Formation of skills of independent work of students. Formation of independent work skills in mathematics lessons

When addressing the problem of developing skills for independent work in the learning process, it seems necessary to address a number of issues - issues related to the activity of students in the process of independent work, problems of the effectiveness of independent work, etc.

Undoubtedly, independent work brings to the fore the activity of students, and the student himself, as an active creative person, is the creator of his culture, erudition and future activities. Student personality activity manifests itself in setting goals for independent work, planning it, determining methods, self-mobilization and self-control, and evaluating results. Independent work of students requires intensive thinking, solving various cognitive problems, keeping records, comprehending and memorizing educational information, etc.

Independent work is an important factor in the theoretical and practical preparation of students for the upcoming activities, the formation of the necessary knowledge, skills, moral and mental qualities. In modern conditions, the importance of the responsibility of the student himself, both for his educational activities, and for the development of his horizons, knowledge, both specific subject content and general content, has increased. It is the desire for self-acquisition of knowledge that should be encouraged in every way in all education systems.

Of great importance in the process of developing independent work skills is its efficiency. The effectiveness of independent work depends on many external and internal factors - on the content and complexity of its tasks, guidance from senior comrades, the level of knowledge and general development of students, their intellectual knowledge and skills, motives and attitudes, methods and techniques of educational activities, etc. . The central condition for the effectiveness of students' independent work is a deep awareness of its goals and methods, consciousness of oneself as a person who herself directs, organizes and controls the learning process, etc.

Let us dwell in more detail on the levels of development of students' independent work skills.

• 1. Copying actions of students according to a given model, identification of objects and phenomena, their recognition by comparison with a known model. At this level, students are prepared for independent activity.
• 2. Reproductive activity for the reproduction of educational information, which, as a rule, does not go beyond the level of memory. At this level, there is a generalization of techniques and methods of cognitive activity, their transfer to the solution of more complex, but still typical tasks.
• 3. Productive activity of independent application of acquired knowledge to solve problems that go beyond typical ones. At this stage, independent activity requires the student to be able to make inductive and deductive conclusions, as well as elements of creativity.
• 4. Independent activity for the transfer of knowledge when solving problems in completely new situations, conditions for compiling new decision-making programs, developing hypothetical analog and dialectical thinking.

These stages of forming the skill of independent work focus only on the general course of this process. In relation to each type of independent work, purely individual aspects of a particular type of activity will be taken into account. For a more specific example, let us dwell in more detail on the formation of such a skill of independent work as independent work with a textbook.

Essence independent work with textbook lies in the fact that the acquisition of new knowledge is carried out independently by each student through a thoughtful study of the material from the textbook and awareness of the facts placed in it, examples and the theoretical conclusions arising from them. The main characteristics of this type of independent work are the students' independent mastery of the material and the formation of the students' ability to work with a book. The formation of the skill of independent work with a textbook is a rather complicated activity. It can only be possible under certain conditions. Let us dwell in more detail on the process of developing the skill of independent work with a textbook.

• 1. Essential for the formation of the skill of independent work with the textbook is, first of all, the choice of a topic for independent study. As you know, not all topics can be learned by students without preliminary work and a detailed explanation by the teacher. The teacher can choose only those topics for independent work that students are able to learn on their own (without the help of a teacher).
• 2. Independent work with the textbook should be preceded by a detailed conversation of the teacher. In this conversation, the teacher should, first of all, accurately identify the topic of the material, give a general idea of ​​​​the content, draw the attention of students to those issues that they need to learn, and also offer advice on independent work.
• 3. In the process of independent work, the teacher must constantly monitor its progress, control this process.
• 4. The teacher should pay serious attention to developing the ability of students to independently comprehend and acquire new knowledge in the process of independent work. So, the whole process of developing independent work skills, according to the famous scientist B.P. Esipov, should begin with independent reading of small works of art, then popular science articles, followed by a retelling or students' answers to questions.
• 5. Often, independent work of students may be preceded by a demonstration of experiments and visual materials in order to create a problem situation for a deeper understanding of the materials being studied.
• 6. Independent work of students can be carried out with accompanying selective reading of some particularly difficult moments for perception.
• 7. In the process of developing the skill of independent work with a textbook, there is a need to turn to repeating the topics studied earlier. Such a renewal in memory is one of the conditions for the effectiveness of the formation of the skill of independent work.

This is just one example of the formation of the skill of one of the types of independent work in training. Using this example, one can draw conclusions not only about the general course of activities for the formation of such skills, but also about the complexity of this process for the development and education of children.

The essence of independent work of students (SIW)

The main directions of the organization of independent work

Factors of successful functioning of independent work of students

Activation of the CPC

Independent work of students (SIW), along with classroom work, is one of the forms of the educational process and is an essential part of it. For its successful implementation, planning and control by teachers are necessary, as well as planning the amount of independent work in the curricula of specialties by the main departments, the educational unit, and the methodological services of the educational institution.

Independent work is the planned work of students, performed on the instructions and with the methodological guidance of the teacher, but without his direct participation.

The SIW is designed not only to master each discipline, but also to develop the skills of independent work in general, in educational, scientific, professional activities, the ability to take responsibility, independently solve a problem, find constructive solutions, get out of a crisis situation, etc. The importance of SIW goes far beyond the scope of a single subject, and therefore graduating departments should develop a strategy for the formation of a system of skills and abilities for independent work. In this case, one should proceed from the level of independence of applicants and the requirements for the level of independence of graduates so that the desired level is achieved during the period of study.

According to the new educational paradigm, regardless of the specialization and nature of the work, any novice specialist must have fundamental knowledge, professional skills and skills in their field, experience in creative and research activities to solve new problems, and experience in social evaluation activities. The last two components of education are formed in the process of independent work of students. In addition, the task of the departments is to develop differentiated criteria for independence depending on the specialty and type of activity (researcher, designer, designer, technologist, repairman, manager, etc.).

Higher school differs from secondary specialization, but mainly in the methodology of educational work and the degree of independence of students. The teacher only organizes the cognitive activity of students. The student himself carries out knowledge. Independent work completes the tasks of all types of educational work. No knowledge that is not backed up by independent activity can become the true property of a person. In addition, independent work has an educational value: it forms independence not only as a set of skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern highly qualified specialist. Therefore, in each university, in each course, material is carefully selected for independent work of students under the guidance of teachers. Its forms are diverse - these are different types of homework. Universities draw up schedules of independent work for the semester with the application of semester curricula and curricula. Schedules stimulate, organize, make rational use of time. The work should be systematically supervised by teachers. The basis of independent work is a scientific and theoretical course, a complex of knowledge gained by students. When distributing tasks, students receive instructions for their implementation, guidelines, manuals, a list of necessary literature.

In the university there are various types of individual independent work - preparation for lectures, seminars, laboratory work, tests, exams, the implementation of abstracts, assignments, term papers and projects, and at the final stage - the completion of a graduation project. Independent work is more effective if it is in pairs or 3 people participate in it. Group work enhances the factor of motivation and mutual intellectual activity, increases the efficiency of students' cognitive activity due to mutual control.

The participation of a partner significantly restructures the student's psychology. In the case of individual training, the student subjectively evaluates his activity as complete and complete, but such an assessment may be erroneous. In group individual work, a group self-examination takes place, followed by correction by the teacher. This second link of independent learning activity ensures the effectiveness of the work as a whole. With a sufficiently high level of independent work, the student himself can perform an individual part of the work and demonstrate it to a fellow student partner.

The ratio of time allotted for classroom and independent work is 1:3.5 all over the world. This ratio is based on the huge didactic potential of this type of educational activity of students. Independent work contributes to:

Deepening and expanding knowledge;

Formation of interest in cognitive activity;

Mastering the methods of the process of cognition;

The development of cognitive abilities.

That is why it becomes the main reserve for increasing the efficiency of training specialists.

The main directions of the organization of independent work

Consider the leading pedagogical aspects and the main directions of the organization of independent work. The existing educational forms of students' learning activities at the university - lectures, practical, laboratory classes, seminars - determine the forms of independent work and types of homework. The control system also lays the foundation for its orientation.

At the lecture, the teacher recommends literature to students and explains the methods of working with the textbook and primary sources. In this regard, introductory and orientation lectures provide special opportunities, which reveal the problems of the topic, the logic of mastering it, give a description of the list of references, and highlight sections for independent study.

Seminar and project assignments should be designed to improve the skills of finding the best answers, calculations, solutions.

Independent work is carried out using supporting didactic materials designed to correct the work of students and improve its quality.

The teams of the departments are developing:

1. The system of tasks for independent work.

2. Themes of abstracts and reports.

3. Instructions and guidelines for performing laboratory work, training exercises, homework, etc.

4. Themes of term papers, course and diploma projects.

5. Lists of mandatory and additional literature.

Independent work is of an activity nature, and therefore, in its structure, it is possible to distinguish components characteristic of activity as such: motivational links, setting a specific task, choosing methods of implementation, performing link, control. In this regard, we can highlight the conditions that ensure the successful implementation of independent work:

1. Motivation of the educational task (for what, what does it contribute to).

2. A clear statement of cognitive tasks.

3. Algorithm, method of doing work, student's knowledge of how to do it.

4. A clear definition by the teacher of reporting forms, the amount of work, the timing of its submission.

5. Determining the types of consulting assistance (consultations - installation, thematic, problematic).

6. Criteria for evaluation, reporting, etc.

7. Types and forms of control (workshop, tests, tests, seminar, etc.).

Independent work includes reproducing and creative processes in the student's activity. Depending on this, three levels of independent activity of students are distinguished:

1. Reproductive (training) level.

2. Reconstructive level.

3. Creative, search.

1. Training independent work is performed according to the model: solving problems, filling in tables, diagrams, etc. Cognitive activity of a student is manifested in recognition, comprehension, memorization. The purpose of this kind of work is the consolidation of knowledge, the formation of skills and abilities.

2. Reconstructive independent work.

In the course of such work, decisions are restructured, a plan, theses, and annotations are drawn up. Abstracts can be performed at this level.

3. Creative independent work requires an analysis of the problem situation, obtaining new information. The student must independently make a choice of means and methods of solution (training and research assignments, course and diploma projects).

Factors of successful functioning of independent work of students

For the organization and successful functioning of independent work of students, it is necessary:

1. An integrated approach to the organization of the IWS in all forms of classroom work.

2. Combination of all levels (types) of CPC.

3. Ensuring control over the quality of implementation (requirements, consultations).

4. Forms of control.

To do this, teachers should introduce students to the main provisions of the qualification characteristics of graduates and explain to them how the entire educational process and each individual discipline contribute to the development of professional and personal qualities of a specialist included in this characteristic. Since independent work is the most important form of the educational process, students should focus on its direct impact on the formation of such parameters of a qualification characteristic as mobility, the ability to predict the situation and actively influence it, independence of assessments, etc., so that students see positive results of their work and that the success they experience in learning contributes to the transformation of indirect interest into direct interest. The formation of such motivation is facilitated by the sincere interest of teachers in the success of students (students feel this very well). Consciousness in learning is also of paramount importance. You cannot teach without paying attention to whether the students understand the material or not. If the initial level of students is lower than expected, it is necessary to adjust the program and tasks for the SIW as well. So, the teacher must know the initial level of knowledge and skills of students and acquaint them with the goals of learning, the means to achieve them and the means of control. Consciousness of the implementation of the SRS provides the following characteristics:

Methodological meaningfulness of the material selected for independent work;

The complexity of knowledge corresponding to the "zone of proximal development" (according to L. S. Vygotsky) of students, i.e. feasibility of implementation;

The sequence of presentation of the material, taking into account the logic of the subject and the psychology of assimilation;

Dosage of material for independent work, corresponding to the educational capabilities of students;

Activity orientation of independent work. Focusing on the four components of the content of education - knowledge, the ability to solve traditional problems, the experience of creative activity, the experience of emotional and evaluative activity - it is advisable for each discipline to make a very careful selection of the fundamental core of knowledge and special tasks for practical exercises, to highlight in this material a range of problems and assignments for independent work.

For example, in a technical university, one should remember that a future engineer must have the ability to design new machines and mechanisms, create new technologies, and be able to fruitfully interact with people of other professions associated with him in a single production. In addition, the level of efficiency of his work depends on the level common culture. The higher he is, the wider his horizons and ability to think associatively, the more real the opportunity to clearly formulate and solve the problem. A high level of culture determines the stock of knowledge that is not needed today, but tomorrow a specialist may need it in his professional activity.

When developing tasks for independent work, teachers should be guided by the requirement of profiling their discipline in accordance with the engineering specialty. The engineer's approach is always phenomenological; he is guided by the elementary-system concept. For him, the system and its elements, the connections between them are important. Engineering work is based on the synthesis of knowledge, including ecology, economics, ergonomics, etc. Engineering research and design transform ideas into mental models and then into design models. The main thing for an engineer is not in-depth knowledge, but the generation of something new on the basis of knowledge. After all, the very word "ingenieur" in literal translation from French means "inventor".

All these principles should be laid down in the development of tasks for independent work of students. The profiling of tasks, therefore, provides equally for their applied nature, associated with the specifics of the future profession, and methodological features associated with the formation of "engineering thinking".

All of the above allows us to formulate a number of clear requirements for the professional orientation of the discipline at the university:

The selection and presentation of material should ensure the achievement of the goals set out in the qualification profile, and an understanding of the applied value of this discipline for one's profession;

The material of tasks should be methodological, conscious and serve as a means of developing generalized skills;

In the theoretical part of any discipline, a fundamental core of knowledge must be singled out; identification and demonstration of multiple connections between the "cores" will help to create in the minds of students a scientific picture of the world and a modern methodology of knowledge;

When compiling tasks and assignments, one should formulate their content in the context of the specialty, as well as teach students to form a mental model of an object and justify the choice of a calculation scheme.

Speaking about the individualization of training, and consequently, the development of individual tasks for SIW, one must proceed from the diversity of the intellectual qualities of people. There are "slow-thinkers", people with "fast brains", "generators of ideas" and people who perfectly bring these ideas to the end. Some prefer individual work, others - collective. Obviously, different characters, complementing each other, harmonize society. When performing SRS, one should also help students overcome or stop character flaws. The following recommendations will help teachers find an individual approach to students with different characterological data:

Classroom classes should be conducted in such a way as to ensure the unconditional fulfillment of a certain minimum of independent work by all students and provide for complicated tasks for students,

better prepared;

Regular monitoring (machine and machineless) of the success of the SIW and individual consultations of the teacher is necessary. Here, personal pedagogical communication between the teacher and the student is of fundamental importance;

For the success of the CDS, clear guidelines for its implementation are needed. At the beginning of the semester, the teacher at the very first lesson should familiarize students with the goals, means, labor intensity, deadlines, forms of control and self-control of the SIW. Schedules for independent work are necessary in the junior years, in the senior years - students need to be taught to plan their own work;

The homework package for practical classes in any discipline should contain: all types of tasks, the methods for solving which students must master in order to successfully pass the control; a list of concepts, facts, laws and methods, the knowledge of which is necessary for mastering the planned skills, indicating what you need to know by heart;

It is advisable to issue a package of tasks at the beginning of the semester, specifying deadlines for submission;

When studying any discipline, it is desirable to carry out "input control", best of all using AOS. Such control will help to identify and eliminate gaps in knowledge;

Tasks for IWS can contain two parts - mandatory and optional, designed for more advanced students in this discipline, the implementation of which is taken into account in the final control;

In practical classes, it is easy to identify students who successfully and quickly cope with tasks. They can be given complicated individual tasks, offered to participate in NIRS and consult weaker students, conducting additional classes with "consultants".

Activation of the CPC

In the pedagogical literature, various methods of activating the IWS are described and practically applied. Here are the most effective ones.

1. Teaching students the methods of independent work: time guidelines for the implementation of the IWS to develop the skills of time budget planning; communication of reflective knowledge necessary for introspection and self-assessment.

2. A convincing demonstration of the need to master the proposed educational material for the upcoming educational and professional activities in introductory lectures, guidelines and manuals.

3. Problematic presentation of the material, reproducing the typical ways of real reasoning used in science and technology.

4. Application of operational formulations of laws and definitions in order to establish an unambiguous connection between theory and practice.

5. Application of active learning methods (case analysis, discussions, group and pair work, collective discussion of difficult issues, business games).

6. Development and familiarization of students with the structural-logical scheme of the discipline and its elements; video application.

7. Issuance of guidelines to junior students containing a detailed algorithm, gradually reducing the explanatory part from course to course in order to accustom students to greater independence.

8. Development of comprehensive teaching aids for independent work, combining theoretical material, guidelines and tasks for solving.

9. Development of teaching aids of an interdisciplinary nature.

10. Individualization of homework and laboratory work, and in group work - its clear distribution among group members.

11. Introducing difficulties into typical tasks, issuing tasks with redundant data.

12. Control questions for the lecture flow after each lecture.

13. Students reading a fragment of a lecture (15-20 minutes) with the preliminary preparation of it with the help of a teacher.

14. Assigning the status of "student consultants" to the most advanced and capable students, providing them with all kinds of assistance.

15. Development and implementation of collective teaching methods, group, pair work.

16. Use of AOS for self-control of students.

Ways to further improve CPC

The leading scientists and teachers of Russian universities see the way out to a new quality of training in the reorientation of curricula to the widespread use of independent work, including in junior courses. Consideration should be given to constructive proposals such as:

Organization of individual training plans with the involvement of students in research and development work and, if possible, in real design on the orders of enterprises;

Inclusion of SIW in the curriculum and class schedule with the organization of individual consultations at the departments;

Creation of a complex of educational and teaching aids for the implementation of the CDS;

Development of a system of integrated inter-departmental assignments;

Orientation of lecture courses for independent work;

Collegial relations of teachers and students;

Development of tasks involving non-standard solutions;

Individual consultations of the teacher and recalculation of his teaching load, taking into account the SIW;

Conducting forms of lectures such as lecture-conversations, lectures-discussions, where the speakers and co-speakers are the students themselves, and the teacher acts as a leader. Such classes involve a preliminary independent study of each specific topic by the speakers using textbooks, consultations with the teacher and the use of additional literature.

In general, the orientation of the educational process towards independent work and increasing its effectiveness involves:

Increasing the number of hours on SRS;

Organization of permanent consultations and advisory service, issuance of a set of assignments for the SIW immediately or in stages;

Creation of educational-methodical and material-technical base in universities (textbooks, teaching aids, computer classes), which allows one to independently master the discipline;

Availability of laboratories and workshops (for independent implementation of a laboratory workshop);

Cancellation of most of the established forms of practical and laboratory classes in order to free up time for independent work and maintenance of consultation centers.

State budgetary educational institution

Republican gymnasium - boarding school named after. G. Almukhametova

Republic of Bashkortostan

FORMATION IN SCHOOLCHILDREN

INDEPENDENT WORK SKILLS

METHODOLOGICAL WORK

Ufa, 2014

Independent work of students is the same academic work, as well as the whole process of mastering performing skills in general. Independent work of students is carried out:

IN THE LESSON ITSELF - and then it follows from the work that is directly carried out in it;

In HOMEWORK - when students perform tasks received in the lesson, and then it supplements and reinforces what was covered in the previous lesson and is a means for mastering students' skills and abilities of playing the instrument in the process of home preparation of tasks.

The modern school is characterized by the desire to produce students prepared for life, able to work independently, think, able to apply the acquired knowledge in life, in work, develop the creative abilities of students, i.e. independent determination of the applicability of knowledge in practical activities.

Independent work is work full of thought, initiative, will and creative imagination. The following statement of the great Russian teacher K.D. Ushinsky sounds modern: “... the task of the school is to awaken the mental abilities for independence and to inform children of the habit of it; direct the activity of the child, helping her where necessary and leaving her to act where she can act on her own; to develop desire and ability independently, without a teacher, to acquire new knowledge.

Independent work should take place at all stages of training. It is necessary to awaken independent thought as early as possible, starting from early years while still in elementary grades. The more intense and systematic the student solves certain tasks in the lesson, the more effective his homework is. Improving the quality of a student's independent work means consistently developing his thinking and independent role, accustoming him to overcome difficulties, to the ability to cope with tasks himself, to take the initiative in selecting the methods and techniques necessary to complete the task.

Before giving a student a task for self-processing, it is necessary to explain to him the essence of the task. Analyze the ways to complete it, teach practical implementation. Then check right there in the lesson practically how much the student understood the task and how he is trying to complete it. When performing, after analyzing the errors, one should seek to correct them independently. All this applies to exercises, and to etudes, and to work on a play.

For example, let's take the work on the text of a new, but already parsed play. Notes, text already dismantled with both hands. However, there are still many shortcomings in this analysis: there is no clarity in the coordination of the left and right hands, the structure of the piece (parts, sentences, phrases, etc.) is not comprehended, the rhythmic side is not specified, the fingering is incorrect, there is no clarity in the approach to mastering those or other technical difficulties, there are errors in the reproduction of the new text.

How can the student approach the independent solution of all the problems that have arisen in the process of learning this piece? First of all, one, but the most important task should be brought to the fore, leaving for a while, as if aside, the implementation of other tasks, so that they turn on gradually, as if "overlapping" each other and connecting them with the previous ones.

a) The first priority would be the EXACT REPRODUCTION of the MUSIC TEXT. But it is important not only to correctly transfer the notes from the stave to the keyboard, but also to perceive and comprehend the notes as constituent elements of a musical phrase, its melodic-harmonic structure. Then analyze the piece on the basis of playing individual pieces. Only after that, invite the student to slowly play the piece himself, drawing his attention to mistakes and correct it right there in the lesson, achieving conscious consolidation of the corrected one. When playing a musical text, it is necessary to explain to the student what and how should be done, so that the purpose of the work is clear to him. The task, practically checked in the lesson, is given at home for consolidation. In the same lesson, instructions are given regarding fingering.

b) The next element of the work is the CLARIFICATION of RHYTHMIC REPRESENTATIONS in the piece, which, correctly formed when "reading" the text, are firmly connected by melodic movement.

c) Mastering the text should be accompanied by COMPREHENSION of the STRUCTURE of a musical work (parts, sentences, phrases).

d) The relationship in the implementation of all these previous tasks is the main

condition in the selection of the necessary means to overcome technical difficulties. only by going from the content of the work and understanding its meaning to its implementation, the student can correctly fulfill the technical tasks facing him. How often in practice one can observe the reverse path! First - just "notes", without a proper connection between them, then - cramming - frequent repetition of the same place with the fixation of false notes, rhythmic errors, incorrect playing techniques, premature mechanical memorization by heart ... The result is a pile of fixed errors , incorrect playing skills, which you then have to get rid of with great difficulty - this is why it is so dangerous to give a task to a student in a general form: "Take apart the play at home and prepare it for the next lesson." Such a task can be given to a sufficiently prepared student, and then with preliminary explanations. At the initial stage of training, the student in his independent work must rely on the instructions of the teacher that he understands well.

e) And, finally, the SELECTION OF THE EXPRESSIVE MEANS NECESSARY FOR PERFORMANCE: the nature of the sound, the techniques of sound science (legato, stock-kato, strokes, leagues, accents, etc.), dynamic characteristics, tempo. The student must learn from the very first lessons to understand them and achieve their exact implementation (as well as pauses and other signs of musical notation). The meaningful performance of the text is inextricably linked with the abilities of musical phrasing (the movement of a melodic line to its top, the rise and fall of a melody, the beginning and end of a phrase, etc.).

These are the provisions that are common to all cases of work on a work. At the same time, it is necessary to take into account the age capabilities of students, the level of their preparation at the moment, the characteristics of their psyche (concentration or absent-mindedness, endurance, focus, will, attention, etc.). Therefore, the volume and nature of the independent task should correspond to the student's capabilities. So that each new task is based on what was learned earlier under the guidance of the teacher. Homework is an exercise in reinforcing previous lessons.

Thus, the basis of the work is:

education of purposefulness of attention;

teaching skills for independent completion of tasks in the classroom.

At the same time, it is important to check which way the student is to complete the task, show him his mistakes in time, encourage the initiative shown in finding the necessary techniques, consolidate the success of their implementation and achieve conscious self-control.

"First, imagine clearly what and how it should sound, and then play it, and when playing, check with your hearing whether it turned out what you planned."

DEVELOPMENT OF HEARING SELF-CONTROL

Auditory self-control is one of the conditions for the formation of musical and auditory representations. In the process of work, it is necessary to achieve: the students' translation of notes into a sound representation, careful listening to the sound, auditory self-control and immediate correction of the heard shortcomings.

Independent work of students is checked in the process of completing the task. It is also useful to practice verbal reports of students, which contribute to a better clarification of the causes of errors and ways to self-check and gives the skills to independently resolve difficulties that arise in the process of work.

One of the most important issues in the independent work of students is the question of the pace at which a given work should be worked out.

Everyone knows that you need to learn at a slow pace. This means fixing the connection of sound with the corresponding movement, with pitch and rhythmic representations, fixing auditory-motor connections, mastering the mechanism of game movements.

"The slowness of movement in the perception of new skills is necessary because with slow movement one gets a clear feeling from each movement."

"The transition from slow to fast playing is easy (with sufficient assimilation of the passage), while from fast to slow playing is much more difficult. It is necessary to return to slow playing after the final assimilation of a piece of music" (S. Kleshchev).

Outstanding music teachers-performers have always attached great importance to slow playing. “Working at a slow pace is of great benefit,” A.I. Yampolsky, an excellent teacher, pointed out, “but it should not be formal and empty. Work at a slow pace should not only be done on the intonation and technical side, but also on the work as a whole, on sound, nuance, style, artistic finish, carefully listening to the performance at the same time... the exact tempo and nature of the work should be clear to the performer at the very beginning of studying the work.

It is necessary to play slowly in such a way that the integrity of the musical images is preserved in the performance, so that the melodic and rhythmic structure of the work does not collapse at its core. A long period of slow playing, if it is used without taking into account the tempo at which a given work should be performed, can slow down the correct performance, make it heavy in the motor sense. It is therefore necessary, after slowly working through a piece, to try to play it at the proper tempo from time to time in order to get an idea of ​​what to aim for.

The development of a student's musical and performing independence is the main condition for the success of his advancement. The role of consciousness in this work is important.

The development of skills begins with mastering the skill, i.e. means by which a specific goal is achieved. The constancy and stability of the developed methods and techniques is a condition for their automation. Skills are automated elements of conscious activity. Playing an instrument is a conscious activity, a complex activity that combines skill and creativity. The more we master the playing skills, the more creativity we can bring to the performance. Creativity is manifested in finding ways of action, in comprehending them, in showing initiative, in overcoming patterns, i.e. mechanical application of the developed methods.

Already established skills have a positive effect on the development of new ones. So, for example, the correct skill of transferring the hand from sound to sound at close range creates a setting for the formation of skills of transferring the hand over long distances - from bass to chord; mastering a figure of the same type in accompaniment or melody is then easily transferred to more complex figures, similar in form, but containing more complex sound combinations; it is enough to master the fingering of the C-major scale, so that later, having understood the pattern of its construction, transfer what you have learned to the series major scales from white keys (scales D, E, G, A major), etc. However, the negative impact of previously acquired incorrect playing techniques and methods is also known, which are difficult to correct and hinder the acquisition of other necessary skills (for example, incorrect hand positioning, clamping it, flat or vice versa, crooked fingers interfere with the development of motor skills, etc.) , and they are dangerous especially when they become fixed uncontrollably, which happens in students' independent homework. Therefore, it is important to make the student realize his mistakes in time and correct them right there in the lesson, so that at home he could meaningfully achieve the necessary results.

Skills are formed and consolidated in the process of exercises. The role of exercises and the methods of their application is especially great in the independent work of students, since in the process of exercises, already learned actions are consolidated and they are restructured. It is important to teach students to correctly evaluate their achievements and shortcomings. Perhaps nowhere is the threat of thoughtless, meaningless cramming more real than when working on exercises.

By exercise, we often understand the repeated repetition of a particular technique. Repeated repetitions to consolidate skills should not turn into mechanical training, it should be specifically indicated which exercises the student needs to learn for the next time and how to work on them. At the same time, it is important to direct his attention to learning the task, overcoming the difficulty, achieving good performance at such and such a pace - this creates a situation so that the student does not lose, but really works on them. The meaning of the exercises is that they should lead students in a concise and generalized form to master the most typical technical tasks for this instrument.

To overcome some of the mechanistic nature of etudes, artistic material is usually introduced into the curriculum, which evokes an emotional response in the student and thereby helps him quickly master the required minimum of skills and abilities.

Features of learning to play the piano always present great difficulties for beginners associated with sound extraction and mastery of motor skills. In this regard, it is essential, firstly, to gradually master the difficulties, and secondly, to include them in the work on such material that is easily and vividly perceived by students and quickly assimilated. This is a creative approach to the selection of studies and exercises. But, sometimes, in practice, there is a mechanical application of exercises and the inclusion of sketches in the work. For example, the requirement for beginners to perform long arpeggios until the hand is established and the student has mastered the elementary techniques of playing, their performance, which requires large turns and complex combined movements, adversely affects the assimilation of simple movements: the hand tenses, the movements become unnatural, all this is fixed and leads to negative results.

Working on scales, in many cases, not only does not contribute to the development of students' musical technique, but, on the contrary, turns into a "compulsory assortment", tires students. This is caused primarily not by understanding the essence of the scale, but only by mechanical memorization of accidental signs and fingering, known errors appear in putting and shifting fingers, etc.

Meanwhile, work on scales should go inextricably linked with the development of an ear for music, with the singing of scales in singing and musical literacy lessons. It is important to achieve in students an attitude to scales as a melodic line, a beautiful melodious sound, a sense of harmony and the relationship of all its constituent sounds. The internal logic of building scales, selecting fingerings, and using accidentals is important.

When studying scales, it is necessary to take into account those characteristic difficulties that are associated with their execution and help students consciously overcome them. So the performance of scales on the piano is easy for intonation (ready-made sound and visibility of the keyboard), but difficult in terms of fingering and placing the 1st finger.

Therefore, at the initial stage of learning to play the piano, one should begin by studying the scales after the exercises on 2, 3, 4 sounds have been mastered (2-3, 2-3-4, 2-3-4-5 fingers ) that do not require the insertion of the 1st finger. These exercises must be played separately with each hand, then move on to exercises with the insertion of the 1st finger and then proceed to the study of scales.

With regard to fingering, it is necessary to draw the attention of students to the principles of its application and combine the corresponding scales with a single fingering. So, for example, scales from white keys - do, re, mi, salt and la - are played with the same fingering; in scale from fa - left hand similar to those indicated above, and the change is only in the right, etc.

The requirement for meaningfulness and expressiveness of performance applies to both scales and exercises, systematic and concentration in work, concentration of attention and auditory self-control are reliable conditions for really mastering the technique of performance.

STUDY MODE

Of great importance in the student's home independent work is its mode.

The correct mode of homework requires compliance with a number of conditions:

regularity and systematic work;

targeted attention;

conscientiousness and accuracy in performing tasks;

self-control (the ability to evaluate one's achievements and shortcomings);

perseverance in overcoming difficulties;

independence at work.

1. In order to achieve regularity in work, it is necessary to set aside more or less constant time for music lessons and practice daily. This contributes to the comprehension and deepening of knowledge and skills, the gradual improvement of their quality and, most importantly, keeps the student in a "collected" state all the time.

It is advisable to take a break during classes - for students of the 1st grade after 15-20 minutes, for older students - after 20-30 minutes. Otherwise, attention becomes dull and work ceases to be productive.

2. Purposeful attention - characterized by stability, a constant increase in volume, the ability to distribute it. An approximate establishment of the order in which tasks are to be performed is essential. For example, you can draw up a work program for the student for each day and indicate how much time he should spend on exercises, sketches, plays, and so on. Such a "calendar" of work for the little ones is of great importance. He helps them build their work systematically and attention easily switches to the next section of the task. Therefore, the principle of educating purposeful attention in the process of work is preserved.

It is important at the same time that older students consciously "refresh" the order of classes, alternate sections of work (first exercises and Scales, then plays, etc.), would not repeat the same routine every day, since this is to some extent templates the work and the student's attention is dulled.

Children need to know what they are given time you should mainly pay attention to what to refine, what to repeat, etc. (all this should be led by the teacher).

Z. In homework, conscientiousness and accuracy in completing the task are necessary. It is necessary to teach the student to work, and not to "lose" an etude, play or exercise from the beginning to the end, and even at an arbitrary pace.

As a rule, homework is given to learn a play, an etude by heart. In addition to conscious mastery of the text and technical consolidation of it, the student, therefore, is also required to know it by memory, which is one of the central tasks in the independent work of students, the main support of memory is semantic connections. To develop your memory, you need to constantly develop the ability to remember, keep in memory, and then recall what you have learned. Then it will be conscious reproduction.

Memory "failures" are caused by motor-auditory involuntary memorization. Breakdowns can be avoided only by consciously and purposefully memorizing separate pieces of the work that are complete in thought, by establishing semantic connections between them, which is strengthened in the process of slowly playing through some intervals (1-2 days).

Thus, when learning from memory, you should:

avoid mechanical churning;

continuously refer to musical notation.

To accumulate a repertoire, such work must be carried out from time to time with previously learned things. The piece being repeated must go all the way to learning it as if for the first time. Any other work (playing at a tempo, playing just from memory, etc.) leads only to "chattering", often to a distortion of the main meaning and plan of performance.

One of the widespread deficiencies in homework is poor seating at the piano and other instruments, which adversely affects the student's technical performance. This is of particular importance at the beginning of training, when the skills of the game are still in their infancy. A good fit disciplines the student, promotes concentration and composure.

The decisive condition in the implementation of the homework regime is the education in students of responsibility for the task they perform, creative activity in the implementation.

This should be the main job of the teacher.

All of these provisions apply to playing any musical instrument.

PUBLIC STATE INSTITUTION

SECONDARY EDUCATIONAL SCHOOL № 48

Project on:

"Improvement of skills and abilities

independent work of students "

Made by Galiya Iskakovna Sultanova,

teacher of Russian language

and literature KSU secondary school No. 48

Project manager Spiridonova I.A.,

Head of the ShMO humanitarian cycle KSU "SOSH" No. 48

Karaganda - 2014

Improving the skills and abilities of independent work is a difficult job for every teacher.

In the age of computerization in a modern school, such a real picture: students are inert, passive, apathetic; indifferent to the knowledge of sciences, to the development of creative, spiritual and physical capabilities. Therefore, the education of activity, independence is integral part education of students and is a task of paramount importance for every teacher.

What should be done? What are the ways to suggest to remove the problem?

Thus, the purpose of this project is to study the organization of independent work of schoolchildren and the conditions for its successful implementation.

To consider this goal, it is necessary to resort to the analysis of various directions in the study of the nature of students' independence in learning and to find out what functions students' independent cognitive activity performs and why it is so necessary for personality formation. Therefore, speaking about the formation of independence in schoolchildren, it is necessary to keep in mind two closely related tasks.

The first is to develop students' independence in cognitive activity, to help them acquire knowledge on their own, and to help shape their worldview.

The second is to teach them to independently apply the existing knowledge in teaching and practical activities.

Independent work is a means of fighting for strong and deep knowledge of students, a means of forming their activity and independence, a means of developing their mental abilities.

Crossing the threshold of the school for the first time, children cannot independently set the goal of their educational activities, are unable to plan their actions, correct their implementation, correlate the result with the goal set. In the process of learning, they must achieve a sufficiently high level of independence, which opens up the possibility of coping with various tasks, obtaining and discovering new things. In solving all these problems facing students, the leading role is assigned to the teacher.

The relevance of these problems is indisputable, since knowledge, skills, beliefs, spirituality cannot be transferred from teacher to student, resorting only to words. This process includes acquaintance, perception, independent processing, awareness and acceptance of skills and abilities. Only independence and spiritual activity can give a student with a sufficiently developed expected competence.

Independent work is not a form of organizing training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

The fundamental requirement of society for a modern school is the formation of a personality who would be able to independently creatively solve scientific, industrial, social problems, think critically, develop and defend his point of view, his convictions, systematically and continuously replenish and update his knowledge through self-education, improve skills, creatively apply them to reality. Experts in this field emphasized that it is important for students to be given a method, a guiding thread for organizing the acquisition of knowledge, which means equipping them with the skills and abilities of the scientific organization of mental labor, i.e. the ability to set a goal, choose the means to achieve it, plan work in time. For the formation of a holistic and harmonious personality, it is necessary to systematically include it in independent activity, which in the process of a special type of educational tasks - independent work - acquires the character of problem-search activity.

In the pedagogical works of Ya.A. Kamensky, Zh.Zh. Russo, I.G. Pestalozzi, K.D. Ushinsky, thoughts are developed about teaching a child independence, educating a thoughtful, critically thinking person in him.

In pedagogical work, scientists theorists, in unity with philosophers, psychologists, sociologists and physiologists, explore and theoretically substantiate this aspect of the problem in the light of the main personality traits of a representative of the modern era - initiative, independence, creative activity - as the main indicators of the comprehensive development of a person of our days.

When studying the essence of independent work in theoretical terms, there are 3 areas of activity in which the independence of learning can develop - cognitive, practical and organizational and technical. B.P. Esipov (1960s) substantiated the role, place, tasks of independent work in the educational process. In the formation of students' knowledge and skills, the stereotypical, mostly verbal way of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works of Ya.A. Kamensky. Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem is teaching, the activity of the teacher without a sufficiently deep study and analysis of the nature of the activity of the student himself. Within the framework of the didactic direction, the areas of application of independent work are analyzed, their types are studied, the methodology for their use in various parts of the educational process is steadily improved. The problem of the relationship between pedagogical guidance and student independence in educational cognition is posed and to a large extent solved in the methodological aspect. Teaching practice has also been enriched in many respects by informative materials for organizing independent work of schoolchildren in the classroom and at home.

The third direction is characterized by the fact that independent activity is chosen as the subject of research. This trend originates mainly in the works of K.D. Ushinsky. The studies that developed in line with the psychological and pedagogical direction were aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of activity. However, with all the achievements in the study of this area of ​​independent activity of the student, its process and structure have not yet been fully disclosed. However, there are some structural principles for analyzing the meaning, place and function of independent activity. There are 2 options, close in essence, they determine the essence of the independent coloring of the activity.

First option :

1) content component: knowledge expressed in concepts, images, perceptions and ideas;

2) operational component: a variety of actions, operating skills, techniques, both externally and internally;

3) effective component: new knowledge, methods, social experience, ideas, abilities, qualities.

Second option:

1) content component: highlighting the cognitive task, the purpose of educational activity;

2) procedural component: selection, definition, application of adequate methods of action leading to the achievement of results;

3) motivational component: the need for new knowledge that performs the functions of word formation and awareness of activity.

The process of independent activity is represented as a triad: motive - plan (action) - result.

So, in social terms, independent activity can be considered in a very wide range: in any relation of the individual to the world around him, in any form of his concrete interaction with the environment.

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

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

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

What is essentially included in the concept of “independent activity”?

“Independence” is a very multifaceted and psychologically difficult phenomenon, it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria.

Independence - as a characteristic of the student's activity in a particular learning situation, is a constantly manifested ability to achieve the goal of the activity without outside help.

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

“Self-activation” is a subjectively correlated internal motivation of activity.

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

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

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

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

A.I. Zimnyaya emphasizes that the independent work of a student is a consequence of his properly organized learning activities in the classroom, which motivates its independent expansion, deepening and continuation in his free time.

For the teacher, this means a clear awareness not only of his plan of educational activities, but also the conscious formation of it among schoolchildren as a certain scheme for mastering a school subject in the course of solving new learning tasks. But in general, this is a parallel existing employment of a schoolchild according to a program chosen by him from ready-made programs or by himself, developed by him for the assimilation of any material.

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

The effectiveness of the educational process of cognition is determined by the quality of teaching and the independent cognitive activity of students. These two concepts are very closely related, but independent work should be singled out as a leading and activating form of learning due to a number of circumstances.

Firstly, knowledge, skills, abilities, habits, beliefs, spirituality cannot be transferred from a teacher to a student in the same way as material objects are transferred. Each student masters them through independent cognitive work: listening, comprehension of oral information, reading, analysis and comprehension of texts and critical analysis.

Secondly, the process of cognition, aimed at revealing the essence and content of what is being studied, obeys strict laws that determine the sequence of cognition: acquaintance, perception, processing, awareness, acceptance. Violation of the sequence leads to superficial, inaccurate, shallow, fragile knowledge, which practically cannot be realized.

Thirdly, if a person lives in a state of the highest intellectual tension, then he will certainly change, form as a person of high culture. It is independent work that develops a high culture of mental work, which involves not only the technique of reading, studying a book, keeping records, but above all the mind, the need for independent activity, the desire to delve into the essence of the issue, go into the depths of still unresolved problems. In the process of such work, the individual abilities of schoolchildren, their inclinations and interests are most fully revealed, which contribute to the development of the ability to analyze facts and phenomena, teach independent thinking, which leads to creative development and the creation of their own opinions, their views, ideas, their position.

From all that has been said above, it can be seen that independent work is the highest work of the student's educational activity and is a component of a holistic pedagogical process, therefore, it has such functions as upbringing, educational, and developmental.

The management process should ensure the implementation of the teaching, educational, developmental functions of independent work of students in the classroom and at home.

Most researchers believe that control is inherent only in complex dynamic systems of biological and social types. Their functioning under the influence of external conditions can change, be disturbed if timely adjustment or restructuring of the system is not ensured. Therefore, it is necessary to manage, which counteracts the disorganization of the system, maintains the necessary order. In the most general form, control can be defined as the ordering of the system, i.e. bringing it into line with the objective regularity operating in the given environment.

The need for control follows from the structure pedagogical system. The components of the pedagogical system are goals, subjects that realize these goals, activities, relationships that arise between its participants and unite their management, ensuring the unity of the system. The loss of any component leads to the destruction of the system as a whole.

For a complete understanding of the problem, we need to identify the general and particular in the concepts of "management", "pedagogical leadership", "organization", which are often used as synonyms.

Based on the structure of activities, the management of independent work includes goal setting, planning, organization, adjustment and evaluation of students' activities, diagnostics of its results.

Pedagogical guidance is the management of the student's independent activity at the stage of its direct implementation: presenting the educational task to the student, instructing the student in its implementation, motivating its resolution, monitoring and correcting the student's independent actions, evaluating the results of independent work.

The organization of independent work is the selection of means, forms and methods that stimulate cognitive activity, the provision of conditions for efficiency.

So, in the process of managing independent activities, last place belongs to the teacher, since he takes a direct (later indirect) part in the organization of the pedagogical process. In this regard, the following management principles should be listed:

1) differentiated approach to students in compliance with the feasibility of educational tasks;

2) a systematic increase in intellectual loads and a gradual transition to more inaccurate and incomplete instructions for performing independent work;

3) the gradual distance of the teacher and the occupation of the position of a passive observer of the process;

4) the transition from teacher control to self-control.

In various lessons, with the help of a variety of independent work, students can acquire knowledge, skills and abilities. All these works give positive results only when they are organized in a certain way, i.e. represent the system.

Under the system of independent work, we mean, first of all, a set of interconnected, mutually conditioning each other, logically following from one another and subordinate to common tasks, types of work.

Every system must satisfy certain requirements or principles. Otherwise, it will not be a system, but a random set of facts, objects, objects and phenomena.

When building a system of independent work, the following were put forward as the main didactic requirements:

1. The system of independent work should contribute to the solution of the main didactic tasks - the acquisition by students of deep and solid knowledge, the development of their cognitive abilities, the formation of the ability to independently acquire, expand and deepen knowledge, and apply them in practice.

2. The system must satisfy the basic principles of didactics and, above all, the principles of accessibility and systematicity, the connection between theory and practice, conscious and creative activity, the principle of teaching at a high scientific level.

3. The works included in the system should be varied in terms of educational purpose and content in order to ensure the formation of a variety of skills and abilities in students.

4. The sequence of homework and classroom independent work should logically follow from the previous ones and prepare the ground for the next ones. In this case, not only "near", but also "distant" links are provided between individual works. The success of solving this problem depends not only on the pedagogical skill of the teacher, but also on how he understands the meaning and place of each individual work in the system of work, in the development of students' cognitive abilities, their thinking and other qualities.

However, one system does not determine the success of the teacher's work on the formation of students' knowledge, skills and abilities. To do this, you also need to know the basic principles, guided by which you can ensure the effectiveness of independent work, as well as the methodology for managing certain types of independent work.

The effectiveness of independent work is achieved if it is one of the integral, organic elements of the educational process, and special time is provided for it in each lesson, if it is carried out systematically and systematically, and not randomly and episodically.

Only under this condition, students develop stable skills and abilities in performing various kinds independent work and increase the pace of its implementation.

When selecting types of independent work, when determining its volume and content, one should be guided, as in the entire learning process, by the basic principles of didactics. The most important in this matter are the principle of accessibility and systematicity, the connection between theory and practice, the principle of gradualness in increasing difficulties, the principle of creative activity, as well as the principle of a differentiated approach to students. The application of these principles to the management of independent work has the following features:

1. Independent work should be purposeful. This is achieved by a clear statement of the purpose of the work. The task of the teacher is to find such a wording of the task that would arouse the students' interest in the work and the desire to do it as best as possible. Students should be clear about what the task is and how it will be checked. This gives the work of students a meaningful, purposeful character, and contributes to its more successful implementation.

Underestimation of this requirement leads to the fact that students, not understanding the purpose of the work, do not do what is necessary, or are forced to repeatedly turn to the teacher for clarification in the process of its implementation. All this leads to an irrational waste of time and a decrease in the level of independence of students in work.

2. Independent work should be really independent and encourage the student to work hard when doing it. However, extremes should not be allowed here: the content and volume of independent work offered at each stage of education should be feasible for students, and the students themselves should be prepared to perform independent work theoretically and practically.

3. At first, students need to form the simplest skills of independent work (execution of diagrams and drawings, simple measurements, solving simple problems, etc.). In this case, independent work of students should be preceded by a visual demonstration of the methods of work with the teacher, accompanied by clear explanations, notes on the board.

Independent work performed by students after showing the methods of work by the teacher has the character of imitation. It does not develop independence in the true sense of the word, but is important for the formation of more complex skills and abilities, a higher form of independence in which students are able to develop and apply their own methods for solving problems of an educational or industrial nature.

4. For independent work, it is necessary to offer such tasks, the implementation of which does not allow actions according to ready-made recipes and a template, but requires the application of knowledge in a new situation. Only in this case, independent work contributes to the formation of initiative and cognitive abilities of students.

5. In organizing independent work, it must be taken into account that different students need different time to master knowledge, skills and abilities. This can be done through a differentiated approach to students. Observing the progress of the class as a whole and individual students, the teacher must timely switch those who have successfully completed tasks to more complex ones. For some students, the number of training exercises can be reduced to a minimum. Others are given much more of these exercises in various variations so that they learn a new rule or a new law and learn how to independently apply it to solving educational problems. Transferring such a group of students to perform more than difficult tasks must be timely. Excessive haste is harmful here, as well as excessively long “marking time”, which does not move students forward in learning new things, in mastering skills and abilities.

6. Tasks proposed for independent work should arouse the interest of students. It is achieved by the novelty of the tasks put forward, the unusualness of their content, the disclosure to students of the practical significance of the proposed task or method that needs to be mastered. Students always show great interest in independent work, in the course of which they explore objects and phenomena.

7. Independent work of students must be systematically and systematically included in the educational process. Only under this condition will they develop solid skills and abilities.

The results of work in this matter are more tangible when the whole team of teachers is engaged in instilling the skills of independent work in schoolchildren, in classes in all subjects, including classes in educational workshops.

8. When organizing independent work, it is necessary to carry out a reasonable combination of the presentation of the material by the teacher with the independent work of students to acquire knowledge, skills and abilities. Extremes should not be allowed in this matter: excessive enthusiasm for independent work can slow down the pace of studying program material, the pace of students moving forward in learning new things.

9. When students perform independent work of any kind, the leading role should belong to the teacher. The teacher thinks over a system of independent work, their systematic inclusion in the educational process. It defines the purpose, content and volume of each independent work, its place in the lesson, teaching methods for various types of independent work. He teaches students the methods of self-control and exercises quality control, studies the individual characteristics of students and takes them into account when organizing independent work.

Under the independent work of students, we mean such work that is performed by students on the instructions and under the control of the teacher, but without his direct participation in it, at a time specially provided for this. At the same time, students consciously strive to achieve the goal, using their mental efforts and expressing in one form or another (oral answer, graphic construction, description of experiments, calculations, etc.) the result of mental and physical actions.

Independent work involves active mental actions of students associated with the search for the most rational ways to complete the tasks proposed by the teacher, with an analysis of the results of the work.

In the learning process, various types of independent work of students are used, with the help of which they independently acquire knowledge, skills and abilities. All types of independent work used in the educational process can be classified according to various signs: according to the didactic goal, according to the nature of the educational activity of students, according to the content, according to the degree of independence and the element of students' creativity, etc.

All types of independent work for didactic purposes can be divided into five groups:

1) the acquisition of new knowledge, mastering the ability to independently acquire knowledge;

2) consolidation and refinement of knowledge;

3) development of the ability to apply knowledge in solving educational and practical problems;

4) formation of practical skills and abilities;

5) the formation of a creative character, the ability to apply knowledge in a complicated situation.

Each of these groups includes several types of independent work, since the solution of the same didactic task can be carried out in different ways. These groups are closely related. This connection is due to the fact that the same types of work can be used to solve various didactic problems. For example, with the help of experimental, practical work, not only the acquisition of skills and abilities is achieved, but also the acquisition of new knowledge and the development of the ability to apply previously acquired knowledge.

Consider the content of the works in the classification according to the main didactic purpose.

1. Acquiring new knowledge and mastering the ability to independently acquire knowledge is carried out on the basis of working with a textbook, performing observations and experiments, and works of an analytical and computational nature.

2. Consolidation and refinement of knowledge is achieved with the help of a special system of exercises to clarify the features of concepts, limit them, and separate essential features from non-essential ones.

3. The development of the ability to apply knowledge in practice is carried out by solving problems of various types, solving problems in a general form, experimental work, etc.

4. The formation of creative skills is achieved when writing essays, essays, preparing reports, assignments when looking for new ways to solve problems, new options for experience, etc.

The content of the educational material is assimilated by students in the process of learning activities. The result of training depends on what this activity is.

The attitude of students to their own activities is determined to a large extent by how the teacher organizes their learning activities. The decrease in interest in learning largely depends on the actions of the teacher. For example, incorrect selection of the content of educational material by him, causing an overload of schoolchildren; poor mastery of modern teaching methods and their optimal combination by the teacher; inability to build relationships with students and organize the interaction of students with each other; personality traits of the teacher.

In our time, a class-lesson teaching system is used, which involves grouping students into classes according to age and condition of knowledge, the main organizational structure is the lesson; the content of education in each class is determined by curricula and programs; based on the curriculum, a lesson schedule is drawn up. An important element of this system is the planning of educational work by the teacher, on which the quality of training sessions largely depends. There are 2 types of planning:

1) perspective - carried out in thematic plans, the topics of lessons, laboratory work, excursions are determined, written control work, generalizing and test classes are outlined. The number of study hours allocated for the study of the topic is determined, but these plans are not detailed.

2) current - is to develop plans, individual lessons. Developing the content of the lesson, the teacher offers a brief plan for the conversation, story, lecture; forms questions for the student, tasks for independent work, lists the numbers of exercises, determines ways to test knowledge.

An equally important role in the organization of independent work is played by a selection of educational material, because. with its help we scoop information of the content of training. However, the information itself outside the needs of the child has no meaning for him and does not have any effect. If the information is consonant with the needs of the student and is subjected to emotional processing, then he receives an impulse to follow-up activities. To do this, the content of the educational material should be accessible to the student, should be based on the knowledge he has and be based on them and on the life experience of children, but at the same time, the material should be quite complex and difficult.

However, it should be noted that the successful organization of independent cognitive activity of students depends on the method of solving problems.

Psychologists have studied learning activities and found that the study of each independent section or topic of the curriculum should consist of the following three main stages:

1) Introductory-motivational stage.

At this stage, students should realize the main goal of the upcoming study of the educational topic, its place and role in general education, its practical and theoretical significance. In necessary cases, the teacher indicates what knowledge and skills of the previously studied material will be especially needed when studying this topic. Then the teacher reports how many lessons are allotted for studying the topic, the approximate time for its completion and lists the main elements of the topic, i.e. knowledge, skills and abilities that students should master as a result of studying this topic.

2) Operational-cognitive stage.

At this stage, students learn the knowledge included in the content of this topic, while using different types and forms of educational work: a story or lecture, frontal work on the study of the concept. Collective work on the assimilation of educational material, solving problems, conducting experiments and experiments, individual work on solving problems, etc.

The presentation of the educational material is carried out mainly by the teacher, but as the students grow up, part of the educational material is transferred for presentation by the speaker or for individual study and elaboration according to the textbook.

3) Reflective-evaluative stage.

Here is a summary of what has been learned and a summary of the work on this topic. At the same time, the main goal of this stage is the development of students' reflective activity (introspection), the ability to generalize and the formation of adequate self-esteem. To summarize the material covered, various methods can be used: generalizing lessons, student reports, drawing up generalizing schemes in groups.

The most difficult thing for a teacher in this system is to learn how to organize the independent activities of the class team, gradually transfer many of their functions and roles to students, and, without suppressing the initiative, manage the independent work of students. As experience shows, if this system is introduced starting from the first grade, then students quickly get used to it, and it becomes familiar to them, and students will be able to fully experience feelings of emotional satisfaction from what they have done, the joy of victory over overcome difficulties, the happiness of learning new things, interesting. Thus, students will develop an orientation towards experiencing such feelings in the future, which will lead to the emergence of a need for creativity, cognition, and persistent independent study.

Independent work has a significant impact on the depth and strength of students' knowledge of the subject, on the development of their cognitive abilities, on the rate of assimilation of new material.

1. Systematically conducted independent work (with a textbook on solving problems, performing observations and experiments), with its proper organization, helps students to obtain deeper and more solid knowledge compared to those that they acquire when the teacher communicates ready-made knowledge.

2. The organization of the implementation by students of various independent works in terms of didactic purpose and content contributes to the development of their cognitive and creative abilities, the development of thinking.

3. With a carefully thought-out methodology for conducting independent work, the pace of formation of practical skills and abilities in students is accelerated, and this, in turn, has a positive effect on the formation of cognitive skills and abilities.

4. Over time, with the systematic organization of independent work in the classroom and its combination with various types of homework on the subject, students develop stable skills for independent work.

As a result, students spend significantly less time to perform work of approximately the same volume and degree of difficulty compared to students in classes in which independent work is not organized at all or is carried out irregularly. This allows you to gradually increase the pace of studying program material, increase the time for solving problems, performing experimental work and other types of creative work.

Giving students the knowledge necessary to continue their studies at a university, and at the same time orienting young people towards and preparing for socially useful work in the national economy, it is useful to improve the scientific level of teaching and the quality of schoolchildren's knowledge and at the same time overcome their overload. In accordance with these requirements, it is necessary to raise the level of teaching, to aim it at the formation of a modern scientific picture of the world among the younger generations, as well as knowledge about the practical application of sciences. It is necessary that the theory of the subject contribute to a greater extent to the development of the positive abilities of schoolchildren and their practical training.

This is achieved by a whole range of means: improving the content of education, improving the quality of textbooks and other teaching aids, developing the heuristic activity of schoolchildren in the learning process based on problems, developing the current laboratory experiment and the final physical workshop of a creative nature.

In the process of considering this problem, it turned out that in order to effectively organize the student's independent work, the teacher must be able to plan the student's cognitive process and choose the right way to solve problems, while great importance is given to the selection of educational material.

Improving the quality of teaching is closely related to improving the methods of organizing classes in the classroom.

To improve the quality of education, the development of students' cognitive enthusiasm and interest in the subject is of particular importance. Students should understand what is the meaning of studying the proposed material. Moreover, modern schoolchildren have the right to wish that educational activities be interesting, give satisfaction. The use of text and illustrations from their textbook, reader, reference book, from scientific and popular science magazines and newspapers, as well as interesting demonstration experiments, fragments from films, contributes to the development of cognitive activity of schoolchildren. transparencies and other visual aids.

However , it is not enough to provide motivation for learning and arouse a cognitive interest in the student. It is further necessary, firstly, to clearly understand the goals of training and, secondly, to show how these goals can be achieved.

Glossary

Independence, self-activity, self-activation, self-regulation, self-awareness, self-discipline, self-control, activity, mental and volitional tension, concentration, passivity, consistent transition, systematic increase, differentiated approach, passive observer, the principle of creative activity, the connection of theory with practice, systematic, accessibility.

Literature

Gornostaeva Z.Ya "The problem of independent cognitive activity" // Opened. school. - 1998. - No. 2

Esipov B.P. "Independent work of students in the classroom." – M.: Uchpedgiz, 1961.

Zimnyaya I.A. "Fundamentals of educational psychology" - M, 1980.

Kralevich A.N. "Pedagogical aspects of mastering generalized methods of independent learning activities." / Mn. - 1989.

Orlov V.N. "Activity and independence of students" - 1998.

Pidkasty P.I. "Independent cognitive activity of schoolchildren in learning" - M., 1996.

Sukhomlinsky V.A. "About education." - M.: Politizdat, 1973.

Introduction

Conclusion

Bibliographic list

Applications

Introduction

According to the federal state educational standard, among the main tasks of achieving and implementing educational institution the main general education program of primary general education provides for: the use of modern educational technologies activity approach; providing students with the opportunity for effective independent work. In elementary school, children learn different types universal educational activities, where the independent educational activity of a younger student is an integral part of cognitive universal educational activities and is an indispensable means of enhancing the cognitive activity of students. Thanks to productive types of independent work, it seems possible to maintain students' interest in classes for a long time.

At the present stage of development of the educational and cognitive process, there is a gradual rejection of the priority formation of knowledge, skills and abilities. The center of gravity is transferred to the development of the individual's ability to self-education, to independent acquisition of knowledge, information processing. The development of independent work skills is relevant and is based on the development of children's ability to analyze non-standard situations, set goals, plan and evaluate the results of their activities, which will allow students to make responsible decisions in various life situations. The lesson should involve the organization of educational activities in such a way that the student operates with educational content that leads to a more solid and conscious assimilation of the material. The teacher in the classroom acts as an organizer, acting more as a leader and partner than as a source of ready-made knowledge and directives for students. All educational activities are built on the basis of subject-subject, partnership relationships between the teacher and students, between the students themselves, which creates a favorable environment for the development, self-knowledge and self-expression of the individual. To achieve the skills of independent work of students, it is necessary to use elements of problem-based, project-based, block-modular learning in the process of research activities. The problem of developing independent work skills is relevant for all teachers. Its solution is important from the point of view of successfully mastering the modern content of school education, which is necessary for an effective learning process in the direction of educational and cognitive independent activity of students. To do this, it is required to clearly define the system of skills and abilities, the mastery of which leads to the independent performance of work of a different nature. It is also important to reveal the process of forming the skills and abilities of independent work during training, the ability to learn is the first step towards self-education and self-education, namely: the development of broad cognitive interests, initiative and curiosity, motives for knowledge and creativity; formation of the ability to learn and the ability to organize their activities (planning, control, evaluation); development of the initiative and responsibility of the individual as a condition for its self-actualization: the formation of self-respect and an emotionally positive attitude towards oneself, readiness to openly express and defend one's position, criticism of one's actions and the ability to adequately evaluate them; development of readiness for independent actions, actions, responsibility for their results; the formation of purposefulness and perseverance in achieving goals, readiness to overcome difficulties and optimism in life.

The implementation of the value orientations of general education in the unity of the processes of training and education, cognitive and personal development of students on the basis of the formation of general educational skills, generalized methods of action ensures the effectiveness of solving life problems and the possibility of self-development of students.

Thus, there is a contradiction between the need to develop the interests and personal motives of the independence of younger students and the insufficient development of methodological recommendations on the use of research activities of younger students in organizing independent work, which led to the choice research topics: "Development of independent work skills of younger students in the process of research activities.

Purpose of the study:theoretically substantiate and experimentally identify the impact of research activities on the development of independent work skills.

Object of study:development of independent work skills of younger students.

Subject of study: research activity as a means of developing the skills of independent work of younger students.

Research hypothesis:the development of independent work skills of younger students in the process of research will be more effective if the teacher:

systematically diagnoses in the process of learning the level of formation of skills of independent work of younger students;

uses different directions of cognitive, practical, problem-search activity in the organization of independent work of younger students;

uses methods of self-control and self-assessment at all stages of research activities.

Research objectives:

1.Analyze the psychological and pedagogical literature and identify the features of the development of independent work skills.

junior student independent work

2.To study the methods of research activity as a means of organizing independent work of younger students.

3.To identify the level of formation of independent work skills of younger students and to substantiate the influence of research activities on the development of independent work skills.

.To develop and experimentally test the effectiveness of the use of research activities in the development of independent work skills of younger students.

Methodological foundations of the study:

· conceptual provisions make up the main psychological and pedagogical approaches to the characteristics of the object of study, as the development of independent work skills of younger schoolchildren I.Ya. Lerner, Ya.A. Comenius, V.V. Davydov, Yu.K. Babansky, P.I. Pidkasty, B.P. Esipov;

· theoretical provisions on the methodological foundations for the development of independent work skills of younger schoolchildren in the process of research activity B.E. Raikova, I. A. Zimney, P. Ya. Galperin, N.A. Polovnikova, G.I. Kitaigorodskaya, A.I. Savenkov.

Research methods:

theoretical:analysis of psychological, pedagogical, scientific and methodological literature on the research problem; analysis and generalization of experimental data, formulation of conclusions and practical recommendations on the topic of the thesis.

empirical:pedagogical experiment (stating, forming and control stages); pedagogical diagnostics: a complex modified technique of G.N. Kazantseva "Studying interest in the subject" to determine the level of independence and identify the attitude of students to independent work and the motives for independent activity in the classroom; technique N.A. Polovnikova to identify the level of development of cognitive independence of students

interpretive:quantitative and qualitative analysis of experimental work at school.

Theoretical significancethe research consists in clarifying the substantiation of the conditions that ensure the purposeful formation of independent work skills in younger students; substantiation of the use of research activities for the development of independent work skills of younger students.

Practical significanceresearch is that the presented theoretical and practical research material can be used by students of pedagogical educational institutions, primary school teachers to conduct lessons with elements of research activities that contribute to the development of independent work skills.

Experimental research base:MBOU "Secondary school in the village of Naryn, Erzin district" 2 "a" class.

Structural components of work:introduction, two chapters, conclusion, bibliography, appendix.

Chapter 1. Theoretical foundations of independent work in teaching younger students

1.1 Definition of the essence of the concept of independent work in psychological and pedagogical research

The fundamental requirement of society for a modern school is the formation of a personality who would be able to independently creatively solve scientific, industrial, social problems, think critically, develop and defend his point of view, his convictions, systematically and continuously replenish and update his knowledge through self-education, improve skills, creatively apply them to reality.

One of the most accessible ways to increase the effectiveness of the lesson is to activate students by means of independent work, which occupies an exceptional place in the modern lesson, since the student acquires knowledge only in the process of personal independent learning activities.

Any science sets as its task not only to describe and explain this or that range of phenomena or objects, but also in the interests of man to control these phenomena and objects, and, if necessary, transform them. It is possible to manage and even more so to transform phenomena only when they are sufficiently described and explained. In science, the functions of control and transformation fulfill the prescriptions, which include the principles and rules for the transformation of phenomena. Thus, knowing an object or phenomenon, we, first of all, must get acquainted with it, consider it as a whole. Identify the functional relationship of its parts, and only then describe. Having described an object or phenomenon, we must explain them (the functional relationship of their parts and the structure as a whole), formulate the law of their existence, and then prescribe how to control them, how to transform these objects and phenomena with the help of certain operations.

Independent work - as P.I. Pidkasy is not a form of organization of training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

It is important for students to give a method, a guiding thread for organizing the acquisition of knowledge, which means equipping them with the skills and abilities of the scientific organization of mental work, that is, the ability to set a goal, choose the means to achieve it, plan work in time. For the formation of a holistic and harmonious personality, it is necessary to systematically include it in independent activity, which in the process of a special type of educational tasks - independent work - acquires the character of problem-search activity.

In pedagogical work, scientists theorists, in unity with philosophers, psychologists, sociologists and physiologists, explore and theoretically substantiate this aspect of the problem in the light of the main personality traits of a representative of the modern era - initiative, independence, creative activity - as the main indicators of the comprehensive development of a person of our days. Studying the essence of independent work in theoretical terms, there are three areas of activity in which the independence of learning can develop - cognitive, practical, and organizational and technical. B.P. Esipov in the 60s substantiated the role, place, tasks of independent work in the educational process. In the formation of students' knowledge and skills, the stereotypical, mostly verbal way of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works of Ya.A. Comenius. Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem is teaching, the activity of the teacher without a sufficiently deep study and analysis of the nature of the activity of the student himself. Within the framework of the didactic direction, the areas of application of independent work are analyzed, their types are studied, the methodology for their use in various parts of the educational process is steadily improved. The problem of the relationship between pedagogical guidance and the independence of the student in educational cognition is becoming and to a large extent being solved in the methodological aspect. The practice of teaching was also enriched in many respects by informative materials for organizing independent work of schoolchildren in the classroom and at home.

The third direction is characterized by the fact that independent activity is chosen as the subject of research. This direction originates mainly in the works of K.D. Ushinsky. The studies that developed in line with the psychological and pedagogical direction were aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of activity. However, with all the achievements in the study of this area of ​​independent activity of a schoolchild, its process and structure have not yet been fully disclosed.

However, there are some structural principles for analyzing the meaning, place and function of independent activity. There are two options, close in essence, but having their own content and specifics: they determine (if they are united) the essence of the independent coloring of activity.

First group:

) operational component: a variety of actions, operating skills, techniques, both externally and internally;

) effective component: new knowledge, methods, social experience, ideas, abilities, qualities.

Second group:

) procedural component: selection, definition, application of adequate methods of action leading to the achievement of results;

) motivational component: the need for new knowledge that performs the functions of word formation and awareness of activity.

The actual process of independent activity is represented as a triad: motive - plan (action) - result.

So, in social terms, independent activity can be considered in a very wide range. In any relation of the individual to the world around him, in any form of his concrete interaction with the environment.

Classification of independent works

Depending on the place of execution, independent work is divided into performed:

in the classroom (laboratory, office, workshop or any other school premises);

during an extra-curricular or extra-curricular educational event (on a school experimental site, on a geographical site, on an excursion, and so on) at home.

Particularly "popular" among didacticians and methodologists was the classification of types of independent work based on sources of knowledge. This is work with an educational book, a newspaper, additional literature, an illustration, a map, an atlas, a herbarium, a collection of minerals, a compass, and so on. In the most complete form, such a classification was developed by V.P. Strezikozin. He distinguishes the following types of independent educational work of schoolchildren:

) work with the textbook (varieties - drawing up a plan of individual chapters, answers to teacher questions, analysis ideological content or artistic features of the work on teacher issues, characterization of characters, work on documents and other primary sources, and so on);

) work with reference literature (statistical collections, reference books on individual branches of knowledge and the national economy, dictionaries, encyclopedias, etc.);

) solving and compiling tasks;

) training exercises;

) essays and descriptions (based on key words, pictures, personal impressions, and so on);

) observations and laboratory work (work with herbarized material, collections of minerals, observation of natural phenomena and their explanation, familiarization with mechanisms and machines from models and in nature, and others).

) work related to the use of handouts (sets of pictures, figures, cubes, and so on;

) graphic works.

It should be borne in mind that the classification of independent work by sources of knowledge is auxiliary, since there cannot be tasks just to work with a book, table, map, and the like. There is always a meaningful goal.

The above classification of the types of independent work reflects its external side or, speaking from the point of view of the teacher's activity, the managerial side of this concept. Such a classification has a certain value, since it shows the variety of ways to include independent work in the learning activities of students. However, this approach to classification is one-sided. He does not reveal the inner content of the work, leaving in the shade the level of mental activity of schoolchildren. Many leading didacticians understood this and tried to somehow combine both sides of the content of independent work. The most characteristic in this regard is the classification developed by B.P. Esipov. Didactic purpose was chosen as its initial principle. Therefore, the types of independent work are distinguished according to the main links of the educational process. At the same time, characterizing the types of independent work he singled out, B.P. Esipov tried to show the extent of difficulty and problematicity in each of these types and the internal dynamics of the mental activity of students.

Displaying the inner side of the content of independent work is based on the consistent growth of productive and creative principles both in independent activity and in tasks that design this activity and reflect changes in the level of students' thinking. Continuous introduction of educational procedures into the process of assimilation of knowledge, requiring increasing independence and creativity of schoolchildren.

Classification of independent work according to M.I. Moreau:

a) based mainly on imitation, on the reproduction by schoolchildren of the actions of the teacher and his reasoning;

b) requiring students to independently apply the knowledge, skills and abilities previously acquired under the guidance of a teacher in conditions similar to those in which they were formed;

c) the same, but under conditions that differ to a greater or lesser extent from those that took place during the formation of knowledge, skills and abilities used by schoolchildren in the course of completing the task;

G) creative work, requiring students to show independence in posing a question and finding a way to solve it, independently conducting the necessary observations, independently obtaining a conclusion.

In accordance with the level of independent productive activity of students P.I. Pidkasty distinguishes 4 types of independent work:

according to the sample;

reconstructive;

variable;

creative.

Each of them has its own didactic purposes.

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

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

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

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

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

Thus, the application in practice of various types of independent work contributes to the improvement of the ability to work independently and the development of the student's independence. However, any work should begin with students' awareness of the purpose of actions and methods of action. .

Yu.B. Zotov puts forward the following:

Reproducing independent work according to the model is necessary for memorizing the methods of action in specific situations, the formation of skills and habits and their strong consolidation. The activity of students in the performance of such work is not entirely independent, since their independent actions are limited to simple reproduction, repetition of actions according to the model. However, the role of such works is very great. They form the basis for substitutions for the independent activity of the student. At the same time, the teacher determines the optimal amount of work for each student.

Reconstructive-variative independent work allows, on the basis of previously acquired knowledge and given by the teacher common idea independently find specific ways to solve the problem in relation to the given conditions of the task. Such works lead schoolchildren to a meaningful transfer of meanings to typical situations, teach them to analyze events, phenomena, facts, form techniques and methods of cognitive activity, contribute to the development of internal motives for cognition, create conditions for the development of the mental activity of schoolchildren and form the basis for further creative activity of the student.

Heuristic independent work forms the skills and abilities of finding an answer outside the known pattern. As a rule, the student determines the way to solve the problem himself, since the student already has the knowledge necessary for the solution, but sometimes it is not easy to select them in memory. The generalization of knowledge already available, their transfer to new situations, exercises in this provides the student with the development of skills to study independently.

Creative independent work is the crowning achievement of the system of independent activity of students. They allow students to acquire fundamentally new knowledge for them, consolidate the skills of obtaining them independently.

Thus, the independent work of students can be considered a set of methods for organizing the cognitive activity of students, proceeding according to the assignment at a certain time, without the direct guidance of the teacher.

Various types of independent work can be used to develop independent work skills. The development of a system of independent work, due to the development of the content of the studied material, ensures the advancement of students in the ability to analyze, design, creates the basis for students to identify general principles and patterns of the studied material and their further use as a way of activity, ensures the development of independent work skills of younger students.

Many classifications of independent work have been developed, they are based on external signs. More promising were attempts to show the inner essence of independent work by classifying tasks. Independent works are arranged in the classification, taking into account the development of students, their feasibility. It is important that the teacher does not stop at the reproductive independent work of students, but gradually complicates the prospects for developing the skills of independent work of younger students.

1.2 The main features of the development of independent work skills of younger students

Without the systematic organization of independent work of schoolchildren, it is impossible to achieve a lasting and deep assimilation of concepts and laws by them; To form students' activity and independence in mastering knowledge means to form an active interest in knowledge, to develop the ability to control their attention, readiness for the effort of thought, for hard work, for the ability to analyze educational material, compare it with previously studied, form the ability to independently apply what they have learned. knowledge in all life situations. Training is conducted in such a way that each lesson expands the knowledge of students and equips them with the ability to work.

Independent work in the classroom involves the preliminary preparation of children for its implementation. When preparing students for independent work, for completing a task, it is important to briefly and clearly set the goal of the work before them. At the same time, this preparation should introduce the children to the circle of those ideas and concepts that they will encounter when completing the task. All this is helped by a preliminary conversation with the students. In connection with the development of the student under the influence of training, the level of requirements for him should increase: the volume of independent tasks changes, their nature, the pace of the student's work, and the degree of independence increases.

The main part of independent work should be focused mainly on the lesson. It is here that students master the methods and techniques of working with a book, with teaching aids, in a lesson under the guidance of a teacher, children get used to learning to meaningfully observe, listen, talk about what they see and hear, not only gain knowledge, but also apply it in various conditions. Independent work of students should be an integral part of all parts of the learning process. Independent work will be quite effective both in relation to the assimilation of knowledge by students and in relation to their abilities, if it is organized in a system of lessons.

Methods of instructing the organization of independent work of students should be modified in order to gradually provide students with more independence. It is necessary to go from showing a sample and dissecting instructions on individual parts of the task to presenting instructions that require students to independently search for certain materials, means, actions, as well as instructions that open up opportunities for schoolchildren's creativity. It is also necessary to practice the planning of work by the students themselves under the guidance of a teacher. It is necessary to promote in every possible way the development of constructive abilities in schoolchildren, encouraging their initiative in various fields of creative activity.

In order to teach students to work independently in the classroom, it is necessary to regularly teach them methods of independent work: self-control and self-assessment during the joint work of the teacher with all students. It is necessary to work out the organizational forms of collective (pair) independent work, including these forms in the process of explanation or consolidation. In order for independent educational activity to proceed successfully, it is necessary to check the results of all types of independent work for everyone. Such controllability can be achieved by entrusting a large part to the students. But before entrusting, you need to consult, control the quality of self-examination and mutual inspection, and clearly identify the object of control.

When the control is on, the quality of independent work is checked, the ability to evaluate the work of a friend. When control is disabled, the task is given to the student after he is disconnected from independent work.

Independent cognition is possible only if a person knows how to cognize and owns the methods of cognition. It is impossible to master them without independent work. Therefore, independent work plays an important role in ensuring the mastery of specific ways of learning new things.

Independent work is also of great importance when repeating, consolidating and testing knowledge and skills.

I.B. Istomina writes that the development of independence, initiative, and a creative attitude to work are the requirements of life itself, which largely determine the direction in which the educational process should be improved.

It is possible to form schoolchildren's independence in cognitive activity only if the student learns to overcome difficulties in the process of acquiring knowledge, especially at the stage of their application. Volitional processes are organically connected with activity, the rudiments of will are already contained in needs, as the initial motivations of a person to act. From this it follows that the motivational and content-operational components of cognitive independence are closely related to volitional processes.

Organization and conduct of independent activities requires a special approach. Therefore, it is necessary to carefully consider lesson plans, determine the content and place of independent work, forms and methods of its organization. Only in this case the independent activity of students will be conscious. At the same time, the teacher must provide for the level of complexity and volume of work, the difficulties and possible errors that children may encounter in the course of its implementation. When organizing independent work, it is also necessary to consider monitoring and assisting students. As a rule, primary school teachers use independent work in the process of consolidating and controlling educational material, and they formulate tasks at the reproductive level. Sometimes teachers forget about the possibility of organizing independent activities of students with various didactic goals. The following goals of independent work are distinguished: updating the knowledge of students; learning new knowledge; consolidation and repetition of students' knowledge; testing the knowledge and skills of students.

It is important that the tasks offered to students for independent completion are feasible for them and given in a certain system. The basis of this system should be a gradual increase in the independence of children, which is carried out by complicating both the material and mental tasks, as well as by changing the role and leadership of the teacher. In connection with the indicated conditions for the success of independent work, instruction is of great importance, which is carried out by the teacher before the start of independent work in oral, written and visual forms. During the briefing, the purpose and significance of the upcoming independent work are explained, a task is given for it, and depending on how much the students possess the necessary skills and abilities. Independent work achieves the greatest success only when students realize and realize both the final results of their achievements and the mistakes that they made in the course of work. An important role in this is played by the teacher's analysis of the work of students. This work has an impact on the effectiveness of learning if the teacher forms the activities of students aimed at self-control of the results of their educational activities.

In order for independent work to give positive results, help students to acquire knowledge and acquire skills, contribute to the development their abilities, the teacher must comply certain conditionsthat have been developed through teaching practice.

So that they have the knowledge and skills that they will need to use on their own.

They first master each new type of work for them with the direct participation of the teacher, who teaches them the appropriate techniques and procedures.

Work that does not require any mental effort from students, is not calculated on the manifestation of their ingenuity, will not be independent. It will have no developmental value.

The task should be given in such a way that students perceive it as their own cognitive or practical goal and actively strive for better success.

If there are students in the class for whom the task is generally unbearable for any reason, then the teacher gives these students special, individual tasks.

When organizing independent work, the following requirements must be observed:

Any independent work should have a specific goal.

Each student must know the order of execution and master the techniques of independent work.

Independent work should correspond to the learning abilities of students.

The results or conclusions obtained during independent work should be used in the educational process.

A combination of different types of independent work should be provided.

Independent work should ensure the development of students' cognitive abilities.

All types of independent work should ensure the formation of the habit of independent knowledge.

In tasks for independent work, it is necessary to provide for the development of the student's independence.

The organization of independent educational activities to solve various educational problems includes the following stages:

implementation of the found plan;

checking the correctness of actions, the truth of the answer;

analysis of other possible solutions, evidence, options for action and their comparison with the first.

In order to teach students to work independently in the classroom, it is necessary to regularly teach them the methods of independent work: self-control and self-assessment during the joint work of the teacher with all students. It is necessary to work out the organizational forms of collective (pair) independent work, including these forms in the process of explanation or consolidation. In order for independent educational activity to proceed successfully, it is necessary to check the results of all types of independent work for everyone. Such controllability can be achieved by entrusting a large part to the students. But before entrusting, you need to consult, control the quality of self-examination and mutual inspection, and clearly identify the object of control.

When checking written independent works, mutual control is carried out in a static pair. The main condition is friendly relations. When performing oral types of independent work, collective training should be used, i.e. work in various pairs - static, dynamic, variational. It is necessary to create conditions and motivation for the active work of each student, taking into account his individual characteristics. Assignments for independent work should be dosed so that until the end of the lesson, students work hard either collectively or on assignments with adaptation.

When the control is on, the quality of independent work is checked, the ability to evaluate the work of a friend. When control is disabled, the task is given to the student after he is disconnected from independent work.

When organizing independent work, the main thing is to arrange the exercises in a system that ensures a gradual increase in the degree of independence of students.

The methodology of independent work of each type is built in such a way that at each stage of the task, the teacher teaches students to think, search for and find an answer to the question posed, independently analyze the given situation, identify the relationship between heterogeneous objects, put forward a hypothesis about the observed relationship, verify its validity and apply your guess to determine the unknown number.

The development of independent work skills is formed level by level and stage by stage.

The first level is reflective-reproductive, which is characterized by more or less accurate reproduction by students of knowledge and techniques in the volume and content in which they were obtained in the learning process.

The second level is productive, it involves some mental processing of knowledge about known objects, an independent choice of methods and techniques for studying them, as well as a synthesis of knowledge obtained from other sources or as a result of one's own mental activity.

The third level is creative. It is characterized by a deeper mental processing of the acquired knowledge, the use of acquired skills in working with new objects, the ability to consider them from different points of view, as well as the ability to introduce research elements into their educational activities.

The role of the teacher in the formation of independence as a personality trait of a student is now understood as an active, purposeful, consistent work to develop students' creative cognitive independence. At the same time, the activity of the teacher in organizing independent work should be sufficiently high. The teacher sets a goal, thinks through the process of independent work and means on the way to the goal; taking into account age characteristics and individual capabilities, determines the methods and techniques that will ensure success in work.

Independent work of primary school students is an integral element of the learning process. Without it, it is impossible to ensure the unity of teaching and independent learning of the child. It is rational to combine methods of independent work with other teaching methods. For example, by increasing the share of independent practical work, independent resolution of problem situations, the implementation of independent inductive and deductive conclusions. In all cases, when a teacher wants to especially actively develop the educational independence of younger students, the ability to study rationally, he prefers independent work, which will dominate in combination with other teaching methods, emphasizing the independent activity of students. In this case, the student performs his activities without direct guidance from the teacher, although he uses his task (instruction), but at the same time shows his initiative.

All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the student's work with the book. Performing written exercises, writing essays, stories, poems, and the like are independent creative works that require more activity and efficiency.

By definition, independent work in the process of teaching younger students should teach children to think, acquire knowledge on their own, and arouse interest in learning at school. From the foregoing it is clear that independent work is of great importance in teaching schoolchildren. Many independent work is understood as the activity of the student without the direct help of the teacher. Its essence is seen in the fact that the student reads on his own, writes on his own, listens on his own, decides on his own, answers on his own, and the like. The main thing here is the initiative of the student. It is important that the student acts on his own.

Others believe that the student's independent work should be understood as an activity that requires mental effort. This understanding is modern and promising, although it is based on the fact that the student does everything himself. However, the fundamental difference lies in the fact that the nature of the student's cognitive activity, its intensity, is taken into account.

There are discrepancies in the definition of the classification features of independent work and in the conditions of their organization.

The unity of opinions of scientists and practitioners is observed in the list of signs of independent work:

the presence of the task of the teacher;

availability of time for its implementation;

availability of results in the form of oral answers, written and graphic works;

the need for mental stress;

providing training for students in the creative application of knowledge and the ability to extract it.

Thus, conducting independent work in the classroom contributes to the development of students to independently search for new solutions to problems; gives the opportunity to use existing knowledge and skills in new situations. The quality of students' assimilation of educational material, the level of development of independent work skills will depend on the conditions for organizing, conducting and monitoring the independent activities of younger students. The teacher is required to effectively select methods and techniques for organizing and conducting independent work of students. In addition, younger students should be aware of the goal of doing independent work, if they have a desire to achieve this goal, then the results of doing independent work will be at the proper level.

1.3 Organization of independent work of younger students through research activities

In the studies of many teachers and psychologists, it is emphasized that the originality of thinking, the creativity of schoolchildren are most fully manifested and successfully developed in a variety of educational activities that have a research orientation. This is especially true for elementary school students, since it is at this time that learning activity becomes the leading one and determines the development of the child's basic cognitive features.

Research interest is a personality trait inherent in a child to a particularly strong degree. And the teacher needs not to extinguish this interest, but to support and develop it.

Research activity is understood as the activity of younger schoolchildren associated with the solution by students of a creative, research problem with an unknown solution in advance and suggesting the presence of the main stages characteristic of research in the scientific field: problem statement; study of theory related to the chosen topic; selection of research methods and practical mastery of them; collection of own material; analysis and generalization of the material: own conclusions.

The idea of ​​using research as a teaching method has been known since the time of Socrates (conversation-research), the organization of purposeful learning, in which the student was put in the position of the first researcher of a particular problem and must independently find a solution and draw conclusions, appeared in pedagogy at the end of the 19th century (A.Ya. Gerd, R.E. Armstrong, T. Huxley), subsequently widely used in domestic practice (B.V. Vsesvyatsky, I.P. Plotnikov, V.Ya. Stoyunin, I.I. Sreznevsky, etc.).

The term "research method" was proposed by B.E. Raikov in 1924, by which he understood "... a method of inference from specific facts independently observed by students or reproduced by them in experience." Other names for this method are also used in the pedagogical literature - heuristic, laboratory-heuristic, experimental-testing, laboratory lesson method, natural science, research principle (approach), heuristic research method, project method.

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.

A.I. Savenkov, emphasizing that the foundation of exploratory behavior is the mental need for search activity in an uncertain situation, gives a different definition: "Research activity 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 It logically includes motivating factors (search activity) of exploratory behavior and mechanisms for its implementation.

The purpose of research activity is always to obtain new knowledge about our world - this is its fundamental difference from educational, educational and cognitive activities: research always involves the discovery of a certain problem, a certain contradiction, a white spot that needs to be studied and explained, therefore it begins with a cognitive needs, search motivation.

IN general plan research activity is considered as an activity, the result of which is the creation of new material and spiritual values. A look at this problem from the point of view of developmental psychology and pedagogy reveals the need to clarify such an interpretation. First of all, it concerns the effectiveness of both main characteristic research activities. From this point of view, children's play, for example, does not create value in the common sense of the word. And yet, they talk about creative play, about the ability of children to look at the world around them in a unique way, to transform it in their fantasies.

Very often in modern pedagogical literature, the concepts of "research teaching methods" and "method of projects" or " project-based learning". In fact, there are significant differences between them.

The word "project" comes from the Latin projtctus (thrown forward). Design, in its most simplified form, can be viewed as the process of developing and creating a project (product). The project method involves drawing up a clear plan for ongoing research, inevitably requires a clear formulation and awareness of the problem under study, the development of real hypotheses, their verification in accordance with a clear plan, etc. "Design is not creativity to the full, it's creativity according to a plan within certain controlled limits."

Unlike design, research activity should initially be freer, more flexible, and there can be much more room for improvisation.

But at the same time, research training should resemble scientific research as much as possible, and, therefore, meet at least three conditions:

strive to define and express the quality of the unknown with the help of the known;

by all means measure everything that can be measured, if possible, show the numerical ratio of what is being studied to what is known;

always determine the place of what is being studied in the system of the known.

The study 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.

Design stages:

formulation of the problem;

development of a concept (hypothesis);

determination of the goals and objectives of the project, available and optimal resources for activities;

creating a plan;

organization of project implementation activities;

In working with children, both project methods and research teaching methods are useful, and, therefore, it is necessary to carry out both projects and research work. In practice, most often they are combined into design and research activities. Design and research activity - the activity of designing your own research, which involves the allocation of goals and objectives, the allocation of principles for the selection of methods, planning the course of the study, determining the expected results.

The main difference between educational project-research activity and scientific activity is that as a result of it, students do not produce new knowledge, but acquire research skills as a universal way of mastering reality.

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).

Research data (L.P. Vinogradova, A.V. Leontovich, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at the initial stage of school education.

Schoolchildren's research activities are a priority for primary school age.

Primary school age is one of the most important stages in a child's life, which largely determines his further development.

Research activity in junior school age is at the stage of formation, which determines its specific features:

the inclusion of a younger student in research activities is based on the cognitive interest most inherent in this age;

given the poor experience of a younger student in research activities, a significant role in the organization of research activities is played not only by children's research, but also by special classes in the formation of relevant skills;

research skills that are formed in the process of research activities are an integral part of the general educational skills necessary for students to succeed in their educational activities.

In the process of involving younger schoolchildren in educational and research activities, the teacher faces the problem of organizing the solution of common educational and research problems at different levels of development of students' research experience. In solving this problem, one should proceed from the fact that it is necessary to select such methods and forms of work in which students could show and enrich their individual research experience. It is most convenient to organize research activities in the lessons of the surrounding world, since the material being studied contributes to this. .

Research activities of younger students can be very diverse. Often, information and communication technologies are used in its implementation. This is the search for information on the Internet, and the presentation of the results of work in the form of a multimedia presentation. Undoubtedly, students' mastery of ICT corresponds to the modern tasks of education. But one more point should be noted: in order to organize the research activities of students, the teacher himself must be a researcher. Only a creator can educate a creator.

In the organization of research training, three levels can be distinguished:

first: the teacher himself poses the problem and outlines solutions, the student himself has to find the solution;

second: the teacher poses a problem, but the ways and methods of solving it, as well as the solution itself, the student has to find on his own;

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

The teacher determines the level, form, time of research depending on the age of the students and specific pedagogical tasks.

The formation of research activities, as a rule, takes place in several stages.

The first stage corresponds to the first grade of elementary school. The tasks of enriching the research experience of first-graders include:

maintaining the research activity of schoolchildren on the basis of existing ideas;

development of skills to raise questions, make assumptions, observe, make subject models;

the formation of initial ideas about the activities of the researcher.

The second stage - the second grade of elementary school - is focused on:

to acquire new ideas about the features of the researcher's activity;

on the development of skills to determine the topic of research, analyze, compare, formulate conclusions, draw up research results;

to support the initiative, activity and independence of schoolchildren.

The inclusion of younger students in educational and research activities is carried out through the creation of a research situation through educational and research tasks and tasks and the recognition of the value of joint experience. At this stage, the following methods and methods of activity are used: in lesson activities - educational discussion, observations according to the plan, stories of children and teachers, mini-research; in extracurricular activities - excursions, individual drawing up of models and schemes, mini-reports, role-playing games, experiments.

The inclusion of schoolchildren in teaching and research activities should be flexible, differentiated, based on the characteristics of the manifestation of the individual research experience of children.

The third stage corresponds to the third and fourth grades of elementary school. At this stage of education, the focus should be on enriching the research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods, understanding the logic of research and developing research skills.

The specificity of the research activity of younger students also lies in its multisubjectivity. In addition to the student and his supervisor, the subjects of activity are the parents, without whose support and help the research activities of younger students are significantly hampered.

Pedagogical conditions for the formation of research skills of younger students:

Taking into account the age and individual characteristics of children: the use of adequate teaching methods; adaptation of concepts related to research activities to the age of students; availability of forms and methods of research, compliance of research topics with age characteristics and personal interests of younger students.

The motivation of students' research activity is realized by creating situations of practical and intellectual difficulties in classroom and extracurricular activities, actualizing the need for new knowledge, expanding the range of students' interests, informing them of knowledge about research activities and its significance for a person.

The activities of the teacher, realizing the position of the organizer of educational and research activities. The teacher must have knowledge of research activities, be involved in cooperation and co-creation, have creative potential for organizing the process of educational research that is appropriate for the age and interests of children, create a creative educational environment by organizing search, encouraging creative undertakings and actions of children, using creative research tasks, productive teaching methods, creating opportunities for self-realization of students, for the manifestation of their independence and initiative.

Younger students use the widest typology of questions. Questions of such types: what is it?, who is it?, why?, why?, for what?, from what?, is there?, does it happen? ?, if?, where?, how much? As a rule, when formulating a question, children of primary school age imagine the real situation and how they act in this situation. Such thinking, in which the solution of a problem occurs as a result of internal actions with images of perception or representation, is called visual-figurative. Visual-figurative is the main type of thinking in primary school age. A verbally expressed thought that does not have support in visual representations can be difficult for these children to understand. Of course, a younger student can think logically, but it should be remembered that this age is more sensitive to learning based on visualization.

The organization of research activities, taking into account the age characteristics of children, as well as the definition of research activities of younger students, allows us to distinguish five groups of research skills 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 children of primary school age are defined 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.

Conditions for the effectiveness of research activities:

The student must want to do research. The teacher should also want this (to conduct this particular study). If the direction, the topic is not of interest to at least one of the two interacting parties, the study will not work.

The student must be able to do this. But, first of all, the teacher should be able to do this. How can you manage research activities if you do not imagine the entire structure of the work, do not know the methodology, and cannot determine the directions of detail? To perform the work, the student must already have certain competencies.

The student must be satisfied with his work. (And the teacher too - from his activities and from the work of the student).

Thus, research activity is an organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness.

At primary school age, research activity is a specific educational activity that implies the presence of the main stages characteristic of scientific research and is focused on the discovery of personally significant knowledge for the student, the formation of research skills.

The pedagogical conditions for the organization of research activities of younger students are: familiarization of younger students with the content and technique of performing research, the formation of students' skills for independent work, the formation of self-control skills and the development of students' creative abilities and initiative.

Chapter 2 Organization of the process of research activities in the lessons of the world around as a means of developing skills for independent work

2.1 Identification of the development of independent work skills in younger students at the ascertaining stage

To find out what junior schoolchildren of the 2nd grade are able to do independently in the educational process, in which they experience difficulties, an experiment was conducted to study the independence of the child.

The study was conducted in the third quarter of the academic year 2013-2014 on the basis of the MBOU of the village of Naryn, Erzin district "Secondary school" in the 2nd grade.

The purpose of the ascertaining experiment is to reveal the level of independent work skills.

It is important to evaluate the child's progress not in comparison with the successes of others, but to evaluate the results achieved by him, comparing his current successes with the past, emphasizing his development and progress. At the same time, it is important to note the efforts of the child and the efforts made by him to achieve good results in learning, work, and social work.

The upbringing, development, formation of the personality of the child is carried out every day in everyday life, therefore it is very important that the daily life and activities of the student become diverse, meaningful and built on the basis of the highest moral relations.

The diagnostic methods used in the course of the experiment to study the educational independence of students consisted in the criteria for the levels of cognitive independence and were built on the basis of the level gradation of various authors.

The issue of identifying criteria for the levels of formation of cognitive independence has been repeatedly considered in the literature.

For example, I.Ya. Lerner distinguishes four levels of cognitive independence based on the ability to learn in the process of purposeful creative search, describing them as follows:

th level. Students independently and conclusively build one or more direct conclusions from one source.

th level. The ability to convincingly come to several parallel direct conclusions based on several different data.

th level. The ability to draw one or more indirect conclusions from one or more given conditions, all conclusions must be isolated from each other.

th level. The ability to draw indirect conclusions based on identifying relationships between various given conditions.

ON THE. Polovnikova names three levels of development of cognitive independence of students, based on the degree of mastery of methods of independent cognitive activity.

The initial stage, low level - bringing samples of the main forms of cognitive activity to students. Assimilation of samples of the main forms of cognitive activity means reaching the first level of development of the considered quality - the acquisition of copying independence.

The main stage, the middle level - the formation of the main methods of cognitive activity. Having mastered the basic methods, the student acquires a general approach to solving cognitive problems of the appropriate type and enters the second level of cognitive independence - acquires reproducing - selective independence.

The highest stage or the highest level - the system of educational work for the development of cognitive independence of students - assumes that the main task of the teacher is to exercise for students in the creative application of the learned methods, techniques - and skills of cognitive activity and their further improvement. Having mastered this ability, the student acquires creative independence. Skills, techniques and methods of cognitive activity, characteristic of one subject, are private methods. But, with their further communication, they are composed in common methods educational activity. This basically characterizes the independence of the student in cognition, his mental development.

The highest level is when students independently read, analyze, tell a text and already draw conclusions, without the help of adults.

The average level, when students independently read, analyze, retell the given text, but turn to adults for help to draw conclusions.

Low level, students only read the given text without drawing any conclusions.

The experimental program included the following conditions:

-evaluation criteria are defined;

-fixing the results of the experiment was carried out in a tabular version;

-interpretation of the results of the experiment is presented in dynamics.

To determine the level of development of students' skills of independent work, a complex modified methodology of G.N. Kazantseva.

1. Complex modified technique of G.N. Kazantseva "The study of interest in the subject"

Table 1 - The results of identifying the attitude of students to the subject (control stage)

Statements How many children What percentage of children Yes No Yes No1. This subject is interesting. 2. The subject is easy to digest. 3. The subject makes you think. 4. The subject is entertaining. 5. Good relationship with the teacher. 6. The teacher explains interestingly. Why are you studying at all? 7. I want to achieve complete and deep knowledge. 8. Parents force 9. The class teacher forces. 10. The lesson is interesting, because together with the teacher we solve educational problems. 5 5 4 4 5 5 4 6 7 510 10 11 11 10 10 11 9 8 1035% 35% 27% 27% 35% 35% 27% 40% 47% 35%65% 65% 63% 63% 65% 65% 63% 60% 46% 65%

Three levels were identified during the experiment:

High level - this subject is interesting, as the subject is easy to learn, good relationship with the teacher, the teacher explains the material in an interesting way.

Intermediate level - the subject is not very interesting, because the teacher and parents are forced to study, the students themselves do not show activity and interest in the subject.

Low level - the subject is not interesting, since the teacher works only according to the textbook, does not make you think, it is hard to perceive.

The results presented in table 3 are reflected in the histogram in the figure

Figure 1 - The results of the attitude of students to the subject "World around".

The diagram shows that the high level is 20%. These are children who study well or perfectly. They want to achieve complete and deep knowledge on their own.

The average level is predominant - 45%. They learn this subject because their parents and teacher force them to. They themselves do not show initiative and active interest.

Low level - 35%. Almost most of the children answered that they did not like the subject "The world around us" at all, since the teacher does not explain the material in an interesting way, works only according to the textbook, and does not allow them to work independently.

1. Questioning to identify the attitude of students to independent work.

Purpose: to identify the level of independence and the level of student achievement.

To identify the attitude of students to independent work and its individual types; the motives of independent activity and the needs of students in the pedagogical guidance, the students were offered a closed-type questionnaire. (Annex 1)

After the survey, the results presented in Table No. 2 were obtained.

Table 2 - Table for identifying students for independent work (control stage)

Questions Answers How many children. How many percent of children maintenance1. Attitude towards independent work. A) positive B) indifferent C) negative2 6 7 13% 40% 47%2. What attracts you to independent work? A) The desire to get a mark B) The ability to show independence C) The desire to test their knowledge. D) Desire to receive praise from parents, teachers, etc. 5 2 2 634% 13% 13% 40%3. Do you like to work on your own? A) I love B) I don't like3 1220 754. Can you work on your own in class. A) positive B) indifferent C) negative 2 2 11 13% 13% 74%

Interpretation of results.

A high level of independence of a younger student is characterized by a conscious, stable cognitive orientation, shows an increased interest in the subject, and an emotional predisposition to it. Motives of self-education, focus on self-improvement of ways of obtaining knowledge, proactive, creative approach, curiosity.

The middle level, where the younger student takes a responsive-emotional position, but does not seek to express his attitude to nature in creative activity. Broad cognitive motivation, interest in new entertaining facts, phenomena. Knows how to argue his point of view on an insignificant level, random operation of cause-and-effect relationships. External activity and performing activity at work.

A low level is characterized by a negative attitude and lack of interest in the subject, lack of formation and lack of educational motivation, lack of an emotional barrier.

Chart 2 was built on the basis of table 2.

Figure 2 - Identification of attitude towards independent work

It can be seen from the diagram that the attitude towards independent work in the 2nd grade in 20% of children has a positive attitude towards independent work, these are children who study at 4, 5, i.e. There is parental control over homework.

And 55% are indifferent to independent work in the lessons of the world around them, since they do not know how to work independently.

35% of children have a negative attitude towards independent work, as they are used to working constantly under the guidance of a teacher.

In the organization of independent work, schoolchildren proposed to make the following changes: exclude homework, increase the time for completing work, offer creative tasks and tasks to choose from more often.

Thus, the low and average performance in the subject "World around" is due to the fact that in independent work it is necessary to use tasks of varying complexity for weak and successful younger students. Naturally, it is difficult for weak younger students to cope with complex elements in the task, so they have no interest in the subject and hence low academic performance.

3. The method of questioning parents to determine the independent activities of their children.

Purpose: Revealing the levels of independent activities of children.

Parents were offered a questionnaire to find out what their children do at home on their own and what tasks they perform without being reminded. (Annex 1).

Table 3. The results of the survey of parents to determine the independent activities of their children.

Questions Answers (number) Fail Low Adult-supervised Medium Self-directed High1. Doing homework: a) performs exercises in the Russian language; b) teaches poetry, reads and retells reading stories; c) solves examples and problems in mathematics; d) reads additional literature on the surrounding world. 2. Reads books; 3. Watching educational TV shows; 4. Attends sports sections and circles; 5. Studying at a music or art school 6. Performs household chores: a) cleans up things in the room; b) makes the bed; c) clear the dishes from the table; d) water indoor plants; d) remove dust. 50% 45% 40%% 60% 45% 60% 65% 50% 60% 50% 55% 45% 60% 30% 25% 25% 10% 20% 15% 10% 20% 10% 15% 20% 20 % 55% 20% 30% 35%% 30% 35% 25% 25% 30% 30% 35% 25% 35% 20%

The results presented in Table 3 are reflected in the histogram in Figure 3.

Figure 3. Determination of independent activities of children (control experiment)

During the experiment, 3 levels were identified:

High level - it was determined that 4 students (25%) do their homework without the help of adults; read additional literature on the world around; perform household chores; with interest attend sports sections and circles.

Intermediate level - 6 students (40%) independently perform exercises in the Russian language; learn poetry, read and retell stories by reading; solve examples and problems in mathematics; find it difficult to do homework around the world, perform under the guidance of adults.

Low level - 5 students (35%) homework, home assignments are difficult to perform when reminded and under direct supervision

During the ascertaining experiment, it was found that the average level of independence prevails, but there are also children with a low level of independence. Only a few children have a high level of independence.

According to the results of the experiment, it can be concluded that at the ascertaining stage, students still do not know how to work independently, they use the help of a teacher and parents

Thus, children are by nature explorers. An indefatigable thirst for new experiences, curiosity, a constantly manifested desire to experiment, to independently seek the truth is characteristic of all children's ages. An important condition for the development of children's curiosity, the need for independent knowledge of the world around them, cognitive activity and initiative in elementary school is the creation of a developing educational environment that stimulates active forms of cognition: observation, experiments, research, discussion of different opinions, etc.

2.2 Organization of the process of research activities in the lessons of the world around

At present, great importance is given to improving the quality of the educational process. Active creative teaching methods should play a leading role in achieving the goal. One of these methods is the research activity of younger schoolchildren, which is based on the ability to independently solve the problem, and, consequently, develop independent work skills, develop search, evaluation, communication skills and skills of schoolchildren.

As studies by German scientists have shown, a person remembers only 10 of what he reads, 20 of what he hears, 30 of what he sees, 50-70 of what he sees, 50-70 is remembered when participating in group discussions, 80 - with independent detection and formulation of problems. And only when the student is directly involved in real activities, in independent problem posing, development and decision-making, formulation of conclusions and forecasts, does he remember and assimilate the material at 90.

Thus, the research activity used in the educational process will be an effective means of developing independent work skills.

The research activity of younger students is a joint activity of students, teachers, parents. The purpose of research activity is to create favorable conditions for the development of a creative personality. Choosing a research topic, you need to take into account the interests of the child.

The subject "The World around" was introduced into the primary school curriculum in the 90s of the XX century. The importance of this decision of the Ministry of Education of the Russian Federation is determined by the fact that "The World Around" is an integrated course that provides a holistic perception of nature, society and man and positively affects the mental and social development child. Particular attention in the course of studying the course is paid to the formation of the student's ability to learn: to understand the learning task, to model the learning situation, to make assumptions, to conduct self-control of the course and result of learning activities. Modern schoolchildren are distinguished by curiosity and greater awareness. Unfortunately, this knowledge of children, as a rule, is not systematized and fragmented. The reason is that more and more objects and phenomena are included in the circle of communication. With whom we communicate indirectly. If in the past a small person of 5-9 years old knew well only those objects and phenomena that directly surrounded him in the family, in the yard, at school, now the situation has changed radically. Thanks to television, movies, computers, the Internet and books, children can know much more about various phenomena and facts far from their homes than about the surrounding objects.

As a result, different students have different knowledge and have different questions about the world around them. The teacher faces a difficult task to build a lesson in such a way that, on the one hand, answer all the questions of the children and satisfy the curiosity of the students, and on the other hand, ensure the assimilation of the necessary knowledge.

The means of upbringing and education of a primary school student is acquaintance with a holistic elementary scientific picture of the world. It is very important from the very first steps of the child at school to teach him a holistic view of the world. Then the answer to any question that arises in a schoolchild can be easily answered, since children from the very first steps of studying the world around them are taught to look for the place of each phenomenon of nature and economy in it.

A textbook that includes only such specially selected questions that can be presented to younger students without popularization is not suitable for solving the task at hand. After all, with this approach, most of the questions that arise in the guys cannot be answered. As a result, the children will not develop a holistic view of the world around them. This, in turn, will not allow them to easily perceive new information, since it is difficult to associate it with a small number of established ideas and concepts.

A different situation will develop when using the course, which includes the proposed integrated course of the surrounding world within the framework of the educational system "Schools of Russia". Schoolchildren are introduced to broad ideas about the world, which form a system that covers the entire world around them. At the same time, the most important concepts studied in detail explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that the children have. The presentation of a relatively complete picture of the world will make it possible to give a creative research character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help comprehend their experience.

A person is inseparable from those experiences (emotions, feelings of evaluation) that he experiences in relation to everything that happens around him.

Thus, another goal is to help the student in the formation of personal perception, emotional, evaluative attitude to this world. It is within the framework of this line of development that the tasks of humanistic, environmental, civic and patriotic education are solved. It is the student's independent determination of his position that will ultimately help to find the answer to the question: in the relationship "man-nature", "man-society". At the present stage, the only strategy for human survival in relations with nature is the transition to an ecological economy, which will not destroy natural ecosystems, but will integrate into them. In relationships between people, the main priority is the formation of civil self-awareness of a tolerant person - a person who is able to independently determine his position, be interested and tolerant of the positions and interests of other people in achieving these goals.

The activity approach is the main way of obtaining knowledge. The inclusion of a holistic picture of the world, accompanied by a clear expansion of content, requires significant changes in the didactics of natural science in elementary school.

Traditionally, learning is based on the acquisition of knowledge. To acquaint the children with the picture of the world and teach them how to use it to comprehend the world and streamline their experience. Therefore, the learning process should be reduced to developing the skill of interpreting one's experience. This is achieved by the fact that the children in the learning process learn to use the acquired knowledge while performing specific tasks that imitate life situations. Solving problematic creative productive tasks is the main way to comprehend the world. At the same time, a variety of knowledge that schoolchildren can remember and understand is not the only goal of learning, but is only one of its results. After all, sooner or later this knowledge will be studied in high school. Children will not be able to get acquainted with a holistic (taking into account age) picture of the world later, as they will study the world separately in classes in different subjects.

In general, students should develop the ability to understand and learn about the world around them, i.e. meaningfully apply the acquired knowledge to solve educational, cognitive and life tasks.

Description of the value orientations of the content of the subject.

The value of life is recognition human life and the existence of life in nature as a whole as the greatest value, as the basis for genuine ecological knowledge.

The value of nature is based on the universal value of life, on the awareness of oneself as a part of the natural world - a part of animate and inanimate nature. Love for nature means, first of all, caring for it as a habitat and human survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

The value of a person as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and socio-moral health.

The value of truth is the value of scientific knowledge as part of the culture of mankind, reason, understanding the essence of being, the universe.

The value of labor and creativity as a natural condition of human life, a state of normal human existence.

The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom, naturally limited by the norms, rules, laws of society, of which a person is always a member in all social essence.

The value of humanity is a person's awareness of himself as part of the world community, for the existence and progress of which peace, cooperation of peoples and respect for the diversity of their cultures are necessary.

All the results (goals) of mastering the educational and methodological course form an integral system together with subject means.

Lessons of the world around in the 2nd grade.

The study of the course "The world around us" in elementary school is aimed at achieving the following goals:

the formation of a holistic picture of the world and the awareness of a person’s place in it on the basis of the unity of rational-scientific knowledge and the child’s emotional-valuable understanding of personal experience of communication with people and nature;

spiritual and moral development and education of the personality of a citizen of Russia in the conditions of cultural and confessional diversity of Russian society.

Main tasks implementation of the course content are:

) developing a respectful relationship with the family, locality, the region in which children live, to Russia, its nature and culture, history and modern life;

) the child's awareness of the value, integrity and diversity of the world around him, his place in it;

) formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;

) formation of psychological culture and competence to ensure effective and safe interaction in society.

The specificity of the course "The World Around" is that, having a pronounced integrative character, it combines natural science, social science, historical knowledge in equal measure and gives the student the material of natural and social sciences and the humanities necessary for a holistic and systematic vision of the world in / his the most important relationships. .

Acquaintance with the principles of the natural and social sciences in their unity and interrelationships gives the student the key (method) to comprehend personal experience, allowing you to make the phenomena of the world around you understandable, familiar and predictable, find your place in the immediate environment, predict the direction of your personal interests in harmony with the interests of nature and society, thereby ensuring in the future both their personal and social well-being. The course "The World around" presents children with a wide panorama of natural and social phenomena as components of a single world. In the basic school, this material will be studied differentially in the lessons of various subject areas: physics, chemistry, biology, geography, social science, history, literature and other disciplines. Within the framework of this subject, thanks to the integration of natural-science and social-humanitarian knowledge, the tasks of environmental education and upbringing, the formation of a system of positive national values, ideals of mutual respect, patriotism based on ethno-cultural diversity can be successfully solved, in full accordance with the age characteristics of a younger student. and general cultural unity of Russian society as the most important National treasure Russia. Thus, the course creates a solid foundation for the study of a significant part of the subjects of the basic school and for the further development of the individual.

Using the knowledge accumulated by the natural and social sciences and the humanities to comprehend the child's personal experience, the course introduces a value scale into the process of comprehending the world, without which it is impossible to form positive goals for the younger generation. The course "The World around" helps the student in the formation of personal perception, emotional, evaluative attitude to the world of nature and culture in their unity, educates morally and spiritually mature, active, competent citizens who are able to assess their place in the world and participate in creative activities for the benefit home country and planet Earth.

The significance of the course also lies in the fact that in the course of its teaching, schoolchildren master the basics of practice-oriented knowledge about man, nature and society, learn to comprehend causal relationships in the world around them, including on the diverse material of nature and culture of their native land. The course has ample opportunities for the formation of the foundation of environmental and cultural literacy and relevant competencies in younger students - the ability to make observations in nature, set up experiments, follow the rules of conduct in the world of nature and people, the rules of a healthy lifestyle. This will allow students to master the basics of adequate natural and cultural behavior in the surrounding natural and social environment. Therefore, this course, along with other primary school subjects, plays a significant role in the spiritual and moral development and education of the individual, forms the vector of cultural and value orientations of the younger student in accordance with domestic traditions of spirituality and morality.

An essential feature of the course is that it lays a substantive basis for the broad implementation of interdisciplinary connections of all disciplines of elementary school. The subject "The World around" uses and thereby reinforces the skills acquired in the lessons of reading, Russian language and mathematics, music and fine arts, technology and physical culture, together with them accustoming children to rational-scientific and emotional-value comprehension of the world around.

General characteristics of the course

1) the idea of ​​the diversity of the world;

) the idea of ​​the integrity of the world;

) the idea of ​​respect for the world.

Diversity as a form of existence of the world clearly manifests itself both in the natural and in the social sphere. Based on the integration of natural science, geographical, historical information the course builds a vivid picture of reality, reflecting the diversity of nature and culture, types of human activity, countries and peoples. Particular attention is paid to the acquaintance of junior schoolchildren with natural diversity, which is considered both as an independent value and as a condition without which the existence of a person is impossible, the satisfaction of his material and spiritual needs.

The fundamental idea of ​​the integrity of the world is also consistently implemented in the course; its implementation is carried out through the disclosure of various connections: between inanimate nature and living nature, within living nature, between nature and man. In particular, the importance of each natural component in people's lives is considered, the positive and negative human impact on these components is analyzed. The inclusion in the program of information from the field of economics, history, modern social life, which are present in the program of each class.

Respect for the world is a kind of formula for a new attitude to the environment, based on the recognition of the inherent value of the existent, on the inclusion in the moral sphere of the relationship not only to other people, but also to nature, to the man-made world, to the cultural heritage of the peoples of Russia and all mankind.

The method of teaching the course "The world around us" is based on a problem-search approach, which ensures the "discovery" of new knowledge by children and the active development of various ways of knowing the environment. At the same time, a variety of methods and forms of training are used with the use of a system of tools that make up a single information and educational environment. Students observe natural phenomena and public life, perform practical work and experiments, including research, various creative tasks. Didactic and role-playing games, educational dialogues, modeling of objects and phenomena of the surrounding world are held. Excursions and educational walks, meetings with people of various professions, organization of feasible practical activities for environmental protection and other forms of work that ensure direct interaction of the child with the outside world are important for the successful solution of the objectives of the course. Classes can be held not only in the classroom, but also on the street, in the forest, park, museum, etc. The organization of project activities of students, which is provided for in each section of the program, is very important for achieving the planned results.

In accordance with these leading ideas, the types of activities of students that are new to the practice of primary school are of particular importance in the implementation of the program, which include:

) recognition of natural objects with the help of a key atlas specially designed for elementary school;

) modeling of ecological relations with the help of graphical and dynamic schemes (models);

) environmental and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.

The "World around" curriculum occupies a special place among the primary school subjects. Figuratively speaking, this is what is "always with you", since children's knowledge of the world around them is not limited to the lesson. It continues constantly at school and beyond its walls. The training course itself is a kind of system-forming core of this process. That is why it is important that work with children begun in the classroom continues in one form or another even after they finish, in extracurricular activities. The teacher should also strive to ensure that parents of students in everyday communication with their children support their cognitive initiatives awakened in the classroom. It can also be specific tasks for home experiments and observations, reading and receiving information from adults.

Course Content Values

Nature as one of the most important foundations for a healthy and harmonious life of man and society.

Culture as a process and result of human life in all its diversity of forms.

Science as a part of culture, reflecting the human desire for truth, for the knowledge of the laws of the surrounding world of nature and society.

Humanity as a diversity of peoples, cultures, religions. in International cooperation as the basis of peace on Earth.

Patriotism as one of the manifestations of the spiritual maturity of a person, expressed in love for Russia, the people, the small homeland, in the conscious desire to serve the Fatherland.

The family as the basis of the spiritual and moral development and education of the individual, the guarantee of the continuity of the cultural and value traditions of the peoples of Russia from generation to generation and the viability of Russian society.

Labor and creativity distinctive features spiritually and morally developed personality.

A healthy lifestyle in the unity of its components: physical, mental, spiritual and social and moral health.

The moral choice and responsibility of a person in relation to nature, historical and cultural heritage, to himself and the people around him.

Course results

Mastering the course "World around" makes a significant contribution to the achievement of personal results of primary education, namely:

) the formation of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; formation of values ​​of the multinational Russian society; the formation of humanistic and democratic value orientations;

) formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;

) the formation of a respectful attitude to a different opinion, history and culture of other peoples;

) mastering the initial skills of adaptation in a dynamically changing and developing world;

) acceptance and development of the social role of the student, the development of motives for educational activities and the formation of the personal meaning of learning;

) development of independence and personal responsibility for one's actions, including in informational activities, based on ideas about moral standards, social justice and freedom;

) the formation of aesthetic needs, values ​​and feelings;

) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;

) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations;

) the formation of a setting for a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.

The study of the course "The world around us" plays a significant role in achieving the meta-subject results of primary education, such as:

) mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;

) mastering ways to solve problems of a creative and exploratory nature;

) formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;

) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;

) mastering the initial forms of cognitive and personal reflection;

) the use of sign-symbolic means of presenting information to create models of the objects and processes under study, schemes for solving educational and practical problems;

) active use of speech means and means of information and communication technologies (ICT) for solving communicative and cognitive tasks;

) the use of various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the subject "World around";

) mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;

) willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;

) definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others;

) mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of the subject "World around";

) mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes;

) the ability to work in the material and information environment of primary general education (including with educational models) in accordance with the content of the subject "World around".

When studying the course "World around" the following subject results are achieved:

) understanding the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;

) the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;

) awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, the elementary rules of moral behavior in the world of nature and people, the norms of health-saving behavior in the natural and social environment;

) mastering the available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc. with obtaining information from family archives, from people around, in an open information space);

) development of skills to establish and identify cause-and-effect relationships in the outside world.

Calendar-thematic planning in accordance with the requirements of the Federal State Educational Standard for grade 2 according to the program of A.A. Pleshakov.

No. Date Lesson topic Characteristics of students' activities Textbook pages, notebooks 1 quarter (18 hours) Section "Where do we live?" (4 h) 1 Home country- Understand the educational objectives of the section and this lesson, strive to fulfill them; to distinguish between the state symbols of Russia (coat of arms, flag, anthem), to distinguish the coat of arms, the flag of Russia from the coats of arms, and flags of other countries; sing the anthem of Russia; analyze the textbook information about the federal structure of Russia, the multinational composition of the country's population, give examples of the peoples of Russia, distinguish national languages and the state language of Russia; work with adults: extract information about the symbols of Russia from various sources; formulate conclusions from the studied material, answer the final questions and evaluate their achievements in the lesson. P.3-7 R. T.: P.3-42 City and village. Project "Native Village"- Understand the educational task of the lesson and strive to fulfill it; compare the city and the village; talk about your house according to the plan; formulate conclusions; allocate responsibilities for the implementation of the project; collect information about prominent countrymen; make a presentation with a demonstration of photographs; evaluate your achievements. P.8-133 Nature and man-made world.- Distinguish objects of nature and objects of the man-made world; work in pairs and groups; classify objects of the surrounding world; formulate conclusions from the studied material; answer final questions and evaluate your achievements. pp.14-17 R. t.: No. 3 p.64 We will check ourselves and evaluate our achievements in the section "Where we live"- Perform test tasks of the textbook; evaluate their own achievements and the achievements of students. Pages 18-22 Section "Nature" (20 hours) 5 (1) Inanimate and living nature.- Understand the educational objectives of the section and this lesson, strive to fulfill them; classify objects of nature according to essential features; to distinguish between objects of inanimate and living nature; work in pairs: discuss their findings, carry out self-examination; establish links between animate and inanimate nature; formulate conclusions from the studied material, answer the final questions and evaluate their achievements in the lesson. P.23-27 P.7-86 (2) Natural phenomena. How is temperature measured?-Work in pairs: distinguish between objects and natural phenomena; give examples of phenomena of inanimate and animate nature, seasonal phenomena; tell (according to observations) about seasonal phenomena in the life of a tree; practical work: get acquainted with the device of a thermometer, conduct experiments, measure the temperature of air, water, the human body and record the results of measurements. P.28-31 P.97 (3) What is weather?- Observe and describe the state of the weather outside the class window; characterize the weather as a combination of air temperature, cloudiness, precipitation, wind; give examples of weather phenomena; compare scientific and popular weather predictions; work with adults: observe the weather, compile a collection folk signs of his people. P.32-35 P.128 (4) Visiting autumn.- Observe changes in inanimate and living nature, establish interdependence between them; determine natural objects using the atlas-determinant; evaluate the results of their achievements on the ex. 9(5) Inanimate nature in autumn. Wildlife in autumn. Migratory birds.- Work in a group: get acquainted with the textbook with autumn changes in inanimate and living nature; talk about autumn phenomena in the inanimate and animate nature of the native land (based on observations); compare the pictures of autumn in the illustrations of the textbook with the observations that were made during the excursion; trace the relationship of autumn phenomena in wildlife with phenomena in inanimate nature. P.36-3910 (6) Starry sky.- Find familiar constellations in the picture; compare the illustration with the description of the constellation; simulate the constellations Orion, Cygnus, Cassiopeia; find information about constellations in additional literature, the Internet; evaluate the results of their achievements in the lesson, carry out self-examination. P.40-43 P.1511 (7) Let's look into the pantries of the Earth.- Practical work: examine the composition of granite with a magnifying glass, examine samples of feldspar, quartz and mica; distinguish between rocks and minerals; work in pairs: prepare short reports on rocks and minerals; formulate conclusions. Pages 44-47 Pages 1612 (8) About air and water. - Talk about the importance of air and water for plants, animals and humans; work in pairs: analyze diagrams showing sources of air and water pollution; describe the aesthetic impact of contemplation of the sky and water expanses on a person; observe the sky outside the window and talk about it, using the mastered means of expression; find information about the protection of air and water in their native land. P.48-51 P.1713 (9) About air and about water. Water in human lifePages 52-55 Pages 1814 (10) What are the plants. - Establish differences between groups of plants according to the scheme; work in pairs: name and classify plants, carry out self-examination; give examples of trees, shrubs, herbs of their region; identify plants using the identification atlas; evaluate the aesthetic impact of plants on humans. Pages 56-59 19-2015 (11) What are the animals? - Work in pairs: correlate groups of animals and their essential features; work in a group: get acquainted with a variety of animals, find new information about them in stories, make a message; to compare animals (frogs and toads) on the basis of the material of the book "Green Pages", to identify the dependence of the structure of the animal's body on its lifestyle. P.60-63 P.21-2216 (12) Invisible threads in nature: the relationship of flora and fauna.- Establish relationships in nature; to model the studied relationships; identify the role of a person in maintaining or disrupting these relationships; evaluate your achievements. Pages 64-6717 (13) Wild and cultivated plants - Compare and distinguish between wild and cultivated plants; exercise control and correction; classify cultivated plants according to certain characteristics; find information about plants; discuss the materials of the book "The Giant in the Clearing". 68-7118 (14) Wild and domestic animals. - Compare and distinguish between wild and domestic animals; give examples of wild and domestic animals, model the importance of domestic animals for humans; talk about the importance of pets and care for them. pp.72-75 pp.26-272 quarter (2 p.m.) 19 (15) Houseplants- Recognize indoor plants in the drawings, carry out self-examination; determine houseplants of their class using the atlas-determinant; evaluate the role of indoor plants for physical and mental health of a person. Pages 76-79 St.28-2920 (16) Animals of the living area.- Talk about the animals of the living corner and care for them; talk about your attitude to the animals of the living corner, explain their role in creating a favorable psychological atmosphere; master the techniques of keeping animals in a living corner in accordance with the instructions. pp.80-83 pp.30-3221 (17) About cats and dogs. - Identify breeds of cats and dogs; discuss the role of cats and dogs in the human economy and creating favorable conditions. psychological atmosphere in the house; explain the need for a responsible attitude towards a pet. P.84-8722 (18) Red Book.- To identify the causes of the disappearance of the studied plants and animals; propose and discuss measures for their protection; use the texts of the textbook to prepare your own story about the Red Book; prepare with the help of additional literature, the Internet a message about a plant or animal from the Red Book of Russia (of your choice). P.88-91 P.33-3423 (19) Be nature's friend! Project "The Red Book, or Let's Take it Under Protection"- Analyze factors that threaten wildlife, talk about them; get acquainted with the Rules of friends of nature and environmental signs; propose similar rules; allocate responsibilities for the implementation of the project; extract information from various sources; compile your own Red Book; present the Red Book. 92-97 RT: 34-3524 (20) Check yourself and evaluate your achievements in the section "Nature"- Perform test tasks of the textbook; evaluate the correctness / incorrectness of the proposed answers; evaluate the careful or consumer attitude to nature; form an adequate self-esteem in accordance with the points scored. Pages 98-102 Section "Life of the city and village" 10 (h) 25 (1) What is an economy?- Talk about the sectors of the economy according to the proposed plan, analyze the relationship between sectors of the economy in the production of certain products; to model the interconnections of sectors of the economy independently by the proposed method; extract from various sources information about the economy and the most important enterprises of the region and their village and prepare a message. P.104-10726 (2) What is made of what?- Classify objects according to the nature of the material; trace production chains, model them, give examples of the use of natural materials for the production of products. pp.108-11127 (3) How to build a house - Talk about the construction of urban and rural houses (according to your observations); compare the technology of building a multi-storey city house and a one-story rural house; talk about construction projects in your village; suggest questions to the text. pp.112 - 11528 (4) What kind of transport is - Classify the means of transport; recognize the transport of emergency call services; memorize emergency phone numbers 01, 02, 03. Pages 116 - 11929 (5) Culture and education.- Distinguish cultural and educational institutions; give examples of cultural and educational institutions, including those in your region; pp.120-12330 (6) All professions are important. Project "Professions"- Tell about the work of people of professions known to children, about the professions of their parents and older family members; determine the names of professions by the nature of the activity; discuss the role of people of various professions in our lives; formulate conclusions; allocate responsibilities for project preparation; interview respondents about the features of their professions. pp.124-12931 (7) Check yourself and your achievements in the section "Life in the city and the countryside"- Perform test tasks of the textbook; evaluate the correctness / incorrectness of the proposed answers; evaluate the careful or consumer attitude to nature; form an adequate self-esteem in accordance with the points scored pp. 134 - 14132 (8) Welcome to winter.- Watch over the winter weather events; explore the layer of snow in order to observe its condition depending on the alternation of thaws, snowfalls and frosts; recognize the fruits and seeds of plants that have fallen on the snow, traces of animals; observe the behavior of wintering birds. 3 quarter (20 h) 33 (9) Welcome to winter.- Summarize observations of winter natural phenomena made during excursions; formulate the rules of safe behavior on the street in winter, conduct observations in nature and record them in the "Scientific Diary". Page 130 - 13334 (10) Project presentations: "Native Village", "Red Book, or Let's Take Protection", "Professions"- Speak with prepared messages, illustrate them with visual materials; discuss student presentations Evaluate your own achievements and the achievements of other students. Section "Health and safety" 9 (h) 35 (1) The structure of the human body.- Name and show the external parts of the human body; determine the position of the internal organs of a person on the model; model the internal structure of the human body. Page 3 - 736 (2) If you want to be healthy- Talk about your daily routine; make a rational mode of the day for the student; discuss a balanced diet for a student; distinguish between plant and animal products; formulate rules of personal hygiene and observe them. Page 8 - 1137 (3) Watch out for the car!- Simulate traffic signals; characterize their actions as a pedestrian with various signals; correlate images and names of road signs; formulate the rules for driving on a country road. Pages 12 - 17 38 (4) Pedestrian school- Formulate safety rules based on the stories read; learn to follow the learned safety rules under the guidance of a teacher or traffic police instructor. 39(5) home dangers- Explain the potential danger of everyday objects and situations; formulate rules for safe behavior in everyday life; learn the rules by the signs proposed in the textbook; compare your signs with those presented in the textbook. Page 18 - 2140 (6) Fire!- Describe flammable objects; memorize fire prevention rules; simulate a call to the fire brigade on a regular and mobile phone; talk about the purpose of fire safety items; find information about the work of firefighters on the Internet, prepare a message. Page 22 - 2541 (7) On the water and in the forest.- Describe the potential dangers of being near water and in the forest; remember the rules of behavior while swimming; distinguish between edible and poisonous mushrooms; find the information you need in the Green Pages book; determined using the atlas-identifier of stinging insects. Page 26 - 2942 (8) Dangerous strangers.- Describe potential dangers in contact with strangers; offer and discuss options for behavior in similar situations; simulate a phone call to the police and the Ministry of Emergency Situations; model rules of conduct during role playing. Page 30 - 3543 (9) We will check ourselves and evaluate our achievements in the section "Health and safety"- Perform test tasks of the textbook; evaluate the correctness / incorrectness of the proposed answers; evaluate the careful or consumer attitude to nature; form an adequate self-esteem in accordance with the points scored Section "Communication" 7 (h) 44 (1) Our friendly family- Talk about family relationships, family atmosphere, general activities using drawings and photographs of the textbook; to formulate the concept of "culture of communication"; discuss the role of family traditions in strengthening the family; simulate situations of family reading, family dinners. Page 41 - 4545 (2) Project "Pedigree"- Interview parents about the representatives of the older generation, their names, patronymics, surnames; select photos from the family archive; make a genealogical tree of the family; present your project. Page 46 - 4746 (3) At school.- Talk about your school team, joint activities in the classroom, school; discuss the issue of the culture of communication at school; formulate rules for communicating with classmates and adults within and outside the school; evaluate forms of behavior from moral positions; simulate various situations of communication in the classroom and breaks. P.48-5147 (4) Rules of courtesy- Discuss what politeness formulas are available in Russian and how they are applied in various communication situations; to formulate the habits of behavior in public transport and in the communication of a boy with a girl, a man with a woman; simulate situations of communication in various situations. Page 52 - 5548 (5) You and your friends.- Discuss the moral and ethical aspects of friendship on the example of the proverbs of the peoples of Russia; discuss the problem of a gift on a friend's birthday; discuss the rules of conduct at the table; formulate the rules of etiquette at a party. Page 56 - 5949 (6) We are spectators and passengers.- Discuss the rules of conduct in the theater (cinema) and formulate them; discuss the rules of conduct in public transport and formulate them based on the illustrations of the textbook. Page 60 - 6350 (7) Appreciate yourself and your achievements.- Perform test tasks of the textbook; evaluate the correctness / incorrectness of the proposed answers; evaluate the careful or consumer attitude to nature; form an adequate self-esteem in accordance with the points scored Section "Travel" 18 (h) 51 (1) Look around- Compare photos in the textbook, find the horizon line; distinguish sides of the horizon, designate them on the diagram; analyze the text of the textbook; formulate a conclusion about the shape of the Earth. Page 69 - 7352 (2) Orientation on the ground- Find landmarks in the drawing of the textbook, on the way from home to school, in your village; get acquainted with the device of the compass and the rules of work; learn compass orientation techniques; get acquainted with the methods of orientation by the sun, according to local natural features. Page 74 - 774 quarter (16 h) 53 (3) Orientation on the ground- Formulate conclusions from the studied material, answer the final questions and evaluate your achievements in the lesson. 54(4) Forms of the earth's surface.- Compare photographs of plains and mountains to identify essential features of these forms of the earth's surface; analyze the color designation of plains and mountains on the globe; compare a hill and a mountain according to the scheme; characterize the surface of your edgeP.78 - 8155 (5) Water resources.- Distinguish between reservoirs of natural and artificial origin, recognize them by description; analyze the scheme of parts of the river; on the basis of observations, talk about the water resources of your region; discuss the aesthetic impact of the sea on a person; compose a photo-story on the theme "Beauty of the sea". P.82-8556 (6) Welcome to spring.- Observe the state of the weather, snow melting, the appearance of greenery, the flowering of plants, the appearance of the first birds, etc., using the atlas-determinant "From earth to sky"; to formulate conclusions about the spring phenomena of nature, the impact of the awakening of nature on a person. 57(7) Welcome to spring.- Tell about your spring observations in the nature of your native land; get acquainted with changes in inanimate and living nature in spring; to model the relationship of spring phenomena in inanimate and living nature; observe spring phenomena in nature and record your observations in a workbook. P.86-8958 (8) Russia on the map.- Compare the image of Russia on the globe and map; correlate the landscapes of Russia in photographs with their location on the physical map of Russia; learn how to read a map; learn to correctly show objects on a wall map. Page 90 - 9559 (9) Project "Cities of Russia"- Allocate responsibilities for the implementation of the project; in additional sources to find information about the history and sights of the city chosen for research; make a presentation of your research; present your projects. P.96-9760 (10) Travel around Moscow.- Find Moscow on the map of Russia; get acquainted with the plan of Moscow; describe sights from photographs; to distinguish the coat of arms of Moscow from the coats of arms of other cities; take a virtual tour of Moscow using the Internet. Page 98 - 10161 (11) Moscow Kremlin.- Discuss the importance of the Moscow Kremlin for every inhabitant of Russia; to find sights of the Kremlin in the photo; find information about the history of the Kremlin, prepare a message. Page 10210762 (12) City on the Neva.- Find St. Petersburg on the map of Russia; get acquainted with the plan of St. Petersburg; describe sights from photographs; to distinguish the coat of arms of St. Petersburg from the coats of arms of other cities; take a virtual tour of St. Petersburg using the Internet. Page 108 - 11363 (13) Travel around the planet.- Compare the globe and the world map; find, name and show oceans and continents on the globe and map of the world; correlate photographs taken on different continents with the location of these areas on a world map. Page 114 - 11764 (14) Travel across the continents.- Find continents on the world map; get acquainted with the features of the continents with the help of a textbook and other sources of information; prepare messages and present them in front of the class. Page 118 - 12365 (15) Countries of the world. Project "Countries of the World".- Compare the physical and political maps of the world; find and show on the political map of the world the territory of Russia and other countries; determine which countries the presented flags belong to; allocate responsibilities for the implementation of the project; prepare reports on selected countries; select photos of attractionsP.124 - 12966 (16) Summer ahead.- Identify summer flowering herbs, insects and other animals using the identification atlas; give examples of summer phenomena in inanimate and living nature; talk about the beauty of animals according to their observations; over the summer, prepare a photo story on the topics "Beauty of Summer", "Beauty of Animals". Page 130 - 13367 (17) Check yourself and evaluate your achievements. Under the section "Travel"- Perform test tasks of the textbook; evaluate the correctness / incorrectness of the proposed answers; evaluate the careful or consumer attitude to nature; form an adequate self-esteem in accordance with the points scored 68 (18) Presentations of projects "Genealogy", "Cities of Russia", "Countries of the World".- Speak with prepared messages, - illustrate them with visual materials; discuss student presentations Evaluate your own achievements and the achievements of other students.

In the course of studying the course "The World Around", junior schoolchildren at an accessible level master the methods of understanding nature and society, including observation, measurement, experiment. To do this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter tapes, beakers.

In elementary school, students begin to form cognitive interests, cognitive motivation. At this age, the majority of schoolchildren expressed an interest in studying nature, their own organism, human relationships, therefore, the study of the course "The World Around", saturated with information about animate and inanimate nature, the human body, its inner world, various aspects of social life, should stimulate the formation of a sustainable cognitive interest, its further development. This is largely facilitated by the activity, practice-oriented nature of the content of the course "The World Around", as well as the use of various teaching aids in the course of its study. These include, first of all, a set of encyclopedias for younger students, which allows organizing the search for information of interest to children. In addition, an important role belongs to the excursions provided for by the program of the "World Around the World" course, therefore, the equipment of the educational process, if possible, should include excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures, etc. .

Children are explorers by nature. With great interest they participate in a wide variety of research activities. An unquenchable thirst for new experiences, curiosity, a constantly manifested desire to experiment, independently seek the truth spread to all spheres of life. However, the idea that has been established in Russian education about learning as a predominantly process of transmitting information is clearly not consistent with this. Education should be problem-based, it should have elements of independent research practice. It must be organized according to the laws of scientific research, it must be built as an independent creative search. Then learning is no longer a reproductive, but a creative activity, then it has everything that can captivate, interest, awaken a thirst for knowledge.

The surrounding world is an object that performs an integrating function and ensures the formation of a holistic scientific picture of the world of the natural and sociocultural world, human relations with nature, society, other people, the state, awareness of one’s place in society, creating the basis for the formation of a worldview, life self-determination and formation Russian civil identity of the individual.

The student must learn:

to recognize the studied objects and phenomena of animate and inanimate nature;

describe, on the basis of the proposed plan, the studied objects and phenomena of animate and inanimate nature, highlight their essential features;

compare objects of animate and inanimate nature on the basis of external signs or known characteristic properties and carry out the simplest classification of the studied objects of nature;

carry out simple observations in the environment and set up experiments using the simplest laboratory equipment and measuring instruments; follow the instructions and safety rules when conducting observations and experiments;

use natural science texts (on paper and electronic media, including on the controlled Internet) in order to search for information, answer questions, explain, create their own oral or written statements;

use various reference publications (a dictionary of natural science, identify plants and animals based on illustrations, an atlas of maps, including computer publications) to find the necessary information;

use ready-made models (globe, map, plan) to explain phenomena or describe the properties of objects;

discover the simplest relationships between animate and inanimate nature, relationships in wildlife; use them to explain the need for respect for nature;

determine the nature of the relationship between man and nature, find examples of the impact of these relationships on natural objects, human health and safety;

understand the need for a healthy lifestyle, compliance with the rules of safe behavior; use knowledge about the structure and functioning of the human body to maintain and promote health.

The student will have the opportunity to learn:

use ICT tools during practical work (photo and video camera, microphone, etc.) for recording and processing information, prepare small presentations based on the results of observations and experiments;

simulate objects and individual processes real world using virtual laboratories and mechanisms assembled from the constructor;

be aware of the value of nature and the need to be responsible for its conservation, observe the rules of environmentally friendly behavior at school and at home (separate waste collection, save water and electricity) and natural environment;

use simple skills of self-control of well-being to maintain health, consciously observe the daily routine, the rules of rational nutrition and personal hygiene;

follow the rules of safe behavior in the house, on the street, in the natural environment, provide first aid in case of simple accidents;

plan, control and evaluate learning activities in the process of learning about the world in accordance with the task and the conditions for its implementation.

Independence means an intellectual-emotional response to the process of cognition, the student's desire to learn, to perform individual and general tasks, interest in the activities of the teacher and other students. Independence manifests itself and develops in activity. The most important means of activating the individual in learning is active forms and methods of teaching.

Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

A comparison of passive and active approaches to learning and perception of information (H.E. Mayer) shows that with a predominantly passive presentation of material, students retain in memory: 10 percent of what they read; 20 what they hear; 30 what they see; 50 what they hear and see.

At the same time, with the active perception of information, students retain in memory: 80 percent of what they said themselves; 90 of what they themselves did.

The peculiarities of active teaching methods are that they are based on the motivation for practical activity and mental activity, without which there is no progress in mastering knowledge.

The introduction of active forms and methods of teaching into the educational process makes it possible to create a fertile ground for the innovative cognitive activity of students, while developing the communication skills of children. Students gain research skills, learn to draw conclusions and conclusions, and competently justify their answers.

The lesson is the main form of organizing the educational process, and the quality of teaching is, first of all, the quality of the lesson. The main task of each teacher is not only to give students a certain amount of knowledge, but also to develop their interest in learning to teach how to learn.

Lesson-study.

In this lesson, children perform simple laboratory work. the result of the lesson is the knowledge obtained by practical means and obtained during the discussion of the results of practical research, i.e. exchange of experience.

On the example of the lessons of the world around us (TMC "The World Around Us. Grade 2", author Pleshakov A. A.) forms and methods of active learning.

(Annex 2)

Lesson topic Applied method The structure of the human body. Lesson - researchLet's talk about diseases. Study Lesson If you want to be healthy. Lesson-study Beware of the car. Lesson-study When the house becomes dangerous. Lesson-researchRules of politeness. Birthday. Lesson study

Thus, the introduction of active forms and methods in teaching has shown that the reasonable and expedient use of these methods significantly increases the interest of students in the subject, increases the developmental effect of learning. Active methods perform a guiding, enriching, systematizing role in the mental development of children, contributes to the active understanding of knowledge, while developing students' speech, forms the experience of interaction in a team.

2.3 Analysis of the results of pedagogical research on the development of independent work skills of younger students at the control stage

After the formative stage of the experiment, a control stage of the study was carried out, which was aimed at identifying the effectiveness of the work done to develop independent work skills.

The purpose of this experiment is to re-detect the level of development of children's independence in the process of using research activities in the lessons of the world around them.

At the control stage, the same methods were used as at the ascertaining stage:

1. Complex modified technique of G.N. Kazantseva "The study of interest in the subject"

Purpose: to re-identify the attitude of students to the subject "World around" and determine the level of independence.

Table 4 - The results of revealing the attitude of students to the subject.

Statements How many children What percentage of children Yes No Yes No1. This subject is interesting. 2. The subject is easy to digest. 3. The subject makes you think. 4. The subject is entertaining. 5. Good relationship with the teacher. 6. The teacher explains interestingly. Why are you studying at all?7. I want to achieve complete and deep knowledge. 8. Parents force 9. The class teacher forces. 10. The lesson is interesting, because together with the teacher we solve educational problems. 10 12 10 9 9 10 9 5 6 105 3 5 6 6 5 6 10 9 570% 80% 70% 65% 65% 70% 65% 30% 35% 70%30% 20% 30% 35% 35% 30% 3 5% 70% 65% 30%

Table 4 shows that the attitude of the majority of students to the subject "World around" is positive, they answered that this subject is interesting, easy to digest, which makes one think that the teacher explains interestingly; they learn this subject because it is entertaining, easy to digest.

The results presented in table 4 are reflected in the histogram in figure 4

Figure 4 Comparison of the results at the ascertaining and control stages.

Data analysis shows that at the time of the ascertaining stage the average level of development of independent work skills prevailed, then at the time of the control stage a high level began to prevail, it increased by 35% - there were 2 students (20%), and there were 8 students (55%). There were 7 students (45%) at the average level, by the end of the experiment there were 5 students (35%). If at the beginning of the experiment there were 5 students (35%) with a low level, then by the end of the experiment there was 1 student (10%).

Thus, according to the results of this methodology, the level of development of students' independent work skills was characterized by higher results.

4. Questioning to identify the attitude of students to independent work

Purpose: to re-evaluate the level of independence and progress of students.

Table 5 Table for identifying students for independent work (stating stage)

Questions Answers How many children. What percentage of children maintenance1. Attitude towards independent work. A) positive B) indifferent C) negative10 3 260 35 102. What attracts you to independent work? A) The desire to get a mark B) The ability to show independence C) The desire to test their knowledge. D) Desire to receive praise from parents, teachers, etc. 4 5 4 2 25 35 25 153. Do you like to work on your own? I can't11 470 255) How do you feel about increasing the time for independent work. A) positive B) indifferent C) negative11 2 260 25 25

The results presented in Table 5 are reflected in the histogram in Figure 5.

Figure 5 - Comparison of the results at the control and ascertaining stages.

Data analysis shows that at the time of the ascertaining stage, the average level of development of independent work skills prevailed, there were 8 students (55%), and there were 4 students (35%). And at the time of the control stage, a high level began to prevail, it increased by 38% - there were 3 students (20%), and there were 9 students (58%). If at the beginning of the experiment 3 students (25%) were at a low level, then 1 student (7%) became the end of the experiment.

3. The method of questioning parents to determine the independent activities of their children.

Purpose: to re-identify the levels of independent activities of children.

Table 6. Results of a survey of parents to determine the independent activities of their children.

Questions Answers (number) Fail Low Adult-supervised Medium Self-directed High1. Doing homework: a) performs exercises in the Russian language; b) teaches poetry, reads and retells reading stories; c) solves examples and problems in mathematics; d) reads additional literature on the surrounding world. 2. Reads books; 3. Watching educational TV shows; 4. Attends sports sections and circles; 5. Studying at a music or art school 6. Performs household chores: a) cleans up things in the room; b) makes the bed; c) clear the dishes from the table; d) water indoor plants; d) remove dust. 30% 30% 25% 30% 25% 30% 35% 40% 30% 35% 30% 20% 25% 60% 50% 70% 50% 65% 45% 50% 50% 60% 50% 45% 60% 55% 10% 20% 5% 20% 10% 25% 15% 10% 10% 15% 25% 20% %

The results presented in Table 6 are reflected in the histogram in Figure 6.

Figure 6 The results of a survey of parents to determine the independent activities of their children.

Data analysis shows that at the time of the ascertaining stage, an average level of independence prevailed, but at the time of the control stage, a high level of independence began to prevail. Students have made significant progress. They began to independently perform homework, home assignments, became interested in the outside world.

Thus, we can conclude that the second grade students were not prepared for independent learning activities. At the ascertaining stage, an experiment was conducted and it was revealed how children are not accustomed to independence, at the formative stage it was determined that it is necessary to develop independent work skills through research activities. At the control stage, the same methods were used, compared with the first stage, already good results, i.e. Students can now work independently in the classroom.

Conclusion

At the present stage of development of the educational process, there is a gradual rejection of the priority formation of knowledge, skills and abilities. The center of gravity is transferred to the development of the individual's ability to self-education, to independent acquisition of knowledge and the ability to process information.

In the process of pedagogical research, the analysis of psychological and pedagogical literature made it possible to reveal the concept of "independent work" of younger schoolchildren. Approaches to the formation and development of independent work skills of younger schoolchildren are considered: organization of independent work, solving educational problems; the use of generalized knowledge that constitutes the indicative basis of activity; introduction to the content of teaching methodological knowledge; implementation of self-control of educational activities, etc. the content of the levels of cognitive independence of younger schoolchildren was developed in the work, disclosed on the basis of the works of Polovnikova N.A.

Based on the presented methods that contribute to the development of independence of younger students, in particular the methods of research activities.

The pedagogical experiment took place in the MBOU of the village of Naryn, Erzin district "Secondary school" in the "2a" class and consisted of three stages: stating, forming and control. At the ascertaining stage, a complex modified technique of G.N. Kazantseva was used. and Polovnikova N.A., it was determined how children are accustomed to independence; at the formative stage, a research methodology is presented that contributes to the development of independent work skills. At the control stage, a repeated diagnostic study was carried out to identify the levels of independence of younger students and it was determined that the level of independence of younger students increased.

Thus, students can work independently in all lessons, including the lessons of the world around them, without the help of a teacher and do homework without the help of adults.

Pedagogical research proves that the development of independent work skills of younger students is effective in organizing research activities.

Bibliographic list

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Applications

Application No. 1

. Complex modified technique of G.N. Kazantseva "The study of interest in the subject"

Purpose: to determine the level of independence and identify the attitude of students to the subject "World around".

Answer the questions, circle your answer:

This subject is interesting.

a) yes b) no

The subject is easy to digest.

a) yes b) no

The subject makes you think.

a) yes b) no

The subject is entertaining.

a) yes b) no

Good relationship with the teacher.

a) yes b) no

The teacher explains in an interesting way.

a) yes b) no

Why are you studying at all?

I want to achieve complete and deep knowledge.

a) yes b) no

parents force

a) yes b) no

The class teacher forces.

The lesson is interesting, because together with the teacher we solve educational problems.

a) yes b) no

. Complex modified technique of G.N. Kazantseva. Questioning to identify the attitude of students of the Criminal Code to independent work.

Attitude towards independent work.

A) positive

B) don't care

B) negative

What attracts you to independent work?

A) Desire to get a mark

B) Ability to be independent

C) Desire to test your knowledge.

D) Desire to receive praise from parents, teachers, etc.

Do you like to work on your own?

A) not very

B) don't like

Are you able to work independently in class?

B) I can't

) What should be changed?

A) Increase time for independent work.

B) Offer creative tasks more often.

C) Verification and analysis of the results.

3. Complex modified technique of G.N. Kazantseva Method of questioning parents to determine the independent activities of their children.

Purpose: to identify the levels of independent activities of children.

Parents were resubmitted a questionnaire to find out what their children do at home on their own and what tasks they perform without being reminded.

Answer the questions, check the box next to the answer.

Doing homework:

) performs exercises in the Russian language;

) teaches poetry, reads and retells reading stories;

a) under the guidance b) independently c) do not perform

) solves examples and problems in mathematics;

a) under the guidance b) independently c) do not perform

) reads additional literature on the surrounding world.

a) under the guidance b) independently c) do not perform

Reads books;

a) under the guidance b) independently c) do not perform

Watching educational TV shows;

a) yes b) no

Attends sports sections and circles;

a) yes b) no

Studying at a music or art school

a) yes b) no

Performs home errands:

) cleans up things in the room;

a) under the guidance b) independently c) do not perform

) makes the bed;

a) under the guidance b) independently c) do not perform

) removes the dishes from the table;

a) under the guidance b) independently c) do not perform

) water houseplants;

a) under the guidance b) independently c) do not perform

) wipes the dust

a) under the guidance b) independently c) do not perform

Tags: Development of independent work skills of younger students in the process of research activities Diploma in Pedagogy