CC BY
10УДК 37. 1. 013
АНАЛИЗ ИСПОЛЬЗОВАНИЯ УСТНОГО СЧЕТА КАК СРЕДСТВА АКТИВИЗАЦИИ МЫСЛИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ МЛАДШИХ ШКОЛЬНИКОВ
Тесленко А. Н., Захлебаева В. В., Ульянова Л. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В этой статье мы более подробно поговорим о том, какие факторы влияют на умственную деятельность ученика начальной школы, как мы можем способствовать ее улучшению и общему развитию.
Ключевые слова: мыслительная деятельность, познавательный процесс, средства устного счета.
ANALYSIS OF THE USE OF ORAL COUNTING AS A MEANS OF ENHANCING THE MENTAL ACTIVITY OF YOUNGER SCHOOLCHILDREN
Teslenko A. N., Zakhlebayevа V.V., Ulyanova L. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will talk in more detail about what factors affect the mental activity of a primary school student, how we can contribute to its improvement and overall development.
Key words: mental activity, cognitive process, means of oral counting.
The main feature of younger students is the weakness of voluntary attention, so close motivation is required. The child may focus for a long time on uninteresting or difficult work for the sake of the result that is expected in the future. Involuntary attention is much better developed in primary school age. It becomes especially concentrated and stable when the educational material is clearly visible, and causes an emotional attitude in the student [1, 254].
Therefore, the most important condition for the organization of attention is the visibility of training, the wide use of visual aids. Since involuntary attention is supported by interest, it is natural that every teacher strives to make his lesson entertaining and interesting. This is fully facilitated by the use of the game, its individual elements in the lesson. But you should not overload the lesson with entertaining material. Ushinsky said that teaching should be entertaining for the child, but at the same time it should require children to accurately perform tasks that are not exciting for them, without tilting them in one direction or the
other, giving food to involuntary (passive) attention and exercising voluntary (active) attention, which, although weak in the child, can and should develop and grow stronger from exercises.
Memory in primary school age under the influence of learning develops in two directions [2, 50]:
The role and specific weight of verbal-logical, semantic memorization (in comparison with visual-figurative) increases.
The child learns the ability to consciously control his memory and regulate its manifestation (memorization, reproduction, recall).
Younger students master the techniques of memorization. In this, the role of the teacher is great, since it will be difficult for children to master these rules independently. But even knowing the most diverse techniques of memorization, younger students rarely use these techniques. Research shows that such an important technique of meaningful memorization as the
division of text into semantic parts is very rarely used.
Imagination is one of the main mental processes, since it is impossible to assimilate the material of the textbook, to understand what the teacher is talking about without the ability to operate with visual images. A characteristic feature of the imagination of primary school students is its reliance on specific subjects. So, in the game, children use things, toys, etc. Without this, it is difficult for them to create images of imagination. Initially, in understanding texts, the child relies on a picture, a specific image, and then on a word.
In primary school, first of all, the recreative imagination is improved, which is associated with the representation of a previously perceived image or the creation of an image in accordance with a given description, scheme, or drawing. The creative imagination also develops. Increasingly, images are created that do not contradict reality, which is associated with the development of the child's ability to critically evaluate. For the formation of children's creative imagination, the teacher can also use a variety of games.
The thinking of primary school children is visual and figurative. Children of this age use an isolating abstraction. They identify essential features, while discarding non-existent ones. And for a deep assimilation of knowledge, it is necessary to compare essential and non-essential features, that is, it is necessary to use a dissecting abstraction. In addition, as essential younger students very often distinguish external, bright properties. In primary school children, the communication operation is difficult. It is sensual in nature. In the process of sensory perception, both essential and non-essential properties, connections and relations of objects and phenomena can be combined. In the process of generalization, there is a development from the sensual to the scientific. Game exercises will help to transfer generalization to a higher level [3, 55].
Thus, we see that younger students have a number of psychological characteristics. The systematic solution of educational tasks by primary school students through educational actions contributes to the development of their mental analysis, reflection and planning as the main components of creative thinking.
Therefore, the educational subject should not only include a system of concepts to be learned, but also contain indications of the characteristics of
the activities of schoolchildren that should be formed in students when learning these concepts. The curriculum should eventually become more complex (from age to age, from class to class) systems of training tasks, types of training actions, self-monitoring and evaluation actions.
Mental cognitive processes are a consistent reflection in the human consciousness of objects and phenomena of the objective world. All human knowledge about the surrounding world is the result of the integration of individual knowledge obtained through cognitive mental processes. The cognitive activity of a person consists of a series of cognitive mental processes: sensation, perception, attention, memory, imagination, thinking and speech.
In primary school age, the ability to store and retrieve information improves. Younger students are not only better at remembering, but are also able to reflect on how they do it. They are able to purposefully repeat, organize information in order to better remember, and then they can tell you what techniques they use to help their memory. This includes, first of all, the techniques of meaningful memorization: the selection of reference words, the division of the text into semantic units, semantic grouping.
Involuntary memory is more effective until the techniques of semantic processing of the material are developed. But even here there is a pattern: it is better to remember what serves as the subject and purpose of the activity.
Most of the information given in elementary school by the teacher and textbooks is given in the form of verbal descriptions, pictures, and diagrams. The assimilation of the material depends on the child's ability to imagine, to recreate the presented images of reality. Learning relies primarily on the recreative imagination.
The imagination of the younger student is very sketchy at first, the images are poor in details, they lack flexibility. Under the influence of learning, children begin to recreate more accurate and detailed images, to imagine events previous and subsequent in time, the implied states of the characters or the possible consequences of events. From the 1st to the 2nd grade, the realism of the child's imagination increases. By the 3rd grade, the student is able to rely on the word in his imagination.
In primary school, the child develops creative imagination, as the ability to independently create
new images based on existing ideas. The child's imagination becomes a more controlled and arbitrary process.
The assimilation of written speech qualitatively changes the oral speech of the child. It also affects the entire mental development of the student. The process of mastering written speech is constantly associated with the neoplasms of the younger student — the arbitrariness of mental processes, the ability to work with symbols and signs, the assimilation of concepts, the emergence of internal speech and an internal plan of action. Written speech develops along with oral speech.
We will highlight the features of the development of thinking as a mental cognitive process in primary school. At the very beginning of school, the younger student has expressed concrete and imaginative thinking. Abstract thinking develops rapidly in the learning process. Theoretical thinking is formed through experience, training, synthesis, analysis, etc. The development of analysis goes from the practical-effective to the sensory and later to the mental.
Simultaneously with the development of analysis, the development of synthesis takes place.
Analysis and synthesis as processes are interrelated, they are performed in unity: the deeper the analysis, the more complete the synthesis.
In the process of learning, younger students develop flexibility of thinking. Decentralisationis replaced by the ability to focus on several features at once, correlate them, and take into account
several dimensions of the state of an object or event at the same time. There is a mechanism for correcting thinking on the part of logic, theoretical knowledge (justifications of the child, why he thinks this way and not otherwise).
Thus, in the conditions of school education, there is a systematic improvement of cognitive processes on the basis of historical human experience under the control of the teacher, and then - and the student himself.
Bibliographic list
1. Zimovets K. A., Pashchenko V. A. Interesting methods of oral calculations. / K. A. Zimovets, V. A. Pashchenko //Elementary school. -1990. - No. 6. - p. 44-46
2. Ivanova T. "Oral account" / T. Ivanova / / Elementary school. -1999. - p. 11-14
3. Igibaeva A. K. From the history of primary school teacher training in Kazakhstan/ A. K. Igibaeva // Problems of formation of Prof. the teacher's skill. - "Alma-Ata", - 1985. - p. 16-20.
4. Zheksenbayeva U. B., Niyazova G. B. Technology of research training of schoolchildren. Astana: "Mektep", - 2006. - 210 p.
5. Mynbaeva A. K., Sadvakasova Z. M. Innovative methods of teaching or how interesting it is to teach. "Almaty", - 2009. - 36 p.
6. Kurmanalina Sh. Kh. et al. Tasks and exercises aimed at developing intellectual skills in primary school children. "Almaty", - 2000. - p. 10.
Тесленко Александр Николаевич, доктор педагогических наук (РК), доктор социологических наук (РФ), профессор, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау). е-mail: teslan@rambler.ru
Захлебаева Виктория Викторовна, магистр педагогических наук, старший преподаватель, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау). e-mail: ivanchenko-v@mail.ru
Ульянова Лилия, магистрант, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Дата поступления статьи: 24.03.2021
© Тесленко А.Н., Захлебаева В.В., Ульянова Л., 2021
