Today, more than ever, the responsibility of society for the upbringing of the younger generation is widely recognized. The current state of society has posed a number of problems for education. Activation of students' cognitive activity is one of the urgent problems at the present stage of development of pedagogical theory and practice. This is natural, since teaching is the leading activity of schoolchildren. And extremely significant for educational activity is cognitive interest, cognitive activity. What is cognitive activity? Let's turn to the dictionary. “Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality.”

Primary school age is one of the main periods of a child's life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development. It also acquires fundamental skills and abilities. It is from this period of life that the further development of the child depends. The most important task - to outline the educational route for your ward lies on the shoulders of the teacher. The task of a teacher who forms cognitive activity:

• be attentive to each child;
• to be able to see, to notice in the student the slightest spark of interest in any aspect of academic work;
• create all the conditions to kindle it and turn it into a genuine interest in science, in knowledge.

Interest is the most important motivator of any activity. Through interest, a person's connection with the objective world is established. Cognitive interest has become a need of society because didactics, and after it the practice of teaching, are increasingly turning to the personality of students.

The beginning of schooling is a difficult and responsible stage in the life of a child.

• First, the social position of the child changes. From a preschooler, he turns into a schoolboy. He has new responsibilities: to do homework, to be attentive, disciplined.
• Secondly, the child has a change in the leading activity. Before starting school, children are mainly occupied with play. When schoolchildren come to school, they must “learn how to learn”, i.e. memorize learning material, solve problems.

In my opinion, the activity of the teacher should be aimed not only at the acquisition of knowledge in the learning process, but also at the development of students' independence in the process of learning activities, at instilling interest in the subject in the course of this activity.

“A bad teacher presents the truth, a good one teaches to find it” - this is my leading pedagogical idea in the educational process. In this regard, I pay special attention to creating conditions for the development of the cognitive principle in the activities of each student. Despite the natural ability for cognitive activity, only purposeful training makes it possible to ensure a high level of development of inherent abilities.

Having studied a number of sources that reveal the essence of cognitive interests, I set the following goal: to identify the level of development of cognitive interest among students, outline the ways for the development of cognitive interests and prove their effectiveness in practice. This leads to the following tasks:

• the formation of the cognitive interest of students, as the strongest motive for learning activities;
• development of creative thinking of younger schoolchildren with the help of new information technologies;
• improving work on the development of students' speech.

Below I will try to analyze how effective the methods and techniques I use to increase the level of cognitive activity of students turned out to be.

1. Questioning, observation.

In order to work on the development of cognitive interest, it is necessary to study and identify the level of interest among students. To do this, at the beginning of the work, a survey of children is carried out. Questionnaire “Why am I studying?” (method of L.K. Maksimov) involves identifying the motives of the teaching. Knowing the motives of learning, it is easier to organize the formation of the cognitive interest of students. In addition to questionnaires for the study of interests, it is necessary to use the method of observation. In the process of observation, it turns out what interests younger students more - whether the process of educational work itself or the content of the educational material, and which one; what types of educational work are most interesting for students and what is the role of each of them in the formation of educational interests, under what conditions students are most active in educational work; the importance of various methodological techniques used in the classroom to arouse and educate students' interest. In the process of observation, it turns out that in cases where the teacher leads the lesson, complicating the material all the time, the students work with unflagging interest and do not need the content of the lesson to be diluted with entertaining, but not relevant materials. The most important thing for students is the solution of the problem and independence in achieving this result.

With the introduction of the Federal State Educational Standard, the teacher must completely reconsider his approach to the methods of teaching children. The federal state standard defines the final ideal portrait of a primary school graduate, and this is just an independent active person.

2. Independent work.

The Federal State Educational Standard of the new generation requires the use of activity-type technologies in the educational process.

The most important prerequisite in the process of active cognitive activity is interest, with the help of which students acquire solid knowledge, skills and abilities. To this end, I use active teaching methods in my practice not only when organizing independent work, but also at the beginning of the lesson, at the stage of clarifying goals, expectations, fears, presentation of educational material, relaxation, summing up. Each of these methods allows you to effectively solve specific tasks of a particular stage of the lesson.

The goals of increasing the level of cognitive activity of students and accelerating the process of mastering knowledge, skills and abilities should be well-organized independent work. Skills and skills of any kind are formed in the process of independent activity. Motivation of schoolchildren's learning activities, including their independent work, is an important prerequisite for successful learning. It is important to show students why they are given this or that task, what is its purpose, what tasks need to be solved to obtain the desired result.

Thus, the activation of the educational activity of students in the assimilation of new knowledge becomes a creative processing of information in the minds of students and the solution of the cognitive tasks assigned to them. This is stimulated by such a presentation of educational material that excludes the possibility of students getting ready-made conclusions and equips them with material for independent conclusions.

In my lessons, I use such methods as verbal, search, research, etc. The forms of work are also diverse, including individual, pair, group and others. I conduct independent work at all stages of the lesson, depending on the goal.

3. Research and design activities.

Research and project activities have always been and remain an integral part of primary education. Primary school students are characterized by a craving for everything new, for “secrets” and discoveries.

In the modern school, the importance of research and project activities is increasing, and conducting educational research with younger students is a special area of ​​extracurricular or out-of-school work, closely related to the main educational process and focused on the development of research, creative activity of children, as well as on deepening and consolidating their existing knowledge, skills and abilities. The basis of this method is the solution of any problem using a wide variety of information tools. Research and project activities open up opportunities for the formation of life experience, stimulate creativity and independence, the need for self-realization and self-expression, bring the process of education and upbringing beyond the school into the outside world, implement the principle of cooperation between students and adults, allow you to combine the collective and the individual in the pedagogical process, provide the growth of the child's personality, allows you to fix this growth, to lead the child along the steps of growth.

It is the research work that makes the children participants in the creative process, and not passive consumers of ready-made information.

Design and research activities, as a decisive factor in the formation of a student's ability to learn, are given great attention in the Federal State Educational Standard. The project method is based on the development of students' cognitive skills, critical and creative thinking,

• ability to navigate in the information space. Through project and research activities, students learn:
• independent, critical thinking,
• make independent informed decisions
• reasoning based on knowledge of facts, drawing reasonable conclusions
• learn to work in a team, performing different social roles.

4. Game activity.

The child, observing the activities of adults, transfers it to the game. The game for younger students is a favorite form of activity. In the game, mastering the game roles, children enrich their social experience, learn to adapt in unfamiliar conditions. The interest of children in the didactic game moves from the game action to the mental task. A didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses a keen interest in the learning process among students. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction among students, creates a joyful working mood, and facilitates the process of mastering knowledge.

Creating a playful atmosphere in the classroom develops the cognitive interest and activity of students, relieves fatigue, and allows you to keep your attention. When using the game, vocabulary is unobtrusively enriched, speech develops, children's attention is activated, horizons expand, interest in the subject is instilled, creative imagination develops, and moral qualities are brought up. And most importantly - no yawning in the classroom.

Children play and involuntarily consolidate, improve and bring knowledge of the subject to the level of an automated skill.

5. Integration.

An integrated lesson as a way to enhance the cognitive activity of younger students, one of the mandatory and basic requirements of integrated teaching is to increase the role of students' independence, because integration inevitably expands the subject of the material being studied, necessitates a deeper analysis and generalization of phenomena, the range of which increases due to other subjects.

Integration is the process of convergence and connection of sciences, which takes place along with the processes of differentiation. It is a high form of embodiment of interdisciplinary connections at a qualitatively new level of education. Such a learning process, under the influence of purposefully carried out interdisciplinary connections, affects its effectiveness: knowledge acquires the qualities of a system, skills become generalized, complex, the worldview orientation of the cognitive interests of students is enhanced, their conviction is more effectively formed, and comprehensive development of the personality is achieved.

6. Problem-based learning.

Another form of management is the direction of students not to solve search problems, setting them problems of a problem type. Problem-based learning not only activates the thinking processes of students, but also, through search tasks, generates their interest and thus the necessary learning motivation. The problem approach includes the logical operations necessary to select an appropriate solution. This method includes: putting forward a problematic issue, creating a problematic situation based on the statement of a scientist, creating a problematic situation based on given opposite points of view on the same issue, demonstrating experience or reporting about it - the basis for creating a problematic situation; solving cognitive problems.

The result of training is the formation of an active life position of younger students, manifested in independent cognitive activity. The basis of research activity is the ability to independently solve the problem, which means the development of cognitive skills. In addition, search, evaluation, communication skills and skills are developed. Participation in research activities increases children's self-confidence and allows them to learn more successfully.

Literature.

1. Asmolov, A.G. How to design universal learning activities in elementary school: from action to thought: pos. for the teacher / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya [and others]; ed. A.G. Asmolov. - M .: Education, 2008.

2. Bogoyavlenskaya, D.B. Intellectual activity as a problem of creativity / D.B. Epiphany. - Rostov-n / D., 1983.

3. Zimnyaya I.A. Key competencies - a new paradigm of the result of education / I.A. Winter // Higher education today. -2003. – No. 5.

4. Savenkov, A.I. Methods of research education of younger schoolchildren / A.I. Savenkov. - Samara: Educational literature, 2004.

5. Savenkov, A.I. Psychology of research education / A.I. Savenkov. –M. : Academy, 2005.

6. Savenkov, A.I. Teaching children to put forward hypotheses and ask questions / A.I. Savenkov // Gifted child. - 2003. - No. 2.

7. Semenova, L.V. Additional educational program “I am a little researcher” / L.V. Semyonov. - MOU.

8. Federal educational standard of primary general education / Ministry of Education and Science of the Russian Federation. - M .: Education, 2010. - (Standards of the second generation).

9. Vorontsov A.B. Design tasks in elementary school: a guide for the teacher / [A.B. Vorontsov, V. M. Zaslavsky, S. V. Egorkina and others]; ed. A. B. Vorontsova. - 3rd ed. – M.: Enlightenment, 2011.- 176 p. – (Standards of the second generation).

Development of cognitive activity of younger students

in the learning process.

The teacher has every opportunity to awaken in the child those abilities that he possesses. He has the opportunity to develop the potential of children so that they can further fully realize themselves in the modern world. To do this, the teacher needs to express approval to the children and celebrate their success. And then the cognitive activity of the child will manifest itself in all areas of educational activity.

In order to develop cognitive activity in children, the teacher must:

Create a positive atmosphere in the classroom;

Use a large arsenal of tools to maintain interest in the subject;

Direct the educational and cognitive process to achieve the final result;

To carry out individualization and differentiation of the educational process;

Avoid overloading students;

Take into account the heredity and characteristics of the psychophysical development of children;

Monitor and adjust the assimilation of each educational element;

Concentrate on the main thing in the educational material;

To create conditions for the development of the personality of students in the classroom.

To create conditions for the development of a child's personality means to make learning subjective.

The conditions for subjective learning are as follows:

Installation on partnership in communication, recognition of the partner's rights to their own point of view, the ability to listen and hear the partner.

Openness of knowledge, its ambiguity, personal understanding.

Problematic, inconsistent knowledge, giving grounds for the emergence of a meaningful attitude to the material being studied.

Joint design of the goal and content of the lesson, the choice by students of a way to achieve the goal.

Self-assessment of one's own activities to achieve results.

In our time, teachers have a great responsibility for the development of a socially active, able to rationally process information and find non-standard ways to solve personal problems. Only a teacher who is creative, proactive, not indifferent to the results of his pedagogical activity, looking for new ways to improve the quality of students' knowledge can provide a new quality of education. However, despite the personality of the teacher and her interest in the quality education of children, one can often observe a picture when the student “serves out” the allotted time and can at the same time remain absolutely passive and indifferent to what is happening in the lesson.

Why do many students learn the educational material poorly, do not want to work in the classroom?

1. Because often the lessons are of the same type, the same structure.

2. More often they ask those who are active in the lesson.

3. Hanging "labels" - division into strong and weak students.

4. There is a fear or barrier to answer incorrectly, make a mistake, or even seem stupid and funny

5. The atmosphere in the lesson is the relationship that the teacher builds.

Cognitive activity of students is formed means of selectioninformation And ways to include schoolchildren in cognitive activity. Any information of the teacher, no matter how interesting it may be, cannot constantly satisfy the students. Thus, a teacher, especially of primary school, when preparing for lessons, needs to carefully review and be able to choose the information that will be accessible, understandable and interesting to children. An equally important stage in the selection of information is taking into account the level of development of children and their abilities. So, cognitive activity occurs if information:

1) makes you wonder, strikes the imagination;

2) makes you think;

3) leads students to learn new things;

4) is the basis for the formation of concepts, laws, rules;

5) aims at intra-subject and inter-subject communications;

6) focused on use in practice

An equally important role is played by how correctly and interestingly the teacher was able to organize the process of activity. The formation of cognitive activity is successful, if the activity process:

arouses in students the desire to find attractive aspects of the educational process;

accompanied by thoughts: “how did I not know this before”, “it’s not so difficult”;

makes you look at the phenomenon from the other side;

focuses on the application of knowledge in new conditions;

includes elements of complication in all kinds of exercises and tasks;

develops imagination, ingenuity, logic;

suggests elements of research

In the learning process, you can use various ways to enhance the cognitive activity of students:

1. Application of non-traditional forms of the lesson.

An analysis of pedagogical literature allows us to identify several dozen types of non-standard lessons. Their names give an idea of ​​the goals, objectives, methods of conducting such classes: lessons-competitions; lessons with group forms of work; lessons - press conferences; theatrical lessons, lessons taught by the students themselves; lessons-tests; lessons-games "Field of Miracles", lessons-excursions; integrated (interdisciplinary) classes, united by a single topic or problem, and others.

2. The use of game forms, methods and teaching techniques.

Play is one of the oldest means of educating and educating children. Game forms: role-playing, didactic, simulation, organizational and active.

3. Use of all methods of motivation and stimulation of students.

4. Wide application of the problem-activity approach. The problem situation created in the lesson gives rise to questions in students. And in the appearance of questions, that inner impulse (the need for knowledge of this phenomenon) is expressed, which is so valuable for strengthening cognitive interest.

5. Use in the lesson of various forms of educational work of students.: collective, group, individual, frontal, paired.

6. Applicationnew information technologies

The use of computer technology and multimedia equipment in the classroom.

7. Systematic use of various means of control. These are control works and tests, tests and dictations, mini-exams and punched cards, didactic cards and mazes, crossword puzzles, etc.

8. Involving students in the creation of creative works The strength of the influence of schoolchildren's creative works on cognitive interest lies in their value for the development of a personality in general, since the very idea of ​​creative work, and the process of its implementation, and its result - all require the student's personality to exert maximum effort.
9. Transition from monologic interaction to dialogic (subject - subjective). Such a transition contributes to self-knowledge, self-determination and self-realization of all participants in the dialogue.

Pedagogical cooperation acts as a two-way process, the success of which depends on the improvement of both the personal qualities of the student and the activities and personality of the teacher himself. Thus, in this process there is a personal impact and interaction between the teacher and students.

A primary school teacher is a person who sees the child throughout the school day and is able to evaluate him from all sides. And if a teacher shows sincere attention to children, if he creates conditions for broadening his horizons, if learning causes positive emotions, then there is a chance to raise a gifted child.

Psychologists say that the cognitive activity of a student is not an innate or acquired quality. It develops dynamically, can progress and regress under the influence of school, friends, family, work or other social factors. The level of activity is strongly influenced by the relationship of the teacher and the style of his communication with students in the lesson, the progress and mood of the student himself. For this reason, the cognitive activity of the same student in different lessons changes, depending on which teacher teaches, what he teaches and how he teaches, how he knows how to activate the class.

Any teacher is constantly in search of new teaching technologies. After all, they allow you to make the lesson unusual, exciting, and therefore memorable for the student. Only a creative teacher can achieve students' interest in their subject, the desire to study it, and therefore good knowledge.

UDK 373.3: 37.036.5 LBC 351.2

Mayorova Natalya Vladimirovna

graduate student

Department of Pedagogy of Primary Education Chuvash State Pedagogical University

them. I. Ya. Yakovleva Cheboksary Maiorova Natalia Vladimirovna Post-graduate Department of the Pedagogics of Primary Education

I. Yakovlev Chuvash State Pedagogical University

Cheboksary [email protected] Pedagogical conditions for the development of creative cognitive activity

junior schoolchildren

Pedagogical conditions of development of creative educational activity

of younger students

The article presents the pedagogical conditions for the development of creative cognitive activity of younger students, presents the materials of experimental work on the development of the quality under study, and proves its effectiveness.

The article presents the pedagogical conditions of development of creative educational activity of younger schoolboys, materials and experimental work on the development of the investigational quality and proved its efficiency.

Key words: creativity, activity, creative activity, creative thinking, junior schoolchildren, pedagogical conditions.

Key words: creativity, activity, creativity, creative thinking, the younger students, pedagogical conditions.

The relevance of the problem under study. At the present stage of development

pedagogical science and practice, the development of creative activity of schoolchildren is one of the most urgent and acute problems. The new state standards in the field of education imply educational results that are not limited to mastering subject knowledge, skills and abilities. A school graduate, according to the Federal State Educational Standard of the new generation, is an inquisitive, actively and interestedly exploring the world, who is motivated to creative work, mastering ways to solve problems of a creative and exploratory nature.

Modern economic conditions, diversity and complexity of the process

owls emerging in the world, competition in the labor market determines the need for people with such qualities as creative thinking, as well as the ability to quickly and non-standard problem solving.

Thus, the modern general education school is faced with the task of systematic and purposeful development of the creative activity of students.

The younger school age is sensitive for the development of the creative activity of the individual, since among the advantages of this age one can note intensive intellectual and emotional development, increased impressionability, and a tendency to fantasize. At this age, there is a change in the leading type of activity - from playing to learning activities, which makes it possible to effectively develop creative activity precisely at primary school age.

Considering the society's need for a creative person, we have set ourselves the following tasks:

1. to identify the initial level of development of creative cognitive activity in junior schoolchildren of educational institutions in the city of Cheboksary;

2. highlight the pedagogical conditions, the creation of which contributes to the development of the studied quality;

3. create a program for the development of creative cognitive activity of younger students, covering all participants in the educational process;

4. check the effectiveness of the use of this program and the pedagogical conditions we have identified for the development of creative cognitive activity upon completion of the experiment.

Material and methods of research. In order to study the development of creative cognitive activity of younger schoolchildren, we used a set of theoretical (analysis, synthesis, comparison, generalization, interpretation) and

empirical methods of psychological and pedagogical research (pedagogical observation, testing, questioning, pedagogical experiment).

The study was conducted on the basis of 3 grades of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary, which included 86 students of grade 2, and 3 grades of MBOU "Secondary School No. 37 with in-depth study of individual subjects" in Cheboksary. Cheboksary, which included 86 students of the 2nd grade. The study also included parents (86 people each) and teachers (16 people each) of these educational institutions. The choice of specific research methods was due to our ideas about the structure of the creative activity of younger students as a complex personal education.

According to the results of the primary study, in order to increase the objectivity of the data obtained during the experiment, we formed 2 groups: experimental (3 classes on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary) and control (3 classes on the basis of MBOU "Secondary School No. 37 with an in-depth study of individual subjects "Cheboksary).

At the next stage of the study, we developed a program for the development of creative activity, which covered all participants in the educational process: teachers, students and their parents, and the administration of the educational institution.

With the participants of the control group, no activities were carried out according to the program of the experiment. After the implementation of the program, the participants of both groups were retested using the same methods.

Research results and discussion. Considering the definitions of creative cognitive activity proposed by various authors, we understand this concept as the highest level of cognitive activity, which is characterized by the desire of the individual to overcome the usual norms and methods of action, manifested in the constant search for new tasks, mastering original methods and techniques for solving them, introducing them into the educational process new, previously unused items. Creative

activity is manifested in the readiness of students for self-improvement, independence and initiative in the course of solving educational problems, in the desire to go beyond any restrictions. This is the desire for new goals, objects, conjectures, hypotheses, new results.

During the ascertaining stage of the experiment, the following conclusions were drawn regarding the difficulties and shortcomings in the work on the development of creative cognitive activity of younger students:

1. students of the 2nd grade of the institutions covered by the study have approximately the same level of development of creative thinking;

2. the parents of these students are not sufficiently motivated to develop creative activity in their children;

3. teachers are not sufficiently prepared to work on the development of the studied quality in schoolchildren;

4. there is no consistency in the work on the development of creative cognitive activity of students;

5. in educational institutions there are no subject circles, sections, clubs in the direction of interest to students.

These conclusions of the experimental study were taken into account when we compiled a program for the development of creative cognitive activity of younger schoolchildren, the main content of which was aimed at overcoming these difficulties and shortcomings.

The developed program for the development of creative cognitive activity of younger students was implemented on the basis of MBOU "Secondary School No. 49 with in-depth study of individual subjects" in Cheboksary from October 2011 to April 2014 (3 academic years). It included the following areas:

1. Conducting developmental classes with students according to the developed program of extracurricular activities “I am learning to think creatively” (from grades 2 to 4).

2. An educational program for parents (“Parents Kaleidoscope”) has been developed and implemented, which is educational meetings in the form of a parent club.

3. An educational program for teachers (“Pedagogical Kaleidoscope”) has been developed and implemented, which is a series of training seminars within the framework of a school methodological association to develop the creative activity of younger students.

4. On the basis of this educational institution, the Small Academy of Sciences was created, which is an extracurricular activity for children in areas of interest to them ("Young Pythagoras", "Young Physicist", "Young Chemist", "Young Geologist", "Laser Show" , "Language of Dolphins", etc.).

At the end of the experiment, to test the effectiveness of the implementation of this program, we noted a significant dynamics in the development of creative cognitive activity of younger students who were part of the experimental groups (Table 1).

Table 1.

Development of creative activity of younger schoolchildren before and after the experiment

Control groups Experimental groups

Level Indicator before the experiment, % Indicator after the experiment, % Level Indicator before the experiment, % Indicator after the experiment, %

low 52.42 32.15 low 56.77 17.23

medium 41.75 44.87 medium 36.91 47.32

high 5.83 12.72 high 6.32 35.45

Thus, the implementation of the program for the development of creative cognitive activity of younger students made it possible to achieve positive results. Among younger students who have completed the program, there are significant improvements in all indicators of creative thinking. A survey of teachers and parents, as well as observation, confirms the development of the creative activity of pupils.

On the basis of experimental work and the implementation of the program developed by us, the following pedagogical conditions for the development of creative cognitive activity of younger students were identified:

1. Formation of motivation in the development of creative cognitive activity among all participants in the educational process.

The development of cognitive activity of students contributes to the positive motivation of learning and interested relationships between participants in educational and cognitive activities. At present, in pedagogy and pedagogical psychology, the central problem is the problem of motivation for educational activity, in particular, the formation of cognitive motivation of students. The purposeful formation of the motivational sphere is, in essence, the formation of the personality itself.

In the course of a survey of parents of schoolchildren, it was found that very little attention is paid to the development of creative cognitive activity in families. An analysis of a survey conducted with parents showed that more than half of parents, having shifted the responsibility of upbringing to teachers, are interested in the success of their children, but do not take any measures to identify and develop the creative potential of their child.

The results of the study showed that if parents have the motive of self-education and creativity, the child is involved in learning activities and learns its motives.

2. Preparedness of the teacher for the development of creative cognitive activity of younger students.

The main role in the development of creative cognitive activity belongs to the teacher. If the teacher is against the manifestation of the student's creative activity, then the child's creativity can be suppressed.

The atmosphere in the classroom should allow freedom of expression, questions and interaction of students. It is necessary to plan learning situations, questions, discussions, when children know that their participation is welcomed and appreciated.

In an atmosphere of benevolence, trust, empathy, respect, the child seeks to fully reveal his abilities. Seeing how his dignity, independent thought, creative search are valued, he begins to strive to solve more complex problems. It is very important for him to feel that he is considered, his opinion is valued, trusted. The teacher may well create such an environment, such conditions, to provide children with the opportunity to express their opinions, to make assumptions, to choose.

However, according to a survey conducted among teachers, the main problem is ignorance of the theory of creativity and difficulties in determining promising areas of activity, choosing organizational forms and activities of students to develop creative cognitive activity. The teacher needs knowledge about the creative personality, the essence of creative activity and the process of its formation, which are indicators of his professional competence.

3. Consistency in the work on the development of creative cognitive activity.

In the practice of teaching, as the acquaintance with the experience of a number of teachers showed, the development of creative cognitive activity takes place, but it is episodic and more often carried out by teachers intuitively, without a deep knowledge of the content and methodology for developing this personality trait.

Only in the presence of a system that is adequate to the set goal and specific tasks can positive results be achieved with the least expenditure of intellectual effort on the part of both the teacher and the students.

4. The presence of subject circles, sections, clubs in the direction of interest to students.

For the formation and development of students' creative cognitive activity, it is necessary to create subject circles, sections, clubs in the direction of interest to students.

Summary. As we can see, the results obtained indicate a significant increase in the level of development of creative cognitive activity of younger students who were included in the experimental groups. The study confirmed that the implementation of the pedagogical conditions identified by us contributes to the development of the studied quality.

Bibliographic list

1. Mayorova N. V. The problem of the development of creative cognitive activity in the history of pedagogical thought / N. V. Mayorova // Bulletin of the ChSPU named after I. Yakovlev. - 2013. - No. 3 (79) (Humanities and pedagogical sciences). - S. 76 - 80.

2. Romanova E. N. Pedagogical conditions for the formation of readiness of rural junior schoolchildren for creative activity / E. N. Romanova // Bulletin of the ChSPU named after I. Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132 - 136.

1. Mayorova N.V. Problem of development of creative cognitive activity in the history of educational thought / N.V. Mayorova / / Herald CSPU them IY Yakovlev. -2013. - No. 3 (79) (Humanities and pedagogical sciences). - Pp. 76 - 80.

2. Romanova E. N. Pedagogical conditions of formation of readiness of rural elementary school students to creative activity / E.N. Romanova / / Herald CSPU them IY Yakovlev. -2012. - No. 1 (73) (Humanities and pedagogical sciences). - S. 132-136.

Pedagogical conditions conducive to the formation of cognitive activity of younger students

A new educational standard came to the Russian school, which defined the goal of education - the general cultural, personal and cognitive development of students, which provides such competence as the ability to learn. In the document "Federal State Educational Standard for Basic General Education" dated December 17, 2010. No. 1897 sets out new requirements for the educational and upbringing process and describes in detail the personal characteristics of a graduate (“portrait of an elementary school graduate”), the leading ones are: “possessing the basics of the ability to learn”, “capable of organizing one’s own activity”, “ready to act independently” . That is, a primary school graduate should have a willingness and ability for self-development, for active learning and cognition, which is ensured by a high level of cognitive activity.

The starting point for the development of cognitive activity is the educational process. It is known that the leading activity of primary school age is educational activity, during which it is advisable to work on the formation of interest in knowledge, in learning, and the need for self-education. Teachers and psychologists have proven that the learning process is much more effective if students have a sufficiently high level of cognitive activity. It is at this age stage, when permanent interests and aptitudes for a particular subject are still being formed, that it is important to turn to the issue of developing and increasing cognitive interest in learning. Since this determines the course of development of the child at this and subsequent age stages.

Cognitive activity in younger students does not arise by itself, it is the result of purposeful pedagogical actions. The question of the development of cognitive activity is not completely new in pedagogical and psychological theory. At different times, many researchers have been involved.

In modern pedagogy, ways of activating cognitive activity are also widely studied. The content of cognitive activity and activity was revealed in detail in their works by M.A. Danilov, I.Ya. Lerner, P.I. Pidkasisty, T.I. Shamova, G.I. Shchukina. From the point of view of student-centered learning, this issue was considered by V.V. Davydov, N.F. Talyzina, I.S. Yakimanskaya, A.V. Petrovsky, G. G. Kravtsov, V. D. Shadrikov. From the standpoint of the activity approach, where the essence of cognitive activity is revealed as the leading type of activity, this problem was studied by V.V. Davydov, L.V. Zankov, P.Ya. .B. Elkonin and others.

Despite the ways of developing cognitive activity that already exist and have been studied in detail in pedagogical practice, it is not possible to fully implement them. The reason for this is the lack of sound recommendations on this issue, the lack of development of conditions for the development of interest in knowledge and study. Also, it should be noted that many techniques and methods for the development of cognitive activity in younger students are focused on the traditional system of education in primary school, and for new variable educational programs focused on the Federal State Educational Standard, this issue is not covered enough. Therefore, in the practical implementation of existing methods of enhancing cognitive activity, teachers face difficulties.

In this regard, there is a need to find the most effective ways to develop and increase the cognitive activity of younger students.

Thus, the relevance of the topic of increasing the cognitive activity of younger students is determined by the following contradictions: between the need to increase the cognitive activity of younger students and the insufficient use of all opportunities to improve this process; between the need for teaching methods to systematize existing ones, as well as to develop new ones, forms, methods, techniques, means of activating cognitive activity and insufficient theoretical development of pedagogical conditions for the development of this property from the standpoint of modern variable educational programs of elementary school, focused on the Federal State Educational Standard.

Overcoming these contradictions is the essence ofProblems : what effective ways to increase the cognitive activity of younger students exist today?

K.D. Ushinsky also said that “to incite a student to study is a much more worthy task than to force him to.” The main goal of the educational and educational processes should be the creation of such conditions that the student wants, loves and knows how to learn.

The search for ways to enhance the cognitive activity of students, the development of their cognitive abilities and independence is a task that teachers, psychologists, methodologists, and teachers are called upon to solve.

It is known that human cognitive activity is a changing property of personality. When working on its development in younger students, it is necessary to highlightpedagogical conditions contributing to its increase in a younger student.

1. Conditions for increasing cognitive activity associated with the content of educational material :

Using the effect of "surprising", "unusual" in the content of educational material;

Compliance with the principle of scientific character;

Accessible and understandable content of educational material, appropriate for the age and level of students.

2. Conditions for increasing cognitive activity associated with the use of appropriate forms of organization of educational activities, certain methods and teaching methods :

The combination of various forms of organization of the educational and cognitive process: frontal, group, pair, individual;

The use of various learning technologies aimed at developing and increasing cognitive activity;

The use of teaching methods and techniques that most effectively activate cognitive activity;

Maximum reliance on the active mental activity of students;

Compliance with the principle of consciousness and the strength of the assimilation of knowledge is realized only in the process of active learning;

Application of the system of problem-creative tasks;

Compliance with the principle of visibility;

Selection of homework on the principle of independence and connection with life.

3. Conditions for increasing cognitive activity associated with the role of the teacher in the learning process :

Good knowledge of the age characteristics of children of primary school age;

Pedagogical optimism - faith in the student, in his cognitive powers, stimulating and encouraging children who show any cognitive activity;

Friendly attitude towards students, creating an atmosphere of complete trust;

Enthusiasm for the subject and love for work.

4. Conditions for increasing cognitive activity associated with the personality of the child :

Compliance with the principle of an individual approach to students, where the level of activity depends on taking into account the real learning opportunities of students;

Use in the learning process of differentiated work with students;

Building the educational process at the optimal level of development of students, taking into account the age characteristics of the younger student;

The use of "open" tasks (according to Khutorsky), that is, compliance with the principle of connecting learning with life;

Providing an opportunity to express their attitude to what is happening at the stage of reflection;

Formation of internal acceptance (comprehension) by students of the purpose of the upcoming activity;

Creation of a favorable emotional atmosphere for the development of cognitive activity of students.

So, the listed conditions, the observance of which contributes to the formation, development and increase of the cognitive activity of younger students, will help: correctly determine the volume and content of educational material, select the necessary methods, teaching aids, choose ways for an individual and differentiated approach to younger students in learning conditions.