The paragraph discusses the age characteristics of a younger student. Indicators, criteria and levels of formation of the logical thinking of the younger schoolchild are revealed.
The ability of a person to think logically is one of the most important virtues that lead to self-realization and success. The thinking of adults and children differs significantly and this is noticeable to everyone. The thinking of an adult is built on the basis of experience and lived moments, while the thinking of a child is based on impressions, emotions, imagination and all possible visual images. At the age of 6-7 years, the child has a high level of development of mental processes, it is this age that is sensitive to the formation of logical thinking. Thanks to curiosity, interest in knowing the world, through trial and error, he fully develops the processes of perception, memory, speech, thinking, and imagination. All cognitive processes are closely related to each other; they provide different types of child activity. The relationship of mental processes does not change, but at the same time, at different periods of development, one process prevails. The thinking of the child at the initial stage of education is at a turning point in development. During this period, there is a transition from visual-figurative to verbal-logical, conceptual thinking, which gives a double effect on the mental activity of the child: concrete thinking, connected with reality and observations, has already obeyed logical principles, but formal-logical reasoning is not yet available to them.

It is known that logical thinking is a neoplasm of primary school age, and the success of schooling will depend on the level at which its development will be. Scientists argue that the development of mental operations is of great importance in the development of logical thinking in children. But this development process is slow, and children in grades 1-2 will still continue to think like preschoolers, that is, the perception and analysis of information occurs in the following ways:

Visual - effective (thinking, which is directly related to practical actions with the subject);

Visual-figurative (thinking based on representation and perception).

At this age, they characterize objects based on external signs, considering them from a clear, obvious side. A new stage of perception and analysis begins when children reach the age of 8-9 years.

The thinking of younger schoolchildren in the 3rd grade already allows the children to capture the logical connections between the elements of any information. Psychologists call this feature of comparisons a generic ratio. At this age, students acquire the skills of abstract (logical) thinking. This change allows students to think in terms, moving away from the visibility that is inherent in perception and representation. The ability to think logically appears in connection with a change in the content of thinking. Educational activity is of great importance in the process of transforming the types of thinking. Taking into account the new concept of the Federal State Educational Standards and the system-activity approach, the task of the teacher in teaching is not to clearly and easily explain, tell and show everything, but to organize the research work of children so that the children themselves "think" before solving the key problem of the lesson, and they themselves explained how to act in the new conditions.

The ability to think abstractly makes it possible to solve logical problems and draw conclusions based on essential internal properties, and not on obvious signs of objects.

Over time, mastering the techniques of mental actions, the student masters solving problems “in the mind”, as well as analyzing the process of his reasoning. Later, reasoning acquires a logically correct character, including the operations of analysis, synthesis, comparison, distribution, and generalization. This stage of development becomes the basis for logical thinking, and as a result of this, the child learns to model, compare, and find family ties. One way to help master the concepts of relationships is to use reference signal sheets. Sheets of reference signals (LOS) is a diagram-drawing, where with the help of conventional signs, words, symbols, and sometimes individual sentences, the main content of the material being studied is conveyed. These signs serve as reference signals in the story, help to present the material in a coherent and logical way, without forgetting the main thing. A summary of the lesson using VOC is presented in Appendix 1.

The level of development of thought processes is very important for the very development of the thinking of schoolchildren. Thus, an effective method of analysis gradually becomes sensual, later mental. Such changes in thinking occur throughout the entire education in elementary school, initially a partial analysis over time becomes complex and systemic. But even a simple synthesis, developing over 2-3 years, and by the 4th grade is already becoming wider and more complex.

Analysis and synthesis in the thinking of students are closely interconnected, but the guys master the process of analysis faster than the process of synthesis, which cannot exist without the ability to deeply analyze. In the primary grades, changes are gradually taking place, changes in the thinking of younger students are obvious. In grades 1-2, thinking is unsystematic and relies only on external signs, and in grades 3-4 it becomes planned and phased, which is the main indicator of logical thinking.

Changes in the thought process do not go unnoticed by the schoolchildren themselves, who are trying very hard to control their thoughts and concentrate. Often times these efforts end in success. By the end of elementary school, students acquire some theoretical thinking skills, which are characterized by an internal action plan that provides for a logical order of actions on the way to a solution, an analysis of the content of the problem and the allocation of a solution method that is generalized to a whole class of problems. (Levitov N.D.)

The development of thinking of younger students occurs during the educational process. It is important that teachers and parents pay due attention to the formation of thought processes and contribute to it in every possible way, since, according to Talyzina N.F. logical methods of thinking in a given period of life affect all learning as a whole, without them there is no full assimilation of the material. For the successful development of thinking, a variety of logical tasks are provided for younger students, which can be successfully applied both in lesson practice and at home, but in order to begin work on the formation of logical thinking, it is necessary to determine: the levels of formation of logical thinking; indicators of logical thinking; criteria and their conditions. A criterion is a sign on the basis of which an assessment, definition or classification of something is made; measure of evaluation.

After analyzing the psychological, pedagogical, philosophical and methodological literature, we determined for our study the following criteria and indicators of logical thinking:

Table 3. - Indicators and criteria of logical thinking.

Index	Criteria for the formation of logical thinking
Analysis	Abilities: divide the whole into parts, highlight individual features, sides of the whole.
Synthesis	Abilities: combine individual elements that are highlighted as a result of the analysis.
Comparison	Abilities: establish similarities and differences between individual objects;
Generalization	Abilities: combine objects and phenomena according to their essential features and properties.
Classification	Ability: to separate and combine objects for any reason.
Judgment	Abilities: to reflect or assert connections between objects and phenomena of reality.
inference	Abilities: to highlight a new judgment from one or more judgments.

For further work, we needed to determine the levels of development of these mental operations and the mental process.

The results of this work are presented in the form of a table (see table 4).
Table 4. Levels of formation of mental operations and processes.

Mental operations and processes	Levels
	Short	Average	High
Analysis	Difficulty picking out parts. It takes a very long time or does not do the job at all.	Has difficulty dividing the whole into parts, takes a long time to extract features.	Easily and quickly divides the whole into parts, highlights many individual features from the whole.
Synthesis	With difficulty combines elements and finds the whole or does not cope at all.	He does not immediately notice individual elements, with difficulty combines them into a whole.	Easily combines individual elements into a whole.
Comparison	Cannot correctly highlight the similarities and differences of objects.	Sets an insufficient number of similarities and differences of the object.	Easily establishes many similarities and differences between objects.
Generalization	With difficulty combines objects and phenomena or does not cope at all.	Will experience difficulties in unification, it takes a long time.	Easily combines objects and phenomena according to their essential features and properties.
Classification	With difficulty separates and combines objects on the basis or does not cope at all.	In some cases, it is difficult to combine and separate objects on the grounds.	Easily and quickly combines objects by reason.
Judgment	Illogicality in own reasoning, frequent logical errors.	Makes logical conclusions, but does not "catch" logical errors in other people's reasoning.	Easily highlights the necessary and sufficient features, draws the right conclusions.
inference	Cannot distinguish a new judgment from two or more known ones.	It is difficult to distinguish judgments from known ones.	Easily finds a new highlight from the previously passed.

A theoretical analysis of the literature suggests that for the development of logical thinking in children of primary school age, it is necessary: ​​the inclusion of children in activities during which they could vividly show their activity in a non-standard, ambiguous situation. The use of various means and methods, teaching students to compare, generalize, analyze. The training and development of logical thinking of younger students should be carried out taking into account the knowledge of the system of techniques, their content and sequence. (N.F. Talyzina, N.D. Levitov, V.S. Mukhina and others)

In our future work, we will reveal the potential of the initial course of mathematics in the formation of the logical thinking of a younger student.

At primary school age, there is an intensive development of the intellect of children. Such mental functions as thinking, perception, memory develop and turn into regulated voluntary processes.

In order to form a scientific concept in a junior schoolchild, it is necessary to teach him a differentiated approach to the features of objects. It should be shown that there are essential features, without which the object cannot be brought under this concept. A concept is generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features. If students in grades 1-2 note the most obvious, external signs that characterize the action of an object (what it does) or its purpose (what it is for), then by grade 3, students already rely more on the knowledge gained in the learning process and allow them to identify essential features of the items. So, the concept of a plant includes such different objects as a tall pine tree and a small bell. These different objects are combined into one group because each of them has essential features common to all plants: they are living organisms, grow, breathe, multiply.

By the age of 8-9, the child undergoes a transition to the stage of formal operations, which is associated with a certain level of development of the ability to abstract (the ability to highlight the essential features of objects and abstract from secondary features of objects) and generalization. The criterion for mastering a particular concept is the ability to operate with it.

Third-graders should also be able to establish a hierarchy of concepts, isolate broader and narrower concepts, and find links between generic and specific concepts.

The thinking of a junior schoolchild in its development comes from the ability to analyze the connections and relationships between objects and phenomena. By the end of grade 3, students should learn such elements of analysis as identifying relationships between concepts and phenomena: opposite (for example, a coward - a brave man), the presence of functional relationships (for example, a river and fish), part and whole (for example, trees - forest).

Some difficulties were noted among younger schoolchildren in mastering such a mental operation as comparison. At first, the child does not know at all what it is to compare. To the question: “Is it possible to compare an apple and a ball,” we often hear the answer: “No, you can’t, you can eat an apple, but the ball rolls.” If you ask the question differently, you can get the correct answer. You should first ask the children how the objects are similar, and then how they differ. Children must be led to the correct answer.

Particular difficulties arise in younger students in establishing cause-and-effect relationships. It is easy for a younger student to establish a connection from cause to effect than from effect to cause. This can be explained by the fact that when inferring from cause to effect, a direct connection is established. And when inferring from a fact to the cause that caused it, such a connection is not directly given, since the indicated fact can be the result of a variety of reasons that need to be specially analyzed. Thus, with the same level of knowledge and development, it is easier for a younger student to answer the question: "What will happen if the plant is not watered?" than to the question: "Why did this tree wither?"

To help younger students, it should be offered at each lesson and in extracurricular activities, exercises, tasks, games that would contribute to the development of logical thinking.

Development of logical thinking

Psychologist L.S. Vygotsky noted the intensive development of the intellect of children at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.

By the time they enter the middle school (grade 5), students should learn to reason independently, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns.

A child, starting to study at school, must have a sufficiently developed logical thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It must be shown that there are essential features, without which the object cannot be brought under this concept.

During the training in the primary level, the child, first of all, must get acquainted with the concepts, with their essential and non-essential features.

Therefore, the first stage in the development of theoretical thinking of younger schoolchildren can be called as follows: acquaintance with the features of concepts.

At the second stage, it is necessary to form the ability to operate with the essential features of concepts, omitting the non-essential features, that is, we are talking about the formation of such an operation of logical thinking as abstraction.

At the third stage, it is necessary to pay the most serious attention to the formation of a logical comparison operation based on essential and non-essential features of objects and phenomena. When forming this operation of logical thinking, special attention should be paid to the search for common and distinctive features of concepts, objects and phenomena.

The first three stages are implemented in grades 1-2 of elementary school.

At the fourth stage (grade 3), students must learn to build a hierarchy of concepts, isolate broader and narrower concepts, and find connections between generic and specific concepts. The formation of the ability to define concepts based on the ability to find a more general generic concept and specific distinctive features can also be attributed to this stage in the development of logical thinking. For example: a ring (species concept) is a platform (generic concept) for boxing (species distinguishing feature).

The fifth stage (grades 3-4) involves the development of analytical activity, which at first (grades 1-2) consists in the analysis of a single object (search for signs), and by grades 3-4 in the ability to analyze the relationship between objects and phenomena (part and whole, juxtaposition, opposition, cause and effect, the presence of certain functional relationships, etc.).

By the end of elementary school, the child should have formed such operations of logical thinking as generalization, classification, analysis and synthesis.

The most important mental operations are analysis and synthesis.

Analysis is associated with the selection of the elements of a given object, its features or properties. Synthesis is a combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis through analysis.

The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a neoplasm of adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.

"Memory becomes thinking" (D.B. Elkonin)

In connection with the relative predominance of the activity of the first signal system, visual-figurative memory is more developed in younger students. Children better remember specific information, faces, objects, facts than definitions and explanations. They often memorize verbatim. This is explained by the fact that their mechanical memory is well developed and the younger student is not yet able to differentiate the tasks of memorization (what needs to be remembered verbatim and what in general terms), the child still has a poor command of speech, it is easier for him to memorize everything than to reproduce in his own words. Children still do not know how to organize semantic memorization: they do not know how to break the material into semantic groups, highlight strong points for memorization, and draw up a logical plan of the text.

Under the influence of learning, memory in children at primary school age develops in two directions:

The role and share of verbal-logical memorization is increasing (in comparison with visual-figurative memorization);

The ability to consciously control one's memory and regulate its manifestations (memorization, reproduction, recall) is formed. The development of verbal-logical memory occurs as a result of the development of logical thinking.

By the transition to the middle link, the student must develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, logical schemes, and reasoning. It is very important to teach the student to correctly set goals for memorizing the material. The productivity of memorization depends on motivation. If the student memorizes the material with the installation that this material will be needed soon, then the material will be remembered faster, remembered longer, and reproduced more accurately.

Perception becomes thinking

In the process of learning in the primary school, the perception of the child becomes:

a) more analytical;

b) more differentiating;

c) takes on the character of organized observation;

d) the role of the word in perception changes (if for first-graders the word primarily has the function of a name, i.e. it is a verbal designation after recognizing an object, for students of older grades the word-name is already the most general designation of an object, preceding its deeper analysis) .

The development of perception does not happen by itself, but goes in parallel with the development of thinking.

One of the most effective methods of organizing perception and nurturing observation is comparison. By developing in a child such a mental operation as a comparison, we make his perception deeper. At the same time, the number of perceptual errors decreases.

Attention becomes arbitrary

The possibilities of volitional regulation of attention in students in grades 1-2 are very limited. At this age, involuntary attention predominates in children. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to concentrate, work hard only if there is a “close” motivation (the prospect of getting an A, earning praise from a teacher).

The upbringing of the “distant” motivation of voluntary attention in younger schoolchildren should take place in accordance with age characteristics, by linking close and increasingly distant goals with each other. Involuntary attention becomes especially concentrated and stable when the educational material is clear, bright, and causes emotional perception in younger students. Since involuntary attention is supported by interest, then, naturally, lessons and activities with children should be exciting and entertaining.

Builds the ability to self-regulate

At this stage, such qualities as arbitrariness and the ability to self-regulate, reflection, go through only the initial stage of formation. Then they become more complex and fixed. At first, these qualities apply only to situations that are related to learning, and then to other areas of the child's activity.

An interest is formed in the content of educational activities, the acquisition of knowledge

By the time of the transition from elementary school to secondary school, the attitude towards learning changes. First, first-graders develop an interest in the very process of educational activity (they can diligently do what they will never need in life, for example, copy Japanese characters).

Then an interest in the result of his work is formed: the boy on the street read the sign on his own, he was very happy.

After the emergence of interest in the results of their educational work, first-graders develop an interest in the content of educational activities, the need to acquire knowledge. This is due to the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward.

Younger students experience a sense of pride, a special upsurge of strength, when the teacher, encouraging them and stimulating their desire to work better, says: "Now you are working not like little children, but like real students!"

Even relative failures

It is useful to comment something like this: "You already write much better. Compare how you wrote today and how you wrote a week ago. Well done! A little more effort and you will write the way you need to."

There is an awareness of a personal relationship to the world

At first, this factor affects the educational sphere as more familiar to children. The transition to middle school stimulates this process of forming a personal attitude to learning, but not all children are ready for it. As a result, a "motivational vacuum" may form, which is characterized by the fact that the old ideas no longer suit the children, and the new ones have not yet been realized, have not taken shape.

Character is taking shape

The character of a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will (a schoolchild of 7-8 years old is not yet able to pursue the intended goal for a long time, stubbornly overcome difficulties); capriciousness, stubbornness (explained by the shortcomings of family education). The child is accustomed to having all his desires and requirements satisfied. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he "wants" in the name of what he "needs".

By the end of elementary school, the child develops industriousness, accuracy, diligence, discipline.

The ability to volitional regulation of one's behavior gradually develops, the ability to restrain and control one's actions is formed, not to succumb to direct impulses, and perseverance grows. A student of grades 3-4 is able, as a result of the struggle of motives, to give preference to the motive of duty.

In general, during the child's education in the primary school, he should develop the following qualities: arbitrariness, reflection, thinking in concepts; successful completion of the program; main components of educational activity; a qualitatively new, more "adult" type of relationship with teachers and classmates.

Methods aimed at developing and determining the degree of mastery of the logical operations of thinking

The ability to highlight the essential

The teacher suggests a series of words: five words are given in brackets, and one is in front of them. In 20 seconds, students must exclude from the brackets (that is, highlight) the two words that are most significant for the word in front of the brackets. It is enough to offer from this list of 5 tasks.

Garden (plant, gardener, dog, fence, earth);

Plant, earth.

River (shore, fish, mud, fisherman, water);

Beach, water.

Cube (corners, drawing, side, stone, tree);

Corners, side.

Reading (eyes, book, picture, print, word);

Eyes, print.

Game (chess, players, fines, rules, punishments);

Players, rules.

Forest (leaf, apple tree, hunter, tree, shrub);

Tree, shrub.

City (car, building, crowd, street, bicycle);

Building, street.

Ring (diameter, hallmark, roundness, seal, diamond);

Hospital (garden, doctor, room, radio, patients);

Room, patients.

Love (roses, feeling, person, city, nature);

Feeling, man.

War (airplane, guns, battles, soldiers, guns);

Battles, soldiers.

Sports (medal, orchestra, match, victory, stadium);

Stadium, competition.

Processing of the received data: students who correctly completed the task, obviously, have the ability to highlight the essential, i.e. capable of abstraction. Those who made mistakes do not know how to distinguish between essential and non-essential features.

Ability to abstract = number of correct answers: 5 tasks.

Comparison

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the learning process. The formation of the ability to use this technique should be carried out in stages, in close connection with the study of specific content. It is advisable, for example, to focus on the following steps:

Identification of features or properties of one object;

Establishing similarities and differences between the features of two objects;

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

Since it is better to start working on the formation of a logical method of comparison in children from the first lessons, then objects or drawings depicting objects that are well known can be used as objects, in which they can highlight certain features, based on their ideas,

(for example, in math classes).

To organize the activities of students aimed at highlighting the features of an object, you can first ask the following question:

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

In the process of work, the teacher introduces the children to the concepts of "size", "shape" and asks them the following questions:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.) Purpose: to establish the level of development of students' ability to compare objects, concepts.

Students are presented or called any two objects or concepts, for example:

Book - notebook sun - moon

Horse - cow sleigh - cart

Lake - river rain - snow

Ruler - triangle bus - trolley bus

Each student on a piece of paper should write on the left the similarities, and on the right - the differences between the named objects, concepts.

4 minutes are given to complete the task for one pair of words. After that, the sheets are collected.

Generalization

Isolation of the essential features of objects, their properties and relationships is the main characteristic of such a method of mental actions as generalization.

It is necessary to distinguish between the result and the process of generalization. The result is fixed in concepts, judgments, rules. The process of generalization can be organized in different ways. Depending on this, one speaks of two types of generalization - theoretical and empirical.

In the course of elementary mathematics, the empirical type is most often used, in which the generalization of knowledge is the result of inductive reasoning (inference).

Two words are suggested. The student needs to determine what is common between them:

Rain - hail liquid - gas

Nose - eye betrayal-cowardice

Sum - product reservoir - channel

Fairy tale - epic school - teacher

History - natural history kindness - justice

You can offer 5 pairs of words. Time 3-4 minutes. Processing of received data:

Level of communication skills = number of correct answers: 5 tasks.

Classification

The ability to highlight the features of objects and establish similarities and differences between them is the basis of the classification technique. The ability to perform classification is formed in schoolchildren in close connection with the study of specific content.

This technique also reveals the ability to generalize, to build a generalization on abstract material.

Instructions: five words are given. Four of them are united by a common feature. The fifth word does not fit them. We need to find this word.

1) Prefix, preposition, suffix, ending, root.

2) Triangle, segment, length, square, circle.

4) Addition, multiplication, division, summand, subtraction.

5) Oak, tree, alder, poplar, ash.

6) Vasily, Fedor, Ivan, Petrov, Semyon.

7) Milk, cheese, sour cream, meat, curdled milk.

8) Second, hour, year, evening, week.

9) Bitter, hot, sour, salty, sweet.

10) Football, volleyball, hockey, swimming, basketball.

11) Dark, light, blue, bright, dull.

12) Airplane, ship, equipment, train, airship.

13) Circle, square, triangle, trapezoid, rectangle.

14) Bold, brave, resolute, angry, courageous.

Students can be given 5 tasks. Time - 3 minutes.

Processing of received data:

The level of formation of the mental operation = the number of correct answers: 5 tasks.

Anagram

Purpose: to identify the presence or absence of theoretical analysis in schoolchildren.

Progress of work: students are offered anagrams (words transformed by rearranging their constituent letters).

Students must use the given anagrams to find the original words.

LBKO, RAYAI, ERAVSHN, RKDETI, ASHNRRI, UPKS, OKORAV

As a result of completing the assignment, students can be divided into 2 groups: group 1 - they lack theoretical analysis (the ability to mentally highlight the properties of objects, in this case, the structure of a word), group 2 students quickly find answers by finding a general rule.

Processing of the received data: the level of formation of operations = the number of correct answers: 5 tasks.

Analysis of relations of concepts (analogy)

The concept of "analogous" in translation from Greek means "similar", "corresponding", the concept of analogy is the similarity in any respect between objects, phenomena, concepts, methods of action.

Forming in younger students the ability to perform inferences by analogy, it is necessary to keep in mind the following:

Analogy is based on comparison, so the success of its application depends on how students are able to highlight the features of objects and establish similarities and differences between them.

To use the analogy, it is necessary to have two objects, one of which is known, the second is compared with it according to some criteria. Hence, the use of the analogy technique contributes to the repetition of what has been studied and the systematization of knowledge and skills.

In order to orient schoolchildren to use analogy, it is necessary to explain to them in an accessible form the essence of this technique, drawing their attention to the fact that in mathematics it is often possible to discover a new method of action by guessing, remembering and analyzing a known method of action and a given new task.

For correct actions, by analogy, the features of objects that are significant in a given situation are compared. Otherwise, the output may be incorrect.

For example, given three words, the first two are in a certain connection. The same relationship exists between the third and one of the proposed five words. We need to find this fourth word:

Song: composer = airplane:?

a) an airport b) fuel; c) designer d) pilot; d) fighter.

Functional relationship: the song was composed by the composer.

The answer is the designer (the designer made the plane).

1) school: teaching = hospital:?

a) a doctor; b) a student; c) treatment; d) institution; d) sick.

2) song: deaf = picture:?

a) blind b) an artist; c) drawing; d) sick; d) lame.

3) knife: steel = table:?

a) a fork; b) a tree; c) chair; d) dining room; d) long.

4) locomotive: wagons = horse:?

a) a train b) a horse; c) oats; d) cart; d) a stable.

5) forest: trees = library:?

what about the town; b) a building; c) books; d) librarian; d) theater.

6) run: stand = shout 6?

a) crawl b) be silent; c) make noise d) call d) cry.

7) morning: night = winter:?

a) frost b) day; c) January; d) autumn; d) sled.

8) wolf: mouth = bird:?

a) air; b) beak; c) nightingale; d) egg; d) singing.

9) cold: hot = movement:?

a) rest; b) interaction; c) inertia; d) a molecule; d) run.

10) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) division.

11) circle: circumference = ball:?

a) space b) sphere; c) radius; d) diameter; e) half.

12) light:dark = attraction:?

a) metal; b) a magnet; c) repulsion; d) movement; e) interaction.

This technique allows students to identify the ability to determine relationships between concepts or connections between concepts:

a) cause - effect; d) part - whole;

b) genus - species; e) functional relationships.

c) opposite;

The level of formation of operations = the number of correct answers: the number of tasks.

To study the speed of the thought processes of students, you can use the method, the essence of which is to fill in the missing letters in the proposed words.

P - RO Z - R - O Z - O - OK

K - SA D - R - VO T - A - A

R - KA K -M - Nb K - N - A

G - RA X - L - D K - S - A

P -LE K - V - R P - E - A

The teacher pays attention to how much time the student took to think about each individual word and fill in the missing letters.

Variants of tasks for the development of logical thinking of younger students

The proposed methods have been tested. The tasks will take one hour (45 minutes) to complete. Students are given tasks according to options (for the study of thinking). It is necessary to give 5 minutes to complete the 1st - 5th tasks; 6th - 15 minutes.

Option 1

1) well; 2) paradises; 3) evolution; 4) rkchildren; 5) rbkadol.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 words from those written in brackets that are most significant for the word in front of the brackets. Write down these words.

1) Reading (book, glasses, eyes, letter, moon).

2) Garden (plant, gardener, land, water, fence).

3) River (shore, mud, water, fisherman, fish).

4) Game (chess, players, rules, football, penalty).

5) Cube (corners, wood, stone, blueprint, side).

Task 3. Compare the concepts: book - notebook. Write down common and distinctive features on a sheet in 2 columns.

1) Oak, tree, alder, ash.

2) Bitter, hot, sour, salty, sweet.

3) Rain, snow, precipitation, frost, hail.

4) Comma, period, colon, union, dash.

5) Addition, multiplication, division, summand, subtraction.

Task 5. You are offered 5 pairs of words. It is necessary to determine what is common between them (very briefly, the sentence should contain no more than 3 - 4 words).

1) Rain - hail.

2) Nose - eye.

3) The sum is the product.

4) Reservoir - channel.

5) Betrayal is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the five words below are in the same relationship. Find and write down this fourth word on the sheet.

1) wolf: mouth = bird:?

a) a sparrow b) nest; c) beak; d) nightingale; d) sing.

2) library: book = forest:?

a) birch; b) a tree; c) branch; d) log; e) maple.

3) bird: nest = human:?

a) people; b) worker; c) a chick; d) house; d) smart.

4) term: sum = multipliers:?

a) difference; b) divider; c) a work; d) multiplication; e) subtraction.

5) cold: hot = movement:?

a) interaction; b) peace; into the ball; d) trams; d) go.

6) west: east = shallowing:?

a) drought; b) south; c) flood; d) a river; e) rain.

7) war: death = heat:?

a) breathing b) vital activity; c) substance; d) temperature; e) death.

8) lightning: light = heat:?

a) the sun b) grass; c) thirst; d) rain; d) a river.

9) rose: flower = gas:?

a) oxygen; b) breathing; c) burning; d) state of matter; e) transparent.

10) birch: tree = poem:?

a) a fairy tale b) hero; c) poetry; d) lyrics; d) drama.

Option 2

Task 1. In the given words, the letters are rearranged. Write down these words.

1) UPKS; 2) ASHNRRI; 3) VTSTEKO; 4) OKAMNDRY; 5) LKBUINAC.

Task 2. There is a word before the brackets, and 5 more words in brackets. Find 2 of them that are the most significant for the word before the brackets.

1) division (class, dividend, pencil, divider, paper).

2) Lake (shore, fish, water, angler, mud).

3) Garden (fence, earth, plant, dog, shovel).

4) Reading (eyes, glasses, book, print, picture).

5) Game (chess, tennis, players, penalty, rules).

Task 3. Compare the concepts: lake - river. Write down common and distinctive features in 2 columns.

Task 4. Which concept in each of the lists is superfluous? Write it out.

1) Cold, hot, warm, sour, icy.

2) Rose, tulip, daffodil, flower, gladiolus.

3) Justice, kindness, sincerity, envy, honesty.

4) Triangle, segment, square, circle, rectangle.

5) Proverb, saying, fable, fairy tale, epic.

Task 5. 5 pairs of words are offered. It is necessary to determine what is common between them (very briefly, the phrase should contain up to 3 words).

1) Russian language - mathematics.

2) Nose - eye.

3) An earthquake is a tornado.

4) Gas - liquid. Envy is cowardice.

Task 6. 3 words are given. The first two are in a certain connection. The third and one of the 4 below are in the same relationship. Find and write down the fourth word.

1) Song: composer = airplane:?

a) fuel; b) a pilot; c) constructor; d) airfield.

2) rectangle: plane = cube:?

a) space b) rib; c) height; d) triangle.

3) school: teaching = hospital:?

a) a doctor; b) sick; c) treatment; d) institution.

4) ear: hear = teeth:?

a) see; b) treat; c) chew; d) mouth.

5) verb: hide - noun:?

a) concept; b) incline; c) name; d) form.

6) light:dark = attraction:?

a) metal; b) a molecule; c) repulsion; d) movement.

7) heat: drought = rain:?

a) a flood b) flood; c) autumn; d) summer.

8) birch: tree = poem:?

a) a fairy tale b) lyrics; c) poetry; d) drama.

9) rose: flower = oxygen:?

a) state of matter b) gas; c) subject; d) cloves.

10) north: south = night:?

a) morning b) light; in a day; d) evening.

Assessment methodology

	High level	Above average	Average level	Below the average
1. Anagram.
2. Essential.
3. Comparison.
4. Classification
5. Generalization.
6. Analogy.
1 point is assigned for each correct answer.
General level of development of thinking

The proposed tasks, exercises, games will allow elementary school teachers and parents to prepare students for secondary education.

Diagnostic techniques will be necessary in order to identify weaknesses, those mental operations that are not sufficiently formed, but which can be developed when conducting targeted classes with children, as well as when teaching at the middle level.

Exercises for every day

Task 1: Find signs of objects. Tell us about the shape, color, taste of apple, watermelon, plum, lemon, etc.

Recognize objects by given signs.

There is one such flower Do not weave it into a wreath Blow on it a little There was a flower - and there is no flower. At snow-covered bumps, Under a white snow cap, We found a small flower Half frozen, a little alive. Who loves me He is happy to bow And gave me a name Native land.

I fly in the summer I collect honey But when you touch Then I bite I will lay down the matting I will sow peas I'll put a kalach - No one to take. In a black field, a white hare Jumped, ran, made loops. The trail behind him was also white. Who is this white hare?

Come on guys Who can guess: For ten brothers Two coats are missing. hairy, green, She hides in the leaves Even though there are many legs And he can't run. The river roars furiously And breaks the ice. The starling returned to his house, And in the forest the bear woke up.

Task 2: Name the signs of the seasons. (The world).

response plan.

1. How does the length of the day change?

2. How does the air temperature change?

3. What is the precipitation?

4. How does the state of plants change?

5. How does the condition of the soil change?

6. How does the state of water bodies change?

Task 3. "Logical problem" (mathematics).

1. My name is Lena. My brother has only one sister. What is the name of my brother's sister?

2. The thermometer shows 10 degrees of heat. How many degrees do two of these thermometers show?

3. Ivan Fedorovich is the father of Marina Ivanovna, and Kolya is the son of Marina Ivanovna. Who is Kolya related to Ivan Fedorovich?

4. Mom, dad and I were sitting on the bench. In what order did we sit if it is known that I was sitting to the left of my father, and my mother was to my left?

5. Tolya caught perch, ruff and pike. He caught a pike earlier than a perch, and a ruff later than a pike. What fish did Tolya catch before the others? Can you tell which fish was caught last?

6. Kolya is taller than Vasya, but lower than Seryozha. Who is taller, Vasya or Seryozha? etc.

Task 4. "Anagram" (hidden word).

SOLO - _ _ _ _

THE GAME - _ _ _ _

WILL - _ _ _ _

WIND - _ _ _ _ _ etc.

Task 5. Find the essential.

Purpose: to teach the child to find the essential features of objects.

Task: select 2 words that are most significant for the word in front of the brackets.

WAR (guns, soldiers, battles, airplane, guns).

HOSPITAL (garden, doctor, radio, patients, room).

SPORT (stadium, orchestra, award, competition, spectators).

CITY (car, building, crowd, bike, streets).

RIVER (coast, fish, mud, water, angler), etc.

Task 6. "Classification".

Purpose: to teach the child to classify. Task 6.1. Large and small, black and white circles are divided into 2 groups. On what basis are the circles divided? Choose the correct answer:

1) by color;

2) by size;

3) by color and size.

Task 6.2. A list of words (2 columns) is given. Choose a label for each of the columns:

1) words are distributed according to the number of syllables;

2) words are distributed according to the number of letters;

3) words are distributed by gender.

WORD CAT VASE MOUTH

FEATHER CHALK ROSE TOOTH

BOOK MOUSE HAND CURRENT

KINO MUSHROOM FEATHER FIR etc.

Task 7. "Comparison".

Purpose: to teach the child to compare objects.

Task: what is common and how are they different: 1) ALBUM, NOTEBOOK? 2) TABLE, CHAIR? 3) WINDOW, BLOOD, CLOUD? 4) WHITE MUSHROOM, Amanita?

5) deciduous tree, coniferous tree? 6) WOOD, SHRUBS?

Task 8. "Genus - species".

Purpose: to teach the child to attribute objects to a common generic concept.

Task 8.1. From the list of words, select the names of trees (flowers, vegetables).

Cabbage, maple, birch, bluebell, chamomile, onion, cucumber, ash, aspen, cloves, cornflower, garlic.

Task 8.2. The classification of words by gender was carried out. Choose the correct option from the four proposed: TOWELS, FLOOR, SOAP, CEILING, WALL, FRAME, KNIFE, PORCH, PORCH.

Task 9. "Search for common properties."

Purpose: to teach the child to find connections between objects; introduce him to the essential and non-essential features of objects.

Task: given two words little related to each other. In 10 minutes, you must write as many common features of these items as possible.

DISH, BOAT.

CHALK, FLOUR,

MATRYOSHKA, DESIGNER, etc.

Task 10. "Composing proposals". (Russian language, the world around).

Task: make as many sentences as possible, including these words: BALL, ROCKET, BOOK.

Task 11. "Echo".

Purpose: to develop the child's mental operations of analysis and synthesis.

Task: make new words from these words; questions will help you.

CHAMPION 1) What flower was given to the champion?

COOKING 2) What dish did the cook prepare?

BUCKWHEAT 3) What is the name of the water stream?

CLAMP 4) Where did you throw the clamp?

SEAL 5) Why was the seal caught?

Task 12. "Composing proposals."

Purpose: to develop the child's ability to establish connections between objects and phenomena, to think creatively.

Task: make up as many sentences as possible, including the following words: BICYCLE, FLOWER, SKY.

TABLE, APRON, BOOTS

Math lesson in 1st grade

Topic: Addition of "round" tens and units.

Purpose: the formation of computational skills and the ability to add "round" tens and ones;

Tasks: identifying single and double digit numbers

knowledge of ranks

application of knowledge and skills in the study of a new topic

formation of general educational competencies

During the classes

1. Organizational moment

The long-awaited call is given,

The lesson starts.

(on the board images of planets, a rocket).

Guys, look carefully at the board. What do you see there?

For a long time, the mysterious world of planets and stars has attracted the attention of people, attracted them with its mysterious beauty, etc.

2. Mental account

Now we will solve examples (they are written on the stars), and we will place the stars on the board to our planets in order to get to know this mysterious world better.

70 – 40 50 - 10

90 – 20 80 - 40

40 – 20 50 – 30

Today we are going on a big journey. And for this we need to take our control panels. (control panel - calculator). Ready?

Show the number that

1 dec. 3 units (13)

3 dec.1 unit (31)

7 dec.2 units (72)

6 dec.5 units (65)

8 dec. (80) (verification).

Well done! Completed the task.

Dial the numbers 12, 4, 19, 61.

How many tens and ones are in these numbers? (1 dec. 2 units, 4 units, 1 dec. 9 units, 6 dec. 1 units)

(cards with these numbers are put on the board).

Guys, a very interesting date is hidden in these numbers. What is this date?

(April 12, 1961, Yu. A. Gagarin flew into space on a Vostok rocket and flew around our planet in 108 minutes). (Portrait of Yu. A. Gagarin on the board).

On the board: stars with the numbers 5, 8, 12, 6.17, 20, 10, 71.

Write down in your "flight log" the numbers in ascending order. (5, 6, 8, 10, 12, 17, 20, 71).

Name two digit numbers. Which of them means "round tens"? (10, 20).

Remember and say what it means to increase the number? (add).

Increase the number 10 by 20. Write down this equation. (10+20)

Which of these numbers must be increased by 7 to get 27? 17? 37?

What are the equalities?

On the board: 20 + 7 = 27

3. Theme of the lesson: Addition of "round" tens and ones

An astronaut must know and be able to do a lot.

Look carefully at this record and tell me, what are we going to do today in the lesson?

(Children express their guesses).

4. Physical education

An astronaut, before flying into space, goes through great trials, but he also needs to rest.

One, two, back and forth

Do it once and do it twice

One and two, one and two

Keep your hands to the sides

Look at each other

One and two, one and two.

Put your hands down

And everyone sit down!

5. Working with models (tens and ones)

An astronaut is studying space. We, like astronauts, will study numbers.

Show the number: 40, 70, 90.35, 81.

Write down the numbers 35, 81 in different ways.

30 + 5 =35 80 + 1 = 81

3 dec. + 5 units = 35 8 dec. + 1 unit = 81 etc.

6. Working with the "logbook" (textbook)

Task 308 - write down equalities on the board and in a notebook.

Task 310 - orally.

7. Independent work

The astronaut is very brave, smart. He quickly finds a way out of any situation.

Task 313 (in pencil).

(60 + 6) - a numeric expression that can still be composed.

8. Fixing.

Let's see how we perform the last test in space. Will we be able to return back to our planet.

On the cards: (connect with arrows).

What attentive astronauts!

Guys, listen carefully. Now I will name the numbers, you must name the missing ones.

48, 49, 51, 52, 53 (50)

56, 57, 58, 59, 61, 62 (60)

18, 19, 21, 22, 23 (20).

What can you say about the missing numbers? (denoting round tens, two-digit).

How to get the number 58 if the number 50 is known?

9. Reflection (children attach stars to the desired field):

be an astronaut

interesting not interested

Being an astronaut is interesting, but very difficult. Well done boys! Thank you for the lesson!

Competence-Based Lesson Plans

The world

Topic: Earth is a planet in the solar system

Purpose: to introduce students to the planets of the solar system

Tasks: show the similarities and differences between the Sun and the planets

create conditions for the formation of information and communication competence of students

arouse interest in the knowledge of the world around

Equipment: textbooks, children's encyclopedias, a geographical atlas for elementary school students, Pleshakov A.A. "From Earth to Heaven"

Nuzhdina T. D. "A miracle is everywhere. The world of animals and plants",

DER "Man. Nature. Society".

During the classes.

Organizational moment. The bell rang.

We are in class today

Let's uncover secrets

Draw conclusions and reason.

Give complete answers

To get a five.

Knowledge update. Complete the crossword.

Workbook No. 1 "The World Around", Poglazova O.T., Grade 4, p.23.

What is a globe? (reduced model of the Earth).

What will be discussed in the lesson? (determining the topic of the lesson)

What do we know about the Earth? What is Earth? Why word

capitalized? (goal setting)

Topic of the lesson (teacher with children formulate the topic of the lesson)

Today our conversation is about the Earth as a planet of the solar system.

Question 1: What is the solar system?

Children work in groups with a geographical atlas and encyclopedias

Conclusion: The solar system is the Sun, planets revolving around the Sun, and their satellites, asteroids, comets, meteorites.

Question 2: Why is the system called "solar"?

Group work

Conclusion: The Sun is the main and largest celestial body, the center of the solar system, the star closest to the Earth, around which the planets move. This is a huge fireball, the temperature on the surface is 20 million degrees. It is 109 times larger than the Earth, for comparison, let's take a pea (Earth) and a soccer ball (Sun)

After the performance of the groups, we watch the animation "Model of the Solar System"

Question 3: How are planets different from stars?

Conclusion: Planets do not shine by their own light like stars. Planets are visible in the sky because they are illuminated by the Sun. They glow with a steady light, brighter than the stars. Each planet has its own path of movement around the Sun - an orbit.

Question 4: What planet can you live on?

Group work.

Each group prepares a story about the planet (children draw cards with the name of the planets)

Conclusion: In the solar system, people live only on Earth. There are no living beings on other planets.

Question 5: What is a satellite?

Group work.

Children are looking for more information about the moon

Conclusion: A celestial body that revolves around another all the time. Many planets have natural satellites, but people have created artificial satellites to study the Earth, the Sun, the planets, the stars.

We found answers to our questions in books, but someone before us studied celestial bodies. Who could tell us about them?

Question 6: What is the name of the science that studies the stars?

(Astronomy).

Homework: How a person studies the solar system.

Reflection. Emoticons: want to know more (wide eyes)

I know a lot (with a smile on my face)

The world

Poglazova O. T., EMC "Harmony", Grade 4

Theme "Natural areas. Severe Arctic."

Motivation: Today you work as zoologists - animal specialists. Tell your classmates about the amazing wildlife of the Arctic.

Task formulation: look at the map and photographs of animals living in the Arctic in the atlases, start filling out the table; read the texts in the textbook and in the encyclopedia, complete the table.

Source of information: textbook "World around" Poglazova O.T., Nuzhdina T.D., "A miracle is everywhere. The world of animals and plants", children's encyclopedia.

Check Tool: Table

Literary reading

Kubasova O.V., EMC "Harmony", Grade 3

Lesson topic: N. Nosov, the story "Cucumbers"

Stimulus: We are preparing a play based on N. Nosov's story "Cucumbers". We chose the most interesting passage, chose the characters - the actors. Anything else needed?

Task formulation: read the proposed text and determine what we will do.

Source of information: An artist is a person who works creatively in some area of ​​art, a painter.

Fashion designer - a specialist in the manufacture of clothing models.

Artist - fashion designer

Today we are preparing costumes for our artists. Remember what time of the year the events in the story take place, who our heroes are (children or adults), draw clothes for the actors on the models.

Check Tool: Summer Children's Clothing Model Show, Dress Up Doll Game (Boy)

The world

Poglazova O. T., EMC "Harmony", Grade 3

Lesson topic: Plant propagation

But in March there are no carnations, lilacs are not available,

And you can draw flowers on a piece of paper.

You can make a flower out of paper, fabric, beads.

Only this is not it!

I want to give my mom

Well, at least one living flower!

That's the problem, that's the problem.

Help me friends!

Task formulation. Think about plant reproduction, pay attention to bulbous plants, remember how onions were grown on a feather. Is it possible to do the forcing of bulbous plants? Find literature, get acquainted with the rules for forcing plants.

Source of information: natural history textbook Pleshakov A.A., magazines "All about flowers", "Peasant woman", "Manor" and others.

Verification tool: filling out a form

1. preparation: selection of material…………………………………………

soil preparation………………………………………………………

2. distillation: landing………………………………………………………..

conditions for the germination of bulbs………………………………………..

3. observation and diary entries:

planted……………….

sprouts appeared……………………..

leaf length (in a week)………………………………………………………

flower stalks appeared……………………………………………….

length of peduncles…………………………………………………………………..

flower dimensions (height, bud width)

duration of flowering……………………………………

You can make forcing tulips, hyacinths, crocuses.

Result: writing a research paper, speaking at an extracurricular event in front of students and parents.

Practical work in the Russian language lessons

Exercise 1.

Write the following adjectives for these words:

April -

Underline the part of the word with which the adjective is formed.

Task 2.

Choose from the brackets and fill in the missing letters. Write test words.

V ... lna (a, o) r ... sa (o, a)

R ... kA (e, and) p ... nek (i, e)

M ... rya (a, o) b ... nt (e, and)

S ... dy (e, and) d ... ska (a, o)

Task 3.

Underline only the nouns among these words.

Cheerful, fun, fun, fun, fun.

Run, run, runner, run, run, run.

Task 4.

Cross out the extra word in the row.

Sings, flew, makes noise, singing, sang, swept.

Noise, noisy, blue, miracle, taste, white, juicy, quiet, sleeping, sleepy, downy, yellow.

For the "red pencil".

Fishing.

Kostya Chaikin lived in the village of Dubrovka. He went fishing with his brother Yura. Quiet on the river. The reeds are noisy. The boys threw in their fishing rods. Kostya caught a pike. Yura is a ruff. Good wolf! There will be a fish and a cat leopard.

Topic. Separating soft sign.

October is coming soon. The flowers withered. Trova has fallen. The wind blows the leaves off the trees. The whole sky is in clouds. The summer is shallow rain. It's damp in autumn. Such a pagoda is called a bad weather.

Topic. Types of sentences according to the purpose of the statement.

Dear mother! I have a good rest. We live in a pine fox. There is a speech nearby. What are the creepy places here. And how do you live. Did Seryozha call me? Walk me more often. I kiss you. Dinis…

Material for exercises on selectivity of memorization

Topic. Repetition of what was learned in 1st grade.

Words are the names of things. Listen to the words. Remember only those that answer the question who?: student, sea, doll, book, cat, fly, uncle, cherry, rain. Lena.

Words are names for actions. Listen to the words. Remember those that denote the actions of objects: sister, swim, good, fly, scream, play, grass, teach, earthen, stand, ice cream, give.

Words are the names of features. Remember the signs of objects by color. (The teacher shows several subject illustrations in turn. Having seen the object, the guys must mentally name its sign by color, remember this word, then remember the next word - a sign of another object, and so on until the end). The illustrations depict: cucumber, tomato, lemon, orange, blue balloon, blue scarf, purple sheet of paper. Students must memorize the words: green, red, yellow, orange, blue, blue, purple.

Capital letter. Listen to the words. Remember only those that are capitalized: Moscow, ball, river, Pushkin, Anna Ivanovna, city, Barbos, Seryozha.

Sounds and letters. Listen to the words. Remember only the vowels: v, e, y, p, s, i, g, d, o, k, s.

Writing combinations zhi, shi, cha, schA, chu, schu.

1) Listen to the words. Remember only those that have a hissing sound: ruff, table, river, circus, magazine, hare, puppy, birds, cabbage soup.

2) Read the words. Remember only those in which there are combinations of zhi, shi, cha, scha, chu, schu: shouted, pulled, circled, searched, stocking, played, ran, pike, wore, tire.

3) The teacher shows illustrations one after another, which depict: skis, a chair, lilies of the valley, strawberries, sugar, pencils, a heron, cones, a basket, a watch, hedgehogs.

Test - forecast "The abilities of our child. How to recognize them?"

Such thematic diagnostics can be carried out in the 4th grade to study the issue of choosing a further profile of education by the child and parents. It will help parents once again make sure which innate abilities are a priority for their child.

If the child is dominated by abilities in the technical field, then he:

Interested in a variety of mechanisms and machines;

He likes to disassemble and assemble various devices, design models;

He spends hours trying to figure out the causes of breakdowns and malfunctions of various mechanisms and devices;

Uses damaged devices and mechanisms to create new models and crafts;

Likes and knows how to draw, draw; with pleasure creates drawings of sketches and mechanisms;

Reads special technical literature, makes friends according to his interest.

If a child has pronounced musical abilities, then he:

Loves music, can listen to it for hours, buys music records;

He enjoys attending concerts;

Easily memorizes melodies and rhythms, and can reproduce them;

If he plays a musical instrument and sings, he does it with great feeling and pleasure;

Tries to compose his own melodies;

Tries to learn how to play a musical instrument or already plays it;

Understands various areas of musical culture.

If a child has pronounced abilities for scientific activity, then he:

Has a pronounced ability to understand abstract concepts and to generalize;

Able to clearly express in words someone else's thought or observation, keeps records of them and uses them as needed;

Asks many questions related to the processes and phenomena of the world;

Often tries to give his own explanation of the processes and phenomena of the surrounding world;

He creates his own designs and schemes, studies and projects in the field of knowledge that interests him.

If a child has pronounced artistic abilities, then he:

Often expresses his feelings with facial expressions, gestures and movements, if he lacks words;

Knows how to captivate the audience and listeners with his story;

Has the ability to imitate, changes the tone and expression of the voice when imitating the person he is talking about;

With great desire to speak to the audience;

Capable of imitation and does it easily and naturally;

Likes to transform, using different clothes;

Plastic and open to everything new.

If a child has an outstanding intellect, then he:

He reasons well, thinks clearly, understands the unsaid, catches the reasons and motives for the actions of other people and can explain them;

Has a good memory;

Easily and quickly grasps school material; asks many interesting, unusual, but thoughtful questions;

Overtakes his peers in studies, but is not always an excellent student; often complains that he is bored at school;

Has extensive knowledge in various fields beyond his age;

Reasonable and even prudent beyond his years; possesses self-respect and common sense;

He reacts sharply to everything new and hitherto unknown.

If your child has a sports talent, then he:

Energetic and wants to move all the time;

Bold to recklessness and not afraid of bruises and bumps;

He loves sports games and always wins them;

Deftly controlled by skates and skis, balls and clubs;

In physical education lessons, among the best students, he is well developed physically, coordinated in movements, has good plasticity;

Likes to run, prefers games and competitions to sitting still;

Has an athlete - an idol, whom he tries to imitate;

Almost never seriously gets tired if he is doing what he loves.

If your child has literary ability, then he:

He always tells logically and consistently;

Likes to fantasize and invent;

He tries as widely as possible to use the palette of language in order to convey the smallest details of the described plot or character;

Likes to write stories, poems, diaries;

He does not hesitate to demonstrate his literary abilities.

If your child has artistic abilities, then he:

With the help of drawing or modeling, he tries to express his emotions and feelings;

In his drawings, he tries to convey the world around him through the prism of his own perception;

He is fond of artistic works of art, loves to look at them;

Able to see the beautiful and unusual nearby;

In his spare time he willingly sculpts, draws, draws;

Likes to create something interesting and unusual in the house.

This study will allow parents to take a different look at their child.

Memory development at home (for parents with children)

Development of memory through the installation of memorization

Game "Remember the commands"

Purpose: to learn to memorize commands at once (with a gradual increase in the number of commands from 3 to 7).

Game progress.

1) An adult gives the child a task to memorize several commands and calls them. For example: "Field the flowers, put the scissors in place, find the ball."

2) The child repeats the commands aloud and performs them in order.

3) Parents evaluate the completed task: for each memorized and completed command, a particular number of points is established.

4) The game continues. In the new task, the number of teams increases.

General rules for organizing joint activities of a teacher and schoolchildren

There are 4 main types of lessons in the teaching system: lectures, lessons for solving "key" problems, consultations, credit lessons.

1. Lesson - test can be carried out from grade 1:

Children learn to evaluate themselves and classmates;

Cross-checking of notebooks is carried out;

Work is carried out in pairs, in fours.

Such work teaches students to communicate, to be tolerant of each other, to the failures of a comrade; children are more likely to help each other.

2. In grades 2-3, work becomes more difficult, like this:

It is carried out in fours of interchangeable composition;

Lessons are already being introduced on separate topics.

3. Lessons-lectures can be held in the 4th grade.

Lessons-lectures - a form that involves immersion of students in the proposed topic.

The goal is to create conditions for students to have a holistic view of the new topic.

Lesson-lecture is the first lesson on a new topic.

It is carried out like this:

1. The lecture plan is written on the board.

3. All studied material is summarized in notebooks according to the proposed plan.

4. Then work in pairs is proposed, students share their knowledge using the plan.

5. The result is summed up at the board.

Seminar lessons involve students turning to dictionaries, reference books, and additional literature.

The purpose of such lessons is to generalize and systematize the knowledge gained in the study of a particular topic.

Lessons-seminars are held according to the following plan:

1. A week before the seminar, questions and literature are communicated.

2. The teacher appoints assistants who prepare the messages.

3. Tasks for the seminar include both theoretical and practical questions.

4. Assistants' messages are heard. All students participate in the discussion.

5. Reviewing speeches.

6. Summing up.

Lessons-consultations are when children ask questions, and the teacher answers them.

The purpose of such lessons is to test the preparation of students for the test on a particular topic.

Lessons take the form of an interview. The teacher engages students in the learning content. Students can ask questions before the lesson or during the lesson.

Lessons for solving "key" problems involve both combined and integrated practical lessons during the study of a particular topic.

The purpose of such lessons is to complete a minimum of basic tasks on the topic; develop certain skills and abilities.

At practical lessons, tasks of increased difficulty are offered; tasks involving the use of knowledge in atypical conditions.

It is also practiced to conduct integrated lessons.

Credit lessons are the organization of individual work in a group.

Such lessons are held at the end of the study of a topic. The educational process is organized taking into account the following points:

1. Students systematically study or present a new topic, based on the story of another.

2. Students participate in the planning, organization, accounting and control of the work of the group.

3. Students are given the opportunity to learn everything that others know and transfer their knowledge to another.

Groups are formed according to the number of questions. One student is a consultant.

General rules for organizing group work in elementary school

1. Learn how to sit at a desk in order to look not at the teacher, but at the partner; how to put down a textbook, how to agree, how to object.

2. The teacher, together with the students, shows the entire course of the test at the blackboard.

3. Analysis of several errors. Analyze the non-content error, and the interaction that led to the error.

4. Connect in groups, taking into account their personal inclinations and not only. It is useful for a stubborn man to measure himself against a stubborn one. The weakest student needs not so much a strong one as a patient one.

5. For groups to work, at least 3-5 lessons are needed. Therefore, it is not worth transplanting children.

6. When evaluating the work of the group, one should emphasize not so much student's as human virtues: patience, goodwill, friendliness, friendliness.

The continuation of the test is practical work. One type of verification is testing.

Testing is a generalized material aimed at identifying the degree of assimilation of the studied material.

For the effective application of tests, the following conditions must be met:

1. The main condition is the complete independence of students in the process of completing tasks.

2. Tasks are offered in ascending order of difficulty.

3. A variety of forms for submitting test items.

4. Clarity of verbal formulations, questions, tasks.

5. Compliance with the requirements for the dosage of test items, in one subject test - no more than 12.

6. A clear instruction from the teacher at the beginning of work with the obligatory reading of the contents of the sheet.

Examples of competency-based tasks

Maths. Topic "Area of ​​a Rectangle"

Stimulus. What old wallpaper, everything turned yellow. It is necessary to make repairs in the summer, but I again forgot how many rolls of wallpaper are needed.

Russian language. The development of speech. 3rd grade, 2nd quarter.

Stimulus. Your birthday is coming up. Guests will come to you. Mom is preparing a treat, and what are you doing? I think you're decorating the table. But as?

Task formulation: remember what your guests love, think about how you can decorate the table.

The source of information:

Based on the knowledge of decorating the New Year's table, children themselves are looking for material, how and with what to decorate the table. From magazines, children's encyclopedias for girls, the Internet. At the same time, they draw up instructions for making table decorations.

Check Form

Instruction:

1. What is needed:

2. Order of execution:

Literature

Basov A.V., Tikhomirova L.F. Materials for assessing readiness for training in the middle link. Yaroslavl, 1992.

Volina V.V. We learn by playing. M., 1992.

Zaitseva O.V., Karpova E.V. At leisure. Games at school, at home, in the yard. Yaroslavl: Academy of Development, 1997.

Tarabarina T.I., Elkina N.V. Both study and play: Mathematics. Yaroslavl: Academy of Development, 1997.

Tikhomirova L.F. Development of cognitive abilities of children. Yaroslavl: Academy of Development, 1996.

Tikhomirova L.F., Basov A.V. Development of logical thinking of children. Yaroslavl: Gringo, 1995.

Elkonin D.V. Psychological development in childhood. M., 1996

V.V. Laylo. Memory development and literacy.

Formation of logical thinking of younger students

Shapochnikova Natalya Aleksandrovna, tutor of the municipal educational institution "Gymnasium No. 18" of the city of Magnitogorsk.
This material will be useful to primary school teachers, primary school tutors, educators of extended day groups in extracurricular activities, psychologists, parents of primary schools.
Target: to form the logical thinking of younger students.
The relevance of the problem of the development of thinking is explained by the fact that the success of any activity depends in many respects on the characteristics of the development of thinking. It is at the early school age, as special studies show, that logical thinking should develop quite intensively. Thinking plays a huge role in cognition. It expands the boundaries of knowledge, makes it possible to go beyond the direct experience of sensations and perception. Thinking makes it possible to know and judge what a person does not directly observe, does not perceive.
Since the subject of our study is the formation of the logical thinking of younger students, we will dwell on the characteristics of this term in more detail. But first, let's give a general definition of such a concept as thinking.
So, thinking is a process of cognitive activity, characterized by a generalized and indirect reflection of reality, thanks to which a person reflects objects and phenomena in their essential features and reveals their relationships.
And logical thinking is a type of thinking in which the reflection of objects and phenomena of the surrounding reality, their connections and relationships is carried out with the help of concepts and logical constructions. Logical thinking is such thinking in which actions are mainly internal, carried out in speech form, and concepts are the material for them.
The logical thinking of a person is the most important moment in the process of cognition. All methods of logical thinking are inevitably applied by the human individual in the process of cognizing the surrounding reality, in everyday life. The ability to think logically allows a person to understand what is happening around, reveal the essential aspects, connections in objects and phenomena, draw conclusions, solve various problems, check these solutions, prove, refute, in a word, everything that is necessary for the life and successful activity of any person.
Let us dwell on the characteristics of the forms of thinking of children of primary school age. As you know, primary school age is an extremely important and rewarding period of study. The possibilities inherent in it are associated with the development of cognitive abilities, the assimilation of the intellectual aspects of activity.
In the formation of logical thinking, it is necessary to bring children to the selection of common essential features in different objects. Generalizing them and abstracting at the same time from all minor signs, the child masters the concept. In this work, the most important is:
1) observations and selection of facts demonstrating the concept being formed;
2) analysis of each new phenomenon (object, fact) and highlighting in it essential features that are repeated in all other objects assigned to a certain category;
3) abstraction from all secondary features, for which objects with varying non-essential features are used and essential features are preserved;
4) the inclusion of new items in known groups, denoted by familiar words.
Such complex mental work is not immediately possible for a child. He does this job, making a number of mistakes. Some of them can be considered characteristic. Indeed, in order to form a concept, a child must learn to generalize, relying on the commonality of the essential features of different objects. But, firstly, he does not know this requirement, secondly, he does not know what signs are essential, and thirdly, he does not know how to single them out in the whole subject, while abstracting from all other signs, often much more striking. In addition, the child must know the word for the concept.
Practice shows that children, by the time they enter the fourth grade, are usually freed from the influence of individual, often visually given, signs of an object and begin to indicate all possible signs in a row, without highlighting the essential and general among the particular ones. So, giving an explanation of the concept of "wild animals", many students of grade III, along with highlighting the main feature - a way of life, also name such insignificant ones as "covered with wool", "claws on paws" or "sharp teeth". Analyzing animals, most of the students of grades I-II attributed the whale and dolphin to the group of fish, highlighting the habitat (water) and the nature of movement (swimming) as the main and essential features.
As for the word, this only form of existence of the concept, the introduction of the corresponding terms showed not only the availability of their assimilation by children of 7-10 years of age, but also high efficiency.
Next, we give a description of the mental operations of younger students. It should be noted that the features of the logical thinking of younger schoolchildren are clearly manifested both in the very course of the thought process and in each of its individual operations. Take such an operation as comparison. This is a mental action aimed at establishing similarities and differences in two (or more) juxtaposing objects. The difficulty of comparison for the child lies in the fact that, firstly, at first he does not know what “compare” is at all, and secondly, he does not know how to use this operation as a method for solving the problem assigned to him. The responses of the children speak for themselves. Here, for example: "Is it possible to compare an apple and a ball?" “No, you can’t,” the child replies. “After all, you can eat an apple, but a ball - it rolls, and another one flies if you let go of the thread.”
With a different formulation of the question: “Look carefully at an orange and an apple and say: how are they similar?” - "They are both round, they can be eaten." “Now tell me: how are they different from each other. What's different about them?" “An orange has a thick skin, while an apple has a thin skin. An orange is red, and an apple is green, red can be and the taste is not like that.
So you can bring children to the correct use of comparison. Without guidance, the child usually highlights any, most often some catchy or most familiar and, therefore, significant sign for him. Among the latter, the purpose of the object and its use by a person are most often indicated. To master the operation of comparison, a person must learn to see the similar in the different and the different in the similar. This will require a well-directed analysis of both (or three) compared objects, a constant comparison of the distinguished features in order to find homogeneous and different ones. It is necessary to compare form with form, the purpose of an object with the same quality of another.
Studies have shown that the thinking of younger schoolchildren is characterized by a feature - a one-line comparison, i.e. they establish either only the difference, not seeing the similarity, or only the general and similar, not establishing the difference. Mastering the operation of comparison is of great importance in the mental activity of younger students.
After all, most of the content learned in the lower grades is based on comparison. This operation underlies the classification of phenomena and their systematization. Without comparison, the child cannot acquire systematic knowledge.
Features of children's thinking often appear in children's judgments about the actions and goals of people they hear or read about. These same features are clearly revealed in guessing riddles, in explaining proverbs and in other forms of working with verbal material that require logical thinking.
For example, children are given a riddle: “I know everything, I teach everyone, but I myself am always silent. To make friends with me, you need to learn to read and write ”(Book).
Most children in grades I-II give a confident answer: “Teacher” (“She knows everyone, teaches everyone”). And although the text says: “But I myself am always silent,” this most important element, without being accentuated, is simply omitted. In this riddle, the words “I teach everyone” became an accentuated element of the whole, which immediately caused an erroneous answer.
Illogicality is "seen" in the various judgments of children, and in many questions that they ask an adult and each other, in disputes and evidence. For example: “Is the fish alive or not?” - "Alive". "Why do you think so?" - "Because she swims and opens her mouth." “And the log? It's alive! Why? Doesn't it also float in water? - "Yes, but it's a log of wood."

Here the children do not distinguish between cause and effect or change their places. They use the words "because" not to designate causal dependencies, but to enumerate facts side by side, to designate the whole.
The development of thinking in primary school age is largely associated with the improvement of mental operations: analysis and synthesis, comparison, generalization, systematization, classification, with the assimilation of various mental actions. To create optimal conditions for the development of thinking, it is necessary to know these features of the child. A number of scientists have identified psychological characteristics and conditions for the development of thinking in learning. The theory of developing education, developed by D. B. Elkonin and V. V. Davydov, received the greatest fame and recognition not only in domestic, but also in world science.
D. B. Elkonin and V. V. Davydov not only declared the need for logic and change in connection with this method and method of teaching, but also laid its principles in the structure of educational subjects, their content. Naturally, they made logical thinking a key link in the chain of mental development of schoolchildren.
Our gymnasium works according to the program of developmental education by D. B. Elkonin and V. V. Davydov. In our work, we adhere to the main goal and principles of developmental education.
Recall that the main goal of developing education by D. B. Elkonin and V. V. Davydov is to provide optimal conditions for the development of the child as a subject of educational activity, interested in self-change and capable of it, the formation of mechanisms that allow children to set themselves the next task and find means and ways to solve it.
In my work, I use the following principles of developmental education by D. B. Elkonin and V. V. Davydov:
1. Search principle. In work, knowledge is not given ready-made. Finding a way to solve a new problem is the basis of the desire and ability to learn.
2. The principle of setting the task. The need to find a way to solve a new problem is not dictated by the requirements of the teacher. When children discover that a problem cannot be solved in the ways they already know, they themselves declare the need to find new ways of acting. (Solving puzzles)
3. The principle of modeling. The universal attitude that children discover by transforming the object of study does not have sensual visualization. It needs a model image mode. The model, acting as a product of mental analysis, can then itself become a means of human mental activity.
4. The principle of correspondence between content and form. In order for children to be able to discover a new mode of action through search actions, special forms of organization of joint activities of children and the teacher are necessary. The basis of this organization is a general discussion in which each proposal is evaluated by the other participants. Children participate in the development of monitoring and evaluation criteria along with the teacher. As a result, they develop the ability to self-control and self-esteem.
In the process of forming the logical thinking of children aged 7-10, perhaps the most important thing is to teach children to make small, but their own discoveries, which as a result contributes to their development, strengthening formal logical connections. To this end, I have developed a series of classes, united by a common idea - the solution of logical problems. The most typical tasks are solving anagrams, rebuses, identifying common features and identifying unnecessary items in the proposed series, words, etc. that do not correspond to the pattern found; classification according to one or more characteristics, etc. We note the main features of our approach:
1. Fairy-tale character of tasks. The tests that are offered to the child must correspond to his spirit, be interesting and exciting. The cycle of developed classes is a journey through the Magical Land of "Rebus Mania", "Match Carousel".
2. Consistent complication of the nature of the performance of tasks from lesson to lesson, while the wording of the tasks may remain the same. For example,
Another option for complicating tasks is to increase the number of features that characterize the objects under consideration. For example, the pattern of placement of objects can be based only on color, and the execution of a more complex task involves taking into account not only color, but also shape, size, etc.
3. The absence of a rigidly fixed time for completing tasks. The main goal of the proposed tasks is not a statement of a certain level of mental skills, but the development of logical thinking, providing opportunities for finding new ways to solve problems, children's discoveries.
4. The active role of the child in the process of completing tasks. He should not only choose the desired figure from the proposed ones, but try to draw it, paint it in the desired color, revealing a pattern. In the process of solving, the teacher should no longer give any hints. All the necessary accents are placed by him at the stage of setting the task. By being observant, students can determine the key to the solution themselves.
5. Collective analysis of the performance of tasks. At the end of the lesson, you should have a reserve of time (10-15 minutes) so that students can talk about their "discoveries", while there is a psychological consolidation of success, which is especially important for children 7-10 years old. In the process of collective analysis, students learn to control the correctness of the tasks, compare their reasoning and the result with the result of a friend, evaluate the answer of another student. When summing up, it is important to report not only the finished result, but also the method of obtaining it. Children learn to argue their answer, to highlight the essential in the condition of the assignment, to draw conclusions. It is very important for the teacher to organize the discussion in such a way as to bring the thought processes of children outward, with their help to show the nature of the appearance of guesses.
It is useful to discuss various approaches to completing tasks, and compare them. Group discussion allows you to take into account answers that were not originally provided by the teacher. If the child logically substantiated his result, then it must be considered correct. For example, when solving the anagram ETLO, the answers SUMMER and BODY are possible.
The idea of ​​collective discussion of not only a ready-made solution, but also the search for a solution method was implemented in the process of approbation at the final lesson, where the most difficult tasks were offered. It took the form of a "Tournament of Thinkers", a meeting of the "Club of Intellectuals", where two teams competed. Children solved problems within their group, while the rivals received the same tasks. The solution of each task was submitted to the jury, after which it had to be argued. Teams did this in turn, and the opponents could ask questions clarifying the solution, or point out an error.
We tested the students of our class as follows: the beginning of the experiment was carried out when the children were in the second grade, and the end of the experiment came when the children finished the fourth grade. The work was carried out with each individual, on the basis of these results, general trends were derived. The experiment was carried out for three years from 2013 to 2015. At the final stage of the experiment, we conducted a final test.
As a result of an experimental study of the problem of interest to us, we obtained the data presented in Table 1.
Table 1
The quantitative composition of students by levels of mastering the logical operations of thinking at the beginning of the experiment

table 2
2 "A" class at the beginning of the experiment

Analysis of the data shows that 35% of students have the ability to highlight the essential at the level above the average, 57% - at the average level, and 8% - at the level below the average. Such a logical operation as comparing objects and concepts at a level above the average is owned by 13% of students, at an average level - 61%, and at a level below the average - 18%, at a low level - 8% of the students surveyed. 35% of students can analyze relationships and concepts at an above average level and 65% of students at an average level. Operation "generalization" 27% of students speak at a high level, 30% - at a level above average, 27% of students at an average level, 8% - at a level below average, 8% - at a low level. 20 people (87%) are proficient in theoretical analysis, 3 people (13%) do not.
Data analysis shows that the average indicators of the development of logical thinking of students in grade 2 "a" at the beginning of the experiment are as follows: 9% of students have a high level of development of logical thinking, above average - 26%, average - 52%, below average - 9%, low - four%.
In this regard, in order to develop in students the ability to highlight the essential, we conducted the following games and exercises: “What is the main thing?”, “Without what it cannot be?”
For the development of the comparison operation among students, such games and exercises were used: “Compare the object”, “How are they similar, how are they different?”.
For the development of the generalization operation, such games and exercises were carried out: “Name what is common between ...”, “What is superfluous?”, “Name the common features”.
To consolidate the ability to analyze concepts, the following exercises were used: “Fill in the definition”, “Fill in the gaps”, “Choose a concept”.
In order to develop logical thinking and maintain interest in classes, in addition to the above exercises and games, students were offered non-traditional tasks, exercises, logical tasks: for example, "Encrypted Word", "Attention - Guess", rebuses, charades, crossword puzzles. Classes were held for the "Thinkers" circle, the "Lucky Chance" quiz, "The Thinkers Tournament" were held, where non-traditional tasks were used.
As for the results of determining the levels of mastering the logical operations of thinking at the end of the experiment, they are presented in Table 3.
Table 3
The quantitative composition of students by levels of mastering the logical operations of thinking at the end of the experiment

Table 4
Average indicators of the development of logical thinking of students
4 "A" class at the end of the experiment

Table 5
Average indicators of the development of logical thinking of students
at the beginning and end of the experiment

An analysis of the data at the end of the experiment shows that 17% of students have the ability to highlight the essential at a high level, 43% of students at a level above the average, and 40% at an average level. Such a logical operation as comparing objects and concepts is mastered at a high level by 4% of students, at a level above the average by 57% of students, at an average level by 35%, at a low level by 4% of the students surveyed. 22% of students can analyze relationships and concepts at a high level, 51% can at an above average level, and 27% of students at an average level. Operation "generalization" 27% of students speak at a high level, 47% - at a level above the average, 22% of students - at an average level, 4% - at a low level. 20 people (87%) are proficient in theoretical analysis, 3 people (13%) do not.
Data analysis shows that the average indicators of the development of logical thinking of students in grade 4 "A" at the end of the experiment are as follows: 18% of students have a high level of development of logical thinking, above average - 48%, average - 30%, below average - 0%, low - four%.
After analyzing the data obtained at the end of the experiment, we concluded that the number of students with a high level of development of logical thinking increased from 9% to 18%, students with an above average level increased from 26% to 48%, students with an average level decreased from 52% to 30%, students with a lower than average level are not left, students with a low level of development of logical thinking remained at the same level of 4%. It was found that children of primary school age, while assimilating the material, are able to acquire knowledge that reflects the regular, essential relationships of objects and phenomena; skills that allow one to independently acquire such knowledge and use it in solving various specific problems, and skills that manifest themselves in a wide transfer of the mastered action to various practical situations. It was found, therefore, that when mastering the knowledge, skills and abilities of the noted nature, the foundations of logical thinking are formed in children already at primary school age.
Well-developed logical thinking of students allows them to apply the acquired knowledge in new conditions, solve non-standard tasks, find rational ways to solve them, creatively approach any activity, actively, with interest to participate in their own educational process.
The problem of the development of the child's logical thinking is one of the most important tasks, the solution of which depends on the improvement of the entire educational process of the school, aimed at the formation of productive thinking, internal need and ability to independently acquire knowledge, the ability to apply the existing knowledge base in practice, in creative transformation. reality.
Our study and the results obtained in the course of diagnostics prove the need for the formation of logical thinking in younger students. Determining the perspective of the study, we note that the work performed does not claim to be an exhaustive completeness of the development of the problem of forming the logical thinking of younger students. Further work with students on the formation of logical thinking seems relevant.
In conclusion, I would like to hope that our experience will be of interest to elementary school teachers, will give them an impetus for their own creativity and new experiments. The fabulously playful nature of the material will allow it to be used not only for conducting circles at school, but can also serve as a good basis for family activities.

I. Introduction.

Primary general education is designed to help the teacher realize the abilities of each student and create conditions for the individual development of younger students.

The more diverse the educational environment, the easier it is to reveal the individuality of the student's personality, and then to direct and correct the development of the younger student, taking into account the identified interests, based on his natural activity.

The ability to solve various problems is the main means of mastering the course of mathematics in high school. This is also noted by G. N. Dorofeev. He wrote: “The responsibility of mathematics teachers is especially great, since there is no separate subject “logic” at school, and the ability to think logically and build correct conclusions must be developed from the first “touches” of children to mathematics. And how we can implement this process into various school programs will depend on which generation will come to replace us.

A steady interest in mathematics among schoolchildren begins to form at the age of 12-13. But for students in middle and high school to get serious about math, they need to learn early on that thinking about difficult non-routine problems can be fun. Ability to solve problems

is one of the main criteria for the level of mathematical development.

In primary school age, as psychological research shows, the further development of thinking is of primary importance. During this period, a transition is made from visual-figurative thinking, which is the main one for a given age, to verbal-logical, conceptual thinking. Therefore, the development of theoretical thinking acquires the leading importance for this age.

V. Sukhomlinsky devoted a significant place to the issue of teaching younger schoolchildren logical problems in his works. The essence of his reflections is reduced to the study and analysis of the process of solving logical problems by children, while he empirically revealed the peculiarities of children's thinking. He also writes about work in this direction in his book “I give my heart to children”: “There are thousands of tasks in the world around us. They were invented by the people, they live in folk art as stories - riddles.

Sukhomlinsky observed the course of children's thinking, and the observations confirmed that “first of all, it is necessary to teach children to grasp a number of objects, phenomena, events with their mind's eye, to comprehend the connections between them.

Studying the thinking of slow-witted people, I became more and more convinced that the inability to comprehend, for example, a task is a consequence of the inability to abstract, to be distracted from the concrete. We need to teach children to think in abstract terms.”

The problem of introducing logical problems into the school mathematics course was dealt with not only by researchers in the field of pedagogy and psychology, but also by mathematicians-methodologists. Therefore, when writing the work, I used specialized literature, both of the first and second directions.

The above facts determined the chosen topic: "The development of logical thinking of younger students in solving non-standard problems."

The purpose of this work– consider various types of tasks for the development of thinking of younger students.

Chapter 1. Development of logical thinking of younger students.

1. 1. Features of the logical thinking of younger students.

By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already passed a fairly long way of development.

Various cognitive processes that provide a variety of activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading significance for general mental development.

Psychological studies show that during this period it is thinking that has a greater influence on the development of all mental processes.

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

1. subject-effective (visual-effective)
2. Visually figurative.
3. abstract (verbal-logical)

As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking and think when necessary.

In many ways, the formation of such arbitrary, controlled thinking is facilitated by the tasks of the teacher in the lesson, which encourage children to think.

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

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

In parallel with mastering the method of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential non-essential features, while using such operations of thinking as analysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. The ability to highlight the essential contributes to the formation of another skill - to be distracted from non-essential details. This action is given to younger students with no less difficulty than highlighting the essential.

From the above facts it can be seen that all operations of logical thinking are closely interconnected and their full-fledged formation is possible only in a complex. Only their interdependent development contributes to the development of logical thinking as a whole. It is at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental activity. A variety of psychological and pedagogical exercises can help in this.

1. 2. Psychological prerequisites for the use of logical problems in a mathematics lesson in elementary school

Logical and psychological research in recent years (especially the work of J. Piaget) revealed the connection of some "mechanisms" of children's thinking with general mathematical and general logical concepts.

In recent decades, the issues of the formation of the intellect of children and the emergence in them of general ideas about reality, time and space have been studied especially intensively by the famous Swiss psychologist J. Piaget and his colleagues. Some of his works are directly related to the problems of the development of the child's mathematical thinking. Let us consider the main provisions formulated by J. Piaget in relation to the issues of constructing a curriculum.

J. Piaget believes that a psychological study of the development of arithmetic and geometric operations in the mind of a child (especially those logical operations that carry out preliminary conditions in them) allows one to accurately correlate the operator structures of thinking with algebraic structures, order structures and topological ones.

The order structure corresponds to such a form of reversibility as reciprocity (reordering). In the period from 7 to 11, a system of relationships based on the principle of reciprocity leads to the formation of a structure of order in the mind of the child.

These data indicate that traditional psychology and pedagogy did not sufficiently take into account the complex and capacious nature of those stages of a child's mental development that are associated with a period from 7 to 11 years.

J. Piaget himself directly correlates these operator structures with the basic mathematical structures. He argues that mathematical thinking is possible only on the basis of already established operator structures. This circumstance can also be expressed in the following form: it is not “acquaintance” with mathematical objects and the assimilation of ways of acting with them that determine the formation of operator structures of the mind in a child, but the preliminary formation of these structures is the beginning of mathematical thinking, the “singling out” of mathematical structures.

Consideration of the results obtained by J. Piaget allows us to draw a number of significant conclusions in relation to the design of a curriculum in mathematics. First of all, the actual data on the formation of the child’s intellect from 7 to 11 years old indicate that at this time not only are the properties of objects described by the mathematical concepts of “relationship-structure” not “alien” to him, but the latter themselves are organically included in the child’s thinking . (12-15s.)

The traditional tasks of the elementary school curriculum in mathematics do not take this circumstance into account. Therefore, they do not realize many of the possibilities lurking in the process of the child's intellectual development. In this regard, the practice of introducing logical problems into the initial course of mathematics should become a normal phenomenon.

2. Organization of various forms of work with logical tasks.

It has been repeatedly stated above that the development of logical thinking in children is one of the important tasks of primary education. The ability to think logically, to make conclusions without visual support is a necessary condition for the successful assimilation of educational material.

Having studied the theory of the development of thinking, I began to include tasks related to the ability to draw conclusions in the classroom and in extracurricular work in mathematics, using the methods of analysis, synthesis, comparison and generalization.

To do this, I selected material that was entertaining in form and content.

For the development of logical thinking I use didactic games in my work.

Didactic games stimulate first of all visually - figurative thinking, and then verbally - logical.

Many didactic games challenge children to rationally use their knowledge in mental actions, find characteristic features in objects, compare, group, classify according to certain criteria, draw conclusions and generalize. According to A. Z. Zak, with the help of games, the teacher teaches children to think independently, to use the acquired knowledge in various conditions.

For example, she offered old and non-standard tasks, the solution of which required quick wits from students, the ability to think logically, and look for non-traditional solutions. (Appendix No. 2)

The plots of many tasks were borrowed from works of children's literature, and this contributed to the establishment of interdisciplinary connections and increased interest in mathematics.

In my previous releases, only guys with pronounced mathematical abilities coped with such tasks. For other children with an average and low level of development, it was necessary to give tasks with the obligatory reliance on diagrams, drawings, tables, keywords that make it possible to better assimilate the content of the task, to choose a recording method.

It is advisable to start work on the development of logical thinking with the preparatory group. (Appendix No. 3)

1. Learning to identify essential features
2. Teaching children to compare.
3. We learn to classify objects.
   "What common?"
   "What's extra?"
   "What unites?"

3. Methods of using logical problems in mathematics lessons in elementary school.

I will supplement the general idea of ​​the importance of the widespread introduction of non-standard tasks into the school lesson of mathematics with a description of the corresponding methodological guidelines.

In the methodological literature, special names have been assigned to developing tasks: tasks for thinking, “tasks with a twist”, tasks for ingenuity, etc.

In all its variety, it is possible to single out into a special class such tasks that are called tasks - traps, "deceptive" tasks, provoking tasks. The conditions of such problems contain various kinds of references, indications, hints, hints, pushing to choose the wrong path of solution or the wrong answer.

Provoking tasks have a high developmental potential. They contribute to the education of one of the most important qualities of thinking - criticality, accustom to the analysis of perceived information, its versatile assessment, increase interest in mathematics.

I type. Tasks that explicitly impose one well-defined answer.

1st subtype. Which of the numbers 333, 555, 666, 999 is not divisible by 3?

Since 333=3x111, 666=3x222, 999=3*333, many students, when answering a question, name the number 555.

But this is not true, since 555=3*185. Correct answer: None.

2nd subtype. Tasks that encourage you to make the wrong choice of an answer from the proposed correct and incorrect answers. Which is lighter: a pood of down or a pood of iron?

Many people think that a pood of down is lighter because iron is heavier than down. But this answer is incorrect: a pood of iron has a mass of 16 kg and a pood of down also has a mass of 16 kg.

II type. Problems, the conditions of which push the solver to perform some action with given numbers or quantities, while performing this action is not required at all.

1. Three horses rode 15 km. How many miles did each horse ride?

I would like to perform a division of 15:3 and then the answer is: 5 km. In fact, division is not required at all, since each horse has galloped as much as the three.

2. (Old problem) A man was walking to Moscow, and 7 praying women were walking towards him, each of them had a bag, and in each bag - a cat. How many creatures were sent to Moscow?

The decider with difficulty refrains from saying: "15 creatures, since 1+7+7=15", but the answer is wrong, you do not need to find the sum. After all, one man was going to Moscow.

III type. Tasks, the conditions of which allow the possibility of "refuting" a semantically correct solution by a syntactic or other non-mathematical solution

1. Three matches are laid out on the table so that there are four. Could this be if there were no other items on the table?

The apparent negative answer is refuted by the drawing

2. (Old problem) A peasant sold three goats on the market for three rubles. The question is: “What did each goat go for?”

The obvious answer is: "One ruble each"- is refuted: goats do not go for money, they go on the ground.

Experience has shown that non-standard tasks are very useful for extracurricular activities as Olympiad tasks, since this opens up opportunities to truly differentiate the results of each student.

Such tasks can be successfully used as additional individual tasks for those students who easily and quickly cope with the main tasks during independent work in the lesson, or for those who wish as homework.

The variety of logical problems is very large. There are also many solutions. But the following methods of solving logical problems are most widely used:

1. Tabular;
2. Through reasoning.

Tasks solved by compiling a table.

When using this method, the conditions that the problem contains and the results of reasoning are recorded using specially compiled tables.

1. Shorties from the flower town planted a watermelon. For its watering requires exactly 1 liter of water. They have only 2 empty cans with a capacity of 3L and 5L. How, using these cans, to collect exactly 1 liter of water from the river?

Solution: Let's present the solution in a table.

Let's make an expression: 3*2-5=1. It is necessary to fill a three-liter vessel 2 times and empty a five-liter vessel once.

Solving non-standard logical problems using reasoning.

In this way, simple logical problems are solved.

Vadim, Sergey and Mikhail study various foreign languages: Chinese, Japanese and Arabic. When asked what language each of them studied, one answered: “Vadim is studying Chinese, Sergey is not studying Chinese, and Mikhail is not studying Arabic.” Subsequently, it turned out that in this answer only one statement is true, and the other two are false. What language is each of the young people learning?

Solution. There are three statements:

1. Vadim studies Chinese;
2. Sergei does not study Chinese;
3. Mikhail does not study Arabic.

If the first statement is true, then the second is also true, since young men learn different languages. This contradicts the condition of the problem, so the first statement is false.

If the second statement is true, then the first and third must be false. It turns out that no one studies Chinese. This contradicts the condition, so the second statement is also false.

Answer: Sergei is studying Chinese, Mikhail is studying Japanese, and Vadim is studying Arabic.

Conclusion.

In the process of writing the work, I studied a variety of literature for the content of tasks and tasks of a developing nature. Developed a system of exercises and tasks for the development of logical thinking.

The solution of non-standard tasks forms the ability of students to make assumptions, check their reliability, and logically substantiate. Speaking for the purpose of proof, contributes to the development of students' speech, the development of the ability to draw conclusions from premises, to draw conclusions.

Performing creative tasks, students analyze the conditions, highlight the essential in the proposed situation, correlate the data and the desired, highlight the connections between them.

Solving non-standard tasks increases the motivation of learning. To this end, I use developmental tasks. These are crosswords, rebuses, puzzles, mazes, tasks for ingenuity, tasks - jokes, etc.

In the process of using these exercises in the classroom and in extracurricular activities in mathematics, a positive dynamics of the influence of these exercises on the level of development of the logical thinking of my students and improving the quality of knowledge in mathematics was revealed.

Development of cognitive UUD on the example of logical thinking

Content

1. Introduction

3. Diagnosis of the level of development of logical thinking of children in grade 2

5.

6.Conclusion

Introduction

The radical changes taking place in the field of education are caused by the need of society for personnel capable of making non-standard decisions, able to think logically. The school should prepare a thinking, feeling, intellectually developed person. And intelligence is determined not by the amount of accumulated knowledge, but by a high level of logical thinking.

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

Many foreign (J. Piaget, B. Inelder, R. Gaison, etc.) and domestic (P. P. Blonsky, L. S. Vygotsky, S. L. Rubinshtein, P. Ya Galperin, A. N. Leontiev, A. R. Luria, P. I. Zinchenko, A. A. Smirnov, B. M. Velichkovsky, G. G. Vuchetich, Z. M. Istomina, G. S. Ovchinnikov etc.) researchers.

The development of logical thinking occurs in several stages, the first two occur at the age of elementary school students. I realized that a primary school teacher has a big responsibility. “Have I done enough work so as not to miss the favorable time for the development of the logical thinking of my students,” this question haunted. Previously, it seemed to me that the level of development of this type of thinking would depend on the number of logical tasks solved with students. I always analyzed non-standard tasks with students in the lesson, created a personal “piggy bank” of such tasks, and made individual cards with them. But my work with children on the development of logical thinking was episodic and most often carried out at the end of the lesson. Primary school teachers often use imitation-type exercises that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is what indicates the urgency of the problem. Thus, it is at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.

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

The purpose of this work- identify methods for the development of logical thinking

Tasks:

1. Study the literature on this topic.

2. Diagnosis of the level of development of logical thinking of children in grade 2

3. Develop a system of exercises that contribute to the development of logical

thinking.

Analysis of psychological and pedagogical literature on the problem of the development of logical thinking

Thinking- this is a generalized reflection of objective reality in its regular, most significant connections and relationships. It is characterized by commonality and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality.

The main elements with which thought operates are

concepts(reflection of general and essential features of any objects and phenomena),

judgments(establishing a connection between objects and phenomena; it can be true and false),

conclusions(conclusion from one or more judgments of a new judgment), as well as images and representation

The main operations of thinking include:

analysis(mental division of the whole into parts with their subsequent comparison), synthesis(combining individual parts into a whole, building a whole from analytically given parts),

specification(application of general laws to a specific case, operation, inverse to generalization),

abstraction(singling out some side or aspect of a phenomenon that does not actually exist as an independent one),

generalization(mental association of objects and phenomena similar in some way),

comparison and classification

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

1. Subject-effective (visual-effective).

2. Visual-figurative.

3. Abstract (verbal-logical).

Subject-effective thinking - thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further way of development of thinking lies in the transition to verbal-logical thinking - this is thinking in terms that are devoid of direct visibility inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them. This new content of thinking in primary school age is given by the content of the leading educational activity. Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support.

The main features of the mind are:

-- curiosity and curiosity(the desire to learn as much as possible and thoroughly);

-- depth(the ability to penetrate into the essence of objects and phenomena);

-- flexibility(ability to navigate correctly in new circumstances);

-- criticality(the ability to question the conclusions drawn and to abandon the wrong decision in time);

-- consistency(ability to think harmoniously and consistently);

-- rapidity(ability to make the right decisions in the shortest possible time).

When psychologists began to study the characteristics of a child's thinking, the connection between thinking and speech was singled out as one of the main features. At the same time, a direct connection between the child's thinking and the child's practical actions was revealed.

Psychological research has shown that there are extremely complex, changeable and diverse relationships between thinking and practical action, thinking and language, thinking and sensory image. These relationships change at different stages of age development of children and are directly related to the content of the task that the child is currently solving. These relationships also change depending on the exercises, on the methods of teaching the child that the teacher uses.

Indeed, the first means of solving a problem for a small child is his practical action. He can solve a specific problem if it is given to him visually: to get an object that is far from him, to make a whole picture out of pieces. The child acts in the process of solving directly with the object given to him.

One of the most important features of the thinking of a small child, which already appears at the stage of visual-effective solution of a problem, is speech. A verbally formulated task can be perceived by a child from an adult (on the basis of audible and understood speech), but it can also be put forward by the child himself.

The earliest stage in the development of a child's thinking is visual-effective thinking, it should be emphasized that this form of "thinking with the hands" does not disappear with the development of higher forms of logical (verbal) thinking. When solving unusual and difficult problems, even schoolchildren return to practical solutions. The teacher also resorts to these methods of solving in the learning process.

Before the children learn to mentally add another number to one number, or even, relying on a visually represented number of some objects, subtract a given number from it, even before that, small schoolchildren practically add 3 flags by counting to 5 flags, subtract (move) from 4 carrots 2 carrots or perform other practical activities to master the general way of operating with numbers, counting, solving examples and problems.

To solve a movement problem, a student of grades II-III must imagine a path, that is, the distance between two points. To do this, the teacher uses visualization (drawing, diagram), and the children (initially), through the practical movement of different figures, acquire an idea of ​​​​the relationship between distance, speed of movement and time. And only then the solution of such problems can already be carried out in the mind. “Thinking with hands” remains “in reserve” even among adolescents and adults when they cannot solve a new problem right away in their minds.

The greatest significance of practical action lies in the fact that the child, directly influencing things, reveals their properties, reveals signs and, most importantly, reveals previously invisible connections that exist both between things and phenomena, and within each object and phenomenon. These connections from hidden become visible.

Consequently, all the cognitive activity of the child, and with it the knowledge he acquires, become deeper, more connected and meaningful. Such a way of cognition is especially effective in the elementary grades in the study of natural phenomena, in the study of mathematics, labor, and in all those academic subjects where practical action can be used as the initial path of cognition of the educational content offered to children.

The concept of

"stage-by-stage formation of mental action", developed by P. Ya. Galperin.

At the first stage, the child uses external material actions to solve the problem.

On the second - these actions are only presented and spoken out by the child (at first loudly, and then to himself).

Only at the last, third stage, the external objective action “folds up” and goes into the internal plan.

With the transition of the child's thinking to the next, higher stage of development, its initial forms, in particular practical thinking, do not disappear, but their functions in the thought process are restructured and changed.

With the development of speech and the accumulation of experience, the child moves to figurative thinking. At first, this higher kind of thinking retains many features of the lower kind in the younger student. This, first of all, is revealed in the concreteness of those images with which the child operates.

The vivid imagery and, at the same time, the concreteness of children's thinking are explained primarily by the poverty of children's experience. Behind each word, the child imagines only that specific object with which he once encountered, but not a group of objects included by an adult in those generalized ideas with which he operates. The child still has nothing to generalize. Understanding the figurative meaning of words and phrases used in literary texts, allegories, proverbs, metaphors is at first completely inaccessible to a 7-8-year-old child. He operates with specific solid images, not being able to isolate the thought, idea contained in them. “Heart of stone” means that his heart is made of stone. "Golden hands" - which are covered with gold. The verbal-logical thinking of a child, which begins to develop at the end of preschool age, already implies the ability to operate with words and understand the logic of reasoning.

The development of verbal-logical thinking in children goes through two stages. At the first stage, the child learns the meanings of words relating to objects and actions, and at the second stage, he learns a system of concepts denoting relationships, and assimilates the rules of the logic of reasoning. Verbal-logical thinking is found, first of all, in the course of the thought process itself. Unlike practical, logical thinking is carried out only verbally. A person must reason, analyze and establish the necessary connections mentally, select and apply appropriate rules, techniques, and actions known to him to a given specific task. He must compare and establish the desired connections, group different and distinguish similar objects, and do all this only through mental actions.

It is perfectly natural that before a child masters this most complex form of mental activity, he makes a number of mistakes. They are very typical of the thinking of young children. These features are clearly revealed in children's reasoning, in their use of concepts, and in the process of the child's assimilation of individual operations of logical thinking. Concepts make up a significant part of the knowledge that every person is rich and uses. These can be everyday concepts (rest, family, convenience, comfort, quarrel, joy), grammatical (suffixes, sentences, syntax), arithmetic (number, multiplier, equality), moral (kindness, heroism, courage, patriotism) and many others. . Concepts are generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features.

So, children correctly reproduce the wording in which the definitions of the concepts "sentence", "sum", "subject" are given. However, one has only to change the question and force the child to apply this seemingly well-learned concept in new conditions for him, as his answer shows that in fact the student has not mastered this concept at all.

In order for a child to master the concept, it is necessary to lead children to highlight common essential features in different objects. Generalizing them and abstracting at the same time from all minor signs, the child masters the concept. In this work, the most important are:

1) observations and selection of facts (words, geometric shapes, mathematical expressions) demonstrating the concept being formed;

2) analysis of each new phenomenon (object, fact) and the allocation of essential features in it, repeating in all other objects assigned to a certain category;

3) abstraction from all non-essential, secondary features, for which objects with varying non-essential features are used and essential features are preserved;

4) the inclusion of new items in known groups, indicated by familiar words.

Such difficult and complex mental work is not immediately possible for a small child. He does this job, going quite a long way and making a number of mistakes. Some of them can be considered characteristic. Indeed, in order to form a concept, a child must learn to generalize, relying on the commonality of the essential features of different objects. But, firstly, he does not know this requirement, secondly, he does not know what features are essential, and thirdly, he does not know how to distinguish them in the whole subject, while abstracting from all other features, often much more vivid, visible, catchy. In addition, the child must know the word denoting the concept.

The practice of teaching children at school convincingly shows that in the conditions of specially organized education, children, by the time they move to the fifth grade, are usually freed from the strong influence of individual, often clearly given, signs of an object and begin to indicate all possible signs in a row, without highlighting the essential and common among them. private.

When a child was shown a table depicting different flowers, many students in grades I and II could not give the correct answer to the question of what is more - flowers or roses, trees or firs.

Analyzing the animals shown in the table, most of the students in grades I-II classified the whale and dolphin as a group of fish, highlighting the habitat (water) and the nature of movement (swim) as the main and essential features. The teacher's explanations, stories and clarifications did not change the position of the children, in whom these insignificant features firmly occupied a dominant place.

For this type of generalizations, which L. S. Vygotsky called pseudo-concepts, it is typical to combine different objects on the basis of the similarity of only individual features, but not all features in their totality.

However, on the basis of the above examples, it still cannot be argued that children of 7-9 years old are generally unable to master concepts. Indeed, without special guidance, the process of concept formation takes a very long time and presents great difficulties for children.

Formation of methods of verbal-logical thinking.

In the psychological and pedagogical literature, there are many works aimed at identifying the conditions and teaching methods that have the greatest impact on the development of schoolchildren's independence in the educational process. However, in most of these works, the problem of mental development was reduced to solving two questions: what students should be taught (the content of knowledge), and by what methods the teacher can bring this to the consciousness of students.

At the same time, it was assumed that the very assimilation of knowledge by students, especially the connections between phenomena, forms logical thinking and ensures full-fledged mental development. In this case, two tasks are not distinguished - the assimilation of solid knowledge and teaching schoolchildren the ability to think correctly. S. L. Rubinshtein noted that it is wrong to subordinate the problem of the development of thinking to the problem of mastering knowledge.

Indeed, although both tasks (equipping students with a system of knowledge and their mental development, including the development of thinking) are solved together, because the process of forming thinking occurs only in educational activities (assimilation and application of knowledge), yet each of these tasks has independent significance and its own the way of realization (knowledge can be memorized mechanically and reproduced without proper understanding), while the means of mental development is a specially thought-out organization of teaching schoolchildren rational methods (methods) of thinking.

Teaching schoolchildren the methods of thinking opens up the possibility of controlling and managing the process of cognition of the student, which contributes to the development of the ability to think independently. Thus, teaching techniques rationalizes the cognitive process of schoolchildren.

Many authors admit that mastering the system of knowledge and mental operations (A. N. Leontiev, M. N. Shardakoy, S. L. Rubinshtein, etc.), intellectual skills (D. V. Bogoyavlensky, N. A. Menchinskaya, V. I. Zykova and others), methods of mental activity (E. N. Kabanova-Meller, G. S. Kostyuk, L. V. Zankov and others). However, the question of the influence of methods of thinking on the mental development of students (especially of primary school age) remains not completely resolved.

The efficiency and quality of mental work in solving educational problems is directly dependent on the level of formation of the system of thinking techniques. Mastering this system has a significant impact on the process of purposeful formation of a culture of mental work of schoolchildren and positive motives for learning.

Thus, the methods of mental activity are transformed from the goal of learning into a means of learning through their active and varied application. With such an organization of training, the possibilities for the development of content increase; operational and motivational components of thinking.

An indicator that the method of mental activity has been formed is its transfer to the solution of new theoretical and practical problems. Awareness is manifested in the fact that the student can tell in his own words how to use this technique. Therefore, when forming techniques, it is necessary to bring students to the awareness of these techniques already at the very beginning of the introduction of the technique. So, for example, a junior schoolchild can learn the method of considering objects (seasons) from different points of view on natural history material, and regardless of whether articles on a given season will be studied in reading lessons. In this case, he learns two separate narrow methods, each of which he can apply in solving a certain range of specific problems. A student masters a wide technique in the event that conditions are created for generalizing analytical techniques on the material of various academic disciplines (natural history, reading, labor, fine arts, music), since the content of the curriculum in one form or another is aimed at studying natural history material by means of this academic subject. However, the methodological recommendations poorly orient the teacher to the implementation of interdisciplinary connections, which hinders the development of thinking.

It is well known that abstraction techniques play an important role in the assimilation of knowledge. With appropriate training (specially thought out from the point of view of the development of schoolchildren), these techniques provide shifts in the overall development of students.

Of particular importance for the full development of schoolchildren is the teaching of generalized methods of opposing abstractions, i.e., the process of conscious isolation and dismemberment of essential and non-essential features of objects and phenomena, based on generalized knowledge about those and other features.

When teaching schoolchildren the methods of conscious opposition of essential and non-essential features in objects and phenomena, the following rational methods can be distinguished: a) the student singles out and dismembers the features through comparison and generalization of two or more given objects, based on the generalization of knowledge about these objects; b) correlates the learned concept with the given object.

The method of mental activity described above in conditions of dissecting abstraction has a significant impact on the overall development of students, on changing the structure of cognitive activity, on the depth and strength of knowledge. Mastering this technique in training is of theoretical and practical importance also because not all training is developmental in nature. The acquisition of knowledge does not always mean advancement in general development for schoolchildren. In practical terms, the results of our study have as their main goal the equipping of schoolchildren with rational methods of thinking.

Teaching the techniques of mental activity is of great importance for eliminating overload of students and formalism in the assimilation of knowledge, since the main source of overload and formalism of knowledge lies in the inability of students to work rationally with a textbook, poor formation of thinking techniques that allow the shortest way to achieve success in cognitive activity .

In addition, the use of methods of mental activity opens up opportunities for students to take a meaningful approach to solving new problems, thereby rationalizing all the educational activities of children. In theoretical terms, the research task we have set makes a certain contribution to solving the problem of the relationship between the assimilation of knowledge and the general development of younger students.

Work on the formation of the methods of thinking of schoolchildren must begin with the first steps of schooling and be carried out throughout the entire period of study, gradually complicating it in accordance with the age characteristics of children and depending on the content and methods of teaching. Despite the fact that each subject has its own characteristics, the methods of thinking formed in the process of primary education essentially remain the same: only their combination changes, the forms of their application vary, and their content becomes more complicated.

As mentioned earlier, at the beginning of schooling in children, the predominant form of thinking is visual-figurative thinking, which at the previous genetic stage plays a leading role among other forms of intellectual activity and has reached a higher level than other forms. Its methods, associated with visual support and practical actions, make it possible to cognize objects with their external properties and connections, without providing analytical cognition of their internal relations.

At the initial stages, analytic-synthetic operations that perform the functions of a method for assimilating a new content of knowledge do not yet have all the properties necessary to perform this function (generalization, reversibility, automaticity). The phenomena of inconsistency between the operations of analysis and synthesis in teaching literacy, noted by various researchers, and their unsystematic nature indicate insufficient generalization and reversibility of operations that are still associated with visual and practical actions and rely on visual-figurative content.

Under the conditions of clearly controlled learning, in which mental actions and operations are a special subject of learning, a timely transition from the lower levels of analysis to the higher ones is ensured, and first-graders quickly get rid of the noted mistakes.

In operating with visual material, a high level of development is achieved by the operations of comparing and contrasting features, their abstraction and generalization, the inclusion and exclusion of concepts and classes. For example, the most accessible for students in grades 1-2 are the concepts of spatial relationships between objects (higher-lower, closer-further, etc.).

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. There is more than in preschoolers, the balance of the processes of excitation and inhibition, although their tendency to excitation is still great (restlessness). All these changes create favorable conditions for the child to enter into educational activities that require not only mental stress, but also physical endurance.

Under the influence of learning, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and the internal plan of action (their implementation in the mind). When solving a learning problem, the child is forced, for example, to direct and steadily maintain his attention on such material, which, although in itself not interesting to him, is necessary and important for subsequent work. This is how arbitrary attention is formed, consciously concentrated on the desired object. In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present the material selectively, establish semantic connections. The solution of various educational tasks requires children to realize the intent and purpose of actions, determine the conditions and means for their implementation, the ability to silently try on the possibility of their implementation, that is, it requires an internal plan of action. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

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

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

Diagnostics of the level of development

logical thinking of children in grade 2

Research on the development of logical thinking was carried out on the basis of the 2nd grade. The study involved 15 students (9 girls and 6 boys).

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

Method name

The purpose of the methodology

Technique "Exclusion of concepts"

Study of the ability to classify and analyze.

Definition of concepts, clarification of causes, identification of similarities and differences in objects

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

"Sequence of Events"

Determine the ability for logical thinking, generalization.

"Comparison of concepts"

Determine the level of formation of the comparison operation in younger students

1 . Technique "Exceptions of concepts"

Purpose: designed to study the ability to classify and analyze.

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

1. Vasily, Fedor, Semyon, Ivanov, Peter.

2. Decrepit, small, old, worn out, dilapidated.

3. Soon, quickly, hastily, gradually, hastily.

4. Leaf, soil, bark, scales, branch.

5. To hate, despise, resent, resent, understand.

6. Dark, light, blue, bright, dim.

7. Nest, burrow, chicken coop, gatehouse, lair.

8. Failure, excitement, defeat, failure, collapse.

9. Success, luck, gain, peace, failure.

10 Robbery, theft, earthquake, arson, assault.

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

12. Deep, low, light, high, long.

13. Hut, hut, smoke, barn, booth.

14. Birch, pine, oak, spruce, lilac.

15. Second, hour, year, evening, week.

16. Bold, brave, resolute, angry, courageous.

17. Pencil, pen, ruler, felt-tip pen, ink.

Results processing

For each correct answer - 1 point.

16-17 - high level, 15-12 - average level, 11-8 - low level, less than 8 - very low level.

2 . Methodology "Defining concepts, finding out causes, identifying similarities and differences in objects".

All these are operations of thinking, by evaluating which we can judge the degree of development of the child's intellectual processes.

The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.

1. Which animal is bigger: a horse or a dog?

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

3. It was getting light outside during the day, but at night?

4. The sky is blue, but the grass?

5. Cherry, pear, plum and apple - is this ...?

6. Why is the barrier lowered when the train is running?

7. What is Moscow, Kyiv, Khabarovsk?

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

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

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

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

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

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

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

15. What is football, long and high jumps, tennis, swimming.

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

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

18. Why do people go in for physical education and sports?

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

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

Results processing.

For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can get in this technique is 10.

Comment! Not only those answers that correspond to the given examples can be considered correct, but also others that are reasonable enough and correspond to the meaning of the question posed to the child. If the researcher does not have complete confidence that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is not correct, then it is allowed to give the child an intermediate mark - 0.25 points.

Conclusions about the level of development.

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

0-1 point - very low

3 . Methodology "Sequence of events" (proposed by N.A. Bernshtein).

The purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

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

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

Processing of results.

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

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

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

4 . Methodology "comparison of concepts". Purpose: To determine the level of formation of the comparison operation in younger students.

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

List of comparison words.

Morning evening

cow - horse

pilot - tractor driver

skis - cats

dog Cat

tram - bus

river - lake

bicycle - motorcycle

crow - fish

lion - tiger

train - plane

deceit is a mistake

shoe - pencil

apple - cherry

lion - dog

crow - sparrow

milk - water

gold Silver

sleigh - cart

sparrow - chicken

oak - birch

fairy tale song

painting - portrait

horse - rider

cat - apple

hunger is thirst.

There are three categories of tasks that are used to compare and differentiate between generations.

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

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

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

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

Processing of results.

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

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

b) Intermediate level - from 8 to 12 traits.

c) Low level - less than 8 traits.

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

The system of classes for the development of logical thinking

Purpose: development of logical thinking in children of primary school age.

The program was carried out for 2 months with a group of 10 people. Classes were held once a week for 35 minutes.

Lesson #1

labyrinths

Purpose: tasks for the passage of labyrinths helped to develop in children, visual-figurative thinking and the ability to self-control.

Instruction. Children are offered labyrinths of varying degrees of difficulty.

Help the little animals find a way out of the maze.

Puzzles

Purpose: Development of figurative and logical thinking.

1. Grumbled a living castle,

Lie across the door. (Dog)

2. Find the answer -

Me and no. (Mystery)

3. At night, two windows,

Close themselves

And with the sunrise

They open themselves. (Eyes)

4. Not the sea, not the land,

Ships don't sail

And you can't walk. (swamp)

5. A cat is sitting on the window

Tail like a cat

Paws like a cat

Mustache like a cat

Not a cat. (Cat)

6) Two geese - ahead of one goose.

Two geese - behind one goose

and one goose in the middle

How many geese are there? (Three)

7) The seven brothers

one sister

is there a lot of everyone. (eight)

8) Two fathers and two sons

found three oranges

everyone got a

alone. How? (grandfather, father, son)

9) Who wears a hat on his leg? (mushroom)

10) What did the elephant do when

did he land on the field?

Instructions: Children need to be divided into 2 teams. The facilitator reads the riddles. For a correct answer, the team gets 1 point. At the end of the game, the number of points is calculated, which team has more of them and won.

Lesson 2.

Test "Logical thinking"

Instruction:

Several words are written in a row. One word comes before brackets, several words are enclosed in brackets. The child must choose from the words in brackets two words that are most closely related to the words outside the brackets.

1) Village(river, /field/, /houses/, pharmacy, bike, rain, post office, boat, dog).

2) Sea(boat, /fish/, /water/, tourist, sand, stone, street, crushing, bird, sun).

3) school(/teacher/, street, delight, /student/, pants, watch, knife, mineral water, table, skates)

4) City(car, /street/, ice rink, /shop/, textbook, fish, money, gift).

5) House (/roof/, /wall/, boy, aquarium, cage, sofa, street, stairs, step, person).

6) Pencil (/pencil case/, /line/, book, clock, score, number, letter).

7) Study (eyes, /reading/, glasses, grades, /teacher/, punishment, street, school, gold, cart).

After completing the task, the number of correct answers is counted. Which of the guys had more of them won. The maximum number of correct answers is 14.

Test for logical thinking.

Purpose: development of logical thinking.

Instruction.

This game requires paper and a pencil. The host makes sentences, but so that the words in them are confused. From the proposed words, you need to try to make a sentence so that the lost words return to their place and do it as quickly as possible.

1) Let's go on a Sunday hike. (On Sunday we will go hiking).

2) Children play by throwing a ball at a friend of his friend. (Children play ball, throwing it to each other).

3) Maxim left home early in the morning. (Maxim left early in the morning).

4) You can take a lot of interesting books in the library. (There are many interesting books to borrow from the library.)

5) Clowns and the circus is coming to the monkeys tomorrow. (Monkeys and clowns are coming to the circus tomorrow).

Lesson 3.

Game "Proverbs"

The purpose of the game: the development of figurative and logical thinking.

Instructions: The teacher offers simple proverbs. Children must determine their explanation of the meaning of the proverbs. You need to ask in order.

1) The work of the master is afraid.

2) Every master in his own way.

3) Jack of all trades.

4) Without labor, there is no fruit in the garden.

5) The potato is ripe - take it

6) Without labor, there is no fruit in the garden.

7) The potatoes are ripe - get down to business.

8) What care is such is the fruit.

9) More deeds less words.

10) Every person is known by work.

11) Eyes are afraid of hands doing.

12) Without labor there is no good.

13) Patience and work will grind everything.

14) A house without a roof, that without windows.

15) Bread nourishes the body, but the book nourishes the mind.

16) Where there is learning, there is skill.

17) Learning is light, and ignorance is darkness.

18) Measure seven times, cut once.

19) Did the job, walk boldly.

20) A good spoon for dinner.

« Come on, guess!»

Instructions: Children are divided into two groups. The first group secretly conceives an object from the second. The second group must guess the object by asking questions. The first group has the right to answer only “yes” or “no” to these questions. After guessing the subject, the groups change places

Lesson 4

Extra toy.

Purpose: Development of semantic operations of analysis, fusion and classification.

Instructions: The children and the experimenter bring toys from home with them. The group of children is divided into two subgroups. 1st subgroup for 2-3 minutes. Leaves the room. The 2nd subgroup selects 3 toys from those that were brought. In this case, 2 toys must be "from one class", and the third from another. For example, with a doll and a bunny, they put a ball. The first group enters and, after consulting, takes the “Extra toy” - the one that, in their opinion, is not suitable. If the guys can easily cope with 3 toys, their number can be increased to 4-5, but not more than seven. Toys can be replaced with pictures.

Purpose: development of logical thinking and speech.

Instruction: One leader is selected from a group of children, the rest sit on chairs.

The teacher has a large box containing pictures of various objects. The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children from the group offer their versions, the next driver is the one who first guessed the correct answer.

Parting.

Lesson 5.

"Exclusion of superfluous word"

Purpose: development of thinking operations (identifying similarities and differences in objects, defining concepts).

Instructions: Three words chosen at random are offered. It is necessary to leave two words for which a common feature can be distinguished. "Superfluous word" should be excluded. It is necessary to find as many options as possible excluding the "extra word". Word combinations are possible.

1) "dog", "tomato", "sun"

2) "water", "evening", "glass"

3) "car", "horse", "hare"

4) "cow", "tiger", "goat"

5) "chair", "oven", "apartment"

6) "oak", "ash", "lilac"

7) "suitcase", "purse", "trolley"

For each option, you need to get 4-5 or more answers.

« Define toys.

Purpose: development of logical thinking and perception.

Instruction: One driver is selected, who goes out for 2-3 minutes. from the room. In his absence, the one who will guess the riddle is selected from the children. This child must show with gestures and facial expressions what kind of toy, picture he conceived. The driver must guess the toy (picture), select it, pick it up and call it out loud. The rest of the children say “Correct” or “Wrong” in unison.

If the answer is correct, another child is chosen, both leading and another child who will guess the riddle. If the answer is incorrect, the other child is asked to show the riddle.

Parting.

Lesson 6.

« Search for an item according to given criteria»

Purpose: development of logical thinking.

Instruction: A certain attribute is set, it is necessary to select as many items as possible that have a given attribute.

They start with a sign that reflects the external shape of an object, and then move on to signs that reflect the purpose of objects, movement.

Sign of external form: round, transparent, hard, hot, etc.

The most active child with the highest number of correct answers wins.

Lesson 7

"Connect letters ».

Goal: Development of logical thinking.

Instructions: The pictures will help you guess the word hidden in the squares. Write it in the empty cells.

« Draw the figures."

Purpose: development of thinking.

Instructions: Draw the missing shapes and fill them in. Remember that one color and shape in each row is repeated only once. Color all the triangles with a yellow pencil. Color in all the squares with a red pencil. Color the remaining shapes with a blue pencil.

Lesson 8.

« Definitions»

Purpose: development of mental associative links.

Instruction: The guys are offered two words. The task of the game is to come up with a word that is between 2 conceived objects and serves as a transitional bridge “between them”. Each child answers in turn. Answer d.b. necessarily justified. For example: "goose and tree." Transition bridges "fly, (the goose flew up a tree), hide (the goose hid behind a tree), etc.

"Title ».

Purpose: development of mental analysis, logical thinking, and generalization.

Instructions: Prepare a short story of 12-15 sentences. Read the story in a group and ask the participants in the game to come up with a title for it so that 5-7 titles come up with one story.

Lesson 9.

« Search for analogues» .

Purpose: development of the ability to identify essential features, generalizations, comparisons.

Instructions: Name an object. It is necessary to find as many objects as possible that are similar to him in various ways (external and essential).

1) Helicopter.

2) Doll.

3) land.

4) watermelon.

5) Flower.

6) car.

7) newspaper.

"Reduction"

Purpose: development of the ability to identify essential and non-essential features, mental analysis.

Instruction: a short story of 12-15 sentences is read out. The participants of the game must convey its content "in their own words" using 2-3 phrases. It is necessary to discard trifles, details and save the most essential. It is not allowed to allow a distortion of the meaning of the story.

Lesson 10.

"How to use the item"

An object is given, it is necessary to name as many ways as possible to use it: For example: a book, a car, a tomato, rain, an acorn, a berry. Which of the guys most actively participated and gave the largest number of correct answers, becomes the winner.

"Problem Broken Curve"

Purpose: development of logical thinking.

Instructions: Try without lifting the pencil from the paper and without drawing the same line twice, draw an envelope.

conclusions

In order to develop logical thinking in children of primary school age, a developmental program was developed that includes 10 lessons.

The result of its implementation should be an increase in the level of logical thinking of younger students

Results of the pilot study

Description and analysis of the results of the ascertaining stage of the study

The results of the diagnostic program are presented in a summary blitz.

Summary table of diagnostic test results

First Name Last Name

Techniques

Blagin V.

high

average

high

high

Zharinova N.

short

short

average

short

Levina Yu.

average

short

average

short

Yershova Yu.

short

average

average

short

Sorokina K

short

short

short

average

Zakharova Yu.

high

high

high

average

Serpov D.

average

very tall

high

high

Sokolov V.

average

average

high

short

Khakhalova N.

short

average

average

short

Lilyova S.

average

short

average

average

Kostrov D.

high

high

average

high

Moiseev A.

short

average

short

short

Shkinev K.

high

average

average

high

Gusarova K.

average

short

high

short

Baturina O.

average

short

average

average

Qualitative analysis of the results of the ascertaining stage of the study.

Technique No. 1 "Exclusion of concepts"

Processing and analysis.

In the course of this technique, it was possible to reveal that out of 15 people, 10 completed the task correctly (high and medium level), i.e. capable of classification and analysis, 5 people showed a low level.

Students who have completed the task correctly have the appropriate level of classification and analysis.

Conclusion: the results of the study showed the level of development of students' abilities: 27% - a high level, 33% - a low level, 40% - an average level.

№1 "Exclusion of concepts"

Method #2.

Processing and analysis.

In the course of this technique, it turned out that out of 15 people, 9 completed the task correctly (high and medium level), i.e. students have such thinking operations as defining concepts, finding out the reasons, identifying similarities and differences in objects, 6 people showed a low level of development of these thinking operations. From the results of this technique, we can judge the degree of development of intellectual processes in students: 13% - high level, 40% - low, medium - 40%, very high - 7%

№2. "The level of definition of concepts, clarification of causes, identification of similarities and differences in objects"

3. Method #3

Processing and analysis.

In the course of this technique, it was possible to reveal that out of 15 people, 13 coped with the task (high and medium level, 2 students showed a low level).

Thus, based on the results obtained, it can be concluded that students who showed a high and average level are capable of logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

The results of the study showed us the degree of development of the child's logical thinking and intellectual processes: 33% - high level, medium - 54%, low - 13%

№3. Level of logical thinking

4. Method #4

Processing and analysis.

In the course of this technique, it turned out that out of 15 people, 8 completed the task, showing an average and high level, 7 people did not cope, showing a low level.

Students who completed the task have the formation of the comparison operation.

In this technique, two types of results processing were carried out: qualitative and quantitative.

Students who showed good results in terms of quantity used generic concepts just as well, judging by qualitative analysis, and indicated more similarities in tasks in groups 2 and 3 than those who showed a low level.

The results of this technique show that 27% of students who showed a high level master comparison operations, 27% showed an average level, and 46% a low level.

№ 4. The level of formation of comparison operations

Thus, based on the results of the ascertaining stage of the study, we can say that it is necessary to conduct a developmental program with children aimed at developing logical thinking in general.

Based on the results obtained, a group of children was created who showed an average and low level of development of logical thinking. This program included 10 children.

Description of the control phase of the study

After carrying out developmental work with children, the same methods were carried out as at the ascertaining stage of the study.

The results of the control phase of the study are presented in a summary table.

Summary table of the results of the control phase of the study.

Last name first name

1

2

3

4

1.

Zharinova N.

average

average

high

short

2.

Levina Yu.

high

average

average

average

3.

Yershova Yu.

high

short

average

short

4.

Sorokina K

short

average

average

average

5.

Sokolov V.

high

high

average

average

6.

Khakhalova N.

short

average

high

average

7.

Lilyova S.

high

short

average

high

8.

Moiseev A.

average

short

average

average

9.

Gusarova K.

average

average

high

average

10.

Baturina O.

average

average

high

short

Qualitative analysis of the results of the control phase of research.

Technique No. 1 "Exclusion of concepts."

During the implementation of this methodology, it was possible to identify that out of 10 people - 8 people completed the task correctly, high and medium level, i.e. capable of classification and analysis. 2 people showed a low level. Students who correctly completed the tasks have the appropriate level of classification and analysis.

Method 2. "Defining concepts", finding out the reasons, identifying similarities and differences in objects.

During the implementation of this methodology, it turned out that out of 10 people - 7 showed a sufficient level of coping with the task (high and medium level), i.e. have a sufficient level of development of intellectual processes, 3 people showed a low level of these processes.

Method 3. "Sequence of events"

In the course of carrying out this technique, it was possible to reveal that out of 10 people, all 10 coped with the task, thus proving that they have the ability to think logically and generalize.

Method 4. "Comparison of concepts"

In the course of the study, it turned out that out of 10 people, 7 people coped with the task, showing high results (high and medium levels), i.e. have the formation of the comparison operation, 3 people did not cope with the task.

Comparative analysis of the ascertaining and control stages of the study

The repeated passage of the methods "Exclusion of concepts" showed a qualitative improvement in the development of logical thinking among students.

Repeated passage of the methodology "Definition of concepts" showed a qualitative improvement in the development of intellectual processes.

The repeated passage of the "Sequence of Events" technique showed a qualitative improvement in the abilities for logical thinking and generalizations.

Repeated passage of the method "Comparison of concepts" showed a qualitative improvement in the development of the comparison operation.

Based on the results of the above summary tables No. 1 and No. 2, it is possible to visually show the effectiveness of the developmental program in the form of a diagram.

control stage

The general level of development of logical thinking at the ascertaining and control stages of the experiment

Ascertaining stage Control stage

Thus, based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the developmental program helps to improve the results and increase the overall level of development of logical thinking.

Conclusion

The methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. Studies have shown that not all children have this skill to the fullest. Even in the 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of deducing the consequence, etc. A lot of schoolchildren do not master them even by the senior class. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations. It is also advisable to use tasks for the development of logical thinking in the classroom. With their help, students get used to think independently, use the acquired knowledge in various conditions in accordance with the task.

In accordance with the tasks in the first part of the work, an analysis of the psychological and pedagogical literature on the problem of the development of logical thinking of younger schoolchildren was carried out, and the features of logical thinking of younger schoolchildren were revealed.

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

The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The tool of such influence are special receptions.

In the second part, diagnostic and developmental research programs were developed.

The diagnostic program included the following methods: "Exclusion of concepts" to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects to determine the degree of development of the child's intellectual processes; "Sequence of events" to determine the ability for logical thinking, generalization; "Comparison of concepts" to determine the level of formation of the comparison operation in younger students

In order to develop logical thinking in children of primary school age, a developmental program was developed that includes 10 lessons. The result of its implementation was to increase the level of logical thinking of younger students

The third part of the study presents the results of the study, including an experimental verification of the effectiveness of the developed program.

Based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the developmental program helps to improve the results and increase the overall level of development of logical thinking.

Thus, based on the results of the developmental work, we can draw the following conclusions:

- purposeful work is needed to teach younger students the basic techniques of mental operations, which will contribute to the development of logical thinking;

- diagnostics and timely correction of the thinking of younger students will contribute to a more successful development of logical thinking techniques (comparison, generalization, classification, analysis).

- the developed program is aimed at the development of logical thinking and has shown its effectiveness.

Consequently, the development of logical thinking in the process of educational activity of a younger student will be effective if: the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated; the features of logical thinking in a junior schoolchild were revealed; the structure and content of tasks for younger students will be aimed at the formation and development of their logical thinking will be systematic and planned; the criteria and levels of development of logical thinking of a junior schoolchild are determined.

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