The development of thinking in primary school age plays a special role. With the beginning schooling thinking moves to the center mental development child (L.S.) and becomes decisive in the system of others mental functions, which under his influence become intellectualized and acquire an arbitrary character.

Thinking of a younger child school age is at a turning point in its development. During this period, a transition occurs from visual-figurative to verbal-logical, conceptual thinking, which gives mental activity The child has a dual character: concrete thinking, associated with reality and direct observation, is already subject to logical principles, but abstract, formal logical reasoning is not yet available to children.

In this regard, the thinking of first-graders is most revealing. It is predominantly concrete, based on visual images and ideas. Typically, understanding general provisions is achieved only when they are concretized through specific examples. The content of concepts and generalizations is determined mainly by the visually perceived characteristics of objects.

As you master and master the basics scientific knowledge the student gradually joins the system scientific concepts, his mental operations become less connected with a specific practical activities and visual support. Children master the techniques of mental activity, acquire the ability to act in the mind and analyze the process of their own reasoning. The development of thinking is associated with the emergence of such important new formations as analysis, internal action plan, and reflection.

Junior school age has great value for the development of basic mental actions and techniques: comparison, identification of essential and non-essential features, generalization, definition of a concept, derivation of a consequence, etc. The lack of full-fledged mental activity leads to the fact that the knowledge acquired by the child turns out to be fragmentary, and sometimes simply erroneous. This seriously complicates and reduces its effectiveness. So, for example, if they are unable to identify the general and essential, students have problems with generalizing educational material: subsuming a mathematical problem under an already known class, highlighting the root in related words, briefly (highlighting the main) retelling of the text, dividing it into parts, choosing a title for a passage etc.

Mastery of basic mental operations is required of students already in the first grade. Therefore, at primary school age, attention should be paid purposeful work on teaching children the basic techniques of mental activity.

As already noted, thinking junior schoolchildren inextricably linked with. Whether the student perceived only certain external details and aspects of the educational material or grasped the most essential, the main internal dependencies are of great importance for understanding and successful assimilation, for correct execution assignments.

Let's give an example.
First-graders were shown a reproduction of N. S. Uspenskaya’s painting “Children.”

The boy sits in the middle of the room on a chair, his feet are in a basin of water, in one hand he holds a doll and pours water from a mug on it. A girl stands nearby, looks at her brother with fear and clutches another doll to her, afraid, as you can see, that this doll will get it too. A frightened cat runs away, hit by splashes of water.

A sheet of white paper covered the basin, doll and mug in the boy's hands - now it is not visible what he is doing.

Assignment: “Look carefully at the picture. What can be drawn here to restore the picture completely?” The paper covers the main connecting semantic link, without which the entire image looks implausible and absurd. To restore this link, to reveal the semantic situation depicted in the picture, is the main task of the child.

Some children solve this problem quite successfully. They start with reasoning: “Why is the girl looking scared? Why does the cat run away? Scared? What? It is clear that the cat was not frightened of the girl, she was frightened herself. So it's the boy. What is he doing? Not all children adhere to this scheme, but some elements of it are present in their reasoning.

Ira R.: “The cat is leaving... There is a puddle here, and cats are afraid of water. The boy is probably pouring water, that’s why there is a puddle here, and the girl is afraid that the boy will wet the doll.”

Valya G.: “We need to draw that the boy is knocking. (“Why do you think that?”) His hands are positioned this way. He knocks with a stick. The girl looks scared - why is he knocking, he’ll knock the doll again. And the cat got scared of the noise.”

These children, with different answers, grasped the main thing - the dependence of the fear of the girl and the cat on the behavior of the boy. They perceive them as a single, indissoluble whole.

Children who do not have reasoning skills do not see the interdependence of the behavior of the characters in the picture and cannot grasp the depicted semantic situation. They simply begin to fantasize without any analysis.

Andrey Y.: “A boy plays paper with a cat. (“Why did the cat get scared and run away?”) He was probably playing and somehow scared her away. (“Why was the girl scared?”) The girl thought that the cat would be so scared that it might die.”

Sasha G.: “The boy is probably drawing. (“Why does the cat run away?”) He threw his sandals and the cat ran. Or he drew a dog - it got scared.”

Some children cannot complete the picture at all.
Sasha R.: “We need to finish drawing the legs, we’ll finish drawing the arms. Let's finish the sandals, and half the cat. I don’t know what else to draw.”

When completing this task, the individual differences of schoolchildren are clearly manifested. Some children come to the answer to a question through reasoning, which gives them the opportunity to comprehend the meaning of what is depicted and justifiably fill in the missing elements. Other first-graders, without trying to reason logically, vividly imagine what is happening in the picture; their image seems to come to life, the characters begin to act. At the same time, the image that appears in their head often takes them far away from the content of the picture.

Those children who had well-developed verbal-logical and visual-figurative thinking completed the task most successfully.

Some younger schoolchildren immediately grasp the educational material significant connections between separate elements, highlight the common features of objects and phenomena. Other children find it difficult to analyze the material, reason, generalize essential feature. Especially bright individual characteristics The student’s thinking is manifested when working with mathematical material.

Children are given five columns of numbers and asked to complete the task. “The sum of the digits of the first column is 55. Quickly find the sum of the digits of the remaining four columns”:
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25

Some students immediately find the general principle of constructing series.
Lena V. (right there): “The second column is 60. (“Why?”) I looked: each number in the next column is one more, and there are five numbers, which means 60, 65, 70, 75.”

Other children need more time and certain exercises to identify the principle of constructing a vertical series of numbers.

Zoya M. performed this task in this way: she calculated the sum of the second vertical row, got 60, then the third - got 65; Only after that did she feel some kind of pattern in the formation of the rows. The girl reasons: “First - 55, then - 60, then - 65, everywhere it increases by five. This means that in the fourth column there will be 70. I’ll take a look (counts). That's right, 70. So, each number in the next column is greater by one. And all the numbers are five. Of course, each column is five more than the other. The last column is 75.”

Some children could not catch general principles building rows of numbers and recalculating all the columns in a row.

Similar features of thinking are manifested in working with other educational material.

Third-graders were given 10 cards, each of which had the text of a proverb printed on it, and were asked to group the proverbs into groups according to the main meaning contained in them.

Tasks, exercises, games that promote the development of thinking
In shaping the thinking of schoolchildren, decisive importance belongs to educational activities, the gradual complication of which leads to the development mental abilities students.

However, to activate and develop children’s mental activity, it may be advisable to use non-academic tasks, which in a number of cases turn out to be more attractive for schoolchildren.

The development of thinking is facilitated by any activity in which the child’s efforts and interest are aimed at solving some mental problem.

For example, one of the most effective ways The development of visual and effective thinking is the inclusion of the child in object-tool activities, which are most fully embodied in construction (cubes, Lego, origami, various construction sets, etc.).

Development of visual imaginative thinking This is facilitated by working with constructors, but not according to a visual model, but according to verbal instructions or according to the child’s own plan, when he must first come up with a design object, and then independently implement the idea.

The development of this is achieved by including children in a variety of role-playing and director's games, in which the child himself comes up with a plot and independently embodies it.

Tasks and exercises to find patterns will provide invaluable assistance in the development of logical thinking. logic problems, puzzles.

Introduction.

Creation new system primary education stems not only from the new socio-economic conditions of life in our society, but is also determined by large contradictions in the system public education, which have developed and clearly manifested themselves in recent years. here are some of them:

For a long time, schools had an authoritarian system of education and upbringing with a rigid management style, using forced teaching methods, ignoring the needs and interests of schoolchildren cannot create favorable conditions to introduce ideas for the reorientation of learning with the assimilation of educational skills to the development of the child’s personality: his creativity, independent thinking and a sense of personal responsibility.

2. The teacher’s need for new technologies and the developments that pedagogical science has provided.

For many years, the attention of researchers has focused on the study of learning problems, which have given a lot of interesting results. Previously, the main direction of development of didactics and methodology followed the path of improving individual components of the learning process, methods and organizational forms training. And only in lately Teachers turned to the child’s personality and began to develop the problem of motivation in learning and ways to form needs.

3. The need for the introduction of new educational subjects (especially aesthetic subjects) and limited scope curriculum and children's learning time.

4. The contradictions include the fact that modern society stimulates the development of egoistic needs (social, biological) in a person. And these qualities contribute little to the development of a spiritual personality.

It is impossible to resolve these contradictions without a qualitative restructuring of the entire primary education system. Social demands placed on the school dictate the teacher to search for new forms of teaching. One of these current problems and is the problem of integrating learning into elementary school.

A number of approaches have emerged to the issue of integrating learning in primary school: from conducting a lesson by two teachers various items or combining two subjects into one lesson and teaching it by one teacher to create integrated courses. About the need to teach children to see the connections of everything that exists in nature and in everyday life, the teacher feels, knows and, therefore, integration in teaching is the dictate of today.

As a basis for the integration of training, it is necessary to take as one of the components the deepening, expansion, clarification of slow general concepts, which are the object of study of various sciences.

Integration of learning has the goal: in primary school to lay the foundations for a holistic understanding of nature and society and to form an attitude towards the laws of their development.

Thus, integration is a process of rapprochement, connection of sciences, occurring along with processes of differentiation. integration improves and helps overcome the shortcomings of the subject system and is aimed at deepening the relationships between subjects.

The purpose of integration is to help teachers integrate individual parts different subjects into a single whole with the same goals and learning functions.

An integrated course helps children combine the knowledge they acquire into a single system.

The integrated learning process contributes to the fact that knowledge acquires systematic qualities, skills become generalized, complex, and all types of thinking develop: visual-effective, visual-figurative, logical. The personality becomes comprehensively developed.

The methodological basis of the integrated approach to learning is the establishment of intra-subject and inter-subject connections in the acquisition of sciences and understanding of the laws of everything existing world. And this is possible provided that concepts are repeatedly returned to in different lessons, deepened and enriched.

Consequently, any lesson can be taken as the basis for integration, the content of which will include the group of concepts that relate to this academic subject, but in an integrated lesson knowledge, analysis results, concepts from the point of view of other sciences, other scientific subjects are involved. In elementary school, many concepts are cross-cutting and are discussed in lessons in mathematics, Russian, reading, fine arts, labor training, etc.

Therefore, at present it is necessary to develop a system of integrated lessons, the psychological and creative basis of which will be the establishment of connections between concepts that are common and cross-cutting in a number of subjects. Target educational training in elementary school – personality formation. Each subject develops both general and special personality qualities. Mathematics develops intelligence. Since the main thing in a teacher’s activity is the development of thinking, the topic of our thesis is relevant and important.

Chapter I . Psychological and pedagogical foundations of development

visually effective and visually figurative

thinking of younger schoolchildren.

clause 1.1. Characteristics of thinking as a psychological process.

Objects and phenomena of reality have such properties and relationships that can be known directly, with the help of sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in visible space), and such properties and relationships that can be known only indirectly and through generalization , i.e. through thinking.

Thinking is an indirect and generalized reflection of reality, a type mental activity, which consists in knowing the essence of things and phenomena, natural connections and relationships between them.

The first feature of thinking is its indirect nature. What a person cannot know directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas, and previously acquired theoretical knowledge. indirect knowledge is mediated knowledge.

The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, the concrete.

People express generalizations through speech and language. A verbal designation refers not only to a single object, but also to a whole group of similar objects. Generalization is also inherent in images (ideas and even perceptions). But there it is always limited by clarity. The word allows one to generalize limitlessly. Philosophical concepts of matter, motion, law, essence, phenomenon, quality, quantity, etc. are the broadest generalizations expressed in words.

Thinking is the highest level of human knowledge of reality. The sensory basis of thinking is sensations, perceptions and ideas. Through the senses - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental problems that life poses to a person, he reflects, draws conclusions and thereby learns the essence of things and phenomena, discovers the laws of their connection, and then transforms the world on this basis.

Our knowledge of the surrounding reality begins with sensations and perception and moves on to thinking.

Function of thinking– expanding the boundaries of knowledge by going beyond sensory perception. Thinking allows, with the help of inference, to reveal what is not given directly in perception.

Thinking task– revealing relationships between objects, identifying connections and separating them from random coincidences. Thinking operates with concepts and assumes the functions of generalization and planning.

Thinking is the most generalized and indirect form mental reflection, establishing connections and relationships between cognizable objects.

Description of the presentation by individual slides:

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“Imaginative thinking of junior schoolchildren” Master class From the experience of a teacher-psychologist at MBOU Secondary School No. 1 D.S. Temple

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Abstract: The master class “Imaginative thinking of junior schoolchildren” is practical work on the development of imaginative thinking in younger schoolchildren, which can be used in correctional and developmental classes, as well as as a supplement to lesson and extracurricular activities. This material may be useful as methodological recommendations for educational psychologists, teachers primary classes as well as for parents (at home).

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Relevance. Primary school age is characterized by intense intellectual development. During this period, all mental processes are intellectualized and the child becomes aware of own changes that occur during educational activities. The development of thinking becomes the dominant function in the development of the personality of younger schoolchildren, determining the work of all other functions of consciousness. Imaginative thinking is not a given from birth. Like everyone mental process, it needs development and adjustment. According to psychological research, the structure of figurative thinking is the intersection of five main substructures: topological, projective, ordinal, metric, compositional. These substructures of thinking do not exist autonomously, but intersect. Therefore, a tempting idea arises to develop children’s imaginative thinking in such a way as not to “break” its structure, but to make maximum use of it in the learning process. Constant reliance on an image makes the acquired knowledge emotionally rich, activates the creative sides of the personality and imagination. The figurative perception of the world is characterized by mobility, dynamism, and associativity. How more channels perception is involved, the more connections and relationships are included in the content of the image, the fuller image, the more possibilities of its use. Thanks to the spread of imaginative thinking, progress occurs. Scientific, technological and information revolutions also occurred.

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The development of imaginative thinking can represent processes of two kinds. First of all, these are natural processes of emergence and progressive change in imaginative thinking that occur in ordinary, everyday conditions of life. It could also be artificial process, occurring in a special way organized training. This occurs when, for one reason or another, imaginative thinking is not formed at the proper level. One of important signs development of imaginative thinking is how much new image differs from the original data on which it is built. The development of figurative reflection of reality in younger schoolchildren proceeds mainly along two main lines: a) improvement and complication of the structure of individual images that provide a generalized reflection of objects and phenomena; b) the formation of a system of specific ideas about a particular subject. The individual representations included in this system have a specific character. However, when combined into a system, these ideas allow the child to carry out a generalized reflection of surrounding objects and phenomena.

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Russian psychologist N.N. Poddyakov showed that the development of the internal plan in children of preschool and primary school age goes through the following stages: Stage 1: Initially, the development of intelligence occurs through the development of recall of what they have previously seen, heard, felt, done, through the transfer of once found solutions to the problem to new conditions and situations . Stage 2: Here speech is already included in the statement of the problem. The discovered solution can be expressed in verbal form by the child, so at this stage it is important to get him to understand the verbal instructions, wording and explanation in words of the solution found. Stage 3: The problem is solved in a visual-figurative way by manipulating images-representations of objects. The child is required to understand the methods of action aimed at solving the problem, their division into practical ones - transformation of the objective situation and theoretical ones - awareness of the way the requirement is made. Stage 4: Here, the development of intelligence comes down to developing in the child the ability to independently develop a solution to a problem and consciously follow it.

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Games and exercises for the development of imaginative thinking. Exercise No. 1. “What does it look like?” Assignment: you need to come up with as many associations as possible for each picture. The very concept of figurative thinking implies operating with images, carrying out various operations (mental) based on ideas. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize.

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Exercise No. 2. Problems involving changing figures, to solve which you need to remove a specified number of sticks. “Given a figure of 6 squares. You need to remove 2 sticks so that 4 squares remain.” “Given a figure that looks like an arrow. You need to rearrange 4 sticks so that you get 4 triangles.”

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Exercise No. 3. "Continue the pattern." “The artist drew part of the picture, but didn’t have time to do the second half. Finish the drawing for him. Remember that the second half should be exactly the same as the first.” The exercise consists of a task to reproduce a drawing relative to a symmetrical axis. The difficulty in performing often lies in the child’s inability to analyze the sample ( left side) and realize that its second part must have a mirror image. Therefore, if the child finds it difficult, in the first stages you can use a mirror (put it on the axis and see what the right side should be like).

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Exercise No. 4. "Handkerchief." This exercise is similar to the previous one, but is a more complex version of it, because involves reproducing a pattern relative to two axes - vertical and horizontal. “Look carefully at the drawing. It shows a handkerchief folded in half (if there is one axis of symmetry) or in four (if there are two axes of symmetry). What do you think, if the handkerchief is unfolded, what will it look like? Complete the handkerchief so that it looks unfolded.”

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Exercise No. 5. "Twin words" This exercise is associated with such a phenomenon of the Russian language as homonymy, i.e. when words have different meaning, but identical in spelling. Which word means the same thing as the words: 1) a spring and something that opens a door; 2) a girl’s hairstyle and a tool for cutting grass; 3) a branch of grapes and a tool used for drawing; 4) a vegetable that makes people cry and a weapon for shooting arrows (a burning vegetable and a small weapon); 5) part of a gun and part of a tree; 6) what they draw on, and greenery on the branches; 7) a lifting mechanism for construction and a mechanism that needs to be opened for water to flow. Come up with words that sound the same but have different meanings.

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Intensive development of intelligence occurs at primary school age.

Entering school makes major changes in a child’s life. The whole way of his life changes dramatically, his social status in a team, family. From now on teaching becomes the main, leading activity, most important responsibility- the duty to study, to acquire knowledge. And teaching is serious work that requires organization, discipline, and strong-willed efforts of the child. The student joins a new team in which he will live, study, and develop for 11 years.

The main activity, his first and most important responsibility, is learning - the acquisition of new knowledge, skills and abilities, the accumulation of systematic information about the surrounding world, nature and society.

Younger schoolchildren tend to understand the literally figurative meaning of words, filling them with specific images. Students solve a particular mental problem more easily if they rely on specific objects, ideas or actions. Taking into account figurative thinking, the teacher accepts large number visual aids, reveals the content of abstract concepts and the figurative meaning of words in a series specific examples. And what primary schoolchildren initially remember is not what is most significant from the point of view of educational tasks, but what made the greatest impression on them: what is interesting, emotionally charged, unexpected and new.

Speech also participates in visual-figurative thinking, which helps to name the sign and compare the signs. Only on the basis of the development of visual-effective and visual-figurative thinking does formal-logical thinking begin to form at this age.

The thinking of children of this age differs significantly from the thinking of preschoolers: so if the thinking of a preschooler is characterized by such quality as involuntariness, low controllability both in setting a mental task and in solving it, they more often and more easily think about what is more interesting to them, what their captivates, then younger schoolchildren as a result of studying at school, when it is necessary to regularly complete tasks in mandatory, learn to control your thinking.

Teachers know that the thinking of children of the same age is quite different; there are children who find it difficult to think practically, operate with images, and reason, and those who find it easy to do all this.

ABOUT good development A child’s visual-figurative thinking can be judged by how he solves problems corresponding to this type of thinking.

If a child successfully solves easy problems designed to use this type of thinking, but finds it difficult to solve more complex problems, in particular due to the fact that he is unable to imagine the entire solution, since the ability to plan is not sufficiently developed, then in this case it is considered that he has a second level of development in the corresponding type of thinking.

It happens that a child successfully solves both lungs and complex tasks within the framework of the corresponding type of thinking and can even help other children in solving easy problems, explaining the reasons for the mistakes they make, and can also come up with easy problems himself, then in this case it is considered that he has the third level of development of the corresponding type of thinking.

So, the development of visual-figurative thinking in children of the same age is quite different. Therefore, the task of teachers and psychologists is to differentiated approach to the development of thinking in younger schoolchildren.

creative thinking junior student