The development of cognitive skills in elementary school. Master class “Formation of cognitive logical universal educational actions in mathematics lessons. Cognitive UUD: "Russian language"

Universal learning activities

The new social demands of society determine the goals of education as general cultural, personal and cognitive development students, providing such a key competence of education as "teach to learn". The problem of independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn, has become acute and currently remains an urgent problem for the school. Great opportunities for this are provided by the development of universal educational activities (UUD). That is why the "Planned Results" of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

plays an important role in the educational process formation of cognitive universal educational activities. However, a discussion of the concept and role of the formation of UUD is inconceivable without identifying the meaning of the term "universal learning activities".

In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In more narrow sense this term can be defined as a set of student actions that ensure his ability to independently master new knowledge and skills, including the organization of this process. The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various academic disciplines. Each subject, depending on the subject content and methods of organization learning activities students reveals certain opportunities for the formation of UUD.

The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various academic disciplines.

Each academic subject, depending on the subject content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of UUD.

The universal nature of learning activities is manifested in the fact that:

1. they are of an over-subject, meta-subject nature;
2. ensure the integrity of general cultural, personal and cognitive development;
3. ensure the continuity of all levels educational process;
4. underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.

This ability is ensured by the fact that universal learning actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its goals, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" involves the full development of all components of educational activity, which include: - learning motives, - learning goal, - learning task, - learning activities and operations (orientation, transformation of material, control and evaluation).

Currently, there are several classifications of universal educational activities. However, the key is the classification presented in the figure below.

Personal universal learning activities provide value-semantic orientation of students and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

1. the action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself the question of "what is the meaning, the meaning of the teaching for me," and be able to find an answer to it.
2. the action of moral and ethical evaluation of the content being assimilated, based on social and personal values, providing a personal moral choice.

They include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

Regulatory universal learning activities provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering. Consistent transition to self-management and self-regulation in educational activities provides the basis for the future vocational education and self-improvement."

Extremely important in modern conditions communicative universal learning activities. They are based on communicative competence. As the first component, communicative competence includes the ability to establish and maintain the necessary contacts with other people, satisfactory possession of certain norms of communication and behavior, possession of the "technique" of communication.

Cognitive universal learning activities- this is a system of ways of knowing the world around, building an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Aimed at providing specific ways of transforming educational material. Separately, it should be highlighted the fact that they represent modeling actions and perform the functions of displaying educational material, highlighting the essential, separating from specific situational values ​​and forming generalized knowledge. In a number of works on the problem of the formation of ULD sign-symbolic universal learning activities are among the cognitive UUD, but you can regularly find works where sign-symbolic universal learning activities considered as a separate category.

Functions of universal learning activities

Cognitive universal learning activities

In modern pedagogical science, under cognitive universal learning activities implies a pedagogically sound system of ways of knowing the world around, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.

Cognitive UUDs include the following:

1. general education,
2. logical action,
3. problem setting and problem solving activities.

Let's look at each category separately. So, general educational universal actions:

1. independent selection and formulation of a cognitive goal;
2. search and selection of the necessary information;
3. application of information retrieval methods, including using computer tools;
4. structuring knowledge;
5. conscious and arbitrary construction of a speech statement in oral and written form;
6. selection of the most effective ways of solving problems depending on specific conditions;
7. reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
8. semantic reading;
9. understanding and adequate assessment of the language of the media;
10. statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Cognitive actions are also an essential resource for achieving success and have an impact both on the effectiveness of the activity itself and communication, and on self-esteem, meaning formation and self-determination of the student.

Stages of formation of cognitive learning activities

The formation of cognitive universal learning activities occurs in several stages. These stages correspond to scientifically substantiated stages of the formation of universal educational activities in general. According to the theory of the planned stage-by-stage formation of actions and concepts by P. Ya. Galperin, the subject of formation should be actions understood as ways to solve a certain class of problems. To do this, it is necessary to single out a system of conditions, the consideration of which not only ensures, but even "forces" the student to act correctly and only correctly, in the required form and with given indicators. This system includes three subsystems:

• conditions that ensure the construction and correct implementation by the student of a new mode of action;
• conditions that ensure "working out", that is, the cultivation of the desired properties of the mode of action;
• conditions that allow you to confidently and fully transfer the performance of an action from an external objective form to a mental plane.

Six stages of internalization of the action are singled out. At the first stage, assimilation begins with the creation of a motivational basis for an action, when the student's attitude is laid to the goals and objectives of the action being assimilated, to the content of the material on which it is practiced. This attitude may change in the future, but the role of the initial motivation for assimilation as a whole is very great.

At the second stage, the formation of the scheme of the orienting basis of the action takes place, that is, the system of guidelines necessary to perform the action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.

At the third stage, the action is formed in a material (materialized) form, when the orientation and execution of the action are carried out based on the externally presented components of the scheme of the orienting basis of the action.

The fourth stage is external speech. Here the action is transformed - instead of relying on externally presented means, the student proceeds to describe these means and actions in external speech.

The need for a material representation of the scheme of the orienting basis of action, as well as the material form of action, disappears. Its content is fully reflected in speech, which begins to act as the main support for the emerging action.

At the fifth stage, a further transformation of the action takes place - a gradual reduction in the external, sound side of speech, while the main content of the action is transferred to the internal, mental plane. At the sixth stage, the action is performed in hidden speech and takes the form of one's own mental action.

Empirically, the formation of an action, concept or image can take place with the omission of some stages of this scale; moreover, in a number of cases, such a pass is psychologically quite justified, tk. the student in his past experience has already mastered the appropriate forms and is able to successfully incorporate them into the current process of formation.

Planned results of the formation of universal educational activities.

Types of universal learning activities	Characteristic
Cognitive universal learning activities reflecting the methods of cognition of the surrounding world	to distinguish methods of cognition of the surrounding world according to its goals; identify features of different objects in the process of their examination (observation); analyze the results of experiments, elementary studies; record their results; to reproduce from memory the information necessary to solve the educational problem; check information, find additional information using reference literature; apply tables, diagrams, models to obtain information; present the prepared information in a visual and verbal form;
Cognitive universal learning activities, forming mental operations	compare various objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) features; identify similarities and differences between objects; highlight the general and the particular, the whole and the part, the general and the different in the objects under study; classify objects; give examples as evidence of the provisions put forward; establish causal relationships and dependencies between objects, their position in space and time; perform learning tasks that do not have an unambiguous solution
Cognitive universal learning activities, forming search and research activities	make assumptions discuss issues, plan a simple experiment; choose a solution from several proposed, briefly justify the choice identify the known and the unknown; transform models in accordance with the content of the educational material and the set educational goal; model different relationships between objects the surrounding world, taking into account their specifics; explore your own non-standard solutions; transform an object: improvise, change, creatively remake.

The Significance of the Development of Cognitive Universal Learning Actions

The strategic direction of optimizing the system of primary general education is the formation of universal educational activities that ensure the readiness and ability of the child to master the competence "to be able to learn." The theoretical-methodological and scientific-methodological basis of the UUD Development Program is a cultural-historical system-activity approach.

Formation of universal learning activities is a necessary condition for ensuring the continuity of the transition of the child from primary education and the success of his education in the main school. Organization of educational cooperation and joint educational activities, use design forms, problem-based learning of an individually differentiated approach, information and communication technologies are essential conditions increasing the development potential of educational programs. Indicators of formation of cognitive universal educational activities

• logical operations;
• determining the number of words in a sentence;
• taking into account the position of the interlocutor;
• ability to negotiate, argue;
• mutual control, mutual verification.

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Formation of cognitive UUD by means of intellectual educational tasks at Russian language lessons in elementary school

annotation
This work is intended for elementary school teachers implementing any teaching materials. The paper highlights the structure of the lesson using the methodology of complex intellectual development. The application has intellectual tasks for each stage of the lesson and the development of the lesson.

Explanatory note
The topic of the work, in my opinion, is relevant, since the innovative processes taking place today in the system teacher education, most acutely raise the question of preparing a highly educated intellectually developed personality.
Scientific and technological progress dictates certain requirements for a person of the 21st century: he must be not just a creator, but a creative and intellectually developed creator, so I believe that a modern school should be engaged in the upbringing and development of such a person, where the principles of an individual approach to students are implemented.
I am convinced that the most important place in the school education system is given to elementary grades as a basic link in the development of an intellectual and creative personality. While testing the “Promising Primary School” program, I faced a problem: how to activate the intellectual activity of students with different mindsets, make learning comfortable, and help strengthen the mental and physical health of children?
I set myself the goal: to create conditions for enhancing the intellectual activity of schoolchildren; increase the effectiveness of educational activities through the development of the intellectual abilities of schoolchildren.
Based on my goals pedagogical activity, the following tasks appeared: to raise the level of both logical and abstract thinking, i.e. to present educational material more voluminously, with the allocation of the logical and figurative side in it; take into account the age, individual characteristics of students; develop a system of exercises that develop the intellectual activity of younger students.
Having studied the structure of intellectual abilities, I came to the conclusion that in order to develop the personality of a younger student, the following intellectual abilities should be actualized: thinking, memory, attention.

Introduction
Intellectual development occurs in the early stages of personality development. Scientific research recent years indicate that each age level has its own readiness for the development of certain aspects of the intellect.
A child entering school is not always sufficiently prepared to study in it for a number of reasons. One of them is intellectual passivity. Psychologists consider intellectual passivity as a result of improper upbringing and training, when a child did not go through a certain path of mental development in the preschool period, did not learn the necessary intellectual skills and abilities.
In this regard, newly arrived students join the ranks of underachieving students in schools. It is difficult for them to study both the subject of the Russian language and other subjects. Among underachieving students primary school there are children with various speech disorders. Speech is one of the central, most important mental functions. The development of thinking largely depends on the development of speech.
Primary school should teach children who entered school not only to read, count, but also to write correctly, while continuing to develop the child as a person.
Children with fairly good pre-school preparation also enter the 1st grade. They have developed speech and no intellectual passivity. How to present educational material so that it is interesting for some and not difficult for others, so that all students learn the educational material? In search of a solution to this problem, I began to use the technique of G.A. Bakulina. The technique contributes integrated development intellectual characteristics of students lower grades in the lessons of the Russian language, increases speech activity.
Intelligence is the basis of subjectivity. The core of subjectivization is the logical thinking of the student, which contributes to the conceptual understanding of the world around. Therefore, subjectivization implies such content of the educational process, which primarily stimulates the development of mental qualities. In combination with them, speech, memory, attention and other qualities of the intellect of students are successfully improved. The subjectivization of the learning process is understood as the conscious social and active inclusion of the student in the planning, organization and implementation of his educational and cognitive activities.
To implement the system of integrated intellectual development in the learning process, traditional types of lessons are used (learning new material, consolidating knowledge, generalizing accounting and control, combined lessons) while maintaining all the main stages. However, the methodology for conducting each stage of the lesson varies significantly.

The novelty of this technique lies, first of all, in the fact that subjectivization, which is understood as a qualitatively new level of conscious vigorous activity students in the Russian language lesson, their participation in the planning and implementation of all or most of its structural stages. Certain changes are being made to the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and orthographic work, consolidation, repetition and generalization of what has been studied; increase in the use of proverbs, sayings, phraseological units; inclusion in the content of the lessons of various types of texts of an educational and cognitive nature; expansion of the scope of work with concepts and terms.
The updated content of education helps to expand the horizons of students, deepens knowledge about the world around them, favors the development of the child as a person, activates the mental activity of children, and provides an opportunity for the development of students' speech abilities.
Changes in the organization of the process of teaching the Russian language are associated with the implementation of a number of principles for conducting lessons. Along with generally accepted principles, we will use the following principles:
- the principle of a versatile developmental impact on the child's intellect;
- the principle of an effective approach to learning;
- the principle of a reasonable answer implies a complete, consistent, evidence-based explanation by students of their opinion;
- the effective implementation of the above principles depends on the principle of cooperation, business partnership between the teacher and students.
A mobilizing stage of the lesson is introduced into the structure of the lesson. The purpose of the mobilizing stage of each lesson is to include the child in the work. Its content includes three groups of exercises that provide for various operations with letters (graphic image, symbols, imaginary samples). The exercises are designed for 2-4 minutes of the lesson and are designed to improve the child's thinking. Simultaneously with thinking, attention, memory, ingenuity, observation, and speech ability develop.
At this important stage, the actualization and deepening of students' knowledge on a specific topic takes place, as well as the improvement of the most important qualities of intelligence (speech, attention, memory, thinking, etc.), their further development. To solve these problems, students carry out the mental operations indicated by the teacher with the mental material laid down and, as a result, come to the desired conclusion.

For the formation of cognitive UUD- tasks are selected, the correct result of which cannot be found in the textbook in finished form. But in the texts and illustrations of the textbook, reference literature there are hints that allow you to complete the task.
Cognitive universal learning activities include: general educational activities, actions for setting and solving problems, and logical actions and provide the ability to cognize the world around: the willingness to carry out directed search, processing and use of information.
Cognitive UUD includes the following skills: to realize the cognitive task; read and listen, extracting the necessary information, as well as independently find it in the materials of textbooks, workbooks, etc. additional literature; implement to solve learning objectives operations of analysis, synthesis, comparison, classification, establish causal relationships, make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in a pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.
Translation of the text into a sign-symbolic language is needed not by itself, but to obtain new information. Training in the current programs of any educational subjects involves the use of different sign-symbolic means (numbers, letters, diagrams, etc.)
Of the different types of activities with sign-symbolic means, modeling has the greatest application in teaching. Moreover, in the concept of developmental education D.B. Elkonina - V.V. Davydov's modeling is included in the educational activity as one of the actions that should be formed by the end of elementary school.
Modeling is also used in Russian language lessons. At the literacy stage, these are sentence models, then sound models of the word, which are then converted into alphabetic ones. We use these models throughout the course of the Russian language when studying the topic "Spelling". Models help very well in the lessons of setting a learning problem, where children can see the inconsistency of the scheme, fix the gap between knowledge and ignorance, and spend research work change or clarify this scheme.
Effective stimulation of the cognitive activity of students is largely ensured by expanding the scope of the use of search, partial search, problematic methods of studying new educational material.

In elementary school, students must master such elements of logical actions as: comparison, classification, highlighting the features of objects, defining a familiar concept through genus and species difference, making simple inferences based on these premises. Therefore, it is advisable to start learning logical actions from the formation of appropriate elementary skills, gradually complicating tasks. With the help of exercises, the knowledge of children is not only fixed, but also refined, skills of independent work are formed, skills of mental activity are strengthened. Children continuously have to analyze, compare, make phrases and sentences, abstract and generalize. This ensures the simultaneous development of a number of the most important intellectual qualities of the child: attention, memory, various types of thinking, speech, observation, etc. Objects and phenomena of the surrounding world have similarities and differences. The similarity and difference of objects are reflected in their features. The most important features of objects are reflected in the concept. A concept is what we understand when we pronounce or write a word.
Between concepts are different relationships. First, the species-genus relationship. These are such relations when all objects included in the “species” are also included in the “genus”, have common essential features. For example, sandals are shoes, perch is fish.

When selecting material for the work of students at this stage, it must be taken into account that the tasks offered to students should be of a developmental nature, have an impact on the development of the corresponding linguistic abilities. Exercises for the development of linguistic abilities deserve special attention. (Annex 1)
Closely connected with the mobilizing stage (and sometimes with another fragment of the lesson), the next mandatory stage of the lesson is the formulation by students of the topic and purpose of the lesson. This is a kind of logical-linguistic task that students solve in the process of analytical-synthetic activity and draw it up in the form of a small text - inference.
The formulation by students of the topic and purpose of the lesson is very important from the point of view of its functional load: it significantly increases the level of subjectivization of the educational process, since students create an internal setting and self-setting to achieve this goal, which is valid throughout the lesson and ensures more fruitful work of children on the rest of the lessons.
Depending on the content of the material being studied and the structure of the lesson, this action can take place after the mobilizing stage, vocabulary and spelling work, after repeating the previous one.
It is imperative to make clear to students the goals of their educational activities - the performance of each action in the lesson, each task, each exercise. Otherwise, the educational process organized by the teacher will not “touch” the student, will not cause the need to be included in it.
The principles of subjectivization of learning are also implemented in the course of studying language theory. New knowledge is not given to schoolchildren in a ready-made form - they must obtain it in the process of search activity.

- self-identification by schoolchildren of a letter intended for writing
- the formation by students of the theme of a minute of calligraphy

A minute of calligraphy becomes a universal structural part of the lesson. During its implementation, along with the improvement of graphic skills, non-traditional types of phonetic analysis, analysis of words by composition are carried out, knowledge on the topics of the Russian language being studied is deepened, and the formation of the qualities of intelligence continues.
Gradually, students are involved in drawing up a chain for calligraphy. (Annex 2)

An obligatory structural stage of the lesson, conducted by means of subjectivization, is vocabulary and spelling work, which is also based on the direct, active and conscious participation of schoolchildren in the definition of a new “difficult” word intended for study.
Work on familiarization with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and orthographic work:

- etymological reference
- mastering the spelling of a word
The presentation of a new vocabulary word consists in the independent definition and formulation by schoolchildren of the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex-logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are grouped, each of which has its own distinctive, character traits. (Annex 3)

A problem situation at a high level does not contain clues or may have one clue, on average 1-2 clues. At a low level, the role of prompts is played by questions and tasks, answering which students come to a conclusion. (Annex 4)

When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another set of intellectual qualities. All exercises are subject to a number of requirements:


In grades 1-2 I use intellectual-linguistic exercises, with the help of which we ensure the development of the qualities of intelligence (sustainability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, draw conclusions, include various types of speech: internal and external, oral and written, monologue and dialogic.
(Annex 5)

Physical education is no exception in the complex intellectual development. During rest, physical activity is combined with mental. In accordance with the task, the children respond with a certain movement to the sounding language unit. For example, the topic: "Stressed and unstressed vowels." I will name the words. If you hear a word in which there is only a stressed syllable, spread your arms to the sides, lean forward. If the word has both stressed and unstressed syllables - arms along the body, tilts to the left and right. Forest, game, mushroom, gardens, night, fields, hedgehog, hedgehog, rook, house, sea, river, dust, needle.

I'm interested in using this technique. It introduces certain changes in the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and orthographic work, consolidation, repetition and generalization of what has been studied; increase in the use of proverbs, sayings, phraseological units; inclusion in the content of the lessons of various types of texts of an educational and cognitive nature; expansion of the scope of work with concepts and terms. The updated content of education helps to expand the horizons of students, deepens knowledge about the world around them, favors the development of the child as a person, activates the mental activity of children, and provides an opportunity for the development of students' speech abilities.
I try to conduct each lesson so that cognitive UUDs develop on it. This is the comprehension of texts, tasks; the ability to highlight the main thing, compare, distinguish and generalize, classify, model, conduct an elementary analysis. I often say: think, draw a conclusion, analyze, research the word. I try to create a playful atmosphere in the lessons that develops cognitive interest, relieves fatigue, allows you to keep attention, activate students. Therefore, I use different exercises in each lesson.
I noticed that the higher the level of activity, self-organization of students, the more effective the learning process is at the final stage of the lesson. First of all, the activity and awareness of the actions of schoolchildren increases, interest in the subject increases, their intellectual and speech development significantly improves the quality of their knowledge, increases the level of literacy.

I believe that it is possible to develop the intellectual abilities of younger students only with the overall harmonious development of the child, revealing the inclinations, inclinations, interests, therefore, I form the cognitive and creative abilities of younger students while simultaneously activating their thinking and imagination.

The correct and systematic use of this technique makes it possible to ensure the effective development of the most important intellectual qualities of students necessary for the successful mastery of the Russian language, and make the educational process exciting and interesting for students.
Thus, in the process of formation logical thinking for children 7-10 years old, perhaps the most important thing is to teach children to make small, but their own discoveries. It is not so much the finished result that is useful, but the process of solving itself with its hypotheses, mistakes, comparisons of various ideas, assessments and discoveries, which, ultimately, can lead to personal victories in the development of the mind.

Annex 1

Methodology for the mobilizing stage
The mobilizing stage is carried out immediately after the organizational part for 3-4 minutes. The purpose of the mobilizing stage of the lesson is inclusion in the work.
Tasks to be solved at the mobilizing stage:
- ensure the involvement of students in learning activities
- repeat previously studied material, which is necessary for studying a new topic, in a non-traditional form
- on the basis of this material to form the topic of the lesson
The content of the mobilizing stage consists of 4 groups of special exercises, which gradually become more difficult. These are exercises with toys, geometric shapes, letters, words, sentences, texts. Exercises improve speech abilities, thinking and develop attention, memory, observation.
Exercises for the development of visual-effective thinking
1. Saying aloud the names of objects or images in the presented sequence and memorizing them.
2. Implementation by the teacher of the required number of permutations
3. Reproduction by students from memory of the location of objects (images) before and after the rearrangement with an oral description of the actions.
The main content of this group of exercises is comparison, comparative analysis. For example, an exercise with 3 permutations.
Y N U
U N S
Students rearrange the cards, accompanying their actions with a story (I will put the card with the letter Y in an empty pocket. In the pocket that is freed after the letter Y, you can put a card with the letter Y. In the empty pocket where the letter Y was, put the letter N.) Next, students formulate the topic of the lesson: “Compare the letters, find an extra one among them” (Extra letter H, then the topic of the lesson is the letter H and the sounds that it stands for.) Thus, the children make up a story - a conclusion.
The development of visual-figurative thinking is carried out with letters on the playing field. When completing tasks, students mentally perform actions with letters without changing their position on the playing field, where 9 houses are conventionally depicted, interconnected by paths. Each house has 1 letter. The idea of ​​this group of exercises is borrowed from A.Z. Zach.
Exercises for the development of verbal-logical thinking.
Verbal and logical exercises - a specially composed text, saturated with spellings on the topic studied in the lesson. Contains a task for the implementation of a logical operation - the construction of a conclusion based on a comparison of judgments. Texts are given both for listening and visual perception.
The purpose of these exercises is the development of speech, verbal-logical thinking, spelling vigilance and the improvement of attention and memory.
Tasks:
1. Finding common in words and building a conclusion. When studying the topic: "Declination of adjectives in the singular". Write on the board: new, ancient, ready, spring, funny, long, flexible. Students need to determine what unites these words and say about the declension of which part of speech will be discussed in the lesson. (All words are adjectives in the singular. So the topic of the lesson is “Declination of them. Adjectives in the singular.” Further, you can offer tasks related to spelling.
2. Establishing a semantic connection in words; finding common; grouping; exclusion of an extra word, construction of a conclusion. Topic: "The first declension of adjectives."
M-rkov- k-rtofel- p-m-dor
M-ryak l-snik p-satel-
Sn-gir- -rel rook-
Grandmother - father daughter -
Students need to read the words. Write, grouping by spelling, inserting missing letters. Find common in words (nouns, common nouns, in the singular). Determine the superfluous among these words and determine the declension of which nouns today's topic will be devoted to.
3. Summing up words under a concept, finding a common one, building a conclusion. Topic: "Declination of adjectives in the plural"
Write on the board: Beijing, London - ? (metropolitan cities)
nightingale, canary -? (songbirds)
kind, honest (positive qualities of a person)
For each pair of words choose general concept in the form of phrases or phrases. Find the general and say about the declension of which part of speech we will speak in the lesson. (Adjectives are plural.)
4. Finding common and differences, grouping, building reasoning and inference. Topic: "Declination of masculine and neuter adjectives." On the desk: interesting story, deep lake, literary magazine, new rule.
Determine what is written on the board, find common. Find the differences and say which adjectives the topic of the lesson will be devoted to. (Neutral and masculine adjectives)
5. Finding common and differences, alternative grouping, building reasoning and inference. Topic: "Spelling of pronouns with prepositions." On the board: (without) a rocket, () a surname, (la) him, (without) you, (with) her, (to) the city), (for) victory), (to) him.
Read, divide the words into as many groups as possible with an explanation. (Nouns with a preposition, pronouns with a preposition; genitive, instrumental and dative). Name spellings. Find an unknown spelling and formulate the topic of the lesson. (pronouns with prepositions)
6. Finding common and differences, grouping according to two criteria, building judgments and conclusions. Topic: "Conjugation of verbs." On the board: S-dish-, s-tleesh-, kr-chish-, vl-zaesh-, deputy-chaesh-, ch-rneesh-.
Read, find common (verbs of the 2nd person, singular of the present tense. They are written with ь at the end). Divide into groups on two grounds at the same time. (with an unstressed "e" in the root and the ending -eat and with an unstressed "i" in the root and the ending -esh). What question are we going to answer in class? (Why in some verbs we write the ending -ish, and in others -eat).
7. Finding common and differences, grouping according to 4 features, building reasoning and inference. Topic: “Spelling is not with a verb” Proverbs on the board: The case of laziness (does not) love. With an affectionate word and melt the stone. Laziness (does not) do good.
Read, combine two by 4 signs. (We are talking about diligence, there is a subject and a predicate, there are no adjectives, there is a particle not) Determine which part of speech the particle does not belong to. Formulate the topic of the lesson.
8. Finding the common, highlighting the language category for missing features, building reasoning and inference. Topic: "Spelling of unstressed case endings of adjectives" On the board: favorite city, new school, wide field, big brother, big window, high wall.
Read, define the general, name phrases in which there are no neuter and feminine adjectives; find phrases in which there are no adjectives of feminine and masculine gender; find phrases in which there are no masculine and neuter adjectives. Name the common grammatical feature of the adjectives of the last group and the existing spelling. Formulate the topic of the lesson.

Annex 2

The structure and methodology of holding calligraphy minutes
A minute of calligraphy consists of two stages: preparatory and executive. There are two parts to the preparatory phase:
1) the definition and formulation by students of the topic of a minute of calligraphy;
2) drawing up a plan for upcoming actions to write a letter and its elements
In the first part of the preparatory stage, special exercises are used to simultaneously solve the following tasks:
 self-identification by schoolchildren of a letter intended for writing
 formation by students of the theme of a minute of calligraphy
In different periods of student learning, various
combinations of the intellectual qualities of the individual to be developed, their linguistic meanings and skills.
In the first year of study, simple speech-thinking exercises are used.
1. Consider this image. What letter are we going to write today? It occurs more often than others. How many times has it been shown.
R I U X B
OH
R M V G R
H
R Gradually, the number of suggestive installations gradually decreases in tasks.
2. Exercises aimed at developing analytical-synthetic thinking and speech abilities. A series of letters: t, p, k, e, n. What letter will we write? Explain why?
3. Exercises where the emphasis is on the development of abstract thinking and oral speech. Let's decipher this entry and determine the letter.
5 3 1
D V? (A)
4. Exercises aimed at the development of speech, the ability to compare, contrast and find common ground in frequent linguistic phenomena, to abstract
B O R T
G U B R
O B O Z
BORSCH
Compare the written words. Identify the letter and explain why?
5. Exercises focused on the primary development of language sense, speech, quick wits.
With the help of this letter all the words of this scheme are formed
TO
T M L N K D
6. Exercises for the development of speech, intuition, intelligence.
P, V, S, H, P, S, ... (Monday, Tuesday ....) In the same way, you can encrypt the names of numbers, months, make up rows of vowels or consonants, going in order or through one, two, etc.
In the second and subsequent grades, the development of intellectual skills continues, but at a higher level of difficulty. These exercises stimulate the development of speech, thinking using various linguistic tasks. For example, through the selection of synonyms for the words: doctor - doctor, roar - ... (cry), call - ... (cry), hurricane - ... (tornado). Or the selection of antonyms, or the use of dictionary words and ciphers, etc.
Requirements for all exercises:
o From lesson to lesson, the degree of difficulty of tasks increases.
o The content of the exercises is linked to the topics of the Russian language
o Each task provides for the active speech and thinking activity of schoolchildren
The second part of the preparatory stage also requires a gradual complication of the active and conscious activity of students. Students previously in the process of speech-thinking activity, master the order of writing letters. Determine and formulate its regularity. The regularity of recording changes systematically with a gradual increase in difficulty.
For example, / a //a///a .... (regularity: lowercase a alternates with oblique straight lines that increase by one), ra, rb, rv, rg .... (pattern: lowercase p alternates with letters of the alphabet), reg, lbo, reg, lbo ... (regularity: lowercase letter b is written with the letters o and l, which are interchanged in the link of the chain). Gradually, students are involved in the compilation of the chain. We use the following activities:
- listening to the proposed regularity;
- independent identification of patterns;
- complete independence - this is the drawing up by students of a pattern of alternation of letters and its voicing.
Thus, in the process of organizing and holding calligraphy minutes, the student is actively involved in the educational process, which makes it possible to ensure fruitful educational activities.
The gradual complication of tasks is accompanied by an increase in the share of children's participation in the organization of the educational process.

For example, how it looks during minutes of calligraphy.
The first option provides for combining the finding of a letter intended for writing with incomplete phonetic analysis. Words on the board: nose, varnish, linen. (Read the words. Determine the letter that we will write today during a minute of calligraphy. It denotes an unpaired voiced soft consonant sound. What letter is it? What word is it in?) Students answer two questions posed without violating their sequence and at the same time characterize upcoming learning activities.
From lesson to lesson, tasks become more difficult due to the increase in the original words. This allows you to develop the volume and distribution of attention, concentration, observation, analysis and synthesis. For example, there are five words on the board: raccoon, Christmas tree, lighthouse, pours, honey. It is necessary to determine the letter that we will write in calligraphy. It denotes a vowel sound that provides softness to the consonant. What letter is this? What word is it in?
The second option involves searching for a letter with the simultaneous introduction of a search for objects related to the studied topics of the Russian language. For example, on the board the words: lamp, branch, flew off. The letter we will write is at the root of the verb and denotes an unpaired voiced soft consonant. What letter is this? What word is it in? Gradually, the number of search objects increases and expands. So, when studying a verb, children can be offered a task of this kind: “Read the words: m-rshchiny, el-nick, tr-vyany, razv-lil, sb-zhal. The letter that we will write is at the root of a feminine plural noun and denotes an unpaired voiceless always soft sound. What letter is this? What word is it in? In the same tasks, we work on spelling, recognize parts of speech, and learn to classify and generalize with children.
The third option involves using the search for the letter of the elements of the cipher, encoding, etc.
The fourth option ensures the need for independent formulation and completion of a task involving the definition of a letter. For example, we give an installation, guiding children to write on the board. “If we correctly formulate and complete the task for this entry, then we will recognize the letter for a minute of calligraphy.
War is peace. Dry - ... Old - .. Deep - ... Iron - ... Hard - ... This is the letter "M"
Thus, in the second year of study, a minute of calligraphy becomes a universal structural part of the lesson. During its implementation, along with the improvement of graphic skills, non-traditional types of phonetic analysis, analysis of words by composition are carried out, knowledge on the topics of the Russian language being studied is deepened, and the formation of the qualities of intelligence continues.

Appendix 3

Methodology for conducting vocabulary and spelling work
Work on familiarization with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and orthographic work:
- students presenting a new vocabulary word
- identifying it lexical meaning
- etymological reference
- mastering the spelling of a word
- introduction of a new vocabulary word into the children's active vocabulary
The presentation of a new vocabulary word consists in the independent definition and formulation by schoolchildren of the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex-logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features.
The first group includes exercises that involve identifying the search word through work with its constituent letters. When they are performed, children develop stability, distribution and volume of attention, short-term arbitrary memory, speech, analytical and synthetic thinking. For example, to define a new word, you need to arrange the rectangles in the order of increasing dots.

Gradually, the number of specific instructions from the teacher decreases. For example, a student will be able to find a word if he finds a rectangle with its first letter and independently sets the sequence of the remaining letters. (Teacher)

Exercises are introduced into the educational process, providing for the complete absence of instructions. For example, KMOORLOOVKAO
With the help of these techniques, further improvement of the intellectual qualities of students continues. The reduction or absence of the teacher's coordinating attitudes makes children think, mobilize their intuition, will, quick wits, and powers of observation.
The second group consists of exercises that involve working with symbols, numbers, codes. They allow you to form abstract thinking. For example, two words are encrypted using numbers.
1 word: 3, 1, 11, 6, 12, 13, 1. (cabbage)
2nd word: 3, 1, 5, 13, 4, 7, 10, 9, 8. (potato)
1 2 3 4 5 6 7 8 9 10 11 12 13
A g c o r u f l e p s t
For example, tasks with a partial indication of the teacher. It is necessary to carefully consider this cipher and the key to it: 2-3, 1-6, 2-7, 1-4, 1-3 (straw)
3 4 5 6 7 8 9 10
1 a m n o r k v y
2 s d i l h ts t
The third group includes exercises that connect the search word with the studied linguistic material. For example, consolidating knowledge of phonetics. Cross out the letters denoting voiceless consonants in the chain and recognize the word.
PFBKTHESHSRCHESHZCA (birch)
In order to improve spelling vigilance in the process of studying various topics of the Russian language course, you can use the following task: -small, l-kaet. Connect the first letters of words that have the vowel a at the root, and you will recognize the word that we will get to know. (railway station)
The specificity of the fourth group is the use of a variety of ciphers and codes. An example of a task on the use of knowledge in mathematics.
1 6 7 8 9
2 L W K W
3 B A D L
4 U F M I
5 P G T O
Code 16, 36, 14, 21, 40, 27 (we multiply the numbers on the top row by the numbers on the side) (nod)
The fifth group of exercises combines various different types activities: non-traditional phonetic analysis, partial analysis of words by composition, division of words into syllables, spelling work, etc., during which the spelling skill is improved, analytical and synthetic work is carried out, the volume and concentration of attention are developed, RAM. For example, to learn a new vocabulary word, we must complete several tasks to identify each letter.
1. The first letter of the word is a consonant in the last syllable of the word room
2. The second letter is the last consonant in the root of the word north
3. The third letter is an unverifiable unstressed vowel in the word breakfast
4. The fourth letter denotes the first unpaired voiced solid consonant in the word raspberry
5. The second syllable in the word oats begins with the fifth letter.
6. The sixth letter is the ending in the word straw
7. The seventh letter always denotes a voiced soft consonant in the word harvest. (tram)
Further, according to the method of Bakulina G.A. the exercises of the subsequent groups become more difficult.
The definition of the lexical meaning of words is carried out by a joint search for reasoning. used etymological dictionary. And a new word is introduced into the active vocabulary of children through the use of proverbs, sayings, phraseological turns or by operating words that are not related to each other by meaning. For example, a new word is a tram, and during the repetition of what was learned, the words apartment, room, breakfast, raspberries, straw, oats were used. Variants of answers: Raspberry jam was carried by tram. Straw is scattered near the tram, oats are scattered. Etc.
To conduct a vocabulary dictation, we will select the required number of words by arranging them in pairs based on an associative connection. For example:
Cow - milk Factory - worker
Student - notebook Class - teacher
Work - Crow's shovel - sparrow
Clothing - coat Frost - skates
We pronounce each chain of two words once. Gradually, the order of recording becomes more complicated. Now there are three words in the chain with the preservation of the associative connection.
Collective farm - village - milk Bear - hare - fox
City - factory - car Rooster - dog - cow
Pencil case - pencil - notebook
Then, we give chains of 3 words, where the associative connection is not traced.
Duty officer - Moscow - shovel Wind - people - surname
Saturday - tongue - berry

Appendix 4

Learning new material
To study new material in grades 1-2, a partial search method is used - a joint search activity of the teacher and students when familiarizing themselves with a new linguistic concept or rule. In grades 3-4, the teacher is supposed to create a problem situation, study it by students and formulate a conclusion. Creating a problem situation involves different levels: low, medium, high. The levels of problematicness differ in the degree of generalization of the task proposed by the students for solution, and the degree of assistance from the teacher.
A problem situation at a high level does not contain clues or may have one clue, on average 1-2 clues. At a low level, the role of prompts is played by questions and tasks, answering which students come to a conclusion. For example, when studying the topic soft sign at the end of them. noun after hissing” 3 levels are possible.
High level. Read the words. Find the difference in their spelling. Formulate a rule.
Daughter, doctor, silence, hut, rye, knife.
Average level. Read the columns of words. Explain the principle of their grouping. Formulate a rule for writing them.
Daughter of a doctor
Quiet hut
Rye knife
Low level. Read. Answer the questions:
What part of speech do all the words belong to?
- Determine the gender of nouns
What consonants are at the end of nouns?
- At the end of which nouns and in what case is a soft sign written?
To work on solving a problem situation, we determine the levels in accordance with the level of preparation of children.

Appendix 5

The method of fixing the studied material
When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another set of intellectual qualities. There are a number of requirements for the exercises:
1. All exercises are compiled on the basis of linguistic material corresponding to the topic being studied in the lesson
2. Exercises should ensure the student's speech-cogitative activity
3. The practical application of tasks involves complication from class to class
4. In order to develop attention, all tasks are pronounced by the teacher once
5. Up to 50% of exercises are used in the lesson, in which students independently formulate tasks
In grades 1-2, we use intellectual-linguistic exercises, with the help of which we ensure the development of the qualities of the intellect (sustainability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, juxtapose, group according to characteristics, generalize, reason, prove, and draw conclusions.
Kinds complex exercises in grades 1-2:
Topic: "Acquaintance with the syllable."
Read, pick the right word, justify your answer. Write the words grouped according to the topic of the lesson.
water bush hole
mole dew?
Topic: "Capital letter in the names, patronymics, surnames of people"
Read. Write in the line the words that are not in the right column. Find the odd one out among them.
(M, m) arshak (P, p) oet
(P, p) oet (M, m) ihail
(A, a) Lexey (B, b) Orisov
(P, p) epin (C, s) ergey
(S, s) emyonov (and, and) vanov
Write the patronymic names and surnames of people in accordance with the code. The cipher indicates the number of syllables in the words.
(L, l)ev (N, n) Nikolaevich (T, t) Tolstoy
(M, m) ikhail (A, a) lexandrovich (Sh, sh) olokhov
(B,b)oris (V,c)ladimirovovich (Z,h)ahoder
Font: 1) 2-5-3 2) 1-5-2 3) 3-5-3
Topic: "Soft sign at the end of a word"
Read the chains of words, eliminate the superfluous. Underline spellings.
1) Oak, tree, alder, poplar, birch
2) Snow, rain, precipitation, hail, frost
Subject: "Offer"
Read, give a description. Spread it by adding one word at a time and repeating everything previously said. Write down the sentence from memory.
Fog descended on the city. (White fog descended on the city. White fog slowly descended on the city.)
Topic: "Words that answer the question who?, what?"
Connect pairs of words that match in meaning (sofa furniture). Ask a question for each word. Write down the pairs made.
bream flower
Plate bird
Magpie dishes
lily of the valley fish
Topic: "Paired voiced and deaf consonants"
Write out the words in pairs that begin with a voiced and a voiceless consonant, so that they fit the meaning.
Grapes, rook, dates, jacket, cuckoo, trousers.

In grades 3-4, tasks with previously used types of exercises become more difficult in order to increase the degree of impact on the qualities of intelligence. This is provided in several ways.
1 way to increase the number of initial words in the exercises. For example, the topic: "Spelling words with a separating hard sign." Read, remember. After 1-2 minutes, the first words are closed, and students, focusing on the second word, write down phrases. Emphasize spelling.
edible mushroom Enter the forest
Explained the task of Raising the Flag
Filming Crane
cowered from the cold ate a cookie
Announced the decision Drove around
The 2nd way is to increase the number of self-determined features. For example, the topic Change verbs by numbers. Eliminate the superfluous one by one according to independently found signs, so that one word remains.
Spends the night, pours, bee, run, file, unites (Bee - noun, run - plural verb, etc.)

3 way transfer to anticipation and use of exercises based on folklore material. Anticipation is a foresight that is ahead of the reflection of the surrounding reality.

Cards with the exercise “Scattered letters”
1. Two silver horses
They carry me over the glass. (Skates, ice rink)
Name the clue words.
Select three words from the riddle with the same spelling as in the word skating rink.
(on glass, carry a horse)

Guess the riddle, write down the riddle words.
2. A house was built in the yard,
On the chain is the owner in it. (Dog, kennel)
Add the third word from the riddle to the guess words. (Master)

Guess the riddle, write down the riddle words.
3. It grows a lot of vegetables,
It contains vitamins all year round. (Garden, carrots)
What words from the riddle can be attached to each word of the riddle?
(Garden - year, carrots - vegetables)

Cards with exercises to establish cause-and-effect relationships in pairs of words
Find a couple, write it down.
1. Honey is a bee
Egg - chicken
Wool - sheep
Milk - ?

Find a couple, write it down.
2. Butterfly - caterpillar
Frog - tadpole
Fish - caviar
Flower - ?
Underline the spelling, pick up the same-root words

Find a couple, write it down.
3. Raisins - grapes
Gasoline - oil
? - paper
Underline the spelling, pick up the same-root words

Exercises for sequencing events in a sentence chain
1. Clouds gathered in the sky. Passers-by opened their umbrellas. Lightning flashed. It started to rain.
2. The bees have arrived. It made delicious honey. The bees collected the nectar and carried it to the hive. Flowers bloomed.
3. Trunks of apple trees are exposed. In winter, hares have little food. Belyak gnaws at the bark of young apple trees in the gardens. They get sick and die.

Exercises to establish cause-and-effect relationships in sentences.
1. Before eating, a raccoon washes its prey.
The raccoon was nicknamed the gargle.
2. Paint is obtained from nettle, fabrics, braid, ropes, threads are produced.
Nettle is a useful plant for humans.
3. Rice is used not only for food, but also for the preparation of starch, glue, powder. Rice is a very important product.

Exercises to replace phrases with one close in meaning
1. Go without food -
Stay without money
Stay with the nose
2. Sweep away the dust -
Sweep everything off the table
Sweep everything in your path -
3. Drive a car -
Driving to school
Lead by the nose -
4. Throw the ball -
Throw a replica -
cast a shadow -

Exercises to establish patterns of word selection.

1. Shishkin - Tarasova
Gennady - Jeanne
Sergeevich - Konstantinovna Code
Mikhailovich - Antonovna 1) Ivan - Marya
Ruslan - Lyudmila 2) Alekseevich - Dmitrievna
Serov - Ivanova 3) Smirnov - Petrova
Sidorov - Zenina
Petrovich - Ivanovna
Dmitry - Marina

2. Garden - vegetables
Fast slow
Apartment - room code
North - East 1) school - student
Aspen - lilac 2) north - east
Top - bottom 3) bad - good
Collection - painting
Oats - wheat
Left - Right

Exercises for finding equivalent concepts
1. Celestial luminary so-nce
A person of the same age as someone else
The most important human organ of the heart
A day of joy and celebration over something - a holiday
Water or swamp plant cable-nick

2. Blizzard pack
Small northern taiga bird loach
curly herbaceous plant snowstorm
Packed luggage carried on the back of bindweed animals
Small very mobile fish reel

3. Golden hands cowardly man
light head clever man
free bird free man
Timid dozen skillful man
Soap bubble insignificant man
Inveterate head desperate daring man

Exercises for the selection of concepts according to the degree of their generalization
Axe, hammer - ?
Pen-pencil - ?

Hockey, football - ?
Tennis, chess - ?

Crow, sparrow - ?
Swallow, rook - ?

Fur coat, mittens - ?
T-shirt, pajamas - ?

Similarity and Difference Exercises
Objects and phenomena of the surrounding world have similarities and differences. The similarity and difference of objects are reflected in their features. The most important features of objects are reflected in the concept.

Task examples.
Choose a generic term for the following words:
pike - …
Linden - …
chamomile - …
Specify the whole of which the following are:
pocket - ...
wing - ...
fin - ...
In these rows of words, underline the concepts that are in relation to rowing:
Ash, branches, tree, maple, leaf (ash, maple).
Milk, bottle, shop, oil, seller (milk, oil).
Horizon, north, compass, east, arrow (north, east).
Choose opposite terms:
big - …
light - …
joy -…
Match the following words with concepts that are related to the sequence:
February - …
Tuesday - …
first - …
evening - ...
To the proposed concepts, select two more that are in functional relations with it:
spoon - ... (silver, yes).
paper - ... (white, write).
doctor - ... (children, treat).
The form of generalizing activity of schoolchildren at different levels of education does not remain constant. At first, it is usually built on an external analogy, then it is based on the classification of features related to the external properties and qualities of objects, and, finally, students move on to the systematization of essential features.
Get a new word by changing the first one by one letter:
Attach the horns to the goat (horns - goat) horns - rose - goat.
Bring the cat to the cheese (cat - cheese) cat - com - catfish - litter - cheese.
Choose the right word:
bed - lie down, chair - ...
raspberry - berry, nine - ...
a man is a child, a dog is ...
Say in one word:
hang your ears...
bite your tongue...
beat the buckets - ...
From each word, take only the first syllables, make a new word:
ear, rose, cotton wool - ...
bark, loto, boxer - ...
ram, wound, bank - ...
Think of a sentence (short story) where all words begin with one letter.
For example: Chairman Pahom raced through a dusty field.

Exercises are carried out on different stages lesson.
A moment of cleansing.
1) Raccoon mesh hedgehog pencil case
- identify the letter, it is in each of these words and can divide them into two equal groups.
2) Sourdough meaty undertone
- identify the letter that is at the root of each word.
3) Children's cane messenger ladder terrain difficult
- identify the letter, it denotes the same spelling in all nouns of this series.
4) Holiday ... nickname st ... face ser ... tse ur ... zhay h ... nil with ... tank n ... zina star ... ny l ... tso
- name the letters, with their help you can divide these words into equal groups.

Vocabulary and spelling work.
1) Sliver Dinner Puck Trumpeter
- define a new word. It has a paired voiced, always solid hissing consonant.

2) B ... r ... yes n ... kind of willows ... lie b ... fishing ug .. sanie
l ... pata lawsuit ... rka og ... work t ... trade him ... for
to ... sa kr ... sitel atm ... sphere
- connect the first letters of nouns of the 1st declension, in the root of which the vowel o is written and name a new word.
3) store-buyers
theater - spectators
transport- ?
- identify the semantic connection and name a new word.

Work with text.
1) Read parts of the text. Arrange them in the correct order. Formulate your task to the compiled text and complete it.
Later, people n ... learned to cook (from) sugar beets ... r. Sell ​​it (in) pharmacies as a medicine. He was very d…r…goy.
(B) for a long time people did not know what sugar was. They ate myo…. they drank sweet juice of maple, linden, h ... th (s) beetroot slices.
(In) India, (in) Cuba, they get this sweetness (from) sugar cane ... nick. It has a sweet stem. They cut the cables ... nicks, throw them (into) the boiler and boil (on) the fire. You get sugar crystals.

2) Read the text. Define its main idea and title it. Choose a proverb that matches the main idea of ​​the text and enter it into the text.
In ... sleepy birds come .. melt from z ..moves. (B) on their way, difficulties and troubles await them. (In) the damp darkness of the fogs, they lose their way ... the sharp rocks break (on) sharp rocks. The world's storms break their feathers, knock off their wings. Birds die (from) cold and cold, die (from) predators, fall (under) the shots of hunters. Nothing stops the winged wanderers. Through all the obstacles they fly (to) the Motherland, to their nests.

Proverbs:
To live and serve the Motherland.
Beloved homeland - dear mother.
Everyone has their own side.
In a foreign land, and spring is not red.

Used Books
1. Bakulina G.A. Intellectual development of younger schoolchildren in the lessons of the Russian language - M. "Humanitarian Publishing Center VLADOS", 1999
2. Bakulina G.A. The use of intellectual-linguistic exercises in the lessons of the Russian language // Elementary School No. 1. 2003 C 32.
3. Vakhrusheva L.N. The problem of children's intellectual readiness for cognitive activity in elementary school // Elementary School No. 4. 2006 C 63.
4. Volina V.V. Learning by playing - M. " New school» 1994
5. Zhukova Z.P. Development of intellectual abilities of younger schoolchildren during the game // Primary School No. 5. 2006. C 30
6. Zak A.Z. The development of mental abilities of younger students. - M., 1999
7. Obukhova E.A. Verbal and logical exercises in the lessons of the Russian language // Elementary School No. 4. 2006. C 32.
8. Simanovsky A.E. Development of creative thinking of children. - Yaroslavl, 1998
9. Stolyarenko L.D. Fundamentals of psychology. – Rostov-on-Don, 1999
10. Tikhomirova L.F. Development cognitive abilities schoolchildren. - Yaroslavl, 2002
11. Tikhomirova L.F. Exercises for every day: logic for younger students. - Yaroslavl, 1998
12. Teplyakov S.O. Intellectual development // Primary school No. 4. 2006. C 36.

Speech by Gusarova S.A. at the pedagogical council on the topic:

Formation of cognitive UUD at lessons in elementary school

“The child does not want to take ready-made knowledge and will avoid someone who hammers it into his head by force. But on the other hand, he will willingly follow his mentor to seek this very knowledge and master it.

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that radically transform people's lives. The priority goal of school education is the formation of the ability to learn.

Therefore, the main goal of my pedagogical activity is the formation of a person who wants and knows how to learn.

Achieving this goal is made possible byformation of a system of universal educational activities .

Universal learning activities (UUD) - these are actions that ensure the mastery of key competencies that form the basis of the ability to learn.

In a broad sense, the words "universal learning activities" mean self-development and self-improvement through the conscious and active appropriation of new social experience.

Universal learning activities grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) cognitive.

COGNITIVE UUD - this is a system of ways of knowing the world around, building an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Therefore, I would like to dwell a little more on the formationcognitive universal educational activities, which for successful learning should be formed already in primary school.

cognitive universal learning activities include: general educational activities, problem posing and solving activities, and logical activities andprovide the ability to cognize the world around: the willingness to carry out directed search, processing and use of information.

TOcognitive UUD skills include: to realize the cognitive task; read and listen, extracting the necessary information, as well as independently find it in the materials of textbooks, workbooks, and other additional literature; carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in a pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.

WITHIt should be remembered that when formingcognitive UUD it is necessary to pay attention to the establishment of links between the concepts introduced by the teacher and the past experience of children, in this case it is easier for the student to see, perceive and comprehend the educational material.

I have set the following goals for myself - to adapt the methods and techniques of basic technology, to begin developing a system of tasks that would help form cognitive universal learning activities in students.

To achieve this goal, I consider it necessary to solve the followingtasks :

to teach children to think logically, scientifically, creatively; to make the educational material more evidence-based and convincing for students;

to introduce into their practice forms of organization of the educational process that would contribute to the formation of sound knowledge on the basis of information independently obtained by students;

use methods, methods and techniques aimed at ensuring the development of cognitive activity of schoolchildren, the formation of elementary skills.

Consider educational technologyaimed at the formation of cognitive UUD: technology of problem-dialogical learning, technology project learning, gaming technologies, level differentiation, ICT.

1. Technology of problem-dialogical learning

For example, in the lesson of the world around us in the first grade on the topic “Who are birds?” we can create the following problematic situation:

Name the distinguishing feature of birds. (These are animals that can fly.)

Look at the slide. What animals do you recognize? ( Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified in the same group? (No.)

The ability to fly will hallmark birds?

What did you assume? And what actually happens? What question arises? (What is the distinguishing feature of birds?)

I suggest that students make an assumption, try to answer the problematic question themselves, and then check or clarify the answer according to the textbook. A situation of contradiction between the known and the unknown is created. At the same time, the knowledge necessary for learning new material is repeated. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, helps to bring students to the ability to independently acquire knowledge, and not to receive it in finished form.

2. Project based learning represents the development of the ideas of problem-based learning.

The role of a teacher is the role of a curator, adviser, mentor, but not a performer.

The purpose of project-based learning: to master general skills and abilities in the process of creative independent work, as well as to develop social consciousness.

In grades 1 and 2, the following projects are successfully implemented in our class:

educational : “Books are babies”, “Numbers in riddles, proverbs and sayings”, “Live ABC”, “The most beautiful letter”, “My favorite pet”.

creative : "Visiting the Queen of Golden Autumn and the autumn brothers of the months", "Space Pioneers";

research : "Seven wonderful places the village of Koshki.

3. Gaming technologies

Forms of conducting lessons with the use of gaming technology can be very different. Most often I use lessons that stimulate cognitive interest such as "Lesson - game", "Lesson-quiz", "Lesson - fairy tale", "Lesson - journey", " business game”, “Lesson-research”.

My students are very interested in research. Together we explore in literacy lessons: sound patterns of words, consonants and vowels, around the world: “Why is there mud in snowballs?”, “Where do they live White bears?»,

“When will summer come?”, in mathematics: “Addition and subtraction with the transition through a dozen.”

In mathematics lessons, I use support schemes to solve various types of problems. Such schemes are good to use when compiling a short note. Depending on the condition of the task, it is modified by the student himself. The use of these schemes brings results. At the lessons of the Russian language, I widely use various symbols, diagrams, tables, algorithms. For example, we have a table in which all the studied spellings are encrypted. 1. An unstressed vowel in the root, checked by stress.
2. Voiced / voiceless paired consonants at the end of a word and before other consonants
3. Separating b.

Usageinformation and communication technologies .

The use of ICT in various lessons in elementary school makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by students.

Of course, such a clear, purposeful, organized system is more conducive to achieving the desired result. But in order to achieve a better final result, a clear diagnostic system for studying the intermediate results of the formation of meta-subject and personal planned results is necessary. It was in this that many questions arose in the direct organization of the educational process at school.
One of them:« How to properly organize monitoring of the formation of UUD.
Unfortunately, the new standards do not provide materials (tables, forms, evaluation sheets, etc.) for fixing the indicators of diagnosing the formation and development of meta-subject and personal results. This makes it difficult to track the indicators of a student's development throughout the entire education in elementary school.
The design and implementation of the process of forming universal educational activities as part of the implementation of the new generation of the Federal State Educational Standards led to the problem of creating a program for monitoring the level of formation of UUD as an application to the Development Program for universal educational activities.

The program is based on methodological manual ed. A. G. Asmolova "How to design universal learning activities in elementary school." The program is recommended for the implementation of psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard in primary school.
For the diagnosis and formation of cognitive universal educational activities, the following types of tasks are appropriate:

- "find the differences" (you can set their number);

- "what does it look like?";

Search for superfluous;

- "mazes";

ordering;

- "chains";

ingenious solutions;

Drawing up schemes-supports;

Work with various types of tables;

Compilation and recognition of diagrams;

Working with dictionaries.

After analyzing the results for 2 years, I came to the conclusion that the use of the modern technologies and methods described above leads to stable results.

I believe that with such an organization of the educational process, students lay a solid foundation for successful formation in the main school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.

Cognitive universal actions include general educational, logical, actions, setting and solving problems.

General educational universal actions independent selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including using computer tools: sign-symbolic - modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted and the transformation of the model in order to identify general laws, defining this subject area; the ability to structure knowledge; the ability to consciously and voluntarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions;

reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business style; understanding and adequate assessment of the language of the media; statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Universal logical actions - analysis of objects in order to highlight features (essential, non-essential) - synthesis as a compilation of a whole from parts, including self-completing, filling in the missing components; - choice of grounds and criteria for comparison, classification of objects; - summing up under concepts, derivation of consequences; - establishment of cause-and-effect relationships, - construction of a logical chain of reasoning, - proof; - hypotheses and their substantiation.

Statement and solution of the problem formulation of the problem; independent creation of ways to solve problems of a creative and exploratory nature.

Requirements for the results of students mastering the basic educational program of basic general education for the formation of cognitive UUD: the formation of goal-setting in educational activities as the ability to independently set new educational and cognitive goals and objectives, transform a practical task into a theoretical one, set target priorities.

Cognitive activity is an active study of the surrounding reality by a person, during which the child acquires knowledge, learns the laws of existence of the surrounding world and learns not only to interact with it, but also to purposefully influence it.

Methods for the formation of cognitive universal learning activities Use of ICT: Lessons of a demonstration type. This type of lesson is the most common today. Information is displayed on a large screen and can be used at any stage of the lesson. In the work are used as already ready presentations on topics, materials modified to suit their presentation, and those created by themselves. Computer testing lessons. Test programs allow you to very quickly evaluate the result of the work, accurately identify topics in which there are gaps in knowledge. They are not used so often, as a rule, this is possible in an informatics office in which there is a local network, and it is not always free. Design lessons. In such a lesson, students individually or in a group work with a constructive environment in order to create a booklet, brochure, presentation, leaflet, etc. In the classroom, too, as a rule, this happens very rarely, most often it acts as a form of preparation homework.

Information retrieval on the Internet Information retrieval allows you to select from a variety of documents only those that meet a given problem.

Use of multimedia aids. 1) electronic textbooks, electronic encyclopedias, media libraries of digital educational resources; 2) electronic interactive simulators, tests; 3) Internet resources. These groups of tools can act as a source of knowledge, as well as a means of developing the skills and abilities of students.

Project activities of students - joint educational, creative or play activity students, having a common goal, agreed methods, methods of activity, aimed at achieving a common result of activity.

Research activity thinking skills and abilities (analysis and highlighting the main thing; comparison; generalization and systematization; definition and explanation of concepts; concretization, evidence and refutation, the ability to see contradictions); skills and abilities to work with a book and other sources of information; skills related to the culture of oral and written speech;

Starting from the 5th grade, the guys learn to make extracts, work with reference literature (encyclopedias, reference books) and work with Internet resources. In grades 5-7 in social studies lessons, it is necessary to organize work with various sources of information: textbook text, graphics, tables, illustrations and audio and video information, their analysis, characterization, comparison and comparison. Drawing up a text plan develops such skills as highlighting the logical parts of the text and determining the main one.

Systematic work with concepts (from memorization to independent formulation, comparison, determination of the degree of generalization) forms the skill of working with definitions and terms, which is necessary for research activities. Problem-based learning develops the ability to put forward a hypothesis, select arguments and draw conclusions, formulate one's own point of view on the problem, the presentation of which develops the student's speech. The ability to think independently, analyze, draw conclusions will allow the student to move from the ability to formulate a personal judgment to the ability to choose an alternative based on the available information and logically master the practice of making rational decisions.

Problem-based learning involves an active "research" activity of the student, he goes through the entire path of knowledge from the beginning to the result (naturally, with the help of a teacher), and therefore each "discovery" of some kind scientific idea(law, rules, patterns, facts, events, etc.) becomes personally important for him.

The student not only acquires new knowledge and skills, but also becomes an initiative, independent, creative person. The main methodological element of problem-based learning is the creation of a problem situation in which the student encounters an obstacle and cannot overcome it in a simple way (for example, only with the help of memory). To get out of this situation, the student must acquire (deepen, systematize, generalize) new knowledge and apply it expediently.

Methodical methods for the formation of cognitive UUD "Chamomile of questions" ("Chamomile of Bloom") Taxonomy (from other Greek - location, structure, order) of questions, created by the famous American psychologist and teacher Benjamin Bloom, is quite popular in the world modern education. These questions are related to his classification of levels of cognitive activity: knowledge, understanding, application, analysis, synthesis and evaluation.

Simple questions. Answering them, you need to name some facts, remember, reproduce some information. They are often formulated on traditional forms of control: when using terminological dictations, etc. Clarifying questions. Usually they begin with the words: “So you say that. . . ? "," If I understand correctly, then. . . ? "," I may be wrong, but I think you said about. . . ? » . The purpose of these questions is to provide feedback to the person on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.

Interpretive (explanatory) questions. They usually start with "Why? » . In some situations (as mentioned above) they can be perceived negatively - as a coercion to justify. In other cases, they are aimed at establishing causal relationships. Creative questions. When there is a particle “would” in the question, and in its wording there are elements of convention, assumption, fantasy forecast.

Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. Practical questions. Whenever a question is aimed at establishing a relationship between theory and practice, we will call it practical.

Reception "Educational brainstorming" Technology "brainstorming" The main task of brainstorming is the production of ideas. Finding and producing ideas is difficult creative process, which can effectively proceed in group forms, if appropriate conditions are created for this.

Reception "Faithful - not true statements» Used at the challenge stage, several statements are offered on a topic that has not yet been explored. Children choose "correct" statements based on their own experience or simply guessing. There is a mood to study a new topic, key points are highlighted. In one of the following lessons, we return to this technique in order to find out which of the statements were true, it is possible at the stage of reflection.

Reception "Wise owls" Students are invited to independently work out the content of the text of the textbook (individually or in a group). The students are then given a worksheet with specific questions and tasks to process the information contained in the text. Consider examples of such tasks: The basics of working on the text. Find the main (new) concepts in the text and write them down in alphabetical order. What didn't you expect? Choose from the text new information that is unexpected for you. You already know last news? Write down information that is new to you. The main life wisdom. Try to express the main idea of ​​the text in one sentence. Or which of the phrases of each section is the central statement, which phrases are key?

Known and unknown. Find in the text the information that is known to you, and the information that was previously known. Illustrative image. Try to illustrate the main idea of ​​the text and, if possible, your reaction to it in the form of a picture, diagram, cartoon, etc. An instructive conclusion. Is it possible to draw conclusions from what has been read that would be significant for future activities and life? Important topics for discussion. Find in the text such statements that deserve special attention and are worthy of discussion as part of a general discussion in the lesson. Next, a discussion of the results of the work is organized. In this case, the following steps can be planned: search for additional information, homework for individual students or groups of children; highlighting unresolved problems, determining the next stages of work.

"Fishbone" technique The "Fishbone" scheme in translation means "fishbone". In the "head" of this skeleton, the problem is indicated, which is considered in the text. The skeleton itself has upper and lower bones. On the upper bones, students note the causes of the problem being studied. Opposite the upper ones, there are the lower ones, on which the facts are inscribed along the way, confirming the existence of the reasons formed by them. Records should be concise, be key words or phrases that reflect the essence of the facts.

The criteria for the formation of cognitive universal educational activities will be the following skills: the implementation of the search for the necessary information to complete educational tasks; the use of sign-symbolic means, including models and schemes for solving educational problems; focus on a variety of ways to solve problems; possess the techniques of semantic reading of literary and cognitive texts; to be able to carry out the analysis of objects with the allocation of essential and non-essential features; to be able to carry out synthesis as a compilation of a whole from parts; be able to carry out comparison, seriation and classification according to specified criteria; be able to establish causal relationships; be able to build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships; be able to establish analogies; to carry out an extended search for information using the resources of the library, educational space native land(small homeland); create and transform models and schemes to solve problems; be able to choose the most effective ways to solve educational problems depending on specific conditions.

Methods for diagnosing cognitive UUD Examinations. Testing. Diagnostics, which offers three types of universal skills and abilities: intellectual (perception and intellectual processing of information, the effectiveness of intellectual activity), organizational, communicative (outlining one's own thoughts, conducting discussions, interaction in a group).

Memo for the teacher How to help the student master the cognitive UUD? Cognitive UUD: 1. If you want children to learn the material, teach them to think systematically in your subject (for example, the main concept (rule) - an example - the meaning of the material) 2. Try to help students master the most productive methods of educational and cognitive activity, teach x to learn. Use schemes, plans to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells who knows, but the one who uses it in practice. Find a way to teach your child to apply their knowledge. 4. Develop creative thinking by a comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.

Technological map of the lesson Technological map in a didactic context represents a project of the educational process, which provides a description from the goal to the result using innovative technology for working with information.

Task technological map lesson: to reflect the activity approach in teaching. This is a way of graphic designing a lesson. The forms of such cards can be very diverse.

The structure of the technological map includes: the name of the topic with an indication of the hours allotted for its study the purpose of mastering the educational content the planned results (personal, subject, meta-subject, information and intellectual competence and UUD) meta-subject connections and organization of space (forms of work and resources) basic concepts of the topic technology studying the specified topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation) control task to verify the achievement of planned results

Didactic lesson structure Organizing time. Time: Main stages: Checking homework Time: Stages: Studying new material Time: Stages: Consolidation of new material Time: Stages: Control Time: Stages: Reflection Time: Stages: Teacher activities Student activities Tasks for the planned results of students, subject UUD performance (Cognitive UUD). which (Communicative UUD). will lead to (Regulatory UUD). achievement of planned results

Publication date: 03/26/16

Introduction

Modern society is inextricably linked with the process of informatization. There is a widespread introduction of information technology. One of the priority areas of the informatization process modern society is the informatization of education, i.e. introduction of new information technologies into the education system.
Ownership information technology put in modern world on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technologies and information has a different, new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.

This level corresponds to the way of perceiving information that distinguishes the new generation of schoolchildren who grew up on TV, computers and mobile phones, which has a much higher need for temperamental visual information and visual stimulation.

Elementary education- a special stage in the development of the child. For the first time, learning activity becomes the leading one. But an elementary school student is still a child who loves to play. How to build your work in such a way that children in the lesson are interested, comfortable, but at the same time, so that they learn to think, work hard with educational material acquiring new knowledge.

Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice, make a non-standard decision.

The teacher has a problem: how to fulfill the order of modern society, to realize the goals of primary education: to teach younger students to learn, to get the maximum effect in the development of thinking and creative abilities.

The purpose of my work is to to uncover mechanism for the development of cognitive UUD of a younger student in the lessons of the world around by means of ICT.

The relevance of the work determined by the need to obtain high-quality knowledge of students.

In the context of the transition to the GEF IEO, one of the key tasks is the formation of ULD, the leading place among which is occupied by cognitive UUD. Cognitive actions are an essential resource for achieving success and have an impact both on the effectiveness of the activity itself and communication, and on self-esteem, provide the ability to know the world around.

An object research: the process of teaching younger students using information and communication technologies.
Subject T research: cognitive UUD of younger schoolchildren.
hypotheses A The study is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive UUD.
In accordance with the purpose, object, subject and hypothesis of the study, the following tasks :
1. To highlight the directions of using ICT in the lessons of the outside world for the development of cognitive UUD.
2. To develop a system for the use of ICT in the lessons of the outside world, which ensures the development of cognitive UUD.
3. Determine the types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson.

1.1. Areas of work

The use of ICT in the lessons of the surrounding world makes it possible to move from an explanatory-illustrated way of teaching to an active one, in which the child becomes an active subject of learning activity.

I use information and communication technologies in the following areas:

© Creation of presentations.

The multimedia presentations I use in the lessons of the world around me make the lessons more interesting, include not only vision, but also hearing, emotions, imagination in the process of perception, help children dive deeper into the material being studied, make the learning process less tiring, go on exciting journeys.

In the presentation I include visual information in the form of video clips, films about nature and surrounding life.
I create presentations not only in Power Pont format, but also in Smart Notebook format.

© The use of ID in the lessons of the world around.

The use of an interactive whiteboard helps to make the learning process bright, visual, dynamic in my work.

The gallery of built-in interactive tools, the functionality of the Smart Notebook program give me scope for creating various cognitive tasks, tests, crossword puzzles, entertaining games, thanks to which each student is involved in the cognitive process and is a really active participant in the lesson.

The use of an interactive whiteboard in the lessons of the surrounding world significantly saves time, increases the student's workload in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, includes all students in the class, and increases learning motivation.

© On lessons use a variety of Internet resources, I conduct educational virtual trips, excursions: "My body. How is it arranged?"

Virtual tour of the Moscow Kremlin, the Novgorod Kremlin, a tour of the Bolshoi Theater virtual trip to Kizhi;

- organizework with electronic encyclopedias;

- I select interactive tasks, posters, maps

Examples of my use of Internet resources are presented in Appendix 1, p.

In my lessons I use ready-made training programs."Nature and Man" "Lessons of Cyril and Methodius" For an effective search for information, we turn to electronic children's encyclopedias.

© I develop and use my own authoring programs.

PowerPoint presentations;

Smart Notebook;

Quizzes;

Trainers. Annex 2, p.

As part of the implementation of the GEF IEO in December 2012, our school received new digital equipment. Modern digital laboratory in addition to digital electronic whiteboard includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, began to actively use it in her work.

I organize various types of work on laptops in the classroom:

P tests;

P simulators;

P editing messages;

P search for information;

P tasks of a creative nature;

P design, modeling;

P partial search work;

I include work on laptops at different stages of the lesson - during the actualization of knowledge, the formulation of a problem situation, the introduction of new knowledge, their generalization, consolidation, during vocabulary work, to control knowledge, skills, in monitoring to track learning outcomes, with individual and group work.

I develop students' information literacy in the lessons of the world around them on the basis of working with different sources of information.

It helps to support the child's desire for independent activity, develop interest in experimentation, and create conditions for research activities. working with a microscope.

The system of work on the use of a digital microscope in the lessons of the world around the EMC "Perspective Primary School" is drawn up in Appendix 3, p.

Working with a microscope allows you to conduct a lesson at a high modern level, increases students' interest in the subject being studied, and significantly expands their knowledge.

Working with digital sensors in the lessons of the world around. (I'll finish this paragraph)

- "Measurement of heart rate at different physical activity» We measured the pulse before and after the physical education lesson.

Temperature measurements environment in the classroom after each lesson and at recess after airing. The data was presented in the form of a bar chart and a graph.

1.2 Activities that contribute to the formation of cognitive UUD:

Use at work reference schemes, tables allows you to manage cognitive activity students, increase the information capacity of the lesson, use different forms of work, facilitates the assimilation of new material in the lesson.

- organizing research and project activities students

P Research projects:

"The Red Data Book of the Cherepovets region..."

“Remember our old days”

"The Importance of the Forest in Human Life" - regional competition of social projects "For the Benefit of the Fatherland"

"Shade-loving and light-loving plants of our class"

P Creative Projects:

• Project "Birds are our friends!"
• "Indoor plants of our class"

P Informational:

"My pets" mini-encyclopedia creation

P Practice oriented:

Ÿ « medicinal plants Vologda region".

Significant assistance to children is provided by parents: (selection of materials for messages and presentations, conducting joint experiments, visiting research laboratories)

Usage local history material(regional component) in the lessons of the world around. I include tasks to search for additional information about the Vologda Oblast, the Cherepovets District, the village of Tonshalovo, lay the foundations for cognitive interest in the study of my region as the surrounding microworld, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt to the surrounding life, fostering a sense of love for small homeland. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every baby for life. Let the image of the great Motherland be associated with this corner.”

One of the techniques that activate the cognitive activity of students are crossword puzzles. I select and develop crossword puzzles for lessons, I suggest compiling them for the students themselves. Appendix 4

I practice active forms of work with students: games - quizzes. When answering questions that need to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying complexity. Answers are offered, one of which is correct.) Appendix 5.

In the lessons, as homework, I include work that requires search activities, making an independent decision.

I organize systematic work to prepare for OKO monitoring.

I work with gifted children.

Jan Amos Kamensky also called for making the work of a schoolchild a source of mental satisfaction and spiritual joy. In order for a child to successfully master the initial education program, he must think. Therefore, I strive to build my lessons in such a way that children can expand their horizons, develop curiosity and inquisitiveness, train attention, imagination, memory, and thinking.

To optimize cognitive activity, along with traditional lessons, I conduct:

Travel lessons;

Lessons-KVNy;

Competitions;

Ecological tales;

- meetings of the club "We and the surrounding world";

As a rule, these are lessons for consolidating previously studied material.

1.3 Types of tasks for the formation of cognitive UUD.

According to A.G. Asmolov, for successful education in primary school, the following universal cognitive learning activities should be formed:

s general educational;

s boolean;

s posing and solving problems.

I. Tasks that allow students to master logical actions comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships in the lessons of the world around.

For example:

- Match dates and events. For every date

pick a historical event. Connect with arrows.

- Look at pictures of birds. Which of the birds inhabiting the territory of the Vologda Oblast most likely feeds on small mammals? Justify your answer.

- Below are the names of animals and plants:

Insert the names of three living organisms into the diagram so that you get

food chain:

II. The use of sign-symbolic means presentation of information to create models of the studied objects and processes, schemes for solving educational and practical problems.

Tell me according to the diagram on the ID: “What kind of transport is there?”.

Look at the conservation signs young naturalists have drawn in their forest. Design and draw your own nature conservation sign.

The use of cognitive UUD in the lessons of the surrounding world allows you to:

Cognitive UUD	Examples of tasks for the formation of cognitive learning activities.
The ability to extract the necessary information presented in various forms (verbal, illustrative, schematic, tabular, symbolic, etc. in various sources (textbook, atlas of maps, reference literature, dictionary, Internet, etc.);	Explain the movement of the Earth relative to the Sun and its relationship between the change of day and night, the basic rules for handling gas, electricity, water, human influence on nature natural areas; find geographical objects on the map prepare stories with the help of presentations about the family, household, professions, make a family tree of the family;
Research	Relationships between the vital activity of plants, animals and seasons); Conduct group observations during excursions
Distinguish and compare	Using laptops, information on ID slides, plants and animals, natural objects and products, studied minerals, trees, shrubs and grasses, wild and cultivated plants, wild and domestic animals, day, night, seasons, different forms earth's surface, different forms of reservoirs, solids, liquids and gases;
Group	Objects of nature by signs: domestic - wild, cultivated - wild, living - inanimate nature
Analyze	Examples of human use of the wealth of nature, influence modern man on nature, evaluate examples of the dependence of the well-being of people's lives on the state of nature, Discuss in groups; explain;
Observe	Objects and phenomena of nature, the simplest experiments on the study of air, natural resources, soil; watch the weather.
classify	Natural and social objects based on their external signs(of known characteristic properties)
Establish cause and effect relationships and dependencies	between living and inanimate nature, between living beings in natural communities, past and present events, etc.;
Simulate	Model situations for the conservation and protection of nature, situations for the application of the rules for the preservation and promotion of health, the shape of the surface from sand, clay or plasticine, situations for calling emergency help by phone, situations relating to the attitude of schoolchildren to representatives of other nations; Work with ready-made models ( interactive map, globe, use ready-made models to study the structure of natural objects, explain the causes natural phenomena, the sequence of their course, to model objects and phenomena of the surrounding world); navigate; Create and transform models;
Make simple observations and experiments	The study of natural objects (their properties) and phenomena, setting the task, selecting laboratory equipment and materials, pronouncing the progress of work, describing observations during the experiment, putting forward hypotheses, drawing conclusions from the results, fixing them in tables, in figures, on ID, in speech oral and written.

When completing tasks, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs and etc.).

Thus, most of the information to be studied in the lessons of the course " The world”, must be entered through observations, comparison of illustrations, assignments, as well as solution in the lessons problem situations. As work experience has shown, the tasks given above, which require reflection and evidence from children, contribute to the formation and development of cognitive universal educational activities.

I share my work experience at meetings of the MO of primary school teachers, school pedagogical councils, regional seminars, professional competitions:

I can say with confidence that the use of ICT in the educational process of elementary school makes it possible to form motivation for learning. The child develops both cognitive interest, and cognitive activity, and cognitive activity. And all this together gives good results. The progress in my class around the world is 100%. The quality of teaching in the subject is 89%. My students are active participants in various competitions around the world:

P Diploma-recipient of the competition "Little Fox" student of 3 "B" class Shamova Daria (December 2014)

P Laureate of the Russian Interregional Intellectual and Creative Competition “The World Around Us”, student of the 3rd “B” class Daniil Gorodishenin; (November 2014)

P Diploma winners of the competition “Video lessons. ru" distance Olympiad on the surrounding world

Gorodishenin Daniil - diploma of the 2nd degree;

Shamova Daria - diploma of the 2nd degree;

Stepichev Dmitry - 3rd degree diploma;

As a result of the study, the following results were obtained:

1. Directions for the use of ICT in the lessons of the surrounding world for the development of cognitive UUD have been identified.
2. A system has been developed for the use of ICT in the lessons of the surrounding world, which ensures the development of cognitive UUD.
3. The types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson are determined.

PERFORMANCE
The benefits of this experience include:
The growth of positive motivation in the lessons with the use of ICT in the lessons of the world around; appendix 6, p.
Improving the productivity of the educational process;
Increasing concentration of attention; appendix 7, page
Formation of computer literacy; appendix 8, page

Increasing the quality of knowledge, appendix 9, p.

Based on the foregoing, it can be concluded that the goal has been achieved, the tasks set have been completed.

Thus, the work spent on managing cognitive activity using ICT tools justifies itself in all respects - it improves the quality of knowledge, promotes the child in general development, he becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy in the life of the child, creates favorable conditions for a better mutual understanding of the teacher and students, their cooperation in the educational process.