities is mediated by corresponding motives. Fostering independence should be based on motives associated with the individual’s awareness of the results of his work.
N. A. Lukyanova considers independence as a personality quality that presupposes the desire for independent activity, the need for it and the mastery of such methods of behavior that allow all this to be realized. She comes to the conclusion: when the motives for independent work and the way of doing it in labor lessons become stable, we can assume that independence has acquired the status of a general quality of behavior.
Scientists distinguish levels of formation of independence, based, first of all, on what content can be learned during training without external help. The authors distinguish between independence in reproductive activity (based on a predetermined sample, means, rule, formula, etc.) and creative independence, when changes are made to the implementation of the proposed action (i.e., not in following the knurled rails to obtain a product, but in the very fact of finding some new, somewhat different path). There are several levels of creative independence: from the simplest forms (combining previously known separately means) to the desire to independently pose problems and solve them.
Independence is considered as a personality quality akin to activity and initiative. Personal activity in a developed form is a person’s desire and ability to make socially significant changes in various types of activity. The highest form of activity is initiative, which can be considered as the desire and ability of the subject to rise above the level of the requirements of the situation, to set goals that are redundant from the point of view of the original task.
Thus, independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.
Personal independence is associated with the active work of thought, feelings and will. This connection is two-way: 1) the development of mental and emotional-volitional processes is a necessary prerequisite for independent judgments and actions; 2) judgments and actions that emerge during independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of decisions made despite possible difficulties.
This quality gives the ability to focus on one’s personal positions, make one’s own decisions and implement them, regardless of situational external influences. (Encyclopedia. General and social psychology.)
§1.2 Definitions of “hard work”
Hard work is an innate need for activity. Already in the first years of a child’s life, his games contain elements of labor, overcoming and self-improvement, which require encouragement and support. Children's play is the beginning of a child's introduction to increasingly complex activities, and then to work. It is important that children in the family have constant and clearly defined responsibilities, the presence of which and periodic verification of their fulfillment instill in the child a sense of his usefulness and skill. Punishment with labor is unacceptable. On the contrary, it is important to create situations where any assignment will be a reward, a special form of trust.
Hard work is a character trait consisting of a positive attitude towards the work process. Manifests itself in activity, initiative, conscientiousness, passion and satisfaction with the work process itself. Psychologically, hard work presupposes an attitude towards work as the main meaning of life, the need and habit of working. (Dictionary of psychologist - practice / compiled by S. Yu. Golovin).
Nikolai Gavrilovich Chernyshevsky, the great Russian revolutionary democrat, scientist, thinker, writer and critic, highly valued work as a means of physical and moral education. “He saw in work the foundations of human coexistence, and considered it necessary to cultivate in the younger generation a love of work and hatred of parasitism, the ability to combine word with deed and the desire to work for the common good.
Konstantin Dmitrievich Ushinsky - the great Russian teacher, the founder of Russian pedagogical science and public school in Russia - highly valued work, pointed out that it is labor that creates values, and castigated idleness and parasitism. He attached great importance to physical labor, considering it useful to combine physical labor with mental labor in human activity.
Speaking about work and its educational significance, he quite correctly pointed out that “teaching is work and should remain work, but work full of thought.” Education, in his opinion, should develop in a person love and the habit of work.
The Russian language dictionary gives the following interpretation of this word: diligence is “love of work, diligence in work.” However, in relation to pedagogical and psychological views, the meaning of the word “hard work” has greatly expanded the boundaries of the explanatory dictionary.
This is also the habit of working; responsible attitude towards one's duties; exactingness towards the method and results of one’s work, self-critical analysis of activities; intolerance to manifestations of laziness and irresponsibility; creativity; combination of diligence and initiative; conviction in the necessity and importance of work both for one’s own existence and development, and for society as a whole.
A.I. Kochetov and V.I. Petrova in their work “Education among Schoolchildren” point to the core quality of hard work, which unites all components of readiness to work. The level of its development is an indicator of the formation of the need for labor and work experience.
The works of many authors say that labor should be free. Unfree labor not only does not elevate a person morally, but reduces him to the level of an animal. Labor can only be free if a person himself undertakes it, recognizing its necessity; forced labor, for the benefit of another, destroys the human personality of the one who works, or, more accurately, works. Labor is not play or fun; he is always serious and heavy; only a full consciousness of the need to achieve one or another goal in life can force a person to take upon himself the burden that constitutes a necessary accessory to any true work.
“Unfortunately, among modern schoolchildren there are still quite often children who do not have diligence, the habit of work, hard work, constant mental and physical stress. Moreover, a considerable part of them do not have even the most basic labor skills.” (Alekseev S. N., Semykin N. P. Wise school of labor.)
Folk wisdom is rich in proverbs and sayings about work: “Work is the head of everything!”, “Work is always useful!”, “Without work you can’t pull a fish out of the pond”, “Hands teach the head”, “Business - time, fun - one hour! etc. They all affirm his omnipotence. Folk traditions, legends, fairy tales are filled with pride in a person who knows how and loves to work: their heroes are dexterous, brave, hardworking, ready to bring happiness to people with their work; hard work and diligence overcome laziness and idleness; ingenuity and resourcefulness, perseverance and determination help the heroes overcome treachery and cruelty, violence and natural disasters.
This is no accident. Only work is capable of giving a person what is not given to him directly by nature. As Karl Marx explained, labor is a process that occurs between man and nature, when man, through his activity, exchanges substances between himself and nature. The result of this interaction is always twofold: on the one hand, a person changes and transforms the surrounding reality, on the other hand, he certainly changes himself, affirms and develops as a person. Moreover, no other form of human activity (game, communication, etc.) has such a serious formative impact on him as work. (Family and children: education of hard work / A. K Beshenkov).
Speaking about work, we can also highlight creative work, which is possible only when a person treats work with love, when he consciously sees joy in it, understands the benefits and necessity of work, when work becomes for him the main form of manifestation of personality and talent.
Such an attitude towards work is possible only when a deep habit of labor effort has been formed, when no work seems unpleasant if there is any meaning in it.
Creative work is completely impossible for those people who approach work with fear, who are afraid of the feeling of effort, who are afraid, so to speak, of the sweat of labor, who at every step do nothing but think about how to quickly get rid of work and start something other. This other thing seems attractive to them until they take it up.
It is necessary to point out one more circumstance, to which, unfortunately, we attach little importance. Labor has not only social and production significance, but is also of great importance in personal life. We know well how much more fun and happier people live who know how to do a lot, who succeed and manage everything, who will not get lost under any circumstances, who know how to own and command things. And vice versa, those people who always cause our pity are those who become stumped before every trifle, who do not know how to take care of themselves, but always need nannies, then a friendly service, then help, and if no one helps them, they live in uncomfortable environment, sloppy, dirty, confused.
Drawing a conclusion from this chapter, we can say that trust, sympathy and respect are aroused by the person who willingly takes on any work, does it with excitement and fun, does not whine, does not complain that he does not like this work, that he was tortured by unbearable labor, he is tired, it’s time to rest. Hardworking, diligent, obligatory, one in whom the habit of work has become a character trait, second nature, is always recognized and valued by people as a person who has the most important quality for an independent life. Conversely, a lazy person, unaccustomed to long-term work stress, is perceived as a worthless, unprepared, socially immature person who will not bring happiness to himself or others in life.
Chapter 2. Junior school age. Independence and hard work of junior schoolchildren
§2.1 Age and individual characteristics of younger schoolchildren
primary school age independence hard work
“Each age represents a qualitatively special stage of mental development and is characterized by many changes that together constitute the unique structure of the child’s personality at this stage of his development. In the process of historical development, the general social conditions in which the child develops change, the content and methods of teaching change, and all this cannot but affect the change in age stages of development” (A.V. Petrovsky).
Preschool childhood is over. It was during this period that the formation of basic personal formations took place. The fate of any person largely depends on how he spent his preschool childhood. A good preschool teacher can give a forecast for the development of his pupil: what kind of life awaits the child, whether he will be happy or unhappy, whether he will become a winner or a loser.
With the entry into school life, a new era opens up for the child. How do these two eras differ for him? L.S. Vygotsky said that parting with preschool age means parting with childish spontaneity. As if developing this idea, another American psychologist, R. Berne, warns that when entering school childhood, a child finds himself in a less lenient, and therefore more demanding and harsh world. The child himself needs to understand his relationships with teachers and peers. He needs to face the demands on himself and on what he does alone. For the first time, a fundamentally new type of activity opens up for him - educational activity.
School education makes new demands not only on the child’s knowledge and skills, but also on the qualities of his personality, which are formed in the process of learning due to the new nature of the child’s relationships with the people around him: having become a schoolchild, he begins to carry out a serious social work. Now his relationships with other people are largely determined by the assessment of his learning and behavior at school.
That is, upon arrival at school, the child finds himself in a new social development situation and is faced with a new activity, which becomes the main one. If until this time, in all previous years, the main subjects of the social development situation were “child - adult”, then with the child’s arrival at school it is differentiated: the “child-teacher” situation permeates the child’s entire life. It becomes a kind of center of the child’s life, determining the child’s relationship with both parents and peers.
Despite the fact that during this period the main activity becomes educational, The game continues to occupy the same important place. Younger schoolchildren still have role-playing games, but they differ from the games of preschoolers both in plots and in specific content. Games based on the plots of important social events, literary works, and films predominate. The content of games is mainly actions and deeds that allow one to identify qualities such as courage, courage, resourcefulness, etc. The main significance of role-playing games of this age is that by demonstrating certain valuable qualities in the game, the child can more easily master them . In addition, taking on a certain play role often helps the child cope with real difficulties.
Primary school age is a very important period in the formation of a child’s personality, his moral qualities, and in mastering norms of behavior. The younger schoolchild gains experience of life in a team (with the members of which he has non-family or playful relationships) and this is of decisive importance for his further moral development. Although, upon entering school, the student immediately becomes part of the school community, the child’s true collective relationships are formed gradually. At first, the child only has a need to communicate with peers. During this period, the child does not yet feel like a member of the team and does not show interest in the successes of his comrades. In the 2nd grade, children begin to consider their behavior not only from the point of view of personal interests, but also from the point of view of members of their team, and become more sensitive to comments made to them in front of their classmates. Certain forms of mutual assistance are emerging. In the 3rd and 4th grades, their place in the school team becomes very important for children; they strive to enjoy the trust and respect of their comrades, so fulfilling the requirements of the team usually becomes not only a necessity for the child, but also a requirement.
During primary school age, the child learns to manage his feelings, their circle expands; feelings become longer, deeper, more stable. There is a significant development of higher feelings (moral, intellectual, aesthetic). At the same time, the formation of moral feelings is ahead of the child’s awareness of moral norms. Often a child cannot explain why he should act this way and not otherwise, but his moral sense tells him what is good and what is bad. Height also places demands on strong-willed qualities. Gradually, the younger student learns to manage his behavior, restrain his feelings, suppress unexpected desires, and becomes less impulsive in his behavior. Gradually, he begins to develop valuable volitional qualities: perseverance, determination, independence, perseverance, endurance, hard work, self-control. (Pedagogical encyclopedia I. A. Kairov).
At this age, the child’s “sense of adulthood” is very pronounced. An indicator of the emergence of a sense of adulthood can be considered: the emergence of desires and demands of an “adult” towards oneself on the part of others, the desire for independence and the desire to protect some areas of one’s life from the interference of adults, the presence of one’s own line of behavior, one’s own views and the desire to defend them. Therefore, it is very important to adequately respond to the child’s manifestations of a sense of adulthood.
At this age, great changes occur in the child’s cognitive sphere. Memory acquires a pronounced cognitive character. Changes in the area of memory are associated with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive methods of memorization (repetition, careful long-term examination of the material), the child at an older age moves on to grouping and understanding the connections of different parts of the material.
Educational activities contribute to the development of a child's cognitive abilities. At school, in a relatively short period of time, he must master the system of scientific concepts - the basis of the sciences. The system of scientific concepts has been created over thousands of years. What humanity has created over many centuries, a child must learn in a small number of years. This task is very difficult! The process of mastering a system of concepts, a system of sciences cannot be considered as a matter of memory alone. The child is required to develop mental operations (analysis, synthesis, reasoning, comparison, etc.). In the process of schooling, not only individual knowledge and skills are acquired, but also their generalization and, at the same time, the formation of intellectual operations. The words of L.S. are well known. Vygotsky: “Awareness and volitionality enter consciousness through the gates of scientific concepts.” (Obukhova, L.F. Developmental psychology).
So, primary school age is the period of a child’s life from 6-7 to 10-11 years old, when he is studying in the primary grades (grades 1-4) of school. It is typical for this age that educational activities become the leading activity. The student moves from play to learning as a fundamental way of mastering human experience. (Dictionary of psychologist - practice / compiled by S. Yu. Golovin). Moral qualities develop, norms of behavior are realized, and a sense of collectivism and mutual assistance is formed. Such qualities as perseverance, determination, independence, perseverance, endurance, hard work, and self-control develop. That is, this age is suitable for the formation of the qualities we are considering - independence and hard work (it is important not to miss this moment).
§2.2 Development of independence in the learning process
Independence develops as the child grows up and at each age stage has its own characteristics. At each stage, it is necessary to wisely encourage children's independence and develop useful skills and abilities. Limiting a child’s independent activity leads to personality suppression and causes negative reactions.
One of the methods for developing independence at primary school age is independent work. Independent work of students, individual or collective educational activities carried out without the direct guidance of a teacher. From an organizational point of view, independent work can be frontal (class-wide) - students perform the same task, for example, write an essay on a given topic; group - to complete the task, students are divided into small groups (3-6 people each); steam room - for example, when conducting experiments; individual - each student completes a separate task. The most common types of independent work: working with a textbook, reference books or primary sources, solving problems, doing exercises, writing, presenting, observing, constructing, modeling, etc.
The process of fostering independence requires a lot of patience from teachers. It is important to teach students: to accept criticism and respond adequately to it; responsibility (and its prerequisite is the possibility of choice - conscious and voluntary decision-making); internal discipline, which presupposes, in addition to the strict fulfillment of duties, meaningful activity into which creativity and the desire for public benefit are introduced. It is internal discipline, and not diligence “from now to now” that distinguishes an independent person. He controls his actions, not them.
Independent people can only be raised by giving them independence. But not everyone strives for this - it is more convenient to deal with people who are conforming and not independent. As A. S. Pushkin wrote: “A person’s independence is the key to his greatness.” (Pedagogy P.I. Pidkasisty).
Educational activities must be effective. In order to get a result, the child needs to realize it in the form of a corresponding goal. Consequently, the conditions of mental development contribute to the development of the ability to independently formulate the goal of activity. But can a first-grader be considered independent? Very relative. Thus, one of the tasks of a first-grader’s mental development is to develop his independence, including mental independence. Along with effectiveness, educational activities are mandatory and, most importantly, voluntary. The arbitrariness of educational activity suggests that its successful implementation is possible if the child can voluntarily (including volitional regulation) control his emotions, motor activity, cognitive activity, and relationships with other people. All this is possible only in the presence of arbitrariness of all mental processes and therefore it can be considered leading in this triad. It is she who ensures the independent formulation of goals. This is what is needed to develop a plan to achieve your goals. It is she who allows the child to follow the dominant “need” instead of the dominant “want”.
For the development of voluntary behavior, it is important that a child is able not only to be guided by the goals that an adult sets for him, but also the ability to independently set such goals and, in accordance with them, independently organize and control his behavior and mental activity.
In the first and second grades, children are still characterized by a low level of arbitrariness in behavior; they are very impulsive and unrestrained. Children are not yet able to independently overcome even minor difficulties they encounter in learning.
Therefore, at this age, the education of voluntariness consists in systematically teaching children to set goals for their activities and persistently strive to achieve them, i.e. teach them independence.
At the same time, one should remember the powerful motivating value of the goal for overcoming difficulties. The goal then fulfills its constructive function when it is formed before the start of the activity and if it is connected with a not very large amount of upcoming work. Otherwise, the child refuses the activity. (Averin V.A. Psychology of children and adolescents).
Today it is generally accepted that the status and authority of an individual are largely determined by the level of formation of the intellectual sphere, the independence of its thinking, the qualities of the mind, the ability to argue the correctness of not only one’s point of view, but also to understand and accept the point of view of another person, to show resourcefulness, ingenuity, and wit. The level of development of independent thinking is associated with the ability to make thoughtful and informed decisions, the ability to predict the future, formulate a life strategy, build an adequate image of “I,” and navigate situations, people, and problems. That is why the development of independent thinking is one of the main tasks of learning. And properly organized group learning activities, based on students’ awareness of a common goal, on mutual assistance, mutual control and mutual learning, provide each student with maximum activity and independence. (Shiyanov E.N., Kotova I.B. Personal development in education).
“I’m used to having someone do things for me. From the first steps I was looked after by my mother, then by teachers. Almost complete lack of independence... - a young girl from the Kirovograd region, who did not identify herself, writes to the editors of Komsomolskaya Pravda. - They look after us without noticing and not knowing that they are doing something unreasonable. My whole life seemed rosy to me. But every day I began to encounter real life more and more often.” (Alekseev S. N., Semykin N. P. Wise school of labor.)
Using this vivid example, we see that independence is one of the necessary qualities that needs to be nurtured and developed. You cannot “put a child on your neck” - this will not lead to anything good. You'll only make things worse for him. More independence means more self-confidence, more chance to achieve something worthwhile in life.
§2.3 Labor is an important factor in education
We often say the words “hard work”, “hardworking”. But do we always think about what content we put into this concept? At first glance, everything is clear and simple. A hard worker is one who loves work.
Simple, but not really. For example, little Alyosha rushes to bring his mother slippers when she returns from work, and happily sets the table with her, but it’s hard for him to put away his toys, he doesn’t like it. So what is he, hardworking or lazy? Is it even possible to educate a person so that he treats any work with love? To answer this question, consider the definition of the concept of “hard work”.
In V. Dahl's Explanatory Dictionary, a hardworking person is defined as diligent, hard-working, and intolerant of idleness. The capacious concept of “hard work” contains a deep, ambiguous content: here is the ability and desire to work, and the ability to feel the joy of work. That is why hard work underlies the perception of labor as the primary need of life: without the ability and desire to work, without the ability to receive satisfaction from one’s work, it is impossible to treat it as a need.
Many parents, who seek to protect their child from work for the time being, think that hard work comes in adulthood, when a person has already chosen his path in life and is engaged in professional work. They reason approximately like this: if he has time to work hard, let him enjoy life for now, and if hard work is formed, life will force him to work. The deepest delusion!
No, if you don’t teach a little person to enjoy work the way he enjoys other aspects of life, work can turn for him into a forced, joyless activity, a burden, an unpleasant necessity. Fulfilling this need, a person will feel unhappy. Do you wish an unhappy fate for your child? Of course not. This means that only one thing remains: to cultivate hard work from an early age, especially since an early age is especially favorable for instilling the habit of work, mastering work techniques, and developing those personality traits and character traits on which a person’s position in work largely depends.
The famous Polish teacher, doctor and writer Janusz Korczak said that a good, valuable beginning is inherent in every child and the most important task of adults is not to destroy what nature has laid down, but to help the best to reveal itself. In his book “When I Become Little Again,” he invites adults to look at themselves through the eyes of children and try to understand them. The book begins with an epigraph - a dialogue between the reader and the author. “Raising children is a very difficult matter,” say adults. “Very difficult,” agrees Korczak. “It’s difficult because you have to stoop to their understanding,” the adults continue. “No, it’s difficult because you have to rise to their purity!” the writer objects.
Everything that has been said fully applies to the education of hard work. No children are lazy by nature; everyone can be raised to be hardworking. What is needed for this? What is hard work? Probably in work that is done with interest. And with interest they usually do work that is not only somehow attractive, but also familiar. If something doesn’t work out, everything, as we say, falls out of hand, and if it works out, then the matter “burns” in the hands of a person.
We already know two conditions: in order to love work, you must be able to work; To work with interest, you need work to be attractive. How to provide them?
Let us first consider the first of the conditions. There may be objections to this: you cannot teach everything in the world. What is it that the child was taught that he will treat with love, but what was not taught? Obviously, it is necessary to teach some general actions that make work easier, make it meaningful and attractive. And, above all, teach how to set a work goal, choose the most rational way to achieve it, and evaluate the results of your activities.
Some might say that this is hardly something that can be taught to young children. However, he is wrong. The child begins to act purposefully in infancy. So they put him on his stomach, and he is trying to crawl because he wants to get a toy. If there is no goal in front of him, the baby will not move. And we deliberately place the brightest objects in front to achieve this goal.
The child grows up, goes to school, and begins to master academic work. And during this period, it is important not just to demand the completion of a task, but to help him master those methods of rational activity, thanks to which he will be able to complete it: teach him to plan homework, choose the sequence of work, ask himself the once favorite questions “what?” “how?”, “why?”, to be sure that the task was completed correctly, that the educational material was remembered.
Well, how to fulfill the second condition - to make work attractive? And is it possible for every type of work to be like this? Perhaps, if you consider that one or another type of activity may be attracted for various reasons.
One of them is the content and method of execution. Some like to sew, others like to work in the garden, others like to take care of pets, and others like to sculpt, draw, and carve.
The attractiveness of work can also be determined by its purpose. For example, cleaning the apartment and putting things in order in your corner is not that interesting. But the aesthetic pleasure of the established order, cleanliness, suddenly opened up space, and self-created comfort can evoke a positive attitude towards everyday uninteresting work at home.
It can also be attractive to know that through your work you are helping others, that you are caring for your loved ones and comrades. Such a moral experience of the sense of necessity of one’s work for others serves as a prerequisite for realizing the social, social significance of work in adulthood, when a hardworking person gets used to equally conscientiously performing any work needed by society, regardless of whether he likes it or not. The awareness of its necessity, the usefulness of one’s work for the common cause, becomes in this case an incentive to work.
Finally, the attractiveness of work can be determined by the way it is organized. This is of particular importance for instilling hard work at a young age. The favorite way to organize any activity in primary school is a game. Psychologists talk about play as the leading activity during this period of a person’s life. In play, a child learns about the world and masters the laws of human communication. And if, when organizing your work activity, you take this feature into account, you can achieve amazing success.
The play form of work, joint activities with adults, make even those types of activities that previously seemed boring to the child interesting.
The child is drawn to communicate with elders, he strives to imitate them. After all, children most often play like adults, copying what they observe in the family, in the yard, with neighbors, at school, in the clinic, that is, in the social environment around them. And if adults invite children to play together, it inspires trust.
For example, you want to form in your child the habit of finishing the job he has started, constantly fulfilling his duties, but the child cannot get used to putting toys back in their place - they do not like this, from their point of view, a useless task. What if the work of putting things in order was turned into a game?
A game? Yes! But it is precisely this that forms the habit of finding each thing its place. And this is an interested attitude towards self-service, putting things in order, this is also a way to cultivate neatness, composure, and patience.
Also, in developing hard work in a primary school student, one must remember those personality qualities, moral and volitional characteristics that contribute to the development of hard work. And not only remember, but also pay attention to their development. What moral and volitional qualities are necessary for a person to grow up hardworking?
Observation, because children learn a lot about work actions and examples by observing the activities of adults and peers. The more attentive and observant children are, the more successfully their life experience, including work experience, is formed.
Persistence, because work is overcoming, overcoming the unknown, overcoming material, overcoming oneself.
Perseverance, because an indispensable sign of hard work is the ability and desire to complete the work started.
Curiosity, because without the desire to know skills will not be acquired, and without skills positive work experience will not be formed.
Demanding on oneself, because otherwise it is impossible to achieve conscientiousness and responsibility in completing tasks, to develop self-control skills, and attention to the quality of the results of one’s work.
Interest and ability to be creative, because it is creative search, non-standard solutions to assigned tasks, the desire to find rational methods for their implementation, to introduce novelty, that give rise to an interested attitude to work and bring satisfaction.
The desire to show care for others, because showing care for loved ones, comrades, one’s team as a result of work or the goal of work also contributes to a feeling of satisfaction, aesthetic pleasure in work. However, the motives for which the child tries are important: does he really feel satisfaction from being useful with his work, or does he do the work in anticipation of praise and reward? In the first case, he develops valuable moral qualities associated with the desire for mutual assistance, care, collectivism, in the second - selfish inclinations, which not only contradict the morality of our society, but also adversely affect the psychological climate of the family: the selfishness of children brings unhappiness, first of all , their closest people.
This means that raising a hardworking person is also a social task, in which work is a means of self-affirmation and self-development of a person. At the same time, this is a moral task, on the solution of which both the well-being of a growing person and the well-being of the family that raised him depend. Solving this problem must begin from early childhood. If already at this age the components of hard work are not laid down: curiosity and observation, concentration and patience, self-criticism and a caring attitude towards others, the ability to comprehend, plan and evaluate the results of work, in the future it is much more difficult for the educator to form in the child an attitude towards work as a need.
“The purpose of labor education and training at school should be to instill a love of work and respect for working people, to develop in them labor skills and abilities in the process of study and socially useful work.” (Psychological foundations of labor education for schoolchildren by E. A. Faraponova).
What is needed to develop a child’s need for work? First of all, the organization of work activity, because any personality quality develops and is formed in the type of activity that requires this quality. In other words, it is simply impossible to cultivate the need for work without inclusion in work itself.
Let's see how we fulfill this requirement, don't we sometimes become the unwitting culprits of the fact that in children the need not only does not develop, but even fades away? Of course, we are unwitting culprits, because we do it unconsciously, simply without thinking about the consequences of our actions, without taking into account the impact that some fairly common life situations can have on a child’s development.
Often, parents of schoolchildren, often with the best, as it seems to them, intentions, instead of hard work and the need for active activity, form an unwillingness to work in their children and raise consumers.
Here is a fairly typical example. A schoolchild is preparing his homework, and his mother sees what unsightly, skewed circles, squares, and triangles he produces. Is it possible to come to terms with the fact that tomorrow in class your son will look worse than others? But instead of patiently explaining to the child how best to do it, the mother chooses the easiest path for her - she does his work for her son. The son cries bitterly, tries to protest, he still wants to do it on his own. However, having received an “A” for his mother’s work and hearing praise addressed to him, he decides: everything turned out very well. This happens more than once. And from class to class the boy not only no longer protests, but also gets offended if his mother has no time and he himself has to “suffer.” This is how, instead of hard work, passivity is brought up, the inability to overcome difficulties in school, in work, in everyday life. At the same time, such children are especially demanding of their loved ones, because from childhood they are accustomed to the fact that everyone is obliged to take care of them and serve them.
Of course, you can do all your homework yourself faster and better, especially since preparing homework really takes children quite a lot of time these days. But think about the life experience they gain in this case! And this habit, in the end, becomes a character trait, a personality position, and the now mature daughter disdainfully refuses, for example, to help her mother. Then we begin to wonder: where does the callousness come from, where does the laziness come from, because, it seems, she doesn’t see a bad example in the family?
By the way, most often assurances that children are not overburdened with household chores are heard when you have to talk with parents about the poor performance of their son or daughter. Is there a pattern here? Is it not because a child’s education is difficult because the habit of work, hard, systematic work has not been developed since childhood?
Sometimes you can hear such characteristics from parents: “My son is obedient, whatever I ask, he will do everything,” “My mother will not contradict me in anything, whatever is assigned, he will do everything.” Of course, this is good, but it is not enough to cultivate the habit of work, to develop the need for work. One-time assignments can probably achieve obedience and simple diligence, but initiative in performing work tasks, the desire to be useful of one’s own free will, to do something for loved ones, or to do something for loved ones, can hardly be generated.
So, the main condition for cultivating a conscious need for work is the inclusion of children from a very early age in labor activity, the formation of basic labor skills and experience of the child. Knowledge, abilities, practical skills are the necessary subject basis for treating work as a need. The more perfect the skills, the higher the mastery, the freer a person feels in a mastered type of activity, the more satisfaction the work gives him.
However, this is not enough. An emotionally positive attitude towards work is no less important. The ability to experience joy from successfully completed work, the ability to see creativity in work, to enjoy the process of work itself - all these are manifestations of an aesthetic attitude towards work. Without such an attitude, instilling the need for work is unthinkable. How to call him?
We have already said that not only the content of work can be attractive, but also the form of its organization, the nature of the relationships in work. “The main method of humanistic education,” writes the famous Soviet teacher Sh. A. Amonashvili in his book “Hello, Children!”, “is to give the child the joy of communicating with you: the joy of joint learning, joint work, play, and relaxation.” However, true cooperation is impossible without respect for the child’s personality and without trust on the part of adults. Don’t skimp on words or an encouraging smile to let your baby feel how precious what is made with his own hands is! Don't dismiss it, take the time to admire his work.
For March 8th, your son has prepared a gift for you. Perhaps it did not delight you: the thing seemed completely unnecessary, some kind of simple frame that does not harmonize with the modern, sophisticated environment. But be lenient and appreciate your son’s desire to bring joy. It will be painful and insulting for him to see the object of his labor carelessly abandoned, and a crack will appear in your relationship.
It is also very important that from the first years of a child’s life he accumulates experience in collective work, satisfies the need to communicate with adults and peers, develops the need to work for others: first for his loved ones, then for a group of peers and, finally, ,--for society.
Moreover, an unwanted, burdensome duty, but as an important and interesting matter, as your duty to others and an opportunity to show your individuality. This is where the perception of labor as the primary need of life begins.
Let's summarize some results. The role of labor in the moral improvement of the individual, as we have already said, is very great. It is through work that a person masters the culture of communication. In joint work, a collectivist is formed, ready to help, respecting the goals and results of the team’s work. Morally valuable personality traits are also formed in work: kindness and responsiveness, respect for working people and their work, careful attitude towards public property and intolerance towards carelessness and mismanagement, a caring attitude towards others and a critical attitude towards oneself. In other words, in the process of labor activity, a system of human relations develops towards work, the team, loved ones, society, and oneself as a participant in the labor process and the communication process. In work, the volitional qualities of the individual are formed and developed: the ability to work hard, the ability and desire to complete the work started, patience and concentration, determination and the ability to manage one’s time. (Family and children: education of hard work by A. K Beshenkov).
Similar documents
Features of the formation of independence among younger schoolchildren in the process of labor training. Identification of the level of development of independence in young children in the control and experimental groups and comparison of the results with each other.
thesis, added 02/18/2011
Reader independence, its structure, main stages of formation and laws of development. Age characteristics and methods of developing reading independence in younger schoolchildren. Fragments of lessons on developing reading independence.
course work, added 11/24/2014
The concept of modernization of Russian education. The concept of evaluative independence of junior schoolchildren. Methodological aspects of the development of evaluative independence. Analysis of modern research on the development of evaluative independence in schoolchildren.
course work, added 08/16/2010
Social and psychological characteristics of primary school age. Contradictions that arise when a child enters school. Independence as an integrative personality property. Pedagogical conditions for stimulating child independence.
course work, added 01/06/2011
The essence of independence as an integrative quality of personality. Identification of the level of manifestation of independence among students in the experimental class. Testing the methodology for developing independence as the leading personality trait of junior schoolchildren.
thesis, added 01/23/2014
Formation of independence of younger schoolchildren using the experience of M. Montessori in a regular school. Contents of experimental work, diagnosis of students' characters. Development of a curriculum, preparation of a specially equipped classroom for children.
course work, added 01/14/2015
Independent work of children of primary school age, its characteristics and organization. Manifestations of child independence in educational, play and work activities. Pedagogical conditions for its stimulation. Organization of control and assessment of schoolchildren.
course work, added 02/04/2015
Labor education as a pedagogical problem. Studying psychological and pedagogical literature on the research problem. Formation of work skills among junior schoolchildren. Ways to develop hard work skills in the family. Educational potential of the family.
course work, added 06/07/2010
The essence of the concept of "independence". The influence of mental processes on the development of students' independence. Optimizing schoolchildren's independence. Levels of development of cognitive activity. The main ways to develop independence in children.
thesis, added 02/03/2011
The concept of cognitive independence of a primary school student. Educational process in primary school. Creating correct, positive motivation for the student. Implementation of learning principles. Tasks and productivity of cooperation between family and school.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
COURSE WORK
EDUCATION OF INDEPENDENCE IN CHILDREN OF PRIMARY SCHOOL AGE
Introduction
1.2
Conclusion
Bibliography
Introduction
Relevance of the work. Organizing and managing independent work is the responsible and difficult work of every teacher. Fostering activity and independence must be considered as an integral part of the education of students. This task is among the tasks of paramount importance for every teacher.
Therefore, a modern primary school is faced with the task of organizing the learning process in such a way that learning becomes one of the leading personal needs and is determined by the internal motives of students. This, in turn, presupposes the formation of the student in the role of a subject of educational activity, which is impossible without the formation of educational independence in him, which implies mastering by students the actions of self-control and self-esteem.
Primary school age is the most favorable for the formation of self-control and self-esteem in students, therefore, mastering the actions of control and assessment by junior schoolchildren is an important task within the initial stage of education (V.V. Davydov, D.B. Elkonin).
The relevance of this problem is undeniable, because knowledge, skills, beliefs, spirituality cannot be transferred from teacher to student, resorting only to words. This process includes familiarization, perception, independent processing, awareness and acceptance of these skills and concepts. And, perhaps, the main function of independent work is the formation of a highly cultural personality, because Only through independent intellectual and spiritual activity does a person develop.
The purpose of the work is to study the organization of independent work of junior schoolchildren.
During the learning process, the child must achieve a certain fairly high level of independence, which opens up the opportunity to cope with various tasks and acquire new things in the process of solving educational problems.
The object of the work is the independent activity of junior schoolchildren.
The subject of the work is the development of independence of primary schoolchildren through the use of gaming methods and techniques in the educational process.
Research hypothesis. It is assumed that the development of independence of younger schoolchildren through games will be effective provided:
systematic use of gaming methods and techniques in the educational process;
taking into account the age and psychological characteristics of children of primary school age;
creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed growing personality.
Research methods: analysis of psychological and pedagogical literature, synthesis, generalization, abstraction, observation, pedagogical experiment.
The theoretical basis for the study was the work of V.V. Davydov, A.N. Leontyev, L.S. Vygotsky, V. Ya. Lyaudis, A. V. Petrovsky, S. L. Rubinshtein, A. I. Shcherbakov, L. S. Konovalets, E. D. Telegina, N. D. Levitov, V. A. Krutetsky, V. I. Selivanova, V. P. Vinogradov, P. I. Pidkasistogo, A. V. Usova and others.
Experimental base of the study: students of grade 3 “B” of secondary school No. 57 in Moscow (13 girls, 10 boys).
The theoretical and practical significance of the work lies in the fact that the importance of games as the basis for the development of independence of children of primary school age has been studied, a variable form of using games in lessons in primary schools has been developed, which has been tested and confirmed by the results of experimental work.
Work structure. The work consists of an introduction, two chapters, including paragraphs, conclusions for each chapter, a conclusion and a list of references.
1. Theoretical approaches to the study of independent activity
1.1 Independent activity as a didactic category
To give a pedagogical phenomenon the status of a didactic category, in our opinion, it is necessary, firstly, to determine the place of this phenomenon in the structure of the learning process and, secondly, to establish its relationship with the main elements of the learning process.
It is typical for traditional pedagogical science to consider independent activity as a psychological category. However, its pedagogical affiliation is observed throughout the development of the learning process. To substantiate the above, we modeled the learning process at different stages of formational development and identified the specifics of independent activity corresponding to each specific model of the learning process.
The interconnected path of activity between teachers and students is expressed here as a brief and succinct formulation: “the teacher teaches, the student learns.” This formulation characterizes the dogmatic model of the learning process, reflecting the active activity of students with the passive activity of the teacher. In this model of learning, the student’s learning process was nothing more than the independent activity of his mechanical memory, the result of which was an educational text memorized without understanding. Such independent activity was of a reproductive nature.
The student’s independent activity was manifested not only in the work of memory, but also in thought processes - independent understanding of the material being studied. It is transferred to the internal plane, to the initial stage of reflection. Over time, teachers began to recognize not only the role of presenting content through detailed explanation, but also the need to consolidate and apply knowledge. Thus, the reproductive type of educational process became a logical continuation of the explanatory-illustrative type of teaching. In this learning model, independent activity is manifested in independent understanding and comprehension of the material being studied. Next, the studied educational material is translated into a text form processed on the basis of independent analytical and synthetic activity, reproduced “in your own words.” Such independent activity is a reflection of the student’s independence manifested in the educational process. Thus, independent activity is supported by the external form of its organization - independent work.
Further events associated with the scientific and technological revolution directly influenced the change in the model of the learning process and its structural organization. The next model, which appeared in the 70s. twentieth century, became three-component. And thus, the content of education has become the third component in the information model of the learning process, the essence of which is as follows: the teacher conveys the content of education to students, and students learn it. The main structural components of the learning process in this case will be: the activity of the teacher, the activity of students and the educational task.
A new look at the mechanism of the learning process began to take shape in the mid-80s. XX century, when the problems of pedagogical technologies and, in particular, learning technologies come to the fore. Therefore, the new model of the learning process is technological in nature, that is, it includes in general a set of procedures performed by the teacher and students regarding the third element - the educational task. Thus, the entire process of completing an educational task also represents an independent activity, which manifests itself not only in external independent actions to solve the task, but also in internal processes of the personal sphere - in reflection of the solution process.
The educational task in this model is considered as a means of developing independent activity. In this model, for the first time, students’ activities are divided. It identifies four sequential procedures: 1) the movement of the student’s activity towards the learning task; 2) inclusion of an educational task in the student’s activity as an object of his transformation; 3) implementation of intellectual and practical procedures for transforming an educational task; 4) control diagnostics of correct completion of the educational task and correction.
Uniform conditions for organizing the learning process, a uniform pace of studying the material, and the general form of its presentation make students impersonal objects of the teacher’s teaching activity. This leads to the idea of the need to search for subjective reserves that determine the effectiveness of the educational process and the independent activity of students in it.
To resolve this problem in the 90s. XX century in pedagogical theory and practice, a new approach to the organization of training was proposed - a person-oriented one. With a student-centered approach, the content included in the learning task and the range of learning tasks itself must satisfy all the requirements of this approach. What are the features of independent activity in this learning model? The fact is that the mechanism for the flow and organization of independent activity remains the same, with the exception that the student has to choose the educational task himself from a range of differentiated tasks. By making such a choice, the student not only shows independence and satisfies his cognitive interest, but also carries out personal reflection, comparing his cognitive capabilities and educational abilities with the degree of complexity of the proposed tasks and, thereby, with the possibility of correctly completing them. The specifics of independent activity in a person-centered learning model are as follows. The student shows activity and independence, engaging in interaction with the teacher in the conditions created by him, i.e., self-immersion in the learning situation occurs. However, the independence manifested in this case is of a reproductive nature, since both the learning situation and the incentive to act in it are “programmed” in advance by the teacher and are not personal manifestations.
In this model, the independent activity of students, being a manifestation of their selfhood, reaches a qualitatively new level. It is already initiated to a greater extent by the student’s personality and to a lesser extent by the activities of the teacher. Despite the fact that the teacher creates an educational problem situation, involving students in it, each student, based on personal reflection, sees his own cognitive contradiction in it. The result of this independent activity is the reflected content of education, which represents personal meaning for the student and replenishes his subjective experience, ensuring the development of the student. Thus, in the personal developmental model of learning, the student’s independent activity proceeds from self-design of his educational actions and ending with self-control and personal reflection, which characterizes its high level.
This model, in our opinion, reflects the learning process as an independent activity of students in its purest form. As for the teacher’s activity, here it is more organizational than educational in nature, since it is an analogue of social processes leading to certain life situations in which a person organizes his life activities.
The personal-strategic model represents the initial stage of a person’s self-education and creates all the prerequisites for his further continuous self-improvement throughout his life.
A retrospective analysis of independent activity in the context of learning showed that, on the one hand, independent activity is adjacent to the main elements of the learning process: the purpose of learning, the content of education, the activity of the teacher, the activity of the student, etc., since in each of the models considered it takes its definite place. On the other hand, independent activity determines the way of interaction between the main elements of the learning process, thereby ensuring its progress.
The foregoing allows us to assert that independent activity is one of the main elements of the learning process of a higher (integrative) order. But each of the elements of the learning process at the general theoretical level is represented by a corresponding didactic category. Based on this, it can be assumed that independent activity in learning theory also has the status of a main didactic category.
1.2 Formation of independent activity of schoolchildren in learning
The problem of independent activity occupies one of the leading places in psychological and pedagogical research, since it is in it that the development of the creative abilities of the individual occurs. For each period of development of society and pedagogical thought, its own means, methods and forms of its implementation are put forward. Currently, in the theory of learning, there is a need to create a mechanism that implements the theory of independent activity in school practice. As a didactic tool, we propose to use an educational task as a technological category, which plays the role of a means of forming independent activity of schoolchildren in the educational process. However, not any type of educational task plays the role of a means of developing independent activity, but only those that are specifically aimed at developing the latter.
The classification of educational tasks aimed at developing independent activity is compiled according to the following criteria: stimulating students for educational activities; the nature of educational activities; links of the educational process; level of learning material. Let us give a detailed description of the groups of tasks identified above. So, the first group of tasks to stimulate students to carry out educational activities consists of: educational tasks that stimulate the acquisition of new material; educational tasks that do not have a stimulating effect. Educational tasks aimed at developing motivation to carry out independent activities include advanced tasks; educational tasks with a missing condition. However, tasks to develop motivation are not enough for the student to carry out independent activities. Such tasks are necessary that will interest the student in performing this type of activity or will maintain his interest during independent activity. For this purpose, we introduce such a group of tasks as educational tasks to maintain cognitive interest. The use of this type of task allows for individualization and differentiation of learning.
Thus, the teacher interests the student in performing independent activities through a system of proposed tasks without direct influence on him. Based on the formed motive and interest, the child has a need to carry out activities. These are reproductive tasks that are performed by analogy to improve the skills of students.
The second group of tasks, classified according to the nature of the educational activity, consists of: educational tasks that mediate educational information; educational tasks that guide the student’s work with educational material. These are educational tasks that directly reflect the content component in the structure of independent activity. Educational tasks that mediate educational information. This is a typical type of assignment for independent work, the main goal of which is to bring educational information to the student’s consciousness. Observational learning activities prepare students to make necessary generalizations and draw or support conclusions. This includes tasks whose performance is based on sensory perception. Tasks can be of varying degrees of difficulty: from a simple description of the results of perception according to a given plan to tasks that require complex mental operations and great independence. Tasks are often not limited to observation, but also involve various manipulations with objects. Such tasks represent a transitional step to practical work. The main purpose of these tasks is to activate the perception and mental activity of students.
Training assignments for the formation of skills and abilities are based on the application of acquired knowledge in practice. The following types can be used here: calculation tasks, transformation tasks; tasks to apply theory in a familiar situation; tasks for which an algorithm is known; comparison tasks; tasks of a practical nature - measure, weigh, etc. Such tasks primarily perform a teaching function, but at the same time they can also perform developmental and educational functions.
Considering the third group of educational tasks on the basis of “links of the educational process”, it is easy to notice that for each stage of the learning process a type of task is selected that contributes to the implementation of the didactic goal set at this stage.
The fourth group of tasks, classified according to the “level of mastery of educational material”, is responsible for the content-operational component in the structure of independent activity and represents: reproductive tasks; reconstructive and variable; creative. Reproductive tasks are performed on the basis of imitation, training actions performed according to a model, or on the basis of the application of knowledge in a familiar situation. When performing creative tasks, students require a lot of effort to find a way to solve them. Students not only apply their acquired knowledge, but also acquire new ones. That is, these are tasks that involve creative activity.
This classification of tasks in the educational process is implemented using a model for organizing independent activities of schoolchildren. It consists of the following components: subject-subjective; motivational-target; content-operational; effective and reflective. The first component consists of the teacher and the student as subjects of the learning process; the second component is goal setting and determining the motive for activity; the third component is represented by a form of independent activity - independent work and its types, as well as a means of independent activity - an educational task that embodies the content of independent work and actions for its implementation, and its types aimed at the formation of independent activity; the fourth is the result of independent work; fifth - reflection of independent activity.
However, in order for this model to be fully specified, each type of independent work should be filled with content materialized in a set of types of educational tasks.
The use of this system of independent work will allow students to more effectively form independent activities.
1.3 Play as the basis for the development of independence in primary school children
The use of games in the educational process is evidence of the dominance of the trend of transition from informative to active forms and methods of teaching with the inclusion of elements of problem-based research, the use of reserves of independent work of students, and the creation of conditions for creativity.
Domestic psychologists L. S. Vygotsky. A. N. Leontyev. S. L. Rubinstein. D.B. Elkonn considered the theory of play activity in the general context of personality development as the main means of activity for a child of primary school age.
The essence of the game as a means of activating the cognitive activity of schoolchildren can be traced in the works of Sh. A. Amonashvili, Yu.P. Azarova, A.B. Anikeeva, B.P. Nikitina, V.V. Repkna. P.I. Pidkasisty, E. E. Seletskaya, S. A. Shmakova, M. G. Yanovskaya and others.
A number of works are devoted to the game as an effective method of education, training and personal development: N. A. Neduzhego, S. V. Grigorieva, E. I. Balakireva, B. V. Kupriyanova, I. A. Maydannnk, P. V. Puchkova, V. G. Denisova, O. O. Zhebrovskaya, I. A. Gurnaya and others.
Didactic games are aimed primarily at developing the cognitive process (attention, memory, thinking) and arouse interest in the subject and promote conscious and lasting assimilation of the material, broadening one’s horizons, activating mental activity, and are an effective control of knowledge.
Games influence the development of the cognitive process (attention, memory, thinking) and arouse interest in the subject and contribute to the conscious and lasting assimilation of the material, broadening one’s horizons, activating mental activity, and are an effective control of knowledge.
For primary school students, this is an opportunity to unleash creativity, develop initiative, independence and acquire communication skills.
Without a didactic game, it is difficult to captivate a younger student into the world of knowledge and moral experiences, to make him an active participant and creator of the lesson. “Game moments in the lesson,” writes V.P. Teplinsky, “play the role of the first impetus in the formation of cognitive interest in science and an incentive to acquire knowledge.”
1. Analysis of independent activity in the context of learning showed that, on the one hand, independent activity is adjacent to the main elements of the learning process: the purpose of learning, the content of education, the activity of the teacher, the activity of the student, etc., since in each of the models considered it takes its definite place. On the other hand, independent activity determines the way of interaction between the main elements of the learning process, thereby ensuring its progress.
2. The teacher interests the student in performing independent activities through a system of proposed tasks without direct influence on him. Based on the formed motive and interest, the child has a need to carry out activities. As such a tool, we propose to use an educational task as a technological category, which plays the role of a means of forming independent activity of schoolchildren in the educational process. However, not any type of educational task plays the role of a means of developing independent activity, but only those that are specifically aimed at developing the latter.
3. The use of games in the educational process is evidence of the dominance of the trend of transition from informative to active forms and methods of teaching with the inclusion of elements of problem-based research, the use of reserves of independent work of students, and the creation of conditions for creativity. Games contain great potential opportunities for developing cognitive interest and nurturing independence in younger schoolchildren.
2. Experimental study of teaching independence in children of primary school age
To study independence during play at primary school age, we conducted a study that was carried out in three stages.
1 type This type of solution is characterized by the fact that the student does not yet understand the procedure for solving the problem posed. He does not complete the task given to him, but waits for additional explanation.
Type 2 The student completes the task only as previously explained and only if the condition of the new task coincides with the previous one.
Type 3 The student completes the task, despite possible differences in the condition with the previous one, thinking through a solution plan with various additions and explanations.
Type 4 The student independently completes the task, considering the possibility of solving this problem in various ways.
During the task, the child can make various additions, changes, vary and transform familiar material, as well as create new combinations from learned old elements.
At the second stage, tasks were selected that would help the younger student independently move up the steps of knowledge.
It was necessary to select tasks that were interesting for students, small in volume, and varied in form. This work was based on the methodology of N.F. Vinogradova. This technique provides for several components of student development: the ability to apply acquired knowledge; the ability to acquire knowledge.
Personally-centered learning is associated with meeting the child’s needs in various activities that are interesting to him. For younger schoolchildren, one of the most relevant activities is playing.
This program provides not only didactic games, but also role-playing games. This is due to the characteristics of role-playing games: the child takes on a role, acts in an imaginary situation, enters into playful relationships with peers, and together with them creates the plot of the game. He does all this according to his own understanding, independently.
Children are free to choose partners, actions, plot and accessories of the game. That's why it's so important to give them the opportunity. For example, in “The World around us” lessons, it is advisable to introduce various dialogue games. independence task game child
In the “Family” theme, children act out telephone dialogues: “Mom and daughter”, “Congratulations to grandmother”, “Let’s call a doctor to the sick person”, “Talk to a friend”, etc.; In the theme “Autumn,” a “forest meeting” is organized, at which animals, birds, and insects talk about how they prepare for winter. Very interesting are travel games that use a map, globe, illustrations, and excursion games (for example, “At the fair”, “In the museum”, “Tour of the hometown”, etc.).
Games based on literary works are also interesting - acting out excerpts from fairy tales, stories, dramatization of poems, folk songs, nursery rhymes, chants, etc.
The studied material can become the basis for such well-known games as “Field of Miracles”, “Experts”, “Clever and Smart Girls”, where children take on the roles of both team leaders and players.
So, in order to make the learning process person-oriented, it is necessary to: recognize the right of every child to self-worth, individuality, the desire to independently acquire knowledge and apply it in a variety of activities that are interesting to him.
RUSSIAN LANGUAGE
LESSON - RESEARCH
TOPIC: SENTENCES WITH DIRECT SPEECH
Objectives: 1. Repeat what has been learned about circumstances, consolidate children’s ability to find circumstances in the text, and determine their category. 2. Introduce children to a new type of sentences - sentences with direct speech.
Learn to write sentences with direct speech, distinguish them from other sentences. 3. Continue working on sentences as a syntactic unit of the Russian language.
During the classes
Today in class we will learn new rules of the Russian language for us, repeat previously learned ones, and the tales of your favorite poet A.S. will help us with this. Pushkin.
Today we will also do the following:
a) here you will be a proofreader;
b) here you will be transported to the old days;
c) here you will become writers.
And here you will discover another secret of the Russian language, be careful:
At Lukomorye d ub green,
Golden chain on oak volume
AND day and night cat scientist
Everything goes round and round in a chain;
Goes to the right - the song starts,
Left - tells a fairy tale.
There miracles: a goblin wanders there,
Mermaid on branches is sitting.
IN dungeon there the princess is grieving,
And the brown wolf right serves;
There, Tsar Koschey is wasting away over gold;
There's a Russian spirit there... it smells like Russia.
This is the prologue to the poem "Ruslan and Lyudmila". Your task is to find circumstances in this passage. Take the pieces of paper with the passage on your desk and highlight the circumstances. We work in pairs. Time - 1 minute.
Verification - orally.
Did you guess what 3 groups these circumstances can be divided into? Write these groups down in your notebooks. For those who find it difficult to do this right away, you have help cards 1, 2, 3. On the blanks, indicate which card you used.
1. Circumstances of the place: near the seaside, on an oak tree, along the chain, to the right, to the left, there, on the branches, in the dungeon.
2. Circumstances of time: day, night.
3. Circumstances of the course of action: all around, right. Verification - orally.
Look at the board, here is riddle number 2:
A fish swam to him and asked:
“What do you want, elder?”
The old man answers her with a bow:
“Have mercy, lady fish.”
("The Tale of the Fisherman and the Fish")
Pay attention to the writing and construction of the sentence. What new did you see in the design of the proposal? (There are quotation marks, the words of the author, the words of the fish, the words of the old man, the word “older”) Read the 1st sentence. How many parts does it consist of? (From 2.) Which ones? (Words by the author, words by the fish.) Such sentences are called direct speech sentences. This is the main topic of our lesson today.
And our task, the goal of the lesson, is to learn to write such sentences correctly; learn to distinguish sentences with direct speech from other sentences.
Whose words are these: “What do you want, elder?” (Fish words.)
How did you find out? (There are words that indicate this: “a fish swam and asked” - the author’s words.)
What about direct speech? How is direct speech formatted? (Enclosed in quotation marks; written with a capital letter; after the words of the author- colon.)
- Guys, what is this word? "older"! (Old man is an outdated respectful address for an old person.)
Previously, in the Old Russian language, in addition to the cases you know, there was one more, it was called vocative. Why do you think this name is given? (Call someone.) Word "older" in this case it is in the vocative case.
But now there is no such case, and when we call someone, ask, turn to someone, it is called appeal(Notis a member of the sentence).
Notice how the appeal is highlighted in the letter. (Commas if it is in the middle of a sentence. What do you want, old man?)
Who can figure out the second sentence for themselves? (Words of the author, direct speech, appeal.)
Let's summarize what we have learned about sentences with direct speech.
3. Enclosed in quotation marks
You and I use different schemes for writing sentences. But what schemes are usually used to write sentences with direct speech. (Show diagrams on a magnetic board.) Surprised how many schemes there are? Yes, there are so many options for writing sentences with direct speech. We will only look at a few for now. Where are our options?
And now a new meeting awaits us.
“We have traveled all over the world;
Living overseas is not bad,
What a miracle in the world."
Do you agree with the way the sentence is written? Is it legal to put quotation marks here? (No, because the author's words are missing.) Correct the mistake. Remember the author's words?
The shipmen responded: “We went around...”
Writing in a notebook, one person corrects it on the board.
Now let's see which verbs introduce direct speech. (I askedanswers, she said.) Such verbs are usually called speaking verbs.
But it happens that some people only use one verb in their speech: said, said... spoke, said... This impoverishes speech.
To prevent this from happening to you and me, let's continue this series with synonyms. Independent work of children (Said, spoke, inquired, said, whispered). Checking and adding.
Let’s make up our own sentences with one or two of these verbs (possibly in fairy-tale form) or recall from the works of A.S. Pushkin. (Examination).
And now two more fairy tales, do you know which ones?
And I asked my question: Am I the prettiest, the most rosy and the fairest in the world?
Balda's idea of doing this is no joke!
An old Bes came out of the sea and asked why you came to us, Balda.
The clear month continued to wait, perhaps the wind knows about it.
Children call fairy tales. Place punctuation marks. Use diagrams. 1st option - “The Tale of the Dead Princess”, 2nd option - “The Tale of the Priest and his worker Balda”. Checking on the board, arranging signs with explanation.
Gradually we got to the last fairy tale.
The governor says that the cockerel is crowing again.
What fairy tale are these lines from? (“The Tale of the Golden Cockerel.”)
But this sentence is called a sentence with indirect speech. How does it differ from direct speech sentences? (In terms of meaning, the speech is already in a distorted form, not conveyed verbatim. According to punctuation marks, it is written in the form of a complex sentence.)
Indirect speech conveys the content of someone else's statement (i.e., the general meaning), but does not reproduce it verbatim. It is written in the form of a complex sentence.
Write down this sentence.
What can you say about him, give a description. (Declarative, non-exclamative, complex; 1st part- undistributed, part 2- common because there is a minor member- circumstances of the course of action.)
Posted on http://www.allbest.ru/
Posted on http://www.allbest.ru/
Now write down this sentence like A.S. Pushkin, i.e., as a sentence with direct speech. Write in notebooks, correct on the board. Our lesson has come to an end. What do you want to say about the lesson? What did you like most? What would you change?
Who liked the way it worked? Who thinks that they have not worked to the best of their ability?
At home: write down 4-5 sentences with direct speech from the fairy tales of A. S. Pushkin and write down diagrams for them.
Didactic games in the Russian language
1. Find words with prefixes.
Bring, roll, hide, lead, bake, raise, rejoice, laugh, help, learn, run away, slippery.
2. Find the “extra” word by type of declension. Speech, news, clearing, power.
Glade, hand, bird cherry, mouth.
Kostya, St. Petersburg, train, station.
Courage, drops, honeysuckle, pride.
Childhood, adventure, heritage, technology.
People, island, basket, gift.
Warmth, heritage, mountain, wealth.
Berry, bowl, fire, squad.
3. Indicate animate masculine nouns in the instrumental case.
Dream about summer.
Hide behind an oak tree.
Sit on the shore.
Standing in front of your father.
Watch the house.
To draw with a pencil.
Relax under a tree.
Look under the table.
Play with a friend.
4. Find the feminine noun in the dative case.
Come to grandma.
Tell dad.
Book about nature.
Play in the yard.
Walk down the street.
Poems about spring.
Approach your sister.
Birthday gift.
Dream about a walk.
Help mom.
5. Choose sentences according to the scheme: definition, subject, predicate.
We are waiting for the train.
The younger brother has grown up.
The birds are singing loudly.
Yellow leaves are falling.
Sunday is over.
Didactic games in mathematics.
1. How many two-digit numbers can be made from the numbers 1, 2, 3, provided that the numbers in the number are not repeated? List all these numbers and find their sum.
Answer: 12, 21, 13, 31, 23, 32.
2. Replace the asterisks with numbers: *** - 1 = *** Answer: 1000 - 1 = 999.
3. The father of one citizen is called Nikolai Petrovich, and the son is Alexey Vladimirovich. What is the citizen's name?
Answer: Vladimir Nikolayevich.
4. In the village of Prostokvashino, Uncle Fyodor, the cat Matroskin, the dog Sharik and the postman Pechkin are sitting on a bench in front of the house. If the dog Sharik, sitting on the far left, sits between the cat Matroskin and Uncle Fyodor, then Uncle Fyodor will be on the far left. Who sits where?
Answer: Uncle Fyodor, dog Sharik, cat Matroskin, postman Pechkin.
5. A notebook is cheaper than a pen, but more expensive than a pencil. What is cheaper: a pencil or a pen?
Answer: pencil.
6. Pick up the numbers.
Answer:
7. Magic squares.
Answer:
At the third stage (control experiment), we summed up the work done to develop independence through games. The results of the study are reflected in the summary table.
Table 1 Diagnostics of methods for solving the problem
Thus, the coefficient of originality of each subject in all groups turned out to be closely related to the identified types of solutions to the proposed problems. The more complex the type of solution, the method of manipulating imaginative images that a child used, the higher his originality coefficient was in a given age group.
Conclusions on Chapter 2
Pupils of grade 3 “B” from secondary school No. 57 in Moscow took part in the study. During the study, subjects were offered various didactic games during Russian language and mathematics lessons. As the study showed, these lessons became the most interesting for children; they increased the productivity of completing tasks.
At the first stage of the study, we identified 4 types of solutions by schoolchildren to experimental tasks for independence.
This work was based on the methodology of N.F. Vinogradova. This technique provides for several components of the student’s development: the ability to apply acquired knowledge; the ability to acquire knowledge.
For younger schoolchildren, one of the most relevant activities is playing. This program provides not only didactic games, but also role-playing games. This is due to the characteristics of role-playing games: the child takes on a role, acts in an imaginary situation, enters into playful relationships with peers, and together with them creates the plot of the game.
To make the learning process person-oriented, it is necessary to: recognize the right of each child to self-worth, individuality, the desire to independently acquire knowledge and apply it in varied and interesting activities.
At the third stage (control experiment), we summed up the work done to develop independence through games. We came to the conclusion that when using game techniques in lessons, younger schoolchildren develop independence to a greater extent.
Conclusion
Play arises from the child’s need to learn about the world around him, and to live in this world as adults do. Play, as a way of understanding reality, is one of the main conditions for the development of children's imagination and independence. It is not imagination that gives rise to play, but the activity of a child exploring the world that creates his fantasy, his imagination, his independence. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, and creates conditions for the development of abstract thinking. The game is a favorite form of activity for younger schoolchildren. In play, children master game roles, enrich their social experience, and learn to adapt to unfamiliar situations.
The game method of involving a student in activities presupposes a personal approach, when the teacher is focused on the personal approach as a whole, and not just on his functions as a student. A game is not entertainment, but a special method of involving children in creative activities, a method of stimulating their activity. Play as a problem of education requires tireless, daily thinking of parents, and requires creativity and imagination from teachers.
The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc.
The active introduction into the traditional educational process of various developmental activities, specifically aimed at the development of the child’s personal, motivational and analytical-syntactic spheres, memory, attention, imagination and a number of other important mental functions, is in this regard one of the most important tasks of the teaching staff.
The goal of the work has been achieved. The problems are solved, the hypothesis is confirmed.
Bibliography
1. Asmolov A. G. Psychology of personality. - M.: MSU Publishing House, 2008. - 367 p.
2. Bozhovich L.I. Selected psychological works. - M. Publishing House Academy, 1997. - 300 p.
3. Bozhovich L.I. Problems of personality formation. - M.: International Pedagogical Academy, 1996.- 212 p.
4. Vygotsky L. S. Psychology. - M.: EKSMO-Press Publishing House, 2000. - 1008 p.
5. Gurevich P. S. Psychology and pedagogy. - M.: Unity-Dana Publishing House, 2005.-320 p.
6. Gurevich P. S. Psychology. - M.: Yurayt Publishing House, 2011. - 608 p.
7. Enikeev M.I. General and social psychology. - M.: Publishing House Infra-M, 2010. - 640 p.
8. Esipov B.P. Independent work of students in lessons. - M., 1961. - 238 p.
9. Krol V. M. Psychology. - M.: Higher School Publishing House, 2009. - 325 p.
10. Krysko V.G. Psychology and pedagogy. Questions and answers. Structural diagrams. - M.: UNITY-DANA, 2004.- 367 p.
11. Nemov R.S. Psychology. In 3 volumes - M: VLADOS Publishing House, 2001.
12. Nurkova V.V. Psychology. - M Bodalev A.A. Psychology of Personality. - M.: MSU Publishing House, 1988. - 125 p.
13. General psychology. / Ed. Petrovsky A.V. - M.: Publishing house Enlightenment, 1976. - 479 p.
14. Psychology and pedagogy / Ed. A.A. Radugina. - M.: Center, 2003. - 315 p.
15. Pidkasisty P.I. Independent cognitive activity of schoolchildren in learning. M., 1980. - 123 p.
16. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg, Peter, 2003. - 732 p.
17. Slastenin V.A., Kashirin V.P. Psychology and pedagogy. - M.: Academy, 2001. - 480 p.
18. Stolyarenko L.D., Samygin S.I. Psychology and pedagogy in questions and answers. - Rostov-on-Don, 2002. - 576 p.
19. Uman A.I. Technological approach to learning: theoretical foundations. - M., 1997. - 156 p.
20. Unt I.E. Individualization of educational tasks and its effectiveness. Vilnius, 1975. - 345 p.
Posted on Allbest.ru
...Similar documents
Theoretical foundations for teaching thrift to younger schoolchildren. Practical work on teaching thrift in children of primary school age. A questionnaire to identify the development of economic ideas in children of primary school age.
course work, added 10/30/2008
Age-related features of the development of children of primary school age. The problem of forming the concept of set in children of primary school age in the scientific literature. Development of lessons and didactic games for teaching primary school children.
thesis, added 09/08/2017
Studying the essence of cognitive independence and its manifestations. Psychological and pedagogical foundations of educational and cognitive activity of students. Description of methods and techniques for developing independence in children in the classroom, identifying their effectiveness.
course work, added 06/02/2015
Peculiarities of age-related development of children of primary school age. Specific features of physical education in a modern family. Development of a set of exercises for morning exercises for children of primary school age and evaluation of effectiveness.
course work, added 10/27/2010
Creative development of personality. Diagnosis of the creative development of children of primary school age. Cultural and leisure institutions and their opportunities in the development of schoolchildren. A program for teaching sports ballroom dancing to children of primary school age.
course work, added 07/17/2012
Theoretical foundations for the formation of independence in preschool children. Conditions for nurturing independence in preschoolers, methods and techniques for conducting empirical research. Assessment of the level of formation of this quality in children.
thesis, added 11/13/2013
Psychological and pedagogical characteristics of children of primary school age. Subject-based practical activity: concept, role in the development of children of primary school age. Subject-based practical activity as a means of intensifying thinking.
abstract, added 11/20/2010
Characteristics of primary school age. Basic exercises that develop the accuracy of differentiation of muscle efforts. The use of outdoor games in physical education lessons to increase the level of coordination abilities of school-age children.
course work, added 04/23/2015
Family and moral development as a psychological and pedagogical problem. Features of the moral development of children of primary school age. The relationship between parent-child relationships and the level of morality of a child of primary school age.
thesis, added 04/02/2014
Independent work of children of primary school age, its characteristics and organization. Manifestations of child independence in educational, play and work activities. Pedagogical conditions for its stimulation. Organization of control and assessment of schoolchildren.
Parents try to do everything for the child, but this does not make anyone better, the baby will not become independent. He learns to rely on others, and his self-confidence is undermined. Independence itself is not formed, it develops.
There are stages in the development of independence:
· Imitation stage. The child copies all the actions and images of adults.
·Partial independence stage. Children do some of the work themselves.
·The stage of more complete independence. Perform certain tasks independently.
Often, parents themselves refuse to develop independence in their children; it is more convenient and easier for them. There is no need to worry if the child does something without the knowledge or permission of the parents. If a child follows instructions from his parents, he will not look for ways to interact with his parents differently. No matter how the parents punish, the child will still hope for guardianship.
As the child grows, independence develops. At each stage, children's independence should be encouraged to the extent possible. It is undesirable to limit independent activity, as it will lead to negative reactions.
The process of developing teacher autonomy requires considerable patience. It is important to teach children: responsibility, to accept and respond adequately to criticism, the desire for social activities, and internal discipline. It is internal discipline that forms independence.
It is impossible to foster independence without providing it. Educational activities must show their results. To get a result, the child needs to recognize it as a goal. Many people wonder whether first-graders can be independent? This is one of the tasks of mental development. Not only independence is developed, but also mental development.
The level of development of independent thinking contributes to making informed and deliberate decisions, a life strategy is being formed, and the ability to predict the future.
The main task of the teacher is to formulate the components of educational activities. Signs of independent activity:
Teacher's Guides
Teacher's assignment
Student independence
Completing a task without teacher intervention
Student activity
When working independently, it is better for a teacher to use reminders and methodological recommendations. When completing assignments, constantly draw students’ attention to reminders and algorithms. Students will quickly acquire the ability to master the material.
The most effective type of independent work is creative activity. An important condition in the formation of creative activity is motivation, which is based on the educational and cognitive process. To improve efficiency, diagnostics are carried out. Diagnostics can begin from the 2nd grade using the questionnaire method. For example, you might ask, “Is it better to solve one complex problem or several simple ones? »
There are some conditions for developing the practice of independent activity:
·Having a system in using the task.
·Develop task planning in terms of content and form.
·The level of difficulty of tasks must correspond to the level of learning capabilities of younger schoolchildren.
·Maintain the duration of independent work.
· Consistently increasing the complexity of tasks.
·Clear combination of control and self-control, formation of task goals.
Every day, teachers calmly and consistently teach all students in the class how to organize their workplace and prepare for the lesson and complete assignments. Repetition will not harm anyone, some students are just getting used to it, being formed, while the smarter children are “consolidating.” Disciplinary action and an irritable tone are unacceptable. This contributes to a negative perception of the school and the teacher, and excessive tension in the lesson. Independent activities are organized based on images that set the sequence of actions. Choral recitation of work techniques will help to expand and consolidate the experience of independent work.
Diagnostics of schoolchildren is carried out carefully. Many children are independent in life. They dress and undress themselves, help their parents, and can even go to the store. They easily find friends and communicate. However, at school the child may behave differently. The teacher complains that the child is passive and needs to be regularly pushed and hurried to work. It is worth understanding what the independence of a younger student in learning consists of.
A student needs to learn to set goals and objectives and be able to solve them out of his own motivation. The child should feel that he is interested, that he needs to do this. Then there will be no constant control and standing over the soul by parents. This is what diagnostics of the development of younger schoolchildren consists of. Teachers believe that an important quality of a child is interest, activity in learning, the ability to plan their work, initiative and the ability to set goals. At first glance, it may seem to parents that the baby is still too young to make decisions and carry out tasks. Parents cannot take care of a child for the rest of his life, so he needs to develop the qualities of independence.
Constant parental control inhibits the development of independence in younger schoolchildren. A child does not need to often hear from adults such phrases as “Don’t interfere in the conversations of your elders,” constantly repeating that he is still small, and the like. If a student is controlled in this way, he will cease to be responsible for his actions and will shift the blame to others.
If a child has not yet learned to set goals for himself, he needs to be given options for action. Lessons for younger schoolchildren will help develop and reveal independence. For example, dictation in Russian. The child should be asked what needs to be done first, what needs to be repeated, what needs to be done at the end of the dictation, etc. Perhaps the child will not immediately understand what needs to be done first: go for a walk or do homework or wait until the parents come.
Parents should not expect that their child will immediately learn to make decisions and solve assigned problems. You can hint to him that the path to success is not parental efforts, but his own initiative and independence.
To develop independence, teachers recommend making reminders for the child. The instructions contain an algorithm for different situations. For example, how to solve a complex problem, learn a new rule, work on mistakes. Memos are sketched in the form of a drawing or diagram. It hangs over the desktop and the child can already check the algorithm. In this way, the development of independence of younger schoolchildren will begin to move forward from a “dead point.”
Self-control is an important skill in learning. Due to inattention, children often make mistakes. The student must be able to find out the spelling of words in the dictionary, whether he remembers the contents of the paragraph, and check the correctness of mathematical calculations. At home, at school, in class, you need to have a self-test scheme on hand. When the baby learns to check himself, then there will be fewer mistakes made.
Entering school for a child is a new stage of personal growth and development. Now learning activities are involved in the development of independence. Business qualities appear in adolescence. And they are formed during the learning process. The motivation to achieve success depends on business qualities.
Tips for parents in nurturing independence in a young child.
· The child needs to be taught a lesson about fulfilling household obligations. He can help with the housework, but later on a personal responsibility will appear, for which only the child is responsible. For example, set the table, water the flowers, take out the trash, etc.
· The baby must look after himself. The requirements for children must be adequate due to their age. There is no need to do the work for a child if he is able to handle it himself. Otherwise, the child will easily get used to the fact that the parents will remind you a couple of times and will do it themselves anyway, and will stop responding to the words. If the child is told several times to collect and prepare clothes, but he does not do it, then let the student worry tomorrow when he is late for school.
·The child can be involved in the discussion of general plans, let him express his opinion, which must be taken into account. If a conflict occurs, discuss it together; you need to find a solution to the problem and come to a compromise.
·You don’t need to stand over your child and control him all the time, otherwise he will never learn to be independent. The child is doing things, don’t bother him, just check from time to time how things are progressing. If your child is distracted, you should ask how they are doing at work.
·The child’s questions must be answered, but not chewed on. You should ask your child how they did this or that task at school. Parents can pretend that they have forgotten how to do this, because so much time has passed. For example, finding synonyms can be looked up together in a dictionary. So the child will learn to use a dictionary and reference books.
·To ensure that the younger student is less distracted, a schedule is drawn up. The child will be able to control his time. For example, how much and what time does it take to have lunch, do homework, etc.
· The baby wants to go for a walk or watch an interesting program, again, together we need to calculate the time in order to have time to do everything. A completed task is considered completed if it is accurate and complete.
· It is worth taking a closer look and identifying the child’s characteristics by observing the style of work: he “swings” for a long time when completing a task or easily gets into work, how quickly he gets tired during monotonous work, what type of activity is easier. For example, counting, writing, drawing, reading. Taking these features into account, you can create a lesson plan for each day. Gradually, the schoolchild will learn to calculate his time correctly and parents will no longer need to be in the child’s room. You only have to control the final result of the activity. The child is provided with a permanent desk space where he will be pleased and comfortable to study. It is not allowed to combine homework and watching TV or computer at the same time. The environment should be quiet and calm.
·The schoolchild assembles the briefcase independently. A list of items for a specific day will help you not forget anything.
· What parents say and promise must be fulfilled. Otherwise, children will eventually turn a deaf ear to threats. They promised to put it in a corner, so let it stand.
Independent activity of students is a complex and time-consuming process. Both parents and teachers should be interested here. Only united work can give the desired result. Although the main task lies with the parents, because from childhood they try to form independence in the child. They lay down and reveal certain skills and capabilities. A more or less prepared schoolchild is placed in the experienced hands of a teacher, who helps to reveal the necessary potential in the child.
Every family has different relationships - all parents know about this, but some do not follow it. Parents can follow their own problem solving methods or follow some guidelines. When making demands on a child, it is important not to forget about his right to have his own opinion, make his own decisions and bear responsibility. If the child is from a disadvantaged family, then the main share should fall on the teacher.
Both parents and teachers will have to be patient. These are just children who need help to become independent people. After all, attention is too important for them.
DEVELOPMENT OF INDEPENDENCE IN JUNIOR SCHOOLCHILDREN
BPOU RA "Gorno-Altai Pedagogical College",
teacher of psychological and pedagogical disciplines Lomshina T.V.
In line with the formation of the developmental learning paradigm, the direction of ideas is shifting from issues of organizing independent activity to the problem of achieving independence by the student, taking into account his interests and capabilities. M. A. Danilov notes that it is possible to stimulate the development of independence by modeling students’ learning difficulties and creating problem situations.
A student’s independence is the ability to set himself various educational tasks and solve them without outside support or encouragement. It is associated with a person’s need to perform actions according to his own conscious impulse. That is, such characteristics of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals and plan their work come to the fore. An adult's help is to make these qualities appear fully, and not suppress them with constant overprotection. The problem of developing students' educational independence is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students’ readiness for self-determination and self-development in the constantly changing conditions of the development of our society.
At the initial stage of education, the teacher’s priority tasks are: teaching students the ability to set goals and independently organize their activities to achieve them; evaluate the results of your actions, i.e. The main task of the teacher is the formation of components of educational activity. At the same time, formation does not mean “violent” activity “from the outside,” but the creation of conditions for organizing and managing students’ independent activities. The role of the teacher in this process is also to select the necessary means and techniques for their implementation.
To effectively guide students’ independent learning activities, it is important to determine the signs of independent work:
availability of teacher assignment;
teacher guidance;
student independence;
completing a task without the direct participation of the teacher;
student activity.
To successfully organize independent work in the classroom, it is important for a teacher to use various methodological recommendations and reminders. When performing various tasks or analyzing completed tasks, students’ attention is constantly drawn to reminders, recommendations, and algorithms. This helps them quickly master the necessary skills, learn a certain procedure and some general ways of organizing their activities. Control is very important performing independent work. Each independent work must be checked, summed up, and determined: what was done better and what should be paid special attention to. You need to recognize the cause of the error and find the right way to correct it. It is when doing independent work that there is a real opportunity to find out the cause of the error, and, therefore, to correctly plan students’ independent work related to improving skills, achieving solid knowledge, and rational use of study time. The results of independent work allow the student to see his progress. Since one of the leading tasks facing the teacher is to create conditions for organizing and managing the independent activities of students, there is a need to determine the main stages of organizing the independent educational activities of younger schoolchildren, both at the teacher and student levels. The technological justification of this organization represents the activities of the teacher and student at the appropriate stages of the lesson. The most effective type of independent work is considered to be independent work of a creative nature. An important condition for the formation of independent creative activity is motivation, which is based on educational and cognitive interest among elementary school students. To increase the effectiveness of motivation formation, its diagnosis is carried out. Starting from the 2nd grade, through a questionnaire, you can determine the type of educational and cognitive interest of students.
Independence as a personality quality is characterized by a high level of conscious activity that a child carries out without outside help.
Analysis of research data shows that when identifying the conditions and means for developing independence, many authors attempt to identify as many different factors as possible, which are far from clear from the point of view of the development of independence in children. Thus, Yu. N. Dmitrieva identifies five components of the manifestation of independence: 1) circle and system of knowledge; 2) mastery of methods of mental activity; 3) mastery of certain organizational technological skills; 4) strong-willed determination; 5) the individual’s focus on solving problems related to his needs.
N.A. Polovnikova substantiates the following levels of manifestation of independence by junior schoolchildren: copying and reproducing, combined and creative:
Level I – students independently perform exercises, assignments and tasks for the purpose of training according to the shown, ready-made model, where children’s knowledge is not “rebuilt”, but reproducing actions are performed with minimal mental effort;
Level II - characterized by the fact that children perform more complex actions to transfer knowledge and skills (as if making a transition from “ignorance” to “knowledge”), i.e. carry out independent activities;
Level III – the ability to creatively use existing knowledge and skills in new conditions, when solving various problem situations, demonstrating readiness to practically use knowledge in life at the level of creative activity on a topic given by the teacher, as well as at the level of creative activity on an independently chosen topic.
Thus, the independence of a primary school student is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior, expressed in the ability to set certain goals and achieve them on one’s own.
Bibliography:
Gavrilycheva, G. Education of independence [Text] / G. Gavrilycheva // Education of schoolchildren. – 2008. – No. 6. – P. 33-38.
Danilov, M. A. Fostering schoolchildren’s independence and creative activity in the learning process [Text] / M. A. Danilov. – M.: Education, 2008. – 82 p.
Dmitrieva, Yu. N. Psychological foundations of independence as a personality trait [Text] / Yu. N. Dmitrieva // Scientific notes. – M.: MSU, 2004. – 657 p.
Surveyor. Who is a surveyor? Description of the profession. Profession surveyor Surveyor training
Magellanic clouds: who are they?
Pepper Steak Sauce Creamy Pepper Sauce
How to create a competent portfolio for a designer
If you dreamed that a house burned down - interpretation of the dream according to the dream book