The development of verbal-logical thinking of children of primary school age in the process of educational activities. Consultation on the topic: The development of logical thinking in younger students

Good day, dear friends! Do you remember what grades you got in school? I remember. There are no triples in my certificate. But during any year of study there were triples, deuces, and even cola sometimes happened. So I think, who is Alexandra, my daughter, like? Excellent student, hangs on the honor roll! Apparently those additional exercises that we do with her are bearing fruit.

Lesson plan:

Exercise 1

A very interesting exercise! Useful not only for children, but also for adults. This exercise is used as a test at the casting of radio hosts. Imagine, you come to the casting, and they say to you: “Come on, my friend, connect us a chicken with a pole.” In all seriousness, they say so!

The meaning is precisely in this, it is necessary to combine two absolutely unrelated concepts. Radio presenters need this in order to quickly and beautifully compose lead lines to songs during live broadcasts, for easy transitions from one topic to another.

Well, the kids are suitable for the development of creative, creative, quick thinking.

So how do you connect a chicken with a pole? Lots of options:

1. The chicken walks around the post.
2. The chicken was blind, walked and crashed into a pole.
3. The chicken was strong, hit the pole, and it fell.
4. The pillar fell right on the chicken.

Do you want to work out? Good. Connect:

• chamomile with milk;
• headphones with a jellyfish;
• moon boots.

Exercise 2. Word Breakers

If in the previous exercise we connected, then in this we will break one long word into many short ones, consisting of letters of a large word. According to the rules, if a letter occurs once in a long word, then it cannot be repeated twice in short words.

For example, the word "switch" breaks down into:

• tulle;
• key;
• beak.

I don't see any more options, do you?

You can break any long words, for example, “holiday”, “picture”, “towel”, “polar explorer”.

Exercise 3. Puzzles

Solving puzzles helps to think outside the box, creatively. Teaches the child to analyze.

Rebuses may contain images, letters, numbers, commas, fractions, placed in a very different order. Let's try to solve some simple puzzles together.

1. On the first we see the syllable "BA" and "barrel". Connect: BA + Barrel = Butterfly.
2. On the second, the principle is the same: Baran + KA = Bagel.
3. The third is more difficult. Cancer is drawn, and next to it is “a = y”. So in the word cancer, the letter "a" must be replaced with the letter "y", we get "hands". To this we add another "a": hand + a = hand.
4. The fourth rebus with a comma. Since the letter “A” is the first, the guess word begins with it. Next, we see the “fist”, after the picture there is a comma, which means that the last letter must be subtracted from the word “fist”. Let's get "cool". Now we combine everything together: A + kula = shark.
5. The fifth rebus is only at first glance difficult. You need to remove the letter “and” from the word “saw”, and read the word “cat” backwards. As a result, we get: pla + current = handkerchief.
6. The sixth, fully alphabetic rebus. Everything is clear with the first and last letters, but what about the middle? We see the letter "o" drawn in the beech "t", so let's say "in t o". We connect: A + WTO + P \u003d AUTHOR.

Trained? Now try to solve the puzzle yourself.

You can share your answers in the comments. You will find many puzzles in children's magazines and.

Exercise 4. Anagrams

Can an orange be turned into a spaniel and vice versa? "Easily!" anagram lovers will answer. You don't even need a magic wand.

An anagram is a literary device that consists in rearranging the letters or sounds of a certain word (or phrase), which results in another word or phrase.

Just as easily, a dream turns into a nose, a cat into a current, and a linden into a saw.

Well, shall we try? Let's make it so:

• the "carriage" flew to the stars;
• "word" grew on the head;
• "lace" learned to fly;
• "atlas" became edible;
• "pump" settled in the forest;
• "mote" became transparent;
• the “roller” was placed on the table before dinner;
• "bun" learned to swim;
• "chamomile" was spinning by the lantern on summer evenings;
• "Park" could not live without water.

Exercise 5. Logic problems

The more logic puzzles you solve, the stronger your thinking becomes. After all, it is not for nothing that they say that mathematics is gymnastics for the mind. Indeed, when solving some of them, you directly feel how the brain moves.

Let's start with the simpler ones:

1. Kolya and Vasya solved problems. One boy decided at the blackboard, and the other at the desk. Where did Vasya solve problems if Kolya did not solve them at the blackboard?
2. Three old grandmothers live in the same entrance, on the third, fifth and seventh floors. Who lives on what floor, if grandmother Nina lives above Valya's grandmother, and Galya's grandmother lives below Valya's grandmother?
3. Yura, Igor, Pasha and Artem finished in the top four in the running competition. Who took what place? It is known that Yura ran not the first and not the fourth, Igor ran after the winner, and Pasha was not the last.

And the next three problems Sashulya brought from the Mathematical Olympiad. These are tasks for the third grade.

“The gardener planted 8 seedlings. Of all but four, pear trees have grown. All but two pear trees grow pears. Pears from all fruit-bearing pear trees except one are not tasty. How many pear trees have tasty pears?”

“Vasya, Petya, Vanya wear ties of only one color: green, yellow and blue. Vasya said: "Petya does not like yellow." Petya said: "Vanya wears a blue tie." Vanya said: "You are both deceiving." Who prefers what color if Vanya never lies?

And now attention! A task of increased difficulty! "On the backfill," as they say. I couldn't solve it. I suffered for a long time, and then I looked at the answers. She is also from the Olympics.

“The traveler needs to cross the desert. The transition lasts six days. The traveler and the porter who will accompany him may take with him a supply of water and food for one person for four days each. How many porters will the traveler need to realize his plan? Enter the smallest number."

If you still fall asleep on any task, then contact me, I will help)

Exercise 6. Match puzzles

Matches are not toys for children! A tool for training thinking. For safety reasons, I suggest replacing matches with counting sticks.

These simple little sticks make very complex puzzles.

First, let's warm up:

• fold two identical triangles from five sticks;
• of seven sticks, two identical squares;
• remove three sticks to make three identical squares (see picture below).

Now more difficult:

Move three sticks so that the arrow flies in the opposite direction.

The fish also needs to be turned in the other direction, while shifting only three sticks.

After shifting only three sticks, remove the strawberry from the glass.

Remove two sticks to make two equilateral triangles.

The answers can be found at the end of the article.

Exercise 7

And now let's work as Sherlock Holmes! Let us seek the truth and discover lies.

Show the child two pictures, on one of which depict a square and a triangle, and on the other a circle and a polygon.

And now offer cards with the following statements:

• some figures on the card are triangles;
• there are no triangles on the card;
• there are circles on the card;
• some of the figures on the card are squares;
• all shapes on the card are triangles;
• there are no polygons on the card;
• There are no rectangles on the card.

The task is to determine whether these statements are false or true for each picture with figures.

A similar exercise can be carried out not only with geometric shapes, but also with images of animals. For example, put a cat, a fox and a squirrel on the picture.

Statements can be as follows:

• all these animals are predators;
• there are pets in the picture;
• all the animals in the picture can climb trees;
• all animals have fur.

Pictures and statements to them can be selected independently.

Exercise 8. Instruction

We are surrounded by a variety of things. We use them. Sometimes we do not pay any attention to the instructions that are attached to these items. And it also happens that there are simply no instructions for some very necessary items. Let's fix this misunderstanding! We will write the instructions ourselves.

Take, for example, a comb. Yes, yes, the usual comb! That's what we got with Alexandra.

So, instructions for using the comb.

1. A comb is a device for making hair smooth and silky, made of plastic.
2. Use a comb should be with increased shaggy and curly.
3. In order to start combing, approach the comb, gently take it in your hand.
4. Stand in front of a mirror, smile, bring the comb to the roots of your hair.
5. Now slowly move the comb down to the ends of your hair.
6. If there are obstacles in the form of knots on the way of the comb, then run the comb over them several times with weak pressure, while you can scream a little.
7. Each strand of hair is subject to processing by a comb.
8. Combing can be considered finished when the comb does not meet a single knot on the way.
9. After combing, it is necessary to rinse the comb with water, put it in a place specially designated for it.
10. If a tooth has broken off a comb, you need to throw it in the trash.
11. If all the teeth of the comb have broken off, send it after the tooth.

Try writing instructions for a pot, or slippers, or a glasses case. It will be interesting!

Exercise 9. Making up a story

Stories can be composed in different ways, for example, based on a picture or on a given topic. By the way, this will help. And I suggest you try to compose a story based on the words that must be present in this story.

As always, an example.

Words are given: Olga Nikolaevna, poodle, sequins, turnip, salary, gray hair, castle, flood, maple, song.

Here's what happened to Sasha.

Olga Nikolaevna walked down the street. On a leash, she led her poodle Artemon, the poodle was all shiny. Yesterday he broke the lock on the locker, got to the box of glitter, and poured it all over himself. And Artemon gnawed through the pipe in the bathroom and made a real flood. When Olga Nikolaevna came home from work and saw all this, gray hair appeared in her hair. And now they were going for turnips, as turnips calm the nerves. And the turnip was expensive, worth half the salary. Before entering the store, Olga Nikolaevna tied the poodle to a maple tree and, singing a song, went inside.

Now try it yourself! Here are three sets of words:

1. Doctor, traffic light, headphones, lamp, mouse, magazine, frame, exam, janitor, paper clip.
2. First grader, summer, hare, button, gap, bonfire, Velcro, shore, plane, hand.
3. Konstantin, jump, samovar, mirror, speed, sadness, trip, ball, list, theater.

Exercise 10

We have already worked as detectives. Now I propose to work as a police officer. The fact is that the words in well-known proverbs and sayings violated the order. We will deal with violators of the order. Try to arrange the words the way they are supposed to stand.

1. Food, comes, time, in, appetite.
2. You will pull out, not, labor, from, a fish, a pond, without.
3. Measure, one, a, one, seven, cut, one.
4. And, ride, sled, love, carry, love.
5. Waiting, no, seven, one.
6. Word, cat, and, nice, kind.
7. One hundred, a, rubles, have, don't, have, friends, a hundred.
8. Falls, not, apple trees, far, apple, from.
9. Flowing, stone, not, water, recumbent, under.
10. Autumn, consider, by, chickens.

I want to clarify. We don't do this on purpose. That is, it doesn’t happen that I say: “Come on, Alexandra, sit down at the table, let’s develop thinking!” No. All this in between times, if we go somewhere, we go, before going to bed instead of books. It is very interesting to do it, so you don’t have to force anyone.

Well, now the promised answers to matchstick puzzles!

Puzzle Answers

About two triangles of five matches.

About two squares out of seven.

We get three squares.

Expand the arrow (watch the color of the sticks).

We turn the fish.

And about two equilateral triangles.

I recently found this video on the Internet. It has completely different exercises. We tried, until it turns out with difficulty. Well, let's practice. See if you can use it too.

Dare! Get busy! Develop with your children. Try these "golden" exercises. Show off your results in the comments!

Thank you for your attention!

And I look forward to visiting again! Here you are always welcome!

Introduction

Chapter 1. Theoretical aspects of thinking of younger students

2 Features of logical thinking of younger students

3 Theoretical foundations for the use of didactic game tasks in the development of logical thinking of younger students

Chapter 2

1 Determination of the levels of development of logical thinking of a junior schoolchild

2 Results of ascertaining diagnostics

3 Formative experiment

4 Control study results

Conclusion

List of used literature

INTRODUCTION

At primary school age, children have significant reserves of development. With the child entering school, under the influence of learning, the restructuring of all his cognitive processes begins. It is the primary school age that is productive in the development of logical thinking. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities.

The problem is that students already in the 1st grade for the full assimilation of the material require the skills of logical analysis. However, studies show that even in the 2nd grade, only a small percentage of students master the techniques of comparison, summing up a concept, deriving consequences, etc.

Elementary school teachers often primarily use training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is what indicates the urgency of the problem. Thus, the analysis carried out shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.

The possibilities of forming methods of thinking are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process in such a way that, on the one hand, he enriches children with knowledge, and on the other hand, he forms the methods of thinking in every possible way, contributes to the growth of cognitive forces and students' abilities.

Special pedagogical work on the development of logical thinking in young children gives a favorable result, increasing the overall level of their learning abilities in the future. At an older age, no fundamentally new intellectual operations arise in the system of human mental activity.

Many researchers note that purposeful work on the development of logical thinking of younger schoolchildren should be systematic (E.V. Veselovskaya, E.E. Ostanina, A.A. Stolyar, L.M. Fridman, etc.). At the same time, studies by psychologists (P.Ya. Galperin, V.V. Davydov, L.V. Zankov, A.A. Lyublinskaya, D.B. Elkonin, etc.) allow us to conclude that the effectiveness of the process of developing logical thinking for younger schoolchildren depends on the method of organizing special developmental work.

The object of the work is the process of developing the logical thinking of younger students.

The subject of the work is tasks aimed at developing the logical thinking of younger students.

Thus, the purpose of this work is to study the optimal conditions and specific methods for the development of logical thinking in younger students.

To achieve this goal, we have identified the following tasks:

analyze the theoretical aspects of the thinking of younger students;

to identify the features of logical thinking of younger students;

Carry out experimental work confirming our hypothesis;

At the end of the work, summarize the results of the study.

Hypothesis - the development of logical thinking in the process of playing activities of a younger student will be effective if:

Criteria and levels of development of logical thinking of a junior schoolchild are determined.

Research methods:

Theoretical analysis of psychological and pedagogical literature.

Empirical: experiment in the unity of its stages: ascertaining, forming and control.

Data processing methods: quantitative and qualitative analysis of the obtained results.

Data presentation methods: tables and charts.

Base of research: high school.

The structure of this work is determined by the set goal and objectives and includes an introduction, main content, conclusion and list of references.

CHAPTER 1. THEORETICAL ASPECTS OF JUNIOR SCHOOLCHILDREN'S THINKING

Thinking is a mental process of reflecting reality, the highest form of human creative activity. Meshcheryakov B.G. defines thinking as a creative transformation of subjective images in the human mind. Thinking is the purposeful use, development and increment of knowledge, which is possible only if it is aimed at resolving contradictions that are objectively inherent in the real subject of thought. In the genesis of thinking, the most important role is played by understanding (by people of each other, the means and objects of their joint activity).

From the 17th century to the 20th century. the problems of thinking were realized in the logic of empirical ideas about a person and his inherent ways of dealing with the outside world. According to this logic, capable of reproducing only the spatial interactions of “ready-made systems”, the cognitive abilities that are unchanged, as if forever bestowed on man by God or nature, oppose equally unchanged properties of objects. Generic cognitive abilities included: contemplation (the ability of the sensory system to carry out their figurative-sensory reflection in contact with objects), thinking and reflection (the ability of the subject to evaluate their innate forms of mental activity and correlate with them the facts of contemplation and the conclusions of thought). Thinking was left with the role of a registrar and classifier of sensory (in observation, in experience, in experiment received) data.

In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest stage of cognition, the process of reflecting objective reality.

In the literature, the specificity of thinking is traditionally determined by at least three structural characteristics that are not found at the sensory-perceptual level of cognitive processes. Thinking is a reflection of the essential connections and relationships between the objects of reality; specificity of reflection in thinking, in its generalization; mental display is characterized by mediation, which allows you to go beyond the immediately given.

Only with the help of thinking do we cognize that which is common in objects and phenomena, those regular, essential connections between them that are not directly accessible to sensation and perception and that constitute the essence, the regularity of objective reality. Therefore, we can say that thinking is a reflection of regular essential connections.

Thus, thinking is a process of mediated and generalized cognition (reflection) of the surrounding world.

Traditional definitions of thinking in psychological science usually fix its two essential features: generalization and mediation.

thinking logical junior schoolboy

That is, thinking is a process of generalized and mediated reflection of reality in its essential connections and relations. Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is in performing some cognitive operations with images in the internal picture of the world. These operations allow you to build and complete the changing model of the world.

The specificity of thinking lies in the fact that:

thinking makes it possible to know the deep essence of the objective world, the laws of its existence;

only in thinking is it possible to cognize the emerging, changing, developing world;

thinking allows you to foresee the future, operate with the potential, plan practical activities.

The thinking process is characterized by the following features:

Has an indirect character;

always proceeds based on existing knowledge;

proceeds from living contemplation, but is not reduced to it;

it reflects connections and relationships in verbal form;

associated with human activities.

The Russian physiologist Ivan Petrovich Pavlov, describing thinking, wrote: “Thinking is a tool for the highest orientation of a person in the world around him and in himself.” From a physiological point of view, the process of thinking is a complex analytical and synthetic activity of the cerebral cortex. For the process of thinking, first of all, those complex temporal connections that are formed between the brain ends of the analyzers matter.

According to Pavlov: “Thinking does not represent anything other than associations, first elementary, standing in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.

Thus, these connections (associations) naturally caused by external stimuli constitute the physiological basis of the thinking process.

In psychological science, there are such logical forms of thinking as: concepts; judgments; inferences.

A concept is a reflection in the human mind of the general and essential properties of an object or phenomenon. The concept is a form of thinking that reflects the singular and special, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. Behind each concept is hidden a special objective action. Concepts can be:

General and single;

concrete and abstract;

empirical and theoretical.

The empirical concept fixes the same items in each separate class of items on the basis of comparison. The specific content of the theoretical concept is the objective connection between the universal and the individual (integral and different). Concepts are formed in socio-historical experience. A person assimilates a system of concepts in the process of life and activity. The content of concepts is revealed in judgments, which are always expressed in verbal form - orally or in writing, aloud or to oneself.

Judgment is the main form of thinking, in the process of which connections between objects and phenomena of reality are affirmed or denied. A judgment is a reflection of the connections between objects and phenomena of reality or between their properties and features. For example, the proposition: "Metals expand when heated" - expresses the relationship between changes in temperature and the volume of metals. Judgments are formed in two main ways:

Directly, when they express what is perceived;

indirectly - by inference or reasoning.

In the first case, we see, for example, a brown table and make the simplest judgment: "This table is brown." In the second case, with the help of reasoning, other (or other) judgments are derived from some judgments. For example, Dmitry Ivanovich Mendeleev, on the basis of the periodic law discovered by him, purely theoretically, only with the help of inferences, deduced and predicted some properties of chemical elements that were still unknown in his time.

Judgments can be: true; false; general; private; single.

True judgments are objectively correct judgments. False judgments are judgments that do not correspond to objective reality. Judgments are general, particular and singular. In general judgments, something is affirmed (or denied) in relation to all objects of a given group, a given class, for example: "All fish breathe with gills." In private judgments, affirmation or negation no longer applies to all, but only to some subjects, for example: "Some students are excellent students." In single judgments - only to one, for example: "This student did not learn the lesson well."

Inference is the derivation of a new judgment from one or more propositions. The initial judgments from which another judgment is deduced or extracted are called premises of the inference. The simplest and most typical form of inference based on private and general premises is the syllogism. An example of a syllogism is the following reasoning: “All metals are electrically conductive. Tin is a metal. Therefore, tin is electrically conductive. Distinguish inference: inductive; deductive; Similarly.

Such a conclusion is called inductive, in which reasoning goes from single facts to a general conclusion. A deductive conclusion is such a conclusion in which reasoning is carried out in the reverse order of induction, i.e. from general facts to a single conclusion. An analogy is such a conclusion in which a conclusion is made on the basis of a partial similarity between phenomena, without a sufficient examination of all conditions.

In psychology, the following somewhat conditional classification of types of thinking is accepted and widespread on such various grounds as:

1) the genesis of development;

) the nature of the tasks to be solved;

) degree of deployment;

) degree of novelty and originality;

) means of thinking;

) functions of thinking, etc.

1. According to the genesis of development, thinking is distinguished: visual-effective; visual-figurative; verbal-logical; abstract-logical.

Visual-effective thinking is a type of thinking based on the direct perception of objects in the process of actions with them. This thinking is the most elementary type of thinking that arises in practical activity and is the basis for the formation of more complex types of thinking.

Visual-figurative thinking is a type of thinking characterized by reliance on representations and images. With visual-figurative thinking, the situation is transformed in terms of an image or representation.

Verbal-logical thinking is a kind of thinking carried out with the help of logical operations with concepts. With verbal-logical thinking, using logical concepts, the subject can learn the essential patterns and unobservable relationships of the reality under study.

Abstract-logical (abstract) thinking is a type of thinking based on highlighting the essential properties and relationships of an object and abstracting from others that are not essential.

Visual-effective, visual-figurative, verbal-logical and abstract-logical thinking are successive stages in the development of thinking in phylogeny and ontogenesis.

According to the nature of the tasks to be solved, thinking is distinguished:

theoretical;

practical.

Theoretical thinking - thinking on the basis of theoretical reasoning and inference.

Practical thinking - thinking based on judgments and inferences based on the solution of practical problems.

Theoretical thinking is the knowledge of laws and rules. The main task of practical thinking is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.

According to the degree of deployment, thinking is distinguished:

discursive;

intuitive.

Discursive (analytical) thinking is thinking mediated by the logic of reasoning, not perception. Analytical thinking is deployed in time, has clearly defined stages, is represented in the mind of the thinking person himself.

Intuitive thinking - thinking based on direct sensory perceptions and direct reflection of the effects of objects and phenomena of the objective world.

Intuitive thinking is characterized by the speed of flow, the absence of clearly defined stages, and is minimally conscious.

According to the degree of novelty and originality, thinking is distinguished:

reproductive;

productive (creative).

Reproductive thinking - thinking based on images and ideas drawn from some specific sources.

Productive thinking - thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

verbal;

visual.

Visual thinking is thinking based on images and representations of objects.

Verbal thinking is thinking that operates with abstract sign structures.

It has been established that for full-fledged mental work, some people need to see or imagine objects, while others prefer to operate with abstract sign structures.

According to the functions, thinking is distinguished:

critical;

creative.

Critical thinking focuses on identifying flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts.

1.2 FEATURES OF LOGICAL THINKING OF YOUNGER STUDENTS

The pedagogical aspect of the study of logical thinking, as a rule, consists in the development and experimental verification of the necessary methods, means, conditions, factors for organizing the learning process that develop and form students' logical thinking. Many researchers note that one of the most important tasks of teaching at school is the formation of students' skills in performing logical operations, teaching them various methods of logical thinking, equipping them with knowledge of logic and developing in schoolchildren the skills and abilities to use this knowledge in educational and practical activities.

The possibility of assimilation of logical knowledge and techniques by children of primary school age was tested in the psychological and pedagogical research of V.S. Ablova, E.L. Agayeva, Kh.M. Veklirova, T.K. Kamalova, S.A. Ladymir, L.A. Levinova, A.A. Lyubinsky, L.F. Obukhova, N.G. Salmina, T.M. Teplenka and others. In the works of these authors, it is proved that as a result of properly organized education, younger students very quickly acquire the skills of logical thinking, in particular, the ability to generalize, classify and reasonably substantiate their conclusions.

At the same time, there is no single approach to solving the problem of how to organize such training in pedagogical theory. Some teachers believe that logical techniques are an integral part of the sciences, the foundations of which are included in the content of education, therefore, when studying school subjects, students automatically develop logical thinking based on given images (V.G. Beilinson, N.N. Pospelov, M.N. . Skatkin).

Another approach is expressed in the opinion of some researchers that the development of logical thinking only through the study of academic subjects is ineffective, this approach does not provide a full assimilation of the methods of logical thinking and therefore special training courses in logic are needed (Yu.I. Vering, N.I. Lifintseva, V. S. Nurgaliev, V. F. Palamarchuk).

Another group of teachers (D.D. Zuev, V.V. Kraevsky) believe that the development of students' logical thinking should be carried out on the specific subject content of academic disciplines through accentuation, identification and explanation of the logical operations encountered in them.

But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:

to develop in students the ability to compare observed objects, to find common properties and differences in them;

develop the ability to highlight the essential properties of objects and distract (abstract) them from secondary, non-essential ones;

to teach children to dismember (analyze) an object into its component parts in order to cognize each component and to combine (synthesize) mentally dissected objects into one whole, while learning the interaction of parts and the object as a whole;

to teach schoolchildren to draw correct conclusions from observations or facts, to be able to verify these conclusions; to instill the ability to generalize facts; - to develop in students the ability to convincingly prove the truth of their judgments and refute false conclusions;

make sure that the thoughts of students are stated clearly, consistently, consistently, reasonably.

Thus, the development of logical thinking is directly related to the learning process, the formation of initial logical skills under certain conditions can be successfully carried out in children of primary school age, the process of formation of general logical skills, as a component of general education, should be purposeful, continuous and associated with the process of teaching school disciplines at all its levels.

For the effective development of the thinking of younger schoolchildren, it is necessary, first of all, to rely on the age-related characteristics of the mental processes of children.

One of the reasons for the emergence of learning difficulties in younger schoolchildren is a weak reliance on the general patterns of child development in a modern mass school. Many authors note a decrease in interest in learning, unwillingness to attend classes among younger students as a result of insufficient formation of the level of educational and cognitive mental logical activity. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking in younger schoolchildren.

Primary school age is characterized by the presence of significant shifts in the development of thinking under the influence of purposeful learning, which in elementary school is built on the basis of the characteristics of objects and phenomena of the surrounding world. A feature of children of primary school age is cognitive activity. By the time of entering the school, the younger student, in addition to cognitive activity, already has access to an understanding of the general connections, principles and patterns that underlie scientific knowledge.

Therefore, one of the fundamental tasks that the elementary school is called upon to solve for the education of students is the formation of the most complete picture of the world possible, which is achieved, in particular, through logical thinking, the instrument of which is mental operations.

In elementary school, based on the curiosity with which the child comes to school, learning motivation and interest in experimentation develop. The independence that a preschool child showed in play activities, choosing one or another game and methods of its implementation, is transformed into educational initiative and independence of judgments, methods and means of activity. As a result of the ability to follow a model, a rule, an instruction that has developed in a preschool institution, younger students develop the arbitrariness of mental processes, behavior, and initiative arises in cognitive activity.

On the basis of the ability to use subject substitutes that has developed in gaming activities, as well as the ability to understand images and describe what they see and their attitude to it with visual means, the sign-symbolic activity of younger students develops - the ability to read graphic language, work with diagrams, tables, graphs, models.

The active inclusion of models of various types in teaching contributes to the development of visual-effective and visual-figurative thinking in younger students. Younger schoolchildren differ from older children in the reactivity of the psyche, the tendency to immediately respond to the impact. They have a pronounced desire to imitate adults. Their mental activity is thus directed towards repetition, application. Primary schoolchildren show few signs of mental inquisitiveness, of striving to penetrate beyond the surface of phenomena. They express considerations that reveal only the appearance of understanding complex phenomena. They rarely think about any difficulties.

Younger students do not show independent interest in identifying the causes, the meaning of the rules, but they ask questions only about what and how to do, that is, the thinking of a younger student is characterized by a certain predominance of a specific, visual-figurative component, the inability to differentiate the signs of objects on essential and non-essential, to separate the main from the secondary, to establish a hierarchy of signs and cause-and-effect relationships and relationships.

Therefore, we believe that the list of the main logical operations outlined above, the development of which is mainly focused on in elementary school, should be supplemented by such logical operations as defining concepts, formulating judgments, conducting logical division, building inferences, analogies, proofs.

The study of the features of the implementation of these operations by younger schoolchildren showed that this stage is an active propaedeutic period in the development of the child's logical thinking. Their thought processes are intensively developing, the transition from visual-figurative to verbal-logical thinking, which was outlined at preschool age, is being completed, the first reasoning appears, they are actively trying to build conclusions using various logical operations.

At the same time, school educational practice shows that many primary school teachers do not always pay enough attention to the development of logical thinking and believe that all the necessary thinking skills will develop independently with age. This circumstance leads to the fact that in the primary grades the growth of the development of the logical thinking of children and, as a result, their intellectual abilities slow down, which cannot but affect the dynamics of their individual development in the future.

Therefore, there is an objective need to find such pedagogical conditions that would contribute to the most effective development of logical thinking in children of primary school age, a significant increase in the level of mastery of educational material by children, and the improvement of modern primary education, without increasing the educational load on children.

When substantiating the pedagogical conditions for the development of logical thinking of younger students, we proceeded from the following basic conceptual provisions:

training and development are a single interconnected process, advancement in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V. Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);

the most important condition for successful learning is the purposeful and systematic formation of the trainees' skills to implement logical techniques (S.D. Zabramnaya, I.A. Podgoretskaya, etc.);

the development of logical thinking cannot be carried out in isolation from the educational process, it must be organically connected with the development of subject skills, take into account the peculiarities of the age development of schoolchildren (L.S. Vygotsky, I.I. Kulibaba, N.V. Shevchenko, etc.).

Proceeding from this, we have proposed the following pedagogical conditions for the formation of logical thinking of younger students: the presence of teachers in a sustainable focus on the development of logical thinking; ensuring the motivation of students to master logical operations; implementation of activity and personality-oriented approaches to the development of logical thinking; ensuring the variability of the content of classes.

The basic condition in this set of conditions is that teachers have a stable focus on the development of logical thinking of younger students. In the process of schooling, the student needs not only to communicate the “sum of knowledge”, but also to form a system of interconnected knowledge that forms an internal ordered structure.

The formation of an ordered system of knowledge, in the process of which various information is constantly compared with each other in various respects and aspects, generalized and differentiated in different ways, included in various chains of relationships, leads to the most effective assimilation of knowledge and to the development of logical thinking.

All this requires the teacher to restructure the traditional structure of the lesson, highlight mental operations in the educational material, and focus his activities on teaching students logical operations. And if the teacher does not have this, if he does not have the desire to change anything in his usual educational process, then there is no need to talk about any development of the logical thinking of younger students, and no matter what conditions of this process are justified, they will remain theoretical provisions, not required in practice.

The second most important condition is to ensure the motivation of students to master the logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to generalize, analyze, synthesize, etc. It is our deep conviction that an attempt by a junior schoolchild, albeit an unsuccessful one, to carry out a logical operation should be valued higher than the specific result of acquiring knowledge.

The next condition is the implementation of activity and personality-oriented approaches in the development of logical thinking. The active, conscious activity of younger students is the basis for a high level of development of logical thinking.

The structure of the educational material should be focused on the independent and reasonable acquisition of knowledge by students based on the use and generalization of their experience, since objective truth acquires subjective significance and usefulness if it is learned on the basis of "the basis of one's own experience". Otherwise, knowledge is formal. It is important to focus on the learning process, and not just on the result. The implementation of the ideas of a student-centered approach makes it possible to bring each student to a high level of development of logical thinking, which will ensure success in the assimilation of educational material in an educational institution at subsequent stages of education.

Drawing up a system of variable tasks that is adequate to the age and individual characteristics of the student's personality, the level of development of his logical thinking, is also a pedagogical condition for the development of logical thinking of younger students. This condition involves a change in the content, structure of classes, the use of a variety of teaching methods, a phased, systematic and mandatory introduction of logical tasks in all school subjects of the school course. The use of a set of logical tasks in the learning process will increase the productivity and dynamics of the development of logical thinking of younger students.

1.3 THEORETICAL FOUNDATIONS FOR THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING IN YOUNGER SCHOOLCHILDREN

In domestic pedagogy, the system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are well-known teachers and psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. Recently, the search for scientists (3.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraks, E.O. characterized by flexibility, initiative of thought processes, the transfer of formed mental actions to a new content.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

Games that require executive activity from children. With the help of these games, children perform actions according to the model.

Games that require action to be played. They are aimed at developing computational skills.

Games with which children change examples and tasks into others that are logically related to it.

Games that include elements of search and creativity.

This classification of didactic games does not reflect all their diversity, however, it allows the teacher to navigate the abundance of games. It is also important to distinguish between actual didactic games and game techniques used in teaching children. As children "enter" a new activity for them - educational - the value of didactic games as a way of learning decreases, while game techniques are still used by the teacher. They are needed to attract the attention of children, relieve their stress. The most important thing is that the game is organically combined with serious, hard work, so that the game does not distract from learning, but, on the contrary, contributes to the intensification of mental work.

In the situation of a didactic game, knowledge is acquired better. Didactic game and lesson cannot be opposed. The most important thing - and this must be emphasized once again - the didactic task in the didactic game is carried out through the game task. The didactic task is hidden from children. The child's attention is drawn to the performance of play actions, and the task of teaching them is not realized. This makes the game a special form of game learning, when children most often inadvertently acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct teaching.

Based on the foregoing, a didactic game is a game only for a child. For an adult, it is a way of learning. In the didactic game, the assimilation of knowledge acts as a side effect. The purpose of didactic games and game learning techniques is to facilitate the transition to learning tasks, to make it gradual. The foregoing allows us to formulate the main functions of didactic games:

the function of forming a sustainable interest in learning and relieving stress associated with the process of adapting the child to the school regime;

the function of the formation of mental neoplasms;

the function of forming the actual learning activity;

functions of formation of general educational skills, skills of educational and independent work;

the function of forming skills of self-control and self-esteem;

the function of forming adequate relationships and mastering social roles.

So, the didactic game is a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material exciting, to create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, because. play activities are familiar to the child. Through the game, learning patterns are quickly learned. Positive emotions facilitate the learning process.

In expanded form, the pedagogical conditions for the development of cognitive processes of a younger student can be represented as follows:

a certain content of knowledge, amenable to methods of comprehension;

finding such techniques and means, such vivid comparisons, figurative descriptions that help to fix in the minds and feelings of students the facts, definitions, concepts, conclusions that play the most significant role in the knowledge content system;

cognitive activity organized in a certain way, characterized by a system of mental actions;

such a form of organization of learning, in which the student is placed in the position of a researcher, a subject of activity, requiring the manifestation of maximum mental activity;

use of self-study tools;

development of the ability to actively operate knowledge;

in solving any cognitive task, the use of means of collective work in the classroom, based on the activity of the majority, transferring students from imitation to creativity;

encourage creative work so that each work, on the one hand, would stimulate students to solve collective cognitive problems, on the other hand, would develop the specific abilities of the student.

The development of cognitive processes in students does not occur with a template presentation of the material. Schukina G.I. noted that in the activities of teachers there are common features that contribute to the development of cognitive processes of students:

purposefulness in the education of cognitive interests;

understanding that caring for multifaceted interests, about the child's attitude to his work is the most important part of the teacher's work;

use of the wealth of the knowledge system, their completeness, depth;

understanding that each child can develop an interest in certain knowledge;

attention to the success of each student, which supports the student's faith in his own strength. The joy of success associated with overcoming difficulties is an important incentive to maintain and strengthen cognitive interest.

The game is a good tool that stimulates the development of cognitive processes of students. It not only activates the mental activity of children, increases their efficiency, but also educates them in the best human qualities: a sense of collectivism and mutual assistance.

An important role is played by positive emotions that arise in the game and facilitate the process of cognition, assimilation of knowledge and skills. Playing with the most difficult elements of the educational process stimulates the cognitive powers of young schoolchildren, brings the educational process closer to life, and makes the acquired knowledge understandable.

Game situations and exercises, organically included in the educational and cognitive process, stimulate students and allow diversifying the forms of applying knowledge and skills.

A child cannot be forced, forced to be attentive, organized. At the same time, when playing, he willingly and conscientiously fulfills what interests him, strives to bring such a matter to the end, even if this requires effort. Therefore, at the initial stage of learning, the game acts as the main stimulus for learning.

The following principles should be the basis of any game methodology conducted in the classroom:

The relevance of didactic material (actual formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, and strive for the best possible solution.

Collectivity allows you to rally the children's team into a single group, into a single organism, capable of solving problems of a higher level than those available to one child, and often more complex.

Competitiveness creates a desire in a child or a group of children to complete a task faster and better than a competitor, which reduces the time to complete the task, on the one hand, and achieve a realistically acceptable result, on the other. Almost any team game can serve as a classic example of the above principles: “What? Where? When?" (one half asks questions - the other answers them).

Based on these principles, it is possible to formulate requirements for didactic games held in the classroom:

Didactic games should be based on games familiar to children. To this end, it is important to observe children, identify their favorite games, analyze which games children like more and which less.

You can not impose on children a game that seems useful, the game is voluntary. Children should be able to refuse a game if they don't like it and choose another game.

The game is not a lesson. A game technique that includes children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more - this is not only the methodological wealth of the teacher, but also the general work of children in the classroom, rich in impressions.

The emotional state of the teacher should correspond to the activity in which he participates. Unlike all other methodological means, the game requires a special state from the one who conducts it. It is necessary not only to be able to conduct the game, but also to play with the children. Proper conduct of the didactic game is ensured by a clear organization of didactic games.

The nature of the activity of students in the game depends on its place in the system of educational activity. If the game is used to explain new material, then the practical actions of children with groups of objects and drawings should be programmed in it.

In the lessons of consolidating the material, it is important to use games to reproduce properties, actions, and computational techniques. In this case, the use of visual aids should be limited and attention in the game should be increased to pronouncing the rule aloud, the computational technique.

In the game, one should think over not only the nature of the activities of children, but also the organizational side, the nature of the management of the game. For this purpose, means of feedback with the student are used: signal cards (a green circle on one side and a red circle on the other) or split numbers and letters. Signal cards serve as a means of activating children in the game. In most games it is necessary to introduce elements of competition, which also increases the activity of children in the learning process.

Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of collectivism. Children who make mistakes must be treated with great tact. A teacher may tell a child who has made a mistake that he has not yet become the "captain" in the game, but if he tries, he will certainly become one. Students' mistakes should be analyzed not during the game, but at the end, so as not to disturb the impression of the game.

The game technique used should be in close connection with visual aids, with the topic under consideration, with its tasks, and not be exclusively entertaining. Visualization in children is, as it were, a figurative solution and design of the game. It helps the teacher to explain new material, to create a certain emotional mood.

The teacher, with the help of the game, hopes to organize the attention of children, increase activity, and facilitate the memorization of educational material. This, of course, is necessary, but this is not enough. At the same time, care must be taken to preserve the student's desire to learn systematically, to develop his creative independence. Another condition necessary for the use of the game in elementary school to be effective is the deep penetration of the teacher into the mechanisms of the game. The teacher must be an independent creator who is not afraid to take responsibility for the long-term results of his activity.

Playing in elementary school is a must. After all, only she knows how to make difficult - easy, accessible, and boring - interesting and fun. The game can be used both when explaining new material, and when consolidating, when practicing counting skills, to develop the logic of students.

Subject to all the above conditions, children develop such necessary qualities as:

a) a positive attitude towards the school, to the subject;

c) voluntary desire to expand their capabilities;

e) disclosure of one's own creative abilities.

All of the above convinces of the necessity and possibility of the formation and development of cognitive processes in younger students, including logical thinking, through the use of didactic games.

Here is a summary of the first chapter:

Thinking is a generalized reflection of objective reality in its natural, most essential connections and relationships. It is characterized by commonality and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjective new knowledge, with the solution of problems, with the creative transformation of reality. Thinking is the highest form of reflection of the surrounding reality. Thinking is the knowledge of reality generalized and mediated by words. Thinking makes it possible to know the essence of objects and phenomena. Thanks to thinking, it becomes possible to foresee the results of certain actions, to carry out creative, purposeful activities.

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. Under the influence of training, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present selective material and establish semantic connections.

The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

Research by psychologists and didacticists to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10 year old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

As a result of purposeful training, a well-thought-out system of work, it is possible to achieve in the primary grades such mental development of children that makes the child capable of mastering the methods of logical thinking common to different types of work and mastering different subjects, to use the learned methods in solving new problems, to anticipate certain regular events or phenomena.

The development of the cognitive processes of the younger student will be formed more effectively by purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

Didactic games are a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material exciting, to create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, because. play activities are familiar to the child. Through the game, learning patterns are quickly learned. Positive emotions facilitate the learning process.

CHAPTER 2

1 DETERMINATION OF THE LEVELS OF DEVELOPMENT OF LOGICAL THINKING OF YOUNGER SCHOOLCHILDREN

Research on the development of logical thinking was carried out on the basis of a secondary school in the city of Murmansk.

The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following methods:

Technique "Exclusion of concepts". Objectives of the methodology:

study of the ability to classify and analyze;

definition of concepts, clarification of causes, identification of similarities and differences in objects;

determination of the degree of development of the child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Sequence of events". The purpose of the technique: to determine the ability for logical thinking, generalization.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

Description of the diagnostics:

Technique "Exceptions of concepts". Purpose: the technique is designed to study the ability to classify and analyze.

Instruction: Subjects are offered a form with 17 rows of words. In each row, four words are united by a common generic concept, the fifth does not apply to it. In 5 minutes, the subjects must find these words and cross them out.

Vasily, Fedor, Semyon, Ivanov, Peter.

Decrepit, small, old, worn out, dilapidated.

Soon, quickly, hastily, gradually, hastily.

Leaf, soil, bark, scales, branch.

To hate, despise, resent, resent, understand.

Dark, light, blue, bright, dim.

Nest, burrow, chicken coop, gatehouse, lair.

Failure, excitement, defeat, failure, collapse.

Success, luck, gain, peace, failure.

Robbery, theft, earthquake, arson, assault.

Milk, cheese, sour cream, lard, curdled milk.

Deep, low, light, high, long.

Hut, hut, smoke, barn, booth.

Birch, pine, oak, spruce, lilac.

Second, hour, year, evening, week.

Brave, courageous, resolute, evil, courageous.

Pencil, pen, drawing pen, felt-tip pen, ink.

Processing of results: the number of correct answers is counted and, depending on it, the level of formation of the processes of analysis and synthesis is determined:

-16-17 correct answers - high,

-15-12 - average level,

-11-8 - low;

-less than 8 - very low.

2. Methodology "Definition of concepts". The purpose of the methodology is to determine the formation of concepts, the ability to find out the reasons, to identify similarities and differences in objects. The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.

Which animal is bigger: a horse or a dog?

People have breakfast in the morning. And what do they do when they eat during the day and in the evening?

During the day it was light outside, but at night?

The sky is blue, but the grass?

Cherry, pear, plum and apple - is it ...?

Why does the barrier go down when the train is coming?

What is Moscow, Kyiv, Khabarovsk?

What time is it now (The child is shown a clock and asked to name the time), (The correct answer is the one in which the hours and minutes are indicated).

A young cow is called a heifer. What is the name of a young dog and a young sheep?

Who looks more like a dog: a cat or a chicken? Answer and explain why you think so.

Why does a car need brakes? (Any reasonable answer is considered correct, indicating the need to dampen the speed of the car)

How are hammer and ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions).

What do squirrels and cats have in common? (The correct answer must include at least two explanatory features.)

What is the difference between a nail, a screw and a screw from each other. (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is hammered, and the screw and screw are screwed in).

What is football, long jump and high jump, tennis, swimming.

What types of transport do you know (at least 2 types of transport in the correct answer).

What is the difference between an old person and a young person? (the correct answer must contain at least two essential features).

Why do people engage in physical education and sports?

Why is it considered bad if someone does not want to work?

Why do you need to put a stamp on a letter? (Correct answer: a stamp is a sign of payment by the sender of the cost of sending a postal item).

Processing of results: For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can receive in this technique is 10. Not only those answers that correspond to the given examples can be considered correct, but also others, quite reasonable and corresponding to the meaning of the question posed to the child. If the researcher does not have complete confidence that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is not correct, then it is allowed to give the child an intermediate mark - 0.25 points.

points - very high;

9 points - high;

7 points - average;

3 points - low;

1 point - very low.

Methodology "Sequence of events" (proposed by N.A. Bernshtein). The purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

Material and equipment: folded pictures (from 3 to 6) which depict the stages of an event. The child is shown randomly laid out pictures and given the following instructions:

“Look, there are pictures in front of you that depict some kind of event. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist has drawn. Think and rearrange the pictures as you see fit, and then make up a story from them about the event that is depicted here. If the child correctly established the sequence of pictures, but could not compose a good story, you need to ask him a few questions to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such performance of the task is considered as unsatisfactory.

Results processing:

I was able to find the sequence of events and made up a logical story - a high level.

Could find the sequence of events, but could not write a good story, or could, but with the help of leading questions - the average level.

Could not find the sequence of events and compose a story - low level.

Methodology "Comparison of concepts". Purpose: to determine the level of formation of the comparison operation among younger students.

The technique consists in the fact that the subject is called two words denoting certain objects or phenomena, and asked to say what is common between them and how they differ from each other. At the same time, the experimenter constantly stimulates the subject in search of as many similarities and differences as possible between paired words: “How else are they similar?”, “More than”, “How else do they differ from each other?” List of comparison words:

Morning evening.

Cow - horse.

The pilot is a tractor driver.

Skis - cats.

Dog Cat.

Tram - bus.

River - lake.

Bicycle - motorcycle.

Crow is a fish.

Lion - tiger.

Train - plane.

Cheating is a mistake.

Boot - pencil.

Apple - cherry.

The lion is a dog.

Crow is a sparrow.

Milk is water.

Gold Silver.

Sleigh - cart.

Sparrow is a chicken.

Oak - birch.

The story is a song.

The picture is a portrait.

The horse is a rider.

The cat is an apple.

Hunger is thirst.

) The subject is given two words that clearly belong to the same category (for example, "cow - horse").

) Two words are offered, which are difficult to find in common and which are much more different from each other (crow - fish).

) The third group of tasks is even more difficult - these are tasks for comparing and differing objects in conflict conditions, where differences are expressed much more than similarities (rider - horse).

The difference in the levels of complexity of these categories of tasks depends on the degree of difficulty in abstracting the signs of visual interaction of objects by them, on the degree of difficulty in including these objects in a certain category.

Processing of results.

) Quantitative processing consists in counting the number of similarities and differences.

a) High level - the student named more than 12 features.

b) Intermediate level - from 8 to 12 traits.

c) Low level - less than 8 traits.

) Qualitative processing consists in the fact that the experimenter analyzes which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

2.2 RESULTS OF CONSTANT DIAGNOSIS

The ascertaining diagnosis was carried out in a complex manner, with the entire group of children.

Summary table of diagnostic test results Table 1

№Имя и фамилия ребенкаМетодики12341.Алина М.высокийсреднийвысокийвысокий2.Антон С.низкийнизкийсреднийнизкий3.Светлана М.среднийнизкийсреднийнизкий4.Андрей Р.низкийсреднийсреднийнизкий5.Андрей П.низкийнизкийнизкийсредний6.Станислав С.высокийвысокийвысокийсредний7.Дарья Г.среднийочень высокийвысокийвысокий8.Елизавета Р.среднийсреднийвысокийнизкий9.Валерия С. low medium medium low 10. Sergey D. medium low medium medium 11. Aleksandra V. high high medium high 12. Mark B. low medium low low 13. Ekaterina A. high medium medium high 14. Karina G. medium low high low 15. Lydia V. medium low medium medium

The results of the diagnostic study are summarized in the table:

Generalized results of ascertaining diagnostics Table 2

Name of diagnostics / Level of performance - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high17%3 - 33%1 - 17%2-22%1-17%4 - 44%-4 - 44%medium1 - 17%5 - 56%2 - 33%4 - 44%3 - 50%5 - 56%3 - 50%1 - 12 %low4-66%1 - 11%3 - 50%3 - 34%2 - 33%-3 - 50%4 - 44%

As can be seen from the generalized diagnostic results, girls have a higher overall level of task completion than boys. These indicators are reflected in the diagrams:

Diagram 1. Comparison of the results of the implementation of the technique "Exclusion of concepts"

Diagram 2. Comparison of the results of the implementation of the methodology "Definition of concepts"

Diagram 3. Comparison of the results of the implementation of the technique "Sequence of events"

Diagram 4. Comparison of the results of the implementation of the methodology "Comparison of concepts"

CONCLUSIONS FROM THE RESULTS OF STATEMENT DIAGNOSIS

The best results were shown when performing the "Sequence of Events" method, so a high level of fulfillment of tasks of this diagnostic was shown by 17% of boys and 44% of girls, an average level - by 50% of boys and 56% of girls and a low level - by 33% of boys, in girls of this there was no indicator.

The children experienced the greatest difficulties when performing the tasks of the "Definition of Concepts" methodology, when performing tasks related to the development of the processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

2.3 SHAPING EXPERIMENT

The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

Since the ascertaining experiment showed that children use the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of precisely these processes. Analysis is associated with the selection of the elements of a given object, its features or properties. Synthesis is a combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis through analysis. The ability for analytical and synthetic activity finds its expression not only in the ability to single out the elements of an object, its various features, or to combine elements into a single whole, but also in the ability to include them in new connections, to see their new functions.

The formation of these skills can be facilitated by: a) consideration of the given object from the point of view of various concepts; b) setting various tasks for a given mathematical object.

To consider this object from the point of view of various concepts, tasks were proposed for classification or for identifying various patterns (rules). For example:

What signs can be used to arrange buttons in two boxes?

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the process of teaching mathematics. The formation of the ability to use this technique was carried out in stages, in close connection with the study of specific content. In doing so, we focused on the following stages of this work:

selection of features or properties of one object;

establishment of similarities and differences between the features of two objects;

identifying similarities between the features of three, four or more objects.

As objects, at first objects or drawings were used depicting objects that are well known to children, in which they can highlight certain features based on their ideas.

To organize the activities of students aimed at highlighting the features of a particular object, the following question was proposed:

What can you tell about the subject? (The apple is round, large, red; the pumpkin is yellow, large, with stripes, with a tail; the circle is large, green; the square is small, yellow).

In the process of work, the concepts of “size”, “shape” were fixed and the following questions were proposed:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.)

To identify the signs or properties of an object, they usually turned to children with questions:

What are the similarities and differences between these items? - What changed?

Children are already familiar with the term "feature" and it was used when completing tasks: "Name the features of an object", "Name similar and different features of objects."

Tasks related to the classification technique were usually formulated in the following way: "Break (decompose) all the circles into two groups according to some criterion." Most children are successful in this task, focusing on signs such as color and size. As various concepts were studied, the tasks for classification included numbers, expressions, equalities, equations, geometric shapes. For example, when studying the numbering of numbers within 100, children were offered the following task:

Divide these numbers into two groups so that each contains similar numbers:

a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written in two identical digits, the other - different ones);

b) 91, 81, 82, 95, 87, 94, 85 (the basis of classification is the number of tens, in one group of numbers it is 8, in another - 9);

c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the “digits” that record these numbers, in one group it is 9, in the other - 7 ).

Thus, when teaching mathematics, tasks for the classification of various types were used:

Preparatory tasks. These include: “Remove (name) an extra” object”, “Draw objects of the same color (shape, size)”, “Give a name to a group of objects”. This also includes tasks for the development of attention and observation: “What object was removed?” and “What has changed?”.

Tasks in which, based on the classification, the teacher indicated.

Tasks in which the children themselves identify the basis of classification.

Tasks for the development of the processes of analysis, synthesis, classification were widely used by us in the lessons, when working with a mathematics textbook. For example, the following tasks were used to develop analysis and synthesis:

Connecting the elements into a single whole: Cut out the necessary shapes from the "Appendix" and make a house, a boat, a fish out of them.

Search for various attributes of an object: How many corners, sides and vertices does a pentagon have?

Recognition or compilation of an object according to given characteristics: What number comes before the number 6 when counting? What number follows the number 6? Behind the number 7?

Consideration of this object from the point of view of various concepts. Make different problems according to the picture and solve them.

Statement of various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets in her Russian language notebook and 5 blank sheets in her math notebook. Put to this condition first such a question that the problem is solved by addition, and then such a question that the problem is solved by subtraction.

Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem: There are 9 episodes in the cartoon about dinosaurs. Kolya has already watched 2 episodes. How many episodes does he have left to watch? Write two problems inverse to the given one. Select a schematic diagram for each problem.

We also used tasks aimed at developing the ability to compare, for example, highlighting features or properties of one object:

Tanya had several badges. She gave 2 pins to a friend and she has 5 pins left. How many badges did Tanya have? Which schematic drawing is suitable for this task?

All the proposed tasks, of course, were aimed at the formation of several thinking operations, but due to the predominance of any of them, the exercises were divided into the proposed groups.

As a generalization of the work done, we conducted a generalizing lesson in mathematics on the topic "Sets", where the developed skills of analysis, synthesis, classification, etc. were fixed in a playful way.

2.4 RESULTS OF THE CONTROL STUDY

The control study was carried out according to the same methods as in the ascertaining experiment.

Summary table of the results of the control phase of the study Table 3

№Имя и фамилия ребенкаМетодики12341.Антон С.среднийсреднийвысокийнизкий2.Светлана М.высокийсреднийсреднийсредний3.Андрей Р.высокийнизкийсреднийнизкий4.Андрей П.низкийсреднийсреднийсредний5.Елизавета С.высокийвысокийсреднийсредний6.Валерия С.низкийсреднийвысокийсредний7.Сергей Д.высокийнизкийсреднийвысокий8.Марк Б.среднийнизкийсреднийсредний9.Карина Г.среднийсреднийвысокийсредний10 .Lydia V.mediummediumhighlow

The summarized results of the control study are presented in the table:

Generalized results of control diagnostics Table 4

Name of diagnostics / Level of performance - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high3-50%5-55% 1-16%33%2 - 34%5-55%15%4 - 45%medium34%33%2 - 34%6 - 67%4 - 66%4-45%55%4 - 45%low16%1- 12%3 - 50%---2 - 35%1-10%

Comparative results for individual diagnostics are presented in the diagrams:

Diagram 5. Comparative results of the diagnostics "Exclusion of concepts" according to the data of the ascertaining and control studies

Diagram 6. Comparative results of the diagnostics "Definition of concepts" according to the ascertaining and control studies

Diagram 7. Comparative results of the "Sequence of events" diagnostics according to the data of the ascertaining and control study

Diagram 8. Comparative results of the diagnostics "Comparison of concepts" according to the ascertaining and control studies

As can be seen from the above results, we can conclude that there is a significant improvement in the logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of performance of tasks has increased, including boys, these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in a junior schoolchild were revealed;

the structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;

We do not consider our result final. It is necessary to further develop and improve techniques and methods for the development of productive thinking, depending on the individual properties and characteristics of each individual student. Much will also depend on the subject teacher, on whether he will take into account the peculiarities of the cognitive processes of schoolchildren and apply methods for the development of logical thinking in the course of explaining and consolidating the material, whether he will build his lessons on a bright, emotionally colored story or reading the text of a textbook, and from many other facts.

It is necessary to continue the work begun, using various non-standard logical tasks and tasks, not only in the classroom, but also in extracurricular activities, in the classroom of a mathematical circle.

Here is a summary of the second chapter:

In order to study the level of development of logical thinking, we carried out a comprehensive diagnostics. The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

The diagnostic program included the following methods:

Technique "Exclusion of concepts". The goals of the methodology are: to study the ability to classify and analyze, to define concepts, to find out the reasons, to identify similarities and differences in objects, to determine the degree of development of a child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

The results of the diagnostics performed showed that the best results were shown when performing the "Sequence of Events" method, for example, 17% of boys and 44% of girls showed a high level of fulfillment of tasks of this diagnostic, an average level - 50% of boys and 56% of girls and a low level - 33 % of boys, girls did not have this indicator. The children experienced the greatest difficulties when performing the tasks of the "Definition of Concepts" methodology, when performing tasks related to the development of the processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

The implementation of the "Comparison of concepts" technique also caused difficulties, especially for boys, who showed a low level of task completion in 50% and an average level in 50%. Girls coped with these tasks somewhat better. They showed in 44% the performance of tasks at a high level, in 12% - an average level and in 44% - a low level.

The task "Exclusion of concepts" caused difficulty mainly among boys, so 17% of boys and 33% of girls showed a high level, 17% of boys and 56% of girls showed an average level, and 66% of boys and only 11% of girls showed a low level. This is connected, in our opinion, with the best level of development of speech in girls, since boys often perform tasks intuitively correctly, but they find it difficult to explain their choice, to prove their opinion.

Thus, when conducting a formative experiment, we paid attention not only to the development of logical processes in children, but also to the development of their speech. The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

Since the ascertaining experiment showed that children use the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of precisely these processes. In addition, various tasks for classifying objects according to various criteria were widely used.

As a generalization of the work done, we conducted a generalizing lesson in mathematics on the topic "Sets", where the developed skills of analysis, synthesis, classification, etc. were fixed in a playful way.

Next, a control study was carried out according to previously used diagnostics. An analysis of the results of control diagnostics led to the conclusion that there was a significant improvement in the logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of performance of tasks has increased, including boys, these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in a junior schoolchild were revealed;

the structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;

Criteria and levels of development of logical thinking of a junior schoolchild have been determined, and received its experimental confirmation.

CONCLUSION

Activities can be reproductive and productive. Reproductive activity is reduced to the reproduction of perceived information. Only productive activity is connected with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. These mental operations in the psychological and pedagogical literature are usually called logical methods of mental actions.

The inclusion of these operations in the process of assimilation of mathematical content ensures the implementation of productive activities that have a positive impact on the development of all mental functions. If we talk about the current state of the modern elementary school in our country, then the main place is still occupied by reproductive activity. In lessons in two main academic disciplines - language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type gradually curtails and, ultimately, completely disappears. On the one hand, the dominance of activities for the assimilation of knowledge and skills that existed hinders the development of the intellect of children, primarily logical thinking.

In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has several solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way.

The methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. Studies have shown that not all children have this skill to the fullest. Even in the 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of derivation and consequence. etc. A lot of schoolchildren do not master them even by the senior class. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations.

It is also advisable to use didactic games, exercises with instructions in the lessons. With their help, students get used to think independently, use the acquired knowledge in various conditions in accordance with the task.

In accordance with the objectives of the study, in the first chapter of the work, an analysis of the literature on the problem of the development of logical thinking of younger schoolchildren was carried out, and the features of logical thinking of younger schoolchildren were revealed.

It was found that the primary school age has deep potential for the physical and spiritual development of the child. Under the influence of training, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present the material selectively, establish semantic connections. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

Research by psychologists and didactics to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10-year-old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

As a result of the analysis of psychological and pedagogical literature, a diagnosis was made of the level of development of logical thinking in grade 2, which showed great potential for the development of logical thinking in children. The diagnostic program included the following methods: "Exclusion of concepts" to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects to determine the degree of development of the child's intellectual processes; "Sequence of events" to determine the ability for logical thinking, generalization; "Comparison of concepts" to determine the level of formation of the comparison operation in younger students

Analysis of the results of the diagnostics carried out made it possible to develop a system of exercises for the development of logical thinking as a result of the use of various didactic games and non-standard logical tasks. In the process of using these exercises in mathematics lessons, some positive dynamics of the influence of these exercises on the level of development of logical thinking of younger students was revealed. Based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the correctional development program helps to improve the results and increase the overall level of development of logical thinking.

LIST OF USED LITERATURE

1. Akimova, M.K. Exercises to develop the thinking skills of younger students. - Obninsk: Virazh, 2008. - 213 p.

Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children: Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. - M.: Os - 89, 2009. - 272 p.

Glukhanyuk N.S. General psychology. - M.: Academy, 2009. - 288 p.

Grigorovich L.A. Pedagogy and psychology. - M.: Gardariki, 2006. - 480 p.

Kamenskaya E.N. Psychology of development and developmental psychology. - Rostov-on-Don: Phoenix, 2008. - 256 p.

Kornilova T.V. Methodological foundations of psychology. - St. Petersburg: Peter, 2007. - 320 p.

Lyublinskaya A.A. A teacher about the psychology of a younger student. - M.: Pedagogy, 2009. - 216 p.

Maklakov A.G. General psychology. - St. Petersburg: Peter, 2008. - 592 p.

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Nemov R.S. Psychology. - M.: Yurayt-Izdat, 2008. - 640 p.

11. Obukhova L.F. Age-related psychology. - M.: Pedagogical Society of Russia, 2006. - 442 p.

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Tikhomirova L.F. Exercises for every day: Logic for younger students: A popular guide for parents and educators. - Yaroslavl: Academy of Development, 2009. - 144 p.

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Feldstein D.I. Developmental and pedagogical psychology. - M.: MPSI, 2002. - 432 p.

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Elkonin D.B. Psychology of teaching younger students. - M.: Psychology, 2009. - 148 p.

Exercises for the development of thinking of younger students

Tasks, exercises, games that contribute to the development of thinking

1. Making proposals

This game develops the ability to quickly install variousdifferent, sometimes completely unexpected connections between familiarmetas, to creatively create new integral images from individualdisparate elements.

3 words are taken at random that are not related in meaning, for example, “lake-ro", "pencil" and "bear". Gotta make as many as possible.sentences that would necessarily include these 3 words (you can change their case and use other words). Answerscan be banal (“The bear dropped a pencil into the lake”),complex, with going beyond the situation, indicated by three initial words and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creativekimi, including these objects in non-standard connections (“Mal-a chik, thin as a pencil, stood near the lake, which roared likebear").

2. Exclusion of superfluous

Any 3 words are taken, for example, “dog”, “tomato”, “sun-tse". It is necessary to leave only those words that mean in somethingsimilar objects, and one word, superfluous, not possessing this common feature, should be excluded. Find as many as possibleoptions for excluding superfluous words, and most importantly - more recognitionkov, uniting each remaining pair of words and not inherentexcluded, superfluous. Without neglecting the options thatit begs to be (delete "dog", and "tomato" and "sun-tse "leave, because they are round), it is advisable to look for non-standard and at the same time very well-aimed solutions. winsthe one with the most answers.

This game develops the ability not only to establish unexpectedgiven connections between phenomena, but it is also easy to move from oneconnections to others without focusing on them. The game also teaches one thingtemporarily hold several objects in the field of thought at onceand compare them with each other.

It is important that the game forms an attitude to the fact that it is possiblewe have completely different ways of combining and dismembering somesecond group of objects, and therefore you should not be limited to oneit is the only "correct" solution, but you need to look for the wholethere are many of them.

3. Search for analogues

An object or phenomenon is called, for example, a helicopterm. It is necessary to write out as many of its analogues as possible, i.e.other objects similar to it in various essential featuressigns. It is also necessary to systematize these analogs into groups, depending on which property of a given pre-meta they were selected. For example, in this case, a bird, a butterfly (they fly and sit down) can be named; bus, train (vehicles); corkscrew (important parts rotate), etc. Winsthe one who named the largest number of groups of analogues.

This game teaches you to highlight the most diverse properties in an object.properties and operate with each of them separately, forms the ability tothe ability to classify phenomena according to their features.

4. Ways to use the item

A well-known object, such as a book, is named. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a movie projector;le, etc. A ban should be introduced on naming immoral, barbaric ways of using an object. The one who points out winsa greater number of different functions of the subject.

This game develops the ability to concentrate thinking onone subject, the ability to introduce it into a variety of situations and relationships, to discover unexpected possibilities in an ordinary subjectness.

5. Making up the missing parts of the story

Children are read a story in which one of the parts is omitted(beginning of the event, middle or end). The task is to-to guess the missing part. Along with the development of logicalof his thinking, the compilation of stories is extremely importantfor the development of the child’s speech, enrichment of his vocabularystock, stimulates the imagination and fantasy.

6. Logic puzzles and tasks

A. Numerous examples of tasks of this kind can be found in various teaching aids. For example, the well-knownnaya riddleabout the wolf, goat and cabbage:“The peasant needs to re-carry a wolf, goat and cabbage across the river. But the boat is such that in ita peasant can fit, and with him either only a wolf, or onlygoat, or just cabbage. But if you leave the wolf with the goat, thenthe wolf will eat the goat, and if you leave the goat with cabbage, then the goat will eatempty. How did the peasant transport his cargo?

Answer:“It is clear that we have to start with a goat. Peasant, pe-carrying a goat, he returns and takes a wolf, which he transports to anothergoy shore, where he leaves him, but then he takes and carries him back tofirst coast goat. Here he leaves her and transports the cabbage to the wolf. After that, returning, he transports a goat, and crosseswa ends happily.”

B.Divide task: "How to divide 5 apples between 5 people so thateveryone got an apple, but one apple was left in the basket?

Answer:"One person takes an apple along with a basket."

Ways to develop divergent thinking.

B dullness of thought

1. Come up with words with a given letter:

a)beginning with the letter "a"

b)ending with the letter "t";

in)in which the third letter from the beginning is "c".

2. List objects with a given attribute:

a)red (white, green, etc.) color;

b)round shape.

3. List all possible uses ofpizza in 8 minutes.

If the children's answers are something like this: constructionhouse, barn, garage, school, fireplace - this will be a witnesstalk about good fluency of thinking, but its insufficientflexibility, since all of the above usesbricks belong to the same class. If the child says that with the help of a brick you can hold the door, makeload paper, hammer a nail or make redpowder, then he will receive, in addition to a high score in muscle fluencyleniya, also a high score on the direct flexibility of theReduction: This subject quickly moves from one class to another.

Fluency of associations — dealing with relationships, understandingmania for the diversity of objects belonging to a certaintogether with this object.

4. List words with the meaning "good" and words with
the opposite meaning of the word "solid".

5. 4 small numbers are given. The question is howso they can be correlated with each other in order to eventually get8: 3+5; 4+4; 2+3+4-1.

6. The first participant calls any word. The second participant adds any of his words. The third participant comes up with a sentence that includes the indicated two words, i.e., looks for possible relationships between these words. Offershould make sense. Then he comes up with a new word, andthe next participant tries to connect the second and third word into a sentence, and so on. The task is to gradually increasechanging the pace of the exercise.

For example: tree, light. "When I climbed a tree, I sawnot far away is the light from the window of the forester's lodge.

fluency of expression - rapid formation of phrases oroffer.

7. Initial letters are given (for example, B-C-E-P), eachday of which represents the beginning of words in a sentenceresearch institutes. It is necessary to form various sentences, for example"The whole family ate cake."

Originality of thinking - changing the meaning in such a wayat once, to get a new, unusual meaning.

8. Make a list of as many titles as possiblefor a short story.

9. It is proposed to create a simple symbol to indicatenoun or verb in a short sentence - other-In other words, it is necessary to invent something like a representationcharacters.For example, "the man went to the forest."

The ability to create a variety of predictions

10. 1 or 2 lines are suggested to be addedother lines to make objects. The more linesadds the participant, the more points he gets (in advancethis condition is not specified).

11. Two simple equalities B - C =D; To= A + D.
From the information received, you need to make as many other equalities as possible.

Ability to establish causal relationships

12. Children are offered the beginning of the phrase. Need to continuethis phrase with the words "due to the fact that ...", "because ...".Today I'm very cold because... it's cold outside

Walked for a long time... forgot to put on a sweater.

Mom is in a good mood because...etc.

Ways to develop convergent thinking.

Ability to Understand the Elements

1. Guess an object or animal by its features.
Children conceive an object in the absence of a driver, and thenlist its features in turn: color, shape, possibleuse or habitat (for animals), etc. ByWith these signs, the driver guesses the intended object.

2. Establishing relationships. On the left is the ratio of two
concepts. From the row of words on the right, choose one so that it
formed a similar relationship with the upper word.

school hospital

Education doctor, student, institution, treatment, patient

song waterthirstpainting

Deaf lame, blind, artist, drawing, sick

table knife

steel fork, wood, chair, food, tablecloth

fish fly

Sieve net, mosquito, room, buzz, cobweb

bird man

Nest people, chick, worker, beast, house

bread house

baker wagon, city, dwelling, builder, door

boot coat

Button tailor, shop, leg, lace, hat

scythe razor

Grass hay, hair, sharp, steel, tool

leg arm

Overshoe boot, fist, glove, finger, brush

water food

Thirst to drink, hunger, bread, mouth, food

3. Exclusion of the 4th superfluous. Identification of significantsigns.

Groups of words are proposed, three of which are combinedessential feature, and the fourth word turns out to be superfluousthem that do not make sense.

For example, truck, train, bus, tram. "Gro-zovik” is an extra word, since the train, bus, tram are passenger transport; apple, blueberry, pear, plum is an extra word - blueberries, since apple, pear, plum -fruits, etc.

4. Sequential pictures.

A certain number of images are presented in disorderexpressions that have a logical sequence. Picture-The expressions can be taken from cartoons. Subject's task- determine the existing logical sequence

5. Restructuring of the word.

From the letters of this word, make as many new ones as possiblewords. In a new word, each letter can be used as manythe number of times it occurs in the original word. For example, fromthe words "coppice" are obtained words: warp, sand, juice, village,armchair, crypt, splash, etc.

6. Deduction.Thinking tasks of this type are proposed:

Ivan is younger than Sergei.Ivan is older than Oleg.Who is older: Sergey or Oleg?

7. Generalizations.

a) to name objects in one word:for example, a fork, a spoon, a knife are ... rain, snow, frost are ...arm, leg, head— this...etc;

b) specify the general concept:fruit is...; transport is...

8. Continue a series of numbers.

A series with a certain sequence of numbers is set.Participants must understand the pattern of building a series and continue it. For example, 1, 3, 5, 7... 1,4, 7... 20, 16, 20... 1 , 3, 9...

9. Shadow game.Purpose of the game: development of observation, pa-wrinkle, inner freedom and looseness.

The soundtrack of calm music sounds. From a group of childrentwo children are selected. The rest are spectators. One child is a “traveler”, the other is his “shadow”. "Traveler" goes throughfield, and behind it, two or three steps behind, comes the second child,his "shadow". The latter tries to copy exactly the movementzheniya "traveler".

It is desirable to encourage the "traveler" to performmovements: “pick a flower”, “crouch”, “jump onone leg”, “stop to look from under the arm”, etc.You can modify the game by dividing all the children into pairs -"traveler" and his "shadow".-

Exercises for the development of logical thinking and semantic memory.

1. Exercise for the development of logical thinking, complicated by the task of memorization.

Decipher and remember, without writing down, encrypted two-digit numbers.

MA VK EI FROM SA TO

Cipher key:

Memory time 1 minute.

2. Exercise for the development of logical thinking.

Children are offered a table with proverbs written in two columns: in the first - the beginning, in the second - endings that do not correspond to each other.

Exercise: read, compare parts of proverbs and rearrange according to the meaning, remember the correction of the proverb.

Runtime 1 minute.

CALLED A LOAD, WALK BOLDLY.

LOVE TO RIDE, HAVE FUN.

DID THE BUSINESS - CLIMB INTO THE BODY.

IT'S TIME, LOVE TO CARRY SLED.

3. Fit for each pictureword-at-sign and remember it. Write down in pairs words-recognition-ki and names of pictures.

MAC -SCARLETCANDY -SWEETCOAT -WARM

TOMATO -JUICYSOFA -CONVENIENTKIT -HUGE

PEN -BALLPEACOCK -BEAUTIFUL

4. Choose action words for each subject cardtinke. Write in pairs words-actions and namespictures.

Poppy - blossomcandy - treatcoat -put on

Tomato-growsofa - sit

whale -swimpen - writepeacock - put on airs

5. Remember in pairs words-signs and words-actions:

Blossomtreatput ongrow

Scarletsweetwarm juicy

swimwriteput on airssit

huge ball beautiful comfortable

Write these pairs in your notebook.

6. Children are offered a table (on individualnyatiyah - cards), which is the key to the cipher:

One cut 5 - chickens in the fall

What you sow 6 - while it's hot

Count 7 - you reap

Not everything is gold 8 - what glitters

Strike iron 9 - measure seven times.

Make up sentences from these parts.

Using the key to the cipher, encrypt the proverbsin the form of two-digit numbers (90,17,52,38,46). burnthese numbers in notepad.

Runtime 3 minutes.

7. 6 pairs of words are read, interconnected bymeaning. It is necessary to select for each pair according to the meaninglu the third word and write it down.

egg-chicken chick

forest-tree board

house - city the street

river-lake sea

fur coat - cold snow

bird - flight nest

INTRODUCTION

At primary school age, children have significant reserves of development. With the child entering school, under the influence of learning, the restructuring of all his cognitive processes begins. It is the primary school age that is productive in the development of logical thinking. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities.

The problem is that students already in the 1st grade for the full assimilation of the material require the skills of logical analysis. However, studies show that even in the 2nd grade, only a small percentage of students master the techniques of comparison, summing up a concept, deriving consequences, etc.

Elementary school teachers often primarily use training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is what indicates the urgency of the problem. Thus, the analysis carried out shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.

The possibilities of forming methods of thinking are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process in such a way that, on the one hand, he enriches children with knowledge, and on the other hand, he forms the methods of thinking in every possible way, contributes to the growth of cognitive forces and students' abilities.

Many researchers note that purposeful work on the development of logical thinking of younger schoolchildren should be systematic (E.V. Veselovskaya, E.E. Ostanina, A.A. Stolyar, L.M. Fridman, etc.). At the same time, studies by psychologists (P.Ya. Galperin, V.V. Davydov, L.V. Zankov, A.A. Lyublinskaya, D.B. Elkonin, etc.) allow us to conclude that the effectiveness of the process of developing logical thinking for younger schoolchildren depends on the method of organizing special developmental work.

The object of the work is the process of developing the logical thinking of younger students.

The subject of the work is tasks aimed at developing the logical thinking of younger students.

Thus,the purpose of the work is to study the optimal conditions and specific methods for the development of logical thinking of younger students.

To achieve this goal, we have identified the following tasks:

To analyze the theoretical aspects of the thinking of younger students;

To identify the features of logical thinking of younger students;

Carry out experimental work confirming our hypothesis;

At the end of the work, summarize the results of the study.

Hypothesis - the development of logical thinking in the process of playing activities of a younger student will be effective if:

The psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

The features of logical thinking in a younger student are revealed;

The structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;

Criteria and levels of development of logical thinking of a junior schoolchild are determined.

THEORETICAL ASPECTS OF JUNIOR SCHOOLCHILDREN'S THINKING.

1. CONTENT OF THINKING AND ITS TYPES

Thinking is a mental process of reflecting reality, the highest form of human creative activity. Meshcheryakov B.G. defines thinking as a creative transformation of subjective images in the human mind. Thinking is the purposeful use, development and increment of knowledge, which is possible only if it is aimed at resolving contradictions that are objectively inherent in the real subject of thought. In the genesis of thinking, the most important role is played by understanding (by people of each other, the means and objects of their joint activity)

In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest stage of cognition, the process of reflecting objective reality. Thus, thinking is a process of mediated and generalized cognition (reflection) of the surrounding world. Traditional definitions of thinking in psychological science usually fix its two essential features: generalization and mediation.

Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is in performing some cognitive operations with images in the internal picture of the world

The thinking process is characterized by the following features:

Has an indirect character;

Always proceeds based on existing knowledge;

It comes from living contemplation, but is not reduced to it;

It reflects connections and relationships in verbal form;

Associated with human activities.

The Russian physiologist Ivan Petrovich Pavlov, describing thinking, wrote: “Thinking is a tool for the highest orientation of a person in the world around him and in himself.” According to Pavlov: “Thinking does not represent anything other than associations, first elementary, standing in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.

concept - this is a reflection in the mind of a person of the general and essential properties of an object or phenomenon. The concept is a form of thinking that reflects the singular and special, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. Behind each concept is hidden a special objective action. Concepts can be:

General and single;

Concrete and abstract;

empirical and theoretical.

Written, out loud or silently.

Judgment - the main form of thinking, in the process of which the connections between objects and phenomena of reality are affirmed or denied. A judgment is a reflection of the connections between objects and phenomena of reality or between their properties and features.

Judgments are formed in two main ways :

Directly, when they express what is perceived;

Indirectly - by inference or reasoning.

Judgments can be: true; false; general; private; single.

True Judgments These are objectively correct statements.False Judgments These are judgments that do not correspond to objective reality. Judgments are general, particular and singular. In general judgments, something is affirmed (or denied) in relation to all objects of a given group, a given class, for example: "All fish breathe with gills." In private judgments, affirmation or negation no longer applies to all, but only to some subjects, for example: "Some students are excellent students." In single judgments - only to one, for example: "This student did not learn the lesson well."

inference is the derivation of a new judgment from one or more propositions. The initial judgments from which another judgment is deduced or extracted are called premises of the inference. In psychology, the following somewhat conditional classification of types of thinking is accepted and widespread on such various grounds as:

1) the genesis of development;

2) the nature of the tasks to be solved;

3) the degree of deployment;

4) degree of novelty and originality;

5) means of thinking;

6) functions of thinking, etc.

According to the nature of the tasks to be solved, thinking is distinguished:

theoretical;

Practical.

theoretical thinking - thinking on the basis of theoretical reasoning and conclusions.

practical thinking - thinking based on judgments and conclusions based on solving practical problems.

theoretical thinking is the knowledge of laws and regulations. The main task of practical thinking is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.

According to the degree of deployment, thinking is distinguished:

discursive;

Intuitive.

According to the degree of novelty and originality, thinking is distinguished:

reproductive;

Productive (creative).

Reproductive thinking - thinking on the basis of images and ideas drawn from some specific sources.

Productive Thinking - thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

verbal;

Visual.

visual thinking - thinking on the basis of images and representations of objects.

verbal thinking - thinking, operating with abstract sign structures.

According to the functions, thinking is distinguished:

critical;

Creative.

Critical thinking focuses on identifying flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts.

FEATURES OF LOGICAL THINKING OF YOUNGER SCHOOLCHILDREN

Many researchers note that one of the most important tasks of teaching at school is the formation of students' skills in performing logical operations, teaching them various methods of logical thinking, equipping them with knowledge of logic and developing in schoolchildren the skills and abilities to use this knowledge in educational and practical activities. But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:

To develop in students the ability to compare observed objects, to find common properties and differences in them;

Develop the ability to highlight the essential properties of objects and distract (abstract) them from secondary, non-essential;

To teach children to dismember (analyze) an object into its component parts in order to cognize each component and to combine (synthesize) objects mentally dissected into one whole, while learning the interaction of parts and the object as a whole;

To teach schoolchildren to draw correct conclusions from observations or facts, to be able to verify these conclusions; to instill the ability to generalize facts; - to develop in students the ability to convincingly prove the truth of their judgments and refute false conclusions;

Make sure that the thoughts of students are stated clearly, consistently, consistently, reasonably.

Thus, the development of logical thinking is directly related to the learning process, the formation of initial logical skills under certain conditions can be successfully carried out in children of primary school age, the process of formation of general logical skills, as a component of general education, should be purposeful, continuous and associated with the process of teaching school disciplines at all levels.

One of the reasons for the emergence of learning difficulties in younger schoolchildren is a weak reliance on the general patterns of child development in a modern mass school. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking in younger schoolchildren. A feature of children of primary school age is cognitive activity. By the time of entering the school, the younger student, in addition to cognitive activity, already has access to an understanding of the general connections, principles and patterns that underlie scientific knowledge. Therefore, one of the fundamental tasks that the elementary school is called upon to solve for the education of students is the formation of the most complete picture of the world possible, which is achieved, in particular, through logical thinking, the instrument of which is mental operations.

In elementary school, based on the curiosity with which the child comes to school, learning motivation and interest in experimentation develop. The active inclusion of models of various types in teaching contributes to the development of visual-effective and visual-figurative thinking in younger students. Primary schoolchildren show few signs of mental inquisitiveness, of striving to penetrate beyond the surface of phenomena. They express considerations that reveal only the appearance of understanding complex phenomena. They rarely think about any difficulties.

Younger students do not show independent interest in identifying the causes, the meaning of the rules, but they ask questions only about what and how to do, that is, the thinking of a younger student is characterized by a certain predominance of a specific, visual-figurative component, the inability to differentiate the signs of objects on essential and non-essential, to separate the main from the secondary, to establish a hierarchy of signs and cause-and-effect relationships and relationships. There is an objective need to find such pedagogical conditions that would contribute to the most effective development of logical thinking in children of primary school age, a significant increase in the level of mastery of educational material by children, and the improvement of modern primary education, without increasing the educational load on children.

When substantiating the pedagogical conditions for the development of logical thinking of younger students, we proceeded from the following basic conceptual provisions:

Education and development are a single interrelated process, progress in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V. Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);

The most important condition for successful learning is the purposeful and systematic formation of the trainees' skills to implement logical techniques (S.D. Zabramnaya, I.A. Podgoretskaya, etc.);

The development of logical thinking cannot be carried out in isolation from the educational process, it must be organically connected with the development of subject skills, take into account the peculiarities of the age development of schoolchildren (L.S. Vygotsky, I.I. Kulibaba, N.V. Shevchenko, etc.). The most important condition is to ensure the motivation of students to master the logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to generalize, analyze, synthesize, etc.

THEORETICAL FOUNDATIONS FOR THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING IN YOUNGER SCHOOLCHILDREN

Recently, the search for scientists (3.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraks, E.O. Smirnov, etc.) has been directed towards creating a series of games for the full development of children's intellect, which are characterized by flexibility, initiative mental processes, the transfer of formed mental actions to new content.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

1. Games that require executive activity from children. With the help of these games, children perform actions according to the model.

2. Games that require action to be played. They are aimed at developing computational skills.

3. Games with which children change examples and tasks into others that are logically related to it.

4. Games that include elements of search and creativity.

This classification of didactic games does not reflect all their diversity, however, it allows the teacher to navigate the abundance of games. It is also important to distinguish between actual didactic games and game techniques used in teaching children. As children "enter" a new activity for them - educational - the value of didactic games as a way of learning decreases, while game techniques are still used by the teacher. They are needed to attract the attention of children, relieve their stress. The most important thing is that the game is organically combined with serious, hard work, so that the game does not distract from learning, but, on the contrary, contributes to the intensification of mental work.

In the situation of a didactic game, knowledge is acquired better. Didactic game and lesson cannot be opposed. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct teaching.

Based on the foregoing, a didactic game is a game only for a child. For an adult, it is a way of learning. In the didactic game, the assimilation of knowledge acts as a side effect. The purpose of didactic games and game learning techniques is to facilitate the transition to learning tasks, to make it gradual. The foregoing allows us to formulate the main functions of didactic games:

The function of forming a sustainable interest in learning and relieving stress associated with the process of adapting the child to the school regime;

The function of the formation of mental neoplasms;

The function of forming the actual educational activity;

Functions of formation of general educational skills, skills of educational and independent work;

The function of forming skills of self-control and self-esteem;

The function of forming adequate relationships and mastering social roles.

So,didactic game is a complex, multifaceted phenomenon. A child cannot be forced, forced to be attentive, organized. The following principles should be at the heart of any game technique conducted in the classroom: The relevance of didactic material (actual formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, strive for the best possible solutions. Collectivity allows you to rally the children's team into a single group, into a single organism, capable of solving problems of a higher level than those available to one child, and often more complex. Competitiveness creates a desire in a child or a group of children to complete a task faster and better than a competitor, which reduces the time to complete the task, on the one hand, and achieve a realistically acceptable result, on the other.

The game is not a lesson. A game technique that includes children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more - this is not only the methodological wealth of the teacher, but also the general work of children in the classroom, rich in impressions. Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of collectivism. Children who make mistakes must be treated with great tact. A teacher may tell a child who has made a mistake that he has not yet become the "captain" in the game, but if he tries, he will certainly become one. The game technique used should be in close connection with visual aids, with the topic under consideration, with its tasks, and not be exclusively entertaining. Visualization in children is, as it were, a figurative solution and design of the game. It helps the teacher to explain new material, to create a certain emotional mood.

Play is essential in elementary school . After all, only she knows how to make difficult - easy, accessible, and boring - interesting and fun. The game can be used both when explaining new material, and when consolidating, when practicing counting skills, to develop the logic of students.

Subject to all the above conditions, children develop such necessary qualities as:

a) a positive attitude towards the school, to the subject;

b) the ability and desire to be involved in collective educational work;

c) voluntary desire to expand their capabilities;

e) disclosure of one's own creative abilities.

Classes were held with the whole group of children in the form of extracurricular activities on the basis of O.A. Kholodov’s “Young clever and clever girls”, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

Children are already familiar with the term "feature" and it was used when completing tasks: "Name the features of an object", "Name similar and different features of objects."

For example, when studying the numbering of numbers within 100, children were offered the following task:

Divide these numbers into two groups so that each contains similar numbers:

a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written in two identical digits, the other - different ones);

b) 91, 81, 82, 95, 87, 94, 85 (the basis of classification is the number of tens, in one group of numbers it is 8, in another - 9);

c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the “digits” that record these numbers, in one group it is 9, in the other - 7 ).

Thus, when teaching mathematics, tasks for the classification of various types were used:

1. Preparatory tasks. This also includes tasks for the development of attention and observation: “What object was removed?” and “What has changed?”.

2. Tasks in which the teacher indicated on the basis of the classification.

3. Tasks in which the children themselves identify the basis of the classification.

Tasks for the development of the processes of analysis, synthesis, classification were widely used by us in the lessons, when working with a mathematics textbook. For example, the following tasks were used to develop analysis and synthesis:

1. Connecting the elements into a single whole: Cut out the necessary shapes from the "Appendix" and make a house, a boat, a fish out of them.

2. Search for various features of the object: How many corners, sides and vertices does the pentagon have?

3. Recognition or compilation of an object according to given characteristics: What number comes before the given number when counting? What number follows this number? For the number...?

4. Consideration of this object from the point of view of various concepts. Make different problems according to the picture and solve them.

5. Statement of various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets in her Russian language notebook and 5 blank sheets in her math notebook. Put to this condition first such a question that the problem is solved by addition, and then such a question that the problem is solved by subtraction.

Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem:There are 9 episodes in the cartoon about dinosaurs. Kolya has already watched 2 episodes. How many episodes does he have left to watch?

Write two problems inverse to the given one. Select a schematic diagram for each problem. We also used tasks aimed at developing the ability to compare, for example, highlighting features or properties of one object:

Tanya had several badges. She gave 2 pins to a friend and she has 5 pins left. How many badges did Tanya have? Which schematic drawing is suitable for this task?

All the proposed tasks, of course, were aimed at the formation of several thinking operations, but due to the predominance of any of them, the exercises were divided into the proposed groups. It is necessary to further develop and improve techniques and methods for the development of productive thinking, depending on the individual properties and characteristics of each individual student.It is necessary to continue the work begun, using various non-standard logical tasks and tasks, not only in the classroom, but also in extracurricular activities.

CONCLUSION

Activities can be reproductive and productive. Reproductive activity is reduced to the reproduction of perceived information. Only productive activity is connected with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. If we talk about the current state of the modern elementary school in our country, then the main place is still occupied by reproductive activity. In lessons in two main academic disciplines - language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type gradually curtails and, ultimately, completely disappears. In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has several solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way. It is also advisable to use didactic games, exercises with instructions in the lessons. With their help, students get used to think independently, use the acquired knowledge in various conditions in accordance with the task. Primary school age has deep potential for the physical and spiritual development of the child. Under the influence of training, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and an internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present the material selectively, establish semantic connections. The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

Speech by a primary school teacher

MBOU School No. 108

Yangirova-Elizarieva Yesseniya Vladimirovna

at a meeting of the MO "Primary school teachers"

April 2018

Self-education "Development of logical

thinking of younger students"

R DEVELOPMENT OF LOGICAL THINKING

IN PRIMARY SCHOOL.

1. Introduction

The current stage of pedagogical practice is the transition from information and explanatory technology of education to activity-developing, which forms a wide range of personal qualities of the child. It becomes important not only the assimilation of knowledge, but also the very methods of assimilation and processing of educational information, the development of cognitive interests and the creative potential of students. An essential result of the child's stay in school should be the formation of those mental neoplasms, the qualities of his personality that the student needs for successful learning today and tomorrow.

Many years of experience in school convinced me that the development of logical thinking is a necessary condition for the achievement of solid knowledge by students. The ability to compare, analyze, highlight the main thing, generalize and draw conclusions allows you to achieve positive results in any kind of activity. As practice has shown, most primary school students want to learn as much as possible, but, unfortunately, such a desire does not always coincide with the possibilities. In the process of working with children in the first grade, the problem of their unformed ability to carry out the simplest logical operations was discovered. Many children had a vague idea of ​​what it means to prove a statement, did not know the simplest logic of proof, could not give a specific example illustrating the general position under study, choose a refuting example, found it difficult to apply the definition to recognize a particular mathematical object, could not always give an exact answer to the question posed (Figure 1).

Figure 1. Preliminary diagnosis of the level of formation

Logical thinking of students in grade 1 B

Preliminary diagnostics of the formation of logical thinking in students at the beginning of their education in the 1st grade (method of E.F. Zambacevichene) revealed 3% of children with a high level of development, 31% of students turned out to be at a level of development below the average. All this determined the choice of the topic of self-education: "The development of logical thinking in elementary school."

1. Relevance

Each generation of people makes its own demands on the school. It used to be a paramount task to equip students with deep knowledge, skills and abilities. Today, the tasks of the general education school are different. Studying at school not only equips with knowledge, skills and abilities. At the forefront is the formation of universal educational activities that provide students with the ability to learn, the ability to select the right information in the mass, self-develop and improve themselves. New Federal educational standards of general education of the second generation have appeared, which state that the main goal of the educational process is the formation of universal educational activities, such as: personal, regulatory, cognitive, communicative. In accordance with the standards of the second generation pcognitive universal actionsinclude: general educational, logical, as well as the formulation and solution of the problem.

To logical universal actions include:

Analysis of objects in order to highlight features (essential, non-essential);

Synthesis - the compilation of a whole from parts, including independent completion with the completion of the missing components;

Selection of grounds and criteria for comparison, seriation, classification of objects;

Summing up under the concept, derivation of consequences;

Establishment of causal relationships;

Building a logical chain of reasoning;

Proof;

Hypotheses and their justification.

From the foregoing, it follows that already in elementary school, children must master the elements of logical actions (comparisons, classifications, generalizations, etc.). Therefore, one of the most important tasks facing the primary school teacher is the development of all qualities and types of thinking that would allow children to draw conclusions, draw conclusions, substantiate their judgments, and, ultimately, independently acquire knowledge and solve emerging problems.

In modern conditions, it is necessary to educate a person who is able to independently go beyond the standard set of knowledge, skills and abilities, to make an independent choice.

The leading pedagogical idea of ​​experience is to use cognitive processes as a means of achieving the required level of development of logical thinking, since it contributes to:

Formation and development of internal motivation of students to study at the primary level;

Increasing the mental activity of students and acquiring logical thinking skills on problems related to real life;

Development of individual characteristics of students, their independence, improvement of knowledge;

Education of a person who is able to independently go beyond the standard set of knowledge, skills and abilities, make an independent choice, make an independent decision.

1. The development of logical thinking of younger students.

By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already come a long way of development. Various cognitive processes that provide a variety of activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading significance for general mental development.

Psychological studies show that during this period it is thinking that has a greater influence on the development of all mental processes. The debate about the age at which a child is able to think logically has been going on for a long time. For example, according to the Swiss psychologist J. Piaget, children under 7 years of age are not capable of constructing logical reasoning, they are not able to evaluate the point of view of another person. Later theoretical studies and experiments largely refute this point of view, in particular, the experience of the Nikitin family indicates the opposite. The concept of developmental learning D.B. Elkonin and V.V. Davydov, pedagogical experiments convincingly demonstrated the enormous potential of children's abilities, and ways of their development were found.

Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

1. Subject-effective (visual-effective).
2. Visually figurative.
3. Abstract (verbal-logical).

Subject-effective thinking - thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further way of development of thinking lies in the transition toverbal-logical thinking - this is thinking with concepts devoid of direct visibility inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them. This new content of thinking in primary school age is given by the content of the leading educational activity.

Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on the visual signs of objects, but on internal, essential properties and relationships. In the course of training, children master the methods of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, and generalization.

As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, to think when necessary. In many ways, the formation of such arbitrary, controlled thinking is facilitated by the task of the teacher in the lesson, encouraging children to think.

When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. A younger student regularly gets into the system when he needs to reason, compare different judgments, and carry out conclusions.

In the process of solving educational problems in children, such operations of logical thinking as analysis, synthesis, comparison, generalization and classification are formed.

Analysis - this is a mental division of an object or phenomenon into its constituent parts, the allocation of individual parts, features and properties in it. Analysis as a mental action presupposes the decomposition of the whole into parts, the selection by means of comparisons the general and the particular, the distinction between the essential and the non-essential in objects and phenomena.

Synthesis - this is a mental connection of individual elements, parts and features into a single whole. Analysis and synthesis are inextricably linked, are in unity with each other in the process of cognition. These are the most important mental operations.

Comparison - this is a comparison of objects and phenomena in order to find similarities and differences between them.

Abstraction is the basis of generalization.

Abstraction - this is a mental selection of essential properties and features of objects or phenomena while simultaneously abstracting from non-essential ones.

Generalization - the mental association of objects and phenomena into groups according to those common and essential features that stand out in the process of abstraction.

Mastering analysis begins with the child's ability to distinguish various properties and signs in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature, the properties of the object, come to the fore. The ability to distinguish properties is given to younger students with great difficulty. And this is understandable, because the concrete thinking of the child must do the complex work of abstracting the property from the object. As a rule, out of an infinite number of properties of an object, first-graders can single out only two or three. As children develop, expand their horizons and get acquainted with various aspects of reality, this ability, of course, improves. However, this does not exclude the need to specifically teach younger students to see their different aspects in objects and phenomena, to single out many properties.

In parallel with mastering the technique of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential and non-essential features, while using such operations of thinking asanalysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. In this case, typical material: subsuming a mathematical problem under an already known class, highlighting a root in related words, a brief (highlighting only the main) retelling of the text, dividing it into parts, choosing a title for an excerpt, etc. The ability to highlight the essential contributes to the formation of another skill - to be distracted from unimportant details. This action is given to younger students with no less difficulty than highlighting the essential.

In the process of learning, tasks become more complex: as a result of the identification of distinctive and common features, already several objects, the children try to break them into groups. This requires such an operation of thinking as classification. In elementary school, the need to classify is used in most lessons, both when introducing a new concept and at the stage of consolidation.

In the process of classification, children carry out analysis of the proposed situation, the most significant components are distinguished in it, using the operations analysis and synthesis, and generalizes for each group of subjects included in the class. As a result of this, objects are classified according to an essential feature.

As can be seen from the above facts, all operations of logical thinking are closely interconnected and their full formation is possible only in combination. Only their interdependent development contributes to the development of logical thinking as a whole. Methods of logical analysis, synthesis, comparison, generalization and classification are necessary for students already in the 1st grade, without mastering them there is no full assimilation of educational material.

These data show that it is at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental activity. A variety of psychological and pedagogical exercises can help in this.

4. Technology of experience in the development of logical thinking.

The development of thinking in primary school age has a special role. With the beginning of learning, thinking moves to the center of the child's mental development (L. S. Vygotsky) and becomes decisive in the system of other mental functions.

The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, is already subject to logical principles, but abstract, formally logical reasoning for children is still not available. Without logical thinking, that is, without the ability to correctly form concepts (define, classify, etc.), judgments, conclusions and proofs, knowledge is useless.

The purpose of pedagogical activity is to ensure positive dynamics in the development of logical thinking in the process of teaching students in grades 1-4.

To achieve this goal, it is proposed to solve the following tasks :

• creation of a system of exercises that contribute to the development of logical thinking;
• classification and description of practical tools that can be used by a teacher to develop logical thinking;

To implement the tasks, a complex was used methods :

• theoretical analysis of scientific literature;
• monitoring the activities of students in the classroom and after school hours;
• application of a system of exercises that contribute to the development of logical thinking;
• conducting psychological and pedagogical diagnostics;

questioning and testing of students

The development of logical thinking is inseparable from the formation of performing skills and abilities. The more versatile and perfect the skills and abilities of schoolchildren, the richer their imagination, the more real their intention, the more complex mathematical problems they solve.

In order for a younger student to develop logical thinking, it is necessary that he experience surprise and curiosity, repeat in miniature the path of mankind in cognition, satisfy the emerging needs in overcoming difficulties and solving problems.

Education should be built taking into account the interests of schoolchildren, related to their life experience, this will give much better results than education based on memorizing and accumulating a simple amount of knowledge. The student begins to think and reason logically when he encounters difficulties, the overcoming of which is important for him.

1. Tasks to develop the ability to compare.

Comparison is a mental operation that consists in comparing objects and phenomena, their properties and relations with each other and in this way identifying the commonality or difference between them. Comparison is characterized as a more elementary process, from which, as a rule, cognition begins. At the initial stages of acquaintance with the surrounding world, various objects are known primarily through comparison. Any comparison of two or more objects begins with their comparison or correlation with each other, i.e. starts with synthesis. In the course of this synthetic act, the compared phenomena, objects, events, etc. are analyzed. - highlighting the common and different in them.This approach includes the following main operations:

1. Identification of the features of an object.
2. The division of the selected features into essential and non-essential.
3. Identification of features that are the basis of comparison.
4. Finding similar and different features of objects, i.e., the implementation of an incomplete comparison.
5. Formulation of the conclusion from the comparison.

Showing an object (a cube, a ball, a pencil, an apple, a ruler, etc.), I offered to name the features (properties) of the object. Children named 2-3 signs, and then they experienced difficulty. Then I offered to compare this object (cube) with a group of other objects (apple, cotton wool, glass, weight). When comparing with an apple, the guys noticed that the apple is round in shape, and our cube has corners; when compared with cotton wool, we noticed that the cube is hard, and cotton wool is soft, etc. We found more and more new properties (signs) of the cube. By analogy, other objects were compared and all their signs were found. To consolidate this skill, I used the game "Recognize the subject." It consists in the fact that the called student goes to the blackboard and turns his back to the class. The teacher shows the children the subject. Students do not name the object, but highlight its main properties. The called student must learn the subject. Or the teacher lists the properties of the object, and the students name the object.

When the guys learned to highlight the properties of objects when comparing them with other objects, I began to form a concept of common and distinctive features of objects. She offered to compare 2, and then 3 objects (a book and a notebook, a pencil, a triangle and a ruler, etc.). In the process of comparison, we learned to find common features and distinctive ones. For the further development of this technique, she conducted a series of tasks “Identical, different for two”, “Identical, different for three”, “Identical, different for four”.

Exercise : talk about the shape, taste, color of an apple, watermelon.

Exercise : name the time of the year according to the given signs.

A cold wind blows, clouds in the sky, it often rains. Vegetables are harvested in the village. Birds fly to warmer climes. The day is getting shorter. Exercise: select two words that are most significant for the word in front of the brackets:

City (car, building, crowd, bike, streets)

River (shore, fish, mud, water, angler)

Game (players, chess, tennis, punishment rules)

Hospital (garden, doctor, radio, hospital, premises)

Exercise : name the common features of objects:

Cats are dogs

Apple - watermelon,

Fur tree, pine tree,

Birch - aspen.

Exercise : name the distinguishing features of objects:

tree, shrub,

Autumn - spring,

The story is a poem

Sleigh is a cart.

Exercise: name common features; name the distinguishing features.

Fork spoon,

Table chair,

Window - cloth - cloud.

Exercise: determine if the comparison is correct:

1) the wings of a butterfly are beautiful, and those of a dragonfly are transparent;

2) maple leaves are carved, and birch leaves are green.

Challenge What has changed?

Exercise : name an object that has the following features: it has 4 sides and 4 corners.

Exercise How are the numbers similar?

7 and 71;

31 and 38

Exercise: how the words in each pair are similar and how they differ:

Slipper - hat Bear - bump

Gunpowder - rustle lip - fur coat

Exercise How are tasks similar and different?

It was - 25 pages. It was -?

Remaining – 9 pages Remaining – 9 pages

Read - ? pp. Read - 16 pp.

Exercise. The development of the ability to compare is greatly facilitated metagrams. In them, words differ only in one letter. In the metagram, a certain word is encrypted that needs to be guessed. Then the indicated letter must be replaced by another and another word should be called. These tasks not only teach to compare, but also develop the mental operations of analysis and synthesis.

For example: C B - I'm crying,

With R - I play,

C C - I sprinkle food.

(Answer: pain - role - salt)

Exercise . To develop the ability to compare and to enrich the vocabulary of children, we introduce children to related words. Offering pairs of words, I wonder how they are similar, what do they have in common?

Are the pairs of words similar? Try to explain their relationship.

Announcer - dictation

Glove - thimble

Friday - five

Circus - compasses

City - vegetable garden

2. Tasks for the development of the ability to generalize.

Generalization - this is a mental operation, which consists in combining many objects or phenomena according to some common feature. In the course of generalization in the compared objects - as a result of their analysis - something in common is singled out. These properties common to different objects are of two types: 1) common as similar features and 2) common as essential features.

Exercise : name a group of words with a common word:

January February March June

Table sofa chair chair

Exercise: continue the enumeration and call the group of words a common word:

Table, sofa, …, …, …__________.

Volga, Kama, …, …, …___________.

Exercise: Name a group of numbers in a common word:

a) 2; 5; 6; nine ___________________.

b) 12; 31; 57; 72 ___________________.

Exercise: Find equations among the following entries, write them down and solve.

30 + x > 40 45 - 5 = 40 62 + x = 94

80 - x 39 - 9

Exercise: What is the common word for the following words:

1. Faith, Hope, Love, Elena

2. a, b, c, c, n

3. table, sofa, armchair, chair

4. Monday, Sunday, Wednesday, Thursday

3. Tasks for the development of the ability to establish patterns.

Exercise: given a series of numbers. Note the features of the compilation of the series and write down the following number:

16; 14; 12; 10; … .

Exercise : find the pattern and fill in the missing number:

4. Tasks for the development of the ability to classify.

Exercise : words are given: lemon, orange, pear, raspberry, apple, strawberry, plum, currant.

Name: 1) berries;

2) fruits.

Exercise: words are given: table, cup, chair, plate, cupboard, kettle, sofa, spoon, stool, armchair, pan.

Underline the names of the furniture with one line, the name of the dishes with two lines.

Exercise : words are given: tangerine, apple, potatoes, plums, oranges.

Say the extra word.

Exercise: name classmates that begin with the letters B and C.

Exercise: divide words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, pen, pencil, pumpkin, desk, ruler, notebook, table, mouse, floor.

1 syllable 2 syllables 3 syllables

Exercise : letter E; E; F; Z; AND; TO; L; M; H; O are divided into two groups: vowels and consonants. Which line is classified correctly?

1) E, E, I, K, Z, L, M, N, O

2) E, E, I, O F, Z, K, L, M, O

3) E, E, N, O F, Z, I, K, L, M, N

4) I, E, E F, Z, K, L, M, N, O.

Task: numbers are given:

1; 2; 3; 4; 5; 6; 7; 8; 9; 10.

Divide them into two groups:

a) even;

b) odd.

To which group should the numbers be assigned?

16; 31; 42; 18; 37?

5. Tasks for the development of the ability to determine the relationship between objects of the genus-species type.

Exercise : from the list of words, select items of utensils: a cup, a table, a plate, a jacket, a bedside table, a hat, a scarf, a pan, a coat, a frying pan, a dress, a chair.

Exercise : select shoes from the list of words: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, spinning top, sneakers, pencil, designer.

Exercise : title columns:

cabbage raspberry apple

cucumber currant orange

Onion strawberry lemon

garlic gooseberry pear

tomato strawberry banana

Radish

The effectiveness of the experience

In the presented experiment, monitoring of the level of development of students' logical thinking was carried out in November-December 2013 (primary diagnostics) and November-December 2014.

Methodology E.F. Zambatseviciene

"Studies of verbal-logical thinking of younger schoolchildren"

1 subtest is aimed at identifying awareness. The task of the subject is to complete the sentence with one of the given words, making a logical choice based on inductive thinking and awareness. There are 10 tasks in the full version, 5 in the short version.

Tasks of 1 subtest

"Finish the sentence. Which of the five words fits the given part of the phrase? »

1. The boot always has ... (lace, buckle, sole, straps, buttons) If the answer is correct, the question is asked: “Why not a lace?” After a correct explanation, the solution is estimated at 1 point, with an incorrect explanation - 0.5 points. If the answer is wrong, the child is asked to think and give the correct answer. For the correct answer after the second attempt, 0.5 points are given. If the answer is incorrect, the understanding of the word "always" is clarified. When solving subsequent samples of subtest 1, clarifying questions are not asked.

2. Lives in warm lands ... (bear, deer, wolf, camel, penguin).

3. In a year ... (24 months, 3 months, 12 months, 4 months, 7 months).

4. The month of winter ... (September, October, February, November, March).

5. Does not live in our country ... (nightingale, stork, tit, ostrich, starling).

6. A father is older than his son... (rarely, always, often, never, sometimes).

7. Time of day... (year, month, week, day, Monday)

8. A tree always has ... (leaves, flowers, fruits, root, shadow)

9. Season ... (August, autumn, Saturday, morning, holidays)

10. Passenger transport ... (harvester, dump truck, bus, excavator, diesel locomotive).

Figure 2. Revealing awareness

These charts show a decrease in the number of students with a level of awareness below the average from 51.8% to 31.1%, an increase in the number of students from 17.2% to 24.1%.

2nd subtest. Classification, ability to generalize

“One word out of five is superfluous, it should be excluded. What word should be excluded?

With a correct explanation, 1 point is put, with an erroneous one - 0.5 points. If the answer is wrong, ask the child to think and answer again. For the correct answer after the second attempt, 0.5 points are given. Upon presentation of the 7th, 8th, 9th, 10th samples clarifying questions are not asked.

1. Tulip, lily, beans, chamomile, violet.

2. River, lake, sea, bridge, pond.

3. Doll, jump rope, sand, ball, spinning top.

4. Table, carpet, chair, bed, stool.

5. Poplar, birch, hazel, linden, aspen.

6. Chicken, rooster, eagle, goose, turkey.

7. Circle, triangle, quadrangle, pointer, square.

8. Sasha, Vitya, Stasik, Petrov, Kolya.

9. Number, division, addition, subtraction, multiplication.

10. Cheerful, fast, sad, tasty, cautious.

Figure 3 Classification, ability to generalize

These diagrams show a decrease in the number of students with a level of ability to generalize and classify below the average from 34.5% to 31.1%, an increase in the number of students with a level of development above the average from 10.3% to 20.7% and a high level from 10.3% to 17.2%.

3rd subtest. Inference by analogy

“Choose from the five words written under the line, one word that would fit the word “clove” in the same way that the word “vegetable” fits the word “cucumber”. For the correct answer 1 point, for the answer after the second attempt - 0.5 points. Clarifying questions are not asked. 4. Flower

Bird

Vase

Beak, seagull, nest, feathers, tail

5. Glove

Boot

Hand

Stockings, sole, leather, leg, brush

6. Dark

Wet

Light

Sunny, slippery, dry, warm, cold

7. Clock

Thermometer

Time

Glass, sick, bed, temperature, doctor

8. Machine

A boat

Motor

River, lighthouse, sail, wave, shore

9. Table

Floor

Tablecloth

Furniture, carpet, dust, boards, nails

10. Chair

Needle

Wooden

Sharp, thin, shiny, short, steely

Figure 4 Inference by analogy

These diagrams show a decrease in the number of students with a level of development of the ability to reason by analogy below the average from 62.1% to 55.2%, an increase in the level of development above the average by 3 people - 10.3%.

4th subtest. Generalization

“Find a suitable generalizing concept for these two words. How can it be called together, in one word? If the answer is wrong, you are asked to think again. The scores are similar to the previous subtests. Clarifying questions are not asked.

1. Perch, crucian...

2. Broom, shovel...

3. Summer, winter...

4. Cucumber, tomato...

5. Lilac, hazel...

6. Wardrobe, sofa...

8. Day, night...

9. Elephant, ant...

10. Tree, flower...

Figure 5. Generalization.

These diagrams show a decrease in the number of students with an average level of development of the ability to generalize from 20.7% to 9.3%, an increase - with a level of development above the average by 6.9%, with a high level from 65.5% to 70%.

Conclusion.

This work was very important to me. Now I can say that the development of thinking is provided by purposefully organized activity, when the focus of the teacher's attention is not so much the problem of obtaining knowledge as the process of involving the student's intellect in solving the educational problem. In the works of L.S. Vygotsky repeatedly emphasizes the idea that any learning should be realized by the people who are learning. Students become active participants in the process of finding a solution, begin to understand the sources of its occurrence, realize the causes of their mistakes, difficulties, evaluate the method found, compare it with those offered by other students. At the same time, both the teacher and the students become relatively equal participants in joint activities.

I shared my experience with teachers at the school MO.

I would like to end the presentation of my work experience with the words of V. A. Sukhomlinsky: “A terrible danger is idleness at a desk: idleness 6 hours daily, idleness for months and years - this corrupts, morally cripples a person, and no school team, no workshop, no school site - nothing can compensate for what has been lost in the main sphere where a person should be a worker - in the sphere of thought.

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