Development research skills
in younger students.
Nobody's opinion is wrong...
Socrates
For a long time we have been taught that a child's education should be based on obedience, repetition and imitation. Methods of independent search for truth, based on the analysis and synthesis of various points of view, own observations and experiments, were almost completely excluded. The new time dictates new tasks, forcing us to actually move from calls for the development of the intellectual and creative potential of the child's personality to real actions. One of the most effective steps in this direction is the active use research methods in education.
The child is an explorer by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Research, search activity is the natural state of the child, he is tuned to the knowledge of the world. It is this behavior that creates the conditions for the mental development of the child to initially unfold as a process of self-development.
The desire of the child to independently explore the world around him is genetically predetermined. If this activity of the baby is not counteracted, if it is not stopped by numerous “don’t”, “don’t touch”, “it’s too early for you to know about it”, then with age this need for research evolves, the range of objects of children’s research expands significantly.
A child prone to exploratory behavior will not rely only on the knowledge that is given to him in the course of traditional education, he will actively explore the world acquiring, along with new information for himself, the experience of a creator-discoverer. Research skills are especially valuable in that they create a solid foundation for the gradual transformation of learning and development processes into higher-order processes - self-learning and self-development, which present stage very relevant.
The child's own research activity should be considered, first of all, as one of the main directions for the development of creative abilities. There are many ways to develop a child's creative abilities, but one's own research practice is undoubtedly one of the most effective. The skills and abilities of research, independent creative comprehension of the truth, obtained in children's games and in special classes, are easily inculcated and transferred in the future to all types of activities.
No less important is another circumstance - as shown by special psychological experiments, the most valuable and durable knowledge is not that which is acquired by learning, but that which is obtained independently, in the course of one's own creative research. Experts in the field of the psychology of thinking have long noticed such a feature: the mental activity of a scientist making an epoch-making discovery, and the mental activity of a child learning something new, are identical in their internal “mechanics”. But the most important thing is that it is much easier for a child to learn new things, acting like a scientist (conducting his own research, setting up experiments, etc.) than to receive knowledge acquired by someone in a “ready form”.
What are research skills?
There is no unambiguous definition of research skills that satisfies everyone, this is natural, and this is usually the case with complex mental phenomena. However, it should be noted that the discrepancies are not so great. Research skills consider:
- How to search for information;
- As skills aimed at reducing the excitement caused by uncertainty.
We, in this context, consider research skills as skills aimed at studying an object, which is based on a mental need for search activity, and research training as a type of training built on the foundation of research skills.
The idea that a child's interest in learning largely depends on the content of education is hardly in doubt. Therefore, this problem is traditionally not just studied by pedagogy and educational psychology, but occupies one of the central places in these sciences. Why does the learning process turn into a heavy duty, difficult, unattractive work? And for teachers and parents, this is also hard, very burdensome work. Scientists have found a simple answer to this question: it is necessary to take into account the "nature" of the child, she herself is focused on the knowledge of the environment. Properly constructed training should be carried out without coercion.
At primary school age, it is important to form the instrumental skills and skills of logical and creative thinking necessary in solving research problems. These include skills:
- see problems;
- To ask questions;
- put forward hypotheses;
- Give definitions to concepts;
- classify;
- Observe;
- Conduct experiments;
- Draw conclusions and conclusions;
- Structure the material;
- Prove and defend your ideas.
A key technological element in the development of research skills isheuristic educational situation -a situation of activating ignorance, the purpose of which is the birth of a personaleducational product(ideas, problems, hypotheses, versions, text). The methodology for developing research skills is based onopen taskswhich do not have unequivocal "correct" answers. Almost any element of research activity can be expressed in the form open task, for example: offer a version of the origin of the alphabet, explain the graphic form of numbers, compose a proverb, establish the origin of an object, investigate a phenomenon (for example, snowfall). The results obtained by students turn out to be individual, they are diverse and differ in the degree of creative self-expression.
A positive result in the development of research skills is also given by the technology of teaching children with signs of giftedness. One of the strategies of this technology is "exploratory learning". main feature This approach is to intensify learning, giving it an exploratory, creative character, and thus transfer the initiative to the student in organizing his development. The independent research practice of children is traditionally regarded as the most important factor in the development of creative abilities.
The question of how to teach younger children school age special knowledge and skills necessary in research search, as well as methods of processing the received materials, is not simple and practically not considered in a special pedagogical literature. And we don't like to teach this to our children. Programs and methods of this type of training in finished form cannot be found. But I solve these tasks and problems in the course of other classes, in particular the classes of the "Little Explorer" circle. Classes are held in game form. But I offer tasks for children of a heuristic nature, for example: Find the cause of the event using a question (“The children made two snowmen from the snow. One melted in a day, the second stood until the end of winter. Why do you think this happened?”). Children offer their own solutions to the problem, prove their point of view. Circumstance exercises, under what conditions would each of these items be useful? (tree branch, phone, doll, fruit, racing car, samovar, drum)
Children attending the circle have a higher level of logical and creative thinking. They are able to see problems, formulate questions competently enough, observe, compare, to a large extent draw conclusions and conclusions.
(Give examples of tasks for developing the ability to see problems)
(pp. 106, 108).
If we want the processes of development and self-development of the individual elementary school student went intensively, we need to stimulate his research activity, to support in the child a thirst for new experiences, curiosity, the desire to experiment, to independently seek the truth. Naturally, support alone is not enough. The child must be taught special knowledge, skills and abilities of research activities.
The task of adults is to help in the conduct of children's research, to make it useful and safe for the child and his environment.
Development of research skills in children
primary school age
Performed by Vinogradova Larisa Nikolaevna,
Teacher primary school
MOU " secondary school No. 5"
Torzhok 2011
Chapter I
The role of research skills in the development of the student's personality.
a) Research activities of younger students;
b) Problem-dialogical technology;
c) Development of research abilities of schoolchildren.
^ 1.2. Organization of research activities of younger students.
^ Chapter II Research work.
Research activity of junior schoolchildren is a condition for the development of spirituality, for the development of personality. It is necessary to develop the ability to look and see, observe.
Research activities should start at an early age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects of the school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize
the importance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery.
Thus, the desire of the child to acquire new knowledge, on the one hand, and the urgent need for this knowledge, on the other hand, create fertile ground for the start of research activities precisely at primary school age.
One of their main features is observation, the ability to notice such minor details that an adult's eyes will not pay attention to.
Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, and tasks. A teacher who encourages research constantly asks the question: “What interesting thing did you notice here?”.
Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. For example, if it is necessary to record the air temperature every day at 7 am for a month, such children will wake up early on weekends, they are ready to give up an interesting trip if the continuation of observations is threatened because of it. Thus, self-sacrifice for the sake of science is characteristic not only of great scientists.
Younger students in the process of doing research work show special diligence, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.
The next characteristic of the research activity of primary school students is the lack of knowledge, skills and abilities for the correct design of their research. Children of this age do not yet have very well developed writing skills. They do not know how to correctly compose texts, make spelling and stylistic errors.
Children need the help of adults - teachers, parents, high school students.
^ Problem-dialogic technology.
Great importance for the research activities of schoolchildren, it depends on what programs and textbooks the class uses, what technologies the teacher uses.
Within the framework of the educational system "School 2100" a problem-dialogic technology has been developed. Skillful and consistent application of this technology allows students to develop the desire for independent discovery of new knowledge, develops Creative skills, logical thinking, communication skills necessary for every person so that he can successfully prove himself in modern reality.
The technology of problem-dialogical learning can be used in any program and in any subject, primarily in the lessons of learning new material. Most of the “discoveries” of new knowledge in grades 1-2 occur, in my opinion, in mathematics lessons. In the lessons of the Russian language, reading, the world around, the accumulation of knowledge occurs gradually, they seem to overlap each other, and it can be difficult to create a problem situation. Besides, it is not enough just to create a problem, it is important to find right ways search for its solution. For me personally, this is the most difficult moment on which I am constantly working.
^ An example of a fragment of a Russian lesson with a problem statement and a search for a solution in grade 1.
The topic is "Why words that sound the same are written differently: with a small and a capital letter."
A moment of cleansing.
vocabulary work. The game "Cryphers".
The word dog is encrypted:
Xokbacca
What can you name a dog? What nicknames do you know?
^ 3. Statement of the problem.
Write down a sentence from dictation: There is a ball on the porch.
Children write in notebooks, one student writes on the blackboard.
Raise your hand who wrote the same as on the board. Who wrote differently? What word? (The ball is in one case with a lowercase letter, in the other with a capital letter.)
Both options are written on the board.
Look, the same word is spelled differently. What question do you have?
What are we going to study today?
(Recognition when a word is capitalized and when it is small.)
Search for a solution.
Let's find out the meaning of the word ball. It could be:
A) a balloon
B) the name of the dog;
C) a round object.
Let's return to our proposal. What determines which letter we choose?
There are two pictures on the board: a balloon and a dog.
Look at the balloon picture. (Small letter.)
And now - on the picture with the dog. (Capital letter.)
What determines the choice of letter? (From the meaning of the word.)
^ Lesson of mathematics. Grade 2
Topic "Addition and subtraction of two-digit numbers of the form 32 + 8".
Actualization.
Formulation of the problem.
Independent work. Run time -2 minutes.
7+5= 31+56= 8+62=
6+8= Look, the same word is spelled differently. in the other, with a capital.0 shoy letter. "I am at each other, and create a problematic 93+5= 81+9=
Who mastered all the expressions?
Who is having trouble?
How are the last two expressions different from the previous ones? What don't we know yet?
Who can name the topic of today's lesson? (Addition of single and double digit numbers, when the total is 10 units).
3. Search for a solution.
Group work. Each group receives a piece of paper with the expressions 52+8 and 71+9 and suggests all possible ways to solve these examples:
A) graphic models;
B) in a line as a sum of convenient terms;
B) in a column.
Each group explains their solutions (one person answers).
If there are erroneous versions, the solution is checked and the error is found.
Conclusion:
When added, you get 10 units. We write 0 in place of units, and increase the number of tens by one.
^ Development of research abilities of schoolchildren.
Teaching schoolchildren special knowledge, as well as developing their general skills and abilities necessary in research search, is one of the main practical tasks. modern education.
General research skills include seeing problems, asking questions, hypothesizing, defining concepts, making observations and experiments, drawing conclusions, working with text, and proving and defending ideas.
Exploratory behavior is one of the most important sources of a child's understanding of the world. In educational psychology and pedagogy there is a special term - "research learning". This is the name of the approach to learning, built on the basis of the child's desire for independent study of the environment. The main goal of research education is to develop the student's ability to independently, creatively master and rebuild new ways of activity in any area of human culture.
The child is an explorer by nature.
^ Qualities of a researcher:
Curiosity;
The ability to see problems;
Originality of thinking;
High concentration of attention;
Excellent memory;
The ability to evaluate.
Various techniques can be used to form the foundations of a thinking culture in a child and develop the basic skills and abilities of exploratory behavior.
^ Development of the ability to see problems.
A problem is a difficulty, a complex issue, a task that needs to be resolved, i.e. actions aimed at investigating everything that is connected with this problem situation.
Finding a problem is hard work. Finding a problem is sometimes as difficult as solving it. The ability to see problems is an integral property of thinking. It develops for a long time in the most different types activities. In order to learn how to identify problems, it is necessary to master the ability to change one's own point of view, to look at the object of study from different angles. This will help with simple exercises.
- "Look at the world through someone else's eyes."
We read the unfinished story to the children:
A) In the morning the sky was covered with black clouds, and it began to snow, Large snow flakes fell on houses, trees, sidewalks, lawns, roads ...
Continue the story: imagine yourself walking in the yard with friends; a truck driver driving on the road; a pilot going on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.
- "Compose a story on behalf of another character."
Imagine that you became a table in a classroom for a while; a pebble on the road, an animal (domestic or wild); person of a certain profession.
Describe one day of this imaginary life.
This work can be done in writing by inviting children to write an essay, but oral stories also give a good effect.
- Make up a story using the given ending.
A) ... we never managed to go to the dacha.
B) ... the bell rang from the lesson, and Dima continued to stand at the blackboard.
Think and talk about what happened in the beginning and why it all ended the way it did. The logic and originality of the presentation are evaluated.
“One theme, many stories.”
Think up and draw as many plots on the same topic as possible, for example: "Autumn", "City", "Forest".
^ 2. Development of the ability to put forward hypotheses.
A hypothesis is an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of searching for answers to one's own questions. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, it becomes a theory; if it is refuted, it turns into a false assumption.
Two methods of testing hypotheses are usually used - theoretical and empirical. The first is based on the logic and analysis of other theories in which this hypothesis was put forward. The empirical method involves observations and experiments. Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to see the problem in a different light, look at the situation from the other side.
When making assumptions, they usually use the words: maybe, suppose, suppose, perhaps, if, probably.
- "Let's think together."
How do birds know the way to the south?
Hypotheses:
a) Maybe the birds determine the way by the sun and stars.
B) Probably, birds see plants (trees, grass, etc.) from above, which indicate to them the direction of flight.
C) Suppose that the birds are led by those who have already flown south and know the way.
D) Suppose that birds find warm air currents and fly along them.
E) Or maybe they have an internal compass - such as in an airplane or on a ship.
Circumstance exercise.
Under what conditions would each of these items be useful?
Can you think of conditions under which two or more of these items would be useful?
A desk, an oil field, a toy boat, an orange, a kettle, a mobile phone, a bouquet of daisies, a hunting dog.
Reverse exercise.
Under what conditions can these same objects be completely useless and even harmful?
- "Find the possible cause of the event."
a) The grass in the yard turned yellow.
B) The fire helicopter circled over the forest all day.
C) The bear did not fall asleep in winter, but wandered through the forest.
^ Development of skills to ask questions.
In the process of research, as well as any knowledge, the question plays one of the key roles and is usually considered as a form of expression of the problem. Compared to the question, the problem has a more complex structure - figuratively speaking, it has more "voids" that need to be filled.
The question directs the child's thinking to the search for an answer, prompting the need for knowledge, introducing him to mental work. Questions can be divided into two groups:
Clarifying (direct or "whether" questions) - is it true that ...; whether it is necessary to create ...; should ... - can be simple and complex. A complex question consists of several simple ones, for example: Is it true that if a kitten refuses to eat and does not play, then he is sick?
Complementary (indefinite, indirect or "to" - questions) include the words: where, when, who, what, why, what. These questions can also be simple or complex. For example: Who, when, and where can build this house? - complex issue. It can easily be divided into three independent (simple) questions.
- "Find the mysterious word."
Children ask each other questions about the same subject, starting with the words what, how, why, what for. Mandatory rule: the question should not explicitly lead to an answer. For example, the question about an orange is not “What is this fruit?”, but “What is this object?”.
A more difficult version of this exercise is also possible. The host thinks of a word, but tells everyone only the first letter (sound). The others ask him questions, such as "Is that what's in the house?"; "Is this object orange?"; "Is this not an animal?"
The child who guessed the word answers "yes" or "no".
The game "Guess what was asked."
The student who came to the board is given several cards with questions. He, without reading the question aloud and without showing what is written on the card, loudly answers it. For example, the card says: "Do you like sports?" The child replies: "I love sports." The rest have to guess what the question was. Before completing the task, warn the children answering at the blackboard so that they do not repeat the question when answering.
Why do owls hunt at night?
What is the name of the birds that can repeat human speech?
Why do rivers flood in spring?
^ 4. Development of skills and experimentation skills.
Experiment (trial, experience) is the most important of the research methods and the most important method of cognition in most sciences. Experiment assumes that we actively influence what we explore. Any experiment involves carrying out any practical actions in order to verify and compare. However, there are also mental experiments, i.e. those that can only be carried out in the mind.
Thought experiment.
In the course of thought experiments, the child imagines each step of his imaginary action and can see the results of these actions more clearly. On the lesson visual arts in the course of drawing geometric bodies, such an experiment was carried out: “Are the shadows drawn correctly?”. The figure shows the sun and geometric bodies.
Are their shadows drawn correctly?
What shadow corresponds to each of the depicted geometric bodies?
- "We determine the buoyancy of objects."
Children choose ten different objects for research, for example: a saucer, a plasticine ball, a pebble, an apple, a wooden block, a teaspoon, a metal bolt, a plastic toy, a cardboard box.
The children then hypothesize which objects will float and which will sink. These hypotheses need to be tested. Children cannot always predict the behavior of objects such as an apple or plasticine in water; Moreover,
The saucer will float if gently lowered into the water, but if it
Water gets in, the saucer sinks.
After the first experiment is completed, we will continue the experiment.
Let's study floating objects.
Are they all light?
^ Organization of research activities of younger students.
Educational projects as a means of developing research skills of younger students.
AT educational system"Promising Elementary School" technology will be applied project activities. This allows the teacher to successfully manage the research activities of children. All textbooks and teaching aids are compiled in accordance with these technologies. In the classroom, conditions are created for children to independently discover new knowledge for themselves, learn to perform tasks in groups. Work on these textbooks maximizes the development in children of the qualities necessary for research activities. Among educational technologies that best meet new challenges, a special place is occupied by the method of projects. Developers this method considered to be John Dewey and his student, W.H. Kilpatrick. The method was created during the period of economic restructuring in America, when it became clear that the fate of a person is in his own hands. In Russia, the project method is associated with the name of S.T. Shatsky. The first experimental station for public education of the People's Commissariat for Education of the RSFSR,
Led by S.T. Shatsky, it can serve as a unique example of the creation
The pedagogical system, in which a special place belongs to research activities. Not only the entire staff of the Experimental Station, but also schoolchildren were actively engaged in research activities.
First of all, students actively explored environment:
Socio-economic, physical and geographical.
The main idea of the project method is that the education of schoolchildren should
To be built on an active basis, through cognitive activity, in accordance with the personal interest of the student in this particular knowledge. It is important to show children their personal interest in the acquired knowledge,
Which can and should be useful to them in life. The essence of the project method in
Next: to stimulate children's interest in certain problems through
Project activities that involve solving one or a number of problems, show practical use new knowledge. The project organizes the creative activity of schoolchildren, which has internal motives for implementation. That is why this method is revealed as a unique learning tool. Unlike traditional pedagogical technologies based primarily on reproductive cognitive activity The project method teaches children to independently set goals and find means to achieve them, teaches them responsibility for their actions.
Working on a project, the student is faced with both planned and unplanned situations. They force him to change something in his original plan, as a result, the student learns to work creatively.
And do not be afraid of difficulties. The project method is a technology for building any type of activity. It is known about the existence of different types of activity (intellectual-cognitive, value-oriented, socially useful, artistic, physical culture and sports, play, leisure). The personality of a student develops in all its forms, but a special place is occupied by educational and cognitive activity.
It is no coincidence that in last years issues of determining the essence of research in the educational process, the methodology of their organization are actively discussed.
Educational research activity is the activity of students associated with the solution of a creative, research problem with a previously unknown solution (in various fields of science, technology, art) and
Assuming the presence of the main stages scientific research: problem statement, familiarization with the literature on this issue, mastering the research methodology, collecting your own material, its analysis, generalization and conclusions. It is important to understand that the purpose of such activities is seen in the development of the student's personality, and not in obtaining new (scientific) knowledge.
Research of any kind is based on the curiosity of the younger student. Schoolboy working on a research project
He solves his own, personally significant, problem, so there is interest.
Interest is a concentration on a certain subject of thoughts, causing a desire to get to know it better, to penetrate deeper into it, not to lose sight of it (S.L. Rubinshtein).
Educational and research activities do not imply achievement
A certain predetermined result, which determines the possibility of immersion in creative activity and creating situations of success
(positive emotions).
“Everything that I know, I know why I need it and where and how I can
Apply knowledge” - this is the main thesis of the modern understanding of the project method.
The project method of teaching is a certain way organized search, research activity of students, individual or group, which provides not only the achievement of one or another result in the form of a specific practical output, but the organizational process of achieving this result with the obligatory presentation of these results.
Primary school is an important step not only in basic education, but also is the basis for the formation of the basics of a research culture. It is very important for the teacher not to miss this period and at the same time maintain the interest and ignite the enthusiasm of the children. Technology is of great help at the first stage of introducing children to research activities.
Project-based learning. The project-based learning method involves the process of developing and creating a project (prototype, prototype, proposed or possible object or state).
Project (lat) - thrown forward.
A set of documents, calculations;
Preliminary text of the document;
Idea, plan.
main idea project method:
Development cognitive interests students, the ability to independently construct their knowledge and navigate the information space, develop critical thinking.
The structure of the activities of the teacher and student when using the project method
*Identifies the purpose of the activity
* Unlocks new knowledge
Experimenting
Chooses solutions
Active
Subject of learning
Takes responsibility for their activities
Teacher
*Reveals possible forms of work
Helps predict results
Creates conditions for student activity
Student Partner
Helps to evaluate the result, identify shortcomings
Groups of skills that project activities have the greatest impact on:
Research;
Communicative;
Estimated;
Informational;
Presentation;
reflective;
Managerial
Research Skills
generate ideas;
choose the best solution;
Communication skills
Collaborate in the process
To help comrades and accept their help, to monitor the progress of joint work and direct it in the right direction, the ability to get out of
Assessment Skills
Evaluate the course, the result of their activities and the activities of others.
Information Skills
Independently search for the necessary information;
structure information;
Save information.
Presentation Skills
Speak in front of an audience;
Answer unplanned questions;
Use a variety of visual aids;
Demonstrate artistic abilities.
Reflective Skills
Answer the questions: “What have I learned?”, “What do I need to learn?”;
Adequately choose your role in the collective business.
Managerial Skills
design the process;
To plan activity - time, resources;
To make decisions;
Assign responsibilities for group work.
Project theme
Selected from content subjects;
Close and understandable to children;
Located in their zone of proximal development.
Project duration
1-2 lessons;
1-2 weeks in the mode of lesson-extracurricular activities with the participation of parents.
Project types
Creative
Informational
fantastic
Research
Possible outcomes ("outputs")
Project activities of younger students
Abstract;
Album, newspaper, herbarium;
Magazine, folding book;
Costume, model, model, souvenir;
Holiday scenario;
Project Success Criteria
The end result has been achieved.
An active team of project participants has been created, capable of continuing work in the future.
The result of the project can be used by another team.
Enjoy the activity itself.
Stages of work
Preparatory
Performing
final
I want to stop at creative project. Creativity is the ability of a person to create something new, original. Creativity favors
The development of observation, the ease of combining information retrieved from memory. Creativity depends not only on mental abilities, but also on certain character traits.
If at an early age the process of creativity is most clearly expressed in
Drawing is a favorite pastime for children of early school age, then for older students, literary creativity becomes the most characteristic. A child of early school age does not yet have either experience or skills, and therefore literary creativity he must be taught.
The main difficulty of younger students is that they cannot correctly express their opinion, understanding. One of the reasons for the inability to put your thought into words is a poor vocabulary. This is where the senior mentor-teacher should help. The task of the teacher is to expand, enrich the vocabulary of children, teach them to use language signs. The student himself must notice unfamiliar words in the text and make efforts to clarify their meanings, find expressions he likes - only with an interest in reading, with a general emotionally positive attitude towards working on a word, one can expect that this will affect the quality of children's speech. With the cultivation of interest in the word, we associate the success of teaching the skillful use of language means. An attentive attitude to the word develops a linguistic flair, a culture of speech of students, instills in them a love for mother tongue, contributes to the education of a conscious reader.
The achievement of these goals is best facilitated by fairy tales, which have not only a cognitive and didactic charge, but also a great artistic expressiveness. Younger students already in the process of primary reading show their sympathies and antipathies to the characters,
They sincerely rejoice that goodness and justice wins - this is the value of a fairy tale: the clarity of the moral assessment of positive and villain modern literature cannot compare with it. That's why I decided to creative work according to a fairy tale.
Conclusion.
The problem of choosing the necessary method of work has always arisen before teachers. But in the new conditions, we need new methods to organize the learning process in a new way, the relationship between the teacher and the student. Students today are different, and the role of the teacher should also be different.
How to activate the student, stimulating his natural curiosity, to motivate interest in the independent acquisition of new knowledge?
We need activity, group, game, role-playing, practice-oriented, problematic, reflective and other forms and methods of teaching.
No less important are project and research teaching technologies. Both methods are always focused on the independent activity of students (individual, pair, group), which they perform in the time allotted for this work (from a few minutes of a lesson to several weeks, and sometimes months).
Literature:
1. Arkadyeva A.V. Research activities of younger students.
Primary school plus Before and After, - 2005.-№2.
Goryachev A.V. Project activity in the educational system. Primary school plus Before and After. -2004.-№5.
3. Kravey T.N. Younger students are doing research.
Primary education.-2005.-№6.
4. Savenkov A.I. Methods of research teaching of younger schoolchildren. -M, : Ed. house "Fedorov", 2006.
Leontovich A.V. What is the difference between research and
Other types creative activity.Head teacher-2001.-№1
Tasks for the development of research
skills and abilities of younger students
1. Tasks for developing the ability to see problems
A problem is a difficulty, an uncertainty. To eliminate the problem, actions are required, first of all, these are actions aimed at investigating everything that is connected with this problem situation. Finding problems is hard work. Finding a problem is often harder and more instructive than solving it. In carrying out this part of the research work with the child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, a clear designation of the goal. Its general, approximate characteristics are quite enough.
The ability to see problems is an integral property that characterizes human thinking. It develops over a long period of time in a variety of activities. Here are some tasks that will help in solving this difficult pedagogical task.
Task “Look at the world through the eyes of others”.
An unfinished story is read to the children:
“In the morning the sky was covered with black clouds and it began to snow. Large snow flakes fell on houses, trees, sidewalks, lawns, roads…”
Task: continue the story, imagine yourself walking in the yard with friends; a truck driver driving on the road; a pilot going on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.
“In the fourth grade, it’s just an “epidemic” - everyone plays space aliens ... ”
Task: continue the story, evaluating this situation from the position of a teacher, a school doctor, a school psychologist, a classmate of these guys, one of the space aliens, a computer on which the texts of letters to aliens are typed.
“Someone spilled water in the school lobby. Misha ran and…”
Task: continue the story, assessing this situation from the perspective of a teacher, a school doctor, a school psychologist, Mishka's friend, Mishka's sister, Mishka's grandmother.
“Near the entrance of our house, the workers dug a large trench. They have been repairing the pipes lying there for the second day…”
Task: continue the story, assessing this situation from the perspective of the inhabitants of this house, the guys playing on the playground, the mayor of the city, the car driving to the house, the workers.
Task "Make a story on behalf of another character."
“Imagine that for a while you became a table in a classroom, a pebble on the road, an animal (domestic or wild), a person of a certain profession. Describe one day of this imaginary life of yours.”
This work can be done in writing by inviting children to write an essay, but oral stories also give a good effect. When performing this task, it is necessary to encourage the most interesting, most inventive, original children's answers.
Task “Make up a story using the given ending”.
“…We never managed to get out.”
“…The orangutan sitting in the neighboring enclosure did not pay any attention to this.”
“…The bell rang from the lesson, and Dima continued to stand at the blackboard.
Think and talk about what happened in the beginning and why it ended the way it did. The logic and originality of the presentation are evaluated.
The task “How many values does an object have.
An object familiar to the children is offered (pencil, brick, chalk, box ...) Find as many options for non-traditional, but at the same time real use of this object.
Task “Name as many features of the object as possible”
The task of the children is to name as many possible signs of this object as possible. (For example: a table - beautiful, large, new, high, plastic, children's, writing, dining, comfortable ...)
Assignment “One topic - many plots”
Come up with and draw as many stories on the same topic as possible. (For example, the theme is “Autumn”, “City”, “Forest”… you can draw a forest in autumn, flying birds, working in the fields, schoolchildren going to school, etc.)
2. Tasks for developing the ability to put forward hypotheses.
A hypothesis is a foundation, an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of attempts to find answers to their own questions. A hypothesis is a prediction of events. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, how it becomes a theory, if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption.
The first thing that constitutes the birth of a hypothesis is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The former involve relying on logic and analysis of other theories (available knowledge), within which this hypothesis was put forward. Empirical methods for testing hypotheses involve observation and experimentation. Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to discover and then evaluate their probability in the course of theoretical analysis, mental or real experiments. Thus, hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side.
Tasks for developing the ability to develop hypotheses.
Task “Let's think together”.
How do birds know the way to the south?
Hypotheses:
1. Maybe the birds determine the way by the sun and stars.
2. Probably, birds see plants (trees, grass, etc.) from above, they indicate to them the direction of flight.
3. Suppose that the birds are led by those who have already flown south and know the way.
4. Suppose that birds find warm air currents and fly along them.
5. Or maybe they have an internal compass, almost the same as in an airplane or ship.
6. And if the birds accurately find their way to the south because they catch special signals from space. (provocative idea)
Why do trees bud in spring?
Why doesn't the snow melt in the mountains in summer?
Why does an airplane leave a trail in the sky?
Circumstance exercise.
Under what conditions would each of these items be very useful? Can you think of conditions under which two or more of these items would be useful:
Oil deposit
toy boat
Orange
Mobile phone
Kettle
Bouquet of daisies
Hunting dog.
Reverse exercise.
Under what conditions can these same objects be completely useless and even harmful?
Tasks like “Find the possible cause of the event”
- The bells are ringing.
- The grass in the yard turned yellow.
- A fire helicopter circled over the forest all day.
- Friends quarreled.
Exercise “What would happen if a magician granted the three most important desires of every person on Earth?” It is necessary to come up with as many hypotheses and provocative ideas as possible explaining what would happen as a result.
Such an interesting task for training the skills to develop hypotheses and provocative ideas is used in a number of schools for gifted children abroad.
3. Tasks for developing the ability to ask questions
In the process of research, as well as any knowledge, the question plays one of the key roles. The question is usually considered as a form of expressing the problem, compared to the question, the problem has a more complex structure, figuratively speaking, it has more voids that need to be filled. The question directs the child's thinking to search for an answer, thus awakening the need for knowledge, introducing him to mental work.
Questions can be divided into two groups:
1. Clarifying (direct or “whether” questions): is it true that ...; whether it is necessary to create ...; should... Clarifying questions can be simple or complex. Complex questions are those that actually consist of several questions. Simple questions can be divided into two groups: conditional and unconditional. For example: Is it true that you have a parrot at home? - a simple unconditional question. Is it true that if a kitten refuses to eat and does not play, then he is sick? is a simple conditional question.
There are also complex questions that can be broken down into several simple ones. For example: Will you play computer games with the guys or do you prefer to play alone?
2. Complementary (or indefinite, indirect, “k” - questions) They include the words: where, when, who, what, why, what and others. These questions can also be simple or complex. For example: Who, when, and where can build this house? - complex issue. It can easily be divided into three separate questions.
Task "Find the mysterious word."
Children ask each other different questions about the same subject, starting with the words “what”, “how”, “why”, “what for”. An obligatory rule is that there must be an explicitly invisible connection in the question. For example: in the question about an orange, it does not sound “What is this fruit?”, But “What is this object?”.
A more complex version is also possible. One of the participants thinks of a word, but tells everyone only the first letter (sound). Participants ask him questions. For example: “Is this what is in the house?”; “Is this item orange?”; “Is this item used in the transportation of goods?”; "Is this not an animal?" The child who guessed the word answers “yes”, “no”.
The game "Guess what was asked."
The student who came to the board is given several cards with questions. He, without reading the question aloud and without showing what is written on the card, loudly answers it.
For example: the card says “Do you like sports?” The child answers “I love sports”. Everyone else has to guess what the question was. Before completing the task, it is necessary to agree with the answering children that they do not repeat the question when answering.
Why do owls hunt at night?
- Why commuter trains are called "electric trains"?
- What are the birds that can repeat human speech called?
- Can people live without computers?
Why do rivers flood in spring?
4. Tasks for the development of skills to define concepts.
To find out how the child's ability to generalize and formulate concepts is developed, different methods are used. One of the most effective and simple is the concept definition method. The child is offered an object or a word, and is asked to define this object: “What is this?” For example: “What is a tram?” Some will say it is vehicle for transporting people, and someone will answer that a tram is what they ride on rails. In the first case, we see the situation of fixing the generic and specific differences, that is, the logical relationships between the class of objects and its representative are correctly reproduced. In the second case, we are confronted with an indication not of an object, but of its function.
For children to understand the importance of definitions, you can use the following task:
“Aliens have landed on Earth. They know nothing about our world and have not seen anything. Tell them as clearly and concisely as possible what is:
A) Boat, apple, pencil, table, book, toy, newspaper, hero, catch, prickly.
B) Helicopter, plum, eraser, chair, notebook, doll, magazine, enemy. Throw, easy."
In order to learn to define concepts, you can use simple tricks: description, characterization, clarification by example, observation, comparison, differences, generalization, riddle as definitions of concepts and others.
5. Tasks for the development of skills and experimentation skills
Experiment is the most important of research methods. Experiment - test, experience. This is the most important method of knowledge in most sciences. With its help, under strictly controlled and controlled conditions, a variety of phenomena are investigated.
Experiment assumes that we actively influence what we explore. Any experiment involves carrying out some practical actions in order to verify and compare. But there are also mental experiments, that is, those that can only be carried out in the mind.
Thought experiment.
In the course of thought experiments, the researcher mentally imagines each step of his imaginary action with the object and can see the results of these actions more clearly. Let's try in the course of a thought experiment to solve the problem: Are the shadows drawn correctly?
Consider the drawing. It depicts the sun and geometric bodies. Did the artist draw their shadows correctly? Why should shadows be different? What shadow corresponds to each of the depicted geometric bodies?
And here are some more problems for thought experiments:
What can be made from a piece of paper?
What will happen if everyone gets taller?
What does it take to feed all of humanity?
- If the lake were a table, what would the boat be?
Experiments with real objects.
Experiment “Measuring the volume of a drop”.
The easiest way is to drop a drop into a container of a known volume (for example, into a test tube). Another way is to determine how many drops are in one gram on a pharmacy scale. Then we divide the gram by the number of drops and get the weight of one drop, and therefore, we can calculate its volume.
Experiment "We determine the buoyancy of objects."
Have the children collect ten different items. For example, a block of wood, a teaspoon, a small metal plate, a pebble, an apple, a plastic toy, a cardboard box, a metal bolt, etc.
Now that the items are collected, you can hypothesize which items will float and which will sink. These hypotheses then need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside, if water gets in, it sinks.
After the first experiment is over, we will continue the experiment. Let's study the floating objects themselves. Are they all light? Do they all float equally well? Does buoyancy depend on the size and shape of the object? Will the plasticine ball float, and if we add plasticine. For example, the shape of a plate? And what happens if we connect a floating and a non-floating object? Will they swim or both drown? And under what conditions is both possible?
When it comes to developing the research abilities of students, the person who supports the search activity is an adult. Acceptance and support of activity in research activities is carried out in constant interaction between children and adults. In this work, any criticism towards the child from the teacher, parents, comrades should be excluded.
Introduction
The concept of "research skills", their essence in primary school age
Features of the development of a younger student and the impact on research skills
Methods for diagnosing research skills of younger students
From work experience elementary school teachers diagnostics of research skills of junior schoolchildren
Conclusion
List of sources used
Introduction
In an era when the individual is in the first place, both in the social and educational space, it is necessary to create favorable conditions for its implementation. It is assumed that the educational process at school should be aimed at achieving a level of education of students that would be sufficient for independent creative solution of worldview problems of a theoretical or applied nature. Learning activities are not given in a finished form. When the child comes to school, she is not there yet. Learning activities must be formed. Just as a person must be able to work, he must be able to learn. An extremely important problem is the ability to learn by yourself. The first difficulty lies in the fact that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. The motive is gradually lost, and the desire to learn from the child fades away. The learning process should be built in such a way that its motive is connected with its own, internal content of the subject of assimilation.
The achievement of this goal is associated with the organization learning activities with a research focus. With the advent of the new standard, the primary school teacher has to deal with the research activities of younger students more often. Therefore, it is important to have a complete understanding of this type of activity.
Today, quite a lot of research is devoted to the problems of studying the research skills of younger schoolchildren, their analysis allows us to conclude that the research activity of younger schoolchildren is a creative activity aimed at comprehending the world around us, discovering new knowledge and methods of activity for children. It provides conditions for the development of their value, intellectual and creative potential, is a means of their activation, the formation of interest in the material being studied, allows the formation of subject and general skills. Research data (L.P. Vinogradova, A.V. Leontovich, A.N. Poddyakov, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at the initial stage of school education.
Equally important is the diagnosis of the research skills of a younger student. The teacher, involving the child in research activities, should be focused on the result, on those skills that are prescribed in the GEF IEO. And in order to find out the results, the teacher needs not only to know the diagnostic methods, but also to be able to use them, to know the pros and cons of each method, to use various methods in combination.
The urgency of the problem led to the choice of the topic of scientific and methodological work: to study in a theoretical aspect the problem of diagnosing the research skills of younger students.
In the study, we set the following tasks:
.To study the theoretical aspect of the concept of research skills
2.To study the features of the development of younger students and their impact on research skills
.Learn methods for diagnosing research skills
.Analyze the experience of teachers.
To solve problems, it is necessary to use the following set of methods of psychological and pedagogical research: theoretical analysis, generalization, analysis of literature, study and generalization of advanced pedagogical experience, study of the experience of teachers, summarizing, compiling a bibliography.
Work structure: course work consists of an introduction, three paragraphs, conclusion, list of references, consisting of twenty-nine sources.
1. The concept of "research skills", their essence in primary school age
Research skills of younger students are formed during research activities. By definition, I.A. Zimnyaya and E.A. Shashenkova, research activity is “a specific human activity, which is regulated by the consciousness and activity of the individual, is aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality. and attainability of the goal. Determining specific methods and means of action, through posing a problem, isolating the object of study, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and verifying the knowledge gained, determine the specifics and essence of this activity.
In order to fully explore the concept of "research activity", we studied the concept of "activity" and "research"
Activity - the process (processes) of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches some meaning. Activity characterizes the conscious side of the personality.
The concept of activity can be defined as a specific type of conscious activity of a person, during which a person learns and improves the world around him, as well as himself and the conditions of his existence.
Research, in contrast to spontaneous forms of cognition of the surrounding world, should be considered as a special type of intellectual and creative activity generated as a result of the functioning of the mechanisms of search activity and built on the basis of exploratory behavior.
Search activity - the beginning of search activity, then search behavior as a way of interacting with the outside world. Developed search activity creates conditions for the development of research abilities, on the basis of which research behavior is formed. And it is the source of a healthy personality. According to A.I. Savenkov, it is search behavior that allows you to act in non-standard situations. And this is not just an activity in conditions of uncertainty, but adequate behavior in such a situation with the manifestation of all the skills that are formed through research training: assess the situation, model, predict, and the ability to build one's action.
By definition Poddyakov A.N. exploratory behavior is behavior aimed at finding and acquiring new information, one of the fundamental forms of interaction between living beings and the real world. Research behavior, initiative play a huge role in mastering new areas of knowledge, in acquiring social experience and personal development. However, exploratory behavior can be qualitatively different. In one case, intuition takes the leading role, and then the child acts by trial and error. In another case, the child's thoughts are built to a greater extent on the basis of logic and a logical attitude to the world. In this case, the child always analyzes his actions, evaluates them and predicts the results. At the heart of this behavior are the research abilities of the child.
In order to transfer the research activity of the child to a qualitatively new level, search activity alone is not enough, it is also important to analyze the results obtained, build hypotheses for the further development of the situation, model and implement their further actions - correction of research behavior. but even this is not enough to raise the level of research activity. Only after a new corrected observation and experiment and evaluation of their activities, the study is brought to a new level.
Research, research behavior is an integral part of the behavior of any living being, and in particular of a primary school student, because the basis of such behavior is curiosity. Research helps to adapt to an ever-changing world, and also leads to personal development.
Research activity is always active when there is any contradiction or gap in knowledge. A child engaged in such activities always strives to explain all the contradictions and fill in all the gaps, then he feels satisfied, and his research skills grow qualitatively.
Under the research activity, according to the definition of A.I. Savenkov, is understood as the activity of students associated with solving creative research problems with a previously unknown solution and involving the following stages: problem statement, study of the theory devoted to this issue, selection of actions for research and practical mastery of them, observation and collection of their own material, then its analysis , generalization and own conclusion.
Research can be classified in different ways:
by the number of participants (collective, group, individual);
at the venue (class and extracurricular);
by time (short-term and long-term);
on the topic (subject or free),
on the problem (mastering the program material; deeper mastering of the material studied in the lesson; questions not included in the curriculum).
The teacher determines the level, form, time of research depending on the age of the students, their predisposition to research activities and specific pedagogical tasks.
Based on this, we can distinguish the following skills necessary for the implementation of research activities:
· the ability to see problems;
· the ability to ask questions;
· the ability to develop hypotheses;
· the ability to define concepts;
· the ability to classify;
· the ability to observe;
· the ability to conduct experiments;
· the ability to draw conclusions and conclusions;
· the ability to structure the material;
· the ability to prove and defend their ideas.
We agree with researcher A.B. Mukhambetova, who considers skill as a readiness to carry out certain activities based on the conscious use of knowledge and life experience, with awareness of the purpose, conditions and means of this activity. In turn, research is the study, clarification of any facts, processes or phenomena based on existing knowledge.
It is important that research has the following features: the desire to define and express the quality of the unknown with the help of the known; by all means measure everything that can be measured, show the numerical ratio of the studied to the known; always determine the place of what is being studied in the system of the known. If scientific research has these three characteristics, then it can be called research.
The study also assumes the presence of the main stages:
formulation of the problem;
study of the theory devoted to this issue;
selection of research methods;
collection of material, its analysis and generalization;
scientific commentary;
own conclusions.
We agree with the researcher Savenkov A.I. in the fact that the practice of conducting educational research with younger students can be considered as a special area of extracurricular or out-of-school work, closely related to the main educational process and development-oriented research, creative activity children, as well as to deepen and consolidate their knowledge, skills and abilities.
Thus, in the context of our study, speaking about the essence of the research activity of a younger student, we will share the position of the scientist N.A. Semenova, who understands this as a specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, personal development student. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.
It can also be noted that research activity is an acceptable way of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that main goal this activity is not the acquisition of new knowledge, but the acquisition of research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and a personal position is activated.
2. Features of the development of a younger student and the impact on research skills
Important for our work is the position of the researcher Semenova N.A., which determines such pedagogical conditions formation of research skills of primary school students, as an account of age and individual features when organizing educational research; development of motivation for research activities; activities of the teacher to create creative educational environment and ensuring the systematic process of formation of research skills of schoolchildren. The nature of training is also important: it should be problem-based research, aimed at personal and intellectual development children.
Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. Educational activity becomes the leading activity of this period. The junior school period occupies a special place in psychology also because this period of study at school is a qualitatively new stage in the psychological development of a person.
For younger students, some age-related psychological and anatomical features are characteristic, which contribute to research activities or hinder them.
L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a healthy mentality of a child is cognitive activity.
The child, playing, experiments, tries to establish causal relationships and dependencies, builds his own picture of the world. He himself, for example, can find out which objects sink and which will float. The child himself strives for knowledge, and the very assimilation of knowledge occurs through the numerous “why?”, “How?”, “Why?”. Children at this age are happy to fantasize, experiment, make small discoveries. Scientist A.I. Savenkov believes in his study that research activities are ideal for quenching the thirst for knowledge. He says that it is important not to ruin the child's desire for something new, the desire to know the world, and the reality surrounding it, if we want to develop universal learning activities. In this, the younger student should be helped by parents and a teacher.
It is also important to remember that at this age, thinking is characterized by figurativeness and egocentrism, a special mental position due to the lack of knowledge necessary for the correct solution of certain problem situations. The lack of systematic knowledge, insufficient development of concepts lead to the fact that the logic of perception dominates in the child's thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal, when before his eyes there is a change in the configuration of their state in accordance with the shape of the vessel where they are placed. However, in primary school the child can already mentally compare individual facts, combine them into a coherent picture, and even form abstract knowledge for himself, remote from direct sources. J. Piaget found that the thinking of a child at the age of 7 is characterized by "centring" or the perception of the world of things and their properties from the only possible position for the child to actually occupy. It is difficult for a child at this age to mentally move from one point to another, it is difficult to imagine that one can see the world in different ways. Also, seven-year-olds have no idea about the constancy of some properties of things. This can significantly complicate research work with children of seven years.
Scientist V.S. Mukhina notes that the child's cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a seven-year-old child is busy playing an important game for him, then he can play for two or even three hours without being distracted. Just as long he can be focused on productive activities. However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish and be distracted if the activity is indifferent to him. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity. The attention of the child can be concentrated by an adult with the help of verbal instructions. Thus, the teacher from the 1st grade helps to organize the research activities of the child so that in the future the student can fully engage in research on his own.
After a long, excessive, as well as during monotonous or hard work, fatigue occurs. A characteristic manifestation of fatigue is a decrease in performance. The rate of onset of fatigue depends on the condition nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work causes fatigue faster. Children get tired with prolonged immobility and with limited physical activity. Studies have shown that children of seven years of age work most fruitfully for 45 minutes, second-graders - 1 hour, students in grades 3-4 - 1.5 hours. . Thus, we understand that the teacher must plan the time duration of the students' activities so that the desire to explore does not disappear from the student. It is also important to choose the right research topic. It should not only interest the student, but should also contribute to a change in the child's activities. Mobile activity should be replaced by mental activity.
At this age, the child is actively developing speech and vocabulary. During the study, the child is required to work on the word, on the phrase and sentence, as well as on coherent speech. What contributes to the replenishment of the vocabulary with new words, as well as proper development oral and written speech.
Scientist O.V. Ivanova believes that research activities should be started from a very young age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects of the school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize the significance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery. Thus, the child's desire to acquire new knowledge, on the one hand, and the most urgent need for this knowledge, on the other, create fertile ground for the start of research activities precisely at the early school age.
One of their main features is observation, the ability to notice such minor details that an adult's eyes will not pay attention to. Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, tasks.
Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. Thus, elementary school students are characterized by self-sacrifice for the sake of science. This desire must be encouraged. This can be done by both teachers and parents.
Younger students in the process of doing research work show special diligence, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.
The next characteristic of the research activity of primary school students is the lack of knowledge, skills and abilities for the correct design of their research. Children of this age do not yet have very well developed writing skills. They do not know how to correctly compose texts, make spelling and stylistic errors. In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Given these circumstances, it becomes clear that the child should not be overloaded, especially in grades 1-2, written work in the study, again due to the fact that only a negative imprint from this work will be deposited in his memory. The child will not receive any satisfaction from the study. Therefore, children at the first stages, at the stages of inclusion in research activities, need the help of adults - teachers, parents, high school students.
At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure. In any case, the teacher should give the child the opportunity to set the goal of the study himself, outline an action plan, if the teacher sees that the child finds it difficult to do it on his own at the first stages, then the teacher should push the student to the right actions in order to avoid a situation of failure, failure, which can not favorably affect the further studies of science.
Summing up what has been written, we found out that primary school age is a favorable period for involving students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain. In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because school life- this is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, and observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.
research creative educational student
3. Methods for diagnosing the research skills of younger students
As a rule, the subject of a child's research lies within the zone of the child's proximal development, and it is difficult for him to cope with the research without outside help, therefore, we believe, it is rather difficult to determine the formation of research skills in a younger student, since it is difficult to determine the degree of his independence in determining the topic research.
Based on this, we believe that it is the degree of independence that is one of the priority criteria for diagnosing the formation of the research skills of a younger student.
In addition, we believe it is possible to use observation of the child in order to determine how much the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result of his work.
Researcher A.I. Savenkov, referring to the diagnosis of research skills, which, in his opinion, "can be successfully carried out in the course of observations", believes that when observing the behavior of children in situations requiring research behavior, it is necessary to focus on the following criteria: - the ability to see problems; - the ability to set questions; - the ability to put forward hypotheses; - the ability to define concepts; - the ability to classify; - the ability to observe; - the skills and abilities of conducting experiments; - the ability to draw conclusions and conclusions; - the ability to structure the material; - the ability to explain, prove and defend your ideas " .
We also believe that questionnaires can be used to identify the level of formation of research skills, the degree of independence, interest in research activities, and the manifestation of creativity. But the result may be erroneous, since in the tests the child wants to "embellish" reality. It is best to use all methods in combination.
Based on the research of A.I. Savenkova, A.N. Poddyakova, A.V. Leontovich We can distinguish 3 levels of formation of research skills in younger students:
First: the student cannot see the problem on his own, find solutions, but according to the instructions of the teacher, they can come to a solution to the problem.
second: the student can independently find methods for solving the problem and come to the solution itself, but without the help of the teacher he cannot see the problem
third (highest): the students themselves pose the problem, look for ways to solve it and find the solution itself.
It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And teachers should strive to bring the child to this level. Then we can talk about the formation of research skills.
But it is possible to erroneously prescribe a high level of research skills to a child with a low level, since parents and a teacher can help him. Therefore, you should be very careful to monitor the child. Indeed, due to the prescription of an inappropriate level to the child, he may find himself in a situation of failure when the teacher gives him a task that does not correspond to his level of development of research skills.
The level of development of research skills in younger students is also determined by the student's ability to perform actions of a certain complexity. A student whose research skills are well formed does not have the following difficulties:
Inability to choose an object of study, an adequate solution;
Insufficient ability to work with hypotheses;
Unformed general educational skills and abilities (reading, writing, etc.);
The desire to work in a group and at the same time the inability to “hear” another, to distribute activities among themselves;
The insufficiency of the activity approach and the adoption learning task as external.
The concepts of "initial level of development" and "high level of development" are rather arbitrary, but they are necessary to indicate moments of attention to the learning stage. To provide and diagnose individual instrumental research skills, we will designate the range of their development.
The range of development of research skills
Research skills Initial level of development High level of development Ability to see a problem Ability to recognize some contradictions, the ability to consider an object from different points of view Ability to see, understand and formulate a problem Ability to classify Ability to distribute objects into groups according to certain characteristics Ability to make classification and structural tables, diagrams Ability to ask questions Ability to ask descriptive, causal, subjective questions Ability to put correct imaginary, evaluative and future-oriented questions The ability to define a concept The ability to describe an object, explain by means of an example The ability to consciously apply logical methods of thinking: analogy, comparison, analysis, synthesis The ability to present a concept in the language of symbols The ability to come up with a clear icon to designate an object The ability to find and present a semantic idea by various figurative means of the object under study Goal-setting The ability to formulate the purpose of the study hierarchies of goals in all areas of life and activity Reflection The ability to name the stages of one's own activity, to determine the successes, difficulties, applied methods of activity The ability to build a multi-level reflective model of various types of activities occurring in an individually complex educational process
In order to determine the level of formation of research skills, students can be offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test is a series of tasks that simulate an educational study, so they must be completed in a strictly defined sequence.
Each skill is evaluated on a three-point scale:
The skill is not formed;
The skill is partially formed;
The skill is fully developed.
Based on the results obtained, a summary table is compiled, which determines the level of formation of the tested skills of each student in the class.
In conclusion, we believe that the difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.
Perhaps, in order to obtain a more reliable result, a new method for diagnosing research skills should be developed.
4. From the experience of primary school teachers in diagnosing the research skills of younger students
We analyzed the stage of diagnosing research skills in the works of different teachers.
Diagnostics in all works took place in 2 stages. The first is to determine the initial level of research skills. The second is diagnosing skills after a formative experiment. It is not the results that are important to us, but the diagnostic methods, therefore, in our work, we will focus our attention on the methods.
4th grade students took part in the experiment on the basis of secondary school No. 31 of the city of Ishim.
Teachers identified five groups of research skills of younger students:
Ability to organize your work (organizational);
Skills and knowledge related to the implementation of research (exploratory);
Ability to work with information, text (informational);
Ability to formalize and present the results of their work.
Skills related to the analysis of their activities and evaluation activities (assessment).
Thus, research skills they define children of primary school age as intellectual and practical skills associated with the independent choice and application of research techniques and methods on material accessible to children and corresponding to the stages of educational research.
They assessed the formation of research skills of primary school students with the help of those identified, based on the analysis of relevant literature (L.I. Bozhovich, A.G. Iodko, E.V. Kochanovskaya, G.V. Makotrova, A.K. Markova, A. N. Poddyakov, A.I. Savenkov) criteria:
The practical readiness of the student to carry out research activities is manifested in the fact that the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result (product) of your work.
The motivation of the research activity of students is considered by us as the desire of the child to learn new things, to perform certain actions to search for knowledge of interest, to participate in educational research. The student manifests cognitive activity in process educational problems interest in new topics and ways of working. The criterion is seen in the dynamics of children's motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).
The manifestation of creativity in the research activities of children was taken into account in approaches to choosing a topic, defining research objectives, and productivity in finding solutions to problems; by the originality of approaches to the choice of research paths, the creation of a new product, the design and presentation of results, the ability to see the subject under study from different angles and positions.
The degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activity the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as the skills of research activities are mastered, the participation of adults in his work is reduced, and the position of the teacher changes from a leader to an organizer, assistant, consultant.
The evaluation of each of these criteria was correlated with the levels formation of the skills of research activities of primary school students, identified and described in their work:
They define the initial level as already existing, formed on the basis of spontaneous research experience of children and learning skills acquired during the first grade. The initial level can be characterized as follows: low level of interest in conducting research work, lack of knowledge about research activities, research skills. It is possible to implement research activities by analogy. The student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, assumptions on work.
The initial level is characterized by the appearance of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform elementary short-term studies by analogy with the help of adults. There is a possession of the basic knowledge of the organization of their research work, some simple research skills. The manifestation of creativity can be regarded as low.
The productive level is the following characteristics: stable internal and external motives for conducting research, there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, possesses many skills for conducting educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with information sources); demonstrates the possibility of an original approach to solving a problem, presenting the result of its activities.
The creative level can be defined as follows: there is a constant interest in conducting various kinds of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals, tasks, find productive ways to solve the tasks; a high degree of independence in the implementation of work at all stages of the study; the ability to present the result of the activity in an original way.
To determine the level of development of research skills in younger students, the following diagnostic methods were used:
pedagogical observation carried out by the teacher in the lessons in various disciplines, in the classroom for research activities;
analysis of the products of research activities of children (research work);
questionnaires that allow identifying and assessing the formation of specific skills, knowledge of research activities, manifestations of creativity, the degree of independence in research work, motivational attitude to educational research of younger students.
The assessment of the existing level of formation of the skills of research activities of students was carried out using the developed questionnaires for teachers and assignments for students.
The method of control diagnostics coincided with the method of ascertaining examination of the level of formation of research skills of younger schoolchildren.
As a result of our analysis of the work of teachers of GBOU secondary school No. 1155 in Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.
The difference is in the methods of diagnosing research skills. In GBOU secondary school No. 1155, students were assessed according to the criteria during pedagogical observation, each item was evaluated on a 3-point scale: 0 points - does not know how, 1 point - needs the teacher's help, 2 points - can do it on their own.
They also determined the levels of development of research skills:
5 - low level
9 - intermediate level
14 - high level
Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of development of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.
Conclusion
Thus, I came to the conclusion:
Defining teaching and research activities of younger schoolchildren, we will talk about specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, the student's personal development. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.
It can also be noted that research activity is an acceptable method of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, children develop abilities for an exploratory type of thinking, and a personal position is activated.
At present, the Federal State Educational Standard of the IEO requires teachers to develop universal educational activities for primary school students, which can be formed both in the classroom and outside of school hours, doing research activities with children that will be of interest to them.
Primary school age is a favorable period for involving students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain.
In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.
The difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.
To date, the criteria and levels of formation of the research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing the research skills of younger schoolchildren. This problem remains relevant and little studied, we believe that more attention should be paid to it.
Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of formation of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.
Thus, through the solution of the tasks set by us, we have achieved the goal.
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To form and develop in children the skills and abilities of research search To form and develop in children the skills and abilities of research search The development of cognitive needs and abilities The development of cognitive needs and abilities To form ideas about research learning. As a leading method of learning activities To form ideas about research learning. As the leading method of learning activities To teach children the special knowledge necessary for conducting independent research To teach children the special knowledge necessary for conducting independent research RESEARCH ACTIVITY RESEARCH ACTIVITY
DURING THE DEVELOPMENT OF THE PROGRAM, THE COGNITIVE NEEDS OF YOUNGER SCHOOLCHILDREN WILL INCREASE YOUR OWN RESEARCH PRACTICE WILL EXPAND THE CHILD'S PERSPECTIVES, WILL ALLOW MASTER THE MECHANISM OF INDEPENDENT OBTAINING NEW KNOWLEDGE. IN THE DURING THE TRAINING OF RESEARCH ABILITIES, SPECIAL SKILLS AND SKILLS REQUIRED IN RESEARCH SEARCH DEVELOP. THE MAIN CRITERIA ARE THE DESIRE AND ATTEMPT TO USE RESEARCH TEACHING METHODS IN THE MAIN EDUCATIONAL PROCESS AND DAILY PRACTICE OF INTERACTION WITH THE WORLD. Basic requirements for MASTERING THE PROGRAM
1.INDUCTIVE RESEARCH The emergence of a problem and the formulation of a question that causes the need for a search and is the regulator of this search 2.DEDUCTIVE RESEARCH The emergence of assumptions on the basis of which a hypothesis-generalization is formulated (search for facts to justify it)
INDUCTIONAL RESEARCH Sorting of the obtained facts for linking dissimilar data and discovering a new principle, idea, generalization
SUMMING UP, REFLECTION INDUCTIONAL RESEARCH Evaluation, discussion of the prospects for further work on the problem, reflection DEDUCTIVE RESEARCH Evaluation of small hypotheses arising from the main hypothesis - generalization, understanding its meaning, clarification, development. Reflection
APPLICATION INDUCTION RESEARCH Using the found principle, idea, new knowledge in new conditions to achieve a true understanding of the discovery
AT DIFFERENT STAGES OF LESSONS-RESEARCH CHILDREN LEARN To pose research questions Formulate problems Put forward hypotheses Draw up a work plan Conduct observations Plan, conduct experiments to find the necessary information and test hypotheses Select essential information from different sources Systematize information Present results in different forms (diagram, table, graph ,drawing, oral or written communication
