Presentation on pedagogy on the topic “Activation of cognitive activity of primary schoolchildren” download for free. Activation of cognitive activity of junior schoolchildren Types of rewards by means of expression

Oksana Borisovna Legkikh
Activation of cognitive activity of junior schoolchildren in the classroom

Description of work.

Activation of cognitive activity students is one of the main tasks in my work. Conscious and lasting assimilation of knowledge by students takes place in the process of their active mental activity. Therefore, I strive to organize the work so that the educational material becomes the subject active actions of the student. Techniques activation of cognitive activity The ones I use in my work are varied. I try to avoid the template in my organization as often as possible. lesson. In this way, encourage students to revitalization, to independent “creativity”, to the realization of the hidden capabilities of everyone schoolboy unconventional ones help me (non-standard) forms of organization lesson. Rhyming start lesson, beginning lesson with elements of theatricality ( "Counting", "Repeat", "Smart" etc.) travel lessons, fairy tale lessons, lessons- excursions allow children to better assimilate the material. One of these lessons–"A Journey through Fairy Tales" I shared my experience at a regional seminar. On such lessons The creativity of the teacher and the creativity of the students are embodied in the common cause. Such lessons provide an opportunity to develop a thirst for knowledge. I can say that the educational material is from standard lessons are forgotten faster, than the one that is analyzed or generalized to non-standard lessons.

Stable cognitive interest is formed by different means. Effective means of developing interest in a subject, along with other methods and techniques that I use at lessons, is entertaining, didactic game. IN didactic In games, the child compares, observes, juxtaposes, classifies objects according to certain characteristics, performs analysis and synthesis accessible to him, and makes generalizations. Use of entertaining material on lessons helps to intensify the learning process, develops cognitive activity, children's observation, attention, memory, thinking, relieves children's fatigue. A form of entertaining exercises that I use on lessons, various: puzzles, crosswords, teawords, quizzes, riddles. Great interest, for example, in lessons Natural history involves eavesdropping and analyzing “conversations overheard in nature” between plants, insects, birds, and animals. This material not only helps to introduce students to educational material in an interesting way, but also cultivates a love for all living things, and makes them want to help plants and animals and preserve them.

Noticing that inclusion in lesson game moments make the learning process more interesting and entertaining, create a cheerful working mood in children, facilitate overcoming difficulties in mastering educational material, support and enhance children’s interest in the educational subject, promote activation of mental activity, I started using the game at different stages lesson. Majority didactic games contains a question, a task, a call to action, For example: “Who is more faithful and faster?”, "Don't yawn!", “Answer immediately!”, etc. Many games and exercises are based on material of varying difficulty, which makes it possible to implement an individual approach and ensure the participation of students with different levels of knowledge in the same game.

In order to overcome the mechanical assimilation of knowledge in teaching, an important place in lesson I devote it to problematic situations. The impetus for productive thinking, aimed at finding a way out of the state of difficulty that a student experiences when confronted with something that raises a question, is a problematic situation. By creating any problematic situation in the educational process, I pose educational problems (problematic task, problematic task, problematic question).Each educational problem implies a contradiction. By introducing educational problems into the educational process, managing the assimilation process becomes managing the process of solving a problem situation, or rather the process of students independently solving the problem.

Differentiated learning is one of the main directions of my work, since I believe it creates conditions for the maximum development of children with different levels abilities: for the rehabilitation of those who are behind and for the advanced education of those who are able to learn ahead of schedule. A differentiated approach is the main way to individualize learning. Taking into account the individual characteristics of children is one of the leading principles didactics. Knowing that different students need different time, different volumes, different forms and types of work in order to master the program educational material, I implement a differentiated approach in a combination of individual, group and frontal work and at all stages of training, at all stages of mastering knowledge and skills.

I attach great importance to the use of visual and didactic material. Visibility helps students develop an emotional and evaluative attitude towards the knowledge they are learning. By conducting independent experiments, students become convinced of the truth of the knowledge they are acquiring, of the reality of the phenomena and processes that the teacher tells them about. And confidence in the truth of the information received, confidence in the knowledge makes it conscious and durable. Visual aids increase interest in knowledge, make the process of assimilation easier, and support the child’s attention. I use the following types visibility: natural (plants, animals, minerals, etc.); introducing students to real natural objects; experimental (phenomena of evaporation, ice melting, etc.); acquaintance with phenomena and processes during experiments and observations; pictorial (paintings, drawings, photographs, slides); acquaintance with some facts, objects, phenomena through their reflection; volumetric (layouts, dummies, geometric figures); sound (recordings, tape recordings, etc.); symbolic and graphic (drawings, diagrams, maps, tables); etc.

Activation of cognitive activity I also provide students with the help of information and communication technologies in their lessons.

Using ICT helps me carry out lessons at a high aesthetic and emotional level; provides visibility, attracting a large number of didactic material. Observations show that the use of ICT in lessons enhances positive learning motivation, activates students' cognitive activity, increases the amount of work performed by lesson; a high degree of differentiation of training is ensured. I make presentations for lessons, I use multimedia discs. For lessons world around me I use wonderful articles "The Great Encyclopedia of Cyril and Methodius", I prepare reference material on various topics. All this has good results: participating in school competition"Best lesson with ICT» , I took second place with my class.”

The various techniques and methods I use in my work contribute to activating cognitive interest among schoolchildren and achieving high learning outcomes in the classrooms in which I work.

Students have 100% academic success, the quality of knowledge in subjects is 50%-65%.

My students are participants and winners school and All-Russian distance Olympiads.

Educational activity inextricably linked with the educational process. Therefore, the development of a student’s personality continues during extracurricular hours. I develop and conduct matinees, competitions, intellectual games, as well as conversations on ethical, spiritual and moral topics, health care, and conversations on traffic rules. I try to constantly improve my teaching skills. In 2013, she took advanced training courses at the State Educational Institution OU DPO (PC) WITH "Oryol Institute of Advanced Training for Teachers". I keep up with the latest pedagogical literature, get acquainted with the latest achievements of educational science and practices. I work closely with parents. She gave lectures and reports to them at various topics: "Daily routine in life schoolboy» , "Labor education in the family" etc. I involve parents in holding holidays and events in the classroom. I try to give useful practical parenting tips. I share what I have achieved with my colleagues, giving open lessons and extracurricular activities using ICT, I make presentations at meetings of the methodological association and teachers' council.

The basis of any creativity is knowledge, therefore, in the process of preparing for each new academic year and during the academic year, I try познакомиться with the latest teaching aids, and I take into account what I can use in my future work.

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Slide captions:

Activation of cognitive activity of junior schoolchildren. Speech at the Elementary School MO Teacher M.A. Lebedeva

Activating the cognitive activity of students is the most pressing problem of our time. Teaching schoolchildren to learn is the most important task of every teacher. The primary task for today's teacher is to create conditions under which students are forced to work actively, creatively both in class and at home, to educate a person - a doer who is capable of solving life's problems on the basis of knowledge.

The main tasks of intensifying the cognitive activity of students: 1) arousing students’ cognitive interest in learning, a positive emotional attitude towards the material being studied, a desire to learn, cultivating a sense of duty and responsibility for learning; 2) formation and development of a knowledge system as the basis for educational success;

4) the formation and development of a system of skills and abilities of students, without which there can be no self-organization of their activities; 5) mastering the techniques of self-education, self-control, rational organization and culture of mental work of students. 3) development of mental and especially mental activity as a condition for educational and cognitive skills, cognitive independence of students;

Ways to enhance students' cognitive activity. 1. The use of non-traditional lesson forms.

2. The use of game forms, methods and techniques of teaching.

3. Transition from monological interaction to dialogical (subject - subject). 4. Using various forms of student learning in the classroom.

5. Wide application of problem-task approach (system of cognitive and practical tasks, problematic issues, situations). Types of situations: - a choice situation, when there is a number of ready-made solutions, including incorrect ones, and it is necessary to choose the correct one; - a situation of uncertainty, when ambiguous decisions arise due to lack of data; - an unexpected situation that surprises students with its paradoxicality and unusualness; - a situation-sentence, when the teacher makes an assumption about the possibility of a new pattern, a new or original idea, which involves students in an active search; - a situation is a discrepancy when it does not “fit” into existing experience and ideas, and many others.

6. Application of new information technologies - thematic presentations, - theoretical material in an accessible, bright, visual form, - video fragments and videos, - maps, - map diagrams, - tables and much more. 7. Systematic use of various controls.

8. Involving students in the creation of creative works

9. Use of all methods of motivation and stimulation of students. Emotional encouragement, educational and cognitive games, creating situations of success, stimulating assessment, free choice of tasks, satisfying the desire to be a significant person. Cognitive reliance on life experience, taking into account cognitive interests, creating problem situations, encouraging the search for alternative solutions, performing creative tasks, volitional information about mandatory results, the formation of a responsible attitude, identifying cognitive difficulties, self-esteem and correction of one’s activities, the formation of reflexivity, forecasting future activities Social development of the desire to be useful, the creation of situations of mutual assistance, the development of empathy, the search for cooperation, Interest in the results of collective work, the organization of self- and mutual testing.

On the topic: methodological developments, presentations and notes

Activation of cognitive activity of junior schoolchildren in mathematics lessons

Developing mathematical abilities, creating interest through active games, travel games, visual aids, entertaining problems in rhyming form, making riddles using a ball...

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Activation of cognitive processes of junior schoolchildren Teacher of secondary school No. 43 Zholudeva A. V.

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Cognitive interest Cognitive interest is one of the most important motives for the learning of younger schoolchildren. Under the influence of cognitive interest, even weak students’ academic work is more productive. Cognitive interest is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student’s search activity is carried out with enthusiasm, he experiences an emotional upsurge and joy from success. Cognitive interest not only has a positive effect on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention.

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The greatest activating effect in the classroom comes from situations in which students themselves must: defend their opinions; take part in discussions and debates; ask questions to your friends and teachers; review the answers of your comrades; evaluate answers and written work of classmates; engage in training with those who are lagging behind; independently choose a feasible task; find several options for a possible solution to a cognitive task (problem); create situations of self-examination, analysis of personal cognitive and practical actions.

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Game is an effective means of stimulating the desire to become better. Exercise games. Example: "The fifth is odd." Find the extra word. Run, run, run, run, ran. Find the extra figure and explain why it is extra.

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Search game. Game "Find the answer." - Look at the board. - What do you see? - Your task: to choose the correct answer for each example. 510 – 390 474 348 + 168 623 703 – 229 516 328 + 295 143 425 + 282 120 649 + 180 820

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Game-competition. This may include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities. Game announcer. -Read the text, poem, as a TV announcer reads. (Trying to peek into the text as little as possible, look into the camera with your eyes)

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Role-playing games. Game “Teremok” Purpose: to know the characteristics of sounds, to learn to read syllables. Only vowels live in the little house. The consonants knock on the vowel's door and ask permission to enter. They let them in only when the consonant correctly tells about herself. Then the fusion syllable is read. During the games, children not only get acquainted with new sounds, but also learn expressive speech and correct pronunciation.

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Educational travel games. In the proposed game, students can make “travels” to continents, to different geographical zones, climatic zones, etc. The game can provide information that is new to students and test existing knowledge. A travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each “station”.

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In order to improve academic performance and activate mental activity, each child must take an active part in the lesson. In mathematics lessons I actively use counting sticks and geometric material. With their help, we study the composition of numbers, addition, subtraction, division, multiplication.

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Using geometric material, you can test students' knowledge. Each child has a set of geometric shapes: squares and triangles. I set a task: I name examples and answers. If the answer is correct, lay out a square; if not, a triangle. For example, 5x5=25 - lay out a square, 3x3=10 - lay out a triangle. I compose the examples so that they are easy to check. In 3-4 minutes, all students have assessments. 5x6=30 4x7=30 6x9=54 7x3=18 4x5=20 6x3=18

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It is important that the presentation of new material is interesting to all children and is aimed at activating their mental activity. For example, when studying such a part of a word as a prefix, in front of each child on the table there is a set of 9 prefixes: in-, for-, about-, from-, on-, to-, over-, with-, pere- and 9 cards with the word -hod-, which is the root of the word. The children are faced with the task of putting together words with the same root using the suggested prefixes.

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Innovative forms of teaching as a means of activating the cognitive activity of junior schoolchildren Primary school teacher at MBOU M-Kurgan secondary school No. 2 Zaikina N.I.

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Relevance Modern children have changed a lot compared to the time when the current education system was created. First of all, the social situation in the development of children of this century has changed: - children's awareness has sharply increased; - modern children read little; - characterized by limited communication with peers; - most children do not participate in the activities of children's organizations; - polarization of children according to the level of mental development is observed; - Today, children more openly express and defend their opinions. Recently, schoolchildren’s interest in learning has fallen sharply, which to a certain extent was facilitated by outdated lesson forms.

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The teacher strives for progress, wants to change his activities for the better - this process is innovation. The inventive activity of a teacher in an innovative lesson is revealed in a variety of unusual tasks, extraordinary actions, constructive proposals, entertaining exercises, designing the course of a lesson, creating learning situations, didactic material, selecting scientific facts, and organizing the creative work of students.

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BASICS of modeling an innovative lesson An innovative lesson is a dynamic, variable model of organizing the teaching and learning of students for a certain period of time. It may be based on: - elements of extracurricular work, laboratory and practical work, excursions, forms of extracurricular activities; - teaching students through artistic images; - revealing the abilities of schoolchildren through active methods of creative activity (using elements of theater, music, cinema, fine arts); research activities, which imply the active use of methodological knowledge in the learning process, revealing the characteristics of students’ mental work; - application of psychological knowledge that reflects the specifics of students’ personality, the nature of relationships in the team, etc.

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. Student's position: WHAT AND HOW WILL I STUDY? Independent activity lesson Teacher's position: HOW AND WHAT WILL I TEACH? Model of independent work TYPES OF INNOVATIVE FORMS OF LESSONS

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Lesson - training The goal is for students to acquire certain skills and abilities through repeated repetition of the same knowledge or actions. Necessary elements of the lesson: selection of unusual tasks, variety of didactic material; organization: – competitions; – mutual control, etc.

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Research lesson The goal is to use, develop and generalize the students’ experience and their ideas about the world. The goal of students’ activities in a research lesson is to obtain a specific result (product). DISTINGUISHING FEATURES OF THE LESSON:: independent learning activity of the student, orientation of studies towards the final result; changing lesson-based, closed forms of relations between teacher and students to more open ones aimed at joint activities and cooperation.

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Lesson of differentiated learning The goal is the development and formation of the abilities of each student. CONDITIONS FOR IMPLEMENTING SUCH LESSONS: - determination of students’ knowledge levels and their learning abilities; - highlighting the basic amount of knowledge necessary for consolidation; - determination of learning methods for each student; - preparation of didactic material; - preparation of blocks of educational material; - establishing regulations for performing certain tasks; determination of a mechanism for monitoring students’ educational actions during independent work with the goal of indicating further steps or stages of organizing learning.

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Project activity lesson The goal is to make the educational process creative, purposeful, and the student responsible and purposeful. The task is to prepare all students for cognitive activity that is feasible for everyone, but mandatory. Advantages of the project method: - systematic consolidation of knowledge in other academic subjects; development of skills and abilities in planning, research and systematization of obtained data; development of social (team work) and physical skills; - development of self-confidence. Children learn to approach the world around them creatively and gain confidence that they can improve their lives and the lives of others.

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Problem-based learning is a form of organizing student learning based on the creation of a problem situation. In such a lesson, students are either presented with a problem or a problem is identified with them. The goal is to activate the cognitive sphere of students’ activities based on identifying cause-and-effect relationships. The task is to organize learning activities based on activating students’ thinking at all stages of the lesson. The nature of students' cognitive activity can be different: some solve using questions and answers; others - by the method of situation analysis; third - by the method of diagnosis and conclusions; fourth - by selection, etc.

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TEACHER TIPS for teaching lessons: Show confidence. Do not interfere with the task until the student asks for help. Don't criticize for mistakes. The interview is conducted in the form of clarification of details. Determine a specific amount of work so that the student can calculate his strength. Create conditions for students to self-assess the results of their own activities. Set a time frame for completing the work. Determine the criteria for performing independent work. Develop forms of monitoring independent activity, criteria for assessing the results of activity by the teacher.