The article discusses the influence of pedagogical approaches on the formation of students' cognitive activity. The use of active methods and techniques in the classroom is an integral part of pedagogical technologies. A review of the positive aspects of active methods in the modern educational process is given. The implementation of the principles of active learning is of great importance, since in connection with the strategy for the development of education, learning is of an active nature. The problem of cognitive activity is considered by us in the context of a communicative, research approach. The combination of these approaches makes it possible to create, search, work for high results in cooperation between a teacher and a student and will allow you to get away from the reproductive method of information and move to a new level of interaction in the educational space. Analysis and generalization of the experience of teachers allows us to conclude that the described approaches enrich knowledge and encourage the desire to create and are the basis of modern education.
active position
communicative activity
interpersonal interaction
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All changes in the field of education and science are currently aimed at achieving the main goal --- quality education for everyone. A new view in education is recognized to provide opportunities for choosing training programs in accordance with the need to update knowledge and skills in any field and to adapt to any changes as much as possible. Learners in the twenty-first century require different skills in order to interact with the world of tomorrow. Education is a long-term strategy for successfully participating in today's competition. The teacher needs to rebuild the students - to move from memorizing information to understanding it and, importantly, to applying this knowledge in various aspects. Knowledge of modern methods is a necessary condition for the educational process. In connection with all the changes in education, the most relevant are communicative, activity, research methods. The main features of these methods include not only educational, but also cognitive, developmental, and educational aspects. These methods are used in various ways of teaching, but they have much in common, as they are built on identical principles. A feature of the communicative method is the organization of learning communication. Listening, speaking, reading and writing skills are essential in communication activities. The development of these skills is especially productive when organizing group interaction, where all the material is used in situational dialogues. With such an organization, students understand the main content of the conversation, text, present a point of view, participate in the discussion, observing speech norms. In accordance with the communicative approach, the learning process should include tasks that contribute to the formation of communication skills and work modes that are adequate to the conditions of real communication (pair and group work). So, for example, in science lessons, the manifestation of interaction skills can be traced through the organization of research activities.
Let's take an example. In the section on the study of animals, offer a developmental task on the topic: “How much does an elephant weigh?”. The study is carried out at the stage of fixing new material. Purpose of the study: "Which object moves faster (which one is lighter or heavier?". Resources can be: scales - steelyard, basketball and soccer balls, package. We set the students the research tasks:
1) to weigh the balls;
2) simultaneously set them in motion;
3) to conclude which ball is moving faster.
Students must put forward a hypothesis, select resources, draw up a research plan. And the very course of the study is based on the practical interaction of all members of the group. Children with the help of a steelyard and a bag weigh volleyball and basketball balls. The results are recorded. Then on the floor they are pushed into motion. And watch which ball moves faster. At the same time, it is important for the teacher to teach children the rules of group work: each member of the group knows and plays the role of a speaker, a time manager, an expert, etc. As a result, the children will come to the conclusion that of two objects of different mass, if they are pushed at the same speed, the ball, which is lighter, will move faster. In this case, the activity approach is traced. The activity approach is that the student does not receive knowledge in a ready-made form, but obtains it himself, realizes the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his knowledge, educational skills and abilities, and skills of a wide range. Students' activities are grouped into categories such as "know", "understand", "apply", "analyze", "evaluate", "synthesize".
It is necessary to preserve the parameters of the communication process - this is the activity nature of behavior in all lessons, the behavior of a teacher, a student, as a subject of communication and learning, a situation of communication, taking into account speech skills. These are the main qualities of interaction, which are of an activity nature, motivation of students, content, purposefulness. If these parameters are methodically interpreted, the process of developing speech skills will reach the highest percentages in terms of learning. Obviously, the learning process, which has these characteristics, will differ significantly from the traditional one. He will be communicative.
Closely echoing the communicative approach, the research approach is associated with the independent activity of children. Consequently, the process of curiosity, self-learning and self-development is launched.
The main distinguishing feature of these methods is their focus on the formation of not only subject knowledge and skills, but functional, creative knowledge. In the lessons it is important to include tasks aimed at mastering the skills of analysis, generalization, comparison, search for problems. The property that characterizes a person's thinking is the ability to see the problem. The method of organizing search activity with elements of creativity is the essence of the research method, which closely echoes the communicative one. Students need to be taught to solve problems while organizing a gradual increase in the complexity of tasks, projects. The function of the research method ensures the mastery of scientific knowledge, the features of creative activity, the formation of interest. We believe that the educational objectives of these approaches are carried out by creating a developing environment in which the child would find an incentive for self-development.
Primary requirements:
Rely on the child's own experience, i.e. the authentic nature of learning;
Learning in action;
Encouragement to experiment.
Offering various areas for study, we expand the circle of interest and in-depth study of a topic of any orientation.
Thus, we launch the processes of development of thinking: high-order skills - analysis, synthesis, evaluation of research.
This activity focuses the student on creative activity. And involuntarily there is a rejection of traditional knowledge and skills, since research always acts as a search, analysis of the best options. And the whole process takes place in a group discussion. Since interpersonal cognitive communication and interaction in groups is a qualitative perception of any material, in any lesson.
The peculiarity of this method is to activate learning, transferring the initiative to the child to the independent organization of educational activities.
For this, the student needs to be introduced to the research scheme. Students repeat actions many times: put forward hypotheses, plan an observation or experiment, analyze results, draw conclusions, classify, create graphs, and receive information. Well, the task of the teacher is to formulate the purpose of the study through the formulation of a problem situation.
In these approaches, the category of “activity” occupies a key place, and activity is considered as a system aimed at results. It is possible to implement these approaches with any program. The main principle is to acquire knowledge on your own. Activity approach - an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.
Students are offered the topic and purpose of the study. The content of the remaining stages of the study, the children think through on their own, working individually, in pairs, in groups.
The following is an example of a research study. For example:
Purpose: to find out how a smile is obtained?
Hypothesis: Suppose that not only lips, but also other parts of the face are involved in a smile. Let's check. Students gather information through experiment and observation. Then students indicate in the table the sources of information. The equipment can be simple materials - mirrors.
An important research process is data processing: discussion of the information obtained during the experiment. Then the stage of providing information. These can be tables, diagrams, pictograms, clusters, messages, electronic presentation, abstract, wall newspaper, article.
They conclude that not only lips are involved in a smile, but also eyes, eyebrows, forehead, nose, cheeks, chin.
Here you can invite students to conduct another experiment and smile only with their eyes, only with their lips. Will you get a full smile? After all, a smile is not only a facial expression of the face, lips or eyes, but also a reflection of the state of mind of a person. Therefore, the smile can be different. For example, joyful, skeptical, dull, sad, mournful, malicious, condescending, etc. Here you can continue the experiment with the mirror.
At the stage of reflection, children discuss what worked, what didn’t work; the degree of satisfaction with the work done; circle the corresponding emoticon in the table.
After conducting the study, the teacher can offer the children karaoke "Smile".
Exploration Map
It is known that a person's memory captures 90 percent of what he does, up to 50 percent of what he sees, and only 10 percent of what he hears. Therefore, the most effective form of learning should be based on active involvement in action. This shows the feasibility of active methods.
This activity is connected with the search for a cognitive problem with an unknown solution. This activity is not regulated by any regulations. It should be free, with a share of improvisation. The use of such tasks in research activities develops the desire to observe, because search activity is the natural state of the child. Of course, at first, the least independence is required from children. As knowledge is accumulated, the degree of independence should increase. Speaking about the advantages of independent research, it must be remembered that educational programs contain information that is of a reproductive nature. And independent research requires much more time than the usual perception of explanations. The best option would be a combination of the traditional presentation of the material with the inclusion of problem situations, elements of the experiment, and so on. The key to her success is the presence of a stable educational motivation. A negative attitude towards learning arises in the absence of success. On the contrary, pleasant experiences associated with the praise of the teacher, the recognition of the team and the understanding of one's capabilities, stimulate activity, the desire to learn better. In a lesson, a situation often arises when a student achieves special success: he successfully answered a difficult question, expressed an interesting thought, and found an unusual solution. This can make a big difference. The activity caused by the desire for praise and universal approval turns into a genuine interest in independent work.
During the educational process, it is important to create conditions for the emergence of a situation of success: acquaintance with new information through cognitive contradictions, creative tasks, intricate puzzles, problem situations.
Another element of the work is the use of non-traditional forms of conducting classes with children, among which non-traditional lessons occupy a special place, including those using information and communication technology (ICT), integrated lessons, subject weeks and olympiads, knowledge reviews. Learning proceeds more successfully if students are involved in active independent creative activity.
Therefore, in the educational process it is important to use project technology.
The essence of the project method is that in the learning process, students themselves determine the specific practical goal of interest to them, draw up, design an achievement plan, independently carry out activities, and then present its results. Project activity is one of the leading ones in modern reality. This is a kind of reflection, where a product is obtained not by chance, but through purposeful and well-planned work. Design is a series of algorithmic steps that begins with solving a real problem and ends with a specific result. The project is related to forecasting, and therefore can serve as an effective tool for developing the intellect, creative abilities and cognitive interests of children, creating an atmosphere of cooperation and co-creation. This method in a complex solves educational, developmental and educational tasks: organize activities, cultivate tolerance, develop imagination, expand horizons, erudition, develop public speaking skills.
The project method is focused on the independent activity of students: individual, pair, group, which they perform for a certain period of time. Solving the problematic tasks of the project involves, on the one hand, the use of a combination of various methods, teaching aids, and on the other hand, it implies the need to integrate knowledge, the ability to apply knowledge from various fields of science and technology. If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in nature.
“Man is born for thought and action,” said the ancient sages. Project activity is an area where a union is needed between knowledge and skills, theory and practice.
The school should offer students the opportunity to master knowledge at the maximum level. The school creates an atmosphere of goodwill, focused on the implementation of ideas of cooperation, the development of forms of communication. Cognitive interest contributes to the general direction of activity and can play a significant role in the structure of personality. The influence of cognitive interest on the formation of personality is due to a number of conditions: the level of development of interest, the nature, place of cognitive interest, among other motives and their interaction, connection with life plans and prospects. The nature of communication is exploratory. In order for knowledge to be the result of searches, it is necessary to organize these searches, develop their cognitive activity, coordinating the educational process. We come to the conclusion that the most relevant are pedagogical approaches, the main features of which are:
Active position of students;
Orientation of students to independent development of experience;
Development of cognitive abilities;
Cognitive reflection;
Independent choice of decision making;
Appraisal activity;
The learning process is creative;
The position of the teacher as an "equal partner".
The combination of these features makes it possible to create, search, work for high results in cooperation between a teacher and a student and will allow you to get away from the reproductive method of learning, unnecessary information and move to a new level of interaction in the educational space. Cognitive interest as a means of learning becomes reliable only when it is used in the arsenal of means of developmental education, paving the way for the sprouts of the new in the development of students, opening up its prospects. In cognitive activity, we proceed from the fact that it represents a complex system as a structural unit in which cognitive action can be distinguished. We mean a conscious, purposeful, productively completed cognitive act associated with the solution of a problem. Cognitive action is characterized by awareness of the goal, due to which the action itself is realized, leading to the achievement of the goal. A generalization of the experience of teachers, an analysis of methods and techniques allow us to conclude that research activities, a communicative approach have great opportunities for the comprehensive development of children: they develop thinking, enrich knowledge and vocabulary, and encourage the desire to create. The activity of children in one way or another depends on the activity of the teacher. And in the process of such activity, various intellectual abilities are formed that are important in the educational process: the ability to analyze, compare, generalize, and establish cause-and-effect relationships.
Ultimately, the result should be the education of a competitive graduate. Such a graduate sets goals, solves life problems and is responsible for his actions. To achieve this goal, teachers must understand that the pedagogical process is a joint activity in the context of global changes taking place in the modern world, and a person with such qualities is always in demand. That is why the described approaches are the basis of modern education.
Bibliographic link
Klimbey L.V., Yadrova N.V., Nurzhanova R.M. MODERN APPROACHES TO THE FORMATION OF STUDENTS' COGNITIVE ACTIVITY // Modern problems of science and education. - 2017. - No. 6.;URL: http://science-education.ru/ru/article/view?id=27253 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
UDC 37.013
THE PROBLEM OF THE DEVELOPMENT OF COGNITIVE ACTIVITY OF ADOLESCENTS IN THE EDUCATIONAL PROCESS
I. A. Chernysheva and M. V. Tsukanovb
1 applicant pedagogy e-mail: [email protected] ru 2 cand. ped. Sci., Head of Computing Center e-mail: [email protected] en
Kursk State University
The process of radical changes in society increases the responsibility of the secondary school for the formation of such a personality trait of a graduate as cognitive activity. This problem, due to its practical significance, found expression in the works of the great teachers J. A. Comenius, John Locke and I. G. Pestalozzi. In Russia, this problem was dealt with by K. D. Ushinsky,
K. V. Elnitsky, P. F. Kapterev. The essence of cognitive activity is considered in modern psychological and pedagogical literature from different points of view.
Key words: cognitive activity, learning, educational activity, cognitive activity, knowledge, student.
The process of radical changes in the socio-economic structure of society leads to a change in the requirements for education. A modern specialist in any industry needs to have not only well-developed cognitive processes (attention, memory, thinking), but also the ability to use the knowledge acquired in a secondary school in a variety of life situations. In this regard, the responsibility of the secondary general education school for the formation of such a property of the graduate's personality as cognitive activity is increased. Today, one of the main tasks of the school is the creation of optimal conditions for learning, allowing the development of cognitive activity as a property of the individual, implemented in educational activities. This will ensure not only the qualitative assimilation of a complex system of knowledge by the graduate, but also his intellectual, civic and social development.
The problem of the formation of cognitive activity, due to its practical significance, constantly attracted the attention of great scientists. The history of the formation and development of cognitive activity has its roots in the distant past. Thus, the great Czech teacher and thinker of the 17th century J. A. Komensky considered the problem of the formation of cognitive activity one of the fundamental ones in the formation of the personality of the student: mind, but with his own, not only reading from books and understanding other people's thoughts about things or even memorizing and reproducing them in quotations, but he developed in himself the ability to penetrate into the root of things and develop a true understanding of them and their use" [Komensky 1982: 34] .
Based on the ideas of Ya. A. Comenius, the English philosopher and teacher John Locke theoretically substantiated the need for purposeful activities of teachers and educators to develop the learning process among students:
one should approach carefully and with measured steps and first consider what is most noticeable, accessible and visible in them. Divide them into separate parts and then, in the appropriate order, reduce all that is to be learned about each of these parts to clear and simple questions. Then everything that was considered obscure, confusing and too difficult for our weak abilities, is revealed to our minds ... ”[Locke 1985: 123].
The views of J. A. Comenius and J. Locke on the factors contributing to the harmonious development of all the forces and abilities of a person were reflected in the pedagogical concept of the Swiss teacher I. G. Pestalozzi, who emphasized that the education of children should be natural, that is, built in accordance with with the peculiarities of human nature and the laws of its development. In modern conditions, I. G. Pestalozzi's arguments about the constant improvement of education in accordance with the requirements of life sound especially relevant in relation to the organization of educational activities that can affect not only the mind, but also the feelings, will and character of the child, activating his cognitive abilities.
In Russia, the views of Ya. A. Comenius, J. Locke and I. G. Pestalozzi found support in the person of many teachers who identify cognitive activity with the need to enrich the mind and heart. Such a serious attempt to comprehend the problem was made by K. D. Ushinsky, K. V. Elnitsky, P. F. Kapterev.
KD Ushinsky for the first time gave a complete picture of the development of cognitive activity of schoolchildren. He believed that in the process of active learning, the highest forms of self-movement of a developing personality arise, expressed in conscious purposefulness, in the desire to independently acquire knowledge and use it. It is the active activity of the child in the process of learning, according to K. D. Ushinsky, that becomes the decisive factor in his intellectual, aesthetic and ethical education and development. Therefore, the great teacher emphasized the importance of organizing the life of children at school in such a way as to intensify their learning activities, awakening new, higher forms of consciousness. Cognitive activity according to K. D. Ushinsky is the organization by the teacher of successive mental actions of students aimed at the formation of a conscious need for knowledge and a stable worldview.
Another Russian educator K. V. Elnitsky, a follower of K. D. Ushinsky, emphasized the importance for the quality of education of the relationship between the development of the cognitive sphere of the student and the teaching methods used by the teacher. P.F. Kapterev, a teacher and psychologist, adhered to the same views. He believed that the development of cognitive activity at school is impossible without the use of heuristic techniques in teaching, since “it is the heuristic form that brings the spirit of life, the spirit of work and activity into the school. Clueless learning by heart, assimilation of information for rent, by mere memory, yawning in the classroom, inattention in this form is absolutely impossible, because its essence lies in the fact that schoolchildren constantly work, constantly do independent exercises to acquire and develop knowledge ”[Kapterev 1974: 95] .
Thus, the history of pedagogical thought shows us that the problem of the formation and development of cognitive activity worried many scientists of the past, who sought to reveal the main methods of the process of developing the cognitive activity of schoolchildren in educational activities and outline ways to organize this process. Today, solving the problem of organizing the process of formation of cognitive activity as a personality trait implemented in educational activities, we again turn to the pedagogical heritage of the past,
Chernyshev I. A., Tsukanov M. V. The problem of the development of cognitive activity of adolescents
in the educational process
focusing, on the one hand, on the formation of attention, memory, and thinking of the subject in learning, and, on the other hand, on the development of schoolchildren's ability to broadly transfer the acquired knowledge and skills into practical life.
The essence of cognitive activity in modern psychological and pedagogical literature is considered ambiguously. G. M. Murtazin connects the process of development of cognitive activity with the management of the process of educational cognition through purposeful motivation, stimulation, leading to the strengthening of this process. P. I. Shchukina defines cognitive activity as “a personality trait that is not determined by immediate circumstances, but is a stable spiritual need of a student” [Shchukina 1988: 97].
E. A. Krasnovsky gives a very special definition of cognitive activity: “the manifestation of all aspects of the student's personality: this is an interest in the new, the desire for success, the joy of learning; it is also an attitude towards solving educational and life problems; it is also a willingness to solve problems, the gradual complication of which underlies learning” [Krasnovsky 1989: 17]. M. A. Danilov argued that
cognitive activity is “a lively, energetic activity aimed at fulfilling the assigned task” [Danilov 1971: 34]. Sh. I. Ganelin, on the contrary, argues that cognitive activity is “a personality trait that manifests itself in initiative and independence, leads to control of will and character, effective assimilation of knowledge, skills and abilities” [Ganelin 1982: 9].
We found out that in pedagogy cognitive activity is considered as a property of the individual, manifested in activity. The main activity in the school is teaching. In this regard, S. L. Rubinshtein, considering teaching as an activity, pointed out that it “is significantly different from the game and approaches labor in terms of a general setting, i.e. the ultimate goal of learning is to prepare for independent labor activity” [Rubinshtein 1989: 75].
Following S. L. Rubinstein, A. N. Leontiev, P. I. Zinchenko, A. A. Smirnov conducted a structural analysis of activity and revealed the active influence of consciousness on the course of learning and its results. A. A. Smirnov and P. I. Zinchenko, investigating the dependence of memorization and reproduction on the conditions in which the student’s educational activity takes place, came to the conclusion that only knowledge, skills and abilities cannot be included in the content of the teaching. They proposed such general educational skills: the ability to plan the upcoming work, the ability to rationally organize its implementation, the ability to exercise self-control and the ability to work at a certain pace.
A. N. Leontiev, P. Ya. Galperin, considering the conditions for the formation of cognitive activity of schoolchildren, came to the conclusion that the result of learning depends on the nature of the assimilation of knowledge. P. Ya. Galperin, N. F. Talyzina, D. B. Elkonin approached the problem of the development of cognitive activity from general pedagogical positions, considering learning as a purposeful, specially designed and organized activity, they developed a theory of the phased formation of mental actions. The system they proposed is based on a consistent transition from external activity to conscious, internal, mental activity and from it again to external activity in the application of formed actions.
Thus, the analysis of psychological and pedagogical literature showed that in modern pedagogy there is no single view on the essence of cognitive activity. In our study, we will take the following definition as a basis: cognitive activity is a property of a student’s personality, realized in educational activities and characterized by the student’s attitude to learning, his desire to master various methods of cognition and mobilization of volitional
efforts to achieve the learning goal. This definition most fully reveals the relationship between cognitive activity and learning activity.
As we found out, the specificity of educational activity lies in the fact that it is a cumulative activity of teachers and trainees. N. A. Polovnikova and T. I. Shamova, considering in this regard the problem of the development of cognitive activity in adolescents as personality traits, emphasized the leading role of the teacher in the learning process: “It is possible to demand that learning solve cognitive problems only when the teacher provides it (student) knowledge necessary to perform new tasks and methods for their solution” [Polovnikova 1975: 64]. “On the basis of the activities of the teacher and the student, the development and formation of cognitive activity takes place” [Shamova 1992: 121]. Therefore, it is the personal aspect that is the core that unites all the components of educational activity into a single whole, ensuring their optimal combination and well-coordinated functioning in organizing the process of developing cognitive activity. In this regard, in relation to the teacher, cognitive activity performs the functions of stimulating educational activity, regulation and control, and in relation to the student, cognitive activity primarily implements the function of inducing active learning activity.
Bibliographic list
Ganelin Sh. I. Education and upbringing of a schoolchild. Issues of activity and independence in the educational process. L.: LTU, 1982. 250 p.
Danilov M. A. Structural and system studies of pedagogical phenomena and processes // Soviet Pedagogy. 1971. No. 1. S. 73-95.
Kapterev P.F. Pedagogical process. Moscow: Pedagogy, 1974. 295 p.
Komensky Ya. A. Selected pedagogical works: in 2 volumes. T. 1. M .: Pedagogy, 1982. 656 p.
Krasnovsky E. A. Activation of educational knowledge // Soviet Pedagogy. 1989. No. 5. S. 9-15.
Locke J. Works: in 3 vols. T. 1. M .: Pedagogy, 1985. 419 p.
Murtazin G. M. On some ways of activating the cognitive activity of students. Ufa, 1972. S. 3-24.
Polovnikova N. A. The system of education of the cognitive forces of schoolchildren. Kazan: KSPI, 1975. 100 p.
Rubinshtein S. L. Fundamentals of General Psychology: in 2 vols. T. 1. M .: Pedagogy, 1989.
Shamova T. I. Activation of the teaching of schoolchildren. Moscow: Pedagogy, 1992. 209 p.
In connection with the increasing needs of modern society in an active personality, the problem of students' cognitive activity becomes especially relevant. To determine how this quality is formed in adolescence (student) age, it is necessary to identify the essence of the concepts of "activity" and "cognitive activity".
In the psychological and pedagogical literature (T.A. Guseva, S.A. Myshkin), the appearance of the concepts of "activity", "cognitive activity" is associated with an understanding of the postulate: the presentation of a learning task does not imply its automatic fulfillment, and the effectiveness of learning depends not so much on the nature the system of tasks presented, how much depends on the nature of the student's activity.
The study of the problem of activity and activation of cognitive activity of students in pedagogical science has deep historical roots. The principles of cognitive activity of students, even before the appropriate terminological formulation, are reflected in the pedagogical teachings of ancient thinkers, developed by Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg. A significant contribution to the development of ideas and methods for the development of cognitive activity was made by domestic teachers and scientists: K.D. Ushinsky, L.N. Tolstoy, N.G. Chernyshevsky and others.
Jan Amos Comenius wrote that by all possible means it is necessary to ignite in children an ardent desire for knowledge and learning.
K.D. Ushinsky defined as an indispensable condition, a prerequisite
development of the student, his activity in learning. He notes that the good development of the student is ensured by vigorous activity in which the student fully realizes his abilities, expresses himself as a person.
An analysis of the scientific and methodological literature on the topic of the study showed that the problem of student activity is considered from various points of view within a number of scientific fields: philosophy, psychology, pedagogy, sociology, biology, etc. In particular, the study of this problem is based on the general psychological theory of activity (B G. Ananiev, L. S. Vygotsky, P. Ya Galperin, A. N. Leontiev), psychological and pedagogical concepts of a developed personality (M. N. Akimova, A. M. Matyushkin, N. G. Morozova, T. I. Shamova, G.I. Shchukina and others), the theory of nurturing education (L.Yu. Gordin, B.T. Likhachev, G.N. Filonov).
Most often, characterizing the concept of activity, they note that this is the most important feature of a person, his ability to change the surrounding reality in accordance with his own needs, views, goals. As a feature of a person's personality, activity is manifested in energetic, intense activity in work, teaching, social life, various types of creativity, in games, etc.
Recognizing that activity in a broad sense is a biologically determined property of a person, special attention is paid to its focus on a certain type of activity and ways of satisfaction. In relation to cognitive activity, this means the formation of students' motivation for learning and teaching them the skills of obtaining and using information, i.e. skills of mental activity, which determine the possibility of carrying out productive educational and cognitive activity. The effectiveness of activity, causing positive emotions and gnostic feelings, thereby contributes to the preservation and strengthening of cognitive interests, stimulating further cognitive activity.
In the Pedagogical Encyclopedia, the activity of the individual is considered as an active attitude to the world, the ability of a person to produce socially significant transformations of the material and spiritual environment based on the development of socio-historical experience.
The ways of manifestation of activity are creative activity, volitional actions, communication. In relation to cognition, activity is expressed in the presence of cognitive interests, mastering the skills of obtaining information and operating it, the formation of self-regulation of behavior. G.I. Shchukina's cognitive activity is characterized as the integration of a search orientation in learning, cognitive interest and its satisfaction, with the help of various sources of knowledge, favorable conditions for the implementation of activities.
T.A. Guseva, L.S. Vygotsky and A.K. Markova, speaking about activity in the broadest sense of the word, they note that it is inherent in a child from the moment of his birth - individual active manifestations in learning (often impulsive in nature - raising hands, remarks, etc.) are noticeable from the first days of being at school and, Speaking about the level of one's own active attitude, one should keep in mind the level when the teaching is guided by new goals and tasks that arise in the student himself and is carried out in new ways found by the student himself.
An analysis of the psychological and pedagogical literature shows that the concept of "cognitive activity" is widely used in various areas of psychological and pedagogical research: the problems of selecting the content of education (V.N. Aksyuchenko, A.P. Arkhipov, D.P. Baram), the formation of general educational skills (V.K. Kotyrlo, T.V. Dutkevich, Z.F. Chekhlova), optimization of cognitive activity of students (Yu.K. Babansky, M.A. Danilov, I.Ya. Lerner, L.P. Aristova, T.I. Shamova, V.I. Lozovaya), the relationship of students with peers and the teacher (T.A. Borisova, N.P. Shcherbo); the role of the teacher and personal factors in the development of cognitive activity of students (A.A. Andreev, T.N. Razuvaeva, Yu.I. Shcherbakov, Yu.N. Kulyutkin, L.P. Khityaeva. E.A. Sorokoumova, L.K. Grebenkin). In this regard, there is no consensus among the authors about the meaning of the concept of "cognitive activity", which is interpreted in different ways: as a variety or quality of mental activity (M.A. Danilov, A.A. Lyublinskaya, V.K. Buryak, T .I. Shamova), as a student’s natural desire for knowledge (D.B. Godovikova, E.I. Shcherbakova), as a state of readiness for cognitive activity (P.T. Dzhambazka, T.M. Zemlyanukhina, M.I. Lisina , N.A. Polovnikova), as a property or quality of a person (T.A. Ilyina, A.I. Raev, G. Ts. Molonov, A.Z. Iogolevich, T.D. Sartorius, Z.F. Chekhova, G.I. Shchukin).
The study of psychological and pedagogical literature (E.V. Prokopenko, I.F. Kharlamov) shows that most often cognitive activity is understood as the intellectual abilities of a person, his readiness and desire to advance in mastering knowledge on his own. Teachers note that the student's cognitive activity is characterized by a search orientation in learning, interest in knowledge and emotional upsurge.
V.P. Bespalko and E.A. Krasnovsky note that cognitive activity is a complex concept, the content of which cannot be revealed if it is located only in one plane - activity, readiness, skills. The value of cognitive activity lies not only in the volume of firmly acquired and deeply meaningful knowledge, but also in the formation of a person's life position. Cognitive activity is characterized by such manifestations as self-regulation of cognitive activity, synthesis of a cognitive motive and methods of independent behavior, and a stable positive attitude of students towards cognition.
I.F. Kharlamov understands cognitive activity as "an active state of the student, which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge."
Yu.P. Pravdin and T.I. Shamova consider cognitive activity as a quality of a person, manifested in relation to the content and process of activity, in the desire for effective mastery of knowledge and methods of obtaining it, in the mobilization of volitional efforts in achieving the goal of learning.
According to Akif Gizi Lala Mammadli and S.A. Sevenyuk, cognitive activity is, on the one hand, a quality of a person, expressed in her ability to organize her cognitive activity, on the other hand, it is a person’s need and ability to acquire knowledge and be ready to solve such problems without outside help.
In our opinion, the concept of “cognitive activity” is most fully defined by V.I. Orlov. He writes that activity is the attitude shown by students to educational and cognitive activity, which is characterized by the desire to achieve the goal within the specified time.
The study and analysis of psychological and pedagogical literature shows that just as there is no single approach to characterizing the concept of "cognitive activity", there is no consensus regarding its structural components.
Most often in the literature one can find a description of the structural components of E.R. Statsenko and A.M. Matyushkin. A comprehensive analysis of scientific and theoretical data allowed researchers to determine the cognitive activity (independence) of a student as an integrative set of qualities that characterize his personality and activities and reflect the focus on obtaining new knowledge about the surrounding reality. In accordance with this, the following structural components of cognitive activity were identified:
1. Information volume (system of basic knowledge, skills and abilities).
2. Organizational skills (observance of work culture; work planning; the ability to find additional information, including the ability to work with a book).
3. Development of cognitive processes; possession of methods of cognitive activity (the ability to perceive, select information in accordance with the purpose of the activity; the ability to identify a problem; the ability to analyze, compare, control and correct work; the ability to transfer and use existing knowledge and skills in a new situation; the ability to argue one's judgments and actions).
4. Interest in cognition and search and creative activity (activity and initiative in completing a task, striving for independence; attempts at a creative approach to work; curiosity, interest in non-standard, problematic tasks).
5. Emotional-volitional orientation (the desire to bring the work started to the end, if necessary, correct and redo the work, find additional information).
A somewhat similar approach, but, nevertheless, having differences, we find in the works of E.V. Prokopenko.
According to the scientist, the most reasonable is the allocation of five components in the structure of cognitive activity: emotional, volitional, motivational, content-operational.
1. Emotional - a positively colored attitude towards activity. 2. Strong-willed - the desire to bring things to the end
3. Motivational - the development of cognitive interests.
After analyzing the presented approaches, we believe that the considered points of view complement each other, and therefore the structure of cognitive activity can be represented by the following components: 1. Motivational-targeted - the development of cognitive interests, the ability to set goals based on the study of problems and needs.
2. Cognitive - the assimilation and awareness of knowledge, the desire for self-knowledge and self-determination.
3. Emotional-volitional - the ability to overcome cognitive difficulties; satisfaction with the development of an original and high-quality ideal or material product, self-esteem; 4. Activity-practical - self-realization of one's own capabilities, creativity (completeness of research, variety of ideas, originality and complexity of development), product quality, self-determination.
We also believe that it is necessary to define such a component as a subject-positional component in the structure of cognitive activity. This is explained by the fact that for high performance it is necessary to demonstrate the student's subjectivity in managing their educational and cognitive activities.
Describing the concept of "cognitive activity" it is necessary to dwell on the question of its levels. In the psychological and pedagogical literature there is no single approach to the levels of cognitive activity. For example, I.E. Unt identifies levels of cognitive activity based on psychological processes (activity at the level of memorization, activity at the level of mental activity, activity at the level of creative thinking).
IN AND. Orlov argues that the measure of cognitive activity is the effectiveness of cognitive activity within a given period of time, correlated with the cognitive capabilities of students at the moment.
T.I. Shamova identifies levels based on the nature of cognitive activity (reproducing activity, interpretive and creative activity).
Based on the analysis of psychological and pedagogical literature (E.A. Krasnovsky), it can be concluded that there are three provisions, based on which many scientists prefer the classification of cognitive activity through the characteristics of cognitive activity. First, activity is more “visible” for the researcher than psychological processes. Secondly, the effectiveness of activities from a value position is determined not so much by the time the task is completed, but by the originality, rationality of the solution, how cognitive activity contributes to the development of the student, his psychological and personal characteristics. And, finally, performance within a given time period is difficult to assess, and this parameter (performance in a given period of time) does not take into account such a parameter as the complexity of the task.
A.M. Matyushkin, I.T. Ogorodnikov, I.I. Rodak under the level of cognitive activity of students in training means the degree of their ascent to creativity. Moreover, each stage is characterized by the level of mastering scientific knowledge, methods of cognitive and practical activities, as well as the level of activity.
In the psychological and pedagogical literature, as a rule, there are three levels of cognitive activity: low, medium and high. In the works of B.G. Ananyeva, S.P. Baranova, A.V. Brushlinsky and M.I. Volovikova, A.K. Markova, T.I. Shamova, G.I. Schukina, the levels of cognitive activity are described through such criteria as the level of students' questions, the level of their attention focusing on educational material, the presence of purposeful observation and experimentation, free choice in the performance of educational tasks of a different nature (reproductive, productive, creative), the degree of independence in performing tasks. , the presence of control and self-control skills, the level of mobilization by the student of the necessary knowledge to build hypotheses, problems and ways to solve them.
Analyzing the above, all identified by researchers (D.B. Bogoyavlenskaya, V.S. Danyushenkov, A.A. Kirsanov, A.T. Kovalev, A.I. Krupnov, V.I. Lozovaya, A.M. Matyushkin, A.P. Pryadin, I. .A. Petukhova, IA Redkovets, TN Shamova, GI Shchukina) levels of cognitive activity can be classified according to the following criteria.
1. In relation to activities:
– Potential activity that characterizes a person in terms of readiness, desire for activity.
- The realized activity characterizes the personality through the quality of the activity performed in this particular case. Main indicators: vigor, intensity, effectiveness, independence, creativity, willpower.
2. By duration and stability:
- Situational activity, which is episodic.
– Integral activity, which determines the general dominant attitude to activity.
3. By the nature of the activity:
- Reproductive-imitative. It is characterized by the student's desire to understand, remember and reproduce ready-made knowledge, to master the way of their application according to the model. Low level of personal activity.
- Search and execution, which is characterized by the student's desire to identify the meaning of the content being studied, to penetrate into the essence of the phenomenon, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
- Creative. Performing activities by searching, developing an independent program of action. The highest level of activity.
P.V. Gora and his followers also concluded that there is a transitional level from the reproductive to the creative. T.I. Shamova emphasizes that in living human activity it is almost impossible to separate reproductive and creative activities, but for educational practice it is necessary to single out an intermediate level. She called it interpretive. P.V. Gora calls this level of cognitive activity transformative. When organizing cognition at this level, the teacher not only communicates the content of the task for the student and highlights the subject of research, but also names the research plan, defines the hypothesis, and suggests sources of information. The student independently determines the research methods and draws up a plan for studying the object, analyzes the object and presents the results.
Another formulation of the three levels of cognitive activity is proposed as stereotypical, variative-reproductive and productive (not necessarily creative), which determines the need for the formation of special historical, communicative, rational and intellectual skills.
Based on the definition of signs of cognitive activity: attitude to learning (meaning of learning, regularity and quality of homework preparation); features of educational activity (mental activity, concentration, stability of attention, emotional-volitional manifestations, degree of external activity); attitude to extracurricular cognitive activity (enthusiasm, truthfulness, orientation), three levels of development of cognitive activity (high, medium, low) are singled out and the characteristics of each of them are presented.
Thus, in pedagogy there is no consensus on the interpretation of the concept of cognitive activity. Research analysis 3.A. Abasov, L.P. Aristova, V.S. Danyushenkova, M.A. Danilova, V.I. Lozovoi, N.A. Polovnikova, I.F. Kharlamova, T.I. Shamova, G.I. Shchukina and other scientists showed that the definitions existing in pedagogy are based on various philosophical and psychological approaches.
Cognitive activity is a type of learning activity that assumes a certain level of student independence in all its structural components - from problem posing to control, self-control and correction, with the transition from performing the simplest types of work to more complex ones of a exploratory nature.
The levels of cognitive activity can be classified according to the following grounds: in relation to activity, in terms of duration and stability, in terms of the nature of activity (reproductive-imitative, search-performing, creative).
information society student
The problem of the development of cognitive activity of younger schoolchildren is one of the most relevant in child psychology, since human interaction with the outside world is possible due to his activity and activity. Activity is an indispensable prerequisite for the formation of the mental qualities of a person, his independence and initiative.
Cognitive activity as a pedagogical phenomenon is a two-way interrelated process: on the one hand, cognitive activity is a form of self-organization and self-realization of the student; on the other hand, cognitive activity is seen as the result of the teacher's special efforts in organizing the student's cognitive activity.
Therefore, when defining cognitive activity, we must have an idea of what kind or what side of cognitive activity we are talking about. At the same time, we must not forget that the end result of the teacher's efforts is to translate the specially organized activity of the student into independent activity, into the process of self-education. Thus, both types of cognitive activity are closely interconnected with each other.
In the psychological and pedagogical works of the 1950s and 1970s, the definitions of the concept of "cognitive activity" first of all characterize the student's position in cognitive activity.
The problem of studying cognitive activity in a number of studies was considered in the context of creativity. In particular, the most important patterns in the development of the student were established by L.V. Zankov. Distinctive features of the L.V. Zankov is the focus on the high overall development of schoolchildren; high level of difficulty at which training is conducted; fast pace of learning material; a sharp increase in the proportion of theoretical knowledge. L.V. Zankov emphasized that the unjustified simplification of educational material, the unjustifiably slow pace of its study, and repeated monotonous repetitions, apparently, cannot contribute to the intensive development of schoolchildren. Changes should be in the deepening of the educational material, in a larger amount of theoretical analysis, generalizations that develop the student's theoretical thinking. This system of education develops thinking, the emotional sphere of students, teaches to understand and identify the general meaning, the main content of the material.
I.F. Kharlamov interpreted cognitive activity as "the active state of the student, which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge." In activating the cognitive activity of students, an important role is played by the ability of the teacher to encourage students to comprehend the logic and sequence in the presentation of educational material, to highlight the main and essential provisions in it. Already at primary school age, it is useful to teach children to independently single out the most essential in the teacher's explanation and form the most important questions that are explained in the lesson. In the active perception and comprehension of the material being studied, the ability of the teacher to give his presentation a fascinating character, to make it lively and interesting, is of great importance. First of all, we should not forget that the educational material itself contains many stimuli that stimulate the curiosity and mental activity of students. These include the novelty of scientific information, the brightness of facts, the originality of conclusions, a peculiar approach to the consideration of established ideas, and deep penetration into the essence of phenomena.
G. I. Shchukina considered cognitive activity as “a valuable and complex personal education of a student, intensively formed during school years”, which “expresses a special state of a student and his attitude to activity”. The author transformed the elements of the characteristics of mental activity, named by I.F. Kharlamov, the types of active attitude to learning, listed by A.K. Markova, the student’s personal attitude to what is happening, identified by I.S. student education." The source of cognitive activity is cognitive interest. Interest is an active emotional and cognitive attitude of a person to something. Cognitive interest activates all mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity. Features of cognitive activity - spontaneous inclusion in the activity, the search nature of the activity, the initiative in the selection of the content and methods of activity, the activity in accepting the conditions that encourage one to engage in cognitive activity. Inquisitiveness, curiosity, readiness for cognitive activity, "thirst for knowledge" - all these are different expressions of the cognitive orientation of the individual, which are based on cognitive interest, which determines an active attitude to the world and to the process of its cognition.
A.K. Under the manifestations of cognitive activity, Markova understood “all types of active attitude to learning as cognition: the presence of meaning, significance for the child of learning as cognition, all types of cognitive motives ...” / 39, p. 48 /. The types of cognitive motives include: broad cognitive (orientation to the acquisition of new knowledge - facts, phenomena, patterns), educational and cognitive (orientation to the assimilation of methods of obtaining knowledge, methods of self-acquisition of knowledge) motives and motives of self-education (orientation to the acquisition of additional knowledge and then to build a special self-improvement program).
The organization of learning as facilitation, that is, facilitating, facilitating, stimulating, activating the development of students, is inevitably associated with providing them with greater freedom and responsibility, with accentuating internal and arbitrarily controlled factors for the success of learning, feelings and experiences of personal causality in activities, with the general humanization of interpersonal communication at school.
M.D. Vinogradov and I.B. Pervin believed that collective cognitive activity plays an important role in the development of cognitive activity. Its various forms stimulate creativity, fantasy, imagination, cognitive activity and independence. Students must be taught to work in a team. Each student must master the skills of business communication, be able to give help and accept it. It is equally important to create in the classroom an atmosphere of mutual respect, goodwill, attention and sensitivity to each other, then each student will have a positive attitude towards learning and actively participate in it.
E.N. Kabanova-Meller in the development of cognitive activity especially considers the system of formation of generalized methods of educational work, which, as the author rightly believes, are important components of effective learning activities of students. Methods of cognitive activity are methods of mental work that ensure the mastery of knowledge, skills and abilities, their independent application and active transformation. The use of a system of means to enhance the cognitive activity of students, from understanding the purpose of the activity at the stage of formation of a cognitive motive to the creative use of skills in independent work of a productive nature, contributes to the formation of generalized learning skills.
Z.I. Kalmykova considered problem-based learning to be the leading condition in the development of cognitive activity. The problem principle, with its focus on the discovery of new knowledge, is the leading principle of developmental learning. Problem learning is such learning, in which the assimilation of knowledge and the initial stage of the formation of intellectual skills occurs in the process of relatively independent solution of a system of tasks - problems, proceeding under the general guidance of a teacher. Only those problems are problematic, the solution of which presupposes, although controlled by the teacher, but an independent search for patterns, methods of action, and rules that are still unknown to the student. Such tasks excite active mental activity supported by interest, and the “discovery” made by the students themselves brings them emotional satisfaction.
In the 70-80s, I. S. Yakimanskaya made a wide contribution to the scientific research of cognitive activity. Not all education, in her opinion, has a truly developing effect, although it does not exclude the cognitive activity of students. Cognitive activity is the most important source of mental development only when it becomes self-activity. The formation of this self-activity is the most important task of developmental education. I.S. Yakimanskaya noted that "mental activity" is determined by the personal, biased "attitude of the student to the acquired knowledge", such an attitude characterizes the subjective position. The student is not only the object, but also the subject of learning. He not only assimilates the requirements of the teacher, but internally adapts them, reacts selectively to them, actively assimilates them, processes them, taking into account his personal experience, the level of intellectual development. At the same time, she used the term "mental" rather than "cognitive" activity, but considered them as synonymous.
In our opinion, these concepts must be separated, since the term "mental activity" rather characterizes a certain level of mastery of mental operations and is the result of cognitive activity. As for "cognitive activity", it is not complete and includes the process of mastering knowledge.
This interpretation of cognitive activity echoes the definition of T.I. Shamova: “Activity in learning ... is not just the activity state of the student, but ... the quality of this activity, in which the personality of the student is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve the educational and cognitive goal » . This definition seems to be the most complete, since it reflects not only the psychological aspects of cognitive activity (the activity state, the quality of this activity), but also the social ones (the personality of the student and his attitude to the content and nature of the activity), and also names the means that can activate cognitive activity. activity: interest, development of the motivational sphere, volitional qualities (the desire to mobilize one's moral and volitional efforts) and the specific addressee of the application of these efforts (achieving an educational and cognitive goal).
T.I. Shamova does not reduce cognitive activity to a simple strain of the student's intellectual and physical forces, but considers it as a quality of personality activity, which manifests itself in the student's attitude to the content and process of activity, in his desire to effectively master knowledge and methods of activity in the optimal time, in moral mobilization -volitional efforts to achieve educational and cognitive goals.
The activation of cognitive activity, or cognitive activity, as teachers and psychologists understand it, implies a certain stimulation, strengthening the process of cognition and development.
The true possibilities of developing education and its influence on cognitive activity were revealed by V.V. Davydov. The effectiveness of developmental education and upbringing is revealed when their content, as a means of organizing the child's reproductive activity, corresponds to its psychological characteristics, as well as to those abilities that are formed on its basis.
The structure of developmental learning includes such components as educational and cognitive needs, motives, learning task, appropriate actions and operations.
Interests act as psychological prerequisites for the child's need to acquire theoretical knowledge. In the process of formation of the need for educational activity in younger students, it is concretized in a variety of motives that require children to perform educational actions, that is, cognitive activity. The implementation of this method of assimilation implies a special activation of cognitive activity. It is based on the transformation of educational material, familiarization of the student with the origin of knowledge, by highlighting the most fundamental, basic concepts.
Pedagogical reality proves every day that the learning process is more effective if the student is cognitively active. This phenomenon is fixed in pedagogical theory as the principle of "activity and independence of students in learning". The means of implementing the leading pedagogical principle are varied. At present, an extensive fund of knowledge (approaches) to the activation of the cognitive activity of students has been accumulated.
Let's dwell on the most significant of them.
1. Activity approach, which is based on the theory of activity. Its main postulate says: personality is formed in activity.
For teachers organizing the learning process, it is important to know the structure of activities. Its main components are: motives, purpose, tasks, content, means, forms, methods and techniques, result. This means that the teacher must influence the emotional-motivational, mental, practical sphere of the personality of students by various means.
It is also important for teachers to know the main types of activities that schoolchildren are involved in: educational and cognitive, social, labor, gaming, aesthetic, sports and recreation. It is very important to interconnect these activities.
2. Person-oriented approach based on the ideas of humanistic psychology and pedagogy. In the conditions of personality-oriented learning, the teacher is to a large extent the organizer of the cognitive independent activity of students. Personally-oriented learning is currently achieved by variant programs, differentiated methods, creative homework, extracurricular forms of organization of students' activities.
3. The research approach to the learning process is related to the previous one. It is its implementation that ensures productive independent cognitive activity of students, develops mental abilities, prepares for self-education. Various heuristic methods are used to attract schoolchildren to research search: search conversation, independent derivation of rules, formulas, concepts, solving non-standard problems, observations and experiments.
Problem-based learning is the most important means of research and exploratory cognitive activity. Modern studies of psychologists on problem-based learning convincingly prove that the cognitive activity of students in solving search research problems is different than in solving standardized problems.
The whole point of problem-based learning is to create special situations in the learning process, when the student cannot remain indifferent, cannot focus only on the solution indicated by the teacher. In a problem situation, contradictions are revealed between the student's existing knowledge and the task assigned to him, between the task to be solved and the methods of solution that he owns.
M.I. Makhmutov. in his monograph on problem-based learning, he notes: "we understand a learning problem as a reflection (form of manifestation) of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in studying the essence of the unknown and leading to the assimilation of a new concept or a new mode of action"
4. Algorithmization of learning asserts the need for strict prescriptions when performing tasks of a certain type. Algorithms of educational actions contribute to their organization, their easier and faster implementation, due to which cognitive activity becomes clearer, more productive.
Algorithmization is closely related to programmed learning, its essence is an extremely clear and accurate choice of information supplied to students in small doses. Within the step-by-step movement, feedback is established, allowing you to immediately see whether the task is understood or solved.
5. Computerization of education. The use of computers as a tool for human cognition increases the possibilities for the accumulation and application of knowledge, creates conditions for the development of new forms of mental activity, and intensifies the learning process.
At the first stage, the computer is the subject of educational activity, during which students acquire knowledge about the operation of this machine, learn programming languages, and learn the skills of the operator. At the second stage, the computer turns into a means of solving educational problems.
A computer is not just a technical device that complements, for example, visibility in training, it requires appropriate software.
6. One of the directions for enhancing the learning of students is collective cognitive activity. Collective cognitive activity is a joint activity of students, which is organized by the teacher in such a way that students get the opportunity, when performing a common task, to coordinate their actions, distribute areas of work, clarify functions, that is, an atmosphere of business dependence is created, communication is organized with each other in connection with obtaining knowledge, there is an exchange of intellectual values.
Cognitive activity reflects a certain interest of younger students in acquiring new knowledge, skills, internal purposefulness and a constant need to use different methods of action to fill knowledge, expand knowledge, and broaden their horizons.
Mostly, the problem of the formation of cognitive activity at the personal level, as evidenced by the analysis of literary sources, is reduced to the consideration of the motivation for cognitive activity and to the methods of forming cognitive interests. Cognitive activity can be considered as a manifestation of all aspects of the student's personality: it is an interest in the new, the desire for success, the joy of learning, it is also an attitude to solving problems, the gradual complication of which underlies the learning process.
The search for effective ways to enhance the cognitive activity of schoolchildren is also characteristic of pedagogical practice. Primary school teacher L.K. Osipova considers the problems of lowering cognitive activity in first-graders. Studying is work, and work is not easy.
At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long. Unfortunately, we have to observe that by the middle of the school year, the joyful expectation of the school day goes out among first-graders, the initial craving for learning passes. Therefore, it is necessary to awaken such motives that would lie not outside, but in the very process of learning. In educational activity, the child, under the guidance of a teacher, operates with scientific concepts, assimilates them. The result is a change in the student himself, his development. The formation of the cognitive interests of students, the upbringing of an active attitude to work occurs, first of all, in the classroom. The student works in the lesson with interest, if he performs a lesson that is feasible for him.
It is necessary to intensify the cognitive activity of students and increase interest in learning at each stage of any lesson, using various methods, forms and types of work for this.
Cognitive activity, like any personality trait and motive of a student's activity, develops and is formed in activity, and above all in teaching. Fundamental research in the field of teaching younger students reveals the process of formation of the cognitive activity of primary school students and determines changes in the content of education, the formation of generalized methods of educational activity, and methods of logical thinking. The essence of active educational and cognitive activity is determined by the components: interest in learning, initiative, cognitive activity, so the learning process is determined by the desire of teachers to intensify the learning activities of students. This can be achieved by various methods, techniques and forms of training, which we will consider below.
The formation of students' cognitive activity in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students' cognitive activity. The first thing that is the subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.
What are the ways to accomplish this task? Primary school teacher T.M. Golovastikova claims that, first of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look ahead, is in a state of expectation of something new.
Pupils are surprised when, when compiling a problem, they learn that one owl destroys a thousand mice per year, which are capable of destroying a ton of grain in a year, and that an owl, living an average of 50 years, saves us 50 tons of bread.
But the cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. A subject, in order to be interesting, must be only partly new and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar.
That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.
Such teaching leads to the realization that the ordinary, repetitive phenomena of the world around us have many amazing aspects that he can learn about in the lessons. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention. All the significant phenomena of life, which have become common for the child due to their repetition, can and must acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will definitely stimulate the student's interest in knowledge.
That is why the teacher needs to transfer schoolchildren from the level of his purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, understanding of patterns.
But, according to L.L. Timofeev, not everything in the educational material can be interesting for students. And then another, no less important engine of cognitive activity appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the process itself, the student must find attractive aspects so that the learning process itself contains positive charges of interest. The path to it may lie through a variety of independent work of students, organized in accordance with the peculiarity of interest. For example, in order to better identify the logical structure of the new material, the task is given to independently draw up a plan for the teacher's story or a plan-outline with the installation: a minimum of text - a maximum of information /66/.
Genuine activity is manifested not only in the student's adaptation to learning influences, but in their independent transformation based on subjective experience, which is unique and unrepeatable for everyone. This activity is manifested not only in how the student learns normatively given patterns, but also in how he expresses his selective attitude to subject and social values, the given content of knowledge, the nature of their use in his theoretical and practical activities. The expression of this relationship occurs in the educational dialogue. The teacher's dialogue is often based on the recognition that the student does not understand, is mistaken, does not know, although the student has his own logic. Ignoring this logic leads the student to try to guess what the teacher wants from him and please him, because the teacher is "always right". The older the student becomes, the less he asks questions, repeating schemes and patterns of actions after the teacher. The failed dialogue turns into a boring monologue of the teacher. The teacher needs to take this into account, because ignoring the subjective experience of the student leads to artificiality, to alienation of the student from the process of cognition and leads to unwillingness to learn and loss of interest in knowledge. Thus, dialogue is also an important means of enhancing the cognitive activity of students.
Another condition for the formation of cognitive activity is entertaining. Elements of entertainment, play, everything unusual, unexpected cause children a sense of surprise, a keen interest in the process of cognition, help them learn any educational material.
Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly.
The game is a specially organized activity that requires tension of emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these questions sharpens the mental activity of the players. For children, play is a fun activity. This is what attracts teachers. Everyone is equal in the game, it is feasible even for weak students. Moreover, a student who is weak in preparation can become the first in the game, which will significantly affect his activity. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness and has a beneficial effect on learning outcomes.
A study of the pedagogical experience of teachers shows that most often they turn to desktop-printed and word games - quizzes, simulators, lotto, dominoes, cubes and tags, checkers, rebuses, puzzles, riddles, crosswords. First of all, the use of games in the classroom is aimed at repeating and consolidating the studied material.
Mastering new, more advanced methods of cognitive activity contributes to the deepening of cognitive interests to a greater extent when it is realized by students. Therefore, problem-based learning is often used to enhance cognitive activity. The essence of the activation of the cognitive activity of a younger student through problem-based learning is not in the usual mental activity and mental operations to solve stereotypical school problems, it consists in activating his thinking by creating problem situations, in the formation of cognitive interest and modeling of mental processes adequate to creativity.
The activity of the student in the learning process is a volitional action, an active state, which is characterized by a deep interest in learning, increased initiative and cognitive independence, exertion of mental and physical strength to achieve the cognitive goal set during the training. In problem-based learning, a question-problem is posed for general discussion, sometimes containing an element of contradictions, sometimes surprises.
Problem-based learning, and not the presentation of ready-made facts and conclusions suitable only for memorization, always arouses the unflagging interest of students. Such training makes one seek the truth and find it as a whole team. Problem-based learning causes lively disputes and discussions on the part of students, an atmosphere of enthusiasm, reflection, and search is created. This has a fruitful effect on the activity of schoolchildren and their attitude to learning.
Primary school teacher M.A. Kopylova for the development of cognitive activity, first of all, suggests using the situation of success in the educational process. In a lesson, a situation often arises when a student achieves special success: he successfully answered a difficult question, expressed an interesting thought, and found an unusual solution. He gets a good mark, he is praised, asked for explanations, the attention of the class is focused on him for some time. This situation can be of great importance: firstly, the child has a surge of energy, he strives to excel again and again. The desire for praise and universal approval causes activity and genuine interest in the work itself; secondly, the success brought about by the disciple. Makes a big impression on his classmates. They have a desire to imitate him in the hope of the same luck, so the whole class is included in active learning activities.
Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main areas of scientific research, discoveries, so the development of cognitive activity is also facilitated by the use of new information technologies in the lessons, which will be discussed a little later.
Thus, the analysis of psychological and pedagogical literature showed:
The problem of the development of cognitive activity is relevant for pedagogical theory and practice;
Despite the long-term study and development of various ways of developing the cognitive activity of schoolchildren (problem-based, developmental, student-centered learning, active methods, etc.), the possibilities of information technologies in this process have not been studied enough.
At present, education is faced with the task of educating not only a creative, comprehensively developed person, but also one who flexibly navigates in a constantly changing reality, ready to master fundamentally new areas and activities. In this regard, a special place is occupied by the problem of studying and developing the cognitive activity of the individual. A teacher working in education needs to be fluent in the tools to assess the cognitive activity of students and contribute to its development. The modern orientation of education towards the upbringing of a creative, active personality involves the creation of didactic and psychological conditions in which the student can show cognitive activity, a personal social position, and express himself as a subject of learning.
Cognitive activity is an important personality trait. An interested attitude to the world around, the desire to know what is unknown is a valuable property that largely determines the effectiveness of teaching and professional activities. Cognitive activity is the highest manifestation of general activity.
Activity is a common characteristic of living beings. For a person, activity is always a form of his existence as an individual, a condition for realizing himself as a person, a source of continuous development in the process of ontogenesis.
Views on the nature of activity changed in the course of the development of psychological science itself. Activity in its formation and development goes through a number of levels, and cognitive activity belongs to the highest, fourth level (P. Ya. Galperin).
The problem of cognitive, or mental, activity was considered in the studies of D. B. Bogoyavlenskaya, D. Godovikova, N. S. Leites, M. I. Lisin.
The concept of mental activity is used by N. S. Leites when revealing the concept of giftedness. N. S. Leites in his works draws a conclusion about the qualitative transformation of mental activity with age.
In the works of M. I. Lisina, cognitive activity is considered in the context of cognitive activity. The author defines cognitive activity as a state of readiness for cognitive activity, the state that precedes activity and generates it.
Of great importance and an important place among the studies of the cognitive activity of the individual are the works of D. B. Bogoyavlenskaya. The result of these studies was the disclosure of the specifics of the cognitive activity of students and its meaningful characteristics.
Thus, all the above, as well as some other authors who have studied the issue of cognitive activity of the individual (B. G. Ananiev, T. M. Zemlyanukhina, T. A. Kulikova, A. V. Petrovsky, G. I. Shchukina and others .), believe that cognitive activity is one of the important qualities that characterize the mental development of a person.
The purposeful development of the cognitive activity of future specialists is one of the ways to increase the level of their training. In this case, cognitive activity acts as a quality of the personality of a future specialist and an important condition for his self-realization.
In modern conditions, the main goal of education is the formation of a competent, socially active creative personality. Therefore, there is a need to create such an upbringing and educational environment of the university, which will allow the student to master the skills of independent active work. Moreover, the nature of training should ensure the creative development of the individual, and the teaching methods introduced at the university should contribute to the implementation of the active position of the student in practice.
Fedorovich Natalya Yakovlevna