Essence research skills junior schoolchildren

In order to correctly build the process of forming the research skills of students, it is necessary to find out the content and structure of the research skills of younger students, it is necessary to establish their didactic essence. When substantiating the concept of “research skills of younger students”, we will adhere to the deductive method of research. Let us first single out the content of generic concepts: "skill", "learning skill", "research skills of younger students". Thus, let us clarify the essence of the basic concepts.

Research skills must be considered from the standpoint of the psychological theory of activity, since the formation of skills involves the mastery of certain types of activities in educational process. A.N. Leontiev points out that skill is a complex stable formation, a fusion of a system of knowledge and skills..

In the scientific literature, there are a fairly large number of definitions of the concept of "skill". Let's consider this concept from the point of view of essence, structure and features of its functioning.

In defining the essence, many scientists are of the opinion that this is knowledge in action. The essence of the concept of "skill" in the pedagogical encyclopedia is defined as the ability to effectively perform an action; it can be both theoretical and practical.

In modern psychological and pedagogical literature there is no single interpretation of the term "skill". There are two main approaches to the consideration of this concept:

skill is a process of activity, individual actions that a person has mastered and performs consciously (I.Ya. Lerner, P.Ya. Galperin, N.F. Talyzina);

skill is the readiness and ability to perform certain types of activities (V.A. Petrovsky, P.B. Gurvich, G.I. Shchukina).

The functionality of the concept of "skill" is found in the successful use of knowledge and skills, their correct application in new difficult situations. Unlike a skill, skill provides for the activity of consciousness, clear self-control, and mastery of generalized ways of performing actions.

IN learning activities the leading role belongs to educational skills, with the help of these skills, the student learns reality, enriches the experience. There are various classifications of skills. T.I. Shamova identifies general, intellectual and special skills, calling them methods of learning. She refers to intellectual operations the mastery of mental operations (analysis, synthesis, generalization, comparison). The group of general skills includes the ability to plan, cognitive activity, its rational organization and control over its implementation. Special skills are distinguished according to the focus of activity on the assimilation of the content of the subject. A.V. Usova divides all skills into two broad categories: cognitive skills and practical skills..

As a result of the analysis of psychological and pedagogical research, it was found that there is no consensus on the definition of the essence of the concept of "skill". At the same time, the main characteristics of the skill are highlighted. These are mental actions, practical and experience in the implementation of operations and actions. The structural characteristics of skills include a system of mental, practical actions. Among the main properties of skills, versatility, flexibility, quality, speed of functioning and generalization are highlighted. Given all the above characteristics, "skill" should be considered as possession complex system actions and operations that are subject to a conscious goal and are used by a person in new conditions for him through the transfer of acquired knowledge and skills.

The essence of skills according to I.Ya. Lerner is to prepare students for the self-organization of learning and the corresponding cognitive activity.. He divides them into 3 groups depending on their role in the educational process. The first group is subject. These are skills for individual academic subjects. Skills of the second group - there are ways to master different types of content (perception, awareness, memorization, manifestation of creative search). The third group includes skills that are ways of organizing their actions to master the subject content. To the educational skills of I.Ya. Lerner attributed the skills to the third group. Since they act as skills that contribute to the assimilation of subject content.

Learning skills, depending on their functions, are divided into four groups: organizational, practical, intellectual, psychological and characterological. To a greater extent, the study pays attention to intellectual skills, since in them the leading role belongs to thinking and imagination.

The research that students conduct is educational, which means that the research skills being formed will also be educational.

The problem of the formation of research skills arose in the 60s. It is associated with the development of the theory and methodology of developmental education (D.B. Elkonin, V.V. Davydov, L.V. Zankov) and the theory problem learning(I.Ya. Lerner, M.I. Makhmutov). It is also associated with the problem of cognitive independence (P.I. Pidkasisty, T.I. Shamova), the problem of development creativity(A.M. Matyushkin, N.S. Leites, L.A. Wenger).

Research skills are widely covered in the literature, but there is no single, specific definition of this concept.

To characterize "educational research" skills, additional clarification of the structure and essence is necessary. Some believe that it is necessary to highlight research skills in separate group. This is due to the growth in the pace of development of technology, technology, and science. Knowledge obtained through search and research contributes to the development of creative thinking, mental abilities and improving the quality of knowledge. When describing the levels of development of the skills of educational research activity, A.G. Iodko lists the skills that are needed when conducting research. This is the ability to compare, observe, find causal relationships. But in order to conduct research, it is not enough to have individual research skills. You need to learn how to use them together.

V.P. Ushachev gives the following definition of research skills: “Teaching research skills are the ability of students to perform theoretical and practical actions that correspond to research activities, subject to logic scientific research, on the basis of knowledge and skills and are acquired in the process of studying the basics of science.

V.N. Litovchenko is of the opinion that research skills are a set of systematized knowledge, skills and abilities of an individual, attitudes and beliefs, with the help of which the functional readiness of students for the creative solution of cognitive problems is determined.

Operational research skills. These include mental techniques and operations used in research activities (analysis and synthesis, comparison, abstraction and generalization, comparison, hypotheses).

Organizational research skills. They include the use of methods for organizing research activities, planning research activities, conducting introspection, regulation in the process of research activities.

Practical research skills. These skills include the processing of literary sources, conducting experimental studies, observation of facts, events, processing of observations, implementation of results in practical activities.

Communication research skills. They provide for the use of methods of cooperation in the process of research activities, for the implementation of mutual assistance, mutual control.

D.G. Levites defined the following structure of research skills: the ability to formulate a goal, establish the subject and object of research, put forward hypotheses, plan an experiment and conduct it, test hypotheses.

Based on the research of A.N. Poddyakov, A.V. Leontovich, A.I. Savenkova, research skills are considered as the ability to organize one's own research activities, selection and analysis of information, independent choice and application of research methods that provide the desired result..

As research skills of junior schoolchildren, A.I. Savenkov calls: the ability to see problems, put forward hypotheses, compare, ask questions, observe, compare, conduct experiments, obtain information, define concepts, conduct independent research, structure material, make comparisons, evaluate, draw up an internal plan of action, prove the correctness of a point vision.

The above listed research skills are distinguished by most authors. (P.Ya. Galperin, A.N. Leontiev, I.Ya. Lerner).

Research skills formed at primary school age can be divided into four groups:

organizational and practical (the ability to plan work, ask questions and answer them, transform the data obtained, make assumptions, be able to use various forms of presenting research results);

search (the ability to choose a research topic, see the problem and set the goal of the study, establish cause-and-effect relationships, choose and apply available research methods);

informational (the ability to find sources of information, use them, work with definitions, terms, concepts, understand and interpret written and oral text, record information in the form of symbols, conventional signs, formulate conclusions);

evaluative (the ability to evaluate one's work, determine its advantages and disadvantages, formulate value judgments, justify one's assessment, give feedback and recommendations).

Research skills are complex and generalized, as they have the property of being transferred to new conditions, applied to various subject content, and contribute to the creative application of the acquired knowledge in practice.

After analyzing various literary sources, we can conclude that scientists do not have a common opinion about the structure of research skills. Despite the ambiguity of opinions, research skills should correspond to the main stages of research activity. Any structuring will be conditional and will change depending on the goal and subject of research.

We analyzed the stage of diagnosing research skills in the works of different teachers.

Diagnostics in all works took place in 2 stages. The first is to determine the initial level of research skills. The second is diagnosing skills after a formative experiment. It is not the results that are important to us, but the diagnostic methods, so in our work we will focus on the methods.

4th grade students took part in the experiment on the basis of secondary school No. 31 of the city of Ishim.

Teachers identified five groups of research skills of younger students:

1. Ability to organize your work (organizational);

2. Skills and knowledge related to the implementation of the study (exploratory);

3. Ability to work with information, text (informational);

4. Ability to formalize and present the result of their work.

5. Skills related to the analysis of their activities and evaluation activities (assessment).

Thus, the research skills of younger children school age they define it as intellectual and practical skills associated with the independent choice and application of research techniques and methods on material accessible to children and corresponding to the stages of educational research.

Assessed the formation of research skills of students primary school they are identified, based on the analysis of relevant literature (L.I. Bozhovich, A.G. Iodko, E.V. Kochanovskaya, G.V. Makotrova, A.K. Markova, A.N. Poddyakov, A.I. Savenkov) criteria:

1. The practical readiness of the student to carry out research activities is manifested in the fact that the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and represents the result (product) of its work.

2. The motivation of the research activity of students is considered by us as the desire of the child to learn new things, to perform certain actions to search for knowledge of interest, to participate in educational research. The student shows cognitive activity in the process of solving educational problems, interest in new topics and ways of working. The criterion is seen in the dynamics of children's motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).

3. The manifestation of creativity in the research activities of children was taken into account in approaches to choosing a topic, defining research objectives, and productivity in finding solutions to problems; by the originality of approaches to the choice of research paths, the creation of a new product, the design and presentation of results, the ability to see the subject under study from different angles and positions.

4. The degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activity the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as the skills of research activities are mastered, the participation of adults in his work is reduced, and the position of the teacher changes from a leader to an organizer, assistant, consultant.

The assessment of each of these criteria was correlated with the levels of development of the research activity skills of primary school students, identified and described in their work:

1. They define the initial level as already existing, formed on the basis of spontaneous research experience of children and learning skills acquired during the first grade. The initial level can be characterized as follows: low level of interest in conducting research work, lack of knowledge about research activities, research skills. It is possible to implement research activities by analogy. The student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, assumptions on work.

2. The initial level is characterized by the appearance of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform elementary short-term studies by analogy with the help of adults. Possession of the basics of knowledge on the organization of one's own research work, some simple research skills. The manifestation of creativity can be regarded as low.

3. The productive level has the following characteristics: stable internal and external motives for conducting research, there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, possesses many skills for conducting educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with information sources); demonstrates the possibility of an original approach to solving a problem, presenting the result of its activities.

4. The creative level can be defined as follows: there is a constant interest in conducting various kinds of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals, tasks, find productive ways to solve the tasks; a high degree of independence in the implementation of work at all stages of the study; the ability to present the result of the activity in an original way.

To determine the level of development of research skills in younger students, the following diagnostic methods were used:

Pedagogical supervision carried out by the teacher in the classroom in various disciplines, in the classroom for research activities;

Analysis of the products of children's research activities (research work);

Questionnaires that allow identifying and evaluating the formation of specific skills, the availability of knowledge about research activities, manifestations of creativity, the degree of independence in research work, the motivational attitude towards educational research of younger students.

The assessment of the existing level of formation of the skills of research activities of students was carried out using the developed questionnaires for teachers and assignments for students.

The method of control diagnosing coincided with the method of ascertaining examination of the level of formation of research skills of younger schoolchildren.

As a result of our analysis of the work of teachers of GBOU secondary school No. 1155, Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.

The difference is in the methods of diagnosing research skills. In GBOU secondary school No. 1155, students were assessed according to the criteria during pedagogical observation, each item was evaluated on a 3-point scale: 0 points - does not know how, 1 point - needs the teacher's help, 2 points - can do it on their own.

They also determined the levels of development of research skills:

0-5 - low level

6-9 - average level

10-14 - high level.

Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of development of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.

Tasks for the development of research

skills and abilities of younger students

1. Tasks for developing the ability to see problems

A problem is a difficulty, an uncertainty. To eliminate the problem, actions are required, first of all, these are actions aimed at investigating everything that is connected with this problem situation. Finding problems is hard work. Finding a problem is often harder and more instructive than solving it. In carrying out this part of the research work with the child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, a clear designation of the goal. Its general, approximate characteristics are quite enough.

The ability to see problems is an integral property that characterizes human thinking. It develops for a long time in the most different types activities. Here are some tasks that will help in solving this difficult pedagogical task.

Task “Look at the world through the eyes of others”.

An unfinished story is read to the children:

“In the morning the sky was covered with black clouds and it began to snow. Large snow flakes fell on houses, trees, sidewalks, lawns, roads…”

Task: continue the story, imagine yourself walking in the yard with friends; a truck driver driving on the road; a pilot going on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.

“In the fourth grade, it’s just an “epidemic” - everyone plays space aliens ... ”

Task: continue the story, evaluating this situation from the position of a teacher, a school doctor, a school psychologist, a classmate of these guys, one of the space aliens, a computer on which the texts of letters to aliens are typed.

“Someone spilled water in the school lobby. Misha ran and…”

Task: continue the story, assessing this situation from the perspective of a teacher, a school doctor, a school psychologist, Mishka's friend, Mishka's sister, Mishka's grandmother.

“Near the entrance of our house, the workers dug a large trench. They have been repairing the pipes lying there for the second day…”

Task: continue the story, assessing this situation from the perspective of the inhabitants of this house, the guys playing on the playground, the mayor of the city, the car driving to the house, the workers.

Task "Make a story on behalf of another character."

“Imagine that for a while you became a table in a classroom, a pebble on the road, an animal (domestic or wild), a person of a certain profession. Describe one day of this imaginary life of yours.”

This work can be done in writing by inviting children to write an essay, but oral stories also give a good effect. When performing this task, it is necessary to encourage the most interesting, most inventive, original children's answers.

Task “Make up a story using the given ending”.

“…We never managed to get out.”

“…The orangutan sitting in the neighboring enclosure did not pay any attention to this.”

“…The bell rang from the lesson, and Dima continued to stand at the blackboard.

Think and talk about what happened in the beginning and why it ended the way it did. The logic and originality of the presentation are evaluated.

The task “How many values ​​does an object have.

Some familiar object is offered to the children (pencil, brick, chalk, box ...) Find as many options for non-traditional, but at the same time real use of this object.

Task “Name as many features of the object as possible”

The task of the children is to name as many possible signs of this object as possible. (For example: a table - beautiful, large, new, high, plastic, children's, writing, dining, comfortable ...)

Assignment “One topic - many plots”

Come up with and draw as many stories on the same topic as possible. (For example, the theme is “Autumn”, “City”, “Forest”… you can draw a forest in autumn, flying birds, working in the fields, schoolchildren going to school, etc.)

2. Tasks for developing the ability to put forward hypotheses.

A hypothesis is a foundation, an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of attempts to find answers to their own questions. A hypothesis is a prediction of events. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, how it becomes a theory, if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption.

The first thing that constitutes the birth of a hypothesis is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The former involve relying on logic and analysis of other theories (available knowledge), within which this hypothesis was put forward. Empirical methods for testing hypotheses involve observation and experimentation. Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to open and then in the course theoretical analysis, thought or real experiments to evaluate their probability. Thus, hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side.

Tasks for developing the ability to develop hypotheses.

Task “Let's think together”.

How do birds know the way to the south?

Hypotheses:

1. Maybe the birds determine the way by the sun and stars.

2. Probably, birds see plants (trees, grass, etc.) from above, they indicate to them the direction of flight.

3. Suppose that the birds are led by those who have already flown south and know the way.

4. Suppose that birds find warm air currents and fly along them.

5. Or maybe they have an internal compass, almost the same as in an airplane or ship.

6. And if the birds accurately find their way to the south because they catch special signals from space. (provocative idea)

Why do trees bud in spring?

Why doesn't the snow melt in the mountains in summer?

Why does an airplane leave a trail in the sky?

Circumstance exercise.

Under what conditions would each of these items be very useful? Can you think of conditions under which two or more of these items would be useful:

Oil deposit

toy boat

Orange

Mobile phone

Kettle

Bouquet of daisies

Hunting dog.

Reverse exercise.

Under what conditions can these same objects be completely useless and even harmful?

Tasks like “Find the possible cause of the event”

- The bells are ringing.

- The grass in the yard turned yellow.

- A fire helicopter circled over the forest all day.

- Friends quarreled.

Exercise “What would happen if a magician granted the three most important desires of every person on Earth?” It is necessary to come up with as many hypotheses and provocative ideas as possible explaining what would happen as a result.

Such interesting task for training skills in developing hypotheses and provocative ideas is used in a number of schools for gifted children abroad.

3. Tasks for developing the ability to ask questions

In the process of research, as well as any knowledge, the question plays one of the key roles. The question is usually seen as a form of expressing the problem, compared to the question, the problem has a more complex structure, figuratively speaking, it has more voids that need to be filled. The question directs the child's thinking to search for an answer, thus awakening the need for knowledge, introducing him to mental work.

Questions can be divided into two groups:

1. Clarifying (direct or “whether” questions): is it true that ...; whether it is necessary to create ...; should... Clarifying questions can be simple or complex. Complex questions are those that actually consist of several questions. Simple questions can be divided into two groups: conditional and unconditional. For example: Is it true that you have a parrot at home? - a simple unconditional question. Is it true that if a kitten refuses to eat and does not play, then he is sick? is a simple conditional question.

There are also complex questions that can be broken down into several simple ones. For example: Will you play computer games with the guys or do you prefer to play alone?

2. Complementary (or indefinite, indirect, “k” - questions) They include the words: where, when, who, what, why, what and others. These questions can also be simple or complex. For example: Who, when, and where can build this house? - complex issue. It can easily be divided into three separate questions.

Task "Find the mysterious word."

Children ask each other different questions about the same subject, starting with the words “what”, “how”, “why”, “what for”. An obligatory rule is that there must be an explicitly invisible connection in the question. For example: in the question about an orange, it does not sound “What is this fruit?”, But “What is this object?”.

A more complex version is also possible. One of the participants thinks of a word, but tells everyone only the first letter (sound). Participants ask him questions. For example: “Is this what is in the house?”; “Is this item orange?”; “Is this item used in the transportation of goods?”; "Is this not an animal?" The child who guessed the word answers “yes”, “no”.

The game "Guess what was asked."

The student who came to the board is given several cards with questions. He, without reading the question aloud and without showing what is written on the card, loudly answers it.

For example: the card says “Do you like sports?” The child answers “I love sports”. Everyone else has to guess what the question was. Before completing the task, it is necessary to agree with the answering children that they do not repeat the question when answering.

Why do owls hunt at night?

- Why commuter trains are called "electric trains"?

- What are the birds that can repeat human speech called?

- Can people live without computers?

Why do rivers flood in spring?

4. Tasks for the development of skills to define concepts.

To find out how the child's ability to generalize and formulate concepts is developed, different methods are used. One of the most effective and simple is the concept definition method. The child is offered an object or a word, and is asked to define this object: “What is this?” For example: “What is a tram?” Some will say it is vehicle for transporting people, and someone will answer that a tram is what they ride on rails. In the first case, we see the situation of fixing the generic and specific differences, that is, the logical relations between the class of objects and its representative are correctly reproduced. In the second case, we are confronted with an indication not of an object, but of its function.

For children to understand the importance of definitions, you can use the following task:

“Aliens have landed on Earth. They know nothing about our world and have not seen anything. Tell them as clearly and concisely as possible what is:

A) Boat, apple, pencil, table, book, toy, newspaper, hero, catch, prickly.

B) Helicopter, plum, eraser, chair, notebook, doll, magazine, enemy. Throw, easy."

In order to learn to define concepts, you can use simple tricks: description, characterization, clarification by example, observation, comparison, differences, generalization, riddle as definitions of concepts and others.

5. Tasks for the development of skills and experimentation skills

Experiment is the most important of research methods. Experiment - test, experience. This is the most important method of knowledge in most sciences. With its help, under strictly controlled and controlled conditions, a variety of phenomena are investigated.

Experiment assumes that we actively influence what we explore. Any experiment involves carrying out some practical actions in order to verify and compare. But there are also mental experiments, that is, those that can only be carried out in the mind.

Thought experiment.

In the course of thought experiments, the researcher mentally imagines each step of his imaginary action with the object and can see the results of these actions more clearly. Let's try in the course of a thought experiment to solve the problem: Are the shadows drawn correctly?

Consider the drawing. It depicts the sun and geometric bodies. Did the artist draw their shadows correctly? Why should shadows be different? What shadow corresponds to each of the depicted geometric bodies?

And here are some more problems for thought experiments:

What can be made from a piece of paper?

What will happen if everyone gets taller?

What does it take to feed all of humanity?

- If the lake were a table, what would the boat be?

Experiments with real objects.

Experiment “Measuring the volume of a drop”.

The easiest way is to drop a drop into a container of a known volume (for example, into a test tube). Another way is to determine how many drops are in one gram on a pharmacy scale. Then we divide the gram by the number of drops and get the weight of one drop, and therefore, we can calculate its volume.

Experiment "We determine the buoyancy of objects."

Have the children collect ten different items. For example, a block of wood, a teaspoon, a small metal plate, a pebble, an apple, a plastic toy, a cardboard box, a metal bolt, etc.

Now that the items are collected, you can hypothesize which items will float and which will sink. These hypotheses then need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside, if water gets in, it sinks.

After the first experiment is over, we will continue the experiment. Let's study the floating objects themselves. Are they all light? Do they all float equally well? Does buoyancy depend on the size and shape of the object? Will the plasticine ball float, and if we add plasticine. For example, the shape of a plate? And what happens if we connect a floating and a non-floating object? Will they swim or both drown? And under what conditions is both possible?

When it comes to developing the research abilities of students, the person who supports the search activity is an adult. Acceptance and support of activity in research activities is carried out in constant interaction between children and adults. In this work, any criticism towards the child from the teacher, parents, comrades should be excluded.

As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help, therefore, we believe, it is quite difficult to determine the formation of research skills in a younger student, since it is difficult to determine the degree of his independence in determining the topic research.

Based on this, we believe that it is the degree of independence that is one of the priority criteria for diagnosing the formation of the research skills of a younger student.

In addition, we believe it is possible to use observation of the child in order to determine how much the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result of his work.

Researcher A.I. Savenkov, referring to the diagnosis of research skills, which, in his opinion, "can be successfully carried out in the course of observations", believes that when observing the behavior of children in situations requiring research behavior, it is necessary to focus on the following criteria: - the ability to see problems; - the ability to set questions; - the ability to put forward hypotheses; - the ability to define concepts; - the ability to classify; - the ability to observe; - the skills and abilities of conducting experiments; - the ability to draw conclusions and conclusions; - the ability to structure the material; - the ability to explain, prove and defend your ideas " .

We also believe that questionnaires can be used to identify the level of formation of research skills, the degree of independence, interest in research activities, and the manifestation of creativity. But the result may be erroneous, since in the tests the child wants to "embellish" reality. It is best to use all methods in combination.

Based on the research of A.I. Savenkova, A.N. Poddyakova, A.V. Leontovich We can distinguish 3 levels of formation of research skills in younger students:

First: the student cannot see the problem on his own, find solutions, but according to the instructions of the teacher, they can come to a solution to the problem.

second: the student can independently find methods for solving the problem and come to the solution itself, but without the help of the teacher he cannot see the problem

third (highest): the students themselves pose the problem, look for ways to solve it and find the solution itself.

It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And teachers should strive to bring the child to this level. Then we can talk about the formation of research skills.

But it is possible to erroneously prescribe a high level of research skills to a child with a low level, since parents and a teacher can help him. Therefore, you should be very careful to monitor the child. Indeed, due to the prescription of an inappropriate level to the child, he may find himself in a situation of failure when the teacher gives him a task that does not correspond to his level of development of research skills.

The level of development of research skills in younger students is also determined by the student's ability to perform actions of a certain complexity. A student whose research skills are well formed does not have the following difficulties:

1 - inability to choose an object of study, an adequate solution;

2 - insufficient ability to work with hypotheses;

3 - unformed general educational skills and abilities (reading, writing, etc.);

4 - the desire to work in a group and at the same time the inability to "hear" the other, to distribute activities among themselves;

5 - insufficiency of the activity approach and the adoption learning task as external.

The concepts of "initial level of development" and "high level of development" are rather arbitrary, but they are necessary to indicate moments of attention to the learning stage. To provide and diagnose individual instrumental research skills, we will designate the range of their development.

The range of development of research skills

Research Skills	Initial level of development	High level of development
Ability to see the problem	The ability to recognize some contradictions, the ability to consider the subject with different points vision	Ability to see, understand and formulate a problem
Ability to classify	The ability to classify objects into groups according to certain characteristics	Ability to compile classification and structural tables, diagrams
Ability to ask questions	Ability to ask descriptive, causal, subjective questions	Ability to ask correct imaginary, evaluative and future-oriented questions
Ability to define a concept	The ability to describe the subject, explain through an example	The ability to consciously apply logical methods of thinking: analogy, comparison, analysis, synthesis
The ability to represent the concept in the language of symbols	The ability to come up with a clear icon to designate an object	The ability to find and present the semantic idea of ​​the object under study by various figurative means
goal setting	Ability to formulate the purpose of the study	Development of a personal hierarchy of goals in all areas of life and activity
Reflection	The ability to name the stages of one's own activity, to determine successes, difficulties, applied methods of activity	The ability to build a multi-level reflexive model of various types of activities occurring in an individually complex educational process

In order to determine the level of formation of research skills, students can be offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test is a series of tasks that simulate an educational study, so they must be completed in a strictly defined sequence.

Each skill is evaluated on a three-point scale:

0 - skill is not formed;

1 - the skill is partially formed;

2 - the skill is fully formed.

Based on the results obtained, a summary table is compiled, which determines the level of formation of the tested skills of each student in the class.

In conclusion, we believe that the difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.

Perhaps, in order to obtain a more reliable result, a new method for diagnosing research skills should be developed.

To date, the criteria and levels of formation of the research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing the research skills of younger schoolchildren. This problem remains relevant and little studied, we believe that more attention should be paid to it.

Research article on the topic:

« Development of research skills of younger students through the implementation of educational projects».

Annotation. The article deals with research skills and their development through educational projects. As well as work on a training project, stages of work on a project that serve to develop research skills. The author concludes that educational projects create conditions for the development of children's curiosity, the need for independent active knowledge of the world around them.

Educational process in a modern primary school should be aimed at achieving a level of education of students that would be sufficient for independent decision problems of an applied or theoretical nature. The achievement of this goal is associated with the organization of educational activities of a research orientation. This issue is especially relevant for students. elementary school, since it is at this stage that educational activity is the leading one and determines the development of the cognitive abilities of the individual.

The problem of the formation of research skills is devoted to the works of A.I. Savenkova, N.A. Semenova and others. Scientists distinguish them from general educational skills, point to the research nature of the activity in which they develop and associate them with the development of such mental operations as analysis, synthesis, comparison, generalization, abstraction, concretization, classification, systematization.

Under research skills, we will understand the student's ability to perform mental and practical actions that correspond to research activities and obey the logic of scientific research on material accessible to children, based on knowledge, skills and abilities acquired as a result of studying the basics of science and the experience of their own practical activities. Unfortunately, in the practice of teaching, there is a tendency towards the spontaneous formation of research skills. The main form of organizing work on the formation of these skills remains work with a book: writing reports, abstracts, essays, presentations, which do not provide a high level of their development due to their stereotyped nature, limitation to narrow topics, and often the presence of a ready list of references.

An important place among the methods that form research skills is occupied by the method of projects, because. includes a set of research, search, problem methods and is focused on the independent activity of students, which can be carried out individually, in pairs or in a group. It involves the creation of educational situations that:

Show younger students phenomena that contradict their existing ideas;

Encourage students to express their assumptions, guesses;

Provide an opportunity to test these assumptions;

Present the results of your research to your classmates, teachers, parents, so that they appreciate the importance of the data obtained.

Modern researchers of the project method (N.V. Matyash, V.D. Simonenko, N.Yu. Pakhomova, E.S. Polat and others) believe that the use of this method in combination allows solving educational problems (obtaining knowledge in subjects), developing (formation of skills to pose a problem, plan one's activities, present products of activity, etc.), educational (education of skills to work together, accept the opinion of a friend, etc.) tasks. Scientists point to the developmental nature of the method of projects and project activities in general, they note that the implementation of educational projects develops arbitrariness in children. mental processes, raises cognitive activity, stimulates the desire for research, forms personal neoplasms, contributes to the mastery of educational activities and the assimilation of its structure.

An educational project is a set of actions specially organized by the teacher and independently performed by the children to solve a subjectively significant problem, culminating in the creation of a product and its presentation as part of an oral or written presentation. On different stages To complete a project, students are required to have certain skills. These are problematization, goal-setting, organization of activities, introspection, self-assessment, presentation of the results of one's activities, communication, the ability to make and apply decisions.

In the work on the educational project, the maximum independence of students is manifested in the choice of a topic, setting goals and objectives, searching for the necessary information, its analysis, structuring and synthesis, research and decision-making, organizing their own activities and interacting with partners. The student is required to apply already known and “discovery” of new knowledge. Consider what skills are developed at each stage of execution educational project.

At the organizational stage, younger students are faced with the task of choosing a research topic, clarifying the goals of the upcoming work. If the student knows exactly what interests him, then it is quite easy for him to choose a topic. In the event that a younger student cannot immediately determine the range of his interests, then it is necessary that he answer the questions: “What do you most often do in your free time?”, “What would you like to learn more deeply from what you studied at school?” and others. At this stage, the skills to “see the problem” and to single out problems, to set tasks arising from this problem are formed; to realize and accept the cognitive task, to see the essence of the set educational task.

At the planning stage, younger students clarify information on the topic, put forward hypotheses, determine the goals and objectives of the upcoming work, and choose research methods. It is difficult for younger students to independently put forward a hypothesis for their research, so we suggest using the key words “suppose ...”, “let's assume ...”, “maybe ...”, “what if ...”, which will help students put forward an assumption to explain the phenomenon they are studying. At this stage, younger students develop the ability to plan their activities; build hypotheses; determine the purpose of their work, the structure of the study; independently generate ideas, choose the most productive way to solve a problem, etc.

When implementing the project, younger students need to use their existing knowledge on the problem, refer to children's reference books and encyclopedias, a computer, educational films; you will need the ability to observe, use special devices (simple magnifiers, binoculars, etc.), and conduct an experiment. When all the material on the problem has been collected, it is necessary to single out the basic concepts from the text, divide the main processes, phenomena, etc. into groups; arrange the main ideas in order; draw conclusions, inferences; prepare drawings, diagrams, drawings, layouts, etc. At this stage, skills are formed to independently find the missing information, use alternative ways to search for information; express intentions and make adjustments to a previously adopted action plan; classify according to any sign, observe, compare, conduct an experiment, establish cause-and-effect relationships, analyze and generalize the facts studied, practically apply knowledge, skills and abilities in various, including atypical situations.

At the stage of presenting the results of their research, the task of younger students is to convey their ideas to those who will consider the results of research innovation in general and vocational education work. Students develop the ability to reason, defend their point of view, draw conclusions, highlight the main and the secondary.

When evaluating the results of activities, younger students must independently evaluate the process and result of their activities and the activities of their comrades, understand and apply the criteria for evaluating projects, and answer questions from the audience. This is very important for working on the next project, because, given their previous experience, its positive and negative points, having the desire to improve, the student in each new study will rise to a qualitatively new level.

Thus, the educational project is a powerful tool for shaping the thinking of younger students, since it has great opportunities for the development of mental operations, increasing the activity of purposefulness, flexibility of thinking, and contributes to the formation of a culture of logical reasoning. The criteria for determining the degree of formation of one or another research skill in younger students can be the immediate readiness of the student to conduct research, which consists in the fact that the student has mastered research skills to one degree or another and applies them in his research.

The organization of work on the development of research skills through the implementation of educational projects showed that the level of knowledge of students has increased, which is manifested in the independent “discovery” of new knowledge, the establishment of patterns of the studied phenomena, and the deepening of their knowledge on the problem of interest. The level of mental activity has changed. Younger schoolchildren began to consider the material as independently obtained, important information for them. appear brighter cognitive interests children, their desire for creative independent work in class and outside of class.

Thus, the formation of research skills through the implementation of educational projects makes it possible to lay the foundation for the formation of educational activities of a younger student - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, monitor and evaluate learning activities and their result. Educational projects create conditions for the development of children's curiosity, the need for independent active knowledge of the world around them.

Used Books:

1. Matyash N.V., Simonenko V.D. Project activity junior schoolchildren: book. for the teacher at the beginning class M. : Ventana-Graf, 2004. 112 p.

2. Pakhomova N.Yu. The study project method in educational institution: a manual for teachers and students. ped. universities. M. : ARKTI, 2008. 112 p.

3. Polat E.S. Technology of telecommunication projects // Science and school. 1997. No. 4. pp. 47 – 50.64 Proceedings of the VSPU

4. Savenkov A.I. Psychological foundations research approach to teaching: textbook. allowance. M. : Os-89, 2006. 480 p.

5. Semenova N.A. Development of research skills of younger schoolchildren: dis. … cand. ped. Sciences. Tomsk, 2005.