home » Middle Ages Pedagogical conditions for the formation of independence in younger students. Development of autonomy of younger students in educational activities thong le din The system of teacher's work on the development of autonomy of younger students in educational activities

Pedagogical conditions for the formation of independence in younger students. Development of autonomy of younger students in educational activities thong le din The system of teacher's work on the development of autonomy of younger students in educational activities

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The principle of systematicity and consistency is based on the method of searching and selecting information. As pedagogical reception the search and selection of a problem situation is distinguished, which is carried out taking into account individual characteristics children. This principle is implemented at the stages presented in Table 1.

Table 1 - Stages of implementing the principle of systematicity and consistency in a problem situation

	Teacher activity	Student activities

1. Motivation for learning activities.	Substantiation of the importance of the topic setting the goal of the lesson.	Perception and understanding of the goal.
2. Actualization of students' knowledge and methods of action of previous work.	Organization of students' activities to repeat the questions studied in the previous topic. Evaluation of student performance.	Actualization of knowledge on the proposed questions and tasks of the teacher, repetition, systematization, logical presentation of the material of the previous topic.
3. Creation of a problem situation (problem question, problem task).	Presenting the necessary educational information to students, planning the steps of the solution (disclosing the way to solve the problem)	Perception or comprehension of educational information, awareness of the problem, planning steps to solve in cooperation with the teacher.
4. Problem solving.	Organization of independent activities of students to solve the problem, management of activities, control over the search for solutions, organization of discussions based on the results of the work.	Independent problem solving individually, in a group, frontally, self-control, self-assessment of performance results.
5. Reflectively evaluative stage.	Formulation of conclusions on the training session, assessment of the degree of problem solving. Analysis of students' activities.	Perception, evaluation and analysis of their own activities to solve the problem.

Methodological aspects are understood as ways of creating and organizing a problem situation.

Consider the main forms and methods of setting a problem situation. The problem situation exists in two main forms:

1) as the topic of the lesson;

2) as a question that does not coincide with the topic of the lesson, the answer to which is new knowledge. Therefore, to pose a learning problem means helping students to formulate either the topic of the lesson or a question that is not similar to the topic for research.

There are three main methods of posing a problem situation: a dialogue that encourages a problem situation; a dialogue leading to the topic; topic message with motivating reception. Let's consider these methods in more detail.

The dialogue motivating from the problem situation is the most difficult for the teacher, since it requires the consistent implementation of four pedagogical actions:

1) creating a problem situation;

2) motivation to realize the contradiction of the problem situation;

3) motivation to formulate learning problem;

4) acceptance of the formulations of the educational problem proposed by the students. To create a problematic situation means to introduce a contradiction, the collision with which makes schoolchildren emotional reaction surprise or embarrassment.

Problem situations "with surprise" can be based on a contradiction between two or more provisions. Also, such problematic situations may be based on a contradiction - between the worldly representation of students and a scientific fact.

At the heart of problem situations with difficulty lies the contradiction between the need and the ability to fulfill the task of the teacher. The similarity of these techniques lies in the fact that the class is offered practical tasks for new material, and the difference lies in the essence of the task.

Thus, there are three main methods of setting a learning problem: a dialogue that encourages from the problem situation; a dialogue leading to the topic; topic message with motivating reception. Their similarity lies in the fact that all of these methods provide motivation for students to learn new material. The difference between the methods is in the nature of the educational activity of schoolchildren and, consequently, in the developmental effect. The dialogue that encourages from the problem situation ensures the truly creative activity of students and develops them. Creative skills. Another difference between the methods lies in the form of the learning problem that arises.

Having posed the educational problem, we move on to organizing the search for a solution.

The essence of finding a solution to a learning problem is simple: the teacher helps students discover new knowledge. There are two main possibilities to provide such a discovery: the dialogue that provokes hypotheses and the leading to knowledge. Let us consider them in more detail, referring to the works of D.I. Feldstein.

Hypothesis-inducing dialogue requires the implementation of four pedagogical actions:

1) motivation to put forward hypotheses;

2) acceptance of hypotheses put forward by students;

3) incentives to test hypotheses;

4) acceptance of the checks proposed by the students.

The dialogue leading to knowledge is much simpler than the previous one, since it does not require hypotheses to be put forward and tested. The leading dialogue is a system (logical chain) of questions and tasks feasible for the student, which step by step lead the class to the formulation of new knowledge. The leading dialogue can be deployed both from the educational problem posed, and without it.

Thus, we have considered the main methods of posing an educational problem, which plays an important role in civic education. junior schoolchildren.

The mental activity of students is stimulated by asking questions. The teacher's question should be so complex as to cause difficulty for students, and at the same time feasible for finding an answer on their own.

Problematic task, unlike the usual learning objectives, is not just a description of some situation, including a description of the data that make up the condition of the problem and an indication of the unknown, which should be disclosed on the basis of these conditions.

According to researchers, it is possible to single out the most characteristic types of problem situations for pedagogical practice, common to all subjects.

The first type: a problem situation arises if the students do not know how to solve the problem, I cannot answer the problematic question, give an explanation for a new fact in an educational or life situation.

The second type: problem situations arise when students encounter the need to use previously acquired knowledge in new practical conditions.

The third type: a problem situation easily arises if there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method.

The fourth type: a problem situation arises when there are contradictions between the practically achieved result of completing the educational task and the students' lack of knowledge for theoretical justification.

The problematic situation really emerged if the guys had an emotional response. It arises at a certain point in the lesson - when faced with a very specific contradiction. According to the reaction of children, all problem situations can be divided into two types: those that arose "with surprise" and those that arose "with difficulty."

The list of techniques for creating problem situations "with surprise" and "with difficulty" is presented in Table 2.

Table 2 - Techniques for creating problem situations

type of contradiction	Techniques for creating a problem situation

I. Problem situations that arose with "surprise"
Between two (or more) positions	Reception 1. Simultaneously present conflicting facts or points of view. Reception 2. Push different opinions of students with a question or assignment
Between the worldly representation of students and scientific fact	Step 1. To reveal the worldly view of students with the help of a question or a practical task "for a mistake". Step 2. Present a scientific fact through a message, experiment, or visualization
II. Problem situations that arose "with difficulty"
Between the need and the impossibility to fulfill the task of the teacher	Reception 4. Give a practical task that is not feasible at all. Reception 5. Give a practical task that is not similar to the previous ones. Step 1. Give an impossible practical task similar to the previous ones. Step 2. Prove that the task was not completed by the students

Problem statements provide learning motivation that the traditional message of the lesson topic does not provide. Children have a desire to study a topic that is formulated by them personally or which the teacher skillfully intrigued them

A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain.

It is possible to deliberately collide the life ideas of students with scientific facts with the help of not only experience, but also a story about an interesting fact, experience.

As a result, not only the assimilation of new knowledge occurs, but also the formation of a cognitive need, without which successful learning and the development of students' thinking are impossible.

It is also possible to deliberately collide the life ideas of students with scientific facts using various methods. visual aids, with the help of practical tasks, during the implementation of which students necessarily make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

A problem situation can be created by encouraging students to compare, collate contradictory facts, phenomena, data.

In the process of creating problem situations, it is important to help students see the contradictions in the phenomenon being studied, to compare them, which makes it possible not only to better understand the essence of the studied, but also to come to serious worldview conclusions.

Problematic situations also arise when conflicting opinions collide. famous people, scientists, writers.

Comparison can be used very widely in the classroom, involving not only texts of works of art, documents, statements of critics, writers, scientists, but also various types of art.

However, not every task for comparison and comparison contributes to the emergence of a problem situation. Many of them remain at the level of ordinary logical tasks. In order for a problematic situation to arise, it is necessary to highlight the contradiction in the compared documents and phenomena.

Moreover, the expediency of creating such situations is also dictated by the typical mistakes of students in mastering the material. It is precisely such provisions, during the assimilation of which students make mistakes, a one-sided approach, that it is useful to disclose in a problem situation. Accounting common mistakes students, a one-sided approach to phenomena is effective in creating problem situations in any subject.

Thus, problem situations created taking into account the typical mistakes of students not only make knowledge more meaningful, but also help students overcome entrenched misconceptions, teach them to think, draw conclusions, generalizations.

To activate the mental activity of students, problem situations created as a result of a collision of conflicting opinions of the students themselves are of exceptional importance.

Conclusions on the paragraph:

1. Under the didactic aspects of the organization of a problem situation is understood the conditions, principles, methods and techniques for the development of cognitive independence of younger students.

2. Conditions effective organization problem situations are: active cognitive activity of students; the problem situation should have a meaning that is understandable to children; focus on the relationship between theory and practice.

3. In accordance with the conditions, the didactic aspects of organizing a problem situation for the development of cognitive independence are determined by the principles: consciousness and activity, connection between theory and practice, systematicity and consistency.

2.2 Program of experimental work and analysis of its effectiveness

cognitive independence student

When studying the problem of developing the cognitive independence of younger schoolchildren through a problem situation, we conducted a study in order to confirm the theoretical provisions. This study describes experimental work within the framework of lesson activities. The work was carried out in the form of lessons.

The base for the study is 1 "B" class MOU "Average comprehensive school№25 named after I.A. Batalov" Vologda in the amount of 24 people.

Stage I - ascertaining experiment.

Purpose: to identify the initial level of formation of cognitive independence of younger students.

In accordance with the goal, the main tasks of the ascertaining experiment are distinguished:

Determine the criteria, indicators and levels of formation of cognitive independence in younger students;

Pick up diagnostic material;

To identify the initial level of formation of cognitive independence in younger students;

Analyze the results obtained during the diagnostic study.

To determine the initial level of formation of cognitive independence in children of primary school age, we identified criteria and determined indicators based on an analysis of the relevant literature: G.I. Schukin.

Criteria and indicators of cognitive independence in younger students:

1. Motivational criterion - awareness of the cognitive need; student's attitude to the subject and process of activity, aspirations

students voluntarily participate in activities

3. Volitional criterion - the motives that drive the child in the process of relationships with classmates, readiness and desire to overcome difficulties in the process of information search.

We have developed a table of criteria indicators (Table 3).

Table 3 - Criteria indicators of the levels of formation of cognitive independence in younger students

Indicators Criteria


Motivational	There is no organization, the child needs constant monitoring, instructions, cognitive activity is caused by momentary interest, in the classroom they often do extraneous things	Sufficient level of working capacity to master the main program, conscious selective focus on individual subjects	The desire to most successfully fulfill all the requirements of the school, clearly follow all the instructions of the teacher. The dominant position in the hierarchy of motives of educational activity is occupied by internal motives
	The ability to understand, remember and reproduce knowledge, master the method of its application according to the model	Revealing the meaning of the content being studied, understanding the connection between phenomena and processes, mastering the ways of applying knowledge in changed conditions	Understands and imagines the theory of the subject being studied, has a creative approach to solving the problem.
	The student cannot independently formulate the goal of cognitive activity, does not want to work independently, initial disbelief in his own strength	It is characterized by an insufficiently clear idea of the goal, if problems arise in the course of work, it counts on outside help, difficulties are caused by a passive or unstable positive attitude towards the subject being studied	The desire for continuous improvement, the acquisition of new knowledge, the manifestation of perseverance and perseverance in achieving the goal, broad and persistent cognitive interests

At this stage, a number of research methods were used.

1. In the process of identifying the level of the motivational criterion, the test "Levels of school motivation among students" was used primary school", proposed by the researcher N.G. Luskanova.

Purpose: to identify the levels of school motivation among primary school students, the attitude of schoolchildren to learning. (For a description of the methodology, see Appendix 1).

We have obtained the following results:

5 students (21%) are at a high level. Children have a cognitive motive, the desire to more successfully fulfill the requirements, clearly follow the instructions of the teacher, are conscientious and responsible;

At the middle level - 13 students (54%). Children have a positive attitude towards school, a sufficient level of working capacity, but cognitive motives are formed to a lesser extent;

At a low level - 6 (25%). Children do not have organization, they need constant monitoring, instructions, cognitive activity is caused by momentary interest, in the classroom they often do extraneous matters.

2. The diagnostic material for determining the initial level of formation of the content-operational criterion was the

"Cognitive activity of a junior schoolchild" A.A. Gorchinskaya (Description of the methodology, see Appendix 2).

The purpose of this technique was to determine the initial level of formation of the content-operational criterion of younger students.

We have obtained the following results:

6 students are at a high level (25%);

On average - 13 students (54%);

At the bottom - 5 students (21%).

An analysis of the children's answers showed that 54% of students work at the level of the norm, without going beyond the school curriculum, often ask for additional information, and require help from a teacher or classmates in building an algorithm of actions. In 21% of children, copying actions according to a given pattern predominate, unwillingness to look for new ways to solve the problem that has arisen. And 25% of students show interest in learning more than is given in the lesson, high responsibility for the result, the ability to independently algorithmize actions.

Purpose: to determine the degree of manifestation of voluntary performance of the task.

When creating a problem situation, the teacher observed according to the following plan:

1) How many children listen carefully to the task.

2) How many children immediately start solving.

3) How many children are able to formulate the question correctly.

4) How many children do the work themselves.

5) How many children can correlate the result obtained and the problem posed.

According to the volitional criterion, we obtained the following results:

5 students (21%) are at a high level. Students show high-willed qualities, perseverance and perseverance in achieving the goal;

At the middle level - 14 students (58%). Students, when problems arise during work, rely on outside help;

At a low level - 5 students (21%). Students cannot independently formulate the goal of cognitive activity, do not show the desire to work independently, initial disbelief in their own strength.

The results obtained for all three methods are presented in Table 4.

Table 4 - Quantitative indicators of the levels of cognitive independence of younger students (stating experiment)

Based on the results of the diagnostics, it can be seen that the level of formation of cognitive independence of younger students is mainly at the average level.

Stage II - a formative experiment.

A formative experiment involves the students solving a problem situation in their learning activities.

Purpose: children's understanding of the importance of independent search for a solution to a scientific problem through the formulation of a problem situation.

Formation of the ability to carry out an independent and conscious solution to the problem;

Develop a responsible attitude to independently design and model a new way to solve a problem;

Formation of sustainable cognitive independence through a system of problem situations.

For the development of cognitive independence of younger schoolchildren, we conducted lessons of the world around us using problem situations.

1. Subject: the world around. Theme: "Spring has come"

The purpose of the lesson: to introduce students to seasonal changes.

The purpose of the formative experiment: the formation of an independent perception of educational information and the planning of steps to solve it.

Problem situation:

One fine day, Winnie the Pooh flew in a balloon to get honey and bees and noticed that spring had come. He became interested, but what happens in nature with the advent of spring? He turned to Piglet, Rabbit, Donkey and Wise Owl with this question.

The rabbit replied: "The first grass has appeared, I can eat it." Donkey Eeyore supported him. Piglet rejoiced at the appearance of puddles, because now he can swim in them. And the Owl said that many mice appeared in the forest, which she could not find in winter.

Guys, what surprised you? (incitement to awareness of the contradiction) (Many opinions)

What is the question? (Learning task) (an incentive to formulate a learning problem).

Who is right?

What is the main, main change in nature in spring?

The teacher sums up: Winnie the Pooh's friends notice a change that is important for him, for his life. But all these changes are possible because it becomes warmer in spring, the forest is freed from snow, animals wake up from their winter sleep, and so on.

During the dialogue, drawings appear on the board, revealing temporary cause-and-effect relationships in nature. Their sequence is established.

Type of problem situation: the collision of students with the need to use previously acquired knowledge.

Pedagogical reception: delayed response. Form of organization: frontal.

2. Subject: the world around. Topic: "Why is the rainbow different colors?"

The purpose of the lesson: to form initial ideas about light and color, to introduce children to the colors of the rainbow, their sequence, to provide experience in the study and explanation of natural phenomena.

The purpose of the formative experiment: the formation of the ability to independently find a solution to the problem.

Problem situation:

Guys, today we will talk about the rainbow. Must learn what a rainbow is, how and when it appears.

Who among you has seen a rainbow?

What was your mood when you saw the rainbow?

Guys, when does a rainbow appear in the sky? (when the sun shines and it rains)

How many colors does the rainbow have? (seven)

You have all seen that the drop is colorless, and the ray is colorless. problem question. Why is the rainbow multi-colored? What do you think?

Type of problem situation: occurs under the condition that students do not know how to solve the problem, they cannot give an explanation for a new fact in the learning situation.

Pedagogical technique: surprise. Form of organization: group.

3. Subject: the world around. Topic: "Temperature. Thermometer"

The purpose of the lesson: getting new knowledge, getting to know the thermometer.

The purpose of the formative experiment: to form a meaningful perception of educational information and awareness of the problem.

Problem situation:

TEACHER: Look at a small scene, try to find the answer.

A small scene is played out - a miniature by children.

Sveta: Ira, why are you hiding all the time? Ira: I'm very cold!

Sveta: Yes, what are you, because the room is warm! Ira: I think it's cold.

TEACHER: In order not to argue, tell me if the room is warm or not? (Children also have different opinions)

TEACHER: Who is right? Sveta or Ira? We cannot say this.

Why? What is the question?

CHILDREN: We don't yet know how to tell if a room is warm or not. TEACHER: (adds) And with what device.

(teacher shows different types of thermometers)

What will be the topic of today's lesson?

Formulation of the problem CHILDREN. How to determine the temperature. Type of problem situation: clash of contradictions.

Pedagogical technique: theatricalization. Form of organization: steam room.

We have developed a logical sequence for the implementation of the principles of the development of cognitive independence.

1. The principle of consciousness and activity. This principle is implemented through the use of stimulation methods using the following pedagogical techniques: creating situations of success, showing a course of action, evaluation and encouragement.

2. The principle of connection between theory and practice. The implementation of this principle is carried out through the organization of pedagogical work to identify new practices. The pedagogical method of implementing this principle is the design and modeling of a new way of solving the problem.

3. The principle of consistency and consistency is based on the method of search and selection. As a pedagogical technique, the search and selection of a problem situation is distinguished, which is carried out taking into account the individual characteristics of children.

Stage III - control experiment.

During the control experiment, we used the methods that were used at the stage of the ascertaining experiment.

1. The test "Levels of school motivation among primary school students", proposed by the researcher N.G. Luskanova (Appendix 1).

Purpose: to reveal the dynamics of the level of formation of school motivation among primary school students, the attitude of schoolchildren to learning.

We obtained the following results: at the first level there are 6 students (25%), at the second level - 14 students (58%), at the third level - 4 students (17%).

2. To determine the dynamics of the severity cognitive activity was used the test "Cognitive activity of a younger student" (author A.A. Gorchinskaya) (Appendix 2).

After analyzing the answers of students, it was revealed that 6 students (25%) are at a high level, 15 students (63%) are at an average level and

low -3 students (13%).

3. Volitional criterion was determined using the method of observation.

Purpose: to determine the dynamics of the degree of manifestation of voluntary performance of tasks.

The following results are obtained:

7 students (29%) are at a high level, 14 students (58%) are at an average level and 3 students (13%) are at a low level.

A comparative analysis of the results of the ascertaining and control experiment is presented in Table 5.

Table 5 - Comparative and comparative analysis of the results of ascertaining and control experiments on the level of development of cognitive independence of younger students

Indicators Criteria



Motivational


common data

Thus, a comparative analysis of the results of the ascertaining and control experiments showed that the level of formation of cognitive independence of younger students has increased. The number of students who show an independent desire to identify the meaning of the material being studied, to master practical ways of applying knowledge in new conditions has increased. The results are especially noticeable for students with an average and high level of formation of cognitive independence, tk. the number of children who have a stable motivation and willingness to cooperate with each other has increased.

Thus, the results show a positive trend in the experimental class. Therefore, the problem situation can be called an effective means of developing the cognitive independence of younger students.

Conclusions on the paragraph:

1. Diagnostic work was carried out in stages. In order to identify the development of cognitive independence of younger schoolchildren, the following experiments were carried out: ascertaining, forming, control experiments.

2. The program of the formative experiment reflects the stages, principles of organization of the problem situation, forms, methods, techniques.

3. The control experiment showed a positive dynamics in the formation of the components of cognitive independence of younger schoolchildren in the conditions of lesson activities, therefore, diagnostic methods correspond to the components of cognitive independence of younger schoolchildren.

Conclusion

In this paper, we considered the problem of the development of cognitive independence of younger students.

Cognitive independence is understood as a personality quality that manifests itself in students in the need and ability to independently acquire new knowledge from various sources, by generalizing reveal the essence of new concepts, master the methods of cognitive activity, improve them and creatively apply them to solve any problems.

Our study found that primary school age is a sensitive period for the development of cognitive independence.

The study showed that an effective means of developing the cognitive independence of younger students is a problem situation, which is understood as a certain mental state of the student that occurs in the process of performing such a task, which helps him to realize the contradiction between the need to complete the task and the impossibility of doing it with the help of existing knowledge.

Theoretical conclusions made it possible to create and test a program for the development of cognitive independence of younger students within the framework of the lessons. When organizing the development of cognitive independence, it is necessary to work on the implementation of a number of principles.

The principle of consciousness and activity includes natural provisions: deep independently meaningful knowledge acquired through intensive mental activity, conscious assimilation of knowledge by students, and the student's own cognitive activity. This principle is based on the incentive method. As a pedagogical technique, the creation of a situation of success, showing examples of actions, evaluation and encouragement are highlighted.

An important pedagogical principle is the principle of connection between theory and practice - the effectiveness and quality of training are checked, confirmed and guided by practice. The implementation of this principle is carried out through the organization of pedagogical work to identify new practices through previously used problem situations. Designing and modeling a new way of solving a problem stands out as a pedagogical technique.

The principle of systematicity and consistency implies that the presentation of educational material by the teacher is brought to the level of systemicity in the minds of students, so that knowledge is given to students not only in a certain sequence, but that they are interconnected.

The principle of systematicity and consistency is based on the method of searching and selecting information. As a pedagogical technique, the search and selection of a problem situation is distinguished, which is carried out taking into account the individual characteristics of children.

The control experiment showed a positive dynamics in the development of cognitive independence of younger students. Analysis of the results of the control experiment showed the following results: the level of cognitive independence of younger students increased. The number of students who show a desire for self-acquisition of knowledge has increased, they are trying to understand the connections between phenomena and processes. Stable motivation appeared in children with high and medium levels of cognitive independence. Students began to show interest not only in the program material, but also try to learn more than is given in the textbook.

Thus, the hypothesis was confirmed, the tasks were solved, the goal of the work was achieved. Consequently, problem-based learning methods can be considered as an effective means of developing the cognitive independence of younger students.

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34. Shchukina, G.I. Activation of cognitive activity of students in the educational process: textbook. allowance / G.I. Schukin. - Moscow: Education, 1979. - 160 p.

Annex 1. Questionnaire for assessing the level of school motivation of N. Luskanova

Instruction: Each student is given a sheet with a task in which they must answer 10 questions of the test, choosing one of the proposed answers: 1, 2, or 3.

Be sure to give the children time to think about their choice. Consulting with classmates or the researcher is not allowed. Each of the children marks only the answer that he considers necessary.

The choice of the answer is of the middle level and is estimated at 1 point. A high level answer is worth 3 points, a low level answer is 0 points.

At the end, the total score for all tests is calculated. This sum of points shows the level of school motivation of students.

First level. 25-30 points - a high level of school motivation, learning activity.

Such children have a cognitive motive, the desire to most successfully fulfill all the requirements of the school. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory grades. In drawings on a school theme, they depict the teacher at the blackboard, the process of the lesson, educational material etc.

Second level. 20-24 points - good school motivation.

Most of the primary school students who successfully cope with educational activities have similar indicators. In drawings on a school theme, they also depict learning situations, and when answering questions, they show less dependence on strict requirements and norms. This level of motivation is the average norm.

Third level. 15-19 points - a positive attitude towards the school, but the school attracts such children with extracurricular activities.

Such children feel quite well at school, but they go to school more often to communicate with friends, with a teacher. They like to feel like students, have a beautiful portfolio, pens, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much. In drawings on a school theme, such students depict, as a rule, school situations, but not educational situations.

Fourth level. 10-14 points - low school motivation.

These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly connected with the school.

Fifth level. Below 10 points - a negative attitude towards school, school maladaptation.

Such children experience serious learning difficulties: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, where they find it unbearable to stay. Small children (5-6 years old) often cry, ask to go home. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often these students have neuropsychiatric disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect the individual preferences of the child.

1. Do you like school?

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

want to stay at home more

it's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

would stay at home

would go to school

4. Do you like it when you cancel some classes?

I do not like

it's not always the same

5. Would you like to not be assigned homework?

would not like

6. Would you like the school to have only changes?

would not like

7. Do you often tell your parents about school?

I don't tell

8. Would you like to have a less strict teacher?

I do not know for sure

would not like

9. Do you have many friends in your class?

no friends

10. Do you like your classmates?

do not like

Annex 2. Questionnaire for assessing the cognitive activity of a junior schoolchild A.A. Gorchinskaya

Instruction: To carry out this technique, a form was taken with five questions with possible answers. Junior schoolchildren in the control and experimental classes were given standardized questionnaire forms, and were asked to choose from the presented options any one answer:

Processing and interpretation of results.

We determined the level of formation of cognitive activity by the answers of students. If the student answered from 3 to 5 questions with the letter "a", this indicated a high level of cognitive activity, if the student answered from 3 to 5 questions with the letter "b", this indicated an average level of cognitive activity, if the student answered from 3 to 5 questions the letter "v" - testified to a low level of cognitive activity.

1. Do you enjoy doing creative tasks?

b) sometimes;

2. What do you like when asked a quick wits question?

a) suffer, but find the answer yourself;

b) when how;

c) get a ready answer from others.

3. Do you read a lot of additional literature?

a) constantly a lot;

b) sometimes a lot, sometimes I don’t read anything;

c) I don't read much.

4. What do you do if you have questions while studying a topic?

a) I always find the answer to them;

b) sometimes I find the answer to them;

c) ignore them.

5. What do you do when you learn something new in class?

c) You won't talk about it.

Appendix 3. List of topics for the lessons of the world around using a problem situation

1. How plants spread to new places.

2. Life of forest animals in winter.

3. Temperature. Thermometer.

4. Is there life in the water under the ice.

5. Spring has come.

6. Why is the rainbow multi-colored?

7. About big and small.

8. Let's go to the forest for berries.

9. With a basket for mushrooms.

10. Green pharmacy.

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The essence of the concept of "autonomy", its structure and functions of personal development

The correct setting of goals for the development of autonomy presupposes knowledge of its essence, the signs in which it manifests itself. What is the essence of the concept of "autonomy"? Essence - according to M.A. Danilov is the unity of structure and functions. Based on this, one of our tasks is to identify the functions and structure of autonomy.

The function of an object reveals the influence that given object influences other objects and the development of the system as a whole. Therefore, it is possible to identify the functions of an object by determining the role that it plays in the functioning of an integral system. But the functions do not fully reflect the impact that autonomy has on the development of the individual. They show the connection between the studied quality and the personality as a whole.

Thus, we consider the allocation of autonomy functions as a certain step in the knowledge of the essence of autonomy.

Along with functions, the essence of an object is revealed in its structure.

In philosophical studies, the problem of freedom is divided into two sides: external (objective) and internal (subjective). Autonomy is identical to the subjective side of freedom, which, in turn, characterizes the degree of a person's internal readiness for the autonomous implementation of activities that are not strictly regulated from the outside.

Personal freedom is understood as a form of personal existence, the integral essence of which is manifested in the following personality characteristics: independent goal-setting; awareness and selectivity of behavior; developed reflection; responsibility for decisions made and foreseeing the consequences of their actions; original, divergent thinking; experience of intersubjective interaction and overcoming the resulting social and personal contradictions, creativity of thinking and activity (V.V. Zaitsev). These integral characteristics determine the most important function of freedom - the ability of a person to autonomous, internally regulated behavior, to a subject-personal way of appropriating social experience, adequate interaction with the surrounding society. The implementation of these functions is provided by the structural components of personal freedom, which were identified in its content by V.V. Zaitsev on the basis of his logical-historical analysis of the formation of personal freedom as a philosophical category. They are the following - rational-gnostic, emotional-volitional, social-personal, activity-practical, spiritual-irrational. The rational-gnostic component characterizes the level of a person's orientation in situations of the surrounding being; the emotional-volitional component serves as an important characteristic of the motivational side of the activity carried out by a person; the social-personal component characterizes the features of human interaction with the social environment; the activity-practical component is characterized by the level of purposeful organization creative activity.

Despite the fact that the concept of autonomy is just beginning to enter the thesaurus of pedagogical theory, its individual structural components are significantly reflected in related philosophical, psychological and pedagogical concepts (personal freedom, subjectivity, independence, reflection, self-esteem, etc.). This explains our choice of the categorical synthesis method as the leading method. this study. In this regard, below we carry out a thorough consideration of their content in order to illuminate and clarify the essence of the concept we are studying.

For further study of our problem, we will conditionally single out several of its aspects: philosophical, psychological and pedagogical. Below we turn to the philosophical interpretation of freedom:

Russian philosopher N.A. Berdyaev defines personality as a microcosm, a whole universe. It can be a potential Universe in an individual form, it does not serve as a part to any whole, even to a huge whole world. “Personality - considers N.A. Berdyaev - is not made up of parts, is not an aggregate, is not a summand. She is the primary integrity. Thus, “personality is my integral thinking, my integral will, my integral feeling, my integral creative acts” [ibid., C.23J.

Personality, according to N.A. Berdyaev, is spiritual and spiritual in nature and rises above the determinism of the natural world. Personality defines itself from within.; Everything that is determined, determined from the outside in a person is impersonal. In addition, a person cannot exist in a frozen state, it is constantly developing, enriching itself. Here we are talking about the ability of the individual to self-creation.

Therefore, according to N.A. Berdyaev, a person has primacy, integrity in relation to the rest of the world, and is manifested in original "creative acts" (such as "thinking", "volition", "feeling", etc.).

As noted above, the concept of autonomy is one of the essential characteristics of the subjective freedom of the individual. To identify its content, let us turn to the generic concept of "freedom". In our study, we rely on the characteristic of autonomy, which is tantamount to inner freedom.

Hegel assessed the concept of freedom as follows: “it is impossible to say with such full right about a single idea that it is indefinite, ambiguous, accessible to the greatest misunderstanding and therefore really subject to them, like the idea of freedom, and one is usually spoken of with such a small degree of understanding of it. » . As the German philosopher E Cassirer rightly assesses the concept of freedom, it is one of the most vague and ambiguous concepts.

In different eras, the concept of freedom has its own content, its scope and is described by various categories.

The idea of freedom has come a long way, on which it has undergone changes in its content many times.

From the time of ancient philosophy, the ancient Greek sophists (Protagoras, Hippias, Antiphon, Critias, etc.) considered freedom in their works as a product of people's independent creative activity. Therefore, they revealed personal freedom through such concepts as the conformity of a person's actions to his inner nature, measure and independent activity of a creative nature.

Another philosopher, Socrates, saw the main means in achieving freedom - the mind. With the help of reason, a person evaluates actions, which gives him the opportunity to make a choice between good and evil.

Plato assumed that freedom is comprehended by the mind of the objective laws of human life and follows these laws.

The ancient Greek materialist philosopher Epicurus believed that a wise person is free, who becomes such, knowing his nature. Freedom underlies the natural human essence and is associated with the satisfaction of needs, the achievement of pleasure, the absence of suffering.

Features and levels of development of autonomy of younger students

Each age period is accompanied by the appearance and formation of certain mental neoplasms, which should be understood as a new type of personality structure and its activities. That is, mental and social changes that first appear at a given age stage and which, in the most important and fundamental way, determine the consciousness of the child, his attitude to the environment, his inner and outer life, the entire course of his development in a given period. These neoplasms largely determine the features in the development of autonomy. In the first paragraph, we identified and described the components that are in a certain relationship with each other, but at the same time, each of them has independence. Developing the idea of a level change in mental formations, S.L. Rubinshtein argued that each stage, being qualitatively different from all others, represents a relatively whole so that its psychological characteristics as some specific whole are possible, each previous stage is a propaedeutic stage to the next, inside it grows at the beginning as subordinate motives those forces and relationships that, having become leading, give rise to a new stage of development. The concept of "level" expresses the dialectical nature of the development process, which makes it possible to cognize the subject in all the variety of properties, connections, relationships. To determine the levels of development of autonomy of younger schoolchildren, from our point of view, it is necessary: 1) to highlight the signs of manifestation of autonomy (through structural components) in younger schoolchildren, which serve as criteria for their development; 2) develop diagnostic methods in accordance with the selected criteria; 3) trace the dynamics of the development of autonomy. The degree of development of autonomy was recorded through a set of diagnostic methods, in the construction of which we relied on the following system of principles: 1) the complex should include methods aimed at diagnosing all the components that we identified in the structure of autonomy; 2) diagnostics should contain methods related to the exercise of autonomy by younger students, both in imaginary and real situations; 3) the use of various methods in the diagnostic complex (questionnaire, observation, etc.), in which the experimenter, teachers, parents, and students take part.

When developing a set of diagnostic methods, we partially relied on already known methods for studying its constituent components, such as self-esteem, reflection, emotions, etc. Some methodologies have been adapted in accordance with the objectives of our study. A number of proprietary methods have also been developed. Approbation of diagnostic techniques was carried out in the conditions of a stating experiment at school No. 84 in Volgograd.

To fix autonomy at a certain level of development, we have developed signs of its manifestation in younger schoolchildren. The signs are developed on the basis of a theoretical analysis of the essence of autonomy, its structure and functions in the development of personality. Moreover, each feature is presented by us at a high level of its development. The levels of development of autonomy according to the considered features are estimated depending on how developed this feature is.

The first group of methods. These methods were focused on identifying the level of development of the motivational-semantic component.

The process and approbation of the methods were associated with some difficulties. the semantic sphere of personality is an area of "increased complexity" of study. In psychology and pedagogy, there are no ways to directly measure the motivational-semantic component of autonomy. We diagnosed this component using indirect methods; the motivational-semantic component was judged by the student's self-report on the structure of activity motives.

Analyzing the state of motivation by the time the child comes to school, using an individual conversation with younger students on the questions: do you want to go to school? Where do you want to study more: at school or at home? If you were told that you could stay at home for another year, would you be happy or not? It can be noted that by the end of preschool childhood, children develop a fairly strong motivation to study at school (92% of children want to attend school).

To find out the initial state of development of the motivational-semantic component of autonomy, we used such indicators; what are the motives for learning? What do you like about teaching? what is involved; what it aspires to.

According to the results of observations in the 1st grade, the children conscientiously and actively performed the proposed tasks; aspired to perform optional, non-estimated tasks, but they were more attracted to practical tasks; calls from the lesson either "did not hear" *, or were upset that the lesson was over.

In the 2nd grade, students tend to repeat, more thorough assignments, sought to find out what other techniques or methods are imputed in solving them, they were more attracted to theoretical tasks; some students found satisfaction in long-term work.

In the 3rd grade, the picture changed: there is a more passive performance of tasks; enthusiasm for finding a solution to a problem was noted more often if its implementation was associated with getting a mark; many rejoiced at the call from the lesson.

A written survey was conducted to identify the dominant motives for teaching younger students. The student was given the instruction: "Mark what are you studying for?" The questionnaire provides for the possibility of ranking motives, i.e. placing them in a certain order in accordance with the importance of the motive for the student (Appendix 1, method 1).

In the 1st grade, broad social motives came to the fore. In addition, schoolchildren were involved in several types of activities, when it was necessary to choose and really subordinate motives. It was proposed to choose a partner to jointly carry out the task. It could be either a friend who did not show the ability to complete this task, or a student who is unpleasant to the subject, but copes well with the task. Tasks on the clash of motives helped to reveal that at the beginning of the 1st grade, the motive of the desirability of communication is preferred over the cognitive one.

At the beginning of their education, younger students were not interested in this or that knowledge of various content, but knowledge in general. Such a social attitude was given by the family, kindergarten. It creates favorable conditions at the beginning of the teaching, but is not personal.

Our observations showed that the first grader likes to read, write, draw, sculpt, solve problems, do exercises, etc., he shows an emotional attitude to this, although he does not really care why this happens. In the 1st grade, one cannot talk about a real cognitive interest; in the first place - the experience and the fact that the child wants to take a certain position in the team, get approval, etc. Using the "Method with envelopes" developed by G.I. Shchukina, we offered students to choose an envelope in which a subject was written (mathematics, Russian language, drawing, etc.). During the experiment, we found that in grades 1-2, students usually choose 3 or more disciplines of interest to them, in the 3rd grade, this number is reduced to two. In grades 1-2, students motivate their choice with the words: "Just interesting" or "I like it", in the 3rd grade - "I like to learn new things", "I like to solve examples", etc.

By the end of the 1st beginning of the 2nd grade, interest in learning increases. From a number of cards with tasks, children are invited to choose the one on which the most attractive task for a younger student is written (Appendix 1, method 2).

At the beginning, many schoolchildren are interested in the external side of being at school (sitting at a desk, wearing a uniform, a briefcase, etc.), then they are interested in the first results of educational work (the first letters written, the first marks) and only after that - the process , the content of the doctrine, and even later - the methods of obtaining knowledge.

Modeling the process of development of autonomy of younger students in the context of educational activities

To divide the general goal of autonomy development into private goals, it is necessary to know how it is accomplished, the essence of development, its mechanisms, levels, stages.

There are several approaches to defining the "development" process. B.C. Ilyin in his works considered development as a progressive change in a phenomenon, quality, an increase in the degree of integrity of the system. Acting as the highest type of movement, development is not a simple eternal growth, increase, but qualitative transformations marked by certain patterns. The development process is, firstly, progressive in nature, when the steps already passed, as it were, repeat the known features, properties of the lower ones, but repeating differently, on a higher basis (“negation of negation”); secondly, development is characterized by irreversibility; not copying, but moving to a new level; thirdly, development is a unity of struggling opposites, which are the internal force of the development process. JLC. Vygotsky defines development as “a complex system-organized process that has various stages, periods, stages, phases, sides, levels, performed in a spiral and multi-stage, discrete and continuous, differentiated and integrated. The incessant emergence and formation of the new characterizes the "continuous process of self-movement of the individual." The author clarifies that development begins with a situation of symbiosis between a child and an adult, where an adult acts from the social position of a bearer of human culture and ways of its development, stimulating the formation of social activity of a growing person. It is this activity that is the defining characteristic of a developing personality, allowing it to go beyond the limits of accumulated experience, formed qualities.

VI Slobodchikov writes that the development of a person, of his entire psychological structure, is both a natural (spontaneous) and an artificial (regulated) process. He considers it necessary to introduce a special third idea of “development in general”, as a cardinal structural transformation of what is developing, as a shift, a leap in development, which are not reducible to either procedural or activity characteristics. It should be about development according to the essence of man; social-natural process of self-development, as a fundamental ability of a person to really be the subject of his life.

To this day, there are debates in pedagogical science about the nature of the educational process, i.e. fundamental theoretical opposition "development-formation". Already half a century ago, the American psychologist and educator D. Dewey formulated its essence: “The entire history of pedagogical thought is marked by the struggle of two ideas - the idea that learning is development that comes from within, that it is based on natural abilities, and the idea that that learning is a formation that comes from outside and is a process of overcoming natural inclinations and replacing them with skills acquired under external pressure” . This fundamental theoretical opposition is not only an abstract speculative interest for a small group of specialists, since the real mass pedagogical practice depends on the solution of this issue, those specific measures of influence that should, in particular, solve the problem of our study. If we focus on the identification of education and formation, then more likely such measures will be the tightening of requirements and control on the part of the teacher. G.K. Selevko, analyzing modern educational technologies, believes that “development (progressive) is a process of physical and mental changes of an individual over time, involving improvement, a transition in any of its properties and parameters from smaller to larger, from simple to complex, from lower to higher. The term "personality formation" is used as 1) a synonym for "development", i.e. the process of internal personality change; 2) a synonym for "education", "socialization", i.e. creation and implementation of external conditions for personal development . V.V. Serikov considers the leading goal educational process at school - personal development, i.e. disclosure of internal reserves inherent in personality abilities. In his monograph, he notes that "personally oriented education is not the formation of a personality with given properties, but the creation of conditions for the full manifestation and, accordingly, the development of personal functions of the educational process" . The personality of the student in this system is not something that needs to be "activated" in order to complete a given curriculum, i.e. acts not as a means, but as an end in itself of the educational process. Thus, we understand that the development of autonomy is not an end in itself, but only one of the means of developing the personality of students.

To design the pedagogical process, it is necessary to first develop a model. The bases for building the model were activity-based, personality-oriented approaches, ideas about the holistic pedagogical process as a sequence of interrelated stages and stages; specificity of level characteristics of autonomy. The creation of a model is necessary to determine the goals and objectives of each stage in the development of autonomy; selection of adequate and optimal means to achieve both the tactical goals of each stage and the overall strategic goal of the study. The model is the basis, a guideline for building the educational process. It must be dynamic, i.e. continuously improve, taking into account the development of the education system, psychological and pedagogical knowledge. Being a mental image of any object and phenomenon, the model allows you to establish the relationship of the isolated components, certain features and conditions for the flow of each stage. In this case, we are guided by the position that the gradual formation of certain qualities and properties of a person is possible only on the basis of the entire acquired arsenal of knowledge, skills and abilities of the previous stage, which stimulates the transition from a lower level to a higher one. The transition from level to level is not spontaneous, it is possible only when using a set of methods and techniques that are adequate to the goals of each stage. by Taking into account the statement of P.Ya. Galperin that "stage-by-stage formation is a method of expanded and open for observation formation of new specific mental processes and phenomena”, we consider it expedient to build a model of the process of developing the autonomy of younger students.

The logic of unfolding the process of development of autonomy was based on resolving the contradictions shown by us in Chapter 1, which hinder its development.

The system of teacher's work on the development of autonomy of younger students in educational activities

In the course of experimental work, we found out that by the time of entering school, each child has different development of certain components of autonomy. Taking into account the model developed by us, we theoretically substantiated that the development of structural components will occur in stages. In his works, A.N. Leontiev noted that "the development of all psychological properties of a person goes through a series of successive stages, at which the formation of separate links takes place, constituting the necessary conditions for the formation of the final mechanism that forms the basis of this property" [107, 108].

In the first two weeks, the task of the teacher was to carry out a diagnosis of the autonomy with which the child came to school. Children were engaged in counting, and reading, and writing, and drawing, and so on. But the whole ego was not an end, but for the time being only a means, a condition in which the disclosure of their autonomy took place jointly with the disciples. The teacher recorded the achievements of individual children, asked them what worked out best and why, what feelings they experienced in the lesson (were happy or upset, they had fun or they were sad). At the end of the classes, the results were summed up, and the teacher wrote down in the journal of personal achievements what each student succeeded in. Once a week there was a reflection hour in which everyone tried to analyze everything they had done during the week; their actions, actions, arising feelings, experiences; made self-observation, self-analysis. However, not many children succeeded. For rate educational outcomes each student was compared with himself: what changes had occurred in him over a certain period of time. In the Personal Achievement Journal, a brief graphical record of the state of development of autonomy with which the child entered school was made for each student.

Taking into account the characteristics of the levels of development of autonomy that we developed in the first chapter, we identified the levels with which children came to school.

When conducting our study, we considered the dynamics of the levels of development of autonomy in comparison with the data of mass experience.

In the previous paragraph, it is theoretically substantiated that the process of developing the autonomy of younger schoolchildren is divided by us into three successive stages.

At the first stage, the following tasks were solved: 1. The development of the motivational-semantic component, which consists in realizing the actual need and choosing the motive for learning. 2. Formation of the ability to correlate their actions with a model that is set from the outside or created in the student's imagination. 3. Formation of the ability to adequately evaluate oneself according to the standard. 4. Development of the ability to recognize the main emotions - joy (grief), fear, good (bad) mood, etc., the ability to rejoice and be surprised in the process of communicating with people, objects national culture. 5. Formation of the ability to convey one's thoughts, impressions, emotional mood with the help of statements and drawings. 6. Development of the ability to independently choose actions and positions.

To develop the motivational-semantic component, we used methods of inducing influence related to the content of the educational material, methods and forms of teaching, visual and technical teaching aids, didactic materials, and the personality of the teacher. As the ascertaining experiment showed, the children who came to school had broad educational and cognitive motives associated with an understanding of the need to study at school.

At the beginning of the first stage of the first stage, we carried out work on the formation of conscious interests. One method of organizing a study discussion was that the teacher himself expressed an erroneous, but formally convincing point of view. At the same time, he knows that his authority is so great that one group of children will certainly agree with him, and the other, arguing with the "teacher's like-minded people", will be able to formulate their own position and hone their own arguments. Ultimately, the argument started by the teacher unfolded between two groups of children - those who agreed with the teacher and those who disagreed with him. Here is an example of the beginning of such a dispute:

You wrote the word strawberry, but I doubt something, but, unfortunately, I didn’t take a dictionary to the lesson today, the teacher says. - In my opinion, it is necessary to write either “strawberry”, because we find this berry on the ground, or “strawberry”, because it grows from the ground. It seems that I check correctly: with the help of single-root words. Do you agree that the words: strawberries, on the ground, from the ground are the same root? (Hears approval.) Help me choose the best test.

Anna K. (low level): But there is also a test word earth. (She did not catch the error in reasoning, in the way of action. She sees the error in the result and tries to deal with it, but not critically, using the teacher's pseudo-logic).

So, Anna and I offer three options for checking and spelling the word. Who wants to defend the first option? Second? Third? And who wants to challenge all three proposals and offer their own?

After discussion, the children were divided into four groups. Denis 3 turned out to be among the “dissenters” (4 people). (Intermediate level): - I still do not agree! So you can't check! - Maxim V.: Why not? The words are the same! - Of course, the words have the same root, - the teacher intervenes, seeing the confusion of the children in front of the opened contradiction. - By the way, what is their root? (And the climax of the discussion is coming. Three, there are already ten children's faces, illuminated by conjecture.) - Denis 3. cannot stand it and exclaims: I turned out to be right! An unstressed vowel is not in the root, it cannot be checked according to this rule. development cognitive interest the content of the learning task also contributed to: novelty, entertaining presentation ( interesting examples, experiments, facts), an unusual form of presenting the material that surprises students, the emotional speech of the teacher, didactic games, analysis of life situations, educational dialogue, etc. For example, it is especially difficult for teachers to introduce sounds to children, because the idea of sounds is most often absent in the mind of the child. How to organize goal setting in the lesson so that students have an interest in this educational task, they realize and accept it? Before “going to work with sounds, using the technique of G.A. Zuckerman, we developed and conducted a conversation at the beginning of the lesson that helps to create in children an idea of sounds as the matter of language, based on an analysis of available life situations. Let's take a fragment of it.

First, the teacher reminded the first graders that everything that surrounds us is made of something: a table is made of wood, a house is made of bricks, a notebook is made of paper, etc. “And what kind of “material” are words made of? Children (several people were called) answer that from letters. Hearing this, the teacher clarifies that the written words are “made” of letters, and those that a person pronounces are “made” of something else. From what? Children make hypotheses. Among the many assumptions (“speaking letters”, “living letters”), the correct version of Valer B. (low level) was recorded: “We pronounce sounds”. But the teacher did not consider it expedient to accept it at this moment and discard others. All children must understand what is at stake. It was necessary to show that words do not consist of any sounds, but of the sounds of human speech. She turned to them: “Guys, so that you can answer my question, we will play a game with you, I will turn on the tape recorder, and you guess what it is? There are many different sounds on the record: the roar of a car, the sound of the wind, the chirping of birds, steps are heard, the sounds of human speech. The students enjoyed guessing them. When the turn came to human speech, almost all children gave the correct answer to the main question - our speech and words consist of sounds.

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"MOGILEV STATE UNIVERSITY

NAMED AFTER A.A. KULESHOV"

Graduate work

Pedagogical conditions for the formation of independence in younger students

Mogilev 2013

abstract

Name thesis"Pedagogical conditions for the formation of independence of younger students". Made by Rotkina Tatyana Vladimirovna.

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix. The first chapter considers the concept of "independence", describes the features of the manifestation of the independence of younger students in significant activities, as well as ways, means, forms and methods of educating students' independence. In the second chapter, the level of formation of independence in students of the 1st grade is studied. The practical part on the development of this quality in the considered age is given. In conclusion, the main conclusions on the studied problem are given, as well as a list of references used in this work.

The practical significance of the study lies in the identification of effective pedagogical conditions for the formation of independence in younger students and the development of recommendations for teachers and parents on the education of the phenomenon under study; (abstract)

Introduction

Chapter 1. Independence of younger students as a pedagogical problem

1 The essence of independence as an integrative quality of personality

2 Features of the manifestation of independence of younger students

3 Methodology for the formation of independence among students

Chapter 2

1 Studying the level of independence of students in grade 1

2 Formation of independence in younger students

2.3 Analysis of the results of experimental work

Conclusion

Literature

Application

Introduction

Under the influence of new socio-economic and political conditions, characterized by the democratization of society and increased requirements for personal qualities, there are profound and qualitative changes in the goals and content of the educational process. The concept of the Republic of Belarus, as one of the main tasks in achieving the goals of education in educational institutions, determines the preparation for independent life and work. Under these conditions, a person is required to be able to creatively, independently search for solutions to production problems, to useful independent initiatives, and to be organized in actions and deeds. Because of this, the need to educate the younger generation of such a socially significant quality as independence is actualized. This involves the formation of the student's position as a subject of activity, able to independently set goals, choose ways, methods and means of their implementation, organize, regulate and control their implementation.

The solution to this problem must begin as early as elementary school. Given the sensitivity mental development younger students, their susceptibility to pedagogical influence, it is important to teach children to independently acquire and apply knowledge, work responsibly, think and act independently, organize their own activities and behavior. From these positions, the formation of independence as a personality trait of schoolchildren becomes a kind of social order in the field of education and, therefore, has social and pedagogical significance.

Different aspects of the problem of the formation of independence in younger schoolchildren, mainly in the educational process, are devoted to the works of E.N. Shiyanov, P.I. Scientists (N.Yu.Dmitrieva, Z.L.Shintar and others) explore different types of independence . There is a tendency to identify the conditions for the formation of independence in several types of activities (L.A. Rostovetskaya).

However, the analysis of scientific sources testifies not only to the increased attention to the problem of the formation of independence of younger schoolchildren in activities, but also allows us to conclude that the factors stimulating activity have not been sufficiently studied. The contradiction between the need for the formation of independence among younger students in various types of activities and the insufficient development of conditions and means for purposefully achieving this goal in elementary school school education led to the choice of the theme of the thesis "Pedagogical conditions for the formation of independence in younger students."

Purpose of the study: to identify and experimentally and experimentally test the conditions that contribute to the effective education of the independence of younger students.

Tasks: independence personality class student

To study the state of the problem in the literature.

Determine the essence of the concept of "independence" in relation to primary school age.

To reveal the level of manifestation of independence in the students of the experimental class.

4. To test the methodology for the formation of independence as the leading quality of the personality of younger students.

Object of study: teaching and educational process in elementary school.

Subject of study: independence as an integrative quality of the personality of a junior schoolchild.

Research hypothesis: the formation of independence is carried out effectively if it is provided: constant and timely diagnostics, stimulation of the student's activity in various types of activities, changing the teacher's position in organizing children's activities from direct guidance to indirect.

Research methods: analysis and generalization of psychological and pedagogical literature on the problem, practical pedagogical experience; survey of students, parents; pedagogical experiment. The reliability of the obtained results and conclusions is ensured by the application statistical methods processing of the material and meaningful comparative analysis of the facts obtained.

The study was carried out on the basis of the State Educational Institution "Ordatsky Criminal Procedure Code of the School of Shklovsky District" of the Mogilev Region among students of the 1st grade. At first glance, the children in the classroom are quite independent in everyday life. They know how to dress and undress, at the request of their parents they help them with household chores. In learning activities, not all students are able to set themselves various learning tasks and solve them without the prompting, help and control of the teacher. In work, they strive to fulfill the instructions and instructions of adults, rarely show their own initiative.

Chapter 1. Independence of younger students as a pedagogical problem

1.1 The essence of independence as an integrative quality of personality

Independence is a concept that is often found on the pages of publications dedicated to a person. They are operated by philosophers, public and statesmen, writers, artists, politicians, sociologists, as well as psychologists and educators. In almost every theory or concept concerning human existence, this category can be found. All this taken together allows us to say that the problems of educating an independent person have long been considered in various fields of humanitarian knowledge.

To reveal the personality of a child, it is very important to find a backbone component. As such a mechanism, scientists identify independence, which, being an integral indicator of the development of the child as a whole, allows him to relatively easily navigate in changing conditions in the future, use knowledge and skills in non-standard situations.

The development of student independence is one of the urgent tasks of modern education, and instilling in younger students the skills of independent work on educational material is one of the prerequisites for successful learning.

Independence in encyclopedic publications is defined as a generalized personality trait, manifested in initiative, criticality, adequate self-assessment and a sense of personal responsibility for one's activities and behaviour. N.G. Alekseev defines independence as a property of a person, characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to emerging relationships with other people .

I.S.Kon includes three interrelated qualities in the concept of "independence": 1) independence as the ability to make and implement decisions on one's own, without prompting from outside, 2) responsibility, readiness to answer for the consequences of one's actions, and 3) belief in a real social opportunity and moral correctness of such behavior.

Independence as a property of a person, a character trait is a unique ability of a person to resist pressure from outside, to maintain his individuality. In modern reference literature on pedagogy, independence is defined as: one of the leading qualities of a person, expressed in the ability to set a specific goal, persistently achieve its fulfillment on their own, treat their activities responsibly, act consciously and proactively, not only in a familiar environment, but also in new conditions requiring non-standard decisions.

The dictionary-reference book on pedagogy gives the following definition: "Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out one's activities without constant guidance and practical help from outside." In the psychological dictionary there is such a definition: "Independence is a generalized property of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior." In the dictionary of the Russian language S.I. Ozhegov, "independent" is interpreted as existing separately from others, that is, independent; as a person with initiative, capable of decisive action; as an action performed by one's own forces, without extraneous influences, without the help of others.

As you can see, the interpretation of the concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. Independence can be considered as a property, quality, an integral, core quality of a person, a character trait, an ability to act. Thus, the characteristics of independence can be called: independence, determination, initiative, and independence is one of the leading qualities of a person, expressed in the ability to set certain goals for himself, to achieve them on his own. Independence means a person's responsible attitude to his actions, the ability to act consciously in any conditions, to make unconventional decisions.

All qualities of a person, in accordance with ethics and psychology, are divided into general (provide the connection of substructures), moral (reflect social characteristic personality), intellectual (mental, characterizing consciousness and self-awareness), volitional and emotional (personal self-regulation). In each group, integrative basic qualities are distinguished, on which the value of the entire complex of a person’s inner world depends: five basic qualities of intellect, morality, will and feelings. Together they form the rest of the diverse fund. personal qualities. The developed map of upbringing by A.I. Kochetov reflects the list of leading personality traits. . Independence itself is a complex integrative quality. It includes organization, initiative, self-control, self-esteem, pragnosticity.

As a quality of personality, independence has become a subject of study recently and is associated with the concept of "subject of learning". The younger student as the subject of learning is the bearer of educational activity, he owns its content and structure, actively participating in it together with other children and the teacher, he shows subjectivity.

Scientists note that independence always manifests itself where a person is able to see for himself the objective grounds for being active. Many scientists have pointed out the inextricable link between activity and independence. VV Davydov, for example, argued that the child's subjectivity allows him to successfully independently carry out this or that activity. At the same time, activity is understood as a more general category in relation to independence: one can be active, but not independent, while independence without activity is not possible.

In relation to a younger student, based on the concept of the dominant (basic) personality traits and their integral formation, independence can be defined as an integrative moral-volitional quality. I.F. Kharlamov notes the structural unity of all moral qualities: "Any quality as a dynamic personal formation psychologically includes the following structural components: firstly, needs that have formed and become stable in a particular activity or sphere of behavior; secondly understanding of the moral significance of a particular activity or behavior (consciousness, motives, beliefs); thirdly, fixed skills, abilities and habits of behavior; fourthly, strong-willed fortitude, which helps to overcome obstacles encountered and ensures the constancy of behavior in various conditions. structural components are inherent in any moral quality, be it hard work or collectivism, discipline or camaraderie, although the specific content and manifestation of these qualities will, of course, be specific.

The life experience of all previous generations, crystallized in the moral values of mankind, helps the younger student to master the ability to independently build their relations with the outside world on a moral basis. The essence of the moral basis of independence is that people help each other achieve success, do good, and overcome difficulties. In terms of content, independence, due to the complexity of an integrative quality, includes elements of such qualities that are close in content, but have distinctive shades of qualities, such as organization, diligence, initiative, predictability (the ability to see the results of one’s own actions and deeds), as well as skills of self-control and self-assessment of behavior. In essence, these qualities together create independence and at the same time are its signs, each of which performs a specific function in the formation of a holistic quality.

The analysis of integrative qualities shows that all of them are linked together as constituent parts, components of the integral structure of the personality. It is impossible to educate the complex without forming the simple elements of which it consists. All complex social and political qualities are formed on the basis of simple, fundamental general qualities of a person. Decisiveness as a volitional quality is formed on the basis of the development of independence, exactingness towards oneself, and volitional activity of the individual. Thus, all complex specific and criterion qualities are also formed on the basis of integrative ones.

Scientists and practitioners have proved that the primary school is designed to provide the foundations for the formation of personality, to identify and develop the abilities of children, to develop in them the ability and desire to learn. It is impossible to solve these problems without relying on the independent activity of students.

It is wide and multifaceted in elementary school if it is skillfully organized by the teacher. In this regard, in the literature one can find a description of various types of independence, based on its consideration as 1) a way for a person to organize his actions and activities; 2) the ability of the individual to manage their activities.

The independence of younger schoolchildren in the literature is represented by:

cognitive independence, the level of development of which in a child is judged by the range of skills to perform a variety of subject-practical and mental actions based on instrumental and sign-symbolic means that provide solutions to tasks of various complexity and subject orientation (M.A. Danilov).

mental independence, understood as the conditions for mastering the techniques and methods of mental activity (V.V. Davydov, P.Ya. Galperin, N.F. Talyzina, etc.).

Independent activity that arises at the initiative of children on the basis of sufficiently developed skills, abilities, knowledge, generalized methods for solving problems (P.I. Pidkasisty).

The integrative essence of independence, according to psychologists, is reflected in the unity of its two sides: internal and external (LI Bozhovich and others). add footnote bozovic personality and its formation in childhood

The inner side of independence is its psychological components:

need-motivational, which is a system of dominant needs and motives for self-improvement of younger students in educational activities;

emotional-volitional, which determines the stability of the student's use of educational activities for self-improvement.Z.L. Shintar).

The external side of these components is meaningfully manifested both in the leading type of activity (educational) and in other types (playing, labor) activities of a younger student. For example, in learning activities, realizing the level of their success, a student, without prompting or coercion from outside, seeks help or offers of interaction from a teacher and classmates, i.e. proactively goes beyond the educational activities organized by the teacher. Having exercised control and evaluated the results (positive or negative), he does not stop there, but continues his activities.

External signs of students' independence are planning their activities, completing tasks without the direct participation of the teacher, systematic self-control over the progress and results of the work performed, its correction and improvement. The inner side of independence is formed by the need-motivated sphere, the efforts of schoolchildren aimed at achieving the goal without outside help.

Thus, the teacher judges the formation of the student's independence by its external manifestations, and their prerequisite is the formed internal components. The integrative essence of independence determines the integrative approach to its formation. The integrative nature of the autonomy of younger students determines the dynamics of its formation, "when the student himself, as he becomes more and more active, deep and comprehensively involved in the process of education, upbringing and self-education, development and self-development, turns from a fairly passive object of the teacher's activity into a planned accomplice, into the subject of pedagogical interaction ".

Based on the analysis and generalization of the definitions proposed by various authors, we consider independence as a quality of a person, expressed in the ability to set certain goals for oneself, to achieve them on one's own. As well as independence, freedom from external influences, coercion, the ability to exist without outside help or support. Characteristics of independence can be called: independence, determination, initiative. Independence means a person's responsible attitude to his actions, the ability to act consciously in any conditions, to make unconventional decisions.

2 Features of independence of younger students

At primary school age, it is possible to successfully form the studied quality, based on the characteristic features of the psyche of a younger student. Psychologists note the active desire of the child for independence, manifested in the psychological readiness for independent action. Younger students have a growing need for independence, they want to have their own opinion about everything, to be independent in deeds and assessments.

Describing the independence of the younger schoolchild, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for vigorous activity and independence is determined by the characteristic qualities of the psyche of a younger student: emotionality, impressionability, mobility. At the same time, children are inherent in suggestibility and imitation. Such a feature of the character of a younger student as impulsiveness was also noted - a tendency to act immediately under the influence of direct impulses, motives, for random reasons, without thinking and weighing all the circumstances. Younger students are very emotional, they do not know how to restrain their feelings, to control their external manifestation. Schoolchildren are very direct and frank in expressing joy, sadness, fear. They are distinguished by great emotional instability, frequent mood swings. Independence is a very important volitional quality. The smaller the students, the weaker their ability to act independently. They are not able to control themselves, so they imitate others. In some cases, the lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of the behavior of the teacher and the surrounding people are positive.

Age features of younger schoolchildren are characterized by the formation of such strong-willed qualities as independence, confidence, perseverance, restraint.

Available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in different types activities: in the game (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).

During the period of study in primary school, the type of leading activity changes: role-playing, in which the preschooler mainly develops, gives way to learning - a strictly regulated and evaluated activity.

The independence of the student in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, task and find an approach to solving them. It manifests itself, for example, in the ability to approach the analysis of complex learning tasks in one's own way and to complete them without outside help. The independence of the student is characterized by a certain criticality of the mind, the ability to express their own point of view, independent of the judgments of others.

In primary school age, play activities continue to occupy a large place. Play influences the development of a child's personality. It helps the younger student to form communication skills, develops feelings, promotes volitional regulation of behavior. Children entering into complex relationships of competition, cooperation and mutual support. Claims and confessions in the game teach restraint, reflection, the will to win. Independence is found in the design and development of the plots of complex collective games, in the ability to independently perform a difficult and responsible task assigned to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other children.

Role-playing games of younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. So, a low-achieving student takes on a role good student and in gaming, lighter than real conditions, it turns out to be able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, a role-playing game can be considered as a way to encourage a younger student to self-education.

Younger students enjoy playing didactic games. Didactic games not only contribute to the development of personal qualities, but also help the formation of learning skills. They contain the following elements of activity: a game task, game motives, and educational problem solving. As a result, students acquire new knowledge on the content of the game. In contrast to the direct formulation of a learning task, as happens in the classroom, in a didactic game it arises "as a game task of the child himself. The methods for solving it are educational. Elements of the game in the learning process cause positive emotions in students, increase their activity. Younger schoolchildren with great interest perform those labor tasks that are of a playful nature.

The manifestation of the independence of younger students is also considered in the work. In labor lessons, students often work unorganized: they are hindered by the rapid distractibility and lack of independence inherent in this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide this himself, interrupts work and immediately turns to the teacher for help. When a student acquires some elementary skills and can work independently, he begins to introduce creative moments into his work that reflect his individual characteristics.

The student will be able to work independently only when he acquires the skills and abilities necessary to perform this work, he knows how to work, he begins to apply the strengthened skills and knowledge in a new environment, deciding himself how to act and in what sequence. Solving practical problems, with the direct participation of the teacher, the student develops independence. Some children immediately stop working if they encounter difficulties and wait for the teacher's help. As a rule, these are the students who work only at school, they do nothing at home, they do no work. Some students, having encountered difficulties in the course of work, begin to think, seek and seek an independent solution to the problem. Lacking the proper skills and abilities, these students make mistakes, spoil the work; regardless of their capabilities, they begin to work, not thinking about what their similar activities will lead to.

Independent activity of younger schoolchildren takes place in a variety of forms. This can be an independent cognitive activity, work on an educational-experimental site, independent reading, observation, preparation of answers to questions. When characterizing the independence of younger schoolchildren, one should also note the fairly stable nature of its manifestation.

The leading activity of junior schoolchildren is educational activity. Play remains an important activity. Based on the psychological characteristics of this age, it can be concluded that independence, as a strong-willed quality of younger students, is manifested in labor, play activities, in communication, in a team of peers, in a family.

All of the above should be taken into account in the formation of independence as the leading personality trait of a younger student.

3 Methods for the formation of independence in younger students

The formation of independence as a personal quality is a long and complex process that is carried out both at school (lessons, extracurricular activities, socially useful work) and in the family. Let us consider the possibilities of forming the independence of younger schoolchildren in educational activities.

Educational activity at primary school age has a great influence on the overall development, the formation of mental processes, states and properties, intellectual and personal qualities of the child, including the quality we are considering. “Education,” notes D.B. Elkonin, “as the basis for mastering the methods of action developed by society with objects, the tasks and motives of human activity, the norms of relations between people, all the achievements of culture and science, is a general form of child development. Outside of education, there can be no development". Understanding the meaning of educational activity ensures the participation of a younger student in it on his own initiative.

One of the means of forming the independence of younger students is independent work. According to P.I. Pidkasistoy, independent work is not a form of organizing training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

In accordance with the level of independent productive activity of students, 4 types of independent work are distinguished, each of which has its own didactic goals.

Independent work on the model is necessary for the formation of skills and their strong consolidation. They form the foundation for truly independent activity of the student.

Reconstructive independent work teaches to analyze events, phenomena, facts, forms techniques and methods of cognitive activity, contributes to the development of internal motives for cognition, creates conditions for the development of mental activity of schoolchildren.

Independent works of this type form the basis for further creative activity of the student.

Variable independent work forms the skills and abilities of finding an answer outside the known sample. The constant search for new solutions, the generalization and systematization of the acquired knowledge, their transfer to completely non-standard situations make the student's knowledge more flexible, form a creative personality.

Creative independent work is the crowning achievement of the system of independent activity of schoolchildren. These works strengthen the skills of independent search for knowledge, are one of the most effective means of forming creative personality.

A.I. Zimnyaya emphasizes that the independent work of a student is a consequence of his properly organized learning activities in the classroom, which motivates its independent expansion, deepening and continuation in his free time. Independent work is considered as the highest type of educational activity, requiring a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility from the student, and giving the student satisfaction, as a process of self-improvement and self-awareness.

The formation of independence of younger students occurs in various activities. The more species develop independence, the more successful its development will be. The formation of the independence of the child is carried out in educational activities, which are purposeful, productive, mandatory, arbitrary. It is evaluated by others and therefore determines the position of the student among them, on which his inner position, and his well-being, emotional well-being depend. In educational activities, he develops the skills of self-control and self-regulation.

Thus, the application in practice of various types of independent work contributes to the improvement of the ability to work independently and the development of the student's independence. However, any work should begin with students' awareness of the purpose of actions and methods of action. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the student's work with the book. Performing written exercises, writing essays, stories, poems, and the like are independent creative works that require more activity and efficiency.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problem situations in the educational process. A. M. Matyushkin characterizes a problem situation as "a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new knowledge or methods of activity previously unknown to the subject" . In other words, a problem situation is a situation in which the subject (student) wants to solve some difficult tasks for himself, but he does not have enough data and he must look for them himself. A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain. It is possible to deliberately collide the life ideas of students with scientific facts using various visual means, practical tasks, during the implementation of which students will definitely make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

An effective tool for the development of independence in primary school students is a group form of education. The use of group forms leads to the fact that students increase cognitive activity and creative independence; changing the way children communicate; students more accurately assess their capabilities; children acquire skills that will help them in later life: responsibility, tact, confidence. It is necessary to organize the educational process in such a way that each student can realize his abilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself, as one of the main qualities of a person.

A special role in the formation of a creative, independent personality, capable of highly productive work in the future, is assigned to labor activity. In order for labor training lessons to contribute to the development of labor activity of younger schoolchildren, it is necessary, when choosing teaching methods, to focus on those that stimulate the cognitive and active activity of children, broaden their horizons, contribute to the development of independence and contribute to the development of a creative personality. Such methods are problem - search, partial search, problem, research. Together with explanatory-illustrative and reproductive methods, they contribute to the qualitative improvement of labor processes in the performance of educational tasks. The upbringing of independence is one of the leading factors in the development of children's creativity, since creativity is the highest form of human activity and independent activity. It is well known that the main obstacle in the organization of creative activity in labor training lessons is the low level of students' independence. It is necessary to create conditions that allow schoolchildren to independently perform and look for ways to implement creative tasks. In the process of solving the tasks set, younger students develop the ability to analyze the condition and, on the basis of this, build their practical activities, create and implement interesting ideas.

Of particular importance in the formation of creative independent activity of a younger student is applied activity, which is characterized by the freedom to realize ideas through the use of various materials and technologies in the creation of original products. Artistic and design activity allows you to expand the child's ideas about the surrounding reality, enrich his life experience, focuses on a transformative attitude to the world. Systems approach in the development of art and design activities by children gives them the opportunity to accumulate aesthetic, technological, social, labor experience, thereby ensuring the development creative activity child at the highest level. In a child of primary school age, the emotional and motivational-value spheres of the personality are formed, which are characterized by cognitive activity, curiosity, the need to make independent decisions and their practical implementation. In children's creativity, two types of design are distinguished: technical and artistic, which enable children to express their attitude to the depicted object, to show their imagination and thereby independence. The assimilation of this complex of knowledge forms a sense of style, an aesthetic attitude to the world of things, a special way of thinking. This kind of thinking is called productive. The productivity of thinking provides an independent solution of new problems, deep assimilation of knowledge, i.e. success in the implementation of educational activities. Solving constructive problems, children learn to analyze their conditions and find independent solutions.

Home study work is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time. The importance of homework, especially in primary school, is as follows. Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in the lesson and it becomes more clear to him what he knows and what he does not understand.

N.K. Krupskaya in the article "Methods of setting home lessons" wrote: "Home lessons are of great importance. Properly organized, they teach them to work independently, instill a sense of responsibility, and help them acquire knowledge and skills.

Specialists consider children's independence in the process of its formation. “In school practice,” notes A.A. Lyublinskaya, “the independence of the child has nothing to do with his spontaneous behavior. Behind the independence of the child is always the leading role and requirements of the adult.” The author believes that the teacher should find a reasonable combination of pedagogical guidance and independent activity of students. Pedagogical skill is to put the child in front of the need to make an independent decision, constantly monitor and evaluate the results of their work.

The teacher, who forms the independence of younger schoolchildren, contributes to a favorable situation for the development of the child, building his life prospects, i.e. realizes the goal of education, because the result of his pedagogical activity is the student's personality as "an active creative principle that generates the world, projects reality and its own future, which goes beyond itself in its actions and deeds".

According to V.B. Leontieva, an effective method in shaping the independence of children of this age is the preparation and holding of holidays, which makes it possible to show initiative, creativity and independence.

The teacher has great opportunities for the development and manifestation of the independence of students in the classroom and in extracurricular work.

According to Z.L.Shintar, the interaction between the teacher and the student is of great importance in the formation of the independence of the younger student. The child can independently establish joint activities if something is not able to be performed individually. An example of this type of children's independence is the questions of a child to an adult. In this case, it is worth talking about independence as a manifestation of the child's initiative in building educational relationships with the teacher. Independence acts as an initiative action of the child towards pedagogical influence.

At least three main types of joint activities of the teacher and students are presented. The first type is built on instructive and executive principles. The adult appears to the child as the bearer of a socially given amount of knowledge, skills, and habits that the child must learn by copying and imitation under strict control by the teacher. In this type of joint activity, it is hardly possible to discern the sources of the child's independence.

In the second type of joint activity, the educational content is outwardly clothed by adults in a problematic form ̶ takes on the form of various kinds of tasks that are offered to the child. In this case, an imitation of search and decision-making takes place. With such joint activity, the task of fully assimilating culture, which ensures the spiritual growth of the child, cannot be solved: although the form of presentation of educational content undergoes a certain change, a detailed relationship does not develop between the child and the adult.

The third type of joint activity is radically different from the first two: the child does not know the principle of solving the task assigned to him, the adult is interested in the way children search and discover this principle. In the context of the third type of joint activity, it becomes possible for the child to be creatively introduced to culture, his independent action.

Public assignments, assistance to comrades, collective affairs - all this should be organized in such a way as not to replace the initiative of the children, but to give schoolchildren the opportunity to show their independence.

Important, in the formation of the independence of the younger schoolchild, according to G.S. Poddubskaya, is the family. Indeed, between the level of independence of the schoolchild and the nature of assistance, the measure of guidance for the independent activities of children in the family, there is the closest relationship. In this regard, in order to ensure a unified position of the family and the school in the formation of the leading qualities of the personality of a younger student, parents should: be involved in cooperation with children; create a humane style of relationships in the family, taking into account the "principle of measure", in which there should be a combination of affection and severity, closeness to children and "distance", the independence of the child and the help of elders; create conditions for the independent activity of the child; introduce a system of permanent labor assignments in the family; involve children in various types of domestic self-service work (cleaning, shopping, cooking, simple clothing repair, growing plants, caring for younger children, and others).

In view of the foregoing, it is possible to determine the following means and methods of developing independence in children of this age. The child needs to be instructed, to do more things on his own and, at the same time, to trust him more. Welcome every desire of the child for independence and encourage him. It is extremely important from the first days of schooling to make sure that the child does his homework and chores on his own. Favorable for the development of this quality in children is such a socio-psychological situation in which the child is entrusted with some responsible business and, doing it, he becomes a leader for other people, peers and adults, in joint work with them. Good conditions for the realization of this task are created by group forms of learning and work.

Thus, all of the above ways, means, forms and methods of educating independence, with their systematic, correct use, form the quality we are studying in students.

Conclusions for chapter 1

Analyzing the pedagogical and psychological literature on the research problem, the following can be noted:

The concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. The quality we are studying is considered as a property, quality, character trait, integral, core quality, ability to act. The presence of various points of view indicates the diversity of the phenomenon under study.

A number of works are devoted to the problem of forming the independence of a younger student, in which the studied quality is studied in separate or several types of activity.

The formation of independence occurs at different age stages, and each period of age development, according to psychologists, is characterized by features determined by mental neoplasms. Primary school age is no exception in this regard. At this time, the most intensive assimilation of moral norms and rules of behavior takes place, many of the leading qualities of the personality are laid and developed, which form its foundation in subsequent years of training and education, including independence.

For the formation of the studied quality at a given age, there are many forms, methods, ways and means. With their correct, purposeful, continuous use, as well as with the activity of the student himself, independence is formed.

Chapter 2

2.1 Studying the level of independence of students in grade 1

The problem of independent activity of a younger student has its own rich history in theoretical coverage and implementation of its main provisions in the practice of the school. On this basis, we planned and conducted an experiment, which took place on the basis of the State Educational Institution "Ordatsky Criminal Procedure Code, Doctor of School of Shklovsky District among students in grade 1. 16 students took part in the study.

The purpose of the experiment: to study the level of independence as a personality trait of a younger student and its formation.

The student's study program is not limited to observations and a simple statement of facts. The complexity of the internal structure of any quality. The interrelation and interdependence of qualitative characteristics and the task of a holistic study of personality require a set of methods that would provide comprehensive knowledge about the child. The method of interrogation, the "map of upbringing," etc., successfully serve these purposes. The system of diagnostic techniques includes a set of research methods, on the basis of which conclusions are made about the state of development of quality and its features. In our work, the dynamics of a student's upbringing was assessed in different ways.

So, when studying the ideas of children about the formed quality, the method of questioning students was used.

Target this method̶ reveal children's ideas about independence, independent people.

After the survey, the following data were obtained: 19% of students answered the question what is independence. 37% know what kind of person is called independent. When analyzing the third question, it is clear that 44% of the guys from the class can be called independent. 37% of students consider themselves independent, but some find it difficult to answer the question why. To the fifth question, 44% of students answered that their independence is manifested in attending school (they go to school without being accompanied by their parents). During the survey, many students repeated the answers of their classmates, this is due to their imitation. It was difficult for the children to define the very concept of "independence", why they consider themselves independent. This is due to their small ideas about the concept of independence, an independent person.

Since all the leading qualities of a personality are linked together as components of its integral structure, it is better to diagnose the formation of independence against the background of a general diagnosis of the upbringing of a schoolchild, using maps of the upbringing of a schoolchild (Appendix 2). The upbringing map of a younger student includes a list of the leading personality traits (collectivism, diligence, independence, honesty, curiosity, emotionality), which are evaluated and formed at a given age, on the basis of which one can judge the upbringing of the child. The teacher fills out the card, agreeing with the parents. The strength of the quality is assessed according to a five-point system: 5 - volitional quality is very strongly developed, 4 - highly developed, 3 - developed, 2 - very poorly developed, 1 - volitional quality is not inherent in this subject. For each quality (criterion), an assessment is given depending on its manifestation. Then the arithmetic mean mark is displayed, as a result, each student has 6 marks. After assessment, a summary map of upbringing is compiled, in which the grades of all students in the class are entered. The results of the formation of the studied quality are presented in Appendix 3.

Method "Unsolvable problem"

Target: To identify the level of independence of students.

) Low level - realizing that they cannot decide, they quit their job.

After carrying out the method, we obtained the following results:

% of the children worked independently and did not seek help from the teacher. 10 - 15 minutes worked independently, and then asked for help 45% of the students. 36% of the guys realized that they could not decide and quit their jobs. For clarity, the results of the methodology are shown in Appendix 4.

Self-esteem is a component of consciousness, which includes, along with knowledge about oneself, a person's assessment of himself, his abilities, moral qualities and actions. True self-esteem involves a critical attitude towards oneself, constant comparison and correlation of one's capabilities, actions, qualities and deeds with the requirements of life.

In order to consider how primary school students assess their level of self-development, we used the "Assessment of self-sufficiency" methodology. The purpose of this technique is to determine the level of assessment of one's own independence. To do this, the students were asked to redraw a five-step ladder, at the top of which supposedly stands the most independent person, and at the bottom the most dependent. It is stipulated what independence is and what kind of person can be called independent or dependent. Then the task "And now it is necessary to designate by a" point "on which step you are standing" is offered. The number of points scored is equal to the selected step number. At the same time, the teacher is also asked to evaluate the manifestation of students' independence on a five-point scale. If independence is always manifested in activities, it gets 5 points. Not always, but often enough - 4 points. Sometimes it shows up, sometimes it doesn't - 3 points. It appears rarely - 2 points. Does not appear at all - 1 point. The levels of independence are determined as follows: 5 points - high level, 4 points - medium high, 3 points - medium, 2 points - medium - low, 1 point - low.

After conducting the methodology "Assessment of one's own independence", we compared the student's choice with the teacher's opinion in order to see how critical the students are in assessing their volitional quality. If the assessment of the student and the teacher coincided, we are talking about an adequate self-assessment of the quality under study. If the assessment of the student's volitional quality is higher than the teacher's assessment, this indicates inadequate, overestimated self-esteem. If the student rated the manifestation of volitional quality lower than the teacher, this indicates inadequate, low self-esteem. The results of the methodology are presented in Table 2.1.1

Table 2.1.1. Comparison of the teacher's assessment and the student's self-assessment on the manifestation of independence

Last name, first name	Student grade	Teacher evaluation

Maxim D.
Nikita M.

Carolina K.
Andrew K.
Nikita P.


Alexey L.


Christina K.
Tatyana K.

Svetlana N.

As can be seen from the results of the methodology, students are dominated by an overestimated self-esteem of the manifestation of volitional quality. This may be due to the incomplete meaning of the concept of "independence", "independent person", as well as the inability to evaluate one's actions and deeds. After conducting and analyzing all the methods, in accordance with the degree of formation of independence among students, the class was conditionally divided into three groups based on the following criteria:

● the degree of formation of knowledge, ideas about independence (their depth, complexity), understanding the importance of independent activity;

● practical - effective manifestation of independence in various activities, the ability to organize independent activities.

The first group consisted of guys (Ilona M., Diana Sh., Elena B.), therefore, with a high level of independence, who have a pronounced desire for independent activity. Successfully apply knowledge in a new, non-standard situation. Motivation is manifested, often associated with plans for the future, they know how to plan activities, act independently without direct and constant control in accordance with the plan, bring the work they have started to the end, are able to control and evaluate their actions and deeds themselves, show initiative, activity in the process of activity, communication and relationships.

The second group included children (Dasha E., Nikita M., Alesya V., Karolina K., Artem M., Kristina K., Tatyana K.) with an average level of independence. They are distinguished by the desire for independent actions and deeds in the activities of interest to them, they freely apply knowledge in a familiar, standard situation. One but stable motive is characteristic (the desire to learn new things, a sense of duty, etc.). They know how to plan upcoming activities, but sometimes help is needed, they act in accordance with the plan, but in order to complete the work begun, external control is required. The ability for self-control and self-esteem is also manifested in matters of interest. Actions and deeds are active - imitative, little initiative.

The third group consisted of other children (Maxim D., Andrey K., Nikita P., Alexey L., Igor D., Svetlana N.) with a low level of independence. The guys rarely have a desire for independent activity, they can only perform actions according to the model (copying). Motives are situational in nature and are usually associated with external motivation. Without help, they cannot plan and carry out upcoming affairs. They act in accordance with the proposed plan and follow the rules of conduct only under constant supervision, with the direct participation of elders. Without the help of adults, they cannot evaluate either their own actions, or the actions, or the activities and actions of others. They are characterized by passive - imitative and non-initiative actions and their corresponding behavior. The results of the distribution of grade 1 by levels of self-development are presented in the table.

Table 2.1.2. Distribution of students in the experimental class according to the level of self-development

For clarity, the division of the experimental class according to the levels of self-development is shown in diagram 2.1.1.

Diagram 2.1.1. The level of independence of the students of the experimental class

2 Formation of independence in younger students

The purpose of the formative stage of the experimental study was to form independence in younger students with the help of specially selected forms, means, ways and methods. The work was carried out in several stages.

Basics of the technique educational work with younger schoolchildren, they assume a reasonable combination of pedagogical guidance, the activity of students in their independent activities, taking into account the age characteristics of the period, knowledge of the child's inner world and the changes that occur in it under the influence of external influences. Because of this, in a long and complex process of holistic formation of quality, we distinguish several stages, each of which is aimed at the formation of certain signs of independence, differs in the system of cases and the measure of pedagogical leadership.

The first stage is the education of "primary" or performing independence. This is "copying" independence. The work of the teacher at the first stage requires his direct supervision of all the affairs of schoolchildren, is associated with the constant training of children in independent actions and behavior. It is aimed at revealing the essence of independence, arousing the need for independent actions, arming with knowledge and skills in organizing activities.

The second stage is the formation of the foundation of independence and its leading components in the main activities of the younger student. This stage is characterized by a noticeable decrease in pedagogical leadership. Schoolchildren are involved to a small extent in the organization of activities. The third stage is characterized by the most complete manifestation of independence. This stage is distinguished by an even more indirect nature of pedagogical leadership. Conditions are created conducive to the development of children's self-government, and situations when a child is forced to act independently and make decisions become more frequent.

In the process of learning, students received a variety of knowledge about independence, about its significance in the life of every person and society as a whole. Rich material in this direction is contained in the subjects in the primary grades. Taking into account the peculiarities of the content of subjects in elementary school, students were introduced to the concept we studied at reading lessons, extracurricular reading, extracurricular activities, labor training lessons, mathematics, and others.

At the first stage of our study, a variety of work was carried out to form the concepts of "independence", "independent person" among students. The children formed a desire to become independent, and also developed the concept that independent activity is important and necessary in life.

So, in the optional reading classes, thanks to the special emotionality that the artistic word carries, the students acquired a certain moral experience of a positive attitude towards independent people. When reading program works, they always paid attention to the behavior and actions of the main characters, whether it be a fairy tale or a poem. Drawing the attention of students to the fact that the favorite heroes of fairy tales, stories studied in the classroom, achieve success in life, happiness and well-being due to their high moral qualities, and above all - independence, hard work and many others contributed (due to the special susceptibility of younger students, their the desire to imitate) the development in schoolchildren of the desire for independent actions, work. At the lessons, students got acquainted with works, the heroes of which are independent people. Taking into account the fact that younger schoolchildren still have a poor life experience and their understanding of this concept is limited, work was carried out that expanded their knowledge in the process of getting to know works of art. When analyzing the works, the students paid much attention to how the author characterizes independent people, how this quality is reflected in their appearance and behavior. For example, when working on a fairy tale - true story "The Pantry of the Sun" by M. M. Prishvin, they discussed the independent life of orphans, Nastya and Mitrasha. This tale taught not only independence, but also helped to understand and love nature.

Great opportunities in the formation of independence (including the independence of the reader) brought the lessons of extracurricular reading. At these lessons, for the formation of independence, literary competitions were held, individual oral presentations of students about what they read (students were given the task to take the book they liked in the library, read it, and at the next lesson tell their comrades about it, what they liked and whether others should read it). These lessons provided a great opportunity not only to reveal the meaning of "independence", but also developed the independent activity of the students themselves. Also, independent work was carried out at the lessons of reading and extracurricular reading.

The nature of these works was determined by the content of the educational material, the didactic purpose and the level of development of students. More often, such forms as retelling, drawing up a plan, oral drawing, oral composition, etc. were used. Different types of retellings were widely used during work: 1) A detailed retelling is a work of a reproducing nature. 2) Selective retelling - the work of a reproductive and creative nature. 3) Creative retelling - partly exploratory work.

A detailed retelling is a job that almost all students did. This type of retelling is based on the development of perception and memory. The students were active in doing this type of work.

Selective retelling involved an elementary analysis of the work, the selection of the necessary material. This type of work was of a reproductive and creative nature and caused difficulty for some students.

Creative retelling (brief, on behalf of some hero, characterization of the heroes, their actions, etc.) - partially exploratory in nature, required students to be able to analyze the work, make comparisons, select the necessary material, and develop speech skills. In our class, the first two types of retellings were practiced more. First, in order for the students to understand what a retelling is, what its essence is, the work was carried out on familiar works that were close to the children (tales "Gingerbread Man", "Turnip", etc.). And later they tried to retell new, passed works. Students were included in creative independent work: reading parts of texts, characterizing the characters and their actions. And the comparison of several works: heroes, events, actions, etc. taught creative research activities. So the students came to the conclusion that all Russian fairy tales have repetitions, there are beginnings "Once upon a time ....", "In a certain kingdom ....", "Once upon a time there was ..." and the ending "And I was there ...." and so on. The performance of these tasks also contributed to the formation of students' independence.

Literary games are interesting and useful for schoolchildren, especially games based on recognizing works of art from individual passages, recreating lines and stanzas from given words, posing and solving "tricky" questions about books they read (quizzes, crossword puzzles), guessing the names of literary characters, titles of books and works by a series of questions (charades, literary opinions), reproduction of characters and books by description. For example: Look and answer: Who is this? From what book? Who wrote the book? Or: Think and answer: What is missing here? Why is this book interesting?

In the process literary games of this kind, the intellectual, moral, volitional qualities of the personality of the players developed, their horizons were manifested and improved, inclinations and abilities were activated.

Art competitions for the best drawing for the read work successfully served to develop the independence of younger schoolchildren. In the lessons of extracurricular reading, independence was formed when the meaning of this concept was revealed and expanded. For this, for example, the story of Yu.V. Centurion "How I was independent" (Appendix 5). The students liked the story. Some guys even imagined themselves in the place of the protagonist, and for some this situation was familiar. When analyzing the work, everyone from the class tried to express their opinion about what kind of person we can call independent, what independence is, how it manifests itself. The guys even tried to bring cases from their lives when they had to be independent. Also, in order to reveal the meaning of the concept under study, poems and stories were used in the work (Appendix 6).

At class hours, the meaning and importance of independence helped the children to realize the conversations "On Independence", "The student is his own servant, he does not need a nanny", "What does it mean to be independent?" Conversations were built taking into account the gradual accumulation of knowledge by students. The concept of "independent" was also associated with other qualities (conscious, persistent, responsible, conscientious, etc.).

An important step in the formation of independence is the ability of a younger student to organize a workplace - this is the ability to relate to external organization and is a prerequisite for the formation of internal organization, independence. To form this skill, the following work was carried out: students were introduced to the workplace, taught to select the necessary educational supplies, showed how to correctly place everything that is necessary for the lesson on the desk; taught to maintain order in the workplace. The ability to organize your workplace is the first and necessary step in shaping students' accuracy, foresight, independence and internal readiness for the upcoming work. In order for the children to form a strong skill in organizing the workplace, game exercises were carried out, during which the children learned to select the necessary educational supplies and place them correctly on the desk. The attention of the children was drawn to how to prepare for the next lesson faster and more conveniently, while spending a minimum of time and effort. Schoolchildren learned what things are on the desk all the time, and what needs to be changed depending on the next lesson. From time to time, competitions were held "Which row is better prepared for the lesson." Row - the winner said the words: "We have a motto like this: everything you need is at hand!" or "Our books and notebooks should always be in order," etc. The ability to navigate in time and save it is of great importance and is one of the main signs of independence. For these purposes, accessible and interesting tasks were used, which clarified the orientation of children in time, brought up a careful attitude towards it. For example:

a) raise the flag at the same time as the teacher, and lower it yourself when it seems that a second, a minute has passed; b) think about what can be done in a minute; c) show students the clock and invite them to sit silently until a minute passes; then tell what happened in that minute (how much .... the plant, factory, etc.) produced d) check how many examples can be solved in a minute (mathematics), how many words can be written off in a minute (letter) e) doll "Minute where instead of a body there is a watch. While the arrow passes the circle, the children must complete the task (prepare the workplace, readiness to perform the next task). It is important to use competitions, game moments, rewards, etc. in orienting children in time, quickly engaging in work.

The student should be able to set himself various educational tasks and solve them, acting on his own conscious impulse: "This is interesting to me", "I need to do this", without constant prodding from parents and teachers standing above the soul: "Do it like this ...", " Do it…". This is where student autonomy lies. Important qualities of the child here are activity in cognition, interest, initiative, the ability to plan their work and the ability to set goals. The student will not learn right away to make the right decisions and find the right course of action. He should hint that success depends on his own efforts, on the independence of the child, his initiative.

To develop independence, the use of special memos for performing various tasks successfully served, which taught the children to form a certain algorithm in various situations (for example, how to solve problems, memorize, prepare reading, self-study memo, etc.) (Appendix 7)

At the second stage, the teacher's control over the activities of the students gradually decreased, and they could show their independence. This was noticeable in the lessons of labor training, as well as in socially useful work. In the first couple, the guys strictly followed the instructions of the teacher and, with detailed instructions, did the work together with the teacher. At each lesson, the children learned to set affordable goals, predict their work, take on feasible tasks, and think about the sequence of their actions themselves. The students were given more independence, and the control on the part of the teacher weakened. Any work began with the awareness of the tasks and the search for their rational solution. At the lesson, they analyzed the sample, then jointly developed an action plan, which was written on the board. Later, the children could independently complete the work on the technological map. (Appendix 8).

In order to successfully, effectively and efficiently, children learn the skills and initial skills of planning, organizing and self-control of their work, they systematically explain to students such concepts as: "the purpose of the action" - an idea of the results of labor activity that meets certain requirements; "methods of action" - a system of operations with the help of which the labor process is carried out; "conditions of action" - the task that is put before the child; "result of action" - the final stage to which the student comes as a result of his labor activity, etc. There were also various assignments. With their help, children were taught to act positively and to be independent. In the first couples, the assignments were controlled by the teacher, the children received advice on how best to complete this assignment, where to start, etc. But over time, the control of the teacher weakened, and the students themselves solved all the problems that confronted them. The guys had a good opportunity to show their independence in the performance of daily tasks. So, the attendants cleaned the classroom, watered the flowers, checked the readiness of the class for the lesson, kept order. The orderlies observed the cleanliness of hands, the neatness of clothes. The children performed tasks and assignments that were feasible for their age. For example, for the classroom, the students needed to grow a flower without the help of adults. Most of the children coped with this task and the cool green corner was replenished with new plants.

Contributed to the work on the formation of independence and educational activities. Competitive programs were widely used, which allowed the child to form an adequate self-esteem, develop his volitional qualities, and cultivate an aesthetic taste. The following competitions were held in the experimental class: Competition of drawings on asphalt, competition "Etiquette in the dining room", competition of drawings according to the rules of the road, competition of figures from acorns and cones. Children also participated in the organization and holding of holidays. The independence of the students was manifested when choosing a festive costume, it was proposed to think and decide on their own: what materials would be better to make a costume than to decorate it. All this aroused the enthusiasm and interest of the students. According to their parents, by each holiday the children showed their independence: in advance and without the help of their parents they learned songs and poems for the holiday, invented stage costumes for themselves.

Parents have also made a significant contribution to the formation of independence. In connection with the importance of parental participation in the formation of children's educational and not only independence, parents were given recommendations on the formation of schoolchildren's independence. For this purpose, a list of assignments for the children was proposed, which they could change and adjust depending on the opportunities and living conditions. For example: wash dishes; wash clothes; go shopping; set the table; wipe the dust; taking out the trash; clean your room; take care of plants and animals; takes care of the younger ones, etc.

During the school year, at meetings, parents shared information: where and how the independence of the children is manifested. For example, (according to the parents of the students) after the class worked on the school flower bed under the guidance of a teacher, the children became interested in this activity and later they showed independence and grew onions and garlic at home.

An effective means of forming independence that was used is a group form of education. In pedagogical work, the emergence of microgroups occurs at every step, but often they are not taken into account, the patterns of their occurrence and existence are not analyzed. Although, in fact, it is in them that the roots of the success of the educational process are hidden. After all, the internal relationships of members of microgroups are informal. Children here are connected by joint games, knowledge, shared life experiences and secrets. And all this is an excellent ground for transferring knowledge to each other, mutual assistance in learning. Within each such group, favorable conditions arise for comparing their knowledge, skills, capabilities with the knowledge, skills, capabilities of their comrades, as well as for their assessment. The emergence of such a situation is extremely important, because only with it can a sharp leap in the development of self-consciousness occur, which will allow the child to set a task for himself, to find ways to solve it. At the same time, he has relatively little baggage to assess his capabilities, so he needs to try and try a large number of solutions in practice. And he can judge the correctness of these decisions only by comparing the results of his actions with the successes and failures of other children. Such an assessment contributes to the further activation of the child much more than an assessment from the outside - "good", "bad". More often, the main form of education at school is teacher-student education. The teacher gave an instruction - the child carried it out more or less successfully; the child had difficulties - the teacher helped. Each student, in such a tandem, looks at the teacher as the main source of information, adapts to his requirements to the best of his and his abilities.

Considering all this, for better contact of the children, group work of students was organized, which were divided into subgroups of 4-6 people and placed around the tables facing each other. Tables for this were drawn up 2-3 together. Subgroups were formed according to the personal desires of the students. Assistance from the teacher was provided only when necessary. With such work, it was more convenient for students to navigate, prompt, help each other, look into the work of comrades, etc. During the games, subgroups-teams competed with each other. Competitions were held for ingenuity, for tricky questions like "Do you know ...", etc. The teams were kept during outdoor games and physical culture breaks.

The division into subgroups facilitated the disciplinary moment. The children interacted with the comrades sitting across from them in a more restrained manner than was the case in the classroom, when everyone was sitting facing the blackboard. The kids were less naughty. The students were very enthusiastic about group work. On the one hand, they could give themselves and others an account of their capabilities, and on the other, they were interested in the capabilities of others.

However, in group work, it was very important to maintain a common pace and rhythm, because the students began to adapt to the rhythm and pace of each other's actions and thus controlled their own actions, which from involuntary, impulsive became arbitrary, controlled. The ability to observe the work of others, the ability to identify the main components in action is necessary for self-education of younger students. As well as the ability to tell others about their observations, the ability to organize, plan their actions in a group discussion. Each subgroup, accepting the teacher's tasks or choosing the type of task itself, held discussions in the following sequence. First of all, the "problem" was discussed. The students talked about what they already know (general conversation); then the refinement of knowledge followed, the guys set specific goals for themselves, looked for ways and means of solving them (business conversation); and, finally, the place of each in this activity was discussed, the students found a suitable style and plan of action for themselves (individual conversation). To reach an individual conversation on a chosen problem, it is necessary to master the two previous types of communication. Only under such a condition did the activity become understandable, necessary, and own for the child. And this is the activation of each in activity.

The activity of the child in activities and confidence in success were provided by conversations and conversations in which the students could freely and boldly take part. Direct instruction from an adult did not give the desired results, since it did not correspond to the patterns and mechanisms of development of students of a given age. The more favorable conditions were created for the exchange of opinions between schoolchildren, the more their communication became more active (the desire to speak out to their friend, a group of children).

As already mentioned, in the process of communication, children used three types of conversations: general, business and individual conversations. General conversations are a conversation of all students around a topic in a free form. The conversation was based on the existing knowledge, desires, interests of children. The teacher here needs to be an attentive listener and intervene in the conversation only when absolutely necessary, indirectly with guiding remarks, and the students need to be able and willing to listen to each other, to speak out about this topic of conversation. Through general conversations, the teacher learns what knowledge and experience the students have, on the basis of which business conversations are built in the future.

As part of a business conversation, new knowledge was given, existing knowledge and experience were clarified; intentions and plans were discussed, it was spoken out how to carry out this or that action.

Individual conversations were a personal internal preparation of the student for independent activity, activation of his abilities and knowledge, awareness of his desires. Schoolchildren, if necessary, asked clarifying questions to their comrades, adults, told how they would perform this or that task. Such work made a valuable contribution to the formation of independence.

Work on the formation of independence continued with the organization of student self-government. Finding and developing an optimal model of self-government in the classroom was a difficult task. This is due to the age-related psychological characteristics of younger students, as well as the lack of experience of parents in interacting with the school. Initially, a number of questions arose: 1. What version of the self-government structure is appropriate in this class? 2. What is the best way to distribute assignments in this team? 3. How to organize the work of parents?

We became "Robinsons" The goal of our collective self-government was the development of self-government principles that contribute to the formation of a creative, organized and independent personality. In the 1st grade, the children got acquainted with assignments. The basis of the organization of class self-government was the game-journey "In the footsteps of Robinson Crusoe" under the motto "Ships will lead us far to the ends of the earth." During the distance travel, the children, together with their parents, met with different heroes who helped the children acquire knowledge, skills and abilities that are important for life.

In the country of great masters, the Horse - the sun assisted in the development of various labor skills and abilities: sewing, sewing on buttons, working with scissors, helping to clean the leaves in the school garden.

Malvina taught etiquette lessons and tried to teach children the culture of communication.

The entertainer came to visit the guys when there was a need for organizing leisure activities.

Samodelkin and Pencil taught children to draw, offered to complete assignments related to artistic activities.

Brownie Kuzya helped travelers master the skills of self-service, the secrets of a cozy and comfortable class arrangement.

Dr. Aibolit strengthened personal hygiene skills with children, taught them to take care of their health and physical development.

Robinson Crusoe provided the children with his transport to travel around Belarus, so that everyone could discover their own unique corner.

Fairy tale characters, of course, came from different works. But children like it when there is a game in their life, which corresponds to the age of the students. The game-journey has a system of alternating assignments so that each child tries himself, his strengths and capabilities. Change of instructions takes place at the end of each month at the class final hour under the motto "I am myself!" Then the work is evaluated and analyzed. It can be a pyramid, a circle of a well-aimed shooter, a teremok or other options proposed by the children. In the course of cognitive and practical activities, children comprehend the meaning of the formula of independence: "To become more independent, I must see my goal, plan to achieve it, fulfill my plan, draw conclusions and evaluate the result. I will not become independent right away: first I will repeat after someone, follow the example, then I will do it in my own way, I will add something of my own, and then I will teach someone what I know myself. The main principle of the organization of self-government is the idea of cooperation between children and adults.

The children also became more independent with the help of the activities of the children's public organization - the October movement.

Participation in the October work, including planning, preparation, execution, analysis of the results of joint actions, creates real conditions for the manifestation of all signs of independence. Entering school radically changes the life of a child, becomes a new stage in the development of his personality and all mental functions. The relationship of the child with the people around him is changing, new, serious responsibilities associated with the school appear, increased demands are placed on him. All this evokes deep feelings and experiences in children of primary school age: joy, love for school, respect for the teacher. However, at first, the first grader does not yet feel like a part of the team: he is completely absorbed in his worries related to new responsibilities and status.

Introduction to public life begins with the fact that the children are received in the October, after which the pioneers, together with the teacher, begin to distribute the October assignments. Fulfillment of instructions contributes to the development of diligence, independence and organizational skills in children. During this period, great importance was given to the collection of stars. These are the first meetings in the life of the Octobrists, at which they are involved in social work. Such events aroused in children a desire to work together to complete tasks, to play together. The tasks of the Octobrists at the training camp are specific: they draw, cut out flags, stars, learn songs, play, make excursions around the school, to the library, institutions closest to the school. Each star chooses a commander, orderly, business executive, player, flower grower, etc. the assignments in the asterisk change after a short period of time to give children the opportunity to visit different roles. Sometimes the assignment is given not to individual guys, but to the whole star. Completing the task together teaches first-graders to joint actions, allows each child to contribute to the common cause, feel the joy of collective activity and see the dependence of the final result on the individual efforts of each. All this unites children, opens up space for creativity, enriches communication between members of the star.

For example:

"class owners" - under the guidance of the October teacher, they air and clean the class, wipe the blackboard, put things in order in the closet and on the shelves, i.e. perform the role of attendants;

"green patrol" - together with the October teacher, they keep a weather calendar, take care of flowers, plant plants, marking their names on the plate;

"orderlies" - Octobrists take turns checking the cleanliness of the face, neck, hands, collars, note all this in the sanitary sheet;

"librarian" - the guys take care of the classroom library, which the whole class collects, give out books to read, marking them in a separate notebook.

When the time allotted for the execution of instructions ends, the commander talks about what has been done. Then the simplest intellectual games are held, riddles are made. At the end of the gathering, the teacher and the counselor evaluate the achievements of the star, since the younger student, due to his little life experience, especially needs to evaluate his work, to confirm the correctness of his behavior.

At the third stage of our experiment, external control was minimal, and the field for independent activity of students expanded. Here, various independent work was widely used both in academic subjects and in various activities.

The formation of independence of younger schoolchildren is clearly shown by the work on compiling crossword puzzles by children. At the 1st stage (grade 1) it was shown how to make a crossword puzzle, the features of compiling a crossword puzzle were described. On the parent meeting discuss these issues with parents. And with each new task, it was clear how children's crossword puzzles became more complicated, the level of independence increased.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problem situations in the educational process. A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain. It is possible to deliberately collide the life ideas of students with scientific facts using various visual means, practical tasks, during the implementation of which students will definitely make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in the lesson of the surrounding world on the topic "Who are birds?" The following problem has been created:

Name the distinguishing feature of birds. (These are animals that can fly.)

Look at the slide. What animals do you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified in the same group? (Not.)

The ability to fly will hallmark birds? - What did you assume? And what actually happens? What question arises? (What is the distinguishing feature of birds?)

A problem situation can be created by encouraging students to compare, juxtapose conflicting facts, phenomena, data, i.e., with a practical task or a question to push different opinions of students.

So, at the writing lesson, we offer students the following situation: - One first-grader girl wrote about herself in the newspaper. Here's what she did: "Hello! My name is Anya. I live in the city of Minsk. I like to read fairy tales. My favorite fairy-tale heroes- Pinocchio, Cinderella. I also like to play with the ball."

Correct the mistakes. Write the last sentence in your notebook.

How did you write the word balloon in a sentence? (Different answers: ball, ball.) - Let's look at the screen. What is the difficulty? (We see that for some guys this word is written with a capital letter, and for others with a small one.) - What question arises? (Who's right?) - What needs to be done? (Stop and think).

In school practice, problem situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students encounter conflict when they are encouraged to do new tasks, new activities, in old ways. Realizing the failure of these attempts, they are convinced of the need to master new methods of action. The creation of problem situations in the classroom makes it possible to activate the mental activity of students, to direct it to the search for new knowledge and methods of action, since "the next stage of work in the classroom is the solution of the task. Children express different offers how to solve the given problem. If the children quickly come up with a successful (effective) solution, it is up to the teacher to decide whether it is possible to proceed to the next stage of the lesson. If the teacher has no doubt that most of the children understand the essence of the discovery (or this proposal is made almost simultaneously by many children), then you can move on. However, sometimes a situation arises when one or two people in the class understand the essence of a good idea, and the rest are not yet ready to accept it. Then the teacher should deliberately "neutralize" the guessing children, thereby forcing the rest to continue to think.

An effective means used in the experiment for developing independence in primary school students is a group form of education. The use of group forms leads to the fact that students increase cognitive activity and creative independence; changing the way children communicate; students more accurately assess their capabilities; children acquire skills that will help them in later life: responsibility, tact, confidence.

It is necessary to organize the educational process in such a way that each student can realize his abilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself, as one of the main qualities of a person.

Independence as a quality of a person is largely formed by independent work. Independent work is a set of methods for organizing cognitive activity that takes place on assignment, at a certain time, without direct guidance and ensures an increase in independence. The cognitive independence of students develops in the process of involving them in a variety of educational and cognitive activities and, above all, in the performance of independent work. Such works not only form the studied quality, but also show how much it is formed in the child, how he can cope with this work. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the student's work with the book. Performing written exercises, writing essays, stories, poems, and the like are independent creative works that require more activity and efficiency.

By definition, independent work in the process of teaching younger students should teach children to think, acquire knowledge on their own, and arouse interest in learning at school. The educational process proceeds more efficiently if students perform the tasks of the teacher with a systematic, systematic decrease in his direct assistance. Since this work takes place gradually, the development of cognitive independence is formed in stages. In the lessons, for example, independent work in mathematics was used (Appendix 8).

Currently, there are many printed publications with a variety of different tasks which are designed for children to do on their own. In my work... I use the following tasks: "Man and the World" task cards 1st grade V.M. Vdovichenko, T.A. Kovalchuk, N.L. Kovalevskaya "Mathematics. Task cards." and etc.

The use of various games was another important component of the formation of independence. The game only outwardly seems easy and carefree. But in fact, she is imperious and requires the player to give her maximum strength, energy, intelligence, endurance, independence. The game is not subject to strict regulation - it is an independent activity of children, however, given its huge educational impact on the child, adults direct the games of children, create conditions for their emergence and development. The freedom and independence of the child is manifested: a) in the choice of the game or its content; b) in the voluntariness of association with other children; c) freedom of entry and exit from the game, etc. In games, the freedom and independence of children is manifested in different ways. Despite the variety of rules, in all cases, the players accept them and achieve their implementation voluntarily, in the interests of the very existence of this game, since violation of the rules leads to its disintegration, destruction. Children show much greater restraint, stability of attention, patience when fulfilling the rules of the game than when fulfilling the requirements in ordinary everyday life. Rules act as a kind of mechanism for self-regulation of children's behavior. The presence of rules helps children to organize themselves in the game (distribute roles, prepare a game environment, etc.). A variety of games were held in our class: intellectual (What? Where? When?), Outdoor games, five-minute games (for example, list words with the meaning "independent").

In the didactic game, the independence of students is formed and manifested. It equally contributes to both the acquisition of knowledge and the development of many personality traits. Purpose of didactic games - development cognitive processes schoolchildren (perception, attention, memory, observation, intelligence, etc.) and consolidation of knowledge acquired in the classroom. Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental tasks: describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find illogisms in judgments, etc. A game day was held in our class.

The independence of students is also manifested when writing various creative works. From the first grade, a lot of work has been done to develop the ability of students to write essays. First-graders make proposals on a specific topic (on the questions of the teacher, supplement the plot, independently come up with events that precede or follow those depicted). All these tasks help the development of independence of students. From the first grade, children were trained to write essays: they were taught to draw illustrations for a story in sequence, divide the text into parts, express the main idea, ask questions, draw up a plan, etc. The following tasks were also used in the work:

Imagine that you are present together with the artist in those places that are depicted in the picture. Tell:

what surrounds you;

what did you especially like;

what makes you sad;

How do you start writing an essay?

Examples of children's work:

Reasoning: I love my mother because she loves me.

Narration: A dog barks at passers-by.

Description: The cat has soft paws and a fluffy tail.

Since the formation of independence is a long, purposeful process of more than one year, for the further development of the studied quality, recommendations were given to parents and teachers:

● A student should be able to set various educational tasks for himself and solve them, acting on his own conscious impulse: "This is interesting to me", "I need to do this", without constant prodding from parents and teachers standing above the soul: "Do it like this ...", "Do it…". It is necessary to help the child in identifying and shaping the most important qualities: activity in cognition, interest, initiative, independence, the ability to plan one's work and the ability to set goals.

● Constant control over the child will not contribute to the development of independence. It is worth considering whether the child hears phrases like “It’s none of your business”, “Don’t get into the conversations of the elders” too often, or that it’s too early for him to know that he won’t succeed, that he is still too small. If a child is so carefully controlled, he will gradually cease to be responsible for his actions and will shift his blame to adults (“Grandma didn’t,” “You didn’t remind me,” etc.).

● At first, while the child still does not know how to set goals, for the development of independence, you can give him options for action. For example, if a child has a dictation in Russian, you need to ask him what needs to be repeated first of all, what needs to be done at the end of the dictation, what to pay attention to and offer options. Or if he doesn’t succeed in the task, offer options for action so that he chooses, for example, call a classmate or do the lessons that he has first, etc.

● The child will not learn right away to make the right decisions and find the right course of action. But he should hint that success does not depend on the efforts of adults, but also on his own, on the independence of the child and his initiative.

● To develop independence, it is necessary to use special memos for performing various tasks that teach how to form a certain algorithm in various situations (for example, how to learn a new rule, how to solve a difficult problem, how to work on mistakes, etc.).

● If a child shows any initiative when completing a task, for example, solves an additional task, or finds additional material in preparation for the lesson, be sure to praise him.

● In years primary education At school, in the process of labor activity and education, such qualities as independence and hard work are also fixed in children. This happens when the child, having made certain efforts to achieve the result, and having received encouragement for these efforts, reaches the goal.

● The fact that at the beginning of educational activities, children have to cope with many difficulties associated with the educational process (difficulties in learning to write, read and count), getting used to new living conditions (new requirements, responsibilities, daily routine) and new worries (previously it was possible play, having come from kindergarten, and now you need to do homework), also contributes to the development of independence and diligence in the child.

● The child's belief in his own success is of great importance, it must be constantly supported by the teacher. The lower the level of the child's claims and his self-esteem, the stronger the people who bring him up (teachers, parents) should support him.

● How can students develop independence? First of all, welcome his aspirations for independence, trust him to do more things on his own.

● Help with homework should be kept to a minimum from the start of school so that the child can do everything himself. For the development of such a quality, one can, for example, create a situation for which there are suitable conditions in group forms of work and education: a child is entrusted with some important task, and if he successfully completes it, then he turns out to be a leader for others.

● It is necessary to divide labor between the student and the teacher. In elementary school, children should not only learn to act according to instructions, plans, algorithms, but also learn to build their own plans and algorithms, follow them.

● The system of educational tasks should be built on the basis of the gradual progress of students from actions in cooperation with the teacher to completely independent.

3 Analysis of the results of experimental work

The final stage of the experimental work was a re-examination of the level of independence of students in grade 1 to verify the effectiveness of the work done. For this, the same methods were used as at the ascertaining stage.

A survey of students was conducted, the purpose of which was to identify children's ideas about independence, independent people. According to the results of the survey, the following results were obtained: 50% of students were able to answer the question what is independence (at the beginning of the experiment, only 19% answered this question). 63% of students answered the second question (37% at the beginning of the experiment). According to the results of the third question, 69% of the students in the class can be called independent (44% at the beginning of the experiment). 75% of students consider themselves independent (indicator of the first survey - 37%). And 70% of students answered that their independence is manifested in various activities: in housework, preparing lessons, working in class, etc. (baseline 44%). As you can see, the indicator of independence of students in grade 1, according to the results of the survey, has increased significantly. This is due to the clarification and expansion of the meaning of the concepts of "independence", "independent person". However, this may also be due to the fact that, due to its imitation, there were many similar answers to the last question.

Then we turned to the map of the upbringing of the younger student. After agreeing with the parents and on the basis of the teacher's observations, changes in the manifestation of qualities in students were recorded (Appendix 10).

As you can see, the level of formation of individual qualities has increased. For clarity, we will display these indicators in the diagram.

Diagram 2.3.1. Formation of volitional qualities of pupils of the 1st grade according to the results of the analysis of education maps.

Next, we turned to the implementation of the methodology "Unsolvable problem". The purpose and technology of this technique are described in paragraph 2.1, we will present the results obtained. They are as follows: 30% of the children worked independently and did not turn to the teacher for help. 10 - 15 minutes worked independently 45% of the students, and then asked for help. 25% started working, but realizing that they could not cope, they quit their jobs.

There were also observations. Special situations were created where the children needed to show the quality we were studying. Observation was carried out in educational, labor activity. For example, when organizing the cleaning of their workplace after fine arts lessons, most of the children from the class showed their independence and initiative and began work without the teacher's command, at their own request. They tried not only to clean up after themselves, but also to help their comrades. With participation in the competition "Decorate your class for the New Year" all the students took an active part. Having received a homework assignment, they cut out snowflakes on their own, made garlands. Then the class suggested where and how to place the decorations, helped each other in doing this work. They also showed independence in work: they watered the flowers in the classroom, washed the blackboard. In the extended day group without prodding, the teachers sat down to read books and cleaned up the toys. It was evident that independence is manifested in various activities, the students themselves are interested in this activity.

Based on the complex of diagnostic methods carried out, after mathematical calculations, the distribution of students in the experimental class looked as follows:

Table 2.3.1. Distribution of students in the experimental class according to the level of formation of independence at the final stage of the study

In order to see what changes occurred in the experimental class at the beginning and end of the study, let's turn to Table 2.3.2.

Table 2.3.2. comparative table of the level of self-development of students of the experimental class

For clarity, the results are shown in Diagram 2.3.2.

Diagram 2.3.2. The level of formation of independence of the experimental class at the beginning and end of the study

As can be seen from the diagram and table, the level of independence of students in grade 1 at the beginning and end of the study has changed. The indicator of formation of the studied quality at a high level has increased. At the initial stage of the study, it was 19%, by the end of the experiment it increased to 31%. The indicator of the average level of independence remained unchanged, but the indicator of the low level of formation of independence decreased. At the beginning of our experiment was 37%, and by the end of the study was 25%. Such changes are due to the fact that some students (Dashi E., Nikita M.,), after the work carried out, increased the level of the studied quality. Became significantly lower indicator of independence formed at a low level. This is due to the fact that, for example, such students as Svetlana N. and Igor D. have increased their level of independence, due to the work done.

Thus, the independence of students in activities is manifested and formed more successfully when creating special pedagogical conditions.

Of particular importance for the development of younger schoolchildren is the stimulation and maximum use of independence in the educational, labor, and play activities of children. The strengthening of such motivation, for the further development of which the primary school age is a particularly favorable time of life, reinforces a vitally useful personality trait - independence.

A significant role in the development of independence is played by the practical application of a variety of teaching methods and modern pedagogical technologies(group forms of student work), didactic games, problem situations, tasks that support the child's confidence in success; creation of conditions for positive experiences of success, reward system.

The organization of a stimulating environment determines the success of the process of forming the independence of younger students in various types of activities.

The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can one speak of independence as a quality of a person, independent of a specific activity.

Thus, we can say that the process of formation of independence is carried out successfully if there is a reliance on the student's own activity, his inclusion in the system of basic activities. At the same time, it is very important that the field of activity of the children gradually expand, and the cases in which children participate become more complicated. Of course, independence as an integrative quality has not yet been fully formed among younger schoolchildren, and each of its features can only perform its function in conjunction with other personality traits. Regarding the primary school age, experts talk about the formation of the prerequisites necessary for the comprehensive development of the individual. The prerequisites at each stage of psychological development create personal formations that have lasting value.

Conclusion

The intensity of the development of our society, its democratization increase the requirements for the formation of an active, creative personality. Such a person independently regulates his own behavior and activities, determines the prospects for his development, ways and means to achieve his goals. The more independence is developed, the more successfully a person sets his future, his plans, and the more successfully he acts, realizing them.

Work on the formation of independence must be purposefully carried out in elementary school, since it is there that the foundations of the emerging personality are laid, the leading qualities are formed.

The purpose of our study was to identify the pedagogical conditions for the formation of independence in the activities of younger students.

So, theoretical analysis research on the topic under study made it possible to reveal the content of the concept of "independence", which is considered as the leading quality of a person, expressed in the ability to set certain goals and achieve them on their own, while planning their activities, obeying any regime and rules. In the course of the study, the conditions for the formation of independence of younger schoolchildren in activities were determined. These studies give grounds to identify the most significant pedagogical conditions for younger students that contribute to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the task, the successful completion of independent activities, the friendly relations that develop between students and the teacher in the activity, the feasibility of the work and the evaluation of its results. Recommendations for parents and teachers were developed. Analysis of the study gives grounds to assert the truth of the proposed assumption. Indeed, the formation of independence is carried out effectively if it is provided: stimulating the activity of the student in various types of activities, changing the position of the teacher in organizing the activities of children from direct guidance to indirect. During the experimental work, the goal and objectives of the study were achieved, and the hypothesis was confirmed. The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can one speak of independence as a quality of a person, independent of a specific activity.

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Attachment 1

Oral survey of students

Target: to reveal children's ideas about independence, independent people.

Students are asked to answer the following questions:

● What is autonomy?

● What kind of person is called independent?

● Who in the class can be called independent?

● Do you consider yourself independent? Why?

● How is your independence manifested?

Appendix 2

Summary sheet of the 1st grade upbringing map at the beginning of the study

							Overall final grade
Student

Maxim D.
Nikita M.

Carolina K.
Andrew K.
Nikita P.


Alexey L.


Christina K.
Tatyana K.

Svetlana N.
General final assessment of personality quality

K ̶ collectivism and humanism; T ̶ diligence; H ̶ honesty; С ̶ independence and organization; L ̶ curiosity; E ̶ emotionality.

Annex 3

Summary sheet of the 1st grade upbringing map at the end of the study

	Personal qualities (final grades)	Overall final grade
F.I. student

Maxim D.
Nikita M.

Carolina K.
Andrew K.
Nikita P.


Alexey L.
Svetlana N.
General final assessment of personality traits

K - collectivism and humanism; T - diligence; H - honesty; C - independence and organization; L - curiosity; E-emotionality.

Appendix 4

Unsolvable problem

Target: to identify the level of independence of students.

The children were asked to solve a puzzle problem (first one that is easy to solve, and then one that cannot be solved). When deciding to observe the children and note the time: how many minutes they acted independently; when they asked for help; who did immediately; who tried to decide to the end; who, realizing that they cannot decide, quit their jobs, etc.

Based on the methodology, conclusions are drawn:

) High level - schoolchildren worked independently, did not turn to the teacher for help;

) Intermediate level - worked independently for 10-15 minutes, then asked for help;

) Low level - realizing that they cannot decide, they quit their job.

Appendix 5

Results of the technique "Unsolvable problem"

F.I. student	Level of independence

Maxim D.
Nikita M.

Carolina K.
Andrew K.
Nikita P.


Alexey L.


Christina K.
Tatyana K.

Svetlana N.

Appendix 6

Results of the technique "Unsolvable problem"

F.I. student Level of independence

Maxim D.
Nikita M.

graduate work

2.1 Studying the level of independence of students in grade 1

The problem of independent activity of a younger student has a rich history in theoretical coverage and implementation of its main provisions in the practice of school work. On this basis, we planned and conducted an experiment, which took place on the basis of the State Educational Institution "Ordatsky Criminal Procedure Code, Doctor of School of Shklovsky District among students in grade 1. 16 students took part in the study.

The purpose of the experiment: to study the level of independence as a personality trait of a younger student and its formation.

So, when studying the ideas of children about the formed quality, the method of questioning students was used.

Target this method? to reveal children's ideas about independence, independent people.

Method "Unsolvable problem"

Target: To identify the level of independence of students.

Based on the methodology, conclusions are drawn:

1) High level - schoolchildren worked independently, did not turn to the teacher for help;

2) Intermediate level - worked independently for 10-15 minutes, then asked for help;

3) Low level - realizing that they cannot decide, they quit their job.

After carrying out the method, we obtained the following results:

19% of the children worked independently and did not turn to the teacher for help. 10 - 15 minutes worked independently, and then asked for help 45% of the students. 36% of the guys realized that they could not decide and quit their jobs. For clarity, the results of the methodology are shown in Appendix 4.

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Municipal budgetary educational institution

"Tomarovsk secondary school No. 1

named after the Hero of the Soviet Union Shevchenko A.I.

Yakovlevsky district of the Belgorod region

Development of independence

junior schoolchildren

through tasks for children of different hemispheres

primary school teacher

Zyuzyukina Irina Alexandrovna

Tomarovka village - 2012

Information about experience ___________________________________3-14

.Conditions for the emergence of experience
.Relevance of experience
.Leading pedagogical idea
.Duration of work
.Experience range
.Theoretical base of experience
.Novelty experience

Experience description technology __________________ 14-17

.Experience goal
.Experience tasks

The effectiveness of the experience _____________________ 17-18

Bibliographic list _____________________20-21

Applications to experience

Experience Information

Conditions for the emergence, formation of experience

This experience was formed on the basis of MBOU "Tomarovskaya secondary school No. 1", when the students came to the first grade. In the process of observing the children, it was noticed that during the lessons some of the children could not independently complete tasks even at the reproductive level.

At the preliminary stage of work in 2009-2010 academic year diagnostics of the level of independence was carried out according to the method of T.I. Shamova. From this diagnosis, methods were selected to determine the level of formation of independence in younger students

No. 1. Methodology "What I do at home with mom, dad and on my own."

Purpose: to find out the labor skills of children (according to their self-assessment).

Results of processing children's answers

Type of work	Typical student responses	Qty answers	Number of students who did not answer
DIY at home with mom	We sew We knit cooking dinner washing the dishes cleaning up the room we embroider read we walk
DIY at home with dad	skiing play games burn out we make
What can I do on my own	burn out Paint Sew Prepare Embroider To knit tinkering cut out

In addition to these results, we had a conversation, during which the question: “What can you do yourself?” received the following answers: “I can clean the classroom myself, water the flowers, do my homework”, “I get up myself, make the bed, wash my face”, “I come from school, warm up the food and eat myself”, “I do my homework, take a walk” , “I myself go to the store, take out the trash”, “I myself can cook potatoes”, “I alone go to kindergarten without a reminder for my brother.”

We offered parents another questionnaire to find out what their children do at home on their own and what tasks they perform without being reminded. Parents' responses largely confirmed what their children had said (summarized results are presented below).

The results of a survey of parents to determine the independent activities of their children

Questions

Answers (number)

under the guidance of adults

On one's own

a) performing exercises in the Russian language;

b) fulfillment of grammar tasks in the Russian language;

c) solving examples in mathematics;

d) problem solving.

2. Walks on the street.

3. Goes to and from school.

Reads books.
Turns on TV.

3. Runs home errands

a) washes dishes

b) goes to the store

c) makes his bed.

Adults often complain that schoolchildren are not independent. However, to the question “Do you teach your children to be independent?” we heard typical answers from parents: “They don’t want any independence”, “What independence is there - they are still small”, “Grow up, but for now they must obey us”, “There is no time to do this”, etc.

However, we must remember that independence develops from an early age, and it is based on independent work.

At the stage of the ascertaining experiment, a conversation was conducted to identify the children's desire to learn, attitudes towards independent work and interest in the subject. It included the following questions:

Do you love to study?
How often do you work on your own in class?
Do you like doing assignments without the help of a teacher?
Do you like to answer the lesson yourself or listen to the answer of a friend?
Do you do homework by yourself or do your parents help you with this?
When are you interested in class?

Question 1 was answered positively by 19 students; on the second - 4; on the third - half of the students answered in the negative, the same number of students like to listen to the answers of others; on the fifth, only 4 students spoke positively; on the sixth, all students answered "When the teacher tells."

The conversation helped to see that many guys have a desire to work independently. It can be seen that the independence of work in the classroom encourages learning. They love to be asked questions, they are given special tasks where they can test their knowledge. The guys have a desire for independence, and if you constantly pay great attention to independent work, then it will become a need for them.

In working with students, it was noticed that the least of all they like the lessons of the Russian language and mathematics. To make sure of this completely, we suggested that they put a “+” sign if they like the item and put a “−” sign if they don’t like it. As in the previous methods, they were given leaflets with surnames and item numbers, and the children, after listening to the name of the item, put the corresponding sign in front of the item number (Table 3 results).

The results of the positive attitude of students to the subjects studied

List of students	P R E D M E T S
List of students	Russian language	Mate matica	Nature keeping	Technology
1. Maxim Afanasiev
2. Babanina Daria
3. Vitaly Vedyagin
4. Voronova Alina
5. Alina Gladkova
6. Danilov Fedor
7. Denisenko Maria
8. Iskandaryan Eva
9. Istomina Agata
10. Kudryavtseva Olga
11. Andrey Mishin
12. Murastova Ekaterina
13. Novgorodskaya Irina
14. Pasteeva Alexandra
15. Tretyak Daniel
16. Uvarova Daria
17. Fanina Marina
18. Chernushenko Nikita
19. Shevkunova Anastasia
20. Shpagin Nikita
Total	5 and 15	5 and 15	8 and 12	12 and 8

Symbols: "+" - the object is liked, "-" - the object is not liked.

The results obtained confirmed our assumptions that the subjects of the Russian language and mathematics cause the greatest difficulty for students.

We also needed to find out what knowledge students have about independent study work. We offered them questions, the answers to which we summarized (see the results below).

Results on the identification of students' knowledge about independent work

Testing was proposed, which helped us to find out what the initial level of knowledge of students about independent study work and what is their attitude towards it, as well as to subjects in the lessons of which we intend to increase the number of independent work.

Generalized results of testing students about their attitude to independent work

Statements	Number of children who responded
Statements	Yes	No
I like independent work because everything is remembered better. I want to have a lot of independent work in all subjects. I want more math and Russian lessons. I like math because it's easy. I like math because I understand everything and can cope with solving problems and examples.

The method of observation revealed that all students in the first grade had a weakly formed skill of independence. Students cannot apply attention, memory, imagination, thinking, but strive to complete the task and reproduce knowledge, master the ways of applying them according to the model.

The results of the diagnostics made it possible to identify a number of problems: not all students have the appropriate preparation before school, and this is expressed in a low level of intellectual readiness. Very poor vocabulary, underdeveloped logical thinking, low level of autonomy. The diagnostic data confirmed that in this situation a mechanism for the development of independence is needed, as it allows not only to develop the abilities of students, but also to teach how to apply the acquired knowledge and skills.

Also in the process of observing children, it was suggested that such problems arise due to the fact that children have different leading hemispheres.

Then it was carried out diagnostic examination students to determine the leading hemisphere. For this, a series of game methods for preschoolers and younger schoolchildren was used by Knyazeva M.G. and Vildavsky V.L. (Attachment 1). According to this technique, four profiles of the lateral organization are distinguished.

Lateral organization is a set of external signs that show which side a person prefers in a particular action.

Left type - leading arm, leg, eye, ear.

Symmetrical type - complete symmetry of vision, hearing, legs, arms.

Mixed type - different combinations of indicators.

Right type - right-sided symmetry (arm, leg, eye, ear)

The test results are presented in a diagram and a table.

Last name, first name	Job numbers	type of
Last name, first name		type of
1. Maxim Afanasiev
2. Babanina Daria
3. Vitaly Vedyagin
4. Voronova Alina
5. Alina Gladkova
6. Danilov Fedor
7. Denisenko Maria
8. Iskandaryan Eva
9. Istomina Agata
10. Kudryavtseva Olga
11. Andrey Mishin
12. Murastova Ekaterina
13. Novgorodskaya Irina
14. Pasteeva Alexandra
15. Tretyak Daniel
16. Uvarova Daria
17. Fanina Marina
18. Chernushenko Nikita
19. Shevkunova Anastasia
20. Shpagin Nikita

According to the diagram and table, it can be seen that most of the class is made up of left-brained children, and these are predominantly girls. Gender education is based on the same principle. The percentage of right-brained children in the class is not high, but it became necessary to build any work in the lesson, mostly independent, only if diagnostic data were taken into account.

Relevance of experience

Federal state standard the second generation involves the formation of a creative personality capable of independently determining the methods of its activity. The quality of the educational process is largely determined by the extent to which the student is the subject of cognition, showing activity and cognitive independence in the learning process. However, an analysis of the practice of teaching in primary school gives grounds to conclude that it is precisely this circumstance that still does not sufficiently take into account the currently functioning system of training, which is still based on reproductive forms and teaching methods.

Independence is the basis for the formation of creativity in the activity of the subject, and creative activity is the active interaction of the subject with the outside world, as a result of which he purposefully changes this world and himself and creates something new that has social significance. Therefore, the future directly depends on the efforts of the school: how well it will ensure the development of activity and independence of students in learning.

Speaking about the formation of schoolchildren's independence in the classroom, it is necessary to keep in mind two closely related tasks. The first of them is to develop students' independence in cognitive activity, to teach them to acquire knowledge on their own, to form their own worldview; the second is to teach them to independently apply the existing knowledge in teaching and practical activities.

Independent work is not an end in itself. It is a means of fighting for deep and solid knowledge of students, a means of forming their activity and independence as personality traits, and developing their mental abilities. A child crossing the threshold of a school for the first time cannot yet independently set the goal of his activity, is not yet able to plan his actions, correct their implementation, correlate the result obtained with the goal set.

In the process of learning, he must achieve a certain sufficiently high level of independence, which opens up the opportunity to cope with various tasks, to get something new in the process of solving educational problems.

Controversy arose between the need to develop the cognitive independence of younger students and the great potential for teaching mathematics and the Russian language, on the one hand, and, on the other hand, the insufficient development of tasks that contribute to the development of independence of children of different hemispheres.

Leading pedagogical idea of experience

One of the most accessible and proven ways to improve the effectiveness of the lesson, the activation of students in the classroom is the appropriate organization of independent activities (learning work). It occupies an exceptional place in the modern lesson, because the student acquires knowledge only in the process of personal independent learning activities.

Advanced teachers have always believed that in the classroom, children should work as independently as possible, and the teacher should be the leader of this independent work, giving material for it. On the basis of this, aleading pedagogical idea: gradual development of independence skills in students in the lessons of the Russian language and mathematics based on assignments for children of different hemispheres.

Duration of work

Work on this experience covers the period from 2009 to 2012, from the first to the fourth year of study of students of the MBOU "Tomarovsky secondary school No. 1"

Experience Range

In this experiment, a system of tasks for elementary school students is proposed, which can be used in the lessons of the Russian language and mathematics in order to increase the level of independence of children of different hemispheres.

Theoretical base

Studying the essence of independent work in theoretically, there are three areas of activity in which the independence of teaching can develop - cognitive, practical, and organizational and technical. B.P. Esipov (60s) substantiated the role, place, tasks of independent work in the educational process. In the formation of students' knowledge and skills, the stereotypical, mostly verbal way of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works Ya. A. Kamensky .
Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem is teaching, the activity of the teacher without a sufficiently deep study and analysis of the nature of the activity of the student himself. The third direction is characterized by the fact that independent activity is chosen as the subject of research. This direction originates mainly in the works of K.D. Ushinsky. The studies that developed in line with the psychological and pedagogical direction were aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of activity.
Analysis of monographic works devoted to the problem of organizing independent work of schoolchildren, P.I. Pidkasistoy, I.A. Zimney, showed that the concept of independent work is interpreted ambiguously:

Independent work- this is such work that is performed without the direct participation of the teacher, but on his instructions, at a time specially provided for this, while students consciously strive to achieve their goals, using their efforts and expressing in one form or another the result of mental or physical (or both together) actions.〔 10, p. 152].

Independent work, in our opinion, is most fully defined
A.I. Winter. According to its definition, independent work is presented as purposeful, internally motivated, structured by the object itself in the totality of the actions performed and corrected by it according to the process and result of the activity. Its implementation requires a sufficiently high level of self-consciousness, reflectivity, self-discipline, personal responsibility, gives the student satisfaction as a process of self-improvement and self-knowledge. .

First, in this definition psychological determinants of independent work are taken into account: self-regulation, self-activation, self-organization, self-control, etc.

“ Independence"- a very multidimensional and psychologically difficult phenomenon, it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria. Independence - as a characteristic of the student's activity in a specific learning situation, is a constantly manifested ability to achieve the goal of the activity without outside help.

“Amateur performance” is a subjective, actually individual self-managed activity, with personally determined components: a goal, a leading need, motivation and ways of implementation.

“Self-Activation”is subjectively related intrinsic motivation activities.

“Self-organization”- the property of a person to mobilize himself, purposefully, actively use all his capabilities to achieve intermediate and final goals, rationally using time, effort, and means.

“Self-regulation”- initially psychological support of activity, in the subsequent development acquiring personal meaning, i.e. actual psychic content.

"Self-control"- a necessary component of the activity itself, which carries out its execution at the personal level.

Secondly, attention is focused on the fact that independent work is connected with the work of the student in the classroom and is a consequence of the correct organization of educational and cognitive activity in the classroom.

A.I. Zimnyaya emphasizes that the independent work of a student is a consequence of his properly organized learning activities in the classroom, which motivates its independent expansion, deepening and continuation in his free time. For the teacher, this means a clear awareness not only of his plan of educational actions, but also its conscious formation among schoolchildren as a certain scheme for mastering subject in the course of solving new educational problems. But in general, this is a parallel existing employment of a schoolchild according to a program chosen by him from ready-made programs or by himself, developed by him for the assimilation of any material.

Thirdly, independent work is considered as the highest type of educational activity, requiring a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility from the student, and giving the student satisfaction, as a process of self-improvement and self-awareness.

Levels of independent activity of schoolchildren

The studies of practical scientists and psychologists make it possible to conditionally distinguish four levels of independent activity of students, corresponding to their learning opportunities.

Copy actionsstudents in a given pattern. Identification of objects and phenomena, their recognition by comparison with a known sample. At this level, students are prepared for independent activity.
reproductive activityto reproduce information about the various properties of the object under study, mainly not going beyond the level of memory.
productive activityindependent application of acquired knowledge to solve problems that go beyond the known model, requiring the ability to inductive and deductive conclusions.
Independent activityon the transfer of knowledge when solving problems in completely new situations, conditions for compiling new decision-making programs, the development of hypothetical analogue thinking.

Each of these levels, although they are allocated conditionally, objectively exist. The work should be built sequentially from the first to the fourth level.

Any independent work at any level of independence has a specific goal. Each student knows the order and methods of doing work, but in children with different leading hemispheres, this process occurs differently.

In right-handers, the right and left hemispheres of the brain have their own functions and are in constant interaction. Information from the outside comes first to the right hemisphere, where it is recognized, “receives an image”, and then to the left, where it is concretized and named.

The right hemisphere (in right-handers) is predominantly responsible for evaluating spatial relationships, imagination, holistic perception, evaluating rhythms, and simultaneously perceiving multiple stimuli.

The left hemisphere specializes in evaluating temporal relationships, concretizing verbal expressions, numbers, analytical sequential perception, abstract and generalized thinking. The right cerebral hemisphere is associated mainly with the sensitive sphere, and the left one is associated with the motor and speech sphere.

The right hemisphere is responsible for the work of the left half of the body, and the left hemisphere is responsible for the work of the right half of the body. In most people, the "logical", left hemisphere dominates, and the energy, subcortical structures play an organizing role. Inside the hemispheres, the components of mental functions are also quite clearly localized.

The problem of left-handedness as a manifestation of the asymmetry of the cerebral hemispheres was considered in the works of many scientists. The subject of scientific research by a number of scientists was the method of teaching left-handed children to write in primary school (M.M. Bezrukikh, S. Efimova, M.G. Knyazeva). It has been convincingly proven that the situation of retraining a left-handed child is traumatic for his psyche (V.A. Airopetyants, A.D. Beridze, E.N. Sokolova, A.P. Chuprikov)
Due to the specifics of the actions performed by the leading right hemisphere of the brain functions for left-handed children, scientists note the violations or shortcomings in the development of visual-spatial perception that are often found in them (E.A. Kostadantov, D. Levy, V.V. Suvorova, etc.), visual memory (V.L. Bianchi, A.V. Semenovich, etc.) and hand-eye coordination (N.N. Bragina, T.A. Dobrokhotova, etc.), resulting in difficulties in distinguishing, memorizing and writing complex configurations of letters and numbers, the inscription of geometric shapes, as well as mirror writing, severe handwriting disorders, tremor, etc. (M.M. Bezrukikh, M.G. Knyazeva)

Therefore, in order to create comfortable conditions in the classroom and develop skills for independent work, it is necessary to develop a system of tasks for children with different hemispheres.

1.7. Novelty of experience

The novelty of the experience lies in the creation of a task system aimed at developing self-organization, self-regulation and self-control for children with different hemispheres in accordance with the levels of independent activity.

1.8. Characteristics of the conditions

The application of this experience is possible for students in grades 1-4, studying in various educational and methodological sets.

Experience technology

Purpose of experience

To improve the teaching methods in the lessons of mathematics and the Russian language on the basis of a system of tasks aimed at developing the independence of children of different hemispheres.

Experience objectives

1. To analyze the main psychological and pedagogical approaches to solving the problem of developing the independence of younger students.

2. To identify opportunities for teaching mathematics and the Russian language to younger students to develop independence.

3. Develop and justify ways of presenting tasks aimed at developing independence.

4. Develop a system of tasks in mathematics and the Russian language for children of different hemispheres.

5. Track performance.

In this experiment, a system of tasks is proposed for the lessons of the Russian language and mathematics in elementary school. The tasks are compiled taking into account the peculiarities of the learning ability of children of different hemispheres (Appendix 2) and are based on the levels of development of independence of younger students.

Left hemispheric children

Right Hemispheric Children

Level 1. Copying actions

The study of writing letters and numbers takes place in the traditional way. Demonstration by the teacher - independent writing by children according to the proposed algorithm.

The predominance of mirror writing requires the introduction of new methods of memorizing the spelling of letters and numbers.

- "Repeat after me!"

(Speaking with actions)

Circle the letter (number)!

(Writing the most complex letters, numbers and connections using tracing paper) (Appendix 3)

Level 2. Reproductive activity(Annex 4)

Spatial Relations

Draw seven circles in your notebook.

Color the third one green, and now color the circle that is one to the left of the green one red. Color in blue the circle that is second from the right.

Children doing the work Marking the dominant hand and

according to instructions. using this method

when performing such tasks.

Right-brained children have difficulty in isolating and distinguishing geometric shapes. I offer the following tasks.

Group the figures according to the same characteristics.

Draw geometric shapes, find differences, think about why they are called that.

The principle of work "from the opposite".

How many sides and angles are in this figure?

Choose from the proposed names the one that, in your opinion, best suits this figure.

I propose to memorize the names of geometric shapes with the help of poems.

At the square in our world

There are four right angles!

And four sides

Always equal to each other!

You on me, you on him

Look at all of us,

We have everything, we have everything

We only have three.

Three sides and three corners

And so many peaks.

And thrice hard things

We will do it three times.

When studying the multiplication table and the corresponding cases of division, I offer the following tasks:

Explain how the expressions are related to each other:

4 x 6=24

24:6 =4

24: 4=6

Fill the table:

Plural
Plural
Prod.

Working with vocabulary words.

Choose dictionary words from the proposed ones, write them down, prove that they are dictionary words.

Use of illustrations. Find among these images the names of objects that are dictionary words.

spelling rules.

The traditional method of memorizing the rules. Reading in the textbook - execution according to the algorithm given in the rule.

An example of studying the spelling of unstressed verb endings.

Spelling words with hissing at the end.

Memorization is more effective if the rules are presented in pictures, rhymes, poems.

Appendix 7

The study of the composition of the word.

Parse the proposed words by composition using this algorithm of actions. (Annex 6)

Come up with one word each that matches the given schemes.

Level 3. Productive level(Annex 5)

Find errors in the text, correct them, what rules made mistakes.

Read the text. Write it down. Which words are in doubt when writing, select the appropriate rules for them.

Solve the given problem and make a reverse one.

Find the shortest way to solve the problem.

Restore the task text.

Make a drawing problem.

Level 4. Independent activity

Recovery of deformed and unpunctuated texts.

Written and oral mini-compositions.

Which arithmetic operations can be performed in the given order:

A) 3 1 2

B) 2 3 1

C) 3 2 (1)

D) 2 ( 1 ) 3

List the steps in each diagram:

A) +: + x -

B) x + (+) -

B) : + - -(+)

Choose a numeric expression that matches each schema.

63:7 +20 -5 – (9+6)

36:9 + 6 x 8 - 50

5 x4 + (3+19) - 10

Various forms of work can be used. But it is more expedient to use pair and group work, distributing students into identical leading hemispheres.

The effectiveness of the experience

To assess the effectiveness of the system of tasks used, testing was carried out for the formation of the level of independence in children of different hemispheres.

The results are presented in the table.

List of students	P R E D M E T S
List of students	Russian language	Mate matica	Nature keeping	Technology
1. Maxim Afanasiev	+	+	+	+
2. Babanina Daria	+	+	+	+
3. Vitaly Vedyagin	+	+	+	+
4. Voronova Alina	+	+	+	+
5. Alina Gladkova	+	+	+	+
6. Danilov Fedor	+	+	+	+
7. Denisenko Maria	+	+	−	+
8. Iskandaryan Eva	+	+	−	+
9. Istomina Agata	+	+	+	+
10. Kudryavtseva Olga	+	+	−	+
11. Andrey Mishin	−	+	−	+
12. Murastova Ekaterina	+	+	+	+
13. Novgorodskaya Irina	+	+	+	+
14. Pasteeva Alexandra	+	+	+	+
15. Tretyak Daniel	−	+	−	+
16. Uvarova Daria	+	+	+	+
17. Fanina Marina	+	+	−	+
18. Chernushenko Nikita	+	−	+	+
19. Shevkunova Anastasia	+	+	+	+
20. Shpagin Nikita	+	+	+	+
Total	2 and 18	1 and 19	6 and 14	20

At the control stage, we were convinced that the formative experiment gave positive results, as 7 students increased their interest in the Russian language and mathematics ─ 9 students.

The data of the pivot table indicate that students have become more aware of independent work, enjoy working in the classroom.

The table gives information that most students like to work independently in the lessons and they want more math lessons. This, apparently, is because independent work was most often organized in the lessons of this subject.

All students in the class attend an extended day group. According to the teachers working with this group of children, homework takes 1.5-2 hours, which is normal. And for some students, it takes even a shorter time. Students clearly define the purpose of the work and the algorithm for achieving this goal, they have well-developed skills of self-regulation and self-control.

The children developed the skill of independent work with various literature: popular scientific, educational, artistic. The desire of children to participate in various creative and research competitions has increased, where they have repeatedly won prizes.

The relevance of independent work of students in the educational process has especially increased in recent years. The scientific and technological revolution required a person to adapt to constantly changing and improving production conditions (technologies). A modern worker in any industry must be able to navigate the growing (and often contradictory) flow of information. In the formation of knowledge and skills among schoolchildren today, the effectiveness of the stereotypical, mainly verbal method of teaching is already insufficient.

Undoubtedly, the role of students' independent work will continue to grow in the future. This is due to the introduction of information and communication technologies into the educational process. The teacher will be free from many unproductive types of work and will be able to pay more attention to the educational and creative side of his activity.

Bibliographic list

Andreev V. I. Pedagogy: A training course for creative self-development. - Kazan: Center for Innovative Technologies, 2008.
Asperova I.B. Professional education at school. – M.: Knowledge, 2007.
Babansky Yu.K. Pedagogy. – M.: Enlightenment, 2006.
Belkin E.L. The essence of the concept of "independent work" in didactics. – M.: Bustard, 2007.
Buryak VK Independent work of students. - M .: Education, 2004.
Gornostaeva Z.Ya The problem of independent cognitive activity // Open school. - 1998. - No. 2.
Gromtseva AK Formation of schoolchildren's readiness for self-education. – M.: Enlightenment, 2003.
Davydov V.V. Russian Pedagogical Encyclopedia. – M.: Bustard, 2008.
Esipov, B.P. Independent work of students in the learning process. - M .: Education, 2001.
Zharova L.V. Management of independent activities of students. - St. Petersburg: Neva, 2002.
Zimnyaya A.I. Pedagogical psychology. – M.: Logos, 2005.
Kralevich I.N. Pedagogical aspects of mastering generalized methods of independent learning activity. - Nizhny Novgorod: Educational literature, 2005.
Markova A.K. Formation of motivation at school age. - M .: Education, 2005.
Onischuk V.A. Lesson in a modern school - M .: Education, 2008.
Orlov V.N. Student activity and independence. – M.: Logos, 2004.
Pidkasty P.I. The learning process in the conditions of democratization and humanization of the school. - M: Enlightenment, 1999.
Pidkasisty P.I. Independent cognitive activity of schoolchildren in teaching. - M .: Pedagogy, 1980.
Smirnova N.M. Development of skills of independent activity of students. – M.: Enlightenment, 2008.
Kharlamov I.F. Pedagogy - M .: Education, 2002.
Chernyavskaya A.P. Development of students' independence in the process of individually oriented learning. - Yaroslavl, YaGPU Publishing House, 2008.

Attachment 1

Game technique of M.G. Knyazeva and V.L. Vildavsky

№	Job content	Result
1.	Drawing. The child is invited to draw an object of choice. After completing the task, the child draws the same object with the other hand.	It is determined which hand made the drawing better: a clear, proportional image, straight lines, no additional strokes, broken lines, smoothed corners, no hand tremor when drawing.
2.	Opening a matchbox. It is proposed to find a match in one of the boxes.	The leading hand is considered to be the hand that performs an active action.
3.	Folding a well of matches (sticks)	The dominant hand is used more actively
4.	Ball game. The child takes a tennis ball from the table, throws it to an adult and catches it several times.	Throwing and catching the ball is performed by the leading hand.
5.	Cutting with scissors along the outline of the pattern. The child is invited to cut along the contour.	The leading hand is the more active hand, and it is not necessarily the hand in which the child holds the scissors, since the child can rotate the drawing and keep the scissors motionless.
6.	Stringing beads on a thread.	The leading hand is considered to be the one that performs the movement, even if the child holds the needle or thread in the other hand.
7.	Perform rotational movements. The child is invited to open several vials with screw caps.	The hand that actively performs the movement is active.
8.	Untying knots. A cord of medium thickness is used with loose knots tied in advance.	With the leading hand, the child ties the knot, and with the other hand he holds it.
9.	Building from cubes according to the model.	How the leading hand is evaluated more often taking, laying down.

Appendix 2

Differences in student learning characteristics

"Left-brainers"	"Right Hemispheres"
1. Perceive information through verbalization	1. They perceive information figuratively, emotionally
2. Build logical chains	2. Go from image to word. The main thing for them is the meaning
3. Work well according to plans	3. Well-developed search activity
4. Easy to perceive abstract material	4. Easier to learn from case studies
5. Putting together information from pieces	5. They perceive information holistically, when detailed, they cease to perceive the meaning
6. Write dictations easier	6. Write essays easier
7. Word parsing is easy	7. It is difficult to parse words
8. Difficulty joining discussions	8. Easily join the discussion
9. Easily find mistakes in words	9. Do not see mistakes in words
10. Get lost in an unusual situation	10. Can apply knowledge in a non-standard situation
11. Good organizers. Pragmatists	11. Creative personalities Sections ecosystems Zoology Biology Long 19th century recent history Middle Ages new time Interwar period Advertising © 2022 \| Feedback

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2.2 Program of experimental work and analysis of its effectiveness

Conclusion

List of sources used

Annex 1. Questionnaire for assessing the level of school motivation of N. Luskanova

Annex 2. Questionnaire for assessing the cognitive activity of a junior schoolchild A.A. Gorchinskaya

Appendix 3. List of topics for the lessons of the world around using a problem situation

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