Ethnic conflicts arose examples of history. The loudest inter-ethnic conflicts of recent years. SAMRA, Sverdlovsk region
Library
Materials
Content
Introduction .................................................................................... ... 3
Chapter 1. Theoretical foundations of the formation of younger students
research skills in the process of study
"The surrounding world" ......................................................................6
1.1 Essence of research activities .................................... .6
1.2 Criteria and stages of formation of primary research skills
schoolchildren .............................................................................. .... 10
1.3 Pedagogical conditions for the organization of junior research
schoolchildren in the process of studying the surrounding world ..................... .. ...... 15
Chapter 2. Experimental study of the formation
research activities of junior schoolchildren in the process of study
"The surrounding world" ............................................................ ... ....... 25
2.1 Studying the formation level of research skills
activities of younger schoolchildren ................................................ ... 25
activities in the process of studying the "surrounding world" .................. .. ... .30
Conclusion ..................................................................................35
List of used literature ....................................................37
Introduction
The relevance of the topic chosen by us: "Formation of research activities in the younger students in the process of studying the surrounding world" is due to the fact that the rapidly changing conditions for reality makes the role and importance of research abilities in a person's life. In the XXI century, it becomes more and more obvious that the skills and skills of research search are required not only to those whose activities are related to scientific work, but also to all people. Universal research abilities, among which the most significant are the ability to quickly navigate in a situation, creatively approaching the problem solving, the ability to find and analyze information, allow a person to actively act, transform and create. The basics of their development are laid in preschool age, which is characterized by special sensitivity to the assimilation of the survey and activity of the preschooler - survey, cognitive, research.
With great interest, children participate in research work, showing curiosity and desire to experiment. Spontaneously manifested by the search activity of the child in specially organized conditions can lead to the emergence of a mental nebula, called research abilities.
The problem of research abilities was updated in the works of I.P. Pavlova on the study of approximately research reactions. His works revealed the essence of an approximately research reflex, its importance in human life and animals.
In domestic psychology, a rich experience of studying and forming an approximate study activity has been accumulated. This problem was developed by P.Ya. Galperin, A.V. Zaporozhet, N.N. Podyakov, V.P. Zinchenko. The works of these scientists made it possible to identify the essence, structure, patterns of the flow, as well as the value of approximately research activities for the cognitive development of the child.
The problem of determining, structures, age-related features of research behavior is reflected in the works of domestic (subdomains A.N., Rothenberg BC, Savenkov A.I.) and foreign (Berline D., Hatt K., Clare D., Fay A. and Dunbar to ., Schaubl Ji. And Glaser R., Emps G. and Heller K. and others) scientists. The listed works allow you to answer the question of the psychological essence of research and behavior, the peculiarities of their determination by external and internal conditions, the role of research behavior in the cognitive development of man. Some of the works are devoted to the study of the issue of mental properties and qualities necessary for the successful implementation of research.
The problem of research is the need for a scientific substantiation of the process of formation in the younger schoolchildren of research activities in the process of studying the surrounding world.
The relevance and insufficient development of this problem determined the choice of the topic of the study - "Formation of research activities in the younger schoolchildren in the process of studying the surrounding world."
The object of the study is the research activity of junior schoolchildren.
The subject of the study is the process of formation of research activities in the younger schoolchildren in the process of studying the "surrounding world".
The purpose of the study is to consider the formation of research activities in the younger schoolchildren in the process of studying the "surrounding world."
The study hypothesis is based on the assumption that the formation of research activities in the younger students in the process of studying the "surrounding world" will be more efficient if:
A comprehensive formation of all research skills will be carried out, taking into account the individual development of the child.
In accordance with the purpose and hypothesis, the following research tasks are delivered:
1. To identify the essential characteristics of the research activity of younger schoolchildren, identify criteria and formation levels in junior schoolchildren of this personal education.
2. Justify the model of the formation process in the younger schoolchildren of research skills.
3. Develop and experimentally check the system of pedagogical conditions of formation in the younger students of the skills of research activities in the process of studying the "surrounding world".
The structure of the work consists of an introduction, theoretical part, pilot experimental study, conclusion and literature of the used literature.
Chapter 1. Theoretical foundations of the formation of research activities in the junior schoolchildren in the process of studying the "surrounding world"
1.1 Essence of research activities
As indicated by A.N. Sublisions, research, in contrast to the natural forms of knowledge of the surrounding world, is based on the norm of activity - the scientific method. His implementation implies awareness and fixation of the purpose of the study, research facilities (methodology, approaches, methods, methods), the orientation of the study on the reproducibility of the result.
The purpose of research activities is always obtaining a new knowledge of our world - in this its fundamental difference from the activities of the educational, educational and educational: the study always involves the detection of a certain problem, a certain contradiction, white spots that need learning and explanation, so it begins with cognitive Needs, search motivation. New knowledge can have both private and summarizing. This is either regularity or knowledge of the details, about its place in one or another regularity.
By definition N.A. Yakimova, research activities - this "specific human activity, which is regulated by the consciousness and human activity, is aimed at meeting cognitive, intellectual needs, the product of which is a new knowledge, obtained in accordance with the goal and in accordance with objective laws and cash determining reality and reaches the goal. Determination of specific methods and means of action, through the formulation of the problem, degenerate the object of research, the experiment, the description and explanation of the facts obtained in the experiment, the creation of a hypothesis (theory), prediction and verification of the knowledge gained, determine the specifics and essence of this activity. "
A. I. Savenkov, stressing that in the foundation of research behavior lies a mental need for search activity in the conditions of an indefinite situation, it gives another definition: "Research should be considered as a special type of intellectual and creative activity, generated by the functioning of search engine activity mechanisms and under construction on the basis of research behavior. It logically includes motivating factors (search activity) research behavior and mechanisms for its implementation. "
In its essence, research assumes an active cognitive position associated with periodic and long internal search, deeply meaningful and creative processing of scientific information, the work of mental processes in a special mode of analytical and prognostic property, by the action by "samples and errors", insight, personal and personal and Personal discoveries! It is different from heuristic and problem learning, being with them in close relationships and one group of educational technologies.
According to N.A. Semenova, research activity as a personal property requires its analysis at different points of view:
The motivational side of the presence of its own activity in knowledge,
Internal initiative encouraging from new,
Operational technical implies from the subject of certain skills to perform a particular activity.
Unlike designing, research activities should initially be more free, flexible, it can be much more space for improvisation. But at the same time, research learning should remind the science search as much as possible, and, consequently, to respond at least three conditions:
Strive to determine and express the quality of an unknown one with the help of the known;
Certainly measured everything that can be measured, if possible, to show the numerical attitude of the studied to a known one;
Always determine the place studied in the system known.
As noted by N.Yu. Rumyantsev, research suggests the presence of basic stages:
Formulation of the problem;
Study of the theory dedicated to this problem;
Selection of research techniques;
Collection of material, its analysis and generalization;
Scientific comment;
Own conclusions.
According to the same author, the main difference in educational design activities from scientific is that, as a result, its students do not produce new knowledge, but acquire the survey skills as a universal way to develop reality. At the same time, they develop the ability to research the type of thinking, the personal position is activated.
ON THE. Romagatova considers it important for the development of the child's research behavior to understand the following points:
The research initiative can manifest itself or a separate child or group of children (here you can observe reactions, interest, action methods, as two children agree among themselves, distribute goals and funds that are used by the joint survey strategies)
Scientists allocate the following groups of the Research Initiative of the "disinterested" cognitive activity, practical, training, motives to make a variety into monotonous conditions that are bored.
It is important to understand that the result of the implementation of these motives (respectively) will be: knowledge regardless of solving utilitarian practical problems, the achievement of a specific utilitarian significance, the focus of the subject to acquire experience, a change in the mood of the child.
The factor that launches the process of research initiative is, on the observations and conclusions of many psychologists (L.I. Bozovich, M.I. Lisin, etc.) subjective uncertainty: an object, a situation that manifests itself in novelty, complexity, collective conflict or contradictory of information received .
Psychologists include research behavior, analyzers (visual examination, auditory, tactile, taste, etc.), natural and artificial instruments; (technical means of observation, etc.); other subjects; Internal mental research facilities: instinctive programs (congenital oriented research reactions); Experience in research behavior of a particular person.
On the use of speech in research behavior, verbal and non-verbal research behavior distinguish.
Cognitive questions include:
a) Identification issues (what is it? Who is it?)
b) issues of classification and definitions (for example, which means something or another)
c) questions about the facts and properties of things and phenomena (about quality and quantity, about time and place, affiliation, etc.)
d) questions of explanation and argumentation.
2) Socially Communicative Questions include:
a) Questions about intentions and activities (what will you do now?)
b) Estimated questions (what is good and what is bad?)
c) confirmation and finding issues
d) rhetorical questions
e) issues of indefinite meaning.
According to the nature of the motor activity, locomotive is distinguished (I observe from the side, I observe moving relative to the object of study) and manipulative (which I can do with it, I study changing the position of the object in your hands) examination.
The conditions of research behavior include physical conditions (literally, the possibility or inability to conduct a particular action), social (at the macro level, society generally encourages some types of research and prohibits others, determines the goals of the most important research, sets the requirements for the results, etc. .).
1.2 Criteria and stages of formation of research skills of younger students
According to A.I. Savenkova, in organizing research learning you can select three levels:
First: the teacher himself puts the problem and challenges the solution, the decision itself will have to find a disciple;
Second: the teacher puts the problem, but the paths and methods of its decision, as well as the decision itself, the student will have to be found independently;
The third (higher): the disciples themselves put the problem, looking for ways to solve it and find the decision itself.
Research can be classified differently:
By number of participants (collective, group, individual);
At the place of holding (urgent and extracurricular);
In time (short-term and long-term);
On the topic (subject or free)
On the problem (the development of software; the deeper development of the material studied in the lesson; issues not included in the curriculum).
Level, form, study time The teacher determines depending on the age of students and specific pedagogical problems. The formation of research activities, as a rule, takes place in several stages.
The first stage corresponds to the first elementary school class. The tasks of enrichment of research experience of first-graders include:
Maintaining research activity of schoolchildren on the basis of available submissions;
Development of skills to set questions, express assumptions, observe, compile subject models;
Formation of initial ideas about the activities of the researcher.
To solve problems, the following methods and methods of activity are used: in manner activity - collective learning dialogue, viewing of items, creating problem situations, read-review, collective modeling; In extracurricular activities - Games - classes, jointly with the child, the definition of its own interests, individual drafting schemes, performing models from various materials, excursions, exhibitions of children's work.
The second stage is the second elementary school class - oriented:
To acquire new ideas about the features of the activities of the researcher;
To develop the ability to identify the topic of research, analyze, compare, formulate conclusions, issue research results;
To maintain the initiative, activity and independence of schoolchildren.
As A. Bogoyavlenskaya notes, the inclusion of junior schoolchildren in educational and research activities is carried out through the creation of a research situation through educational and research tasks and tasks and recognition of the value of joint experience. At this stage, the following methods and methods of activity are used: in manner activities - educational discussion, observations on plan, stories of children and teachers, mini-research; In extracurricular activities - excursions, individual compilation of models and schemes, mini-reports, role-playing games, experiments.
The third stage corresponds to the third and fourth grades of primary school. At this stage of studying the focus of attention should be the enrichment of research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods, awareness of the logic of research and development of research skills. Compared to previous training stages, the complication of activities is to increase the complexity of educational and research tasks, in reorienting the process of education for the formulation and decision by the students themselves of educational and research problems, in the exploration and awareness of reasoning, generalizations and conclusions.
As noted by L.A. Tsyko, taking into account the peculiarities of this stage, the corresponding methods and methods of activity of schoolchildren are allocated: mini-research, research lessons, collective implementation and protection of research works, observation, surveillance, experiment, and others. Throughout the stage, the research experience of schoolchildren is also enriched on the basis of individual achievements. In addition to the urgent educational and research activities, it is necessary to actively use the possibilities of extracurricular forms of research organization. These can be various extracurricular classes on subjects, as well as home studies of schoolchildren. Home tasks are optional for children, they are performed at their own desire of schoolchildren. The main thing is that the results of children's work be sure to presented and commented by the teacher or children themselves (show, exhibition). At the same time, it is not necessary to demand from the disciple so that he told in detail about how he conducted a study, but it is important to emphasize the desire of a child to perform work, note only positive parties. This ensures stimulation and support of the research activity of the child.
Analysis of research activities from the position of the general theory of activity allowed us to identify the following components of research activities of primary school students:
1. The objectives of the study activities of students may be related to the establishment of the empirical properties of the objects under study; studying the history of their occurrence and development; specific data on the studied object on the basis of a wide range of information; identify the capabilities of the object under study (real and fictional children), etc.
2. The most motivational basis for children's research activities includes social and informative motives. Wide social motives are the desire to be a responsible student, fulfill their duties; Narrow - praise for successes in research, approval in the team, making a diversity to its activities; Cooperation motives are the desire to interact in the process of study with a specific group of students or a student, cooperation with the teacher or parents. To informative motives, we treated the motive of obtaining new knowledge as a result; specific practical result (product), mastering research skills; self-education motifs - the use of knowledge and skills for self-education.
3. Subjects of research: a student of junior classes, a group of students, the whole class, a pair of student student, a parent student, a teacher student.
4. Objects of research activities of young students can serve as objects of alive and inanimate nature; artificial objects; Social objects (man, groups of people, human societies; Fantastic objects (fabulous heroes).
5. Means of research activities of schoolchildren may be internal (cognitive abilities and acquired knowledge and skills of research) and external (sources of information, tools).
6. The process of research includes the following steps: the selection of the topic; setting the purpose and objectives of the study; research planning and choice of methods; search for information, conducting experiments, surveys, creating graphs and charts; Formulation of conclusions, presentation of results, analysis of its activities and self-esteem.
7. The results of research activities of younger students are the following: the formation of cognitive motifs, subjectively new for a student knowledge; new way of activity; Research skills.
A.I. Savenkov more specifically identified research skills and fully described blocks characterizing research thinking.
Research performance indicators:
The ability to see the problem;
The ability to formulate and ask questions;
Ability to put forward hypothesis;
Ability to draw conclusions and conclusions;
The ability to prove and protect their ideas;
Ability to act on the stages of the study.
Criteria for formation of research activities:
Independence.
Completeness and logical response.
The correctness of the conclusions and the wording.
What indicators are important, and what should be the estimated parameters?
First, any activity depends on the attitude towards it. Thus, it is important to be able to evaluate the relationship of children to research, which is estimated to be assessed in the degree of interest, activity in the process of activity.
Secondly, the process of working the child during the study becomes important. Therefore, an not achieved result is estimated, and its process, then, as he thinks, the child argues.
It should be noted that the dedicated skills are not quantitative, but qualitative indicators.
1.3 Pedagogical conditions for the organization of the study of junior schoolchildren in the process of studying the "surrounding world"
The initial natural science education, which has deep and robust traditions in the Russian school and a rich arsenal of practical experience in recent years is experiencing a significant update. Due to the relevance of this problem of a single approach to its implementation. There are various programs and techniques of teaching environmental education, where environmental education and education are taken into account. In "Primary School Methodological Materials" (1999), programs of several authors are proposed, where the traditional course of environmental education is considered under various names. Let's analyze some of them.
The priority goal of modern primary education is the development of the child's personality. This goal is achieved through the humanization of the learning process, through the creation of the potential for the sustainable development of the child.
The program "Peace and Man" by A.A. Vakhrusheva, A.S. Rautan (1999) is a new integrative course of natural science for elementary school, including the study of some basics of human life and humanity. It is envisaged to study the subjects of "familiarization with the outside world" and "Environment". The task of the course is to teach the younger student to understand the world around.
The main idea of \u200b\u200bthe first class is the relationship of the student with all the world around; The second class is devoted to the language of geographical maps that introduce us to our large house - the planet Earth; The third class shows the role of life and living organisms in maintaining order on our planet; The fourth class is devoted to a person and his place on earth. Since the main problems of humanity in the 21st century will be environmental, the course "Peace and Man" is designed with environmental positions.
The system of training courses called "Green House" was developed by A.A. Pleshakov (1999). This system of training courses with environmental orientation, the development of which began for more than ten years ago at the Institute of General Education of the Ministry of Education of the Russian Federation. Already in those years, the main objective of the project was clearly determined - the creation of conditions for the formation of the junior students the foundations of the environmental consciousness necessary to modern man in extremely difficult relationships with the natural environment.
Currently, the "green house" is a holistic system of training courses, providing familiarization of younger students with the world around the world, their natural science and environmental education.
System Features:
Solves the problems of continuity associated with the transition of a child from preschool to primary education and from the initial to study the natural sciences on average;
Includes both basic and elective courses, which makes it possible to fully take into account the interests and possibilities of children.
At the first stage of training, the younger schoolchildren get acquainted with the outside world. At the same time, elements of environmental knowledge are constantly present in the course, but they are not separate, but are organically inscribed in general content, including natural and social aspects. Such an approach, in my opinion, is responsible for both cognitive needs of children and the tasks of environmental education, since it is aimed at awareness of the student of the diversity and unity of the world, places and roles in him. The training material is represented by substantive lines: nature, city life and villages, health and safety, communication, initial geographical performances.
In subsequent classes, children study "Environmental Science". This, traditional for elementary school, the subject in the framework of the "green house" is fundamentally updated. Essentially, its modern environmental version is anewded, based on the emotional responsiveness, curiosity and, at the same time, the ability to master certain theoretical knowledge. The course is based on the ideas of the variety of nature, its ecological integrity, the unity of nature and man. In the third grade, these ideas are disclosed in the process of studying natural components (air, water, soil, plants, animals, and so on.), And in the fourth grade - when studying the nature of Russia and the native land.
The learning course "The Envoying World" ("The world around us") (author A.A. Pleshakov) is taught in 1-4 classes of four-year-old elementary school.
The course "The World around us" has an environmental orientation, which is determined by the special relevance of environmental education in modern conditions.
The training course "The World Around us" is personally developing. His goal is to upbringing a humane, creative, socially active person, respectful and carefully related to the environment of his habitat, to the natural and cultural heritage of mankind.
The priority task of the course is to form in the consciousness of the student of the value-colored image of the surrounding world as a house of its own and common to all people, for all living things. On this basis, the child is becoming the formation of a modern environmentally-oriented picture of the world, a sense of involvement in the life of nature and society is developing, personal qualities of a cultural person are being formed - kindness, tolerance, responsibility.
The most important tasks of the course include the upbringing of love for their city (village), to their homeland, the formation of experience of environmentally friendly and ethically-founded behavior in the natural and social environment, the development of interest in the knowledge of oneself and the world, the implementation of preparation for the study of natural and scientific and scientific and social science disciplines in the main school.
The course of the course covers a very wide range of issues: from elementary rules of personal hygiene to knowledge about our planet, about the countries and peoples of the world. At the same time, man, nature and society are considered in their inextricable, organic unity.
The selection of the content of the training course "The World around us" was carried out on the basis of the following leading ideas:
1. The idea of \u200b\u200bthe diversity of the world.
2. The idea of \u200b\u200bthe ecological integrity of the world.
3. The idea of \u200b\u200brespect for the world.
Diversity as a form of existence of the world pronounces itself in natural, and in social spheres. Based on the integration of natural-scientific, geographical, historical information in the course, a bright picture of reality is built, reflecting the diversity of nature and culture, types of human activity, countries and peoples. In accordance with the ecological orientation of the course, special attention is paid to the acquaintance of younger students with a natural manifold, considering it and as an independent value, and as a condition, without which the existence of a person is impossible, satisfying his material and spiritual needs.
The methodology for teaching the course "Peace around us" is a problem-search approach that ensures the implementation of the developing tasks of the learning subject. It uses a variety of methods and forms of training using a system of funds that make up a single educational and methodical kit. Students are observing the phenomena of nature and public life, perform practical work and experiments, including a research nature, various creative tasks. Didactic and role-playing games, training dialogues, modeling of objects and phenomena of the surrounding world are carried out. To successfully solve the course's tasks, excursions and training walks, meetings with people of various professions, the organization of satisfaction activities for the protection of the environment and other forms of work, ensuring the direct interaction of the child with the outside world. Classes can be held not only in the classroom, but also on the street, in the forest, park, museum, etc.
In accordance with the general course of the course and the most important ideas in the implementation of the Program we give new to the practice of primary school species of students to which include:
1. Recognition of natural objects with a specially designed for the elementary school atlas-determinant.
2. Modeling environmental connections using graphic and dynamic schemes (models).
3. Ecological and ethical activity, including analysis of its own attitude towards the world of nature and behavior in it, evaluating the actions of other people, developing relevant standards and rules, which is carried out with the help of a specially developed book for reading on environmental ethics.
The world around the world as a training object carries a large developing potential: children are formed the prerequisites for scientific worldview, their cognitive interests and abilities; Conditions are created for self-knowledge and self-development of the child. Knowledge, formed within the framework of this study subject, have a deep personal meaning and are closely related to the practical life of the younger schoolboy.
The peculiarities of the content of this training subject are: the integrated nature of the presentation of natural science and social scientific knowledge, special attention to the expansion of sensory experience and practical activity of schoolchildren, the presence of a content providing the formation of general training skills, skills and ways of activity; The ability to carry out interpresentation with other elementary school subjects. The educational subject "The World War" makes a significant contribution to the formation of information culture of younger students; They master various ways to obtain information, use algorithms, models, schemes, etc.
According to N.A. Semenova, research activities in the younger school is at the stage of formation, which causes its specific features:
Given the not only children's research, but also special classes on the formation of relevant skills, but also special classes on the formation of relevant skills are played in research activities.
The specifics of research activities of younger students are also in its multi-ship. In addition to the student and his scientific leader, parents are speaking, without the support and help of which the classes of younger schoolchildren are much hampered by research activities.
Based on data sources, as well as the analysis of the educational practice of primary school, the following pedagogical conditions were allocated for the formation of research skills of younger students in the process of studying the "surrounding world":
1. Accounting for age and individual characteristics of children: the use of adequate learning methods; adaptation of concepts related to research activities to the age of students; The availability of forms and methods of conducted studies, compliance with the subject of study by the age characteristics and personal interests of younger students. The study must be satisfactory, interesting and significant for a child, useful for his personal development. An individual approach allows us to take into account the ability, opportunities, interests, the tempo of the work of each student, regulate the assistance of an adult provided in the process of studying.
2. The motivation of research activities of students is implemented by creating situations of practical and intellectual difficulties in the urgent and in extracurricular activities, actualization of new knowledge, in expanding the circle of students' interests, the knowledge of the knowledge of research activities and its meaning for a person. It is necessary to help students see the meaning of their creative research activities, its ability to implement their own abilities, in self-development and self-improvement, to understand the value of research activities.
3. The activities of the teacher that implements the position of the organizer of educational and research activities. The teacher must own knowledge of research activities, to be included in cooperation and creation, have creative potential to organize the process of studying, appropriate age and the interests of children, create a creative educational environment by organizing a search, encourage creative undertakings and actions of children, the use of creative research assignments, productive learning methods, creating opportunities for students' self-realization, for the manifestation of their independence and initiative.
It is important to ensure the teacher of the focus and systematics of the process of developing research skills of younger students. This is a significant role in this, the technology of organizing research activities, which builds research classes with the use of game, research, problem and heuristic teaching methods.
Conditions for the effectiveness of research activities in the process of studying the "surrounding world":
1. The student should want to conduct a study. A teacher should want this (to carry out this study). If the direction, the topic will not be interesting at least one of the two interacting parties, the research does not work out.
2. The student must be able to do it. But, first of all, it should be able to make a teacher. How can you manage research activities if you do not imagine the whole structure of work, do not know the techniques, can not determine the details of the detail? To fulfill work, a student must already be formed certain competence.
In the course of the development of a particular topic in the study of the "surrounding world", the student significantly expands its horizons, improves such skills as an outline of material, the allocation of the main and secondary, analysis of selected facts, preparation of independent argued conclusions. This work significantly affects the development of speech, thinking, memory of the guys. Just write a study - not enough, it must be represented and defended by answering the questions of listeners and opponents. And for this it is necessary for good knowledge of the material, free speech possession and sufficiently high speed of thinking.
According to N.A. Semenova, the collaboration of the head and student when writing work should be expressed not only in the disclosure of the abilities of the guys, the orientation of them for knowledge as value, but also in the development of the personality of the teacher himself, able to effectively use human resources entrusted to him. The study of research activities make it possible to expand the horizons and the student, and the leader.
The next stage of work is the analysis and registration of scientific research. Conclusions are made in accordance with the goal and tasks. They must be clear and understandless not even a specialist. It's no secret that the correct assessment of the results of the study is one of the most complex and at the same time important tasks. It is important to teach children to solve the tasks delivered to the end, bring any started thing to the logical conclusion.
Learning research in the study of the "surrounding world" begins from the first class through excursions, observations, experiments, conversations. During excursions, students admire the beauty of nature, listen to her sounds, see a variety of natural environments, learn a lot of interesting and instructive on the laws of nature. Such a direct perception of nature develops interest among younger schoolchildren to her study, brings up love for his native land. A part of the educational material during an excursion is studied on a leading principle and is further used in the lessons of the surrounding world. Knowledge is given by the teacher not in the finished form, but are mined by independent efforts of children, and then clarified and fixed in the lessons. On excursions, students easily establish causal relationships between living and inanimate nature. The joint activity of students is carried out in small groups, in each of which there is a leader, student researchers and a student who records the results of observations. Such work contributes to the development of collectivism, the formation of responsibility for its own work and the Group as a whole.
After such excursions, the guys are offered creative tasks: to issue herbarium from autumn leaves, collect and present a collection of fruits, make crafts from the collected natural material, find additional material and arrange an abstract about any plant, write an essay of a naturalist researcher.
Conclusions on chapter:
Thus, we define the educational and research activities of junior schoolchildren as specially organized, educational creative activities of students, by their structure, relevant scientific activities characterized by focus, activity, subject, motivation and consciousness
To the skills necessary in solving research tasks include: to see problems; set questions; hypothesize; give the definition of classify watch; experiment; Structuring the material obtained during the study; draw conclusions and conclusions; Prove and protect your ideas.
Research activity in the younger school age is at the stage of formation, which causes its specific features:
The inclusion of a junior student in research activities is based on the cognitive interest, the most inherent in this age;
Considering the poor ownership of the younger student in research activities;
Research skills forming in the process of research activities are an integral part of common educational skills needed by students for successful learning activities.
Chapter 2. Experimental study of the formation of research activities of younger students in the process of studying the "surrounding world"
2.1 Studying the level of formation of the skills of research activities of younger students
The purpose of the experimental part of the work is to identify the level of formation of research activities of younger students.
The purpose of the experimental study allowed to deliver specific tasks:
1. Choosing a technique of experimental research.
2. Conducting a statement experiment.
3. Quantitative and qualitative analysis of the data obtained.
The theoretical research carried out by us allowed us to allocate criteria and levels of research activities of younger schoolchildren and give them a qualitative characteristic.
As a basis for the experimental study, we are taken the following research skills of younger students:
See the problem
To ask questions,
The ability to put a goal
Hypothesize
Classify on various features
- formulate conclusions and conclusions,
Independence during the study.
On the basis of selected criteria and indicators, we have defined levels of formation of research skills.
Table 1. Indicators, criteria and levels of formation of research skills of younger students
Indicators and criteria
Levels of research skills
High level
Average level
Low level
1. The allocation of the problem (finds a contradiction, formulates the problem).
Self sees the problem
Sometimes independently, but more often with the help of a teacher.
Does not see independently, takes the problem prompted by the teacher, does not show activity in its independent search.
2.Formulation questions.
Formulates questions.
Formulates questions.
With the help of a teacher.
3. Goaling and dedication (puts the purpose of the study, searching for an effective solution to the problem).
Alone (in the group). Shows volitional and intellectual efforts (builds schemes, drawings, explains).
With the help of a teacher. Shows volitional and intellectual efforts (builds schemes, drawings, explains).
With the help of a teacher.
4. Hypotheses and problem solving.
Actively expresses assumptions, hypotheses (many, original) offers various solutions (several options).
Moves hypotheses, more often with the help of a teacher, offers one solution.
With the help of a teacher.
5. Process to describe phenomena, processes.
Full, logical description.
Not quite complete, logical description.
With the help of a teacher.
6.Formulate conclusions and conclusions.
Formulates in speech, achieved or not the result, notes the compliance or inconsistency of the resulting result of the hypothesis, draws conclusions.
It may formulate conclusions on their own or on leading issues, argues its judgments and enjoys evidence and with an adult.
It is difficult in speech formulations, does not see errors, does not know how to discuss the result.
7. The degree of independence during the study.
Independently puts the problem, finds the method of solving it and implements it.
The teacher puts the problem, the child independently searches for its solution.
The teacher puts the problem, challenges its decision, the child searches for considerable help of adult.
Number of points
18-21 points
11-17 points
0-10 points
In order to diagnose the level of development of research skills, we were conducted by the test, which includes 3 subtests:
1 test - allows you to identify the ability to display the consequences,
2 test - the ability to find a problem
3 Test - Ability to represent the consequences of events.
Instruction number 1: Give as full and original answers as possible:
1. "What happens if the rain is pouring without ceasing?"
2. "What happens if all animals begin to speak by a human voice?"
3. "What happens if all the mountains suddenly turn into sugar?"
4. "What happens if your wings grow?"
5. "What happens if the sun does not go beyond the horizon?"
Instruction number 2.: Put an unusual problem connecting two indicated concepts. For example, a pair of beetle - armchair. Problem: "Beetle bought a chair. How does he deliver him to his home? ".
Compass - glue. Tit sister. Amanita - sofa. Teacher - Wind. Hat - bee.
Instruction number 3.: Continue the sentences:
In the mountains it is impossible to scream loudly because ...
Birds began to twist the nest because ...
Swallows began to fly low above the ground because ...
In winter, trees are formed more dense wood than in the summer, because ...
Birds flew to the south because ...
Table 2 presents an assessment of the results of the study.
Table 2 - Evaluation of research skills of younger students
F.I.
Allocation of the problem
Formulating issues.
Goaling and dedication
Advance hypotheses and solving problems.
Ability to describe phenomena, processes
Formulation of conclusions and conclusions
Degree of independence
Total scores
Fig. 2.1. Levels of research skills of younger students
According to the results of the study, only three schoolchildren
Consider the methodology of the organization Environmental studies conducted with students of the 3rd class of secondary school.
The subject of the study: the ecological state of the school and a school area.
Research Hypothesis: A favorable environmental situation has a positive effect on the development of human intellectual and physical abilities, to preserve his health.
In the conditions of the industrial city, no general educational institution can declare complete environmental well-being. Schoolchildren have a weak idea of \u200b\u200bthe environmental state of the urban environment, but each competent person needs to know what environmental conditions it is studying, it works, lives.
Our school is located in the Industrial District of the city, where industrial enterprises and highways are concentrated.
The purpose of the study: to determine the environmental condition of the school.
Stages of research: 1) determine the level of air pollution within the school building; 2) to establish the level of air pollution on the school area; 3) clarify the density of the landscaping of the school area; 4) Determine the degree of intensity of traffic on the highway, located next to the school.
Introduction
We all passengers of one ship named "Earth" means to cross out of it simply nowhere. That's why all the inhabitants must comply with their common house ...
A characteristic feature of the modern city is the deterioration of the environmental situation.
High population density, industry development and abundance of transport in cities adversely affect human life: air pollution, soil and water increases, the noise background increases, stressful loads increase. All this negatively affects the health of the urban population, a significant part of which is schoolchildren.
To know in what conditions they live and study, it is important.
Research part
Determination of air pollution inside school building
Instructions for research:
1. Namazh Vaseline strips of white cardboard paper.
2. Attach the paper strips in the classroom, in the doctor's office, director, in the teacher, dining room, corridor, gym, locker room (sign strips).
3. After 4-5 days, look at the paper strips through the magnifying glass.
4. Explain what particles are visible on stripes. Where did they come from? In which part of the particles is the least?
5. Make conclusions: how these particles of dirt and dust affect the health of the schoolboy and the teacher; Is it possible to provide cleanliness in the premises of the school?
After studying the level of air pollution, younger schoolchildren discovered that the written offices of the doctor and director were the cleanest. These children were explained by frequent wet cleaning and small number of visits. The average level of pollution is marked in the classroom, in the teacher and dining room, which is explained by two-sighted (per day) cleaning of these premises and the presence of removable shoes in visitors. The dirty was the dressing room, the gym and the school corridor, the children explained this to the large loading of these premises and dirty shoes of those who happen there. Thus, schoolchildren concluded that in the dirty offices and the premises of the school are unsafe to be, since dust settles on the walls of human lungs and causes various diseases, so in all rooms it requires a more thorough cleaning, and on occupations you need to walk in replacement shoes. After research, the children independently follow the presence of the second shoes in all schoolchildren and began to hold "Reid of Purity" at school.
Establishing the level of air pollution on a school area
Instructions for research:
1. Describe the location of the school in the neighborhood. We defined at what distance it is from highways, enterprises, shops.
According to the sanitary breeding standards, at least 25 m from the borders of the school, the stores and enterprises - 50 m, to residential buildings - at least 10 m. Does the location of your school correspond to these standards?
2. Excess the degree of dustiness of the air in various places of the school area. To do this: a) collect the leaves of plants in different sections; compare their contaminated surfaces; b) collect on different sites snow, raguised it; Compare the degree of water pollution.
Make conclusions.
The results obtained and conclusions:
Studies have shown that from the central entrance of the school to the motorway approximately 21 m, residential buildings are almost close to the school area, stores at a distance of about 30 m.
Thus, the location of the school does not correspond to sanitary standards in almost all indicators.
According to the second paragraph of the study, it was established: a) in the fall of the leaves of the trees are most polluted near the central entrance to school, the least dandped behind the school, i.e. In that part of the school area, which is removed from the motorway;
b) In winter, the melted snow was equally dirty in all corners of a school area.
Schoolchildren cannot change this situation, so the conclusion was concluded that on weekends it is necessary to lend to the whole family to strengthen health beyond school and city into environmentally friendly corners of nature.
Declaring the density of landscaping a school area
Instructions for research:
1. Count the number of trees and shrubs growing on the school area. We define how many plants fall on one student.
2. It is known that one medium-size tree in 24 hours restores so much oxygen as it is necessary for breathing three people. Is it enough on the territory of the school trees to restore oxygen in the air?
The results obtained and conclusions:
78 trees and shrubs and shrubs grow on the school area; School learn and employs approximately 600 people. For this number of people, there are 200 wood plants for the complete reduction of consumed oxygen. It means that our school has only 39% of the necessary level of gardening, which is significantly insufficient, and this adversely affects the health of students, because the plants have a wellness effect: their coolness, harmony of sounds and paints, the variety of odors soothes the nervous system, reduce stressful situations. Children came to the conclusion that additional gardening is needed. In the spring of the same school year, 5 birch seedlings on a school area were planted with students of the class.
Determination of the degree of traffic intensity on the vehicles near the school
Instructions for research:
1. The quantity and types of transport passing through the highway near your school. Observations are spent three times a day for 15 minutes at the same time: at 10.00, at 14.00, at 17.00. Write the results into the table.
2. With the average, each car throws up 3.5-4 kg of carbon monoxue, soot, toxic substances per day. Calculate how much dirt is thrown out cars passing near your school.
The results obtained and conclusions:
Observations were carried out in the autumn-winter period 2-3 times a month on the street of metallurgists. The averaged data were listed in the table:
On average, it turned out that in 15 minutes by the autotrass, located next to the school, about 244 cars take place. With such an intensity of movement, go the road is difficult to even an adult person, and school students go to it quite often.
High load on the vehicles is observed throughout the work
day from 7.00 to 21.00, i.e. 14 hours, or 840 minutes. On average, the street of metallurgists passes a day (244 cars x 14 h. \u003d 3,416 cars) about 3420 +/- 300 cars. Considering that the car rushes on this section of the highway for about one minute, when calculating, we find out that during the day by vehicles in the vicinity of the school is ejected (3420 cars x 4 kg: 840 minutes \u003d 16 kg) almost 20 kg of carbon monoxide, nitrogen oxides, sulfur, soot highly toxic substances. During the year, the amount of emissions is about 5 tons of 850 kg. The results obtained led students to horror.
Summing up, we draw conclusions that the intensity of motor vehicles movement near the school is high, which makes it difficult to move the movement of students to school and back. For the year, the vehicle throws about 6 tons of harmful impurities into the atmosphere, which aggravates the ecological situation of the school microdistrict, so there is a need for the translation of the internal combustion engines into more environmentally friendly.
Based on the foregoing, it can be argued that the ecological situation of the school and its school area is unfavorable, it negatively affects the health of the younger generation, which means that schoolchildren should be more careful to the existing landings, take part in the "Green Desant".
Conclusion
The skills that are emerging in the process of teaching activities are an integral part of the general educational skills necessary for students for successful learning.
To the skills necessary in solving research tasks, A.I. Savenkov refers: to see problems; set questions; hypothesize; give the definition of classify watch; experiment; Structuring the material obtained during the study; draw conclusions and conclusions; Prove and protect your ideas.
The research skills allocated to them relate to the general training skills necessary for students in training activities, on their basis this activity is carried out and optimized.
Educational and research activities (UID) in the younger school age is at the stage of formation, which causes its specific features:
The inclusion of a junior schoolboy in Uid is based on the cognitive interest, the most inherent in this age;
Given the not only children's research, but also special classes for the formation of relevant skills play a significant role in the Urad's research activities, a significant role in the Urad organization.
In addition to the student and his supervisor (teacher), the subject of activity is the parents, without the support and help of which the classes of younger schoolchildren, UID make it difficult.
As the experimental study showed, only three schoolchildren (Anya I., Katya Sh. And Lesha I.) Independently see the problem, formulate questions, actively express assumptions, hypotheses (many, original), offer various solutions (several options), draw conclusions. Children independently put the problem, find out the method of solving it and implement it.
Most schoolchildren (55%) do not see the problem independently, do not show activity in its own search. The teacher puts the problem, challenges the method of its solution, children carry out a search with considerable help of adult.
Analysis of the received data convinced us that the level of development of research skills in younger students, especially its component, as a presentation of the consequences of events and the ability to call the problem is very low.
Formation of research activities in the younger schoolchildren in the process of studying the "surrounding world" will be more effective if:
Acquisition of search and research skills in elementary school will pass in stages with the subsequent complication of activities and an increase in the share of independence in the study, opening a new one,
A comprehensive formation of all research skills will be carried out, taking into account the individual development of the child.
List of used literature
Bogoyavlenskaya, A. In the science of kids [Text] / A.Boevlenskaya // Practical magazine for teacher and school administration. - 2006.-№1. - p.26-31.
Gafitulin, M.S. Project "Researcher". Methods of organizing research activities of students [Text] / M.S.Gafitulin // Pedagogical technique. 2005. - №3. - p.21-26.
Dolgushina, N. Organization of research activities of younger schoolchildren [Text] / n.Dolgushina/ China (the first of September). - 2006. - №10. - p.8.
Brief psychological dictionary / under the general edition of N.V. Petrovsky, MG Yaroshevsky. M.: Policy, 1985.- p.13.
Experience in organizing research activities: "Small Academy of Sciences" / Avt. - Sost. G. I. Osipova. - Volgograd: Teacher, 2007.
Subdia, A. N. Research behavior. Strategies of knowledge, assistance, opposition, conflict [Text] / A. N. Poddyakov. - M.: Enlightenment, 2000. - p.45.
Romagatova, N.A. Research activities of younger schoolchildren ... Is this possible? [Text] //.A.Razagatova// to school together. Edition for parents. Ed. House "Agni": Samara, 2007. - 88 p.
Romagatova, N.A. Research activities of junior schoolchildren as a healthy-saving technology [Text] / /R.Razagatova// Education and psychological health. Sat Scientific Tr. / Ed. So-called Key - Samara: Publishing Group GOU "Regional Sociological Center", 2006. - 128 p. - C. - 39-44.
Romagatova, N.A. Research method of training and its use in elementary school [Text] / N.A.Razagatova//spiranty Bulletin OGPU, 2007.- № 6. - P. 116-123.
Romagatova, N.A. History and trends in the development of educational and research activities of schoolchildren [Text] / n.A.Razagatova // News of the Samara Scientific Center of the Russian Academy of Sciences. Special release "Actual problems of humanitarian research", 2006. -the 1. - from 32-40.
Romagatova, N.A. Methods of organizing educational and research activities of junior schoolchildren [Text] / N.A.Razagatova// Competence-oriented education: from idea to school practice. Materials of regional scientific and practical seminars. Author's team. Under the general editors, K.P.N. Polushkina L.I. - Samara: Ambris LLC, 2006. - 158 p.
Romagatova, N.A. Involvement of younger schoolchildren in educational and research activities (on the example of Samara) [Text] / N.A. Razagatova, S.Jadja // News of the Samara Scientific Center, RAS, 2006. - № 3.- - C. - 223 -230.
Rumyantseva, N.Yu. Organization of educational and research activities of younger schoolchildren [Text] / N.Yu.Rumyantsev. - M.: Enlightenment, 2001. - p.34.
Savenkov, A.I. Content and organization of research training of schoolchildren [Text] /a.I.Savenkov. - M.: "September", 2003. - C.204
Savenkov, A. I. Psychological foundations of the research approach to training [Text] / A. I. Savenkov. - M.: Enlightenment, 2006.- 434 p.
Semenova N.A. Evolution of didactic ideas about research activities in the domestic pedagogical theory and practice [Text] / N.A.Savenkov // Materials of the International Scientific and Practical Conference "Modernization of Education and Advanced Training" (Tomsk, November 26-27). Volume 2. - Tomsk, 2003. -s.191-195.
Semenova, N.A. Aspects of the organization of research activities in elementary school [Text] / N. Semerenov/3Enternational Scientific and Practical Conference "Humanitarian Research and their role in the development of pedagogical education" (4-5 November 2002): Conf. In 2 volumes. - T.1.: Tomsk: Publishing House of TGPU, 2004.- S.58-61.
Semenova, N.A. Research activities of students [Text] / N.A. Semenova // Primary School. - 2006. - №2.-C.45-49.
Semenova, N.A. The place of research activities of junior schoolchildren in the modern educational process [Text] / N.A. Semenova // Preschool and primary education in the 21st century. Theory and Methodology: Materials of the Regional Scientific and Practical Conference dedicated to the 100th anniversary of the TGPU and the 25th anniversary of the Faculty of Primary Classes. - Tomsk: Publisher TGPU, 2002.- S.59-62.
Semenova, N.A. Organization of research activities in elementary school [Text] / N. Semenova// VI All-Russian Inter-University Conference of Students, graduate students and young scientists "Science and Education". "Tomsk: Publisher TGPU, 2002.- p.40.
Semenova, N.A. Conditions for the development of research skills of schoolchildren [Text] / N. Semenova// Materials of the International Scientific and Practical Conference "Modernization of Education and Advanced Training" (Tomsk, November 26-27). Volume 2. - Tomsk, 2003.- S. 188-191
Find the material for any lesson,
Development of research skills
junior schoolchildren.
A nich opinion is not false ...
Socrates
For a long time we were committed to the fact that the child's training should be built on obedience, repetition and imitation. Methods of self-searching truths based on the analysis and synthesis of different points of view, their own observations and experiments, almost completely excluded. New time dictates new tasks, makes it in fact proceed from calls for the development of the intellectual and creative potential of the child's personality to real actions. One of the most effective steps in this direction is the active use of research methods in education.
The child is a researcher in nature. The unfortunate thirst for new impressions, curiosity, the constant desire to observe and experiment, independently look for new information about the world is traditionally considered as the most important features of child behavior. Research, search activity is a natural state of a child, he is configured to know the world. It is this behavior and creates the conditions for the psychic development of the child initially unfolded as a self-development process.
The desire of a child to an independent study of the surrounding world is predetermined genetically. If this activity is not counteracting, not to stop it with numerous "impossible", "not touch", "you know about it early," with age, this need for research evolves, the spectrum of children's research facilities is significantly expanding.
The child, prone to research behavior, will not rely only on those knowledge, which is given to him in the course of traditional training, he will actively study the world around the world, acquiring the experience of the Creator-discoverer for himself. Research skills are especially valuable in that they create a reliable foundation for the gradual transformation of training and development processes in higher-order processes - self-study and self-development, which at the present stage is very important.
The child's own research activity should be considered primarily as one of the main directions for the development of creative abilities. There are many ways to develop the creative abilities of the child, but its own research practice is undoubtedly - one of the most effective. The skills and skills of the study, independent creative comprehension of truth, obtained in childish games and in special occupations, are easily vaccinated and transferred further to all types of activity.
Another circumstance is no less important - as special psychological experiments show, the most valuable and strong knowledge are not those who are learned by learning, but those that are mined independently during their own creative surveys. Experts in the field of psychology of thinking have long noticed such a feature: the mental activity of a scientist who makes an epochal discovery, and the mental activity of a child who knows the new, is identical in their inner mechanics. But the most important thing is that the child is much easier to learn a new one, acting like a scientist (conducting its own research, putting experiments, etc.) than to receive knowledge gained by someone in the "finished form".
What is research skills?
The unequivocal, satisfying all the definitions of research skills does not exist, it is natural, so usually happening with complex mental phenomena. However, it should be noted that there are not so great to discrepancies. Research skills are considered:
- As a search for information;
- As the skills aimed at reducing the excitation caused by uncertainty.
We, in this context, we consider research skills as the skills aimed at studying the object, which is based on the mental need for search activity, and research learning - as a type of training built on the foundation of research skills.
The idea that the child's interest in the exercise largely depends on the content of education is unlikely to be doubtted. Therefore, this problem is traditionally not just being studied by pedagogy and pedagogical psychology, but takes one of the central places in these sciences. Why is the learning process turns into a heavy service, difficult, low-speed work? And for teachers and for parents it is also a grave, very burdensome work. Scientists have found a simple response to this question: it is necessary to take into account the "nature" of the child, she herself is focused on knowledge of the surrounding. Properly built training should be carried out without coercion.
In the younger school age it is important to form the instrumental skills and skills of the logical and creative thinking necessary in solving research tasks. These include skills:
- See problems;
- To ask questions;
- Hypothesize;
- Definitions of concepts;
- Classify
- Watch;
- Conduct experiments;
- Draw conclusions and conclusions;
- Structuring material;
- Prove and protect your ideas.
Key technological element in the development of research skills -euristic educational situation -the situation of activating ignorance, the purpose of which is the birth of personal students Educational product(ideas, problems, hypotheses, versions, text). The methodology for the development of research skills is based onopen taskswhich do not have the unambiguous "correct" answers. Almost any element of research activity can be expressed in the form of an open task, for example: offer the version of the origin of the alphabet, explain the graphical form of the numbers, compose the proverb, set the origin of the object, explore the phenomenon (for example - snowfall). The results obtained by students turn out to be individual, they are diverse and different according to the degree of creative self-expression.
A positive result in the development of research skills provides technology for learning children with signs of gifting. One of the strategies of this technology is "research learning". The main feature of this approach is to intensify the training, giving it a research, creative character, and thus convey the student to the initiative in organizing its development. Independent research practice of children is traditionally considered as the most important factor in the development of creative abilities.
The question of how to teach children of younger school age with special knowledge of skills and skills necessary in research search, as well as methods for processing the materials obtained, is not simple and practically not considered in special pedagogical literature. And we have not taken to teach this children at all. Programs and methods of such a type of training in the finished form are not found. But these tasks and problems I decide during other activities, in particular, the class "Little Researcher" circle. Classes are held in a game form. But the tasks of children are offering heuristic nature, for example: to find the cause of the event with the help of the question ("the children blinded from the snow of two snowmen. One melted every other day, the second stood until the end of winter. What do you think it happened?"). Children offer their solutions to the problem, prove their point of view. Exercises on the circumstances under what conditions each of these items will be useful? (Tree branch, telephone, doll, fruit, racing car, samovar, drum)
Children attending a circle have a higher level of logical and creative thinking. They know how to see problems, fairly competently formulate questions, observe, compare, to a large extent to draw conclusions and conclusions.
(Give examples of tasks for the development of the ability to see problems)
(p. 106, 108).
If we want the processes of development and self-development of the identity of the younger student to go intensively, we need to stimulate his research activity, to maintain a thirst for new impressions, curiosity, desire to experiment, independently look for the truth. Naturally, one support is not enough. The child needs to be learned by special knowledge, skills and research skills.
The task of adults is to help in conducting children's research, make them useful and safe for the child himself and his environment.
MBOU "Zyryan Central Secondary School"
Zyryansky district
Innovative
educational project:
"Formation of research skills in younger students »
higher qualifying category
1. Introduction.
2. Theoretical foundations of the idea of \u200b\u200ba research approach in training.
3. Stages of project implementation.
4. Criteria of the expected result.
5. Conclusion.
6. References.
1. The implementation of the implementation of the innovation proposed in the project.
Organization of the educational process in primary schools of the secondary school.
2. Project Manager:
The teacher of primary classes of the highest qualification category MBOU "ZSOSH", p. Zyryansky, winner of PNPO, pedagogical experience - 26 years.
Project execution base:
The initial classes of MOU "ZOSOS" (26 +21 people).
4. Project participants:
one). Students of primary classes; (from 1 to 4th grade, over two issues)
2). Primary school teacher.
5. Psychological support of the project:
Head of Psychological and Pedagogical Service MOU "ZOSOS"
6. Social partners:
one). Library MBOU "ZSOSH" (head. Library);
3). Zyryansk Central Library (Head Library);
4) Zyryanian Museum. (Director)
7. Term of the project:
Start: academic year;
Completion: 20th year.
8. Stages of project implementation:
1. Preparatory;
2. Development and implementation of the project
3. Analysis of the results
9. Project material support:
To implement the project, there is a need for a material and technical base.
Training room equipped with a computer and multimedia equipment.
1. Introduction
The first and most important principle,
which can be offered
creative teacher, such:
"All you want to say, ask!"
In modern society, the need for people in extraordinary thinking, active, creative, capable of solving the goals and objectives cannot be solved. Therefore, now in education is widely discussed by the issue of creating conditions for improving the quality of the educational process. In the arsenal of innovative pedagogical agents and methods, a special place is occupied by educational research activities. It is very important that this work will be well delivered from the elementary school, since it is at this age that children need to have the foundation of knowledge, skills and skills of active, creative and independent activities of students, the techniques of analysis, synthesis and evaluating the results of their activities. And research work is one of the most important ways to solve this problem. Such activities that put students in the position of the "researcher" occupies a leading place in modern educational training systems.
Children's need for research search due to biologically, the child is born by the researcher. A tireless thirst for new impressions, curiosity, constant desire to observe and experiment, independently look for new information about the world is considered as the most important features of child behavior. It is this inner aspiration for the study that creates the conditions for the psychic development of a child initially unfolded as a self-development process.
Pedagogical science and practice it was established that if the "creative activity" does not start teaching with enough early age, then the child will be damaged to the beneficial in subsequent years. Already in elementary school you can meet such students who are not
satisfies work with a school textbook, they read special literature, looking for answers to their questions in various fields of knowledge. Therefore, it is important to identify everyone who is interested in the various areas of science and technology, to help bring their plans and dreams to life, bring schoolchildren on the way of searching for science in life, to help most fully reveal their abilities. That's why child learning skills and research skills is becoming the most important task of education and a modern teacher. All this led relevance of the research topic.
Object of study: The process of formation of research skills in younger students.
Subject of study: Conditions for the formation of research skills in younger students.
Pedagogical goal: Increase the quality of knowledge of students and an active personal position through the creation of conditions that promote the development and improvement of research skills in lessons and in extracurricular activities.
Purpose of the study: Determine the conditions for the formation of research skills.
The study of psychological - pedagogical literature on the topic of research allowed to push the following hypothesis:
If research skills have been formed in the younger student, it will help to learn more successfully, to understand the training disciplines deeper.
In accordance with the purpose and hypothesis of the study, the following were identified tasks:
Ø - explore and analyze the state of the problem in pedagogical theory and practice;
Ø - carry out the selection of technologies, methods and techniques for the formation of research skills;
Ø - teach younger students to conduct curriculum;
Ø - develop the creative research activity of children.
2. Theoretical foundations of the idea of \u200b\u200ba research approach in training.
Educational research activities are specially organized, cognitive creative activity of students, according to its structure, relevant scientific activities characterized by focus, activity, subjectiveness, motivation and consciousness, the result of which is the formation of cognitive motives, research skills, subjectively new for students in knowledge and ways of activity.
For the development of student research skills, the teacher needs to create such conditions that would meet the goal.
When organizing training activities, the teacher must work on the formation of the following skills:
1. The ability to organize your work (organization of the workplace, work planning).
2. Skills and knowledge of research nature (selection of research topics, planning of research stages, search for information, selection of methods for solving the problem).
3. Ability to work with sources of information (Internet, dictionaries, encyclopedias, scientific articles, children's newspapers and magazines, school textbooks, telecasts, cinema and cartoons, etc.)
4. The ability to present the results of its creative work: fulfilling the requirements for speech speaking, competent construction of performance, work (projects) in handwritten, printed, electronic, art or other versions.
Studying in primary link can be organized by a teacher of an episodically or fragmentary at a certain stage of the lesson, designed for the entire lesson or long-term study using existing knowledge and skills. Thus, in the process of the implementation of the study in children, theoretical knowledge and practical skills and skills are being developed. It is advisable to include the research process in all educational areas of primary school in order to form a child
abilities creatively mastering and rebuilding new ways of activity in any field of human culture.
Work forms:
Ø Individual approach to lessons, use in the practice of elements of differentiated learning, carrying out non-standard forms of lessons;
Ø Additional classes with gifted children on subjects;
Ø participation in school and district olympiads;
Ø project activity of students;
Ø visit and participation in extracurricular activities;
Ø contests, intellectual games, quiz;
3. Stages of project implementation.
The implementation of this project is scheduled for two releases of elementary school: 2 years.
1. Preparatory (September - October 2007).
At this stage, the selection of effective methods, techniques, forms of research activities was carried out; Drawing up a research task for practical work, observations, home research. To obtain a positive result of children's research work, the teacher needs to give a positive attitude and show the prospect of (stimulating) students. The teacher must be sensitive and skillfully leading the research activities of his students. After conducting a survey in its class, I learned that my guys want to learn well, to become famous, famous, to invent or compose, want to somehow glorify that they knew about them and their achievements at least in our school. At such desires, it is easy to build a job as a teacher if it will correctly present the purpose and objectives of the study and stimulates (so far in words) a positive result. At the same time, not all children realize that they are going to school in order to receive knowledge. Frame 1 shows: that most of the class 40% loved to spend their free time at the computer, 48% of the TV. Rarely visited the library of 17% of students, 45% of students did not attend it at all. There were no obstacles to studying, but 10% of students were admitted to
own laziness. Not all kids love additional tasks that go beyond the textbook (for example: pick up the riddles, signs about winter, pick up and learn to the specified letter fork, etc.), because they cannot independently find the necessary information.
After analyzing the results of this work, it can be concluded that many children did not have research skills formed:
Diagram 1.
Success in training activities.
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Fix the knowledge gained
Methods are chosen and research activities begins, collection and processing of information Parents come to the rescue. Pupils are actively working, analyzed and summarized the materials obtained, conduct research. It is desirable that this stage of work is short-term, since the children of younger school age will quickly lose interest in the work done. At this time, organize individual advice. During consultations, I help systematize the collected information.
8. Analysis and generalization of the materials obtained.
Structuring the material obtained using well-known logical rules and receivers).
All information has been collected, all the necessary discharge of books are made and observations and experiments have been carried out. Now you need to summarize the most important thing on the paper and tell people about it. What is required for this? - Clause 9.
9. Preparation of the report.
Give definitions by basic concepts, prepare a message on the results of the study
Select the basic concepts from the text and give them definitions.
Classify (split groups) basic objects, processes, phenomena and events.
Review and designate all selected paradoxes.
Lower in order (rank) the main ideas.
Suggest examples, comparisons and comparisons.
Make conclusions and conclusions.
Specify possible ways to further study.
Prepare text messages.
Prepare drawings, diagrams, drawings and layouts.
Prepare for answers to questions.
Possible research results - representation of newspapers, album, herbarium, magazine, clamshell books, collage, costume, layout, model of visual manual, poster, plan, abstract, series of illustrations, reference book.
10. Protection.
Protect publicly in front of peers and adults, answer questions. "From what the success depends"
There are several rules that need to be adhered to in work if the student wants his work to be successful. These rules are easy, but the effect of them is great. These rules issue students in the form memo.
(Appendix 6)
Risks in the project implementation process.
Research activities makes and teach children to work with a book, a newspaper, the magazine that in our time it is very important, because by your own experience and, based on the opinions of colleagues, I know, children read only tutorials. They do not want to read not only additional literature on subjects, but also fascinating works of literature and periodic printing. I try to direct your student's work in the right and useful course for them. The guys behave differently: one with some excitement is actively looking for information for their research on libraries and on the Internet, others are drawn into their work of parents, but there are also those that you have to take into "assistants", referring to them asking them about help. A child feeling his importance, trying to help the teacher and is involved in research work. We view the found material, we find out that we find out that you need to spend the survey, poll or experiment, pick up photos. The finished material is made together, and the child is preparing to perform in a class hour or we include his performance at one of the lessons. And the most serious work is introducing different levels at research conferences. Naturally, the themes of such work should be pre-thought out by the teacher, and children should receive a positive result. ( appendix 4. )
3. Included (2015).
At this stage, it is planned to summarize the results, draw conclusions about the confirmation or refutation of the hypothesis.
In the conditions of the right organization of research activities, children imperceptibly extracting for themselves some moral norms, absorb moral requirements, they are fixed certain forms of behavior, i.e. the so-called "moral habits" are formed. Diligence, responsibility, independence, enterprise - such qualities of personality are mastered by students as a result of their surveillance to research work. Performing research in groups and individually, children have the opportunity to develop leadership qualities. Participation in research activities increases self-confidence, which allows you to successfully learn.
Data on absolute and high-quality academic performance
Table 2
TOlass | Trainingyear |
Successfulness | % of managers on "4" and "5" |
|||
in class | By Liter. | in rus. Yaz. | in Mat. |
|||
200 8 -200 9 | ||||||
200 9 -20 10 | 91 % | 86 % |
||||
|
(1 and 2 quarter) |
Students of primary classes take part in the district subject olermpiads only in the 4th grade, the results of the past issue speak for themselves:
Winners of regional olympiads in Russian and mathematics
2010-201g. Table 3.
Result | FIO of the participant | Class | Thing |
Tyanukin Matvey. | Mathematics, |
||
Meshcheryakov Aleksey | Mathematics |
||
Lobov Egor | Mathematics |
||
Melnikova Nastya. | Russian language |
||
Rusinova Nadia Babkov Karina | Russian language |
The number of winners and winners Olympiad shows the effectiveness of pedagogical experience.
4. Criteria of the expected result
The effectiveness of the application of research technology can be assessed using the following criteria: Chart 3
Success criteria.
Div_adblock366 "\u003e.
Ø Extinguition of students of subjective discovery ("I myself received this result, I myself coped with this problem") - 64%
Ø awareness of the student of learning new as personal value ("I personally need it, I need these knowledge of") - 80%
Ø Mastering the generalized way to solve problem situations: analysis of facts, hypotheses extending to explain them, checking their correctness and obtaining the result of activities - 30%
Conclusion.
If we study the planned results of the development of the educational elementary school of the main educational program of primary general education (GEF of the second generation), then we will pay attention to the fact that it is the research activity that becomes the basis of training.
The following results include regulatory universal training actions:
Identify and formulate the goal of activities, to compile an action plan for solving the problem;
Carry out actions to implement the plan;
Relate the result of its activities to and evaluate it;
To the number of educational:
Remove information;
Navigate in your knowledge system;
Realize the need for new knowledge;
Independently assume what information is needed to solve the subject task consisting of several steps;
Recycle and convert information from one form to another and choose the most convenient for yourself.
Communicative:
To convey their position to others by owning the methods of monologic and dialogical speech;
Understand other positions and views;
Contact people, agreeing with them your interests in order to do something together.
By emphasizing, thus, the relevance and significance of the topic of work, let's submit some results of observations:
1. The spectacle of students made it possible to identify a positive attitude towards organizing research work:
Chart 4.
Relationship to research activities.
https://pandia.ru/text/78/189/images/image016_6.png "width \u003d" 558 "height \u003d" 332 "\u003e
c) they became brighter to manifest the cognitive interests of children, their creative participation in projects, competitions, exhibitions:
d) the guys are involved and occupy prizes in competitions and research conferences of various levels:
Interim project implementation results:
Table 4.
Event | Result |
||
|
"Planet 3000" |
Melnikova Nastya. Rusinova Nadia |
||
Scientific and practical conference "Planet 3000" |
Lobov Egor |
||
Educational and research conference of schoolchildren "Young Researcher" | Nomination "The relevance of research" Rusinova Nadya, Melnikova Nastya |
||
Diploma for the preparation of the work, awarded an incentive diploma of the competition "Healthy food is a healthy lifestyle" - a research project. |
|||
Regional stage of the All-Russian Research Work Competition and Creative Projects of Junior Schoolchildren "I Research World" | Promotional diploma for research project "Healthy diet is a healthy lifestyle" |
||
2 Educational and Research Conference of Schoolchildren "Young Researcher" | Diploma prize Melnikova Nastya. Rusinova Nadia |
||
Scientific and practical conference "Planet 3000" | Diploma prize |
||
Scientific and practical conference "Planet 3000" | Project in work |
Appendix 4.
Photocopy of letters listed in the table.
Literature
1. Arkadyev activity of junior schoolchildren // Primary school plus before and after - 2005 - №2
2. And others. Younger students conduct research. //
3. What is the difference between research activities from other creative activities // Primary school plus before and after - 2005 - No. 1
4. Savenkov research learning of younger students.
M.: Publishing House "Fedors", 2006
5. Standards of the second generation "Sample basic educational program of an educational institution". M.: Education, 2010
6. Chutely educational activities in elementary school.
M.: Education, 2007
7. Internet - Resources
"Teaching newspaper" http: // www. *****
The newspaper is the first of September http: // www. *****
Development of research skills of younger students
Explore - extract something "out of the track", i.e. Restore some order of things on the signs, prints of the general law in specific random subjects or phenomena.
The principal feature of the organization of thinking in the study:observation, concentration of attention, analysis.
Property development:observation, attentiveness, analytical skills.
In modern pedagogy, in degree Independence of the child, stand out three levels of implementation of "research learning":
Firstand the simplest - when an adult puts the problem, challenges the strategy and the tactics of her decision. The decision in this case will have to independently find a child.
Second Level - an adult puts the problem, but the child is already looking for her decision on its own. At this level, a collective search is allowed.
On the third - Summit setting the problem, the search for methods of its research and the development of the decision is carried out by the child independently.
If we consider child learning structureIt is easy to see that it is the same as the study conducted by adult scientists inevitably includes the following main stages:
Setting the problem (selection of research topics);
Clarification of unclear issues;
Formulating the hypothesis of the study;
Educational planning (search and suggest possible answer options);
Data collection;
Analysis and synthesis of data;
Preparation of messages;
Performance with reports, report, layout, etc.;
Answers to questions, adjustment;
Generalizations, conclusions.
Self-esteem.
The most decisive link is a teacher. The role of the teacher is changing and not only in research learning. From the carrier of knowledge and information, the teacher turns into an organizer of activities, a consultant and a colleague to solve the problem, the mining of the necessary knowledge and information from various (may be unconventional) sources. Work on the study allows you to build a conflict-free pedagogy, together with children again and again survive the inspiration of creativity, turn the educational process from boring forced to the productive creative work.
Work on the development of research skills
In grade 1:
Problem, partially - search training under the guidance of the teacher;
Lesson - Research (at the beginning of the year, the problem is carried out
teacher, the search for a solution is carried out by students on leading issues; Further, the formulation of the problem is possible independently, with some help of the teacher; assumptions, the search for solutions as independently as possible; conclusions under the guidance of the teacher);
Short-term surveillance studies (under the guidance of the teacher).
In class 1 in the lessons, it is possible to include tasks aimed at mastering overall sciences (analysis, synthesis, classification, comparison, generalization). Such tasks may occur in mathematics lessons, literacy learning surrounding peace.
In grade 2. Work is carried out in the following areas:
1. Meeting with theoretical concepts of research, such as research, information, knowledge, hypothesis, etc.
2. The presentation of collective studies on a specific plan (with compliance with all stages), on various topics. The teacher organizes joint activities, directing it to the implementation of the study, in the process of which students are seduced by practical skills of research activities. For example, The topic of the study "Our School". Problem: Contradiction between the need and the ability to know the history of his school and the lack of knowledge on this topic. Purpose: Organize the search for information related to different parties to the existence of the school. Research tasks: Find information on school history, information about circles and sections that exist at school, find out quantitative characteristics (how many students, teachers, classes, cabinets, etc.), study the structure of the school, its surroundings, etc. Research methods: Survey, search for literature, observation, etc. In order to fulfill each task, groups of students working on the study of a certain direction are appointed. Students have the right to choose the most interesting tasks for them.
3. Work continues to conduct short-term studies in the context of studying materials of various disciplines.
4. The lessons use problem and search methods, which also acquaintance with the terminology and some concepts of research methods, work with dictionaries and other sources of information.
5. The classes proposes tasks aimed at identifying various properties, actions of objects, a variety of items, compiling a sequence of actions; Comparison of objects and sets of objects are offered logical tasks. Work is carried out to identify causal relations, on learning to follow observation and descriptions.
6. The preparation of an independent long-term study on the topics of interest to the topics. The study is carried out under the guidance of the teacher, then with the help of parents.
In grade 3:
1. The study continues to get acquainted with the theory of research, research methods. The lessons use gaming methods, travel, fabulous material.
2. Collective studies are held on a given topic. Trekch graders have an activity above, extraordinary approaches and proposals in the implementation of research activities.
3. Executable independent long-term study with the application of existing knowledge and skills (information is found, they learn to allocate the main thing, formulate definitions, to set the simplest experiments, observe, draw up reports). Students spend polls, survey.
4. The study of research is discussed, the teacher provides advisory assistance. By the end of the year, most of the students should with a sufficient degree of independence to choose the subject of research, to draw up a study plan, to determine one - two tasks, find material, represent a report with a show.
In 4th grade Attention is paid to the ability to work with a source of information, with the information itself, processing texts, represent the result of its work in the form of text, scheme, models
For their formation, you can solve educational and research tasks (tasks, the process of solving which requires the implementation of one or more research skills), using traditional technologies in combination with information.
For example, the development of research skills - ability to establish the impact of changing conditions to change the properties of the object. This ability, in contrast to many common research skills requiring a high level of mental activity (and affordable only in high schools), can begin to form already in junior grades. Work on this skill is carried out during the implementation of research assignments that suggest the implementation of one or more stages of research activities:
analysis of source information;
detection, wording, awareness of the problem;
hypothesis extension; setting the experiment;
theoretical substantiation;
refinement and refinement of the initial hypothesis, the formulation of the conclusions; Generalization and application of new knowledge.
The tasks of learning mathematics are most suitable for the development of a research skill to establish the impact of changing the conditions for changing the object. Interactive tasks are good because allowing the disciple to see how the data entered by them affect the situation to which changes they lead. For this can be used different models: material, verbal, symbolic, graphic. Mastering the simulation as a mathematical method and general method of research is one of the goals of initial mathematical education. The main difference of computer models is that they can be dynamic. Their use along with other models allows students to observeprocess changes and differently fix itresult.
Types of learning research:
By the number of participants: individual (independent), group, collective;
At the place of art: urgent, extracurricular;
By time: short-term or long-term;
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