Organization of research activities of younger students. Formation of research activity among junior schoolchildren in the process of studying the "World around" Revealing the level of research skills of junior schoolchildren

Development of research skills of younger students

At present, the problem of developing research skills is particularly relevant. Relevance is determined by the social order. In the conditions of modernization of modern Russian education, close attention is paid to the formation of students not only deep and solid knowledge, but also general educational skills, universal competencies, functional literacy and socially significant personality traits.

The Federal State Educational Standard notes the need to bring school education in line with the needs of the time and modern society, which is characterized by variability, the variety of existing connections in it, the widespread introduction information technologies. Research activity is a means of developing cognitive interest and the formation of motivation for learning activities. And the research data of contemporary teachers (L.P. Vinogradova, A.V. Leontovich, A.N. Poddyakov, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at initial stage school education.Children are naturally inquisitive and full of desire to learn, and, as you know, it is the period of life of younger students that is distinguished by a great desire for creativity, knowledge, and vigorous activity.

The foundations of research learning can be found in the teachings of Renaissance humanist teachers, in the works of the classics of pedagogy J.Zh. Rousseau, J. Comenius, J. Locke, I. Pestalozzi and others. Novikov in the second half of the 18th century. Great figures and teachers of Russia K.D. Ushinsky, N.A. Dobrolyubov, D.I. Pisarev, N.G. Chernyshevsky and others were of great importance in the theoretical substantiation of the problem research activities. In the post-revolutionary period, the research method was promoted in our country in modern school N.K. Krupskaya, S.T. Shatsky, B.E. Raikov. In the 50-70s of the twentieth century in Russia, a number of works of well-known didacticists and methodologists were devoted to the issues of the research method: S.G. Shapovalenko, M.N. Skatkina, I.Ya. Lerner and others.

Let's reveal the basic concepts.

Research activities of younger students - this creative activity, aimed at comprehending the world around, discovering new knowledge and ways of activity for children. It provides conditions for the development of their value, intellectual and creative potential, is a means of their activation, the formation of interest in the material being studied, allows the formation of subject and general skills.

Study is the process of searching for the unknown, new knowledge, one of the types of cognitive activity.

Educational and research activities for younger schoolchildren - a specially organized, cognitive creative activity of students, reminiscent of scientific activity in its structure. It is characterized by purposefulness, activity, objectivity, motivation and consciousness. In the process of implementing this activity, students actively search for and discover subjective knowledge with varying degrees of independence using research methods accessible to children.

The subjects of educational and research activities can be: a student, a group of students, the whole class, student-student pairs, student-parent, student-teacher.

The objects of educational and research activities of primary school students can be objects of living and inanimate nature; artificial objects; social objects (person, groups of people, human societies; fantastic objects (fairy-tale heroes).

The goals of students' educational and research activities can be associated with the establishment of the empirical properties of the objects being studied; studying the history of their origin and development; specific data about the object under study based on a wide range of information; identifying the possibilities of the object under study (real and invented by children), etc.

The process of the educational and research activity itself includes the following stages:

choice of topic;

setting the goal and objectives of the study;

hypotheses;

study planning and method selection;

searching for information, conducting experiments, surveys, creating graphs and diagrams;

formulation of conclusions, presentation of results, analysis of their activities and self-assessment.

result educational and research activities is the personal development of the student, the formation of social, cognitive motives, subjectively new knowledge and methods of activity for the student, research skills.

Atresearch skills primary school children

age are defined as intellectual and practical skills associated with independent choice and the use of research techniques and methods on the material accessible to children and corresponding to the stages of educational research.

Five groups of research skills can be distinguishedyounger students:

ability to organize their work (organizational);

skills and knowledge related to the implementation of research (exploratory);

ability to work with information, text (informational);

ability to formalize and present the result of their work.

skills related to the analysis of their activities and evaluation activities (assessment).

I have selected the followingpedagogical conditions contributing to the developmentresearch skills of younger students:

Accounting age features.

Education should be carried out at a level accessible to children's perception;

concepts related to research activities should be adapted;

the forms and methods of the conducted research should be accessible, correspond to the subject of the study, age characteristics and personal interests of younger students;

research should be feasible, interesting and meaningful for the child, useful for his personal development;

it is necessary to take into account the abilities, opportunities, pace of work of each student;

regulate adult assistance provided in the process of educational research.

Motivation.

It is necessary to help students see the meaning of their creative research activities, to see in this an opportunity to realize their own talents and capabilities, a way of self-realization and self-improvement.

Creative environment.

The teacher should contribute to the creation of a creative atmosphere by organizing a search, encouraging children's creative undertakings and actions, using creative research tasks, productive teaching methods; maintain interest in research work, promote self-realization of students, the manifestation of their independence and initiative.

Psychological comfort.

One of the tasks of the teacher is to encourage the creative manifestations of students, the desire for creative search. It is important that they are not afraid to make a mistake, to refrain from negative assessments.

Purposeful and systematic.

Work on the development of research skills should take place both in the lesson and during extracurricular activities. In this case, it is necessary to use the material of various lessons.

I note that the curriculum does not provide for separate classes devoted to research activities, but in the course of working on the problem, a certain system has developed.

In the 1st grade, in lessons and extracurricular activities, I include tasks aimed at mastering the general logical skills of analysis, synthesis, classification, generalization and comparison. I give general idea about research activities, introduce the basic concepts: "research", "information", "sources of information", "theory", "knowledge", "observation", "discovery", "result", "conclusion", etc. determine the properties of objects subject models, make assumptions, observe, describe, work with the educational text, involve in the performance of creative tasks.

From the first days of school, my children and I have been considering research methods. For example, during a conversation, we find out that you can get information in different ways: ask an adult, look in books, observe, conduct an experiment, look on the Internet, watch an educational TV show, etc.

I bring the guys to the fact that the set of methods depends on our real capabilities. The more of them, the better and more interesting the work will go. Then, I propose a task - a question (Why does the penguin have a white belly? Who are the bees afraid of? Why does the globe have a white cap? Why polar bear black nose? Why does a person have five fingers? Why does an elephant need a trunk?) Such work ends with a lesson - a presentation of students' work. After the presentation, we will definitely discuss it. I give the audience the opportunity to ask questions. So the guys get acquainted with the general scheme of activities.

First grade students do not have writing skills, so I learn to record information using diagrams, drawings, clusters. Children together with their parents make photo - reports on the work done. Similar work is carried out at the lessons of teaching literacy, the world around, mathematics.

Starting from the second grade, I have been working on developing the skills to see problems, ask questions, put forward hypotheses, define concepts, classify observations and experiment skills, draw conclusions and conclusions, structure material, etc. Examples of tasks for the development of certain skills are presented in the folder "Assignments aimed at developing the research skills of younger students."

For the development of research skills, I use the materials of my personal library, tasks of textbooks. I involve students in writing essays, mini-projects, conducting home research. With great pleasure, children analyze and stage literary works are included in role-playing games. For example, at the lesson of the surrounding world in grade 2, students were asked to imagine themselves in the role and talk about the Sun on behalf of an astronomer, doctor, biologist, gardener, poet and artist.

In grades 3-4 I conduct lessons - projects and research, I involve students in research work. MMany children already know what subject they are interested in or the educational material is learned without difficulty, so they can choose the topic of research themselves. I only direct them to the right choicewith the help of questions and provide pedagogical guidance for educational research at all stages of the work (slide - stages of research work).

In my practice, I usetechnology to help organize research activities:

elements of humane-personal technology Sh.A. Amonoshvili;

health-saving technology;

developmental learning technologyD.B. Elkonin - V.V. Davydova (organization of a problematic dialogue);

technology for the development of critical thinking;

problem learning technology;

Computer techologies.

different forms conducting lessons:

lessons - travel,

problematization,

games,

presentations,

mutual learning lessons,

discussions,

lessons with research elements and research lessons.

In the game, the child is activated as a person, learns the world around him. In the lessons of mutual learning, the first ones who have completed the task begin to help the others, since it is often easier for a child to accept help not from an adult, but from a peer. My students really like this kind of work, everyone strives to complete the task at a faster pace and with high quality. In the lessons - presentations, students act as scientific consultants, artists, researchers, archaeologists, historians and geologists. At the lessons - discussions I create pedagogical situations of communication between the teacher and students, during which each student can show initiative, creativity, subjective selectivity in processing educational material. The discussion allows you to make the very path of finding the right solution emotional and valuable for the child.

In lessons with research elements, students learn and practice individual research techniques:

activity planning;

observation;

choice of research method

highlighting the main thing in events, phenomena;

analysis, comparison, synthesis;

setting up simple experiments;

generalization;

creating an image;

design, modeling, etc.

In the lessons - research, students master the methodology of scientific research, master the stages scientific knowledge. The teacher plays the role of a consultant, and the students themselves acquire knowledge.

In the structure of the lesson-research, I single out several stages that correspond to the general algorithm of research activity:

updating knowledge;

motivation;

creating a problem situation;

statement of the research problem;

definition of the research topic;

formulation of the purpose of the study;

hypotheses;

hypothesis testing;

interpretation of the received data;

conclusion based on the results of research work;

application of new knowledge in educational activities;

summarizing the lesson;

homework.

In the practice of my work I use different forms of organization of activity. I give preference to group, pair and individual forms of work, since these forms assume the absence of adult intervention, the child has the opportunity to be in a group of equals (i.e., peers), while children experience maximum comfort.

I also consider it important to use different tricks evaluation. In my practice I use the following:

verbal assessment (I think that it is brief description the work of the student and allows you to reveal the dynamics of development and advancement of the student);

mutual evaluation (evaluation criteria are developed jointly);

mark;

self-assessment, self-reflection (scaled, signal; both oral and written reflection of joint activities).

At first, parents are a big help. They, together with the children, select literature, help to choose information on the topic, and design the work.

Analyzing the effectiveness of work in the technology of educational research, we can draw the following conclusions:the educational and research activities organized by me ensured the development of both subject and general educational skills and abilities, reflective skills, and independence in achieving knowledge; contributed to the effectiveness of the educational process.

Students show a stable level of knowledge quality in core subjects, Okay adapt to new conditions school life. Throughout all the years of education in elementary school and during the transition to the 5th grade, they maintain a high level of motivation.With pleasure they take part in creative and intellectual competitions at different levels and achievehigh results .

Introduction

The concept of "research skills", their essence in primary school age

Features of the development of a younger student and the impact on research skills

Methods for diagnosing research skills of younger students

From work experience teachers elementary school on diagnostics of research skills of junior schoolchildren

Conclusion

List of sources used

Introduction

In an era when the personality comes first, both in the social and educational space, it is necessary to create favorable conditions for its implementation. It is assumed that the educational process at school should be aimed at achieving a level of education of students that would be sufficient for independent creative solution of worldview problems of a theoretical or applied nature. Learning activities are not given in a finished form. When the child comes to school, she is not there yet. Learning activities must be formed. Just as a person must be able to work, he must be able to learn. An extremely important problem is the ability to learn by yourself. The first difficulty lies in the fact that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. The motive is gradually lost, and the desire to learn from the child fades away. The learning process should be built in such a way that its motive is connected with its own, internal content of the subject of assimilation.

The achievement of this goal is associated with the organization of educational activities with a research focus. With the advent of the new standard, the teacher primary school have to deal with the research activities of younger students more often. Therefore, it is important to have a complete understanding of this type of activity.

Today, quite a lot of research is devoted to the problems of studying the research skills of younger schoolchildren, their analysis allows us to conclude that the research activity of younger schoolchildren is a creative activity aimed at comprehending the world around us, discovering new knowledge and methods of activity for children. It provides conditions for the development of their value, intellectual and creative potential, is a means of their activation, the formation of interest in the material being studied, allows the formation of subject and general skills. Research data (L.P. Vinogradova, A.V. Leontovich, A.N. Poddyakov, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at the initial stage of school education.

Equally important is the diagnosis of the research skills of a younger student. The teacher, involving the child in research activities, should be focused on the result, on those skills that are prescribed in the GEF IEO. And in order to find out the results, the teacher needs not only to know the diagnostic methods, but also to be able to use them, to know the pros and cons of each method, to use various methods in combination.

The relevance of the problem led to the choice of the topic of scientific and methodological work: to study in a theoretical aspect the problem of diagnosing the research skills of younger students.

In the study, we set the following tasks:

.To study the theoretical aspect of the concept of research skills

2.To study the features of the development of younger students and their impact on research skills

.Learn methods for diagnosing research skills

.Analyze the experience of teachers.

To solve problems, it is necessary to use the following set of methods of psychological and pedagogical research: theoretical analysis, generalization, literature analysis, study and generalization of advanced pedagogical experience, study of the experience of teachers, summarizing, compiling a bibliography.

The structure of the work: the course work consists of an introduction, three paragraphs, a conclusion, a list of references, consisting of twenty-nine sources.

1. The concept of "research skills", their essence in primary school age

Research skills of younger students are formed during research activities. By definition, I.A. Zimnyaya and E.A. Shashenkova, research activity is “a specific human activity, which is regulated by the consciousness and activity of the individual, is aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality. and attainability of the goal. Determining specific methods and means of action, through posing a problem, isolating the object of study, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and verifying the knowledge gained, determine the specifics and essence of this activity.

In order to fully explore the concept of "research activity", we studied the concept of "activity" and "research"

Activity - the process (processes) of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches some meaning. Activity characterizes the conscious side of the personality.

The concept of activity can be defined as a specific type of conscious activity of a person, during which a person learns and improves the world around him, as well as himself and the conditions of his existence.

Research, in contrast to spontaneous forms of cognition of the surrounding world, should be considered as a special type of intellectual and creative activity generated as a result of the functioning of the mechanisms of search activity and built on the basis of exploratory behavior.

Search activity - the beginning of search activity, then search behavior as a way of interacting with the outside world. Developed search activity creates conditions for development research abilities on the basis of which exploratory behavior is formed. And it is the source of a healthy personality. According to A.I. Savenkov, it is search behavior that allows you to act in non-standard situations. And this is not just an activity in conditions of uncertainty, but adequate behavior in such a situation with the manifestation of all the skills that are formed through research training: assess the situation, model, predict, and the ability to build one's action.

By definition Poddyakov A.N. exploratory behavior is behavior aimed at finding and acquiring new information, one of the fundamental forms of interaction between living beings and the real world. Research behavior, initiative play a huge role in mastering new areas of knowledge, in acquiring social experience and personal development. However, exploratory behavior can be qualitatively different. In one case, intuition takes the leading role, and then the child acts by trial and error. In another case, the reflections of a child in more built on the basis of logic and a logical relationship to the world. In this case, the child always analyzes his actions, evaluates them and predicts the results. This behavior is based on the research abilities of the child.

In order to transfer the research activity of the child to a qualitatively new level, search activity alone is not enough, it is also important to analyze the results obtained, build hypotheses for the further development of the situation, model and implement their further actions - correction of research behavior. but even this is not enough to raise the level of research activity. Only after a new corrected observation and experiment and evaluation of their activities, the study is brought to a new level.

Research, research behavior is an integral part of the behavior of any living being, and in particular of a primary school student, because the basis of such behavior is curiosity. Research helps to adapt to an ever-changing world, and also leads to personal development.

Research activity is always active when there is any contradiction or gap in knowledge. A child engaged in such activities always strives to explain all the contradictions and fill in all the gaps, then he feels satisfied, and his research skills grow qualitatively.

Under the research activity, according to the definition of A.I. Savenkov, is understood as the activity of students associated with the solution of creative research tasks by them in advance. unknown solution and involving the following stages: problem statement, study of the theory devoted to this issue, selection of actions for research and practical mastery of them, observation and collection of one’s own material, then its analysis, generalization and own conclusion.

Research can be classified in different ways:

by the number of participants (collective, group, individual);

at the venue (class and extracurricular);

by time (short-term and long-term);

on the topic (subject or free),

on the problem (development program material; deeper mastering of the material studied in the lesson; questions not included in the curriculum).

The teacher determines the level, form, time of research depending on the age of the students, their predisposition to research activities and specific pedagogical tasks.

Based on this, we can distinguish the following skills necessary for the implementation of research activities:

· the ability to see problems;

· the ability to ask questions;

· the ability to develop hypotheses;

· the ability to define concepts;

· the ability to classify;

· the ability to observe;

· the ability to conduct experiments;

· the ability to draw conclusions and conclusions;

· the ability to structure the material;

· the ability to prove and defend their ideas.

We agree with researcher A.B. Mukhambetova, who considers skill as a readiness to carry out certain activities based on the conscious use of knowledge and life experience, with awareness of the purpose, conditions and means of this activity. In turn, research is the study, clarification of any facts, processes or phenomena based on existing knowledge.

It is important that research has the following features: the desire to define and express the quality of the unknown with the help of the known; by all means measure everything that can be measured, show the numerical ratio of the studied to the known; always determine the place of what is being studied in the system of the known. If scientific research has these three characteristics, then it can be called research.

The study also assumes the presence of the main stages:

formulation of the problem;

study of the theory devoted to this issue;

selection of research methods;

collection of material, its analysis and generalization;

scientific commentary;

own conclusions.

We agree with the researcher Savenkov A.I. in the fact that the practice of conducting educational research with younger students can be considered as a special area of extracurricular or out-of-school work, closely related to the main educational process and focused on the development of research, creative activity of children, as well as on deepening and consolidating their knowledge and skills , skills.

Thus, in the context of our study, speaking about the essence of the research activity of a younger student, we will share the position of the scientist N.A. Semenova, who understands this as a specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, the student's personal development. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.

It can also be noted that research activity is an acceptable way of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and a personal position is activated.

2. Features of the development of a younger student and the impact on research skills

Important for our work is the position of the researcher Semenova N.A., which determines such pedagogical conditions for the formation of research skills of primary school students as taking into account age and individual characteristics in the organization of educational research; development of motivation for research activities; the activity of the teacher in creating a creative educational environment and ensuring the systematic process of forming the research skills of schoolchildren. The nature of education is also important: it should be problem-based research aimed at the personal and intellectual development of children.

Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. Educational activity becomes the leading activity of this period. The junior school period occupies a special place in psychology also because this period of study at school is a qualitatively new stage in the psychological development of a person.

For younger students, some age-related psychological and anatomical features are characteristic, which contribute to research activities or hinder them.

L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a healthy mentality of a child is cognitive activity.

The child, playing, experiments, tries to establish causal relationships and dependencies, builds his own picture of the world. He himself, for example, can find out which objects sink and which will float. The child himself strives for knowledge, and the very assimilation of knowledge occurs through the numerous “why?”, “How?”, “Why?”. Children at this age are happy to fantasize, experiment, make small discoveries. Scientist A.I. Savenkov believes in his study that research activities are ideal for quenching the thirst for knowledge. He says that it is important not to ruin the child's desire for something new, the desire to learn about the world, and the reality surrounding it, if we want to develop universal learning activities in the child. In this, the younger student should be helped by parents and a teacher.

It is also important to remember that at this age, thinking is characterized by figurativeness and egocentrism, a special mental position due to the lack of knowledge necessary for the correct solution of certain problem situations. The lack of systematic knowledge, insufficient development of concepts lead to the fact that the logic of perception dominates in the child's thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal when before his eyes there is a change in the configuration of their state in accordance with the shape of the vessel where they are placed. However, in primary school the child can already mentally compare individual facts, combine them into a coherent picture, and even form abstract knowledge for himself, remote from direct sources. J. Piaget found that the thinking of a child at the age of 7 is characterized by "centring" or the perception of the world of things and their properties from the only possible position for the child. It is difficult for a child at this age to mentally move from one point to another, it is difficult to imagine that one can see the world in different ways. Also, seven-year-olds have no idea about the constancy of some properties of things. This can significantly complicate research work with children of seven years.

Scientist V.S. Mukhina notes that the child's cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a seven-year-old child is busy playing an important game for him, then he can play for two or even three hours without being distracted. Just as long he can be focused on productive activity. However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish and be distracted if the activity is indifferent to him. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity. The attention of the child can be concentrated by an adult with the help of verbal instructions. Thus, the teacher from the 1st grade helps to organize the research activities of the child so that in the future the student can fully engage in research on his own.

After a long, excessive, as well as during monotonous or hard work, fatigue occurs. A characteristic manifestation of fatigue is a decrease in performance. The rate of onset of fatigue depends on the condition nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work causes fatigue faster. Children get tired with prolonged immobility and with limited physical activity. Studies have shown that children of seven years of age work most fruitfully for 45 minutes, second-graders - 1 hour, students in grades 3-4 - 1.5 hours. . Thus, we understand that the teacher must plan the time duration of the students' activities so that the desire to explore does not disappear from the student. It is also important to choose the right research topic. It should not only interest the student, but should also contribute to a change in the child's activities. Mobile activity should be replaced by mental activity.

At this age, the child is actively developing speech and vocabulary. During the study, the child is required to work on the word, on the phrase and sentence, as well as on coherent speech. What contributes to replenishment vocabulary new words, as well as the correct development of oral and writing.

Scientist O.V. Ivanova believes that one should start doing research from the very beginning. early age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize the significance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery. Thus, the child's desire to acquire new knowledge, on the one hand, and the most urgent need for this knowledge, on the other, create fertile ground for the start of research activities precisely at the early school age.

One of their main features is observation, the ability to notice such minor details that an adult's eyes will not pay attention to. Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, tasks.

Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. Thus, elementary school students are characterized by self-sacrifice for the sake of science. This desire must be encouraged. This can be done by both teachers and parents.

Younger students in the process of doing research work show special diligence, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.

The next characteristic of the research activity of primary school students is the lack of knowledge, skills and abilities for the correct design of their research. Children of this age do not yet have very well developed writing skills. They do not know how to correctly compose texts, make spelling and stylistic errors. In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Given these circumstances, it becomes clear that one should not overload a child, especially grades 1-2, with written work in the study, again due to the fact that only a negative imprint from this work will be deposited in his memory. The child will not receive any satisfaction from the study. Therefore, children at the first stages, at the stages of inclusion in research activities, need the help of adults - teachers, parents, high school students.

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure. In any case, the teacher should give the child the opportunity to set the goal of the study himself, outline an action plan, if the teacher sees that the child finds it difficult to do it on his own at the first stages, then the teacher should push the student to the right actions in order to avoid a situation of failure, failure, which can not favorably affect the further studies of science.

Summing up what has been written, we found out that primary school age is a favorable period for involving students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain. In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.

research creative school student

3. Methods for diagnosing the research skills of younger students

As a rule, the subject of a child's research lies within the zone of the child's proximal development, and it is difficult for him to cope with the research without outside help, therefore, we believe, it is rather difficult to determine the formation of research skills in a younger student, since it is difficult to determine the degree of his independence in determining the topic research.

Based on this, we believe that it is the degree of independence that is one of the priority criteria for diagnosing the formation of the research skills of a younger student.

In addition, we believe it is possible to use observation of the child in order to determine how much the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result of his work.

Researcher A.I. Savenkov, referring to the diagnosis of research skills, which, in his opinion, "can be successfully carried out in the course of observations", believes that when observing the behavior of children in situations requiring research behavior, it is necessary to focus on the following criteria: - the ability to see problems; - the ability to set questions; - the ability to put forward hypotheses; - the ability to define concepts; - the ability to classify; - the ability to observe; - the skills and abilities of conducting experiments; - the ability to draw conclusions and conclusions; - the ability to structure the material; - the ability to explain, prove and defend your ideas " .

We also believe that questionnaires can be used to identify the level of formation of research skills, the degree of independence, interest in research activities, and the manifestation of creativity. But the result may be erroneous, since in the tests the child wants to "embellish" reality. It is best to use all methods in combination.

Based on the research of A.I. Savenkova, A.N. Poddyakova, A.V. Leontovich We can distinguish 3 levels of formation of research skills in younger students:

First: the student cannot see the problem on his own, find solutions, but according to the instructions of the teacher, they can come to a solution to the problem.

second: the student can independently find methods for solving the problem and come to the solution itself, but without the help of the teacher he cannot see the problem

third (highest): the students themselves pose the problem, look for ways to solve it and find the solution itself.

It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And teachers should strive to bring the child to this level. Then we can talk about the formation of research skills.

But it is possible to erroneously prescribe a high level of research skills to a child with a low level, since parents and a teacher can help him. Therefore, you should be very careful to monitor the child. Indeed, due to the prescription of an inappropriate level to the child, he may find himself in a situation of failure when the teacher gives him a task that does not correspond to his level of development of research skills.

The level of development of research skills in younger students is also determined by the student's ability to perform actions of a certain complexity. A student whose research skills are well formed does not have the following difficulties:

Inability to choose an object of study, an adequate solution;

Insufficient ability to work with hypotheses;

Unformed general educational skills and abilities (reading, writing, etc.);

The desire to work in a group and at the same time the inability to “hear” another, to distribute activities among themselves;

The insufficiency of the activity approach and the adoption learning task as external.

The concepts of "initial level of development" and "high level of development" are rather arbitrary, but they are necessary to indicate moments of attention to the learning stage. To provide and diagnose individual instrumental research skills, we will designate the range of their development.

The range of development of research skills

Research skills Initial level of development High level of development Ability to see a problem Ability to recognize some contradictions, the ability to consider an object from different points of view Ability to see, understand and formulate a problem Ability to classify Ability to distribute objects into groups according to certain characteristics Ability to make classification and structural tables, diagrams Ability to ask questions Ability to ask descriptive, causal, subjective questions Ability to put correct imaginary, evaluative and future-oriented questions The ability to define a concept The ability to describe an object, explain by means of an example The ability to consciously apply logical methods of thinking: analogy, comparison, analysis, synthesis The ability to present a concept in the language of symbols The ability to come up with a clear icon to designate an object The ability to find and present a semantic idea by various figurative means of the object under study Goal-setting The ability to formulate the purpose of the study hierarchies of goals in all areas of life and activity Reflection The ability to name the stages of one's own activity, to determine successes, difficulties, methods of activity used The ability to build a multi-level reflective model of various types of activities occurring in an individual complex educational process

In order to determine the level of formation of research skills, students can be offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test is a series of tasks that simulate an educational study, so they must be completed in a strictly defined sequence.

Each skill is evaluated on a three-point scale:

The skill is not formed;

The skill is partially formed;

The skill is fully developed.

Based on the results obtained, a summary table is compiled, according to which the level of formation of the tested skills of each student of the class is determined.

In conclusion, we believe that the difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.

Perhaps, in order to obtain a more reliable result, a new method for diagnosing research skills should be developed.

4. From the experience of primary school teachers in diagnosing the research skills of younger students

We analyzed the stage of diagnosing research skills in the works of different teachers.

Diagnostics in all works took place in 2 stages. The first is to determine the initial level of research skills. The second is diagnosing skills after a formative experiment. It is not the results that are important to us, but the diagnostic methods, so in our work we will focus on the methods.

4th grade students took part in the experiment on the basis of secondary school No. 31 of the city of Ishim.

Teachers identified five groups of research skills of younger students:

Ability to organize your work (organizational);

Skills and knowledge related to the implementation of research (exploratory);

Ability to work with information, text (informational);

Ability to formalize and present the results of their work.

Skills related to the analysis of their activities and evaluation activities (assessment).

Thus, research skills younger children school age they define it as intellectual and practical skills associated with the independent choice and application of research techniques and methods on the material accessible to children and corresponding to the stages of educational research.

They assessed the formation of research skills of primary school students with the help of those identified, based on the analysis of relevant literature (L.I. Bozhovich, A.G. Iodko, E.V. Kochanovskaya, G.V. Makotrova, A.K. Markova, A. N. Poddyakov, A.I. Savenkov) criteria:

The practical readiness of the student to carry out research activities is manifested in the fact that the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result (product) of your work.

The motivation of the research activity of students is considered by us as the desire of the child to learn new things, to perform certain actions to search for knowledge of interest, to participate in educational research. The student shows cognitive activity in the process of solving educational problems, interest in new topics and ways of working. The criterion is seen in the dynamics of children's motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).

The manifestation of creativity in the research activities of children was taken into account in approaches to choosing a topic, defining research objectives, and productivity in finding solutions to problems; on the originality of approaches to the choice of research paths, the creation of a new product, the design and presentation of results, the ability to see the subject under study from different angles and positions.

The degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activity the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as the skills of research activities are mastered, the participation of adults in his work is reduced, and the position of the teacher changes from a leader to an organizer, assistant, consultant.

The evaluation of each of these criteria was correlated with the levels formation of the skills of research activities of primary school students, identified and described in their work:

They define the initial level as already existing, formed on the basis of spontaneous research experience children and learning skills acquired during the first grade. The initial level can be characterized as follows: low level of interest in conducting research work, lack of knowledge about research activities, research skills. It is possible to implement research activities by analogy. A student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, assumptions about work.

The initial level is characterized by the appearance of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform elementary short-term studies by analogy with the help of adults. There is a possession of the basic knowledge of the organization of their research work, some simple research skills. The manifestation of creativity can be regarded as low.

The productive level has the following characteristics: stable internal and external motives for conducting research, there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, possesses many skills for conducting educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with information sources); demonstrates the possibility of an original approach to solving a problem, presenting the result of its activities.

The creative level can be defined as follows: there is a constant interest in conducting various kinds of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals, tasks, find productive ways to solve the tasks; a high degree of independence in the implementation of work at all stages of the study; the ability to present the result of the activity in an original way.

The following diagnostic methods were used to determine the level of development of research skills in younger students:

pedagogical supervision carried out by the teacher in the lessons in various disciplines, in the classroom for research activities;

analysis of the products of research activities of children (research work);

questionnaires that allow identifying and assessing the formation of specific skills, knowledge of research activities, manifestations of creativity, the degree of independence in research work, motivational attitude to educational research of younger students.

The assessment of the existing level of formation of students' research skills was carried out using the developed questionnaires for teachers and assignments for students.

The method of control diagnostics coincided with the method of ascertaining examination of the level of formation of research skills of younger schoolchildren.

As a result of our analysis of the work of teachers of GBOU secondary school No. 1155 in Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.

The difference is in the methods of diagnosing research skills. In GBOU secondary school No. 1155, students were assessed according to the criteria during pedagogical observation, each item was evaluated on a 3-point scale: 0 points - does not know how, 1 point - needs the teacher's help, 2 points - can do it on their own.

They also determined the levels of development of research skills:

5 - low level

9 - intermediate level

14 - high level

Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of development of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.

Conclusion

Thus, I came to the conclusion:

Defining teaching and research activities of younger schoolchildren, we will talk about specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, the student's personal development. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.

It can also be noted that research activity is an acceptable method of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, children develop abilities for an exploratory type of thinking, and a personal position is activated.

At present, the Federal State Educational Standard of the IEO requires teachers to develop universal educational activities for primary school students, which can be formed both in the classroom and outside of school hours, doing research activities with children that will be of interest to them.

In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.

The difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.

To date, the criteria and levels of formation of the research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing the research skills of younger schoolchildren. This problem remains relevant and little studied, we believe that more attention should be paid to it.

Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of formation of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.

Thus, through the solution of the tasks set by us, we have achieved the goal.

List of sources used:

1.Leontiev A.N. Activity, consciousness, personality. - M., 1975. 304 p.

2.Leontovich A.V. Designing research activities of students: Dis. cand. psychol. Sciences: Moscow, 2003. -210 p.

.Zimnyaya I.A., Shashenkova E.A. Research work as a specific type of human activity. - Izhevsk: ITsPKPS, 2001.

.Mental development of younger schoolchildren: Experiment. Psych. Research / Ed. V.V. Davydova.- M.: Pedagogy, 1990.-168s.

.Semenova N.A. Analysis of the problems of organizing the research activities of children: journal Bulletin of the Tomsk State Pedagogical University, 2011, Issue number: 10

.Obukhova L.F. Age psychology. - M., 2003. - 448 p.

.Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A., Karabanova O.A., Salmina N.G., Molchanov S.V. How to design universal learning activities in elementary school: from action to thought. - M: Education, 2008. - 150 p.

.Savenkov A.I. Gifted children in kindergarten and school. - M., 2000.231 p.

.Savenkov A.I. Psychological foundations research approach to learning / A.I. Savenkov.- M., 2006.- 479 p.

.A.I. Savenkov Methods of research teaching of junior schoolchildren - Samara: Educational Literature Publishing House, 2005.

.federal state educational standard basic general education: approved. by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897.- M., 2011.- 42 p.

.Khripkova A.G. Age physiology and school hygiene.-M., 1990, 319 p.

.Mukhina V.S. Age psychology. - M., 2003, 456 p.

.Elkonin D.B. Psychology of teaching younger students. M.: Knowledge, 1974.-64s.

.Podolets V.V. Activity as a social form of self-organization // Russian idea and the idea of globalization. - 1993 .

.Pedagogical psychology/ ed. L.A. Regush, A.V. Orlova. St. Petersburg: Peter, 2010.

.Poddyakov A.N. Development of research initiative in childhood: Dis. Dr. Psych. N.: M. 2001.- 350 p.

.Poddyakov A.N. Exploratory behavior: cognitive strategies, help, opposition, conflict. M., 2000. (Electronic version: site "Education: researched in the world". M.: State Scientific and Pedagogical Library named after K.D. Ushinsky, section "Monographs")

.Mostovaya L.N. Organization of project activities in elementary school.

.Organization of research activities of younger students. The results of the first competition for younger students "My project" - Collection teaching materials/ ed. S.Yu. Prokhorova. Ulyanovsk: UIPCPRO, -2010.- 73 p.

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Introduction

In the conditions of the socio-economic life of modern society, the need for independent people who can quickly adapt to changing situations and be creative in solving problems is increasing. To the modern student to become an active participant in the social and spiritual development of the country, which will require independence in the process of acquiring new knowledge and skills at school, at the university and throughout life. The main result of school education should be its compliance with the goals of advanced development. This means that it is necessary to study at school not only the achievements of the past, but also those methods and technologies that will be useful in the future. Children should be involved in research projects, creative activities, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. This requires the creation of educational practice certain conditions for the inclusion of students from primary school age in active cognitive activity, in particular, teaching and research.

The origins of psychological and pedagogical approaches to solving the problem of organizing educational and research activities of schoolchildren can be seen in the works of domestic (N. I. Novikov, N. I. Pirogov, L. N. Tolstoy, K. D. Ushinsky and others) and foreign ( A. Diesterweg, J. Dewey, J. Comenius, J. J. Rousseau, I. Pestalozzi and others) of classical teachers. The methodological and didactic foundations for the use of problematic, research methods in teaching were substantiated by D. B. Bogoyavlensky, I. A. Ilnitskaya, I. Ya. Lerner, M. I. Makhmutov, M. N. Skatkin; the importance of creative research activity at school was emphasized by I. A. Zimnyaya, A. M. Matyushkin; the psychological foundations of the organization of educational and research activities are described by A. I. Savenkov. Based on the indicated scientific works, creatively working teachers strive to organize the research activities of schoolchildren in the practice of teaching.

Purpose: to study the ways of forming research skills in a younger student.

The object of the study is the formation of research skills in younger students.

The subject of the research is the ways of forming research skills.

Expand the concepts of research activities, research skills;

Consider the age characteristics of research skills in younger students;

Describe the ways of forming research skills.

To solve the tasks in term paper the method of studying and analyzing psychological and pedagogical literature was used.

teacher sabur workout

Chapter I Theoretical basis problems of research activities of younger students

1.1 The concept of research activities, research skills and their composition

Research activity, according to A.I. Savenkov, this is a special type of activity generated as a result of the functioning of the search activity mechanism and involving not only the search for a solution in an uncertain situation, but also an act of analytical thinking (analysis of the results obtained), an assessment of the situation on this basis, forecasting its further development, as well as modeling their future actions.

The research activity of students is understood as their activity related to the search for an answer to a creative, research problem with a previously unknown solution and assuming the presence of the main stages characteristic of research in the scientific field: normalized, based on the traditions accepted in science, statement of the problem, the study of a theory devoted to this issue, the selection of research methods and their practical mastery, the collection of their own material, its analysis and generalization, their own conclusions.

One of the components of research activity is research skills, which can be defined as the intellectual and practical skills necessary to carry out independent research.

Research skills are like a system of intellectual and practical skills of educational work, the ability to independent observations, experiences acquired in the process of solving research problems.

1.2 Age features in younger students

Semenova N.A. determines such pedagogical conditions for the formation of research skills of primary school students as taking into account age and individual characteristics in the organization of educational research; development of motivation for research activities; the activity of the teacher in creating a creative educational environment and ensuring the systematic process of forming the research skills of schoolchildren. The nature of education is also important: it should be problem-based research aimed at the personal and intellectual development of children.

For younger students, some age-related psychological and anatomical features are characteristic, which contribute to research activities or hinder them.

L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a healthy mentality of a child is cognitive activity.

Scientist V.S. Mukhina notes that the child's cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a seven-year-old child is busy playing an important game for him, then he can play for two or even three hours without being distracted. Just as long he can be focused on productive activities. However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish and be distracted if the activity is indifferent to him. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity. The attention of the child can be concentrated by an adult with the help of verbal instructions. Thus, the teacher from the 1st grade helps to organize the research activities of the child so that in the future the student can fully engage in research on his own.

At this age, the child is actively developing speech and vocabulary. During the study, the child is required to work on the word, on the phrase and sentence, as well as on coherent speech. That contributes to the replenishment of the vocabulary with new words, as well as the correct development of oral and written speech.

Scientist O.V. Ivanova believes that research activities should be started from a very young age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects of the school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize the significance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery. Thus, the child's desire to acquire new knowledge, on the one hand, and the most urgent need for this knowledge, on the other, create fertile ground for the start of research activities precisely at the early school age.

One of their main features is observation, the ability to notice such minor details that an adult will not pay attention to. Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, tasks.

Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. Thus, younger students are characterized by self-sacrifice for the sake of science. This desire must be encouraged. This can be done by both teachers and parents.

Younger students in the process of doing research work show special diligence, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure. In any case, the teacher should give the child the opportunity to set the goal of the study himself, outline an action plan, if the teacher sees that the child finds it difficult to do it on his own at the first stages, then the teacher should push the student to the right actions in order to avoid a situation of failure, failure, which can do not favorably affect further studies in science.

Primary school age is a favorable period for involving students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain. In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.

1.3 Ways to form research skills

The teacher is required to create didactic conditions for the inclusion of younger students in active cognitive activity, the use of research teaching methods, where, along with the acquisition of knowledge, children's own practical activities are organized. To do this, there is a fairly large arsenal of technologies, methods and means:

problem learning;

search methods;

partial search methods;

project method.

Use of practical teaching methods - exercises, practical and laboratory work contributes to the development of skills to compare, observe, highlight the main and secondary, draw conclusions, etc.

Using the partial-search method, the teacher organizes the activities of students when performing individual stages of the search, outlines its steps, constructs the task, and divides it into auxiliary parts. Primary schoolchildren develop the ability to plan, realize the purpose of their activities; methods of analysis and synthesis are developed, the ability to change the mode of action in accordance with the task, to see new problems in a traditional situation, to choose an effective way to solve them.

The application of the research method involves the formulation of a problematic task, a proposal to compile a critical analysis of the work, conduct an experiment, etc.

The main condition for the effectiveness of this method is the independence of students at all stages of the study, which consists in carrying out appropriate cognitive actions:

observation and study of facts and phenomena; hypotheses; drawing up a research plan and its implementation;

formulation of research results; control and verification of the result, evaluation of its significance.

An important place in the formation of research skills is occupied by the method of projects, as it includes a set of research, search, problem methods.

The project involves the creation of educational situations that:

confront younger students with phenomena that are in conflict with their existing ideas;

encourage students to express their assumptions, conjectures;

provide an opportunity to explore these assumptions;

provide students with the opportunity to present the results of their research to classmates, teachers, parents, so that they evaluate the significance of the data obtained.

The project method is focused on the independent activity of schoolchildren, which can be carried out individually, in pairs or in a group for a certain time period (from one lesson to several).

The project method is based on the idea of focusing educational and cognitive activity on the result that is achieved in the process of solving a particular problem.

Research skills developed by schoolchildren in the course of project implementation, in contrast to "accumulative-knowledge" training, form a meaningful performance of various mental and practical actions.

Teachers note that the project method makes learning interesting, broadens the horizons of the child, raises his cultural level, stimulates intellectual activity and learning activities in general.

That is why it is necessary to highlight the pedagogical conditions for the development of research skills through the implementation of educational projects. First of all, this is a change in the role of the teacher. Being the organizer, coordinator and consultant of the project, the teacher forms a number of research skills: to pose and identify problems, clarify unclear questions, formulate and test hypotheses, plan and develop research activities, collect data (accumulate facts, observe, prove), analyze, synthesize and compare them, to speak with prepared reports, to make generalizations and conclusions, etc. .

In the course of working on projects, it is necessary to support children's curiosity, and not block it with statements like “You did it wrong”, “You will know a lot ...”. At the same time, the teacher should improve in the accumulated experience: take part in competitions as a scientific supervisor of the project, attend refresher courses and master classes on this topic, be interested in new publications, participate in the discussion of the application of the project method at methodological associations and pedagogical councils, devoted to the problems of student research.

"How to make a plan?"

"How to conduct a survey?"

"How to make an observation?"

Thus, students will learn to plan their activities, use research methods, record the results of observations, etc.

Mastering research skills will be more effective if you properly organize work with parents. They should become assistants and consultants in the implementation of the project: just like a teacher, help in finding sources of information, coordinate the entire process, support and encourage children, assist them in making a product, etc. It is useful to invite parents to defend projects so that they participated in the discussion, asked questions, etc.

Then the student will receive the necessary support not only within the walls of the school, but also at home.

One of the conditions for the development of research skills is teaching younger students the skills of design (problematization, goal setting, activity planning, search necessary information, practical application knowledge, conducting research, presenting the product of their activities). Such work should be carried out systematically and purposefully in the form of school electives, in class and extracurricular activities.

Pedagogical situations are created in the lessons that encourage the student to defend his opinion, provide arguments for his assumptions, ask questions, refer to various sources of information, etc. These situations can be working in a group, helping a friend, completing tasks of increased complexity, solving problems in different ways , reviewing or commenting on the work of their comrades, speaking at conferences, etc.

In addition to understanding the results of their activities, younger students acquire:

speech skills;

experience of defending one's point of view;

ability to cooperate;

work with information;

logically build your speech;

For the formation of research skills in the classroom, cognitive and entertaining tasks are actively used.

To train the ability to put forward hypotheses, tasks of the type are offered: “Find the cause of the event ...” (for example, why the hare is white or the grass turned yellow). To develop the ability to classify - “Continue the series: minerals are coal, oil ...”, “Divide into groups”, “Find a common feature in objects”, etc. The ability to observe well develop tasks that make the child understand the woven lines: “Learn , who lives where?”, “What is shown in the picture?” and others. The ability to analyze visual images train tasks with deliberately made mistakes: “What did the artist mix up?”, “Find the differences in objects”. When answering the questions posed in the assignment, students should be taught to begin with the words: “I think ...”, “In my opinion ...”. This develops in children the ability to express their own thoughts.

Cognitive tasks help develop mental operations, draw conclusions. Analysis of the solutions to such tasks becomes the beginning of a general discussion, during which children learn to listen to the opinions of their comrades, to give their own arguments.

On the lessons literary reading schoolchildren learn to write an annotation for a read work, in the lessons of the world around them - an article for an encyclopedia. Such work helps to form the ability to distinguish between the main and the secondary, to logically express one's thoughts.

An important pedagogical condition for the development of research skills is the use of a system of incentives. The teacher needs to encourage students, notice the originality of solving the problem, creativity, depth of disclosure of the topic, etc. To do this, he must be able to organize an educational dialogue that will stimulate students, develop their creativity, educate character, deepen experience, emphasize individuality. If the process of discussion, control on the part of the teacher is “left on its own” or it is a question of the fact that the work “needs to be redone”, then such an approach can completely discourage children from participating in research.

The teacher should take into account the peculiarities of the temperament of children when organizing working groups, teach them to listen to each other, and be able to work in a team. Students should be helped to gain confidence that any opinion they have deserves to be expressed and listened to. The main thing is that the student must believe in himself.

An active cognitive position plays an important role in the formation of research skills.

It lies in the fact that the student himself has a certain set of manifestations:

emotional mood;

volitional qualities;

"intellectual maturity";

consciousness of the purpose of their activity;

the skills of timely correction of their actions;

taking into account previous mistakes and the desire to improve oneself

Only in this case, each subsequent research will be of a qualitatively new level: the degree of independence of the student, the breadth of his research skills will increase.

Any academic work child, including research, should be brought to a result. It is not only the individual recognition of the completion of the work by the teacher, but also the public presentation of the results of the study and their collective discussion. There are many forms for summing up: seminars, conferences, defense of research papers, etc.

During the defense, the younger student learns to present the information obtained, faces other points of view on the problem and learns to prove his own.

Evaluating the results of children's research is a responsible and difficult job. You can offer each member of the jury a form for marks with clearly defined criteria: the title of the topic, its cognitive value, the originality of the collected material, research skills, the structure and logic of the work, the style of presentation and answers to questions.

During the defense, marks are placed according to a three-point system:

3 - high level,

2 - medium,

1 - low.

The winner is determined by the results of arithmetic mean calculations.

However, every student tries, and therefore we consider the distribution of children's research by nominations to be the most successful way of assessing:

“For the best experiment”, “For the deepest study of the problem”, “For the original topic”, etc. The next pedagogical condition is taking into account age characteristics. The teacher must understand that the topics for research by younger students should be close enough to topics in academic disciplines. The duration of the study should not be too long, as children may experience poor concentration, an excessive level of fantasy in the process of working on a project, which leads to rapid fatigue and loss of interest in work in general.

For a teacher, the main result of educational and research work is not just a well-developed topic, a layout glued from paper or a message prepared by a child.

The pedagogical result is first of all:

invaluable educational experience of independent, creative research work;

new knowledge;

research skills that will help the younger student to get out of non-standard situations, not only in solving educational problems, but also in mastering their social experience.

Chapter II. Practical Foundations of the Problem of Research Skills in Primary School Students

2.1 The experience of the primary school teacher Saburova Anna Mikhailovna in the formation of research skills

The ability to see a problem is a property that characterizes a person's thinking. It develops over a long period of time in a variety of activities. For its development in younger students, you can use various methods, special tasks.

Task 1. Look at the world through someone else's eyes. The teacher reads an unfinished story to the children. “In the morning the sky was covered with black clouds. There was heavy snow. Large snow flakes fell on houses, trees, sidewalks and roads...”. Continue the story: on behalf of the truck driver; a pilot taking off; a crow sitting on a tree; forest dweller; janitor or city mayor. Children learn to look at the same phenomena and events from different points of view.

Task 2. Write a story on behalf of another character. Describe one day in your imaginary life. but) inanimate objects(I am a briefcase. I am a samovar. I am an armchair); b) living objects (I am a rose. I am a hare. I am a shark); in) fairy tale characters(I am Cinderella. I am Baron Munchausen. I am Carlson); d) professions of people: School: I am a teacher. I am a tech worker. I am a librarian. I am a security guard. I am a school doctor. Transport: I am a tram driver. I am a passenger. I am a conductor. Circus: I am a trainer. I am a clown. I am a rider. I am a tightrope walker. Plane: I am a pilot. I am a flight attendant. I am a passenger.

Polyclinic: I am a pediatrician. I am a nurse. I am an ophthalmologist. I am a traumatologist.

Task 3. Possible consequences of the events. Continue the story:

An evil wizard swept through the land and swept away all the forests...

If all the teachers disappeared from the school...

Friends Vitya and Grisha quarreled...

Kuzka the cat is sick. He had a toothache...

A little kitten was sitting on a tree and meowing loudly...

Task 4. See in a different light. The same objects are perceived by people in different ways:

Rose bushes by moonlight

Those magical clouds...

What does a pencil think in the hands of an artist, in the hands of a first grader...

What is the fly on the ceiling thinking...

What does the fish think in the aquarium...

What does a cozy armchair think about...

What does a flower feel in a vase...

How will a person appear if you look at him through the eyes of a cat, dog, horse, ant and others.

Task 5. Observation as a way to identify problems. Submit your version:

Why is the tiger striped?

Where does a kangaroo bag come from?

Why do kittens love to play?

Why are students so noisy at recess?

Task 6. Techniques similar to the definition of concepts. In order for children to understand the significance of definitions, you can use the following task: Aliens have arrived on earth. They don't know anything about our world. Tell them what it is... Each student chooses any subject and tells about it: What is a school? What is a book? What is a computer?

Task 7. There is one topic - there are many plots. Research is the process of developing new knowledge, the search for truth. The study does not involve the creation of any object planned in advance. The student does not know in advance the result of his research. Is a dog man's friend or foe? Why does nettle sting? The real researcher does not know the result of the search. That's basically how everything was done. scientific discoveries. A negative result in science is also a result. But in general, both research and design are of high value for modern education. Research as a search for truth is important in the development of creative abilities. And the acquisition of creative thinking teaches clarity in work, the ability to plan one's actions, forms an important desire for life - to move towards the intended goal.

Rules for choosing a research topic:

1. The topic should be interesting to the child, should captivate him. Research work, like any creativity, is possible and effective only on a voluntary basis. (From experience, not all children are immediately included in the work). The desire to explore something arises when the object attracts, surprises, arouses interest.

2. The theme must be doable. The task of the teacher is to bring the child to the idea in which he is most realized as a researcher, to reveal the best aspects of his intellect and gain new useful knowledge and skills. The art of an adult in carrying out work consists in helping the child make such a choice.

3. The topic must be original, it needs an element of surprise, unusualness in what the child already knows (for example, Andrei Z. chose the topic “Why does milk turn sour?”). Cognition begins with surprise, and people are surprised at something unexpected. This is primarily the ability to look outside the box at traditional, familiar objects and phenomena. How to choose a research topic? Choosing a topic is easy if you know exactly what interests you in this moment. If the student cannot immediately determine the topic, A. I. Savenkov, the author of the course “I am a researcher”, offers to answer a number of questions:

1. What do I do most of the time in my free time?

2. What did you want to learn more deeply from what you studied at school?

3. What interests me the most?

If these questions don't help, ask your teacher, ask your parents, talk to your classmates. Maybe someone will give you an interesting idea, a topic for your future research.

What could be research topics? All possible topics can be divided into three groups:

1. Fantastic - topics about non-existent, fantastic objects and phenomena.

2. Experimental - topics that involve conducting their own observations, experiments and experiments.

3. Theoretical - topics for the study and generalization of information, facts, materials contained in various books, films and other similar sources.

What are the general lines of research?

1. Wildlife (zoology, botany, genetics);

2. Earth (geography, climate, structure);

3. Universe (galaxy, stars, aliens);

4. Man (origin, prominent people, medicine);

5. Culture (language, religion, art, education);

6. Science (mathematics, physics, chemistry, famous scientists);

7. Engineering (transport, construction, design);

This classification is not a dogma and can be supplemented or reduced. After choosing a topic, it is necessary to formulate a hypothesis - something that has not yet been proven by a child and not confirmed by experience. This is only to be done by the young researcher. As soon as we are faced with a problem, our brain immediately begins to design ways to solve it - to invent hypotheses. Therefore, one of the main skills of a researcher is the ability to put forward hypotheses, to make assumptions. Hypotheses are born both as a result of logical reasoning and as a result of intuitive thinking.

The word "hypothesis" comes from the ancient Greek - the basis, assumption, judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. A hypothesis is also a prediction of events. How more events can be foreseen by a hypothesis, the more valuable it is.

Hypotheses usually begin with the words: suppose; maybe; allow; what if etc.

Organization of the study. To do this, we need to draw up a work plan, that is, answer the question of how we can learn something new about what we are studying. To do this, we need to determine what methods we can use. What are the available research methods?

Think for yourself.

Ask yourself questions: What do I already know about this? What judgments can I make about this?

View books about what you are researching.

You need to start working with encyclopedias and reference books. Your first assistants will be children's encyclopedias. The information in them is built on the principle: "Briefly, accurately, accessible about everything." Take advantage of libraries.

Ask other people (it is possible that one of them knows very important things about what you are studying).

To get acquainted with films and television films on the topic of your research. Think of movies you know that can help you gather information about your research topic. Films are scientific, popular science, documentary, feature. They are a real treasure for the explorer.

Turn to the computer, look at the global computer network Internet. Today, not a single scientist works without a computer - a faithful assistant to a modern researcher. Through the Internet, you can get extensive information on many issues.

Watch. For observations, man has created many devices: magnifiers, binoculars, spyglasses, telescopes, microscopes, night vision devices. Think about what tools you can use.

To conduct an experiment. To conduct an experiment means to perform some actions with the subject of research and determine what has changed during the experiment. Use those methods that will help you test your hypothesis.

In accordance with this plan, children's research begins.

By doing this work, the student acquires certain skills:

thinking: searching for a hypothesis, drawing up a research plan;

search: search for information anywhere;

communicative: when working in pairs on a project, when defending a project;

It must be remembered that not only natural curiosity, but also

research activity is a means of developing cognitive interest, the formation of educational activities, the hasty socialization of the child's personality in modern world. One of the skills of research behavior that is formed in a younger student is to draw conclusions and conclusions, structure the material, prove and defend their ideas when defending research.

The forms of protection can be different: messages, reports, diagrams, tables, drawings, computer programs, video materials, layouts and others.

Each researcher has a memo "Protection of research work":

1. Why this topic was chosen.

2. What was your goal.

3. What hypotheses were tested.

4. What methods and means did you use.

5. What results are obtained. Illustrate with drawings, drawings, questionnaires.

6. What conclusions are drawn from the results of the study.

During the defense, each student learned to present his topic in an accessible and understandable way, faced with different views on the problem, learned to convince others, proving his point of view.

2.2 The experience of the primary school teacher N. V. Terletskaya (school No. 27, Saransk, Republic of Mordovia) in the formation of research skills in younger students

Let me introduce myself! I am Terletskaya Natalia Vladimirovna, teacher of the Municipal Educational Institution "Secondary School No. 27" of the Saransk City District of the Republic of Mordovia. My whole life is inextricably linked with school. Back in 1979, I came to secondary school No. 27 as a little seven-year-old girl, a first grader, and stayed here for many years. First as a student, then as a student, and finally as an elementary school teacher. And for 22 years now I have been trying to sow a reasonable, kind, eternal... All these years the school has been constantly changing. She puts before the teacher more and more new tasks. Now, for example, it is not enough just to teach children. They need to be taught how to acquire knowledge. But how to do it? To do this, you need to create problem situations and teach children to find a way out of them, be able to set goals and achieve them, overcome difficulties and win big and small victories over themselves.

And here, by the way, design and research activities come to the rescue. But let me tell you, it's very difficult! How to get a child to create and explore? How to make a child feel the need to create something new? When to start involving children in research and project activities? Questions, questions...

This year I have second graders. Of course, in the classroom and in life we constantly use problem situations, we already know how to set goals, draw up an action plan, we know what a hypothesis is, we even try to research and create projects. But so far, all our work is collective in nature. Every year in our school there is a competition of research works and projects "Fair of Ideas", in which children participate, starting from the 1st grade. Last year at this competition we already presented our collective project “Pedigree of our class”. The students were divided into groups. Someone compiled a genealogical tree of their family, someone - a story about an outstanding member of their family, someone tried to sort out family ties. The work turned out to be very interesting. Everyone contributed to the common cause. My students have gained experience of team work on a project under the guidance of a teacher.

This year, I invited each student to create an individual project or research paper. Naturally, there were not so many who wanted to, even the children understood what it was. great work. Now we were faced with the task of choosing a topic for a project or study. Of course, in the beginning I gave the second graders the right to choose. I gave a few days to think about the topic, realizing that for a child of 8-9 years old this is a very difficult task, but I myself, knowing the interests of my students, prepared a topic for everyone.

In due time (the children, as I expected) could not tell me what they would like to do. Out of five people, only one girl, Arina Timonkina, immediately said that she wanted to investigate the state of the teeth of our class students. All the rest could not decide what they would like to do. This is where the teacher comes into play! And not just to name topics for everyone, but to bring everyone to their topic so that no one understands that the teacher chose the topic for him. Every child should feel that this was his decision, this is his choice! Kirill Tukuzov is fond of learning the German language. He chose the topic "How to learn the letters of the German alphabet faster and easier." Dasha Balandina loves to play with dolls - she chose the topic "Why do girls play with dolls?". Vitaly Volkov dreams of a playground at school. He decided to create the "Playground" project. And Arina Timonkina stopped at the study of the question “Why do teeth hurt?”.

Further, all young researchers had to determine the goals and objectives of their work, choose the methods by which the tasks set would be achieved, and develop a hypothesis. Not everything worked right away. I had to correct, redo, agree and disagree. The next step is to prepare a theoretical part, so that the children understand what they will explore, why and who needs it.

All children are hard workers! Each on his problem found a huge amount of information, sometimes even unnecessary. And at this stage, the teacher should help them navigate this flow of information, choose the right one, remove the excess. The most important step is research. The role of the teacher is an adviser, a consultant. Under his guidance, students develop questionnaire questions, interviews, conversations. But the student conducts questionnaires, conversations with children, parents, teachers, interviews with specialists! And here the lights in the eyes of the child light up! He is himself! I think that it is at this stage that the real interest in research activity wakes up! So all research has been done. Time to take stock and draw conclusions. At this stage, the role of the teacher is small, since the child himself sees the results of his activities, the task of the teacher is to help the young researcher to correctly formulate thoughts and present them. Work completed. Now the task of everyone is to adequately defend their project at the school competition. Best works will represent our school in the city competition of research papers and projects. I wish good luck to everyone. And here is the appointed day. The kids are worried, but I'm the most worried. Kirill came out, followed by Vitaly, Dasha, Arina. I can hardly breathe. I breathe out only when the next performance ends. Hear my heart beating. Everything! Well done! I'm proud of you, my dear guys! Now only the jury will decide who was the best. Twelve worthy works. How difficult it is to choose the best! We are looking forward to the results. Tedious minutes of waiting... Finally, our director, Ivan Mikhailovich, gets up and announces the results. First place - Kirill Tukuzov and Vitaly Volkov. Second place - Arina Timonkina. Third place - Daria Balandina. All four of our works were awarded by the jury members! This is victory! Children rejoice! You can exhale and prepare for the city competition. Yes, creating a student research paper or project is a very time-consuming and responsible process. But its high performance and efficiency justify all the effort and time spent by both the student and the teacher.

Dear colleagues, involve your students in research activities! By doing this, you will not only increase the cognitive interest of your children and develop them Creative skills, but you yourself will get a lot of positive emotions from communicating with young researchers!

Conclusion

In the course of the study, it was established that the research activity of younger schoolchildren is defined by us as a specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. In the process of implementing this activity, an active search is carried out with varying degrees of independence. and students' discovery of knowledge, using research methods accessible to children. Its result is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student. Pedagogical conditions have been identified, substantiated and experimentally tested to ensure the effectiveness of the process of forming research skills of younger schoolchildren - taking into account the age characteristics of children in the organization of teaching research activities, the motivation for research activities of schoolchildren, the position and activities of the teacher-organizer of educational and research activities to ensure the systematic and focused research activities primary school students through the implementation of technology organization research activities.

The experience of primary school teachers in the formation of research skills is considered and described.

One of the most important conditions for improving efficiency educational process is the organization of educational research activities and the development of its main component - research skills that not only help students to better cope with the requirements of the program, but also develop their logical thinking, create an internal motive for learning activities in general. The development of research skills gives the student:

the possibility of mastering research methods and using them in the study of materials from any disciplines;

the possibility of applying the acquired knowledge and skills in the implementation of their own interests, which contributes to the further self-determination of students; the possibility of developing interest in various sciences, school disciplines and cognitive processes in general.

This is the reason for the introduction of methods and technologies into the educational process based on the research activities of students.

List of sources used

1. Amonashvili, Sh.A. Personal and humane basis of the pedagogical process [Internet resource]: interactive. book;

2. Amonashvili, Sh.A. Reflections on humane pedagogy [Internet resource]: interactive. book;

3. Balakshina, L. G. Research activity of younger schoolchildren [Internet resource] - Festival pedagogical ideas"Open Lesson" / Balakshina L.G.// 2007-2008;

4. Zverev, I.V. Organization of educational and research activities of students in educational institution[Internet resource] - Volgograd: ITD "Coripheus", 112 p.;

5. Zubova, OA Research work in elementary school. .[Internet resource] - Festival of Pedagogical Ideas "Open Lesson"/ Zubova OA// 2007-2008;

6. Reznik, I.A. Formation of research skills [Internet resource] / Reznik I.A.// Pedagogy;

7. Savenkov, A. I. Methods of research education of younger schoolchildren [Internet resource];

8. Savenkov, A.I. Psychology of research learning. [text]/ AI Savenkov //- Moscow, Academy of Development. 2005 450 s;

9. Savenkov, A. I. Educational research in elementary school. [text] // Nach. school - No. 12. - 2000. - S. 101-108;

10. Saburova, A. M. Development of research skills in younger students [Internet resource] / Saburova A. M.// Zankov.ru;

11. Semenova, N.A. Research activities of students. [Internet resource] / Elementary school No. 2. 2007.- p.45;

12. Semenova, N.A. Formation of research skills of younger schoolchildren [Internet resource] /Semenova N.A.//;

13. Sokolova, N.G. Development of research skills in younger students [Internet resource] / Sokolova N.G.//;

14. Terletskaya, N.V. Formation of research skills in younger students [Internet resource] / Terletskaya N.V.// Journal "Primary School", June 9, 2014;

15. Shalagina, E. A. Organization of research activities of primary school students [Internet resource] / Shalagina E. A. / / Novoaltaisk;

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Tasks for the development of research

skills and abilities of younger students

1. Tasks for developing the ability to see problems

A problem is a difficulty, an uncertainty. To eliminate the problem, actions are required, first of all, these are actions aimed at investigating everything that is connected with this problem situation. Finding problems is hard work. Finding a problem is often harder and more instructive than solving it. In carrying out this part of the research work with the child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, a clear designation of the goal. Its general, approximate characteristics are quite enough.

The ability to see problems is an integral property that characterizes human thinking. It develops over a long period of time in a variety of activities. Here are some tasks that will help in solving this difficult pedagogical task.

Task “Look at the world through the eyes of others”.

An unfinished story is read to the children:

“In the morning the sky was covered with black clouds and it began to snow. Large snow flakes fell on houses, trees, sidewalks, lawns, roads…”

Task: continue the story, imagine yourself walking in the yard with friends; a truck driver driving on the road; a pilot going on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.

“In the fourth grade, it’s just an “epidemic” - everyone plays space aliens ... ”

Task: continue the story, evaluating this situation from the position of a teacher, a school doctor, a school psychologist, a classmate of these guys, one of the space aliens, a computer on which the texts of letters to aliens are typed.

“Someone spilled water in the school lobby. Misha ran and…”

Task: continue the story, assessing this situation from the perspective of a teacher, a school doctor, a school psychologist, Mishka's friend, Mishka's sister, Mishka's grandmother.

“Near the entrance of our house, the workers dug a large trench. They have been repairing the pipes lying there for the second day…”

Task: continue the story, assessing this situation from the perspective of the inhabitants of this house, the guys playing on the playground, the mayor of the city, the car driving to the house, the workers.

Task "Make a story on behalf of another character."

“Imagine that for a while you became a table in a classroom, a pebble on the road, an animal (domestic or wild), a person of a certain profession. Describe one day of this imaginary life of yours.”

This work can be done in writing by inviting children to write an essay, but oral stories also give a good effect. When performing this task, it is necessary to encourage the most interesting, most inventive, original children's answers.

Task “Make up a story using the given ending”.

“…We never managed to get out.”

“…The orangutan sitting in the neighboring enclosure did not pay any attention to this.”

“…The bell rang from the lesson, and Dima continued to stand at the blackboard.

Think and talk about what happened in the beginning and why it ended the way it did. The logic and originality of the presentation are evaluated.

The task “How many values does an object have.

An object familiar to the children is offered (pencil, brick, chalk, box ...) Find as many options for non-traditional, but at the same time real use of this object.

Task “Name as many features of the object as possible”

The task of the children is to name as many possible signs of this object as possible. (For example: a table - beautiful, large, new, high, plastic, children's, writing, dining, comfortable ...)

Assignment “One topic - many plots”

Come up with and draw as many stories on the same topic as possible. (For example, the theme is “Autumn”, “City”, “Forest”… you can draw a forest in autumn, flying birds, working in the fields, schoolchildren going to school, etc.)

2. Tasks for developing the ability to put forward hypotheses.

A hypothesis is a foundation, an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of attempts to find answers to their own questions. A hypothesis is a prediction of events. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, how it becomes a theory, if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption.

The first thing that constitutes the birth of a hypothesis is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The former involve relying on logic and analysis of other theories (available knowledge), within which this hypothesis was put forward. Empirical methods for testing hypotheses involve observation and experimentation. Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to discover and then evaluate their probability in the course of theoretical analysis, mental or real experiments. Thus, hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side.

Tasks for developing the ability to develop hypotheses.

Task “Let's think together”.

How do birds know the way to the south?

Hypotheses:

1. Maybe the birds determine the way by the sun and stars.

2. Probably, birds see plants (trees, grass, etc.) from above, they indicate to them the direction of flight.

3. Suppose that the birds are led by those who have already flown south and know the way.

4. Suppose that birds find warm air currents and fly along them.

5. Or maybe they have an internal compass, almost the same as in an airplane or ship.

6. And if the birds accurately find their way to the south because they catch special signals from space. (provocative idea)

Why do trees bud in spring?

Why doesn't the snow melt in the mountains in summer?

Why does an airplane leave a trail in the sky?

Circumstance exercise.

Under what conditions would each of these items be very useful? Can you think of conditions under which two or more of these items would be useful:

Oil deposit

toy boat

Orange

Mobile phone

Kettle

Bouquet of daisies

Hunting dog.

Reverse exercise.

Under what conditions can these same objects be completely useless and even harmful?

Tasks like “Find possible cause developments"

- The bells are ringing.

- The grass in the yard turned yellow.

- A fire helicopter circled over the forest all day.

- Friends quarreled.

The task “What would happen if a magician granted the three most important desires of every person on Earth?” It is necessary to come up with as many hypotheses and provocative ideas as possible explaining what would happen as a result.

Such interesting task for training skills in developing hypotheses and provocative ideas is used in a number of schools for gifted children abroad.

3. Tasks for developing the ability to ask questions

In the process of research, as well as any knowledge, the question plays one of the key roles. The question is usually seen as a form of expressing the problem, compared to the question, the problem has a more complex structure, figuratively speaking, it has more voids that need to be filled. The question directs the child's thinking to the search for an answer, thus awakening the need for knowledge, introducing him to mental work.

Questions can be divided into two groups:

1. Clarifying (direct or “whether” questions): is it true that ...; whether it is necessary to create ...; should... Clarifying questions can be simple or complex. Complex questions are those that actually consist of several questions. Simple questions can be divided into two groups: conditional and unconditional. For example: Is it true that you have a parrot at home? - a simple unconditional question. Is it true that if a kitten refuses to eat and does not play, then he is sick? is a simple conditional question.

There are also complex questions that can be broken down into several simple ones. For example: Will you play computer games with the guys or do you prefer to play alone?

2. Complementary (or indefinite, indirect, “k” - questions) They include the words: where, when, who, what, why, what and others. These questions can also be simple or complex. For example: Who, when, and where can build this house? - difficult question. It can easily be divided into three separate questions.

Task "Find the mysterious word."

Children ask each other different questions about the same subject, starting with the words “what”, “how”, “why”, “what for”. An obligatory rule is that there must be an explicitly invisible connection in the question. For example: in the question about an orange, it does not sound “What is this fruit?”, But “What is this object?”.

A more complex version is also possible. One of the participants thinks of a word, but tells everyone only the first letter (sound). Participants ask him questions. For example: “Is this what is in the house?”; “Is this item orange?”; “Is this item used in the transportation of goods?”; "Is this not an animal?" The child who guessed the word answers “yes”, “no”.

The game "Guess what was asked."

The student who came to the board is given several cards with questions. He, without reading the question aloud and without showing what is written on the card, loudly answers it.

For example: the card says “Do you like sports?” The child answers “I love sports”. Everyone else has to guess what the question was. Before completing the task, it is necessary to agree with the answering children that they do not repeat the question when answering.

Why do owls hunt at night?

- Why commuter trains are called "electric trains"?

- What are the birds that can repeat human speech called?

- Can people live without computers?

Why do rivers flood in spring?

4. Tasks for the development of skills to define concepts.

To find out how the child's ability to generalize and formulate concepts is developed, different methods are used. One of the most effective and simple is the concept definition method. The child is offered an object or a word, and is asked to define this object: “What is this?” For example: “What is a tram?” Someone will say that this is a vehicle for transporting people, and someone will answer that a tram is what they ride on rails. In the first case, we see the situation of fixing the generic and specific differences, that is, the logical relationships between the class of objects and its representative are correctly reproduced. In the second case, we are confronted with an indication not of an object, but of its function.

In order for children to understand the significance of definitions, you can use the following task:

“Aliens have landed on Earth. They know nothing about our world and have not seen anything. Tell them as clearly and concisely as possible what is:

A) Boat, apple, pencil, table, book, toy, newspaper, hero, catch, prickly.

B) Helicopter, plum, eraser, chair, notebook, doll, magazine, enemy. Throw, easy."

In order to learn to define concepts, you can use simple techniques: description, characterization, clarification by example, observation, comparison, differences, generalization, riddle as definitions of concepts, and others.

5. Tasks for the development of skills and experimentation skills

Experiment is the most important of research methods. Experiment - test, experience. This is the most important method of knowledge in most sciences. With its help, under strictly controlled and controlled conditions, a variety of phenomena are investigated.

Experiment assumes that we actively influence what we explore. Any experiment involves carrying out some practical actions in order to verify and compare. But there are also mental experiments, that is, those that can only be carried out in the mind.

Thought experiment.

In the course of thought experiments, the researcher mentally imagines each step of his imaginary action with the object and can see the results of these actions more clearly. Let's try in the course of a thought experiment to solve the problem: Are the shadows drawn correctly?

Consider the drawing. It depicts the sun and geometric bodies. Did the artist draw their shadows correctly? Why should shadows be different? What shadow corresponds to each of the depicted geometric bodies?

And here are some more problems for thought experiments:

What can be made from a piece of paper?

What will happen if everyone gets taller?

What does it take to feed all of humanity?

- If the lake were a table, what would the boat be?

Experiments with real objects.

Experiment “Measuring the volume of a drop”.

The easiest way is to drop a drop into a container of known volume (for example, into a test tube). Another way is to determine how many drops are in one gram on a pharmacy scale. Then we divide the gram by the number of drops and get the weight of one drop, and therefore, we can calculate its volume.

Experiment "We determine the buoyancy of objects."

Have the children collect ten different items. For example, a block of wood, a teaspoon, a small metal plate, a pebble, an apple, a plastic toy, a cardboard box, a metal bolt, etc.

Now that the items are collected, you can hypothesize which items will float and which will sink. These hypotheses then need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside, if water gets in, it sinks.

After the first experiment is over, we will continue the experiment. Let's study the floating objects themselves. Are they all light? Do they all float equally well? Does buoyancy depend on the size and shape of the object? Will the plasticine ball float, and if we add plasticine. For example, the shape of a plate? And what happens if we connect a floating and a non-floating object? Will they swim or both drown? And under what conditions is both possible?

When it comes to developing the research abilities of students, the person who supports the search activity is an adult. Acceptance and support of activity in research activities is carried out in constant interaction between children and adults. In this work, any criticism towards the child from the teacher, parents, comrades should be excluded.

Research article on the topic:

« Development of research skills of younger students through the implementation of educational projects».

Annotation. The article deals with research skills and their development through educational projects. As well as work on a training project, stages of work on a project that serve to develop research skills. The author concludes that educational projects create conditions for the development of children's curiosity, the need for independent active knowledge of the world around them.

Educational process in a modern elementary school should be aimed at achieving a level of education of students that would be sufficient for them to independently solve problems of an applied or theoretical nature. The achievement of this goal is associated with the organization of educational activities of a research orientation. This problem is especially relevant for elementary school students, since it is at this stage that educational activity is the leading one and determines the development of the cognitive abilities of the individual.

The problem of the formation of research skills is devoted to the works of A.I. Savenkova, N.A. Semenova and others. Scientists distinguish them from general educational skills, point to the research nature of the activity in which they develop and associate them with the development of such mental operations as analysis, synthesis, comparison, generalization, abstraction, concretization, classification, systematization.

Under research skills, we will understand the student's ability to perform mental and practical actions that correspond to research activities and obey the logic of scientific research on material accessible to children, based on the knowledge, skills and abilities acquired as a result of studying the basics of science and experience of their own practical activities. Unfortunately, in the practice of teaching, there is a tendency towards the spontaneous formation of research skills. The main form of organizing work on the formation of these skills remains work with a book: writing reports, abstracts, essays, presentations that do not give high level their development due to their stereotyped, restricted to narrow topics, and often the availability of a ready-made list of references.

An important place among the methods that form research skills is occupied by the method of projects, because. includes a set of research, search, problem methods and is focused on the independent activity of students, which can be carried out individually, in pairs or in a group. It involves the creation of educational situations that:

Show younger students phenomena that contradict their existing ideas;

Encourage students to express their assumptions, guesses;

Provide an opportunity to test these assumptions;

Present the results of your research to your classmates, teachers, parents, so that they appreciate the importance of the data obtained.

Modern researchers of the project method (N.V. Matyash, V.D. Simonenko, N.Yu. Pakhomova, E.S. Polat and others) believe that the use of this method in combination allows solving educational (obtaining knowledge in subjects), developing (formation of skills to pose a problem, plan one's activities, present products of activity, etc.), educational (education of skills to work together, accept the opinion of a friend, etc.) tasks. Scientists point to the developmental nature of the method of projects and project activities in general, they note that the implementation of educational projects develops the arbitrariness of mental processes in children, increases cognitive activity, stimulates the desire for research, forms personal neoplasms, and contributes to the mastery of educational activities and the assimilation of its structure.

An educational project is a set of actions specially organized by the teacher and independently performed by the children to solve a subjectively significant problem, culminating in the creation of a product and its presentation as part of an oral or written presentation. At different stages of the project, students are required to have certain skills. These are problematization, goal-setting, organization of activities, introspection, self-assessment, presentation of the results of one's activities, communication, the ability to make and apply decisions.

In the work on the educational project, the maximum independence of students is manifested in the choice of a topic, setting goals and objectives, searching for the necessary information, its analysis, structuring and synthesis, research and decision-making, organizing their own activities and interacting with partners. The student is required to apply already known and “discovery” of new knowledge. Consider what skills are developed at each stage of the educational project.

At the organizational stage, younger students are faced with the task of choosing a research topic, clarifying the goals of the upcoming work. If the student knows exactly what interests him, then it is quite easy for him to choose a topic. If a younger student cannot immediately determine the range of his interests, then it is necessary that he answer the questions: “What do you most often do in your free time?”, “What would you like to learn more deeply from what you studied at school?” and others. At this stage, the skills to “see the problem” and to single out problems, to set tasks arising from this problem are formed; to realize and accept the cognitive task, to see the essence of the set educational task.

At the planning stage, younger students clarify information on the topic, put forward hypotheses, determine the goals and objectives of the upcoming work, and choose research methods. It is difficult for younger students to independently put forward a hypothesis of their research, so we suggest using the key words “suppose ...”, “let's assume ...”, “maybe ...”, “what if ...”, which will help students put forward an assumption to explain the phenomenon they are studying. At this stage, younger students develop the ability to plan their activities; build hypotheses; determine the purpose of their work, the structure of the study; independently generate ideas, choose the most productive way to solve a problem, etc.

When carrying out the project, younger students need to use their existing knowledge on the problem, refer to children's reference books and encyclopedias, a computer, educational films; you will need the ability to observe, use special devices (simple magnifiers, binoculars, etc.), and conduct an experiment. When all the material on the problem has been collected, it is necessary to single out the basic concepts from the text, divide the main processes, phenomena, etc. into groups; arrange the main ideas in order; draw conclusions, inferences; prepare drawings, diagrams, drawings, layouts, etc. At this stage, skills are formed to independently find the missing information, use alternative ways to search for information; express intentions and make adjustments to a previously adopted action plan; classify according to any sign, observe, compare, conduct an experiment, establish cause-and-effect relationships, analyze and generalize the facts studied, practically apply knowledge, skills and abilities in various, including atypical situations.

At the stage of presenting the results of their research, the task of younger students is to convey their ideas to those who will consider the results of research innovation in general and vocational education work. Students develop the ability to reason, defend their point of view, draw conclusions, highlight the main and the secondary.

When evaluating the results of activities, younger students must independently evaluate the process and result of their activities and the activities of their comrades, understand and apply the criteria for evaluating projects, and answer questions from the audience. This is very important for working on the next project, because, given their previous experience, its positive and negative points, having the desire to improve, the student in each new study will rise to a qualitatively new level.

Thus, the educational project is a powerful tool for shaping the thinking of younger students, since it has great opportunities for the development of mental operations, increasing the activity of purposefulness, flexibility of thinking, and contributes to the formation of a culture of logical reasoning. The criteria for determining the degree of formation of one or another research skill in younger students can be the direct readiness of the student to conduct research, which consists in the fact that the student has mastered research skills to one degree or another and applies them in his research.

The organization of work on the development of research skills through the implementation of educational projects showed that the level of knowledge of students has increased, which is manifested in the independent “discovery” of new knowledge, the establishment of patterns of the studied phenomena, and the deepening of their knowledge on the problem of interest. The level of mental activity has changed. Younger students began to consider the material as independently obtained, important information for them. The cognitive interests of children, their desire for creative independent work in the classroom and after school hours are more clearly manifested.

Thus, the formation of research skills through the implementation of educational projects makes it possible to lay the foundation for the formation of educational activities of a younger student - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, control and evaluate educational activities and their results. Educational projects create conditions for the development of children's curiosity, the need for independent active knowledge of the world around them.

Used Books:

1. Matyash N.V., Simonenko V.D. Project activity of younger schoolchildren: book. for the teacher at the beginning class M. : Ventana-Graf, 2004. 112 p.

2. Pakhomova N.Yu. Teaching project method in an educational institution: a guide for teachers and students. ped. universities. M. : ARKTI, 2008. 112 p.

3. Polat E.S. Technology of telecommunication projects // Science and school. 1997. No. 4. pp. 47 – 50.64 Proceedings of the VSPU

4. Savenkov A.I. Psychological foundations of the research approach to teaching: textbook. allowance. M. : Os-89, 2006. 480 p.

5. Semenova N.A. Development of research skills of younger schoolchildren: dis. … cand. ped. Sciences. Tomsk, 2005.

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