The intellectual education program really occupies an important place in the entire system of the educational process. The program is aimed at effectively identifying and developing the intellectual and creative potential of each student’s personality and helping especially gifted students in the class.
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PROGRAM
intellectual education
students of 5th grade for the 2013 - 2014 academic year.
The intellectual education program really occupies an important place in the entire system of the educational process.
The program is aimed at effectively identifying and developing the intellectual and creative potential of each student’s personality and helping especially gifted students in the class.
The most important direction of this problem is the implementation of the proposed program, which shows that every student should know that any of his hobbies, any of his interests will always be welcomed within the walls of our gymnasium, and supported by all teachers.
A large role in our program is given to extracurricular activities, which allows us to develop the student’s cognitive activity in various educational areas: mental education; environmental education; physical education.
Purpose of education:disclosure, development and realization of creative abilities in the most favorable conditions of the educational process.
The intellectual education program is a purposeful educational process that involves certain forms, methods and techniques. The solution to the problems of intellectual education in this program is carried out through such forms of educational influence as conversations, competitions, classes and games, etc.
Introduction
The process of cognition is practically the main part of any type of student activity (labor, artistic, educational, applied, environmental, etc.). Cognitive activity in extracurricular activities contributes to the accumulation and improvement of knowledge, as well as enriching the student’s leisure time, filling it with social and value content. Extracurricular cognitive activities are built taking into account the student’s interests, on free choice and change depending on changes occurring in hobbies and personal preferences. The implementation of this program allows students to develop reading tastes and interest in knowledge in a free, unobtrusive manner, and creates an atmosphere of intellectual search.
1. General Provisions
Intellectual education is an integral part of the general educational process of our gymnasium and represents the systematic and purposeful activities of the gymnasium.
The program is a document reflecting the goals, objectives, directions, content, and action plan for the implementation of the work of intellectual education of students in the gymnasium class for 2013-2014.
Principles of pedagogical activity in working with gifted students:
1. The principle of creating comfortable conditions for joint work between student and teacher.
2. The principle of creating conditions for self-knowledge and realization of each gifted individual.
3. The principle of variability in the implementation of the content, forms, methods of the educational process.
4. The principle of freedom of choice by students of subject and creative clubs, sports sections.
5. The principle of increasing the role of extracurricular activities.
2. The purpose and objectives of the intellectual education of 5th grade students.
Goals and objectives of the Program
Target: create conditions for identifying, supporting, teaching, nurturing and developing the student’s individual inclinations during classes.
To achieve this goal, the following tasks are solved:
Create a targeted system for selecting gifted students;
Create the most favorable conditions for the intellectual, moral and physical development of class students;
Stimulate the creative activity of class students;
To create conditions for gifted students to realize their personal creative abilities in the process of research and design activities;
Create conditions for the development and improvement of students' intellectual capabilities.
Comprehensively encourage students’ initiative, their independence in learning, self-development and self-education.
Organize and carry out work to identify and develop cognitive interests.
Determine individual qualities and their implementation in the educational process. The role of knowledge in human life. Studying is our main work. Analysis of progress for a month, quarter, year. What prevents us from studying well? The role of books in life The role of the computer in the life of a schoolchild. Teaching and school in the lives of great people. NOTE of a schoolboy. The ABC of mental work. Participation in subject Olympiads, international intellectual games. Participation in school and regional essay competitions, etc. Constant contact with subject teachers.
3. EVENT PLAN
Intellectual and educational class hour "Do you know…"
5th grade
Class hour is held in the form of a game
Target:
To develop students’ cognitive abilities and interest in learning about the world around them.
Tasks:
Create conditions for each student to demonstrate their abilities and intellectual skills.
Develop qualities such as the ability to listen to another person and work in a group.
Preliminary preparation:
Students identify team players, choose captains, and the names of their teams.
Students prepare classroom decorations. Souvenirs.
Determine the topics of knowledge areas for the game. For example, fairy tales, countries, nature, literature.
Progress of the class hour.
Presenter's opening remarks.
Presentation of teams (team name, motto).
Game1. Who is bigger?
The participants' general knowledge is tested.
Name the symbols of the Olympic movement. (five intertwined rings: white, red, yellow, green. black.)
Name the first animal to go into space. (Dog.)
What generals do you know? (Suvorov, Kutuzov, Zhukov.)
Who can be called a real tourist? (The one who protects nature.)
Name a device for determining the sides of the horizon. (Compass.)
Game 2. Tales of the world.
What fairy-tale creatures live in fairy tales? (Giants, gnomes, trolls.)
The hero of which fairy tale suffered for his boasting? (Kolobok.)
Name the writers and storytellers of the world. (Grimm, Andersen, Perrault, Gauff.)
Name the main characters of Sunny City. (Dunno, Znayka, etc.)
Game 3. Countries.
What is a coat of arms? (symbol of the country.)
Name the main symbolic difference between countries from each other. (Coat of arms, flag, anthem.)
Name the colors of the Russian flag. (White blue red.)
What does CIS mean? (Commonwealth of Independent States.)
Who founded St. Petersburg and when? (Peter 1, 1703)
Game.6. Art and literature.
Great Russian fabulist. (And A. Krylov.)
Great Russian poets. (A.S. Pushkin, M.Yu. Lermontov.)
Name the writers whose works about nature you have read in textbooks? (Charushin, Prishvin, Bianki.)
Define the word "landscape". (Picture depicting nature.)
Game 5.
Teams ask each other questions.
Name the birds of prey. (Eagle, hawk, kite, golden eagle.)
What is the name of the brownie from the cartoon? (Kuzya.0
Colors of rainbow. (Red, orange, yellow, green, blue, indigo. violet.)
Origin of the word "Hotel". (Guest.)
Define the abbreviation USA. (USA.)
What is the difference between a female bullfinch and a male? (Plumage.)
Captains competition.
Time for answers – 1 minute. The winner is determined by the number of correct answers in one minute.
The world's first cosmonaut. (Yu. Gagarin.)
How many days are there in a week? (Seven.)
Number of days in a year. (365 or 366.)
Length of lessons at school. (40 minutes.)
Mowgli's surroundings. (Animals.)
Students' favorite tune. (Ring.)
The capital of England. (London.)
Spiny flower. (Cactus.)
The animal with the longest neck. (Giraffe.)
Humpback ship of the desert. (Camel.)
How many hours are there in a day? (24 hours)
Singing birds of the forest. (Nightingale, oriole, blackbird.)
Where did Hottabych come from? (From a bottle.)
Presentation of results, awarding of teams and captains.
Until now, one of the priority forms of extracurricular educational work in school from grades 1 to 11, chosen by teachers and students, remains the classroom hour. This is an event that has various forms and technologies depending on the age, characteristics of the students, the experience of the teacher, as well as school conditions that promote self-education and self-realization of children.
At the same time, it must be remembered that class hour is not a lesson , but free creative communication between the teacher and his students, aimed at achieving the set goal.
To determine the topic of class hours , it is necessary to identify a range of topics and questions of interest from the wishes of students, and then draw up an educational program for the school year.
To do this, students, for example, can be offered several thematic areas in the form of a questionnaire, so that each student makes his own choice or offers something of his own. It is very important that there is a confidential psychological microclimate in the classroom, where children are not afraid to express their opinions or remain completely misunderstood. With this approach, the class teacher will be able to learn more about the problems that interest children, and not impose his point of view.
Naturally, in elementary school, the teacher will have to push the children to formulate their point of view and identify the range of problems, but by the 5th grade, children will speak freely about what worries and interests them.
With a skillfully organized organization of educational work at school, high school students themselves will not only choose relevant topics for class hours, but also prepare for them, raising questions from which, in their opinion, they “have not grown up.”
After this, you can safely plan class hours for the entire school year, according to the selected thematic areas of educational work. They can be like this:
1. Class hours aimed at developing the intellectual abilities of schoolchildren .
These classroom hours are developed with the aim of developing the mental abilities of students and increasing interest in acquiring new knowledge and education in general.
Historical relay
Your own game in the world around you
Brain-ring in physics
Intellectual game: “Oh, mathematicians!”
Economic game "Battleship"
Business game: Interest
Journey to the Land of Computer Science
2. Class hours on work and family education .
Their goal: involving students in various types of work and transferring experience, as well as providing initial career guidance. Family education is aimed at strengthening the prestige and role of the family in society.
Sample class topics:
Journey to the city of masters
The world of professions and your place in it
Business game: We are the best in our profession
3. Cool hours on developing a healthy lifestyle
They are aimed at developing physical strength and health, developing hygiene skills and a healthy lifestyle.
Sample topics:
Let's take care of our health from an early age - it will save us from pain and troubles
Ways to deal with stress
Bread and porridge are our food
How Ivan was a fireman
The Great Secret of Mister Vitamin
Respecting traffic rules, we’re going to Gena’s for her birthday!
4. Classroom hours about moral education
The purpose of these events is to develop a sense of duty and responsibility for one’s country and one’s behavior, a humane attitude towards others and a culture of communication, respect for nature, law-abidingness, the formation of socially approved views and relationships in family and sexual life, the need for work, needs and skills in self-knowledge and self-education.
For example, the following topics:
You and your friends
Life is given for good deeds
All people are different, but everyone has the same rights
We are in the world of things
Behavior in the theater
Resentment. Relationships with others
5. Class hours of military-patriotic and legal education
Here the main goal is the formation and development of a patriotic personality capable of successfully performing civic duties in times of peace and war.
Sample class topics:
A lesson in tolerance with writer Ordem Gali
And the Siberians went to the front
Children of war
It’s easy to love all of humanity, but you can love your neighbor
The feat of the people to live for centuries
This order should never be removed, for it is acquired by merit.
6. Holiday class hours
This is the most popular type of classroom time in schools. Preparation for the holidays begins long before the special day, and, as a rule, class teachers try to tell about the history of the holiday in an entertaining way - competitions, KVN, quizzes, evenings, etc. In a word, teach and educate while playing!
7. Class hours on environmental education
This direction is becoming priority in educational work schools. Today, it is very important to educate an environmentally-cultural personality, to develop environmental consciousness and a responsible attitude towards the environment.
Examples of topics for classroom hours:
Ecological KVN
Journey to the land of ecology
New Year's ecological fairy tale
Eco-occupation: national environmental safety
Ecological fairy tale: A forest full of wonders!
The earth is our home!
Ecology game: About green forests and forest wonders!
You can read more about the forms of extracurricular work on ecology
It is no secret that class teachers do not have enough time to compile and develop all school events, so they have to resort to searching for information on the Internet.
We hope that our collection of classroom hours, aimed at all age groups of children, will help you adequately prepare for the upcoming event:
Remember that an interesting class hour will not only please students, replenish your methodological collection, but will also allow you to receive from Notes.ru
Class hour "Intellectual problems"
Goals:
To promote the formation of creative abilities and interest in creative activities.
Develop thinking and speech.
Foster a sense of mutual assistance and camaraderie.
Progress of the lesson:
Today we will work with you on the development of speech and thinking. I want to introduce you to some game exercises, these exercises can be turned into an interesting game. In the game, you can set a rule - for the correct answer, the child receives a chip or some other reward. This creates additional interest in the game.
The group is divided into teams.
1. “Warm-up”
Answer the questions. Questions are asked to the teams in turn.
1 team
1.How many legs does a chair need to prevent it from rocking? (3)
2. How many units are there in a dozen? (12)
3. The clock shows 15 minutes to 12.
4. Swap the hour and minute hands - what time is it? (9)
5.Device for increasing swimming speed (fins)
6. Honey storage cell for bees (honeycomb)
7. Secret conditional word (password)
8. Antonym of the word “victory” (defeat)
9. Owner of a tongue without bones (chatterbox)
2nd team
1. Continuation of the novel by A. Dumas “The Three Musketeers” - “... years later” (20)
2.Smallest two-digit number (10)
3. What is the serial number of January in your season? (2)
4. Which leg does the dog need? (5)
5. Viscous sediment at the bottom of the reservoir. (silt)
6. A place in the desert where there is water (oasis)
7. Burial place of the Egyptian pharaohs (pyramid)
8. An absent-minded man from Basseynaya Street put it on instead of a hat (frying pan)
2. “Learn the word”
(Development of logical thinking)
Remember which letters are called vowels. How many are there in the alphabet? List them. And now I suggest you restore words in which vowels are missing. Write down your answers on a piece of paper. As soon as one of the teams finishes this task, everyone stops writing words.
GR – Z - , G – L – S, - KL – D, Z – M – K, DR – V - ,
DR – M - , C – G – N,
RG – N, L – M – N
Hand in the leaves. Speak the words orally.
3. "Unusual reading"
Teams receive texts. And the task is given: “read the lines backwards according to the words”, “read the lines backwards according to the letters”, “reading the words alternately normally and vice versa”, “reading only the second half of the words”.
Text 1.
Text 2.
Text 3.
After lessons Ira came:
Text 4
Text 5.
Text 6.
Break “Did you know?”
Listen to interesting information from the section “Did you know?”
The week is so named because the number 7 (days) is indivisible, i.e. not divisible without a remainder. That’s why they called a period of time equal to 7 days a WEEK.
Monday is the day that comes after the week, Tuesday is the 2nd day of the week, Wednesday is the third, Thursday is the fourth, Friday is the fifth, Saturday in the language of the ancient Babylonians means six.
4. Replace the words in brackets so that the equality is true:
1. /MEASURE OF WEIGHT EQUAL TO 16 KG./ + /CHRISTMAS TREE/ (SPIRUS) =DOG BREED (POODLE).
2. /CROW’S FAVORITE WORD/ + /MAIN CARD IN THE DECK/ =HEADDRESS (CAP)
PIECE (SLICE).
4. /NOTE/ + /LIMB/ = FISH (LAMPIRE).
SORT OF CANDY
FRUIT (GRAPES).
ANTELOPE (GAZELLE).
8. /MAIN SONG OF THE COUNTRY/ + /PART OF THE WORLD/ =EDUCATIONAL INSTITUTION (GYMNASIUM).
5. Say sayings.
The guys must speak tongue twisters quickly and correctly.
1. FROM THE STOMP OF HOOVES DUST FLYS ACROSS THE FIELD.
3. THE CAP IS SEWED NOT ACCORDING TO KOLPAKOVSKY, THE BELL IS POURED NOT ACCORDING TO KOLOKOLOVSKY, THE CAP NEEDS TO BE RE-PACKED AND RE-CAPED, THE BELL NEEDS TO BE RE-BELLED, RE-BELLED.
4. THERE IS GRASS IN THE YARD, FIREWOOD ON THE GRASS, TWO FIREWOOD, THREE FIREWOOD, FIREWOOD AROUND THE YARD, FIREWOOD AROUND THE WIDTH OF THE YARD. THE YARD WILL NOT ACCEPT THE FIREWOOD, THE FIREWOOD IS PUSHED OUT.
5. THE PROCOP CAME, THE DILL BOILED, JUST AS THE DILL BOILED WITH THE PROCOPE, SO THE DILL BOILED WITHOUT PROCOP.
6. “Mushroom box.”
Teams receive a “basket” - a package for “mushroom picking”, which contains a card with the syllables:
KA – RO – MAS – LE – SY – HEDGEHOG – VIC
NOK - UNDER - AXIS - VIC - RY - KA - ZHIK
KA – SICH – LI – POD – RE – BE – ZO – BUT
NUSH – IK – KA – IN – PE – MOK – VOL – OV – O
Place the stems and caps of the mushrooms together. Don't be surprised if you don't find them nearby: they may be at the bottom of the basket or lying on top. Who will fill their box with mushrooms faster? “Mushrooms” are the syllables from which the names of mushrooms should be “collected”.
(Answers: oiler, boletus, boletus, russula, boletus, saffron milk cap, honey fungus, chanterelle).
7. Decoders.
Participants are offered cards with encryption options. It is necessary to determine the “key” to the cipher. The time and number of correct answers are taken into account.
Option 1.
- The product was quietly leaked and dressed
- Clothes cap Rotyag Ivain Ozh ki
Answers: 1. Every sandpiper is great in its swamp.
2. There are devils in still waters.
3. Don’t have a hundred rubles, but have a hundred friends.
4. He who pays the money calls the tune.
5. Stretch the legs along the clothes.
6. A holy place is never empty.
Option 2.
N V R S H A O I A O E A K G R T | K O A O S A T O U O P D E T R N V T E T M B G O A T |
||
N X Z A A T X E O D E J A N R V R Y I A R E YA S U N V S S T I | B B O A I V A B Y Y T L T S Y O L O A A S Y R T A X Z D I K A A |
||
V O E T O E S E N R M T I U U D S K M E D A Y | B E I O O O T E L T L N K I Z A B E O T D J T K B P L |
Answers: 1. The thief’s hat is on fire.
2. God bless those who get up early.
3. Make new friends, but don’t lose old ones.
4. If there was a desire, all work would work out.
5. Every skill comes from hard work.
6. To live idlely only to smoke the sky.
Option 3.
UTELOP OP ACITP ANDIV | TEN YNETS UGURD UMONREV |
||
YAYINECHU TEN YAINEPRET ZEB | ADEBO AND TE DUBEN – ABELH TEDUBEN |
||
IMABUZ A Z KYZYA IZHRED | TEDEVOD EN ARBOD OD AROSS |
Answers: 1. The bird is visible in flight. 2. There is no price for a faithful friend.
3. Without patience there is no learning. 4. If there is no bread, there will be no lunch.
5. Keep your mouth shut.
6. Quarrel does not lead to good things.
Option 3.
Phrases are read from right to left.
UTELOP OP ACITP ANDIV | TEN YNETS UGURD UMONREV |
||
YAYINECHU TEN YAINEPRET ZEB | ADEBO AND TE DUBEN – ABELH TEDUBEN |
||
IMABUZ A Z KYZYA IZHRED | TEDEVOD EN ARBOD OD AROSS |
Option 2.
N V R S H A O I A O E A K G R T | K O A O S A T O U O P D E T R N V T E T M B G O A T |
||
N X Z A A T X E O D E J A N R V R Y I A R E YA S U N V S S T I | B B O A I V A B Y Y T L T S Y O L O A A S Y R T A X Z D I K A A |
||
V O E T O E S E N R M T I U U D S K M E D A Y | B E I O O O T E L T L N K I Z A B E O T D J T K B P L |
Option 1.
Sentences with arbitrary intervals within the text.
- Sun yakkuli knas vo embol oteve lik
- The product was quietly leaked and dressed
- Neim eist orub leyai meist friends
- Who pays itday gitot muz ykuza shows
- Clothes cap Rotyag Ivain Ozh ki
- A holy place is never empty.
KA - RO - MAS - LE - SY - HEDGEHOG - VIK - NOK - POD - AXIS - VIK - RY - KA - ZHIK - KA - SICH - LI - POD - RE - BE - ZO - NO - NUSH - IK - KA - IN – PE – MOK – VOL – OV – O
- FROM THE THUMPING OF HOOVES DUST FLYS ACROSS THE FIELD.
2. SASHA WALKED ON THE HIGHWAY AND SUCKED A DRYER.
4. THE CAP IS SEWED NOT ACCORDING TO KOLPAKOVSKY, THE BELL IS POURED NOT ACCORDING TO KOLOKOLOVSKY, THE CAP NEEDS TO BE RE-PACKED AND RE-CAPPED, THE BELL NEEDS TO BE RE-BELLED, RE-BELLED.
5. THERE IS GRASS IN THE YARD, FIREWOOD ON THE GRASS, TWO FIREWOOD, THREE FIREWOOD, FIREWOOD AROUND THE YARD, FIREWOOD AROUND THE WIDE OF THE YARD. THE YARD WILL NOT ACCEPT THE FIREWOOD, THE FIREWOOD IS PUSHED OUT.
6. THE PROCOP CAME, THE DILL BOILED, JUST AS THE DILL BOILED WITH THE PROCOPE, SO THE DILL BOILED WITHOUT PROCOP.
GR – Z - , G – L – S,
KL – D, Z – M – K,
DR – V - , DR – M -,
C – G – N, - RG – N,
Text 1.
There were two pots on the shelf. One is big and shiny, the other is smaller and aged.
The big one rarely left her place, and the smaller one every now and then jumped onto the stove. The big one considered herself the owner of the shelf and was very self-important. So this time she put her hands on her hips, blinked her shiny side and snorted...
The other saucepan didn't like to quarrel. But here she could not stand it:
You're shining sideways and messing around! And I feed people every day. So think about which of us is more important.
Text 2.
Every season is good in its own way, but I love summer the most. Summer is the best time of the year!
Firstly, in the summer you don’t have to go to school and learn lessons, but you can do what you want.
Secondly, in summer you can spend whole days outdoors. How the body rests from warm clothes, coats, boots!
And finally, in the summer there are so many pleasures: swimming in the river, hiking with a backpack and spending the night by the fire, walking in the forest to pick mushrooms and berries! Can you really list all the summer entertainment!
Now, I hope you will agree with me that summer is the best time.
Text 3.
Lyuda didn’t go to school: she spent the evening watching TV and forgot about her homework. It’s a shame to get a bad grade; Lyuda hasn’t had a bad grade since 1st grade.
In the morning, when mom and dad left for work, Luda called her friend:
Ira, I won't go to school today. If they ask, come up with something. Well. Tell me something: you’re sick. The weather is so flu-like. And outside it was really raining tediously and the wind was rippling the puddles.
The time until lunch flew by. Luda was reading. I listened to music and sorted through old notebooks.
After lessons Ira came:
Everything is fine! She said you have a sore throat. Checked!
Text 4
One day I came to school late in the evening to meet my mother, who was about to return from a parent-teacher meeting.
The school doors were open, I climbed the stairs to the second floor, where our class was located. The corridor was dark and quiet. Has everyone already left? I decided to go to class anyway. I walked up to the door, stopped, listened... And suddenly I heard a conversation. Our desks, our blackboard, our chair were talking... In a word, various things that “live” in our class and to which I honestly had not paid any attention before.
Text 5.
In the evening, the father told his daughter to bring dishes for dinner. When she reached out to the cabinet for a teapot, a snake fell from the cabinet onto her. The daughter screamed in fear. And then the cat jumped on the snake. A desperate struggle ensued. The father rushed to help, but the cat dealt with the snake himself, biting its neck.
Text 6.
The sun warmed the water in the river backwater. Warm water shines through. The sunbeams are playing in it. Shards of shells sparkle at the bottom. Water lily leaves lie on the water. Don't move. Look - look, look! Under these leaves, small fish stand motionless - roaches and topfins.
1 ./ WEIGHT MEASURE EQUAL TO 16 KG./ + /CHRISTMAS TREE/ (SPIRUS) =
2./CROW’S FAVORITE WORD/ + /MAIN CARD IN THE DECK/ =
3. /THING THAT THERE IS NO RECEPTION AGAINST/ + /NERVOUS Twitching/ =
4. /NOTE/ + /LIMB/ =
5. /PUNISHMENT/ + /SHOW PLACE/ =
6. /ALCOHOLIC BEVERAGE/ + /ATMOSPHERE PRECIPITATION/ =
7. /WHAT IS OXYGEN/ + /CONIFEROUS/ =
8./MAIN SONG OF THE COUNTRY/ + /PART OF THE WORLD/ =
Forms of organizing the activities of primary school students in the system of extracurricular activities are the basis for instilling motivation for creativity in schoolchildren and expanding their range of action and general horizons. Cognitive interest as a motive for learning acquires socially significant content and is included in the structure of mental education if it is associated with social motives.
The incentive to develop students' abilities for creative activity can be one or more learning motives (social, moral, national, cognitive interests or communication motives). Any motive in the personality structure, aimed at developing abilities for creative activity, serves as a motivator for the subject’s activity in several types of activities.
Features of the development of cognitive abilities of students
The traditional education system in primary school and the D.B. Elkonina - V.V. Davydov are developmental, but each of them has advantages in the development of certain cognitive abilities, which are determined by the theoretical foundations and methodological essence of each of the systems.
Specific patterns of development of cognitive abilities for each educational system, primarily in relation to conceptual thinking, ability to generalize, attention, level of development of operational mechanisms of mnemonic abilities.
Knowledge of the features of the development of cognitive abilities can be used in organizing the educational process, as well as in managing the mechanisms of development of cognitive functions. Thus, it is possible to combine developmental elements in different educational systems, taking into account the individual characteristics of students.
The problem of abilities is one of the most ambiguous, interesting and contradictory in psychological science. In the course of her research, many controversial points of view on the nature, genesis, and determination of abilities were developed, rejected, and revived again.
As is known, the first and for a long time the main empirical approach to the study of human intellectual abilities was based on a test. Its birth and beginning of development are associated with the name of F. Galton. He was the first to put forward the thesis about the existence of individual differences in mental abilities, believing that intellectual capabilities are naturally determined by the characteristics of a person’s biological nature and, accordingly, are related to his physical and physiological data. Sensory discriminative sensitivity has been viewed as a general intellectual ability. The first research program, developed and implemented at the end of the 19th century in London, was focused on identifying the ability to distinguish size, color, pitch, reaction time to light, along with determining the weight, height and other purely physical characteristics of the subjects. A few years later, J. Cattell developed, developing F. Galton's system, a battery of special procedures that measure visual acuity, hearing, sensitivity to pain, motor reaction time, color preference, etc. At the initial stage, cognitive abilities were identified with the simplest psychophysiological functions, while the innate (organic) nature of intellectual differences between people was emphasized.
The term “ability” itself is ambiguous: in D.N. Ushakov’s dictionary it is interpreted as: 1) natural talent and 2) the opportunity, the ability to do something. This reflects two main views on the problem of abilities that exist in psychological science: as an activity and as an individual difference. Representatives of one approach understand abilities as manifestations of individual differences, representatives of the other - as universal “essential forces” that can and should be developed in the learning process. At the same time, researchers note the need not to oppose, but, on the contrary, to complement these approaches.
Ability is a complex, synthetic formation of a personality, including a number of qualities, without which a person would not be capable of any specific activity, and properties that are developed only in the process of a certain way of organized activity. This education is based on “hereditarily fixed prerequisites for their development in the form of inclinations,” which refers to the anatomical and physiological characteristics of the human neuro-cerebral apparatus. The inclinations, as the scientist emphasized, are multi-valued and can develop in different directions, since they are only prerequisites for the development of abilities. Developing on the basis of inclinations, abilities are still not a function of inclinations as such, but a function of their development, in which inclinations are included as a starting point, as a prerequisite. By being involved in the development of the individual, they themselves develop, transform and change. Through mastering the content of culture in the learning process, the child’s abilities are formed. “Young years,” notes S.L. Rubinstein, an exceptionally favorable time for learning; In the process of this teaching, the formation of abilities takes place. The teacher faces the task of taking into account the abilities of students in all their diversity and individual characteristics, and at the same time shaping them in the appropriate direction. In the process of constant practical and theoretical activity of mankind, new knowledge and methods of action that are of a social nature are developed. To master this knowledge and methods of action, an individual needs communication, which is carried out in the process of training and education.
Abilities are formed in the process of interaction of a person, possessing certain natural qualities, with the world, and the results of human activity, generalized and consolidated, are the “building material” for the development of abilities
It is the question of the development of abilities that occupies the main place in the latest works of S.L. Rubinstein, where as his first position he substantiates the idea that “the question of abilities should be merged with the question of development, the question of mental abilities with the question of mental development.
The development of a person, as opposed to the accumulation of experience... is the development of his abilities, and the development of a person’s abilities is what constitutes development as such, as opposed to the accumulation of knowledge and skills.”
The problem of abilities is also analyzed in the works of other domestic researchers: B.G. Ananyeva; A.G. Kovaleva; V.N. Myasishcheva; N.D. Levitova, B.C. Merlina; A.A. Bodaleva; K.K. Platonov; T.N. Artemyeva; E.A. Golubeva; V.N. Druzhinina; V.D. Shadrikova and others.
Of particular importance for the development of abilities, according to B. G. Ananyev, are training and education, in the process of which one should distinguish between training as the formation of knowledge, abilities, skills and learning ability as one of the abilities, readiness to learn
The stimulus for the formation of abilities is the child’s cognitive interest or the motive of communication. “Interest in learning appears only when there is inspiration born from success...” said V.A. Sukhomlinsky.
How will the child grow up? Will he become a kind, sympathetic person, will he be able to demonstrate his intellectual and creative abilities in modern society?
This largely depends on the personality of the teacher, on his daily work, tact, spiritual generosity, content of the program and teaching technology. The age of primary school students is the most sensitive for the purposeful formation of a child’s personality, for
Development of his intellectual and creative abilities, for the formation of his value orientations. The development of students’ creative and intellectual abilities is the most important task of primary school, since this process permeates all stages of personal development, awakens initiative, independence, the habit of self-expression, and self-confidence.
American psychologist Bloom proved that up to 70% of personal qualities are formed and manifested before the age of 7-8 years. A 6-7 year old child has the highest ability to think purposefully outside the box. The lack of creativity at a primary school age becomes an obstacle at an older age, when it is necessary to make independent decisions and be able to apply one’s intellectual abilities in non-standard situations.
In learning conditions, cognitive interest is expressed by the student’s disposition to
teaching; to pedagogical knowledge of activities in the field of one or a number of educational subjects. Persistent and cognitive interest is formed by combining the emotional and rational in learning. Also K.D. Ushinsky emphasized how important it is to make a serious activity entertaining for children. To this end, primary school teachers saturate their activities with techniques that awaken the immediate interest of the student. They use a variety of entertaining educational material and role-playing games, mini-quizzes, intelligence tasks, puzzles, charades, and entertaining situations. Pedagogical science currently has large reserves, the use of which in practical activities helps to successfully achieve the goals of teaching and educating schoolchildren.
Cognitive interest is a deeply personal formation that cannot be reduced to individual properties and manifestations. Its psychological nature is made up of an indissoluble complex of processes that are vital for the individual (intellectual, emotional, volitional). Based on interest, the teacher can count on the fact that at the same time he promotes intellectual activity, emotional uplift, and strong-willed aspirations of the student. It is interest and the complex of personality states associated with it that form the student’s internal environment, which is so necessary for full-fledged learning.
Characterizing the structure of educational and cognitive activity of schoolchildren, Sh.A. Amonashvili identifies its following components:
The student’s awareness and acceptance of the educational and cognitive task;
Building a plan for its resolution;
Practical solution of the problem;
Monitoring the problem resolution process;
Evaluation of the result in accordance with the standard;
Setting goals for further improvement of acquired knowledge, skills and abilities.
The loss of any of these components makes educational and cognitive activity
inferior. Based on interest and knowing what constitutes subjective significance for a student, it is possible to structure the educational process in such a way as to evoke, strengthen and improve the cognitive interests of students. The creation of an internal environment, if there is cognitive interest in it, is always productive for the course of activity and causes an increase in the strength of students. Thus, by shaping the cognitive process, the teacher provides a favorable learning atmosphere, the movement of his students towards solving those goals, those tasks that are set by training. The effect of cognitive interest and its influence on the activity and personality of a student is multifaceted. In the educational process it appears in various expressions.
Psychological science has long proven the fact that human mental development, especially intellectual, is carried out only in conditions of overcoming “obstacles”, intellectual difficulties, when the need for new knowledge arises. Psychologists associate these conditions with the concept of “problem situation,” which characterizes the psychological state of the subject and, above all, the beginning of his mental activity. “The beginning of thinking is in a problem situation,” emphasized S.A. Rubinstein. Educational tasks serve as a didactic tool that ensures the development of students’ thinking in the process of learning mathematics.
Incorporating problem-based tasks into learning requires taking certain attitudes.
In understanding the process of acquiring knowledge, which is associated with answering the questions “How to offer the student the knowledge that he must learn?” and “What must the student do to learn this knowledge?” Depending on the answer to these questions, two positions can be distinguished. When accepting one of them, knowledge (techniques, concepts, methods of action) is offered to students in the form of a sample known to the teacher, which students remember and reproduce, and then practice the corresponding skills. In another case, the student first of all gets involved in an activity, during which he has needs for assimilation of new knowledge, and he himself or with the help of a teacher “discovers” them. Thus, a problem task is a necessary component of the learning process, the purpose of which is to develop students’ thinking.
Conclusion.
The formation of a worldview and the development of mental abilities of younger schoolchildren is a very fragile process in which the teacher must integrate academic and extracurricular activities for a better learning outcome. However, the teacher must properly balance these components of integration for the child's comprehensive learning.
Thus, the integration of academic and extracurricular activities is the optimal basis for learning for a modern school.
List of used literature:
1. Gurevich M.K. , Dubrovina I.V. – Psychological correction of students’ mental development. – M., 1990. – 124 p.
5.G. I. Shchukina. Activation of cognitive activity of students in the educational process // M., Education. 1979
15. Psychology. - Mental education of the individual. Its purpose and objectives. The concept of worldview, its types and functions. Pedagogical conditions and means of implementing the mental education of students. – 2011. – 1 p.
13. Tylor E. “Primitive culture” .- M., 1872, -352
17.Sechenov I.M., Elements of Thought, St. Petersburg, “Peter”, 2001 – 416c.
