home » Biology Techniques for activating the cognitive activity of students. Methods and techniques for enhancing the cognitive activity of students. List of sources used

Techniques for activating the cognitive activity of students. Methods and techniques for enhancing the cognitive activity of students. List of sources used

Zhivaikina Maria Alekseevna

Techniques and methods of activation cognitive activity students in elementary school

In math class:

“The subject of mathematics is so serious that it is useful not to miss the opportunity to make it a little entertaining” / B. Pascal.

It is generally recognized that one of the most important motives for learning for schoolchildren is cognitive interest. Under the influence of cognitive interest, educational work, even among weak students, proceeds more successfully.

The problem of activation of cognitive activity was dealt with by such teachers as D.B. Elkonin, V.V. Davydov, G.A. Zuckerman, G.I. Schukin, I.F. Kharlamov and many others.

The methods of activation of cognitive activity are used, such as:

Game forms, teaching methods and techniques

Independent work

Problem situations

Non-traditional forms of training

Design and research activities and modern educational technologies.

Favorite form of activity junior schoolchildren, like preschoolers, is a game . In the game, mastering the game roles, children enrich their social experience, learn to adapt in unfamiliar conditions.

V.A. Sukhomlinsky believed that “the Game is a huge bright window through which spiritual world the child is infused with a life-giving stream of ideas, concepts about the world around him. The game is a spark that ignites the flame of inquisitiveness and curiosity.

The games I use in math lessons are varied

Desktop

Didactic

3. Role-playing

Travel Games
intellectual

Board games develop imagination, ingenuity and observation. Children learn to think quickly and logically. I use crossword puzzles for both frontal and individual work. Primary school students are interested in games encrypted with the help of riddles, requiring quick wit, poetic fiction.

Children really like ball games when studying tabular cases of multiplication and division or when conducting mental counting.

Story - role-playing gamesdo not require special training and complex design. We use only the details of costumes, for example, Students perform certain roles, play a certain scenario, dialogue.

Travel Gamescontribute to the deepening, consolidation of educational material. For example, at the lesson we received a letter from the elves, in which it was reported that Santa Claus was kidnapped. You can invite children to go on a journey through the winter forest in order to find Santa Claus.

Even greater activity among students can be observed when usingintellectual games. They are given charades, puzzles, riddles. Guessing riddles by younger students can be considered as a creative process, and the riddle itself as a creative task.

Great attention is paid to the organizationindependent workon the lessons. In order for everyone to cope with it, I use preparatory exercises, cards with differentiated tasks, it is necessary to think over the sequence of tasks, variance, commenting on tasks and visibility. You can increase the number of independent works that:

Prepare students for learning new material;

In the lessons of studying new material, intra-subject connections (previously studied material) are used. The beginning of the lesson is practiced not with the explanation of new material, but with independent work.

I compose exercises for such work so that in the process of performing the students:

We repeated the rules, definitions, mathematical facts, the knowledge of which is necessary to understand the new material;

Performed previously studied calculations and transformations that are an integral part of the new rule;

They predicted the existence of an algorithm, formula, concept unknown to them.

Thus, during the exercise, students are already learning a new item of the program. During the test, we make generalizations together with the students, introduce a new concept or rule. This reduces the time for explanation.

To activate cognitive activity, we usetroublesome situations.

Problems in teaching mathematics arise quite naturally, without requiring any special exercises, artificially selected situations. I never organize the work in the lesson in such a way that the children decide only according to the model. I try to get the student to think about solving problems.

Encourage students to be creative and realize hidden opportunitiesnon-standard forms lesson organization, for example, an invitation to a fairy tale. The fairy-tale plot introduces students to a magical world where they, together with the heroes, overcome obstacles, defeat evil, and help the offended. A fairy tale lesson allows you to create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which, ultimately, facilitates the process of mastering knowledge and makes learning more effective.

It has been proven that a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. In order to facilitate the process of perception and memorization of information, I often use presentations in practice. The presentations made for the lessons save my time significantly, increase the culture of the lesson, allow to differentiate the approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of schoolchildren's education.

In mathematics lessons, with the help of slides, I demonstrate examples, drawings and illustrations for tasks, chains for oral counting, organize mathematical warm-ups and self-tests, and physical education sessions.

The formation of cognitive actions is accompanied bypositive emotions. Therefore, a child of primary school age constantly needs approval and recognition. I need a few seconds to smile, to say a kind word encouragingly, and how much they will add to both the lesson and the child.

In order to minimize the time spent on knowledge test students use various printed notebooks, handouts, various types of mathematical dictations.

Conditions, the observance of which contributes to the formation, development and strengthening of the cognitive interest of students:

The first condition is to exercise maximum reliance on the active mental activity of students.

The second condition involves ensuring the formation of cognitive interests and personality as a whole.

The emotional atmosphere of learning, the positive emotional tone of the learning process is the third important condition.

The fourth condition is favorable communication in the educational process. This group of conditions of the relationship "student - teacher", "student - parents and relatives", "student - team".

A didactic game is one of the effective means of developing interest in subject.

IN pedagogical work Much attention should be paid to the didactic game in the lesson. Didactic game contributes to a better understanding of the mathematical essence of the issue, clarification and formation mathematical knowledge students. Games can be used on different stages assimilation of knowledge: at the stages of explaining new material, its consolidation, repetition, control. The game allows you to include in active cognitive activity more students. It should fully solve both the educational tasks of the lesson and the tasks of enhancing cognitive activity, and be the main step in the development of students' cognitive interests. The game helps the teacher to convey difficult material to students in an accessible form. From this we can conclude that the use of the game is necessary when teaching children of primary school age. It is important that children experience the joy of discovery in every lesson, so that they develop faith in their own strength and cognitive interest.

Russian language

To arouse interest in the study of the Russian language in children is quite problematic, but possible. I have developed presentations and successfully use them in the lessons of both familiarization with new material, lessons of consolidation and generalization, as well as integrated lessons, control of ZUN.

“Working with vocabulary words”

Spelling of difficult words is one of the directions of the Russian language. When learning these words, I use a presentation. I developed the presentation for use in practical work with vocabulary words.

The presentation can be built like this:

first, the guys guess the word with the help of a rebus or riddle,
pronounce the word, find the stressed syllable, explain the spelling of the weak position,
a word appears with a missing letter in a weak position, students write the word in a notebook, highlight the spelling,
then they get acquainted with the meaning of this word with the help of a teacher (meaning of the word), the origin of the word (etymology),
divide the word into syllables, give a description of each sound, while writing the word in transcription, compare the letter and sound recording of the word,
select single-root words for the word,

7. select synonyms, antonyms (if possible),

8. the next slide demonstrates the compatibility of words with the word being studied,

9. highlighting this word in phraseological units, proverbs, sayings,

10. compiling a sentence with this word, or writing a sentence from a slide.

Such work will help to implement one of the principles of working with difficult words - a targeted entry into speech practice.Writing vocabulary words should be addressed at different stages of the lesson:

in calligraphy it can be a saying or a proverb,
the quatrain can be used as a letter from memory,
writing vocabulary dictations can be done with the help of puzzles, etymology or word interpretation (reverse dictations),
suggestions can be used for a commented email.

In emotionally colored texts, as a rule, there are several words with difficult spelling. This allows you to repeatedly return to previously studied words, consolidate their spelling in the context of written speech and contribute to better memorization of the word - “memorization with understanding”.

Etymology deserves special attention, as it allows you to see the basis of the word, in this case, associative thinking and memory are connected to motor and visual memory, which makes memorization more meaningful. When getting acquainted with the origin of the word, the boundaries of knowledge expand, a connection is made between Russian and history, acquaintance with the life of different peoples, which leads to an increase in interest in learning.

Antonyms and synonyms also enrich our speech. Effective for understanding synonyms and antonyms is the simultaneous work on them.

If phraseological units are the highlights of our speech, making it attractive, then synonyms and antonyms are lights that illuminate different aspects of speech, allowing you to avoid stereotypes, repetitions and clichés.

Phraseologisms can be used in the following types of creative tasks:

1. come up with a situation suitable for this phraseological unit;

2. choose a phraseological unit for an illustration or situation;

3. write a mini-essay using a specific or any phraseological unit for a given word.

The use of puzzles, poems in the study of words with difficult spelling supports the child's emotional attitude to complete the task, interest, avoids the process of monotony in the process of assimilating new knowledge, provides the best developmental effect and motivation for learning.

Lessons using ICT - this, in my opinion, is one of the most important results of innovative work in the school. Computer technology can be applied to almost any school subject. One thing is important - to find the edge that will make the lesson truly educational and educational. The use of information technology allows me to implement my plan, to make the lesson modern. The use of computer technology in the learning process affects growth professional competence teachers, this contributes to a significant improvement in the quality of education, which leads to the solution of the main task of educational policy.

Literary reading

In elementary school, the teacher has a huge responsibility for shaping the student as a reader. The success of learning in all subjects (not only in primary school) is determined by the quality of the student's reading skills, but the child shows interest in independent reading only when he masters the reading process itself. Reading is an activity. As a general mental activity, it is motivated by motives, needs, which are based on interest. The main goal of literary reading lessons in primary school- to help the child become a reader: to bring to the realization of the rich world of domestic and foreign children's literature as an art of artistic expression, to enrich the reader's experience. As you know, literary reading is initial stage unified, continuous course of literature in modern general education school. At one time, K. D. Ushinsky said: “Reading does not mean anything; what to read and how to understand what is read - that is the main thing. Given the characteristics of modern children - they are mobile, independent, communicative and inquisitive, it is necessary to organize the work in the reading lesson in such a way as to direct their active activity in the right direction. The educational and cognitive activity of students at school is a necessary stage in preparing the young generation for life. This is an activity of a special type, although structurally it expresses unity with any other activity. Educational and cognitive activity is an orientation learning activities for cognitive interest. It is impossible to overestimate the importance of cognitive activity for the overall development of the student and the formation of his personality. Under the influence of cognitive activity, all processes of consciousness develop. Cognition requires the active work of thought, and not only thought processes, but also the totality of all processes of conscious activity.

Personality develops only in the process of its own activity. “You can teach a person to swim only in water, and you can teach a child to act only in the process of activity.” The learning process is determined by the desire of teachers to intensify the learning activities of students.

Literary reading is academic discipline, the purpose of which is to introduce the younger student to the world of the art of the word, to teach correct and expressive reading, as well as to form the ability to understand the author's intention and form their own opinion. True reading is reading, which, according to M. Tsvetaeva, "is participation in creativity." It is necessary to develop intelligence, emotional responsiveness, aesthetic needs and abilities.

development goal cognitive activity is the formation of 8 qualities:

curiosity;

resourcefulness and imagination;

alternative thinking;

ingenuity;

originality;

flexibility;

independence;

breadth and depth of thought.

When reading literary tales students can be asked to:

Draw an illustration for the read work;

Sculpt a hero from plasticine;

play a scene;

Compose a fairy tale with the same beginning or similar characters;

Pick up a riddle for a fairy tale, draw a guess;

pick up proverbs and sayings on various topics.

In the lessons of reading fairy tales of different peoples, you can offer the following tasks:

Compose a picture filmstrip;

to find popular expression in a fairy tale

Come up with a happy ending to the fairy tale;

give an interpretation of the word, work with a dictionary to expand the active vocabulary of students.

When familiarizing yourself with the fable genre, offer the following types of tasks:

Expressive reading of the fable and its dramatization;

come up with an exposition of the fable;

Drawing up a literary mosaic;

Drawing up the characteristics of heroes based on selective reading;

Solving crossword puzzles.

For development creative activity use the following types of tasks in the lesson:

Compilation and revision of texts. Before you is the text "The Tale of the Dandelion." Your task is to match the nouns with adjectives. Make the description clear.

Use creative retellings in your work, which involve the transfer of the text with any changes:

add something that could precede the situation that is depicted in the work;

change the grammatical tense of the verb;

figure out how things could unfold next.

Creative retelling trains the flexibility of the reader's gaze, teaches them to see the position of different characters, to empathize with them.

You can also use such forms of work as:

Find additional material about the author of the work;

Prepare an exhibition of books by one of the authors;

find additional material in the encyclopedia;

Compositions of fairy tales, counting rhymes, nursery rhymes, poems.

Compositions, for example, on various topics bring the author closer to self-disclosure, self-expression of the personality.

The work carried out on the development of cognitive activity in the lessons of literary reading gives its results. Students demonstrate individual and unique creative solutions to the challenges they face.

The world

An important role in the acquisition by students of deep and solid knowledge is played by the organization of educational activities of schoolchildren in the classroom, the correct choice by the teacher of methods, techniques and teaching aids.

The following principles of activity are implemented in the lessons:

activation of cognitive and mental activity of students;

differentiated approach to the study of the subject;

increased interest in the material being studied;

development of creative abilities of students.

The phenomenon of a non-standard lesson is an objective manifestation of a clearly expressed trend in the development of the class-lesson system in a modern school, when the lesson itself as a form of training ceases to occupy a monopoly position and other forms are increasingly being used along with it.

This is due to a number of reasons, the main of which is that the lesson, despite its apparent universality, still has limited opportunities: relying only on it, it is not possible to effectively develop Creative skills students, to ensure the proper level of formation of general educational skills, to use opportunities for the development of monologue speech of schoolchildren, to organize various forms of communication.

The creative principles of non-standard lessons are as follows:

1. Refusal of the template in the organization of the lesson, from the routine and formalism in conducting.

2. The maximum involvement of class students in active activities in the lesson.

3. Not entertainment, but entertainment and passion as the basis of the emotional tone of the lesson.

4. Support for alternativeness, plurality of opinions.

5. The development of the function of communication in the classroom as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.

6. "Hidden" (pedagogically expedient) differentiation of students according to learning opportunities, interests, abilities and inclinations.

7. Using the assessment as a formative (and not just a resultant) tool.

An unconventional lesson is an impromptu learning session with a free structure. According to its purpose, it can be both a lesson in learning new things, and a lesson in repetition, and a generalizing, and a lesson of a combined type. Such lessons appeared as a kind of "response" of teachers to the situation of decreasing students' interest in classes. This is the progress of the teacher's thought. In these lessons, students develop in a student-centered education. It helps the child to become a cultural person, supporting all the good that is inherent in him by nature. The teacher uses the materials offered, creating conditions for the manifestation of the activity of personal structures of consciousness: criticality, motivation, reflection, etc. Non-traditional lessons occupy a significant place in my work. This is due to the age characteristics of younger students, the game basis of these lessons, the originality of their conduct. When developing lessons, I pursue the main goals and implement them in specific forms.

For example:

- development of a meaningful attitude to knowledge: lesson-protection of knowledge, lesson-protection of ideas, lesson-meeting.

- the formation of the creative abilities of students: a fairy tale lesson, a benefit lesson, a creativity lesson.

- expanding horizons: a lesson - an excursion, a lesson - a journey.

– development of non-standard skills academic work: pair survey, work in groups, express survey.

– stimulation of cognitive interest: lesson-KVN, lesson “What? Where? When?”, quiz lesson.

All this contributes to increasing the effectiveness of teaching subjects, achieving goals, high performance in learning.

When conducting open lessons, an unconventional form is always advantageous, since it presents not only game moments, but also the original presentation of the material. Employment of students through various forms of collective and group work. Group forms of work allow you to create wider contacts between students.

The relevance of such work, in my opinion, is expressed in creating conditions for the self-realization of the student's personality, raising the status of the student, the importance of his personal contributions to solving common problems.

In non-standard lessons, students should receive non-standard tasks.

Non-standard tasks can be presented in the form of problem situations (embarrassments from which it is necessary to find a way out using the acquired knowledge), role-playing and business games, contests and competitions (based on the principle "who is faster? more? better?") and other tasks with elements entertainment.

Of course, non-standard lessons, unusual in design, organization, method of conducting, are more popular with students than everyday training sessions with a strict structure and established mode of operation. Therefore, all teachers should practice such lessons. But it is not advisable to turn non-standard lessons into the main form of work, to introduce them into the system because of the great loss of time, the lack of serious cognitive work, low productivity, and so on.

1. Non-standard lessons should be used as final lessons when summarizing and consolidating the knowledge, skills and abilities of students;

2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to the loss of sustainable interest in the subject and the learning process;

3. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific goals for training and education;

4. When choosing the forms of non-traditional lessons, the teacher must take into account the peculiarities of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students;

5. To integrate the efforts of teachers in the preparation of joint lessons, it is advisable not only within the framework of the subjects of the natural and mathematical cycle, but also entering the subjects of the humanitarian cycle;

6. When conducting non-standard lessons, be guided by the principle “with children and for children”, setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.

Thus, we can conclude that non-standard lessons are one of the important means of learning, as they form students' steady interest in learning, relieve tension, help form learning skills, have an emotional impact on children, due to which they form more solid, deep knowledge. Features of non-standard lessons are in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in a lesson, in school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in building the methodological structure of the lesson. And therein lies their positive side. But it is impossible to build the entire learning process from such lessons: in their very essence they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the diverse construction of the methodological structure of the lesson.

The use of non-traditional forms of work in the classroom brings its results:

Students increase the depth of understanding of educational material, cognitive activity and creative independence.

The nature of the relationship between students is changing.

Self-criticism grows.

Skills of educational business communication are formed.

Work experience shows that non-traditional lessons:

Make classes more memorable, emotional;

Contribute to deep and consistent assimilation of the material;

Favorably influence the development of creative abilities;

Develop logical thinking; creative abilities of students;

Show interest in the subject, curiosity;

Organize connections with other art forms.

In junior school age children are the most open, and not only for new knowledge, but also for personal contacts. And then - it all depends on the teacher, on how he will understand his goal. It is important for me that my lessons are remembered by children, so I try to use in my work non-traditional forms and teaching methods that help me make the lesson more fun.

Literature:

Andreeva R.P. Etymological dictionary for schoolchildren. Ed. House "Litera", S.-Pb., 2005.

Baranov M.T. Spelling work in grades 4-6. // Russian language at school. - 1980. - No. 3.

Veraksa N.E. Individual characteristics cognitive development children preschool age/ NOT. Verax. - M.: PERSE, 2003. - 144 p.

Vygotsky L.S. Game and its role in the mental development of the child // Questions of psychology. 1966. No. 6. pp. 12 - 14.

Let's play. Ed. A.A. joiner. M.: “Enlightenment”, 1991.

Zhikalkina T.K. Game and entertaining tasks in mathematics. M.: “Enlightenment”, 1989.

Schoolboy game. M. Enlightenment 1989.

Istomina N.B. Activation of students in mathematics lessons in elementary grades. M., 1985.

Karpova E.V. Didactic games in the initial period of study. Yaroslavl: "Academy of Development", 1997.

Kovalenko V.G. Didactic games in mathematics lessons. M.: “Enlightenment”, 1990.

Computerization of education: Problems and prospects. Moscow: Knowledge, 1986

Korotkova N.V. Modeling at the lessons of literary reading // Elementary school. - 2004. - No. 11. - S. 76-80.

Koshkina I.V., Tselimbrovskaya G.B. Elementary School Integration: Lessons visual arts// Primary School. - 2003. - No. 10. - S. 82-85.

Krugovykh N.V. Through reading lessons - to education and development // Primary school. - 2000. - No. 6. - S. 44-46.

Kudina G.N., Novlyanskaya Z.N. On the new educational and methodological set for literary reading // Elementary School. - 2002. - No. 3. - S. 3-7.

Kukushin V.S. Modern pedagogical technologies. Primary School. A guide for the teacher. Rostov n / a: publishing house "Phoenix", 2003.

Leontiev A.A. Reading as understanding // Language and speech activity in general and educational psychology/ Moscow. psycho-social in-t. - M., 2001.

Lushina E.A. Research lessons // Elementary school. - 2001. - No. 8. - pp. 62-65

Lvov M.R. Spelling in elementary grades. – M.: Enlightenment, 1990.

Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching the Russian language in elementary grades: Proc. allowance for students. ped. universities and colleges. 3rd ed., stereotype. - M.: Ed. Center "Academy", 2004. - 364 p.

Mardanova E.U. We do not want war: Reading lesson in grade 1. // Primary School. - 2003. - No. 5. - S. 12-14.

Merzlyakov I.B. Reading lesson in grade 3 // Primary school plus Before and After. - 2002. - No. 6. - S. 57.

Mironova E.A. Development of reader's interest in younger schoolchildren // Primary school. - 2011. - No. 8. - S. 74-75.

Primary School. - 1988. - No. 11, 1990. - No. 2.

Nikolaeva L.P., Ivanova I.V. Working with vocabulary words. M.: “Exam”, 2008

Education for the future (supported by Microsoft): Proc. Benefit. M .: Publishing and trading house "Russian edition", 2004.

Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. M., 1999.

Orlov Yu.I. On the place of a single word in artistic analysis text // Primary school. - 2001. - No. 2. - S. 50-52.

Pavlova L.A. Elective course "The living word of the teacher" for bachelor students // Primary school. - 2008. - No. 7. - S. 83-

Panfilova I.P. Elements of Linguistic Text Analysis in Teaching Primary School Students // Elementary School. - 2009. - No. 3. - S. 15-17.

Dictionary of synonyms and antonyms of the Russian language. S.-Pb., 2005.

Talyzina N.F. Formation of cognitive activity of younger students. M, 1988.

Tula city

Techniques and methods for activating the cognitive activity of students in elementary school

“The subject of mathematics is so serious that it is useful not to miss the opportunity to make it a little entertaining” / B. Pascal.

The problem of activation of cognitive activity was dealt with by such teachers as D.B. Elkonin, V.V. Davydov, G.A. Zuckerman, G.I. Schukin, I.F. Kharlamov and many others.

The methods of activation of cognitive activity are used, such as:

- game forms, teaching methods and techniques

- independent work

- problem situations

- non-traditional forms of training

- design and research activities and modern educational technologies.

The favorite form of activity of younger schoolchildren, as well as preschoolers, isa game . In the game, mastering the game roles, children enrich their social experience, learn to adapt in unfamiliar conditions.

V.A. Sukhomlinsky believed that “A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of a child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

The games I use in math lessons are varied:

Board games develop imagination, ingenuity and observation. Children learn to think quickly and logically. I use crossword puzzles for both frontal and individual work. Primary school students are interested in games encrypted with the help of riddles, requiring quick wit, poetic fiction.

Children really like ball games when studying tabular cases of multiplication and division or when conducting mental counting.

Story - role-playing games do not require special training and complex design. We use only the details of costumes, for example, Students perform certain roles, play a certain scenario, dialogue.

Travel Games contribute to the deepening, consolidation of educational material. For example, at the lesson we received a letter from the elves, in which it was reported that Santa Claus was kidnapped. You can invite children to go on a journey through the winter forest in order to find Santa Claus.

Even greater activity among students can be observed when usingintellectual games . They are given charades, puzzles, riddles. Guessing riddles by younger students can be considered as a creative process, and the riddle itself as a creative task.

Great attention is paid to the organizationindependent work on the lessons. In order for everyone to cope with it, I use preparatory exercises, cards with differentiated tasks, it is necessary to think over the sequence of tasks, variance, commenting on tasks and visibility. You can increase the number of independent works that:

Prepare students for learning new material;

They contain new information for students.

I compose exercises for such work so that in the process of performing the students:

We repeated the rules, definitions, mathematical facts, the knowledge of which is necessary to understand the new material;

Performed previously studied calculations and transformations that are an integral part of the new rule;

They predicted the existence of an algorithm, formula, concept unknown to them.

To activate cognitive activity, we usetroublesome situations.

Encourage students to be creative and realize hidden opportunitiesnon-standard forms of lesson organization , for example, an invitation to a fairy tale. The fairy-tale plot introduces students to a magical world where they, together with the heroes, overcome obstacles, defeat evil, and help the offended. A fairy tale lesson allows you to create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which, ultimately, facilitates the process of mastering knowledge and makes learning more effective.

It has been proven that a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. In order to facilitate the process of perception and memorization of information, I often use presentations in practice.The presentations made for the lessons save my time significantly, increase the culture of the lesson, allow to differentiate the approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of schoolchildren's education.

The formation of cognitive actions is accompanied bypositive emotions . Therefore, a child of primary school age constantly needs approval and recognition. I need a few seconds to smile, to say a kind word encouragingly, and how much they will add to both the lesson and the child.

In order to minimize the time spent onknowledge test students use various printed notebooks, handouts, various types of mathematical dictations.

Conditions, the observance of which contributes to the formation, development and strengthening of the cognitive interest of students:

The first condition is to exercise maximum reliance on the active mental activity of students.

The second condition involves ensuring the formation of cognitive interests and personality as a whole.

The emotional atmosphere of learning, the positive emotional tone of the learning process is the third important condition.

The fourth condition is favorable communication in the educational process. This group of conditions of the relationship "student - teacher", "student - parents and relatives", "student - team".

A didactic game is one of the effective means of developing interest in a subject.

In pedagogical work, much attention should be paid to the didactic game in the lesson. Didactic game contributes to a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge of students. Games can be used at different stages of knowledge acquisition: at the stages of explaining new material, its consolidation, repetition, control. The game allows you to include more students in active cognitive activity. It should fully solve both the educational tasks of the lesson and the tasks of enhancing cognitive activity, and be the main step in the development of students' cognitive interests. The game helps the teacher to convey difficult material to students in an accessible form. From this we can conclude that the use of the game is necessary when teaching children of primary school age.It is important that children experience the joy of discovery in every lesson, so that they develop faith in their own strength and cognitive interest.

Russian language

“Working with vocabulary words

The presentation can be built like this:

first, the guys guess the word with the help of a rebus or riddle,

pronounce the word, find the stressed syllable, explain the spelling of the weak position,

a word appears with a missing letter in a weak position, students write the word in a notebook, highlight the spelling,

then they get acquainted with the meaning of this word with the help of a teacher (meaning of the word), the origin of the word (etymology),

divide the word into syllables, give a description of each sound, while writing the word in transcription, compare the letter and sound recording of the word,

select single-root words for the word,

7. select synonyms, antonyms (if possible),

8. the next slide demonstrates the compatibility of words with the word being studied,

9. highlighting this word in phraseological units, proverbs, sayings,

10. compiling a sentence with this word, or writing a sentence from a slide.

in calligraphy it can be a saying or a proverb,

the quatrain can be used as a letter from memory,

writing vocabulary dictations can be done with the help of puzzles, etymology or word interpretation (reverse dictations),

suggestions can be used for a commented email.

Antonyms and synonyms also enrich our speech. Effective for understanding synonyms and antonyms is the simultaneous work on them.

Phraseologisms can be used in the following types of creative tasks:

1. come up with a situation suitable for this phraseological unit;

2. choose a phraseological unit for an illustration or situation;

3. write a mini-essay using a specific or any phraseological unit for a given word.

Lessons using ICT - this, in my opinion, is one of the most important results of innovative work in the school. Computer technology can be applied to almost any school subject. One thing is important - to find the edge that will make the lesson truly educational and educational. The use of information technology allows me to implement my plan, to make the lesson modern. The use of computer technologies in the learning process affects the growth of the teacher's professional competence, this contributes to a significant improvement in the quality of education, which leads to the solution of the main task of educational policy.

Literary reading

In elementary school, the teacher has a huge responsibility for shaping the student as a reader. The success of learning in all subjects (not only in primary school) is determined by the quality of the student's reading skills, but the child shows interest in independent reading only when he masters the reading process itself. Reading is an activity. As a general mental activity, it is motivated by motives, needs, which are based on interest. The main goal of literary reading lessons in elementary grades is to help the child become a reader: to bring to the realization of the rich world of domestic and foreign children's literature as the art of artistic expression, to enrich the reader's experience. As you know, literary reading is the initial stage of a single, continuous course of literature in a modern general education school. At one time, K. D. Ushinsky said: “Reading does not mean anything; what to read and how to understand what is read - that is the main thing. Given the characteristics of modern children - they are mobile, independent, communicative and inquisitive, it is necessary to organize the work in the reading lesson in such a way as to direct their active activity in the right direction. The educational and cognitive activity of students at school is a necessary stage in preparing the young generation for life. This is an activity of a special type, although structurally it expresses unity with any other activity. Educational and cognitive activity is the focus of educational activity on cognitive interest. It is impossible to overestimate the importance of cognitive activity for the overall development of the student and the formation of his personality. Under the influence of cognitive activity, all processes of consciousness develop. Cognition requires the active work of thought, and not only thought processes, but also the totality of all processes of conscious activity.

Literary reading is an academic discipline, the purpose of which is to introduce the younger student to the world of the art of the word, to teach correct and expressive reading, as well as to form the ability to understand the intention of the author of the work and form their own opinion. True reading is reading, which, according to M. Tsvetaeva, "is participation in creativity." It is necessary to develop intelligence, emotional responsiveness, aesthetic needs and abilities.

The purpose of the development of cognitive activity is the formation of 8 qualities:

curiosity;

resourcefulness and imagination;

alternative thinking;

ingenuity;

originality;

flexibility;

independence;

breadth and depth of thought.

When reading literary fairy tales, you can offer students:

draw an illustration for the read work;

sculpt a hero from plasticine;

play a scene;

compose a fairy tale with the same beginning or similar characters;

pick up a riddle for a fairy tale, draw a guess;

pick up proverbs and sayings on various topics.

In the lessons of reading fairy tales of different peoples, you can offer the following tasks:

make a picture filmstrip;

find a popular expression in a fairy tale;

come up with a happy ending to a fairy tale;

give an interpretation of the word, work with a dictionary to expand the active vocabulary of students.

When familiarizing yourself with the fable genre, offer the following types of tasks:

expressive reading fables and its dramatization;

come up with an exposition of the fable;

compilation of a literary mosaic;

compiling the characteristics of heroes based on selective reading;

solving crosswords.

For the development of creative activity in the lesson, use the following types of tasks:

Compilation and revision of texts. Before you is the text "The Tale of the Dandelion." Your task is to match the nouns with adjectives. Make the description clear.

Use creative retellings in your work, which involve the transfer of the text with any changes:

add something that could precede the situation that is depicted in the work;

change the grammatical tense of the verb;

figure out how things could unfold next.

Creative retelling trains the flexibility of the reader's gaze, teaches them to see the position of different characters, to empathize with them.

You can also use such forms of work as:

select additional material about the author of the work;

prepare an exhibition of books by one of the authors;

find additional material in the encyclopedia;

compositions of fairy tales, counting rhymes, nursery rhymes, poems.

Compositions, for example, on various topics bring the author closer to self-disclosure, self-expression of the personality.

The world

The following principles of activity are implemented in the lessons:

activation of cognitive and mental activity of students;

differentiated approach to the study of the subject;

increased interest in the material being studied;

development of creative abilities of students.

This is due to a number of reasons, the main of which is that the lesson, despite its seeming universality, still has limited possibilities: relying only on it, it is not possible to effectively develop the creative abilities of students, to ensure the proper level of formation of general educational skills, to use opportunities for development of monologue speech of schoolchildren, to organize various forms of communication.

The creative principles of non-standard lessons are as follows:

1. Refusal of the template in the organization of the lesson, from the routine and formalism in conducting.

2. The maximum involvement of class students in active activities in the lesson.

3. Not entertainment, but entertainment and passion as the basis of the emotional tone of the lesson.

4. Support for alternativeness, plurality of opinions.

5. The development of the function of communication in the classroom as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.

6. "Hidden" (pedagogically expedient) differentiation of students according to learning opportunities, interests, abilities and inclinations.

7. Using the assessment as a formative (and not just a resultant) tool.

For example:

– development of a meaningful attitude to knowledge: lesson-protection of knowledge, lesson-protection of ideas, lesson-meeting.

– the formation of students' creative abilities: a fairy tale lesson, a benefit lesson, a creativity lesson.

– expanding horizons: a lesson - an excursion, a lesson - a journey.

– development of non-standard skills of educational work: pair survey, work in groups, express survey.

– stimulation of cognitive interest: lesson-KVN, lesson “What? Where? When?”, quiz lesson.

All this contributes to increasing the effectiveness of teaching subjects, achieving goals, high performance in learning.

In non-standard lessons, students should receive non-standard tasks.

The following recommendations can be made:

1. Non-standard lessons should be used as final lessons when summarizing and consolidating the knowledge, skills and abilities of students;

2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to the loss of sustainable interest in the subject and the learning process;

3. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific goals for training and education;

Thus, we can conclude that non-standard lessons are one of the important means of learning, as they form students' steady interest in learning, relieve tension, help form learning skills, have an emotional impact on children, due to which they form more solid, deep knowledge. Features of non-standard lessons are in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in a lesson, in school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: in their very essence they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the diverse construction of the methodological structure of the lesson.

The use of non-traditional forms of work in the classroom brings its results:

Students increase the depth of understanding of educational material, cognitive activity and creative independence.

The nature of the relationship between students is changing.

Self-criticism grows.

Skills of educational business communication are formed.

Work experience shows that non-traditional lessons:

Make classes more memorable, emotional;

Contribute to deep and consistent assimilation of the material;

Favorably influence the development of creative abilities;

Develop logical thinking; creative abilities of students;

Show interest in the subject, curiosity;

Organize connections with other art forms.

At primary school age, children are most open, and not only for new knowledge, but also for personal contacts. And then - it all depends on the teacher, on how he will understand his goal. It is important for me that my lessons are remembered by children, so I try to use non-traditional forms and teaching methods in my work that help me make the lesson more fun.

Sections: School administration

consider the conditions for the manifestation of cognitive activity and the forms of organization of students' activities in the lesson;
the use of various forms and methods of conducting a lesson to increase the activation of the cognitive activity of students in the classroom.

Preparatory stage.

conducting open lessons and fragments of lessons by teachers according to the planned schedule, which should show various forms of activation of schoolchildren in lessons from 1st to 11th grades. After all studying proccess- this is the planning of the teacher's own activities and the activities of students in the classroom, organizing work, stimulating interest in learning, activity in the assimilation of knowledge, skills and methods of cognitive activity.
preparation by the deputy director for educational and educational work and subject teachers of speeches on the topic of the teachers' council from work experience. The deputy director for water resources management creates an initiative group of teachers of the natural sciences for the preparation and holding of the teachers' council.

location- biology class. All participants are seated in groups.

equipment: interactive whiteboard, multimedia, laptop, equipment for conducting chemical and biological experiments, handouts ( see Appendix 1).

I. Introductory speech by the director of the school Kuprina M.A.

The main function of the teacher is to stimulate the cognitive interests of students, to help them in their independent search for the necessary information, in organizing their own activities. To enhance the cognitive activity of students in the classroom, it is necessary:

to improve the systems of assimilation by students of basic knowledge, skills;
to develop motivation for learning, the cognitive interests of students, the desire for conscious assimilation of educational material, the participation of all students in educational activities;
Apply computer technology in the educational process;
Conduct educational games, etc.

How to effectively organize the educational and cognitive activity of students in the classroom?
How to create and maintain a student's interest in cognitive activity in the classroom?

II. Speech by the Deputy Director of the school for water resources management Trunova M.P.

The activation of the cognitive activity of students has been and remains one of the eternal problems of pedagogy. Communication skills, the ability to model situations, gain experience in dialogue, discussion, and involvement in creative activity are becoming increasingly important in life. At the same time, there is a decrease in interest in learning, intellectual passivity. Therefore, the special attention of the teacher to the use of methods and techniques that require active mental activity is explained, with the help of which the skills to compare, generalize, see the problem, form a hypothesis, look for solutions, correct the results obtained are formed.

The system of work of activating the cognitive activity of students for learning is based on the main provisions: the theory of activity, the theory of the development of cognitive interest, the theory of activating the cognitive activity of the student, the pedagogy of collective affairs.

The desire of every teacher is to instill love and interest in their subject. The most active forms, means and methods of teaching contribute to the best assimilation of the subject, the development of scientific interest, the activation of students' educational activities, and the increase in the level of practical orientation. Activation of cognitive activity contributes to the development of cognitive interest.

Aspects of the methodology of cognitive interest include three points:

engaging students in the goals and objectives of the lesson;
arousing interest in the content of repeated and newly studied material;
inclusion of students in the form of work that is interesting for them.

Conditions for the manifestation of cognitive activity:

creating an atmosphere of cooperation and goodwill in the classroom;
creating a “success situation” for each student;
inclusion of the student in active work, collective forms of work;
the use of elements of entertainment, non-standard in the study of the material;
use of problem situations;
practice-oriented orientation of the studied material.

Active teaching methods make it possible to use all levels of knowledge acquisition: from reproducing activity through transformative activity to the main goal - creative search activity. Creative-search activity is more effective if it is preceded by reproducing and transforming activity, during which students learn teaching techniques.

The need for active learning lies in the fact that with the help of its forms and methods it is possible to effectively solve a number of tasks that are difficult to achieve in traditional learning:

to form not only cognitive, but also professional motives and interests, to educate systemic thinking;
to teach collective mental and practical work, to form social skills of interaction and communication, individual and joint decision-making, to cultivate a responsible attitude to business, social values and attitudes, both of the team and society as a whole.

IN teaching practice various ways of activating cognitive activity are used, the main ones among them are a variety of forms, methods, teaching aids, the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

Credo of the teacher:

Create from everyday - amazing.
Talking about complex things is exciting, emotional.
Teach everything briefly, clearly, thoroughly.

The greatest activating effect in the classroom is given by situations in which students themselves must:

defend your opinion and take part in discussions and discussions;
pose questions to your comrades and teachers, review the answers of classmates;
educate those who are lagging behind and explain incomprehensible places to weaker students;
independently choose a feasible task and look for options for solving a cognitive task;
create situations of self-examination, analysis of personal cognitive and practical actions, etc.

It can be argued that new technologies for self-study mean, first of all, an increase in the activity of students: the truth, obtained through their own exertion of effort, has great cognitive value.

Teaching methods:

independent search for the necessary information;
project method;
testing;
mastery by different students of different material;
creative activity in the learning process: discussion, independent creation of products of labor, imagination, work on educational and research projects, etc.
heuristic activity: “brainstorming”, “ brain attack”, TRIZ and others;
inversion method: solving a creative problem with the help of analysis and synthesis, concrete and abstract;
empathy method (personal analogy method);
problem learning.

At the preparatory stage, the teachers of our school showed lessons and fragments of lessons, in which certain methods and forms of activating the cognitive activity of students in the lesson were demonstrated. ( see Appendix 2)

Forms of organization of student activities

Collective
Individual
Collective

Forms and methods of the lesson:

business game;
press conference;
seminar and debate;
auction lesson;
a game;
travel;
review of knowledge, etc.;
laboratory work;
practical work;
independent work;

But the activity of cognitive activity, shown in the lesson, requires access to extracurricular forms of work, therefore, in addition to the lesson, the organization of research and project activities of students plays an important role. One of the ways of creative perception of modern sciences is a systematic research and project activity that allows you to apply the knowledge gained in the classroom in practice: participation in olympiads, competitions, conferences of various levels. Modern conditions for the development of society require a reorientation of education from the assimilation of ready-made knowledge, skills and abilities to the development of the child's personality, his creative abilities, independence and critical thinking, and the ability to work with information. The NOU "MANUscript" created in our school allows us to solve three main tasks of the educational process:

socialization of the student, the formation of communication skills, the ability not only to acquire knowledge, but also to use it effectively;
formation of a certain level of student competence;
preparing students to participate in the implementation of the idea, project, research.

The main value of culture today is a reading child. Opening the book, at the same time, he discovers his personal potential. The book feeds his mind and soul. And then the book becomes a space for personal development, the formation of the best human qualities.

Experience shows that students who do not read well are doomed to failure in middle and high school, where the educational material increases many times over. In addition, in the process of reading, working memory and attention stability are improved, on which mental memory and mental performance depend.

When organizing work with a textbook, the teacher forms the following skills:

make notes, make notes;
put questions to the text, correlate the text with questions;
generalize, compare, evaluate;
highlight obscure places in the text;
understand the reasons for their misunderstanding;
use reference and other materials to clarify incomprehensible places;
determine the type of text;
determine the main idea of the text;
break the text into micro-topics (block of information);
plan the text;
draw up a structural-logical diagram;
write abstracts.

To do this, the teacher uses the following components of the textbook:

text;
non-textual;
questions-tasks;
exercises, diagrams, tables, algorithms, illustrations, etc.

Forms of work with the textbook:

reproductive-search: drawing up a plan, diagram, abstract according to the text

comparative analytical:

creative:

The book is the most important means of information communication. The educational book simulates life, feelings, thoughts and deeds, not only of an individual, but of all mankind in all available dimensions of time and space:

the most important means of propaganda and popularization of knowledge;
the most important means of upbringing and education, improving the culture of students.

Information Technology:

Information technologies are all technologies using special technical means (computers, audio, video, cinema).

The use of information technology products (presentation, interactive whiteboard, video materials, educational film, etc.) is of particular interest, students are much brighter and more deeply aware of the importance and significance of the issues being studied and therefore treat them with great interest.

Presentations by subject teachers will allow us to imagine how these results are implemented in practice.

III. Presentations by subject teachers

1.Lyalina N.V. - teacher of biology.
Topic:"Using the possibilities of an interactive whiteboard in the lessons of natural history and biology."
Presentation form: demonstration of methods of working with an interactive whiteboard.

1. Voloshinova V.V. - Chemistry teacher, Lyalina N.V. - biology teacher.
Topic:"Activation of cognitive activity of students in the lessons of biology and chemistry during laboratory and practical work, their practical orientation and connection with life."
Presentation forms: carrying out laboratory and practical work.

1. Kulakovskaya M.V. - geography teacher.
Topic: “Using educational software for independent and individual work with students in geography lessons”
Presentation form: demonstration of forms of work with a multimedia curriculum.

1. Tikhonova T.A - teacher of literature and the Russian language.
Topic: “Using thematic educational presentations made by students for literature lessons in high school”
Presentation form: demonstration of student presentations.

1. Nikolaeva T.M. - primary school teacher.
Topic: “Using “MIMIO” in elementary school”.
Presentation form: message

2. Ignatova N.G. - teacher of history and social studies.
Topic: 1. "Activation of cognitive activity of students in history lessons using educational films."
Presentation form: demonstration of an educational film prepared by the teacher for the lesson.

2. “Research and project activities of students within the framework of the NOU “MANUscript”.

Speech form: message.

Belova E.V. - teacher of history and culture of St. Petersburg and the Moscow Art Theater.

Topic: “The use of videos and presentations created by students in the lessons of the history and culture of St. Petersburg and the Moscow Art Theater”.

Presentation form: demonstration of the video “Monuments of the city of Kolpino”

Trunova M.P. - Deputy Director for HR.

Final word.

Efficiency:

cognitive activity is activated;
new motives for cognitive activity arise and, as a result, interest in the subject grows;
creative thinking is formed;
develop communication skills;
research assignments are carried out;
apply the acquired knowledge in life.

Draft decision of the pedagogical council:

at a meeting of methodological associations on subjects, discuss the possibilities of using the methods of projects, testing, heuristic activities, problem-based learning, etc. in the classroom and in extracurricular activities;
include the proposed methods in the work plan for the 2010-2011 academic year, subject teachers to choose a topic on which they will work in the next academic year;
create a working creative group of teachers of various subjects to organize joint independent research and project activities and participate in olympiads, reviews, scientific and practical conferences and competitions at various levels.

1.2 Means of revitalization

It can be argued that new technologies for self-study mean, first of all, an increase in the activity of students: the truth, obtained through their own exertion of effort, has great cognitive value.

Information and Communication Technology (ICT) is a wide range of digital technologies used to create, communicate and disseminate information and provide services.

Computer activity in the Russian language lesson is focused on supporting the traditional course of study, and in this case it not only does not distract the students from the subject, but also serves to develop increased interest.

The test survey, which is mainly limited to the use of electronic technology by subject teachers and is so widely used in Russian language lessons, does not solve the problem as a whole; in this case, the computer performs only a controlling function. These reasons explain the need to create an electronic program in the Russian language for lesson use, taking into account the level of training and learning opportunities of students.

There is another, no less important reason that caused the need to turn to technology.

How to conduct the stages of consolidation and independent work thoroughly, without pushing the students, without being nervous that independent work will be limited to two sentences; how to voice and comment on the results of independent work “in hot pursuit”?

The use of electronic technology is possible at various stages of the lesson: at the stages of spelling warm-up, consolidation of a new topic, and independent work. At the same time, for a teaching technician, it performs various functions: a teacher, a working tool, an object of study.

At a difficult stage of the lesson, when it is necessary to focus attention, the monitor can become a powerful rhythmic organizer.

The use of computerization elements in an organic combination with a differentiated teaching method allows the teacher to interview the entire class during the lesson. Also, there is no need for the teacher to “distract” from working with the class by asking a theoretical question to a student working on a computer. And the most valuable thing is that the computer immediately gives the result for all tasks.

Two options for using technology in the classroom have been developed. At the lesson of fixing the topic, a comprehensive survey is advisable; in the lesson of explaining new material - a phased appeal to technology.

The use of ICT tools in the classroom - effective method the formation of activation of activity, as well as the organization of educational and cognitive activity of schoolchildren. The use of computer technology makes the lesson attractive and truly modern, individualization of learning takes place, control and summing up are carried out objectively and in a timely manner. Lessons with the use of a computer are designed in such a way that each student works at an individual psychological pace that suits him, which makes the atmosphere in the lesson comfortable.

There are other ways to intensify activities in the Russian language lessons.

Activation of students' activities in Russian language lessons

Education is the most important and reliable way to receive systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the individual ...

Activation of mental activity on training sessions

Activation of mental activity of students in mathematics lessons in elementary school

Activation of the cognitive activity of younger students through the use of didactic games, which acts as a condition for the success of education

The game is one of those types of children's activities that is used by adults in order to educate preschoolers, younger students, teaching them various actions with objects, methods and means of communication ...

Activation of cognitive activity of students in biology lessons

Activation of cognitive activity of students in the study of factual material

Education is the most important and reliable way to receive systematic education. Being a complex and multifaceted, specially organized process of reflecting reality in the mind of a student, learning is nothing more than...

2. To identify the didactic and technological aspects of the use of modern information and communication technologies in teaching mathematics. 3...

Information and communication technologies as a means of activating the cognitive activity of students in the study of mathematics in a secondary school

The concept of "activity" is one of the basic, basic in psychology, so it is difficult to give an unambiguous definition. A great contribution to the development of the concept of "activity" in domestic psychology contributed by S.L. Rubinshtein and A.N...

The use of entertaining material as a means of enhancing the cognitive activity of preschoolers

2.1 Recommendations for teachers on the use of entertaining material with children of different age groups Introducing preschool children to entertaining mathematical material will help solve a number of pedagogical problems ...

Non-standard forms of organization of education in the process of teaching history in the 8th grade

2.1. Didactic game as a non-standard form in teaching history. The didactic game is one of the unique forms that make it possible to make interesting and exciting not only the work of students at the creative and search level...

Pedagogical conditions for enhancing the cognitive activity of schoolchildren in computer science lessons when studying the topic "Text editor" (according to the methodology of teaching computer science)

In this section, we will reveal the concept of "activation", we will consider pedagogical conditions activation of cognitive activity. Under the psychological and pedagogical conditions, we understand the totality of interrelated factors ...

Problematic communicative task as a way to enhance the cognitive activity of students

In the process of acquiring knowledge, skills and abilities by students, an important place is occupied by their cognitive activity, the teacher's ability to actively manage it, while mastering a foreign language is impossible without active speech activity ...

Problematic situation of mental activity of students

Each student has only one of his inherent features of cognitive activity, character, behavior, emotions, which requires differentiation in learning. The teacher should know what cognitive activity is...

Development of a textbook "Types of tissues. Fibrous composition of tissues" and methods of its application

According to the statement of Leo Tolstoy: "The teacher always involuntarily strives to choose the most convenient way of teaching for himself. The more convenient the way of teaching is for the teacher, the less convenient it is for the students...

Material overview

Teaching without any interest

and taken only by force of compulsion,

kills in the student the desire for

mastery of knowledge.

Encourage your child to learn

much more worthy task,

than to indulge.

K.D. Ushinsky

Questions students are among the most urgent problems of modern pedagogical science and practice. The implementation of the principle of activity in learning has great importance, because training and development are of an activity nature, and the result of training, development and education of students depends on the quality of teaching as an activity.

The key problem in solving the problem of improving the efficiency and quality of the educational process is activation of cognitive activity of students. Knowledge obtained in finished form, as a rule, causes difficulties for students in their application to explaining observed phenomena and solving specific problems. One of the significant shortcomings of students' knowledge remains formalism, which manifests itself in the separation of memorized theoretical knowledge from the ability to apply them in practice.

In the context of the humanization of education, the existing theory and technology of mass education should be aimed at the formation strong personality capable of living and working in a constantly changing world, able to boldly develop their own strategy of behavior, make a moral choice and bear responsibility for it, i.e. self-developing and self-actualizing personality.

Activation of cognitive activity of students

In modern educational process the forefront is not just the mastery of subject knowledge, skills and abilities by students, the volume of which is constantly growing, but the personality of the student as an active figure with the appropriate structure of the need-motivational sphere. It is the nature of the needs, motives, interests underlying the activity that determines the direction and content of the activity of each individual. At the same time, involvement in cognitive activity, activity, initiative in it, satisfaction with oneself and one's result provide an experience of meaningfulness, significance of what is happening, are the basis for further self-improvement and self-realization of a person.

Education- this is a tense, complex activity, which requires a great effort of the mind, will, imagination, memory. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the personality, the unity of the content and procedural sides), training at the same time has specific qualitative differences.

cognitive activity- this is the unity of sensory perception, theoretical thinking and practical activities. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic and aesthetic activities, communication), as well as by performing various subject-practical actions in the educational process (experimenting, designing , solving research problems, etc.). But only in the process of learning, knowledge acquires a clear form in a special, inherent only to a person, educational and cognitive activity or teaching.

The attitude of students to the learning process is usually characterized by activity.Activity(learning, mastering, content) determines the degree (intensity, strength) of the "contact" of the student with the subject of his activity.

Another important aspect of student learning motivation is directly related to activity - this is independence, which is associated with the definition of the object, means of activity, its implementation by the student himself without the help of adults and teachers. cognitive activity And independence are inseparable from each other: more active students, as a rule, and more independent; insufficient own activity of the student makes him dependent on others and deprives him of independence.

Managing student activity is traditionally referred to as activation. Revitalization can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotyped activities, recession and stagnation in mental work. The main goal of activation- the formation of students' activity, improving the quality of the educational process.

In pedagogical practice, various ways of activating cognitive activity are used, the main ones among them are a variety of forms, methods, teaching aids, the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

The greatest activating effect in the classroom is given by situations in which students themselves must:

Stand up for your opinion;

Take part in discussions and discussions;

Ask questions to your comrades and teachers;

Review the responses of comrades;

Evaluate the answers and written work of comrades;

Engage in the training of those who are lagging behind;

Explain incomprehensible material to weaker students;

Independently choose a feasible task;

Find several options for a possible solution to a cognitive task (problem);

Create situations of self-examination, analysis of personal cognitive and practical actions;

Solve cognitive problems through the complex application of the methods of solution known to them.

When choosing one or another teaching method, it is necessary, first of all, to strive for a productive result. At the same time, the student is required not only to understand, remember and reproduce the acquired knowledge, but also to be able to operate with it, apply it in practice, develop it, because the degree of learning productivity largely depends on the level of activity of the student's educational and cognitive activity.

It is very important that the educational and cognitive activity of students be creative, exploratory in nature and, if possible, include elements of analysis and generalization. The process of studying this or that phenomenon or problem should by all indications be of a research nature. This is another important principle revitalization educational and cognitive activity: the principle of research of the studied problems and phenomena.

All this requires the use of such forms and methods of teaching, which, if possible, would take into account the individual characteristics of each student, i.e. implement the principle of individualization of the educational process.

Equally important in the educational process is the mechanism of self-control and self-regulation, i. implementation of the principle of self-learning. This principle makes it possible to individualize the educational and cognitive activity of each student on the basis of their personal active desire to replenish and improve their own knowledge and skills, studying independently additional literature, receiving advice.

The activity of both independent and collective activity of students is possible only if there are incentives. Therefore, among the principles of activation, a special place is given to the motivation of educational and cognitive activity. The main thing at the beginning of vigorous activity should not be compulsion, but the desire of the student to solve the problem, to learn something, to prove, to challenge.

Principles revitalization educational and cognitive activity of students, as well as the choice of teaching methods, should be determined taking into account the characteristics of the educational process. In addition to the principles and methods, there are also factors that encourage students to be active, they can also be called teacher's motives or incentives to activate students' activities.

Among the main factors that encourage students to be active are:

The creative nature of educational and cognitive activity in itself is a powerful incentive to knowledge. The research nature of educational and cognitive activity makes it possible to arouse students' creative interest, and this, in turn, encourages them to an active independent and collective search for new knowledge.

Competitiveness is also one of the main motivators for active student activity. However, in the learning process, this can be reduced not only to competition for the best grades, but there may be other motives. For example, no one wants to “lose his face” in front of his classmates, everyone strives to show his best side (that he is worth something), to demonstrate the depth of his knowledge and skills. Competitiveness especially manifests itself in classes conducted in the form of a game.

The playful nature of conducting classes includes both the factor of professional interest and the factor of competitiveness, but regardless of this, it is an effective motivational process of the student's mental activity. Well organized game lesson should contain a "spring" for self-development. Any game encourages its participant to action.

Considering the above factors, the master can unmistakably intensify the activity of students, since a different approach to classes, and not a monotonous one, will first of all arouse students' interest in classes, students will be happy to go to classes, since it is not possible to predict the master.

The emotional impact of the above factors on the student is exerted by the game, competitiveness, creativity, and professional interest. Emotional impact also exists as an independent factor and is a method that awakens the desire to actively engage in the collective learning process, interest that sets in motion.

Wide use in modern life causes their active introduction into education. The use of computers in the classroom significantly increases the intensity of the educational process. The personal computer is a unique learning tool due to its functionality. The use of modern computer technologies in the educational process is a necessary condition for the modernization of education.

It should be noted that the stage activation of cognitive activity of students in this case increases. This is a necessary condition for the success of learning, since without interest in replenishing the missing knowledge, without imagination and emotions, a student's creative activity is unthinkable.

Problem learning

Learning problems play an active role in learning, the essence of which is to overcome practical and theoretical obstacles in creating such situations in the process of learning activities that lead students to individual search and research activities.

Technology problem learning involves the organization, under the guidance of a master, of independent search activities of students to solve educational problems, during which students form new knowledge, skills, abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and others personal qualities. Problem situation includes the emotional, search and volitional side. Its task is to direct the activity of students to the maximum mastery of the material being studied, to provide the motivational side of the activity, to arouse interest in it. Problematic tasks can be learning objectives, questions, practical tasks.

PProblem-based learning comes in three main forms:

1. Problem statement. The teacher poses a problem and reveals ways to solve it, demonstrates to students the course of scientific thinking, forcing them to follow the progress of thought towards the truth, makes students, as it were, an accomplice in scientific search.

2. Partial search activity. The work of students is guided by special questions that encourage independent reasoning, an active search for answers to a separate part of the problem.

3. Research activities. The student's independent search for a solution to the problem.

The essence of problem-based learning lies in the collision of students with educational and production situations and placing them in these situations in the position of "pioneers", "researchers".

In preparation for the lesson it is necessary to model different options for individual moments of the lesson, aimed at formalizing the mental activity of students. In the study and formation of thinking, the importance of standard models is especially great, using which the master can predict various situations, for example, such as a model of the quality of knowledge in their relationship with the levels and stages of mental activity. They help in planning the goals and objectives of the lesson. The master, preparing for classes, thinks about what opportunities the educational material presents for the development of students' thinking and how they can be realized in this lesson. For example, by colliding and comparing conflicting opinions, the master creates a problem situation. There is a positive motivational background, it makes students compare, prove, defend their position.

In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological And pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.

Methodological techniques for creating problem situations:

- bring students to the contradiction and invite them to find a way to solve it;

- express different points of view on the same issue;

- invite students to consider the phenomenon from different positions (for example, a leader, a secretary, a lawyer);

- encourage students to make comparisons, generalizations, conclusions from the situation, compare facts;

- raise specific questions (for generalization, justification, concretization, logic, reasoning);

- identify problematic theoretical and practical tasks;

- set problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with limited solution time).

For implementation problem technology needed:

- selection of the most relevant, essential tasks;

- determination of the features of problem-based learning in various types of educational work;

- building an optimal system of problem-based learning, creating training and teaching aids and guides;

- the skill and personal approach of the master of industrial training, capable of causing active cognitive activity of students.

Pedagogical problem situationis created with the help of activating actions, questions of the master, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. Creationpsychological problem situationpurely individual. Neither too difficult nor too easy cognitive task creates a problem situation for students.Problem situationscan be created at all stages of the learning process: during explanation, consolidation, control. Creating a problem situation, the master directs students to solve it, organizes the search for a solution. Thus, the student is placed in the position of the subject of his learning and as a result he develops new knowledge, he masters new ways of acting.

business game

The main goal of industrial training is the practical training of students in professional productive work, i.e. expedient human activity to create material values. High-quality professional training of young specialists in modern market conditions is one of the most important factors that ensure the acceleration of the country's economic development.

Having knowledge does not mean being able to use it. The gap between theory and practice arises due to the fact that the educational process is mainly focused on the accumulation of information. In this regard, active teaching methods are needed that would make it possible to teach practical work even before the real situation comes, to teach such experience that cannot be expressed in words and which is acquired in the process of action, participation, decision-making, discussions.

In order to attract students to work, to interest them, it is necessary to activate the mental and cognitive activity of students. In solving the problems of shaping a personality that meets the requirements of today, active, non-standard forms and methods of conducting a lesson help. A non-standard, or innovative, lesson is an activity that has a non-traditional, flexible structure and is mainly focused on increasing students' interest in learning through a new form of organizing their educational activities.

According to the form of conducting, the following groups of non-traditional lessons can be distinguished:

- lessons based on the forms, genres and methods of work known in social practice: research, invention, interview, reporting;

- lessons reminiscent of public forms of communication: press conference, discussion, teleconference, dialogue, "live newspaper";

- fantasy lessons: fairy tale lesson, surprise lesson;

- lessons based on imitation of the activities of institutions and organizations: court, investigation, academic council.

In the process of training specialists, including secretaries, the effectiveness of training is significantly increased when using business games. Games allow you to add variety, affect the development of the creative potential of the student.

There are the following types of games:

a) Organizational and activity.

They provide for collective mental activity based on the deployment of the content of education in the form of a system of problem situations and the interaction of all subjects of education in the process of their analysis. Students get acquainted with the situation, with a set of interrelated facts and phenomena that characterize a specific event that occurs before a specialist in his professional practice and requires him to make an appropriate decision, students offer their solutions in a given situation, which are collectively discussed.

b) Role playing.

They are characterized by the presence of a task or problem and the distribution of roles between the participants in its solution, i.e. it is the creation of a situation in which the participants take on a certain role.

in) business games.

They are simulations of real activities, such as professional, political, social, technical, etc.

d) Cognitive - didactic games.

They create situations that include the student in an unusual game situation, in the "living" of the situation.

So what is a game? A game- a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. Along with hard work and study a game- one of the main types of human activity, an amazing phenomenon of our existence.

Game activity performs the following functions:

- entertaining(the main function of the game is to entertain, give pleasure, inspire, arouse interest);

- game therapy:overcoming various difficulties arising in other types of life;

- diagnostic:identification of deviations from normative behavior, self-knowledge during the game;

- correction function:making positive changes in the structure of personal indicators.

Business games in industrial training (games of educational and industrial nature) - a method of group training of joint activities in the process of solving general and specific practical problems, as close as possible to real problem situations. Business games reproduce the actions of participants seeking to find the most optimal ways to solve production, technical, socio-economic, and managerial problems.

The business game is used to solve complex problems, assimilate new things, consolidate the material covered, develop creative abilities, and enables students to understand and study educational material from various positions.

Usage game forms training allows you to significantly revise the procedure for controlling knowledge. Game situations develop in students the ability to critically assess another, existing production, the ability to find solutions to improve it and are an incentive to intensify students' independent work to acquire professional knowledge, skills and abilities. And in this regard, one should not forget that it is very important for the master of industrial training to help communication between students during the game.

The master of industrial training is the organizer of game situations, and here his organizational skills and the ability to be able to direct the game in the right direction, giving it excitement, interest and helping students to correctly resolve the momentary situation, should be manifested. The game pace also depends on the master. He must be able to clearly and clearly state the conditions of the game, organize a quick distribution of gaming equipment.

For me, it is most interesting to hold various competitions between students divided into teams. Working in a team, each student feels responsible for doing their job, because. when calculating points, the result of each team member is taken into account. Students try to express themselves, show their way of thinking, the ability to defend their point of view. Lessons-competitions help develop attention, memory, speech, thinking; allow you to compare, contrast, find analogies; develop creative abilities, the ability to find optimal solutions; develop motivation for learning activities. During the competition, students develop certain approaches to completing tasks; independence, the will to win is brought up; there is an upbringing of cooperation, sociability, sociability, the ability to work in a team, respect for an opponent.

It is known that any competition has elements of competitiveness, so it is necessary to be able to properly develop and maintain the spirit of the competition. This largely determines the result of the game, which should be aimed at collective, and not at individual competition.

The use of information and communication technologies to enhance the cognitive activity of students

Application of the latest toolsinformation and communication technologiesare becoming increasingly important in education. These technologies have a wide range of opportunities to stimulate the cognitive interest of students, and, therefore, increase the efficiency of the learning process.

Thus, practical experience in implementing the possibilities of information and communication technologies in the learning process is in demand And promising.

ICT is defined as "a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information for the benefit of its users."

Modern information tools play the role of channels for transmitting thoughts, feelings, emotions of their creators to the trainees and serve as channels for the trainees to present their own judgments, to realize the products of their creative activity.

Working in a didactic information environment, the student is interested not only in the final results of the activity, but also in the activity itself. The highest form of development of cognitive interest in teaching with the use of electronic learning tools is interest in productive activities, independent creativity. Such interest is formed purposefully in the joint activities of all subjects of the educational process.

The following ICT opportunities are distinguished that contribute to the development of students' cognitive interest:

Psychophysiologically oriented learning where ICT provides multiple channels for presenting information and creates conditions conducive to its perception and memorization;

- visual representation of various kinds of processes, phenomena, events, dependencies, theoretical concepts;

Modeling with the help of ICT allows you to study an object or phenomenon in various conditions, from different points of view, influencing all the human senses and forming a colorful, three-dimensional image of the object under study, associative links that contribute to better assimilation of the material;

The ability to increase the degree of consideration of ergonomic requirements for educational materials: you can choose the size, type of font, place in the text not only pictures, but also sound fragments, video;

interactivity;

Student-centered learning: a student can recreate any text from the network, selecting the necessary arguments, building them into a certain evidence logic that reflects his own point of view, his way of thinking;

Orientation to the individualization of learning in the conditions of collective activity;

Optimal pace of learning, control and adjustment of the course of mastering the educational material by students. The result of the work is visible directly in the lesson, the student gets the opportunity to implement their own methods and techniques of work;

Educational opportunities: accustom to accuracy, attention, clarity, develop the ability to plan their activities, make responsible decisions;

Orientation to the cognitive motives of the trainees (in contrast to the traditional achievement motivation);

Allows you to focus on mastering the most complex topics and concepts.

The specificity of the computer as a learning tool is associated with its characteristics such as complexity, versatility, interactivity. Using a computer, you can organize individual, pair and group forms of work in the lesson. However, it must be remembered that a computer cannot replace a teacher in a lesson. It is necessary to carefully plan the time of working with the computer and use it exactly when there is a real need for it.

Currently, multimedia technologies are widely used. The term "multimedia" means: many media. Such information media are: text, sound, video. Software products that use all these forms of information presentation are called multimedia.

A multimedia presentation most optimally and effectively corresponds to the triune didactic goal of the lesson:

- educational aspect: students' perception of educational material, comprehension of connections and relationships in the objects of study;

- developmental aspect: development of cognitive interest among students, the ability to generalize, analyze, compare, enhance the creative activity of students;

- educational aspect: the upbringing of a scientific worldview, the ability to clearly organize independent and group work, the upbringing of a sense of camaraderie, mutual assistance.

Work in a computer network leads to the expansion of contacts, opportunities for the exchange of socio-cultural values, the development of imagination processes, intensive study foreign languages, overcoming the communication deficit, the exchange of situational emotional states and a number of other positive effects.

Another example of using a computer is control acquired knowledge. Computer testing in itself is unconventional, because we are all accustomed to paper tests. Compared with traditional forms Control computer testing has a number of advantages:

Fast results;

Objectivity in the assessment of knowledge;- develop a creative approach to the world,

Computers serve as a tool to save time and make work more efficient: search for information, solve more problems (and reduce homework), analyze the results, use the graphical capabilities of the computer, contribute to the development of students' interest in the subject being studied, to stimulate cognitive and creative activity and independence of students, to form communication skills, to ensure objective control of knowledge, the quality of assimilation of material by students, etc.

Thus, new Information Technology , applied methodically competently, increase the cognitive activity of students, which undoubtedly leads to an increase in the effectiveness of training.

Conclusion

On the present stage education development problemactivation of cognitive activitystudents gets especially importance in connection with the high rates of development and improvement of science and technology, the need of society for educated people who are able to quickly navigate the environment, think independently and free from stereotypes.

The fulfillment of such tasks becomes possible only in conditions of active learning that stimulates the mental activity of students. Active learning, which is carried out using active methods, contributes to the formation of cognitive interest in the acquisition of knowledge and learning activities.

Methods for enhancing cognitive activity: arm with knowledge, skills and abilities; contribute to the education of the worldview, moral, aesthetic qualities of students; develop their cognitive powers, personal formations (activity, independence, cognitive interest); identify and realize the potential of students; involved in research and creative activities.

Thus, it can be concluded that for successful learning it is necessary to arouse students' interest in mastering knowledge.

Download material

1.2 Means of revitalization

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period