Opposite relationships between concepts. How group work is organized

The manual is a detailed lesson development of the "World of Riddles" course, which introduces children to the world around them through guessing and composing riddles. First-graders study the properties of objects, master the capabilities of the senses, acquire the skills of systemic and dialectical thinking, get acquainted with the concepts of the theory of inventive problem solving (TRIZ), traveling through the Land of Mysteries.
The course "World of Riddles" was tested in 1999-2004. in schools in Belarus, Russia, Ukraine. It can be taught as the first part of the courses "The World of Man", "The World of Fantasy", "The World of Logic" as well as an independent independent course.
The book is intended for teachers and elementary school children.

Acquaintance with the Land of Mysteries.
Conversation "What are the countries?"
The teacher tells that there are many different countries and cities in the world, and offers to name them (it can be in the form of a ball game).

In addition, there are fabulous countries and cities. The teacher names some of them (Wonderland, Land of Liars, Kingdom of Crooked Mirrors, Flower City, Land of Unlearned Lessons, Shvambrania, Magic Land, Country of Fools, Far Far Away, etc.) and invites children to give their own examples (not only literary, but also from cartoons, movies, songs, etc.).

It is desirable that children indicate not only the name, but also give a brief “characteristic”: how do they know about this country, who inhabits it, what makes it interesting, etc.

TABLE OF CONTENTS
From the author
Calendar thematic planning
1. Acquaintance with the Land of Mysteries
2. The city of the simplest riddles. Street "Color"
3. Color change in nature
4. Color in the man-made world
5. Street "Form"
6. Shape change
7. Castle of similarities of opposites
8. Geometric puzzles
9. Street "Size"
10. Relativity of size
11. Contradictions in size
12. Street "Substance"
13. Aggregate state of matter
14. Modeling "little men"
15. Riddles
16. City of five senses. Street "Vision"
17. Rumor street
18. Street "Touch".
19. Street "Smell". Street "Taste"
20. Problem solving
21. City of mysterious parts
22. Writing riddles about subsystems
23. Games and exercises with words
24. Morphological analysis
25. City of mysterious places
26. Composing riddles about supersystems
27. Journey in a "time machine" (past)
28. Traveling in a "time machine" (future)
29. City of Mysterious Affairs
30. Summing up the learning
Literature.

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The new course “Learning to think creatively” is designed to help teachers in grades 2–4 realize the creative potential of students.

The manual for this course is a constructor of 9 separate modules, each of which is designed to teach ...

December 24, 2014, 16:40

December 24, 2014, 16:40

December 24, 2014, 04:39 PM

December 24, 2014, 04:39 PM

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The manual presents the program and detailed developments of the lessons on the course "World of Riddles", which introduces children to the world around them through guessing and composing riddles. Traveling across a mysterious country, first-graders study the properties of objects, acquire the skills of systemic and dialectical thinking, and get acquainted with the concepts of the theory of inventive problem solving (TRIZ).

The course "The World of Mysteries" can be studied in the 1st grade of educational institutions within the framework of the section of the Federal State Educational Standard of the IEO "Extracurricular activities in elementary school" (a program for the spiritual and moral development of the individual). The course can be taught as an independent course and as the first part of the courses "The World of Man", "The World of Fantasy", "The World of Logic".

Svetlana Gin

A meeting with a new book, like the first meeting with a person, begins with questions. Some of them are best answered right away. At least in order to make it easier for the reader to choose whether or not to continue his acquaintance with this book.

Is "World of Logic" a course that teaches you how to solve logical problems?

Not only, although this course teaches. Our goal is to teach children to consciously use basic mental operations: compare and find patterns, classify, give definitions, use an algorithm, draw conclusions, reason and draw conclusions ... In other words, to correctly handle information.

The topics of the course, as well as the way they are presented, are accessible and interesting. And most importantly, they will help children master any, including traditional, subjects.

Recently, many children's books with logical tasks have been published. How does the proposed grant differ from them?

The author has revised a large number of similar literature, including novelties. Almost all of them are a set of separate exercises that are not built into an integral system. And "The World of Logic" is a systematically organized manual. It is convenient to work with him - after all, this is a detailed development of the lessons of the annual course, in which you will find many new exercises, tasks, games.

In addition, in this course the amount of "theory" is minimal, the main thing is to show students that "logic" is present in various aspects of school and extracurricular life.

Why a separate lesson in logic in elementary school?

Of course, elementary logic is also mastered in ordinary lessons. But training in mental operations is carried out spontaneously, not purposefully. As a result, children often do not know how to use the acquired skills in a changed situation.

A special lesson is needed, in which children can, as it were, see the process of thinking from the outside, receive systematized knowledge. Teachers working on the World of Logic course are convinced of this.

In what classes and with children of what level of training is it recommended to work on the course "World of Logic"?

The World of Logic class is held once a week for one academic year for 4th grade students. The implementation of this program is carried out through extracurricular activities in such areas of student personality development as social and general intellectual.

The course "World of Logic" can be taught as the final part of the author's program (the first part - "The World of Riddles", the second - "The World of Man", the third part - "The World of Fantasy"), or maybe as an independent subject.

All tasks have different difficulty options, allowing each teacher to coordinate the content of the lesson with the level of preparation of children.

Who teaches the World of Logic course?

There are two options: a teacher who conducts logic classes in his class and all other lessons, or a teacher who conducts logic classes in different classes of the school.

Observations have shown that the first option is more efficient. The fact is that classes in the "World of Logic" play the role of a kind of shell, which should be filled with the content of the main lessons. For example, after studying the topic "Classification", the teacher offers tasks for the classification of objects in the lessons of the Russian language, mathematics, reading, natural history, etc. on the appropriate program material.

Thus, once a week in the World of Logic class, new material is given, which is then consolidated in all other lessons during the week. The "coming" teacher is deprived of this opportunity. However, if the main teacher is present in the classroom, then he will also be able to use the course material in the main lessons.

How is group work organized?

The method of conducting classes and the subject itself are such that children - literally all - want to speak. And they need to be listened to, and that takes time. Therefore, group work is often used in the classroom.

A group is usually four students (two adjacent desks) who turn to face each other. Usually the composition of the groups is constant, only the speaker (representative from the group) changes so that the transfers do not take up the time of the lesson. However, you can transfer children before class, and then the composition of the groups will change.

Usually work in groups goes as follows: all groups receive tasks that are identical in form, but different in content. For example, each group receives the same "compare" task, but the objects for comparison are different for everyone. When summarizing the results, the answers of the groups add up to one big picture.

Sometimes (this is specified in the manual) several groups receive exactly the same tasks, which allows you to compare different approaches to solving the problem.

Do I need to strive to complete all the tasks from the approximate list?

No, the tasks are specially given "in excess". Sometimes, if time permits or the children have mastered the topic well, you can complete all the tasks, but this is not required. To help the teacher, the time for completing each task and the approximate number of examples are specifically stipulated. For some tasks, control answers are offered. At the same time, this is often not the only possible and not the only correct answer, so the teacher does not need to strive to “bring” students to it.

What are the pros and cons of the course?

The pluses include the results that become noticeable by the end of the first quarter: literate speech develops and becomes, children learn to listen and hear each other, cognitive interests appear, attention to various logical failures sharpens, knowledge of logic classes begins to be applied to other subjects .

There are disadvantages, or rather, the difficulties of the course for the teacher: the whole lesson has to be “ready number one”, react quickly, switch, analyze answers and offer counterarguments against weak statements, be prepared for students to argue and defend their point of view not only on "logic". For some tasks, a control answer is not given in the manual, and in preparation for the lesson it is recommended to solve them yourself. In the classroom, in the process of a live dialogue, situations may arise when the teacher does not know the answer. Do not be afraid of such situations, because for children a good example of a teacher who is also learning, also striving to understand the unknown, is a powerful educational incentive. Thus, the course develops not only children, but also teachers.

So, contrary to narrow-minded logic, minuses can turn into pluses. But the biggest plus for a teacher, which, probably, can reduce the value of any minuses, is the pleasure and joy of seeing smart children next to you!

And here is how they themselves evaluated the classes:

- This lesson is necessary in order to think logically correctly.

This activity is enjoyed by our entire class. We are all waiting for it.

– I would like all schools and all classes to have a World of Logic course, because it is a funny and developing activity.

– I think that all children will go to this lesson with great joy.

- It's a pity that we have a lesson once a week, and not every day.

– I love it when we write test papers. I like them very much.

“I have never seen such an interesting activity.

“I have always prepared for them with joy. Too bad there won't be more classes.

What do teachers think of the new course?

All teachers working with the new course positively evaluate its introduction. Here are some sayings.

FROM THE REVIEW OF N. M. ALEKSANDROVSKAYA (Director of the GOPDRTS):

“The tasks offered in the World of Logic course increase children's motivation to learn, allow them to creatively use their life experience. The great advantage of the course is that, firstly, it gives the teacher a chance, developing the child’s creative abilities, to introduce him into the vast world of logic, while forcing the teacher himself to realize his creative potential through the use of non-standard teaching methods. Secondly, the course provides for the self-regulation of arbitrary processes, which is practically not developed in the family and preschool institutions ... helps to expand the speech field by introducing new concepts into the child's active vocabulary ... "

FROM LETTERS AND SPEECH AT CONFERENCES:

- The first lesson was held in one breath, I saw the enthusiastic faces and burning eyes of the children. What could be more beautiful?!

© Svetlana Gin, 2013

© ANO TRIZ-profi, 2013

© Publishing house "VITA-PRESS", 2013

From the author

Is "World of Logic" a course that teaches you how to solve logical problems?

The topics of the course, as well as the way they are presented, are accessible and interesting. And most importantly, they will help children master any, including traditional, subjects.

Recently, many children's books with logical tasks have been published. How does the proposed grant differ from them?

In addition, in this course the amount of "theory" is minimal, the main thing is to show students that "logic" is present in various aspects of school and extracurricular life.

Why a separate lesson in logic in elementary school?

In what classes and with children of what level of training is it recommended to work on the course "World of Logic"?

All tasks have different difficulty options, allowing each teacher to coordinate the content of the lesson with the level of preparation of children.

Who teaches the World of Logic course?

There are two options: a teacher who conducts logic classes in his class and all other lessons, or a teacher who conducts logic classes in different classes of the school.

How is group work organized?

Sometimes (this is specified in the manual) several groups receive exactly the same tasks, which allows you to compare different approaches to solving the problem.

Do I need to strive to complete all the tasks from the approximate list?

What are the pros and cons of the course?

And here is how they themselves evaluated the classes:

- This lesson is necessary in order to think logically correctly.

This activity is enjoyed by our entire class. We are all waiting for it.

– I would like all schools and all classes to have a World of Logic course, because it is a funny and developing activity.

– I think that all children will go to this lesson with great joy.

- It's a pity that we have a lesson once a week, and not every day.

– I love it when we write test papers. I like them very much.

“I have never seen such an interesting activity.

“I have always prepared for them with joy. Too bad there won't be more classes.

What do teachers think of the new course?

All teachers working with the new course positively evaluate its introduction. Here are some sayings.

FROM THE REVIEW OF N. M. ALEKSANDROVSKAYA (Director of the GOPDRTS):

FROM LETTERS AND SPEECH AT CONFERENCES:

- The first lesson was held in one breath, I saw the enthusiastic faces and burning eyes of the children. What could be more beautiful?!

– Classes are so rich that it is even difficult to find additional material that matches the topic. Tasks flow so logically from one another that nothing can be inserted between them.

– Children are active throughout the lesson, despite the fact that it takes place at the end of the working day on Friday, when fatigue is already felt. The activity is eagerly awaited all week long.

– When analyzing the open lesson, the high mental activity and high performance of children during the entire lesson were repeatedly emphasized.

- Children began to simply disappear in the library, where they turn over mountains of literature in order to find some interesting information or interesting tasks. They began to watch educational programs for both children and adults with enthusiasm, and then discuss them.

– All this instantly brightened up our reading lessons. From "dry" they turned into wonderful discussions, where my role was minimal, I only directed their thoughts and reasoning in the right direction. And the guys drew their own conclusions.

– For me, the difficulty was that I don’t know exactly what children study in other subjects in order to use this knowledge to practice in the World of Logic classes. Indeed, to be honest, the teacher simply does not have enough time to work on the development of logical thinking, namely, on highlighting the main, essential, the ability to compare, distinguish, give definitions.

– These classes not only developed the children, taught them to think, but also, which is very valuable, rallied the students even more with each other and with the teacher.

“Children began to speak freely, to express their thoughts. In ordinary lessons, it is very clear who attends these classes and who does not.

– I am glad that these classes teach children to think and express their thoughts competently.

“Children attended these classes with genuine interest. If such an expression is appropriate, then the children simply squealed with pleasure. At the very first lessons, the guys were a little cautious, since such a type of lesson is unusual. But by the middle of the course, and even more so by the end of the course, the children had noticeably changed: extraordinary statements, bold assumptions and decisions appeared. More and more often in ordinary lessons the phrase was heard: “Oh! It's like in the "World of Logic"!

WORDS OF GRATITUDE

The author is grateful to the pioneers of the World of Logic course, school teachers in Gomel (Belarus): V. T. Bolotnikova, I. I. Garbuzova, N. V. Demidenko, O. I. Iusova, E. N. Leonenko, O. A. Lopatin, T. A. Lushchik, A. A. Makarenko, V. D. Manchenko, M. A. Marchenko, I. E. Prokopenko, E. V. Prokhodtsev, N. S. Chebotarev, S. V. Khautov, T. I. Shitikov; teachers of schools in the city of Chelyabinsk and the Chelyabinsk region: V. N. Arapov, O. A. Gusev, O. A. Danch, L. V. Krikunova, G. G. Muchnik, N. V. Myakotina, L. M. Ryzhenkov , G. V. Terekhov, N. R. Shtalev. And also thanks for the cooperation and support of the experiment: N. M. Aleksandrovskaya - director of the regional psychological diagnostic and rehabilitation center (Gomel), V. G. Berezina - TRIZ consultant (Chelyabinsk), Z. M. Kontseva - head city methodological center (Gomel), L. D. Levkovskaya - methodologist of the city methodological center (Gomel). The author acknowledges with appreciation that the meaningful feedback from colleagues A. Gin, M. Gundar, A. Kamin, A. Nesterenko helped to improve the book.

GOOD LUCK TO ALL AND CREATIVITY!

The program of the course "World of Logic"

Explanatory note

The program of the elective course "World of Logic" is intended for 4th grade students who want to master the skills of basic mental operations. The presented program can be studied within the framework of the FSES section "Extracurricular activities in primary school" in such areas as social and general intellectual.

In the modern conditions of the information society, one of the important tasks is the education of an information culture, which involves the awareness of the need for new knowledge, the identification of gaps in knowledge and the development of strategies for their search; comparison and evaluation of information resources, application and transfer of information.

The meta-subject learning outcomes at the level of primary general education include the formation of cognitive universal learning activities as the basis of the ability to learn. The formed educational actions include the following: comparison, seriation and classification according to specified criteria; analysis of objects with the allocation of essential and non-essential features, the establishment of cause-and-effect relationships in the studied range of phenomena, the construction of reasoning about the object, its properties and relationships; implementation of summing up under the concept; establishment of analogies, generalization based on the allocation of essential relationships, etc.

The development of the ability to learn provides a transition to further self-education and self-education, the development of intellectual initiative, curiosity, and the ability to organize cognitive activity.

In the learning process, students develop an interest in social phenomena, an understanding of the active transformative role of a person in society; initial ideas about the significance of science, modern technologies and production in the life of a person and society are laid; a value attitude to education is formed; the skills of educational cooperation and the organization of cognitive activity are laid.

The program of the elective course "World of Logic" provides for further improvement of the acquired knowledge and skills, the formation of key competencies, the development of cognitive and creative abilities of students.

The implementation of the program is carried out on the basis of a personal-activity approach, the principles of cooperation and co-creation, interaction and mutual enrichment of all participants in the educational process.

The purpose of the elective course "World of Logic":

teaching the skills of basic mental operations: comparisons, classifications, generalizations, inferences, etc.; formation of information culture, mastering the skills of organizing educational work.

Educational competencies formed in the learning process:

Value-semantic:

- the ability to perceive the world around as a dynamically developing environment;

- awareness of one's role in the world around;

– readiness to build an individual educational trajectory;

General cultural:

– understanding the role of science and education in human life and society;

- mastering effective ways of organizing cognitive activity;

– interest in the development of information and communication technologies;

Educational and cognitive:

– formation of skills of goal-setting, planning, analysis, reflection, presentation of educational and cognitive activity;

- mastering the skills of functional literacy;

- mastering the ways of productive activity;

Informational:

- the ability to navigate in the information space;

- the ability to search, analyze, store, transfer, transform information;

Communicative:

– formation of skills of constructive interaction with others;

– mastery of effective methods of oral and written communication;

Social and labor:

- Possession of the ethics of social and labor relations;

– formation of a professional orientation;

- respect for the results of labor and creativity;

Personal:

– ability to use own resources effectively;

– formation of reflective skills;

– acquisition of experience in social activity;

– development of self-management and self-organization skills.

The control:

By the end of grade 4, students:

will know object comparison rules; rules for classifying objects; definition construction rules; about the existence of various types of relationships between concepts; rules for constructing inferences;

will be able narrow the search circle when guessing "Yes-no"; fill in the table "Common and distinctive features of objects" to compare objects from the immediate environment; find errors in the classification of objects in the immediate environment; find errors in the construction of definitions and conclusions, highlight the type of relationship between concepts, find patterns, compose riddles and plots of fairy tales by analogy.

Course curriculum (34 hours, 1 hour per week)

Educational and thematic plan of the course

1. Learning to identify signs (7 hours)

1.1. Acquaintance with the course "World of Logic"

Attention game "Confusion", conversation "What and why?", Presentation of a new subject, test.

1.2. Object features

Attention game "Forbidden movement", analysis of the test, conversation about comparison, game "Pass the orange", conversation about highlighting features, task for ingenuity.

1.3. Differences

Attention game “Repeat - excel”, conversation about differences, group work “Educational album”, exercise “What is the difference?”, Discussion game “How is an ostrich different from a person?”, Exercise “What has changed?”.

1.4. similarity

The attention game “Hands and Feet”, the exercise “Find a common ground”, work in groups “How are they similar?”, the exercise “Test yourself”.

1.5. Essential Features

The attention game "Bird, fish", a conversation about essential features, the exercise "Isolation of essential features", work in groups "Why are they together?".

1.6. Characteristic features

Theatrical game “Draw a tree”, a conversation about characteristic features, work in groups “How to compare?”, A conversation about “immeasurable” features, a joke task.

1.7. Feature ordering

Attention game “Letter, number”, conversation about ordering, group work “How to order?”, Exercise “Who is more?”, Task for ingenuity.

2. Learning to compare (2 hours)

2.1. Comparison Rules

Attention games "Relay races", an exercise for comparing games, work in pairs "Where is the mistake?", work in groups "Comparison of objects".

2.2. Comparison value

Attention games "Chorus", "Warm-up"; conversation about the meaning of comparison, an exercise in choosing an object, work in groups “Compare “by the rules”, exercise “Test yourself”.

3. Learning to classify (3 hours)

3.1. The concept of classes

Attention game “Boy, girl, flower”, exercise “The fourth extra”, a conversation about the concept of “class”, the exercise “Four extra”, work in groups “Exclude and explain”, the game “Knockout of words”, a task for ingenuity.

3.2. Classification rules

Attention game "Hands up - hands to the sides", a conversation about the rules of classification, work in groups "Divide and name", the exercise "Where are the classes, where are the parts?", A task for ingenuity.

3.3. Questions

The attention game "Yes and no", the discussion "What we know and do not know", a conversation about the classification of questions, working with text, the exercise "Questions are correct and incorrect", the game "Yes-no".

4. Learning to find patterns (4 hours)

4.1. Algorithm

The attention game “Floats - flies”, the exercise “Test yourself”, the conversation “What is an algorithm?”, work in pairs “Graphic dictation”, work in groups “Making a plan”, drawing up instructions “How to open the door?”, Tasks- jokes.

4.2. Patterns in numbers and shapes

The attention game “Count - do not make a mistake”, an exercise to find a pattern in a number series, an exercise “Check yourself”, work in groups “Continue the row”, an exercise to find a pattern in a series of figures, a task for ingenuity.

4.3. Patterns in letters and words

The “Chain” attention game, the “Alphabet” exercise, the “Continue the row” group work, the “Test yourself” exercise, the task of ingenuity, the Yes-No game.

4.4. Logic tasks

Attention game “Answer - don’t rush!”, solving logical problems for ordering, solving logical problems: family relationships, solving logical problems for finding a match, working in groups “Problem solving”, solving logical problems about liars.

5. Learning to identify the type of relationship between concepts (6 hours)

5.1. Cause and investigation

The attention game “Day, Night”, a conversation about cause and effect, the exercise “Find a Pair”, work in groups “Why and what then?”, the exercise “How to find the cause?”, joke tasks.

5.2. Causal chains

The attention game "Storyteller", an exercise in compiling cause-and-effect chains, work in groups "Composers", the game "Exchange of reasons".

5.3. Opposite relationships between concepts

The “On the contrary” attention game, an exercise to highlight opposite signs, the “Check Yourself” exercise, work in groups “Point of View”, the exercise “Choose an antonym”, a task for ingenuity.

5.4. Genus-species relationships between concepts

Attention game "Rivers, cities"; a conversation about the meaning of the words "genus", "kind", "element"; exercise "Test yourself", group work "Find the mistake", the game "Yes-no".

5.5. Ordering by genus-species relations

The attention game "Genus - species", a conversation about the scope of the concept, the exercise "Check yourself", the exercise "Put it in order", work in groups "Make diagrams", joke tasks.

5.6. Types of relationships between concepts

The attention game “It’s clear - it’s not clear”, a conversation about the types of relationships between concepts, the “Group” exercise, work in groups “Who is more?”, The test yourself exercise.