Diagnostics for the formation of independence of younger schoolchildren. Formation of independence of a junior schoolchild

An important component in the development of the personality of a primary school student is the concept of “independence.” It is this quality that has great importance in the process of socialization of a child in modern society. To do this, it is necessary to create certain conditions for its formation. It is necessary to include such types of activities as: play, work and study. Family, school and society have a great influence on the formation of this quality. However, the main significance “remains with the child himself, that is, education remains successful only when it turns into a program of self-education.”

Independence is one of the important qualities personality that needs to be developed from a child’s early years. Most children have not developed this quality. Many parents begin to think about this only when they notice that their child does not know how to do anything, is not accustomed to anything. As a rule, this happens later than the moment when it was necessary to direct all your efforts to the formation of this quality.

However, first and foremost, the origin of this is family. Often, parents themselves do not want to cultivate this quality in their child, due to the fact that it requires some effort and time; the easiest way is to refuse and blame it on other people or refer to some “serious” reason. For example, a child asks for help with his homework, and the parents take it and do it themselves, or the student simply does not do his homework without the parent’s supervision. All this creates inability in the child, he is lost at the slightest opportunity to complete any task. Based on this, we can say that this problem of developing independence in younger schoolchildren is relevant.

Independence develops and is gradually created throughout the entire period of a child’s growing up, and at each age it has its own characteristic features. It is important to note that at any age it is necessary to stimulate children's independence within reasonable limits, while developing certain knowledge, skills and abilities. Parents' inhibition of a child's independent activity leads to the child becoming depressed, closed, passive, uncollected, that is, all this causes negative reactions. Younger schoolchildren, according to psychologists and teachers, are the age at which the main thing is the formation of the necessary personal qualities that help the child to realize himself in the life of society as a full-fledged person

In order to develop independence in educational activities, psychologists and teachers advise giving the child the opportunity to express his point of view and complete homework independently, without adult supervision. Tasks for independent work in school lessons are of significant importance. The level of support from an adult depends on the child’s progress

The formation of independence in younger schoolchildren is facilitated by the creation of a situation of choice. As noted by S.Yu. Shalov, “a situation of choice presupposes a certain degree of freedom, that is, the ability of a person to determine the most appropriate behavior option in a given situation or method of solving a problem, etc., and at the same time bear responsibility for his choice, and therefore for the results of his activities. In the pedagogical process, it is important that this is “positive” freedom - freedom ... for the manifestation of socially and personally significant qualities, for the realization of the abilities that make up the individual potential of each student.”

Since it is the teacher who creates the student’s work and helps him find the right direction. Their main task is to achieve certain results in the development of independence and the formation of active activity.

To confirm the theoretical aspects of the study, we conducted an experiment. It was attended by 60 children of primary school age - third grade students of Municipal Budgetary Educational Institution Secondary School No. 3 in the city of Elabuga, Republic of Tatarstan, including 30 girls and 30 boys.

The hypothesis of the experimental study is the assumption that the program we developed for developing independence in children of primary school age contributes to a statistically significant increase in the level of this quality.

In accordance with the theoretical study carried out on the problem of developing the independence of children of primary school age, we identified intellectual-cognitive, emotional-motivational and other indicators of this indicator. To study them, we used the following methods:

1. To study the intellectual-cognitive component of independence of children of primary school age, a modified map of manifestations of independence was used (based on the methodology of A.M. Shchetinina).

2. To study the emotional and motivational component of independence of younger schoolchildren, the “Peculiarities of the manifestation of will” technique (R.M. Gevorkyan) is used.

3. To study the reflexive-self-correction component of independence of junior schoolchildren, the “Chain of Actions” technique was used.

The results obtained from the application of these methods are shown in Table 1.

Table 1.

Level of formation of independence of children of primary school age at the ascertaining stage of the study

			Reflective-self-correction component	Average result
High level
Average level
Low level

The results of the study at the ascertaining stage of the experiment indicate that the majority of junior schoolchildren are characterized by an average level of all components of independence. Most children rarely turn to the help of peers or adults; they try to do everything on their own, but sometimes they still need outside help. Younger schoolchildren are capable of independent decision the tasks that arise before them not constantly and situationally, carrying out their solution with reminders from an adult.

Work on developing the independence of primary school students included both in-class activities and extracurricular activities. In total, during the experimental study, 24 events of various directions were carried out, of which 12 were lessons in accordance with the main disciplines studied. In addition, the action plan also included educational work in the form of a class hour, a quiz and an exhibition of drawings, work in the classroom’s nature corner, as well as the work of schoolchildren in the classroom and on the school grounds.

At the control stage, we re-diagnosed the level of development of the three components of independence of primary schoolchildren that we had identified. The results of the study are presented in Table 2.

Table 2.

Level of independence formation in primary school children at the control stage of the study

	Intellectual-cognitive component	Emotional and motivational component	Reflective-self-correction component	Average result
High level
Average level
Low level

There were positive changes in the level of all components we identified, the statistical significance of which is confirmed by calculating the Student’s t-test (Table 3).

Table 3

Valuest-Student's t-test

For all three studied components, the differences that occurred in the level of independence, based on the results of the work we did at the formative stage, are statistically significant. The program we implemented contributed to increasing the level of independence of children of primary school age. In the area of ​​the intellectual-cognitive component of independence, children are now characterized by a high level of awareness of their “I”; accepting the goal, understanding the activity being performed. In the sphere of the emotional and motivational component, the schoolchildren, based on the results of the work done, realized the social significance of the position “I am a student”, they formed a desire to correspond to this position; openness to new experiences. In the area of ​​the reflexive-self-correction component of independence, schoolchildren have developed a high level of self-control and student self-regulation; ability to maintain the goal of independent activity.

Thus, based on our research, we state that the hypothesis of the experimental study was confirmed.

Bibliography:

1. Balyasnikova L.V. Independence as a factor of self-realization of a junior schoolchild: abstract. dis. ...cand. ped. Sci. – M., 2013. – 26 p.
2. Vlasova I.S. Formation of creative independence of junior schoolchildren in class and extracurricular activities // Science and education: new times. – 2014. - No. 4. – P. 594 – 600.
3. Ivanova E.V. Features of the formation of independence of children of primary school age // Pedagogy and psychology: topical issues of theory and practice. – 2016. – No. 4. – P. 31 – 34.
4. Krupnova L.A. Development of independence in younger schoolchildren in the process of creative activity // Fundamental and Applied Scientific research. – 2015. – T. 1. – P. 156 – 160.
5. Methodology “Features of manifestation of will” by R.M. Gevorkyan. - [Electronic resource]. – URL access mode: https://www.google.ru/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=YvfMZZDDbIEwHzTR-g&sig2=l6MelfPTYZNNUSFCGYpYeQ (04/12/2017).
6. Methodology “Chain of Actions”. - [Electronic resource]. – Access mode: http://www.psiholognew.com/dosh012.html (04/02/2018).
7. Shchetinina A.M. Diagnostics social development child. – Veliky Novgorod: NovSU named after. Yaroslav the Wise, 2000. – 88 p.

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The principle of systematicity and consistency is based on the method of searching and selecting information. As a pedagogical technique, the search and selection of a problem situation is highlighted, which is carried out taking into account the individual characteristics of children. This principle is implemented at the stages that are presented in Table 1.

Table 1 - Stages of implementing the principle of systematicity and consistency in a problem situation

	Teacher activities	Student activities
1. Motivation for educational activities.	Justification of the significance of the topic, setting the goal of the lesson.	Perception and awareness of the goal.
2. Updating students’ knowledge and methods of previous work.	Organizing student activities to review issues studied in the previous topic. Assessing student performance.	Updating knowledge on the proposed questions and tasks of the teacher, repetition, systematization, logical presentation of the material of the previous topic.
3. Creation of a problematic situation (problematic question, problematic task).	Presentation to students of the necessary educational information, planning solution steps (disclosing a way to solve a problem)	Perception or comprehension of educational information, awareness of the problem, planning solution steps in collaboration with the teacher.
4. Solving the problem.	Organizing independent activity of students to solve a problem, directing the activity, monitoring the search for a solution, organizing a discussion based on the results of the work.	Independent problem solving individually, in a group, frontally, self-control, self-assessment of performance results.
5. Reflective evaluation stage.	Formulating conclusions for the training session, assessing the extent to which the problem has been solved. Analysis of student activities.	Perception, assessment and analysis of one’s own activities to solve the problem.

Methodological aspects refer to ways of creating and organizing a problem situation.

Let's consider the main forms and methods of posing a problem situation. The problematic situation exists in two main forms:

1) as the topic of the lesson;

2) as a question that does not coincide with the topic of the lesson, the answer to which is new knowledge. Consequently, to pose a learning problem means to help students themselves formulate either the topic of the lesson or a question for research that is not similar to the topic.

There are three main methods of posing a problem situation: dialogue motivating the problem situation; dialogue leading to the topic; message of the topic with a motivating technique. Let's look at these methods in more detail.

Dialogue motivating a problem situation is the most difficult for a teacher, since it requires the consistent implementation of four pedagogical actions:

1) creation of a problematic situation;

2) encouragement to recognize the contradictions of the problem situation;

3) incentives to formulate an educational problem;

4) acceptance of the formulations of the educational problem proposed by the students. To create a problematic situation means to introduce a contradiction, the encounter with which causes an emotional reaction of surprise or difficulty in students.

Problem situations “with surprise” can be based on a contradiction between two or more provisions. Also, such problematic situations may be based on a contradiction - between the students’ everyday understanding and scientific fact.

At the heart of problematic situations with difficulty is the contradiction between the need and the ability to complete the teacher’s task. The similarity between these techniques is that the class is offered practical tasks on new material, and the difference lies in the essence of the task.

Thus, there are three main methods of posing an educational problem: dialogue motivating a problem situation; dialogue leading to the topic; message of the topic with a motivating technique. Their similarity lies in the fact that all of these methods provide motivation for students to learn new material. The difference in methods lies in the nature of schoolchildren’s educational activities and, consequently, in the developmental effect. Dialogue that stimulates the problem situation ensures truly creative activity of students and develops their creative abilities. Another difference between the methods is the form of the educational problem that arises.

Having posed an educational problem, we move on to organizing the search for a solution.

The essence of finding a solution to a learning problem is simple: the teacher helps students discover new knowledge. There are two main possibilities for achieving such discovery: hypothesis-provoking dialogue and knowledge-promoting dialogue. Let us consider them in more detail, turning to the works of D.I. Feldstein.

Hypothesis-provoking dialogue requires the implementation of four pedagogical actions:

1) incentives to put forward hypotheses;

2) accepting the hypotheses put forward by students;

3) incentives to test hypotheses;

4) acceptance of tests proposed by students.

The dialogue leading to knowledge is much simpler than the previous one, since it does not require putting forward and testing hypotheses. The introductory dialogue presents a system (logical chain) of questions and tasks that are feasible for the student, which step by step lead the class to the formulation of new knowledge. The introductory dialogue can be developed both from the posed educational problem and without it.

Thus, we have examined the main methods of posing an educational problem, which plays an important role in the civic education of younger schoolchildren.

Students' mental activity is stimulated by asking questions. The teacher’s question should be so complex as to cause difficulty for students, and at the same time feasible for them to find the answer on their own.

A problematic task, unlike ordinary educational tasks, is not simply a description of a certain situation, including a description of the data that makes up the conditions of the problem and an indication of the unknown, which should be revealed on the basis of these conditions.

According to researchers, it is possible to identify the most typical types of problem situations for teaching practice, common to all subjects.

The first type: a problematic situation arises when students do not know how to solve a given problem, cannot answer a problematic question, or give an explanation for a new fact in a learning or life situation.

The second type: problematic situations arise when students are faced with the need to use previously acquired knowledge in new practical conditions.

Third type: a problem situation easily arises if there is a contradiction between a theoretically possible way to solve a problem and the practical impracticability of the chosen method.

Fourth type: a problematic situation arises when there are contradictions between the practically achieved result of completing an educational task and the students’ lack of knowledge for theoretical justification.

The problematic situation really became apparent when the guys had an emotional response. It arises at a certain moment in the lesson - when faced with a very specific contradiction. According to the reaction of children, all problem situations can be divided into two types: those that arose “with surprise” and those that arose “with difficulty.”

A list of techniques for creating problem situations “with surprise” and “with difficulty” is presented in Table 2.

Table 2 - Techniques for creating problem situations

Type of contradiction	Techniques for creating a problem situation
I. Problem situations that arose with “surprise”
Between two (or more) positions	Technique 1. Simultaneously present contradictory facts or points of view. Technique 2. Challenge different opinions of students using a question or task
Between the everyday understanding of students and scientific fact	Step 1. Reveal the students’ everyday understanding with the help of a question or a practical “error” task. Step 2. Present a scientific fact through a message, experiment, or visualization.
II. Problematic situations that arose “with difficulty”
Between necessity and inability to complete the teacher’s task	Technique 4. Give a practical task that is not feasible at all. Technique 5. Give a practical task that is not similar to the previous ones. Step 1. Give an impossible practical task, similar to the previous ones. Step 2. Prove that the students did not complete the task

Problem statements provide learning motivation that traditional lesson topic delivery does not provide. Children have a desire to study a topic that they have formulated personally or that the teacher has skillfully intrigued them with.

A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts that students do not have enough knowledge or life experience to explain.

You can deliberately confront students’ life ideas with scientific facts using not only experience, but also a story about interesting fact, experience.

As a result, not only the assimilation of new knowledge occurs, but also the formation of a cognitive need, without which successful learning and the development of students’ thinking are impossible.

It is also possible to deliberately confront students’ life ideas with scientific facts using various visual means, with the help of practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

In school practice, problematic situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students face a contradiction when they are encouraged to perform new tasks, new actions in old ways. Having realized the failure of these attempts, they are convinced of the need to master new methods of action.

A problematic situation can be created by encouraging students to compare and contrast contradictory facts, phenomena, and data.

In the process of creating problem situations, it is important to help students see the contradictions in the phenomenon being studied and compare them, which makes it possible not only to better understand the essence of what is being studied, but also to come to serious worldview conclusions.

Problematic situations also arise when conflicting opinions collide famous people, scientists, writers.

Comparison can be used very widely in lessons, involving not only texts works of art, documents, statements of critics, writers, scientists, but also different types of art.

However, not every comparison and contrast task contributes to the emergence of a problematic situation. Many of them remain at the level of ordinary logical tasks. In order for a problematic situation to arise, it is necessary to highlight the contradiction in the compared documents and phenomena.

Moreover, the advisability of creating such situations is dictated by the typical mistakes students make when learning the material. It is precisely these provisions, in the acquisition of which students make mistakes, a one-sided approach that is useful to reveal in a problem situation. Accounting typical mistakes students, a one-sided approach to phenomena is effective in creating problem situations in any subject.

Thus, problem situations created taking into account students’ typical mistakes not only make knowledge more meaningful, but also help schoolchildren overcome entrenched misconceptions, teach them to think, draw conclusions, and generalize.

To enhance the mental activity of students, problematic situations created as a result of the clash of conflicting opinions of schoolchildren themselves are of exceptional importance.

Conclusions on the paragraph:

1. The didactic aspects of organizing a problem situation mean the conditions, principles, methods and techniques for developing the cognitive independence of younger schoolchildren.

2. Terms effective organization problematic situation are: active cognitive activity of students; the problem situation must have a meaning that is understandable to children; focus on the relationship between theory and practice.

3. In accordance with the conditions, the didactic aspects of organizing a problem situation for the development of cognitive independence are determined by the principles: consciousness and activity, connection between theory and practice, systematicity and consistency.

2.2 Experimental program and analysis of its effectiveness

cognitive independence schoolboy

When studying the problem of developing the cognitive independence of junior schoolchildren through a problem situation, we conducted a study to confirm theoretical provisions. This study describes experimental work within the framework of lesson activities. The work was carried out in the form of lessons.

The base for the research is the 1st "B" class of the Municipal Educational Institution "Secondary School No. 25 named after I.A. Batalov" in Vologda, numbering 24 people.

Stage I - ascertaining experiment.

Purpose: to identify the initial level of formation of cognitive independence of primary schoolchildren.

In accordance with the purpose, the main tasks of the ascertaining experiment are identified:

Determine the criteria, indicators and levels of development of cognitive independence in younger schoolchildren;

Select diagnostic material;

To identify the initial level of development of cognitive independence in younger schoolchildren;

Analyze the results obtained during the diagnostic study.

To determine the initial level of development of cognitive independence in children of primary school age, we identified criteria and determined indicators based on an analysis of the relevant literature: G.I. Shchukina.

Criteria and indicators of cognitive independence in younger schoolchildren:

1. Motivational criterion - awareness of cognitive needs; the student’s attitude to the subject and process of activity, aspirations

students on their own urge to participate in activities

3. Volitional criterion - the motives that drive the child in the process of relationships with classmates, the readiness and desire to overcome difficulties in the process of searching for information.

We have developed a table of criterion indicators (Table 3).

Table 3 - Criteria indicators of the levels of formation of cognitive independence in primary schoolchildren

Indicators Criteria
Motivational	There is no organization, the child needs constant control and instructions, cognitive activity is caused by momentary interest, during lessons they often engage in extraneous activities	Sufficient level of performance to master the main program, conscious selective focus on individual subjects	The desire to most successfully fulfill all the requirements set by the school, to strictly follow all the instructions of the teacher. The dominant position in the hierarchy of motives for educational activities is occupied by internal motives
	The ability to understand, remember and reproduce knowledge, master the method of applying it according to a model	Identifying the meaning of the content being studied, understanding the connection between phenomena and processes, mastering ways to apply knowledge in changed conditions	Understands and imagines the theory of the subject being studied, has a creative approach to solving the problem.
	The student cannot independently formulate the goal of cognitive activity, does not want to work independently, initial lack of faith in his own abilities	Characterized by an insufficiently clear idea of ​​the goal, if problems arise during the work, it relies on outside help, difficulties are caused by a passive or unstable positive attitude towards what is being studied	The desire for continuous improvement, acquiring new knowledge, perseverance and perseverance in achieving goals, broad and persistent cognitive interests

At this stage, a number of research methods were used.

1. In the process of identifying the level of motivational criterion, the test “Levels of School Motivation in Primary School Students” was used, proposed by researcher N.G. Luskanova.

Purpose: to identify the levels of school motivation among primary school students, the attitude of schoolchildren to learning. (For a description of the methodology, see Appendix 1).

We obtained the following results:

5 students (21%) are at a high level. Children have a cognitive motive, a desire to more successfully fulfill the requirements, clearly follow the teacher’s instructions, are conscientious and responsible;

At the average level - 13 students (54%). Children have a positive attitude towards school and a sufficient level of performance, but cognitive motives are less developed;

At a low level - 6 (25%). Children do not have organization, they need constant control and guidance, cognitive activity is caused by momentary interest, and during lessons they often engage in extraneous activities.

2. The diagnostic material for determining the initial level of formation of the content-operational criterion was the test

"Cognitive activity of a junior schoolchild" A.A. Gorchinskaya (For a description of the technique, see Appendix 2).

The purpose of this methodology was to determine the initial level of formation of the content-operational criterion of junior schoolchildren.

We obtained the following results:

6 students (25%) are at a high level;

On average - 13 students (54%);

Down low - 5 students (21%).

Analysis of children's responses showed that 54% of students work at the standard level, without going beyond school curriculum, often ask for additional information; in constructing an algorithm of actions they require help from a teacher or classmates. In 21% of children, copying actions according to a given pattern predominate, and there is a reluctance to look for new ways to solve the difficulty that has arisen. And 25% of students show interest in learning more than what is given in the lesson, high responsibility for the result, and the ability to independently algorithmize actions.

Purpose: to determine the degree of manifestation of voluntary completion of the task.

When creating a problem situation, the teacher observed according to the following plan:

1) How many children listen carefully to the task.

2) How many children immediately begin to solve the problem?

3) How many children can correctly formulate a question.

4) How many children do the work independently.

5) How many children can correlate the result obtained and the problem posed.

According to the volitional criterion, we obtained the following results:

5 students (21%) are at a high level. Students show high volitional qualities, perseverance and perseverance in achieving goals;

At the average level -14 students (58%). When problems arise during work, students rely on outside help;

At a low level - 5 students (21%). Students cannot independently formulate the goal of cognitive activity, do not show the desire to work independently, and have an initial lack of faith in their abilities.

The results obtained for all three methods are presented in Table 4.

Table 4 -Quantitative indicators levels of cognitive independence of junior schoolchildren (ascertaining experiment)

Based on the results of the diagnostics, it is clear that the level of development of cognitive independence of younger schoolchildren is mainly at the average level.

Stage II - formative experiment.

A formative experiment involves students solving a problem situation in educational activities.

Goal: children’s understanding of the importance of independently searching for a solution to a scientific problem through posing a problem situation.

Formation of the ability to independently and consciously solve a given problem;

Develop a responsible attitude towards independently constructing and modeling a new way to solve a problem;

Formation of stable cognitive independence through a system of problem situations.

To develop the cognitive independence of younger schoolchildren, we conducted lessons about the world around us using problem situations.

1. Item: the world. Topic: "Spring has come"

Purpose of the lesson: to introduce students to seasonal changes.

The purpose of the formative experiment: the formation of independent perception of educational information and planning the steps to solve it.

Problem situation:

One fine day, Winnie the Pooh was flying in a hot air balloon to get honey and bees and noticed that spring had come. He became interested in what happens in nature with the arrival of spring? He turned to Piglet, Rabbit, Donkey and Wise Owl with this question.

The rabbit replied: “The first grass has appeared, I can enjoy it.” Eeyore supported him. Piglet rejoiced at the appearance of puddles, because now he can swim in them. And the Owl said that many mice appeared in the forest, which she could not find in winter.

Guys, what surprised you? (encouraging awareness of contradiction) (Many opinions)

What is the question? (Learning task) (motivation to formulate a learning problem).

Who is right?

What is the main, main change in nature in spring?

The teacher summarizes: Winnie the Pooh's friends noticed a change that is important for him, for his life. But all these changes are possible because in the spring it becomes warmer, the forest is freed from snow, animals wake up from their winter sleep, etc.

During the dialogue, drawings appear on the board, revealing temporary cause-and-effect relationships in nature. Their sequence is established.

Type of problem situation: students are faced with the need to use previously acquired knowledge.

Pedagogical technique: delayed response. Form of organization: frontal.

2. Subject: the world around us. Topic: "Why is the rainbow multi-colored?"

The purpose of the lesson: to form an initial understanding of light and color, to introduce children to the colors of the rainbow, their sequence, to provide experience in researching and explaining natural phenomena.

The purpose of the formative experiment: to develop the ability to independently find a solution to a problem.

Problem situation:

Guys, today we will talk about rainbows. We must learn what a rainbow is, how and when it appears.

How many of you have seen a rainbow?

What was your mood when you saw the rainbow?

Guys, when does a rainbow appear in the sky? (when the sun is shining and it's raining)

How many colors does the rainbow have? (seven)

You have all seen that a droplet is colorless, and a ray is colorless. Problematic question. Why is the rainbow multicolored? How do you think?

Type of problem situation: arises under the condition that students do not know how to solve a given problem and cannot give an explanation for a new fact in a learning situation.

Pedagogical technique: surprise. Form of organization: group.

3. Subject: the world around us. Topic: "Temperature. Thermometer"

Purpose of the lesson: gaining new knowledge, getting acquainted with a thermometer.

The purpose of the formative experiment: to form a meaningful perception of educational information and awareness of the problem.

Problem situation:

TEACHER: Watch a short scene and try to find the answer.

A small scene is played out - a miniature by children.

Sveta: Ira, are you hiding all the time? Ira: I'm very cold!

Sveta: Yes, what are you talking about, it’s warm in the room! Ira: It seems cold to me.

TEACHER: In order not to argue, tell me whether it’s warm in the room or not? (Children also have different opinions)

TEACHER: Who is right? Sveta or Ira? We can't say that.

Why? What is the question?

CHILDREN: We don’t yet know how to determine whether a room is warm or not. TEACHER: (adds) And with the help of what device.

(teacher shows different kinds thermometers)

What will be the topic of today's lesson?

Problem formulation CHILDREN. How to determine temperature. Type of problem situation: clash of contradictions.

Pedagogical technique: theatricalization. Form of organization: steam room.

We have developed a logical sequence for implementing the principles of developing cognitive independence.

1. The principle of consciousness and activity. This principle is implemented through the use of stimulation methods using the following pedagogical techniques: creating situations of success, demonstrating a course of action, evaluation and encouragement.

2. The principle of connection between theory and practice. The implementation of this principle is carried out through the organization pedagogical work to identify new practices. A pedagogical technique for implementing this principle is the construction and modeling of a new way to solve a problem.

3. The principle of systematicity and consistency is based on the search and selection method. As a pedagogical technique, the search and selection of a problem situation is highlighted, which is carried out taking into account the individual characteristics of children.

Stage III - control experiment.

During the control experiment, we used the techniques that were used at the stage of the ascertaining experiment.

1. Test “Levels of school motivation in primary school students”, proposed by researcher N.G. Luskanova (Appendix 1).

Purpose: to identify the dynamics of the level of formation of school motivation among primary school students, the attitude of schoolchildren to learning.

We obtained the following results: there are 6 students (25%) at the first level, 14 students (58%) at the second level, and 4 students (17%) at the third level.

2. To determine the dynamics of the degree of expression of cognitive activity, the test “Cognitive Activity of a Junior Schoolchild” (author A.A. Gorchinskaya) was used (Appendix 2).

After analyzing the students’ answers, it was revealed that 6 students (25%) are at a high level, 15 students (63%) are at an average level and

low -3 students (13%).

3. The volitional criterion was determined using the observation method.

Purpose: to determine the dynamics of the degree of manifestation of voluntary fulfillment of tasks.

The following results were obtained:

7 students (29%) are at a high level, 14 students (58%) are at an average level and 3 students (13%) are at a low level.

We present a comparative analysis of the results of the ascertaining and control experiments in Table 5.

Table 5 - Comparative and comparative analysis of the results of ascertaining and control experiments on the level of development of cognitive independence of junior schoolchildren

Indicators Criteria
Motivational
Total information

Thus, a comparative analysis of the results of the ascertaining and control experiments showed that the level of formation of cognitive independence of junior schoolchildren has increased. The number of students who demonstrate an independent desire to identify the meaning of the material being studied and to master practical ways of applying knowledge in new conditions has increased. The results are especially noticeable for students with an average and high level of cognitive independence, because The number of children who have developed stable motivation and a willingness to cooperate with each other has increased.

Thus, the results show positive dynamics in the experimental class. Consequently, a problematic situation can be called an effective means of developing the cognitive independence of younger schoolchildren.

Conclusions on the paragraph:

1. Diagnostic work was carried out in stages. In order to identify the development of cognitive independence of younger schoolchildren, the following experiments were carried out: ascertaining, formative, and control experiments.

2. The program of the formative experiment reflects the stages, principles of organizing a problem situation, forms, methods, techniques.

3. The control experiment showed positive dynamics in the formation of components of cognitive independence of junior schoolchildren in the conditions of lesson activities, therefore, diagnostic methods correspond to the components of cognitive independence of junior schoolchildren.

Conclusion

In this work, we examined the problem of developing the cognitive independence of primary schoolchildren.

Cognitive independence is understood as a personality quality that manifests itself in students in the need and ability to independently acquire new knowledge from various sources, by generalizing to reveal the essence of new concepts, master methods of cognitive activity, improve them and creatively apply them to solve any problems.

Our research has established that primary school age is a sensitive period for the development of cognitive independence.

The study showed that an effective means of developing the cognitive independence of junior schoolchildren is a problem situation, which is understood as a certain mental state of the student that arises in the process of performing such a task, which helps him to realize the contradiction between the need to complete the task and the impossibility of doing this with the help of existing knowledge.

Theoretical conclusions made it possible to create and test a program for the development of cognitive independence of primary schoolchildren within the framework of the lessons. When organizing the development of cognitive independence, it is necessary to work on the implementation of a number of principles.

The principle of consciousness and activity includes natural provisions: deep, independently meaningful knowledge acquired through intensive mental activity, conscious assimilation of knowledge by students, and the student’s own cognitive activity. This principle is based on the incentive method. Creating a situation of success, showing examples of action, evaluation and encouragement are highlighted as pedagogical techniques.

Important pedagogical principle is the principle of connection between theory and practice - the effectiveness and quality of training is checked, confirmed and guided by practice. The implementation of this principle is carried out through the organization of pedagogical work to identify new practices through previously used problem situations. The design and modeling of a new way to solve a problem is highlighted as a pedagogical technique.

The principle of systematicity and consistency suggests that the presentation educational material the teacher brought it to the level of consistency in the minds of students, so that knowledge was given to students not only in a certain sequence, but so that they were interrelated.

The principle of systematicity and consistency is based on the method of searching and selecting information. As a pedagogical technique, the search and selection of a problem situation is highlighted, which is carried out taking into account the individual characteristics of children.

The control experiment showed positive dynamics in the development of cognitive independence of primary schoolchildren. Analysis of the results of the control experiment showed the following results: the level of cognitive independence of junior schoolchildren increased. The number of students who show a desire to independently acquire knowledge and try to understand the connections between phenomena and processes has increased. Sustainable motivation appeared in children with high and average levels of cognitive independence. Students began to show interest not only in the program material, but also try to learn more than what is given in the textbook.

Thus, the hypothesis was confirmed, the problems were solved, the goal of the work was achieved. Therefore, methods problem-based learning can be considered as an effective means of developing the cognitive independence of younger schoolchildren.

List of sources used

1. Asmolov, A.G. How to Design Universal Learning Activities in primary school: from action to thought: pos. for the teacher / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya / Ed. A.G. Asmolov. - Moscow: Education, 2008. - 151 p.

2. Bolotova, A.I. Development of cognitive independence of junior schoolchildren using mathematics / A.I. Bolotova // Education and training, 2009. - No. 6. - P.17-19.

3. Braverman, E.M. Development of student independence is a requirement of our time / E.M. Braverman // Elementary school, 2006. - No. 2. - P. 15-19.

4. Verevko, S.A., Implementation of the federal state educational standard for primary general education: Tutorial/ S.A. Verevko, E.V. Gubanov, L.A. Kucheryaeva. - Saratov: SAOU DPO "SarIPKi PRO", 2011. - 367 p.

5. Developmental and educational psychology / comp. I.V. Dubrovina, A.M. Prikhozhan, V.V. Zatsepin. - Moscow: Academy, 2005. - 368 p.

6. Vygotsky, L.S. Psychology / L.S. Vygotsky. - Moscow: EKSMO press, 2000. - 108 p.

7. Grigorieva, L.G. Features of the formation and development of cognitive independence of junior schoolchildren / L.G. Grigorieva // Bulletin of ChSPU named after. AND I. Yakovleva, 2011. - No. 3. - Part 2. - P.15-17.

8. Grigoryan, N.V. What is developmental education? / N.V. Grigoryan // Primary school, 1999. - No. 1. - P.54-57.

9. Grishkova, G.N. Development of cognitive independence of schoolchildren in gaming activities / N.G. Grishkova, I.B. Yusubova // Primary school, 2004.- No. 1. - pp. 41-45.

10. Davydov, V.V. Problems of developmental education: textbook / V.V. Davydov. - Moscow: Academy, 2004. - 288 p.

11. Dalinger, V.A., Independent activity of students - the basis of developmental education / V.A. Dahlinger // Mathematics at school, No. 6, - 2004. - pp. 20-23.

12. Demidova, S.I., Students’ independence in teaching mathematics / S.I. Demidova, L.O. Denishcheva. - Moscow: Education, 2009. - 128 p.

13. Zharova, L.V. Teach independence / L.V. Zharova. - Moscow: Education, 2003. - 205 p.

14. Kleshcheva, I.V. Educational and research activities of students when studying the surrounding world and its role in the development of meta-subject skills / I.V. Kleshcheva // Bulletin of Novgorod State University, 2011.- No. 64. - P.29-34.

15. Konovalets, L.S. Cognitive independence of students / L.S. Konovalets. // Pedagogy, 1999. - No. 2. - P. 46-50

16. Kudryavtsev, T.V. Problem-based learning: origins, essence, prospects / T.V. Kudryavtsev. - Moscow: 3science, 1991. - 267 p.

17. Leontyev, A.G. Pedagogical situation. How to teach? / A.G. Leontiev - Moscow: Knowledge, 1990. - 167 p.

18. Markova, A.K. The problem of forming motivation for educational activities / A. Markova // Soviet pedagogy, 1979. - No. 11. - P.63-71.

19. Markova, A.K. Formation of learning motivation at school age: a manual for teachers / A.K. Markova. - Moscow: Education, 1983. - 96 p.

20. Makhmutov, M.I. Organization of problem-based learning at school / M.I. Makhmutov. - Moscow: Pedagogy, 1983. - 203 p.

21. Mickelson, R.M. About independent work of students in the learning process / R.M. Mickelson. - Moscow: Uchpedgiz, 2006. - 151 p.

22. Myakisheva, N.M. Features of cognitive activity of junior schoolchildren, or how a modern schoolchild can preserve cognitive needs / N.M. Myakisheva // Primary school. Before and after, 2014. - No. 2. - P. 16-18.

23. On education: Federal Law of December 26, 2012 No. 273-FZ. - Moscow: INFRA, 2000. - 52 p.

24. Educational system "School 2100" - quality education for all. Collection of materials / under scientific. ed. DI. Feldstein. - Moscow: Balass, 2006. - 320 p.

25. Ozhegov, S.I. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / S.I. Ozhegov, N.Yu. Shvedova. - Moscow: Higher School, 1993. - 944 p.

26. Educational psychology. Psychology of learning. Psychology of education. Psychology of personality and activity of a teacher: Reader / Comp. V.N. Karandashev, N.V. Nosova and others - St. Petersburg: Peter, 2009. - 412 p.

27. Petunin, O.V. The problem of cognitive independence of schoolchildren in domestic pedagogy / O.V. Petunin // Innovations in education, 2004. - No. 6. - P. 62-76.

28. Pidkasisty, P.I. Independent activity of students. Analysis of the process and structure of education and creativity / P.I. Faggot. - Moscow: Pedagogy, 1972. - 184 p.

29. Polovnikova, N.A. About the system of education of schoolchildren / N.A. Polovnikova // Soviet pedagogy, 1970. - No. 5. - P.76-83.

30. Psychological Encyclopedia / ed. R. Corsini, A. Auerbach. 2nd ed. - St. Petersburg: Peter, 2006. - 1096 p.

31. Rubinstein, S.L. Fundamentals of general psychology / S.L. Rubinstein. - St. Petersburg: Peter, 2000. - 720 p.

32. Federal state educational standard for primary general education / Ministry of Education and Science Russian Federation. - Moscow: Education, 2015. - 40 p.

33. Tsypursky, V.G. Formation of cognitive independence of schoolchildren in the process of mastering the system of leading knowledge and methods of activity / V.G. Tsypursky // Collection of scientific articles, ed. T.I. Shamova Formation of cognitive independence. - Moscow: Uchpedgiz, 1975. - P.146-153.

34. Shchukina, G.I. Activation of students' cognitive activity in the educational process: textbook. allowance / G.I. Shchukin. - Moscow: Education, 1979. - 160 p.

Appendix 1. Questionnaire to assess the level of school motivation of N. Luskanova

Instructions: Each student is given a sheet with a task in which they must answer 10 test questions by choosing one of the proposed answer options: 1, 2, or 3.

Children must be given time to think about their choices. You cannot consult with classmates or the researcher. Each child marks only the answer that he considers necessary.

The choice of answer is of an average level and is worth 1 point. A high-level answer is worth 3 points, a low-level answer is worth 0 points.

At the end, the total score for all tests is calculated. This sum of points shows the level of school motivation of students.

First level. 25-30 points - a high level of school motivation and educational activity.

Such children have a cognitive motive, a desire to most successfully fulfill all the requirements imposed by the school. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades. In drawings on a school theme, they depict a teacher at the blackboard, the lesson process, educational material, etc.

Second level. 20-24 points - good school motivation.

The majority of primary school students who successfully cope with their educational activities have similar indicators. In drawings on a school theme, they also depict educational situations, and when answering questions they show less dependence on strict requirements and norms. This level of motivation is the average norm.

Third level. 15-19 points - a positive attitude towards school, but the school attracts such children with extracurricular activities.

Such children feel quite well at school, but more often they go to school to communicate with friends and with the teacher. They like to feel like students, to have a beautiful briefcase, pens, and notebooks. Cognitive motives in such children are less developed, and the educational process is of little interest to them. In drawings on a school theme, such students, as a rule, depict school, but not educational situations.

Fourth level. 10-14 points - low school motivation.

These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly related to school.

Fifth level. Below 10 points - a negative attitude towards school, school maladjustment.

Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with the teacher. They often perceive school as a hostile environment, in which they find it unbearable to stay. Small children (5-6 years old) often cry and ask to go home. In other cases, students may show aggression, refuse to complete tasks, or follow certain norms and rules. Often such schoolchildren have neuropsychic disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect the individual preferences of the child.

1. Do you like school?

like

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?

I often want to stay at home

it's not always the same

I'm going with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

would have stayed at home

would go to school

4. Do you like it when some of your classes are cancelled?

I do not like

it's not always the same

like

5. Would you like not to be given homework?

I wouldn't want to

6. Would you like there to be only breaks at school?

I wouldn't want to

7. Do you often tell your parents about school?

I'm not telling

8. Would you like to have a less strict teacher?

I do not know for sure

I wouldn't want to

9. Do you have many friends in your class?

no friends

10. Do you like your classmates?

like it

do not like

Appendix 2. Questionnaire for assessing the cognitive activity of junior schoolchild A.A. Gorchinskaya

Instructions: To carry out this technique, a form was taken with five questions with possible answers. Junior schoolchildren in the control and experimental classes were given standardized questionnaire forms, and were asked to choose one of the possible answer options presented:

Processing and interpretation of results.

We determined the level of development of cognitive activity based on student responses. If a student answered from 3 to 5 questions with the letter “a”, this indicated a high level of cognitive activity, if the student answered from 3 to 5 questions with the letter “b”, this indicated an average level of cognitive activity, if the student answered from 3 to 5 questions the letter “c” indicated a low level of cognitive activity.

1. Do you like to do creative tasks?

b) sometimes;

2. What do you like when asked an aptitude question?

a) suffer, but find the answer yourself;

b) when and how;

c) get a ready answer from others.

3. Do you read a lot of additional literature?

a) always a lot;

b) sometimes I read a lot, sometimes I don’t read anything;

c) I read little.

4. What do you do if you have questions while studying a topic?

a) I always find an answer to them;

b) sometimes I find the answer to them;

c) I don’t pay attention to them.

5. What do you do when you learn something new in class?

c) you won’t talk about it.

Appendix 3. List of topics for lessons in the surrounding world using a problem situation

1. How plants spread to new places.

2. Life of forest animals in winter.

3. Temperature. Thermometer.

4. Is there life in water under ice?

5. Spring has come.

6. Why is the rainbow multi-colored?

7. About big and small.

8. Let's go to the forest to pick berries.

9. With a basket for mushrooms.

10. Green pharmacy.

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Municipal budgetary educational institution

"Tomarovskaya secondary school No. 1

named after Hero Soviet Union Shevchenko A.I.

Yakovlevsky district, Belgorod region"

Development of independence

junior schoolchildren

through tasks for children of different hemispheres

primary school teacher

Zyuzyukina Irina Aleksandrovna

Tomarovka village - 2012

1. Experience information______________________________3-14

1. .Conditions for the occurrence of experience
2. .Relevance of experience
3. .Leading pedagogical idea
4. .Duration of work
5. .Range of experience
6. .Theoretical basis of experience
7. .Novelty of experience

1. Technology for describing experience_________________14-17

1. .Purpose of experience
2. .Experience Objectives

1. Effectiveness of the experiment_____________________17-18

Bibliography_____________________20-21

Applications to experience

1. Experience Information

1. Conditions for the emergence and development of experience

This experience was formed on the basis of the Municipal Budgetary Educational Institution “Tomarovskaya Secondary School No. 1”, when the students entered the first grade. In the process of observing children, it was noticed that during the lessons some children could not independently complete tasks even at the reproductive level.

On preliminary stage work in the 2009-2010 academic year, a diagnosis of the level of independence was carried out using the method of T.I. Shamova. From this diagnostic, methods were selected to determine the level of independence in primary schoolchildren

No. 1. Methodology “What I do at home with mom, dad and on my own.”

Goal: to find out the work skills of children (according to their self-assessment).

Results of processing children's responses

Type of work	Typical student answers	Qty answers	Number of students who did not respond
Crafts at home with mom	Sew Knitting We're preparing lunch wash the dishes cleaning the room embroider we read we're walking
Crafts at home with dad	skiing play games burn it out crafting
What can I do on my own?	Burn out Paint Sew Prepare Embroider To knit Craft saw out

In addition to these results, we conducted a conversation during which the question: “What can you do yourself?” received the following answers: “I can clean the classroom myself, water the flowers, do homework,” “I get up, make the bed, wash myself,” “I come home from school, heat up the food and eat by myself,” “I do my homework myself, go for a walk.” , “I go to the store myself, take out the trash”, “I can cook potatoes myself”, “I alone follow my brother to kindergarten without a reminder.”

We offered parents another questionnaire to find out what their children do at home on their own and what errands they complete without being reminded. Parents' responses largely confirmed what their children said (summarized results are presented below).

Results of a survey of parents to determine the independent activities of their children

Questions	Answers (number)
	under adult guidance	On one's own
a) performing an exercise in the Russian language; b) completing grammatical tasks in the Russian language; c) solving examples in mathematics; d) problem solving. 2. Walks on the street. 3. Walks to and from school. Reads books. Turns on the TV. 3. Runs household errands a) washes the dishes; b) goes to the store; c) makes his bed.

Adults often complain that schoolchildren are not independent. However, to the question “Are you teaching your children independence?” We heard typical answers from parents: “They don’t want any independence”, “What kind of independence is there - they’re still small”, “When you grow up, but for now you have to listen to us”, “There’s no time to do this”, etc.

At the same time, we must remember that independence develops with early age, and it is based on independent work.

At the stage of the ascertaining experiment, a conversation was conducted to identify the children’s desire to learn, attitude towards independent work and interest in the subject. She included the following questions:

1. Do you love to study?
2. Do you often work independently during lessons?
3. Do you like to complete assignments without the help of a teacher?
4. Do you like to answer in class yourself or listen to a friend’s answer?
5. Do you do your homework yourself or do your parents help you with it?
6. When are you interested in class?

19 students responded positively to question 1; on the second - 4; on the third - half of the students answered negatively, the same number of students like to listen to the answers of others; on the fifth, only 4 students spoke positively; on the sixth, all students answered “When the teacher tells.”

The conversation helped to see that many children have a desire to work independently. It is clear that independent work in the classroom encourages learning. They love being asked questions and are given special tasks where they can test their knowledge. The guys have a desire for independence, and if you constantly devote great attention independent work, then it will become a necessity for them.

While working with students, it was noticed that they least liked the Russian language and mathematics lessons. To make sure of this completely, we asked them to put a “+” sign if they liked the item and put a “−” sign if they didn’t like it. As in previous methods, they were given sheets of paper with names and item numbers, and the children, after hearing the name of the item, put the corresponding sign next to the item number (results in Table 3).

Results of students' positive attitudes towards the subjects studied

List of students	INSTRUCTIONS
	Russian language	Mate matic	Nature conducting	Technology
1. Afanasiev Maxim
2. Babanina Daria
3. Vedyagin Vitaly
4. Alina Voronova
5. Gladkova Alina
6. Danilov Fedor
7. Denisenko Maria
8. Iskandaryan Eva
9. Istomina Agata
10. Kudryavtseva Olga
11. Mishin Andrey
12. Murastova Ekaterina
13. Novgorodskaya Irina
14. Pasteeva Alexandra
15. Tretyak Daniil
16. Uvarova Daria
17. Fanina Marina
18. Chernushenko Nikita
19. Shevkunova Anastasia
20. Shpagin Nikita
Total	5 and 15	5 and 15	8 and 12	12 and 8

Symbols: “+” - you like the item, “−” - you don’t like the item.

The results obtained confirmed our assumptions that the subjects Russian language and mathematics cause the greatest difficulty for students.

We also needed to find out what knowledge students had about independent study work. We asked them questions, the answers to which we summarized (see results below).

Results on identifying students’ knowledge of independent work

Testing was proposed, which helped us find out what the initial level of knowledge students have about independent study work and what their attitude towards it is, as well as towards the subjects in the lessons of which we intend to increase the number of independent work.

Generalized results of testing students’ attitudes towards independent work

Statements	Number of children who responded
	Yes	No
I like independent work because everything is remembered better. I want there to be a lot of independent work in all subjects. I want there to be more lessons in mathematics and Russian. I like mathematics because it is easy. I like mathematics because I understand everything and can solve problems and examples.

The observation method revealed that all first-grade students had poorly developed independence skills. Students cannot use attention, memory, imagination, thinking, but they strive to complete the task and reproduce knowledge, master the methods of applying it according to the model.

The diagnostic results revealed a number of problems: not all students have appropriate preparation before school, and this is reflected in a low level of intellectual readiness. Very poor vocabulary, insufficiently developed logical thinking, low level of independence. Diagnostic data confirmed that in this situation a mechanism for developing independence is needed, as it allows not only to develop the abilities of students, but also to teach them to apply the acquired knowledge and skills.

Also, in the process of observing children, the assumption arose that such problems arise due to the fact that children have different leading hemispheres.

At the same time, a diagnostic examination of students was carried out to determine the leading hemisphere. For this purpose, a series of game techniques for preschoolers and primary schoolchildren was used by M.G. Knyazeva. and Vildavsky V.L. (Annex 1). According to this technique, four profiles of lateral organization are distinguished.

Lateral organization is a set of external signs that show which side a person prefers in a particular action.

Left type – leading hand, foot, eye, ear.

Symmetrical type - complete symmetry of vision, hearing, legs, arms.

Mixed type – different combinations of indicators.

Right type – right-sided symmetry (arm, leg, eye, ear)

The test results are presented in a diagram and table.

Last name, first name	Job numbers									type
1. Afanasiev Maxim
2. Babanina Daria
3. Vedyagin Vitaly
4. Alina Voronova
5. Gladkova Alina
6. Danilov Fedor
7. Denisenko Maria
8. Iskandaryan Eva
9. Istomina Agata
10. Kudryavtseva Olga
11. Mishin Andrey
12. Murastova Ekaterina
13. Novgorodskaya Irina
14. Pasteeva Alexandra
15. Tretyak Daniil
16. Uvarova Daria
17. Fanina Marina
18. Chernushenko Nikita
19. Shevkunova Anastasia
20. Shpagin Nikita

According to the diagram and table, it is clear that the majority of the class are left-hemisphere children, and these are predominantly girls. Gender education is based on the same principle. The percentage of right-hemisphere children in the class is low, but it became necessary to organize any work in the lesson, mainly independent, only when taking into account diagnostic data.

1. Relevance of experience

The federal state standard of the second generation assumes the formation of a creative personality capable of independently determining the methods of their activities. The quality of the educational process is largely determined by the extent to which the student is a subject of cognition, showing activity and cognitive independence in the learning process. However, an analysis of the practice of teaching in primary school gives grounds to conclude that it is precisely this circumstance that is still not sufficiently taken into account by the currently functioning training system, which is still based on reproductive forms and methods of teaching.

Independence is the basis for the formation of creativity in the activity of the subject, and creative activity is the active interaction of the subject with the surrounding world, as a result of which he purposefully changes this world and himself and creates something new that has social significance. Therefore, the future directly depends on the efforts of the school: how well it ensures the development of student activity and independence in learning.

When talking about developing students’ independence in the classroom, it is necessary to keep in mind two closely related tasks. The first of them is to develop students’ independence in cognitive activity, teach them to independently acquire knowledge, and form their own worldview; the second is to teach them to independently apply existing knowledge in learning and practical activities.

Independent work not an end in itself. It is a means of fighting for deep and lasting knowledge of students, a means of developing their activity and independence as personality traits, and developing their mental abilities. A child who crosses the threshold of school for the first time cannot yet independently set the goal of his activity, is not yet able to plan his actions, adjust their implementation, or correlate the result obtained with the goal.

In the process of learning, he must achieve a certain fairly high level of independence, which opens up the opportunity to cope with various tasks and acquire new things in the process of solving educational problems.

A contradiction has arisen between the need to develop the cognitive independence of younger schoolchildren and the great potential of teaching mathematics and the Russian language, on the one hand, and, on the other hand, the insufficient development of tasks that contribute to the development of independence of children of different hemispheres.

1. Leading pedagogical idea of ​​experience

One of the most accessible and practice-tested ways to increase the effectiveness of a lesson, activating students in the lesson is the appropriate organization of independent activities ( academic work). She occupies an exceptional place in modern lesson, because the student acquires knowledge only in the process of personal independent learning activity.

Advanced teachers have always believed that in the classroom children should work as independently as possible, and the teacher, the leader of this independent work, should provide material for it. Based on this, it was formulatedleading pedagogical idea: gradual development of students’ independence skills in Russian language and mathematics lessons based on tasks for children of different hemispheres.

1. Duration of work

Work on this experience covers the period from 2009 to 2012, from the first to the fourth year of study for students of the Municipal Budgetary Educational Institution “Tomarovskaya Secondary School No. 1”

1. Experience Range

This experiment proposes a system of tasks for elementary school students, which can be used in Russian language and mathematics lessons in order to increase the level of independence of children of different hemispheres.

1. Theoretical basis

Studying the essence of independent work in theoretical terms, three areas of activity are identified in which independent learning can develop - cognitive, practical and organizational-technical. B.P. Esipov (60s) substantiated the role, place, and tasks of independent work in the educational process. When developing the knowledge and skills of students, the stereotypical, mainly verbal method of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works Y. A. Kamensky .
Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem here is teaching, the activity of the teacher, without a sufficiently in-depth study and analysis of the nature of the activity of the student himself. The third direction is characterized by the fact that independent activity is chosen as the subject of research. This direction originates mainly in the works of K.D. Ushinsky. Research that developed in line with the psychological and pedagogical direction was aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of the activity.
Analysis of monographic works devoted to the problem of organizing independent work of schoolchildren, P.I. Pidkasisty, I.A. Zimneya, showed that the concept of independent work is interpreted ambiguously:

Independent work- this is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while students consciously strive to achieve their goals, using their efforts and expressing in one form or another the result of mental or physical (or both together) actions.〔 10, p. 152].

Independent work, in our opinion, is most fully defined
A.I. Winter. By its definition, independent work is presented as purposeful, internally motivated, structured by the object itself in the totality of the actions performed and corrected by it according to the process and result of the activity. Its implementation requires a fairly high level of self-awareness, reflectivity, self-discipline, personal responsibility, and gives the student satisfaction as a process of self-improvement and self-knowledge. .

Firstly, this definition takes into account the psychological determinants of independent work: self-regulation, self-activation, self-organization, self-control, etc.

“ Independence"- a very multi-aspect and psychologically complex phenomenon; it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria. Independence – as a characteristic of a student’s activity in a specific learning situation, is the constantly demonstrated ability to achieve the goal of the activity without outside help.

“Amateur performance” – subjective, actually individual self-governing activity, with personally determined components: goal, leading need, motivation and methods of implementation.

“Self-activation”– this is a subjectively correlated internal motivation for activity.

“Self-organization”– the ability of a person to mobilize himself, purposefully, actively use all his capabilities to achieve intermediate and final goals, rationally using time, energy, and means.

“Self-regulation”– initially psychological support for activity, which in subsequent development acquires personal meaning, i.e. actual mental content.

“Self-control”– a necessary component of the activity itself, which carries out its implementation at the personal level.

Secondly, attention is focused on the fact that independent work is connected with the student’s work in the classroom and is a consequence of the correct organization of educational and cognitive activities in the lesson.

A.I. Zimnyaya emphasizes that the student’s independent work is a consequence of his correctly organized educational activity in the classroom, which motivates its independent expansion, deepening and continuation in his free time. For a teacher, this means a clear awareness of not only his plan of educational actions, but also its conscious formation among schoolchildren as a certain scheme for mastering an academic subject in the course of solving new educational problems. But in general, this is the student’s parallel existing employment according to a program he has chosen from ready-made programs or a program he himself has developed for mastering any material.

Thirdly, independent work is considered as the highest type of educational activity, requiring from the student a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving the student satisfaction as a process of self-improvement and self-awareness.

Levels of independent activity of schoolchildren

Research by scientists, practitioners and psychologists allows us to conditionally identify four levels of independent activity of students, corresponding to their learning capabilities.

1. Copy actionsstudents according to a given pattern. Identification of objects and phenomena, their recognition by comparison with a known sample. At this level, students are prepared for independent activity.
2. Reproductive activityon reproducing information about various properties of the object being studied, generally not going beyond the memory level.
3. Productive activityindependent application of acquired knowledge to solve problems that go beyond the known model, requiring the ability to make inductive and deductive conclusions.
4. Independent activityon the transfer of knowledge when solving problems in completely new situations, conditions for drawing up new decision-making programs, the development of hypothetical analogue thinking.

Each of these levels, although they are identified conditionally, objectively exist. The work should be built sequentially from the first to the fourth level.

Any independent work at any level of independence has a specific goal. Every student knows the order and methods of doing work, but for children with different leading hemispheres this process occurs differently.

In right-handed people, the right and left hemispheres of the brain have their own functions and are in constant interaction. Information from the outside enters first into the right hemisphere, where it is recognized, “receives an image,” and then to the left, where it is concretized and named.

The right hemisphere (in right-handed people) is primarily responsible for assessing spatial relationships, imagination, holistic perception, assessing rhythms, and simultaneous perception of multiple stimuli.

The left hemisphere specializes in assessing temporal relationships, concretizing verbal expressions, numbers, analytical sequential perception, abstract and generalized thinking. The right cerebral hemisphere is associated mainly with the sensitive sphere, and the left is associated with the motor and speech sphere.

The right hemisphere is responsible for the work of the left half of the body, and the left hemisphere is responsible for the work of the right half of the body. For most people, the “logical” left hemisphere dominates, and the energetic, subcortical structures play an organizing role. Within the hemispheres, the components of mental functions are also quite clearly localized.

The problem of left-handedness as a manifestation of asymmetry of the cerebral hemispheres has been considered in the works of many scientists. The subject of scientific research by a number of scientists was the method of teaching left-handed children to write in primary grades (M.M. Bezrukikh, S.P. Efimova, M.G. Knyazeva). It has been convincingly proven that the situation of retraining a left-handed child is traumatic for his psyche (V.A. Airopetyants, A.D. Beridze, E.N. Sokolova, A.P. Chuprikov)
Due to the specificity of the actions performed, the leading functions of the right hemisphere of the brain for left-handed children, scientists note that they often have violations or deficiencies in the development of visual-spatial perception (E.A. Kostadantov, D. Levy, V.V. Suvorova, etc.), visual memory (V.L. Bianki, A.V. Semenovich, etc.) and hand-eye coordination (N.N. Bragina, T.A. Dobrokhotova, etc.), resulting in difficulties in distinguishing, remembering and writing complex configurations of letters and numbers, drawing of geometric shapes, as well as mirror writing, pronounced handwriting disorders, tremors, etc. (M.M. Bezrukikh, M.G. Knyazeva)

Therefore, to create comfortable conditions in the classroom and develop independent work skills, it is necessary to develop a system of tasks for children with different hemispheres.

1.7. Novelty of experience

The novelty of the experience lies in the creation of a system of tasks aimed at developing self-organization, self-regulation and self-control for children with different hemispheres in accordance with the levels of independent activity.

1.8. Characteristics of conditions

The use of this experience is possible for students in grades 1-4, studying using various educational and methodological packages.

1. Experience technology

1. Purpose of experience

To improve teaching methods in mathematics and Russian language lessons based on a system of tasks aimed at developing the independence of children of different hemispheres.

1. Experience Objectives

1. Analyze the main psychological and pedagogical approaches to solving the problem of developing the independence of primary schoolchildren.

2. Identify opportunities for teaching mathematics and the Russian language to younger schoolchildren to develop independence.

3. Develop and justify methods of presenting tasks aimed at developing independence.

4. Develop a system of tasks in mathematics and the Russian language for children of different hemispheres.

5. Track performance.

This experiment proposes a system of tasks for Russian language and mathematics lessons in elementary school. The tasks are compiled taking into account the learning characteristics of children of different hemispheres (Appendix 2) and are based on the levels of development of independence of primary schoolchildren.

Left-hemisphere children	Right-hemisphere children
Level 1. Copying actions
Learning to write letters and numbers occurs traditional way. Demonstration by the teacher - children’s independent writing according to the proposed algorithm.	The predominance of mirror writing requires the introduction of new techniques for memorizing the spelling of letters and numbers. - "Repeat after me!" (Speaking with actions) Circle the letter (number)! (Writing the most complex letters, numbers and connections using tracing paper) (Appendix 3)
Level 2. Reproductive activity(Appendix 4)
Spatial relations
Draw seven circles in your notebook. Color the third one green, and now color the circle one to the left of the green one red. Color the circle second from the right blue. Children do the work Marking the leading hand and according to instructions. using this method When performing such tasks.
Right-hemisphere children have difficulty identifying and distinguishing geometric shapes. I suggest the following tasks.
Group the shapes according to the same characteristics. Draw geometric shapes, find differences, think about why they are called that.	The principle of operation is “from the opposite”. How many sides and angles are there in this figure? Choose from the suggested names the one that you think most closely matches the given figure. I suggest learning the names of geometric shapes with the help of poems. At the square in our world There are four right angles! And four sides - They are always equal to each other! You're on me, you're on him Look at us all quickly, We have everything, we have everything, We only have three. Three sides and three corners And the same number of peaks. And thrice difficult things We will do it three times.
When studying the multiplication table and the corresponding cases of division, I suggest the following tasks:
Explain how the expressions are related to each other: 4 x 6=24 24:6 =4 24: 4=6	Fill the table: Plural Plural Prod.
Working with dictionary words. Choose dictionary words from the suggested words, write them down, prove that they are dictionary words.	Use of illustrations. Find among the given images the names of objects that are dictionary words.
Spelling rules. Traditional method of memorizing rules. Reading in a textbook - performing according to the algorithm given in the rule. An example of studying the writing of unstressed endings of verbs. Writing words with a sibilant at the end.	Memorization is more effective if the rules are presented in pictures, rhymes, and poems. Appendix 7
Studying the composition of a word. Parse the proposed words according to their composition using this algorithm of actions. (Appendix 6)	Come up with one word that matches these patterns.
Level 3. Productive level(Appendix 5)
Find errors in the text, correct them, find out what rules the errors were made on.	Read the text. Write him off. Which words are questionable when written, choose suitable rules for them.
Solve the proposed problem, write the inverse one.	Find the shortest way to solve the problem.
Restore the task text.	Create a problem based on the drawing.
Level 4. Independent activity
Restoration of deformed and unpunctuated texts.	Written and oral mini-essays.
What arithmetic operations can be performed in the given order: A) 3 1 2 B) 2 3 1 B) 3 2 (1) D) 2 ( 1 ) 3	Arrange the order of actions in each diagram: A) + : + x - B) x +(+)- B) : + - -(+) Select the number expression that matches each pattern. 63:7 +20 -5 – (9+6) 36:9 + 6 x 8 – 50 5 x4 + (3+19) - 10

Various forms of work can be used. But it is more expedient to use pair and group work, distributing students across the same leading hemispheres.

1. Effectiveness of experience

To assess the effectiveness of the used system of tasks, testing was carried out to determine the level of independence in children with different hemispheres.

The results are presented in the table.

List of students	INSTRUCTIONS
	Russian language	Mate matic	Nature conducting	Technology
1. Afanasiev Maxim	+	+	+	+
2. Babanina Daria	+	+	+	+
3. Vedyagin Vitaly	+	+	+	+
4. Alina Voronova	+	+	+	+
5. Gladkova Alina	+	+	+	+
6. Danilov Fedor	+	+	+	+
7. Denisenko Maria	+	+	−	+
8. Iskandaryan Eva	+	+	−	+
9. Istomina Agata	+	+	+	+
10. Kudryavtseva Olga	+	+	−	+
11. Mishin Andrey	−	+	−	+
12. Murastova Ekaterina	+	+	+	+
13. Novgorodskaya Irina	+	+	+	+
14. Pasteeva Alexandra	+	+	+	+
15. Tretyak Daniil	−	+	−	+
16. Uvarova Daria	+	+	+	+
17. Fanina Marina	+	+	−	+
18. Chernushenko Nikita	+	−	+	+
19. Shevkunova Anastasia	+	+	+	+
20. Shpagin Nikita	+	+	+	+
Total	2 and 18	1 and 19	6 and 14	20

At the control stage, we were convinced that the formative experiment gave positive results, since 7 students increased their interest in the Russian language and in mathematics ─ 9 students.

The summary table data indicates that students have become more aware of independent work and enjoy working in class.

The table shows that most students enjoy working independently in lessons and want more maths lessons. This is apparently because independent work was most often organized in the lessons of this subject.

All students in the class attend an extended day group. According to teachers working with this group of children, completing homework takes 1.5-2 hours, which corresponds to the norm. And for some students it takes a shorter time. Students clearly define the goal of their work and the algorithm for achieving this goal; they have well-developed self-regulation and self-control skills.

Children have developed the skill of independent work with various literature: popular science, educational, fiction. The desire of children to participate in various creative and research competitions has increased, where they have repeatedly won prizes.

The relevance of students’ independent work in the educational process has especially increased in recent years. The scientific and technological revolution required man to adapt to constantly changing and improving production conditions (technologies). A modern worker in any industry must be able to navigate the growing (and often contradictory) flow of information. When forming knowledge and skills in schoolchildren today, the effectiveness of the stereotypical, mainly verbal method of learning is no longer sufficient.

There is no doubt that the role of students’ independent work will continue to increase. This is due to the introduction of information and communication technologies into the educational process. The teacher will be free from many unproductive types of work and will be able to pay more attention to the educational and creative side of his work.

Bibliography

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Annex 1

Game technique of M.G. Knyazeva and V.L. Vildavsky

№	Contents of the task	Result
1.	Drawing. The child is asked to draw an object of his choice. After completing the task, the child draws the same object with the other hand.	It is determined which hand made the drawing better: a clear, proportional image, straight lines, no additional strokes, broken lines, smooth corners, no hand tremor when drawing.
2.	Opening a matchbox. It is suggested that you find a match in one of the boxes.	The leading hand is the one that performs the active action.
3.	Making a well of matches (sticks)	The dominant hand is used more actively
4.	Ball game. The child takes a tennis ball from the table, throws it to an adult and catches it several times.	Throwing and catching the ball is done with the leading hand.
5.	Cutting with scissors along the contour of the design. The child is asked to cut along the contour.	The leading hand is the more active hand, and this is not necessarily the hand in which the child holds the scissors, since the child can rotate the drawing and hold the scissors motionless.
6.	Stringing beads on a thread.	The leading hand is the one that performs the movement, even if the child holds the needle or thread in the other hand.
7.	Performance rotational movements. The child is asked to open several bottles with screw caps.	The hand that actively performs the movement is active.
8.	Untying knots. A lace of medium thickness with pre-tied loose knots is used.	The child ties a knot with his leading hand and holds it with the other hand.
9.	Construction from cubes according to the model.	The hand that most often takes and puts down is assessed as leading.

Appendix 2

Differences in student learning abilities

"Left-brain people"	"Right-brained"
1. Perceive information through verbalization	1. They perceive information figuratively and emotionally
2. Build logical chains	2. They go from image to word. The main thing for them is meaning
3. Work well according to plans	3. Search activity is well developed
4. Easily perceive abstract material	4. It’s easier to learn from specific life examples.
5. Putting information together from pieces	5. They perceive information holistically; when detailed, they stop perceiving the meaning
6. Dictations are easier to write	6. Writing essays is easier
7. Parsing words is easy	7. It’s difficult to parse words
8. Difficulty joining in discussions	8. Easily join in discussions
9. Easily find mistakes in words	9. They don’t see mistakes in words.
10. Get lost in an unusual situation	10. Can apply knowledge in non-standard situations
11. Good organizers. Pragmatists	11. Creative personalities 480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays 240 rub. | 75 UAH | $3.75 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Abstract - 240 rubles, delivery 1-3 hours, from 10-19 (Moscow time), except Sunday Thong Le Dinh. Development of autonomy of younger schoolchildren in educational activities: Dis. ...cand. ped. Sciences: 13.00.01: Volgograd, 2002 204 p. RSL OD, 61:03-13/1041-4 Introduction Chapter 1. Theoretical basis development of autonomy of younger schoolchildren in educational activities 15 1.1. The essence of the concept of “autonomy”, its structure and functions in personal development 15 1.2. Features and levels of development of autonomy of younger schoolchildren 70 Conclusions on the first chapter 103 Chapter 2. The process of developing autonomy of younger schoolchildren in educational activities 106 2.1. Modeling the process of development of autonomy of younger schoolchildren in the conditions of educational activities 106 2.2. The teacher’s work system for developing the autonomy of younger schoolchildren in educational activities 127 Conclusions on the second chapter 170 Conclusion 175 Literature 182 Applications 192 Introduction to the work The relevance of research. The process of socio-economic renewal places special demands on the formation of an active creative personality. Only such a person can independently build his own behavior and activities, determine the prospects, ways and means of his personal development. One of the leading trends in the development of education at the present stage is increased attention not only to the formation of strong knowledge, skills and abilities, but also to the personal development of students. In this regard, interest in education is growing, for which the leading values ​​are the development of the personal properties of the individual, his formation as a subject of educational activity. In recent years, a trend has been strengthening in the field of education, which, in contrast to the previous orientation towards the unified socialization of the individual, leveling his individuality, focuses on inner world and the original characteristics of man, his spiritual freedom. The entire world experience of the 20th century, notes K.S. Gadzhiev personally demonstrated the importance of freedom as an enduring value and fundamental essential characteristic of a person. An analysis of the history of human development reveals the following pattern: freedom is gradually transformed in the direction from collectivity to individuality, which meets the requirements of social progress. Personal freedom requires an increase in the level of autonomy, aimed at overcoming the contradictions between the apparently broad possibility of realizing freedom and the subject’s insufficient autonomous readiness for its implementation. The point is that a person does not always grow to a level of autonomy that ensures the full implementation of externally granted freedom. Due to this, G.A. Ball notes that for the present time it is socially necessary to some distribution of psychological qualities characteristic of free personality (independence, initiative, creativity, etc.) 1 ; and, at the same time, a responsible attitude towards the surrounding reality and to your actions. But mastering internal freedom lags significantly behind modern world from achievements in ensuring external freedom. According to * E. Fromm, we are fascinated by the growth of freedom from forces external to us, and, like blind people, we do not see those internal obstacles, compulsions and fears, Jl who are ready to deprive of all meaning all the victories won by freedom over "by its traditional enemies. Thus, autonomy is considered as one of the essential characteristics of personal freedom. ! How successfully is it possible to implement social a new order aimed at developing the autonomy of younger schoolchildren? # Our analysis of educational and educational literature " for primary school has shown that its content often deters influencing influence on the development of the personal sphere of children is subordinated to L reotypes of traditional knowledge-centered learning and, in connection with this, weakly contributes to the development of the personal sphere of children. In the textbooks I yakh the age characteristics of children are not always fully taken into account, their I and not for their independent development. They do not provide value ^ directed development of students’ creative thinking, differentiation educational tasks. The content of didactic materials rarely uses the techniques of conflict, paradox, and dialogicity. I The survey we conducted in schools in Volgograd (secondary school і No. 84, gymnasium No. 1, etc.) showed that the development of autonomy of younger I of schoolchildren in educational activities most often occurs spontaneously. Such і important structural elements of autonomous educational activity, as a goal thinking, planning, reflection, self-esteem are almost completely monopolized by the teacher. Our analysis of forty-eight lessons in the first, second and third grades of primary school allowed us to establish that only in 15.3% of cases the teacher involves students in jointly setting goals for educational activities, in 2.4% - in their independent design of educational goals. Limiting the number of situations in which students have a real opportunity to act freely has a negative impact on the development of their autonomy. This prompts us to turn to the study of the state of this problem in modern pedagogical theory. To date, certain knowledge has been accumulated on the problem of developing student autonomy in educational activities, which in content is partially reflected in related concepts: independence, personal freedom, subjectivity, goal setting, reflection, self-esteem, etc. The development of pedagogical theory has shown that the process of personal development of a schoolchild is not limited to the development of his individual qualities, but is associated with the connection of more subtle mechanisms that ensure the holistic development of the individual based on the special organization of the educational environment. The study of these mechanisms is presented in humanistically oriented concepts of personality development: the concept of co-existence (V.I. Slobodchikov), supra-situational activity (V.A. Petrovsky), the formation of nuclear personality structures (D.A. Leontyev), etc. which served as the starting point for the development of the concept of personality-oriented education (N.A. Alekseev, E.V. Bondarevskaya, V.A. Petrovsky, V.V. Serikov, I.S. Yakimanskaya, etc.). At the same time, the traditional knowledge paradigm is considered not as a “counterweight”, but as component broader paradigm of student-centered education. In the context of this approach, knowledge should organically fit into the real situation of students’ personality development, ensuring the child’s full individual and personal development. In recent years, interest in developing the autonomy of younger schoolchildren has increased significantly. In a number of psychological and pedagogical works, the essence of autonomy of a junior schoolchild is revealed through such concepts as the subject of educational and social activity (V.V. Davydov, T.V. Dragunova, D.B. Elkonin, V.V. Rubtsov, D.I. Feldstein and others); educational independence (N.V. Bochkina, A.I. Popova, etc.); self-regulation of behavior (T.P. Gavrilova, Yu.A. Mislavsky, etc.); criticality and self-esteem (T.Yu. Andrushchenko, A.V. Zakharova, A.I. Lshpsina, M.E. Botsmanova, etc.); individualization of learning (O.S. Grebenkzh, Yu.M. Orlov, I.E. Unt, etc.). Their works show that individuality, as a form of integrity, ensures the freedom of the individual, which contributes to the formation of its autonomy, a certain independence from society. In pedagogy, the development of student autonomy goes back to the traditional concept of the formation of independence, which goes through several stages in its development. The most complete understanding of independence, in our opinion, was achieved in the works of N.V. Bochkina, who understands independence as a holistic, integral personal education. The development of autonomy of younger schoolchildren is reflected in the studies of V.V. Zaitsev, who considered autonomy as one of the characteristic properties of personal freedom. Within the framework of the personal paradigm, creating conditions for the manifestation and development of student autonomy becomes a priority in building the educational process at school. Autonomy in this case acts as an intrinsically valuable personal formation, as a form of personal existence and a specific mechanism of personal development that ensures the realization of the most important essential characteristic of a person - to be a person. At the same time, an analysis of pedagogical theory shows that it still lacks sufficiently complete and substantiated knowledge about pedagogical conditions and the driving forces for the development of autonomy of younger schoolchildren in the educational process. In this regard, in pedagogical theory one can highlight the problem of scientific substantiation of the process of development of autonomy of younger schoolchildren in the conditions of educational activities. The results of the theoretical work noted above create certain prerequisites for conducting such a study. Thus, the relevance of this problem, determined by the social order for schools to form an individual with developed autonomy of consciousness and activity, the weak readiness of mass school practice to effectively solve this problem, as well as the insufficient theoretical elaboration of this problem in pedagogical theory determined the choice of the research topic: “Development of autonomy of younger schoolchildren in educational activities.” The object of the study is the educational process in primary school, aimed at developing the personal freedom of younger schoolchildren. The subject of the study is the process of developing the autonomy of younger schoolchildren in educational activities. The purpose of the study is to develop a scientific substantiation of the process of development of autonomy of younger schoolchildren in the conditions of educational activities. In this study, we did not proceed from the hypothesis that the development of autonomy in younger schoolchildren will be carried out more successfully than in mass experience if: in the pedagogical goal setting of a primary school teacher, one of the important places will be occupied by the development of student autonomy; autonomy will be interpreted as a complex structural personal formation that ensures a person’s ability to be independent, internally regulated behavior and a subjective-personal way of appropriating social experience, in the structure of which the following components will be identified: motivational-semantic, cognitive, goal-setting, emotional-volitional, reflective-evaluative and activity-practical; a model of the process of autonomy development will be presented V in the form of 3 stages, each of which is focused on resolving the main contradictions that hinder its further development: first stage tied With resolving the contradiction between the child’s general positive attitude towards learning activities and incomplete awareness of the meaning of the learning process; second stage is caused by the contradiction between the child’s formation of a subjective position in the educational process and his lack of experience in participating in setting his own educational goals; third stage tied With resolving the contradiction between the external possibility of making a free choice in the conditions of educational activities and the insufficient experience of independent implementation of this choice in a primary school student (external and internal autonomy); on first stage process system pedagogical means will be focused on the development of motivational-semantic and emotional-volitional components of autonomy in younger schoolchildren, on second stage the center of gravity will be shifted to the development of the reflexive-evaluative component and the ability to set goals, and to the third - the activity-practical component. The cognitive component provides background support for each stage of the process. Based on the goal and hypothesis, we formulated research objectives: 1. To clarify the content of the concept of “autonomy”, to highlight its structure and functions in the holistic development of the individual. To identify the characteristics and levels of development of autonomy in younger schoolchildren. To substantiate a theoretical model of the learning process that promotes the development of autonomy of younger schoolchildren in educational activities. Develop a system of pedagogical tools aimed at developing the autonomy of younger schoolchildren and test it V experimental learning conditions. Methodological basis The research included: systemic, structural approaches to the analysis of complex objects and pedagogical processes (E.G. Yudin, Blauber); psychological concept of the activity approach to the analysis of human activity (A.N. Leontyev, V.V. Davydov, etc.); the principle of the unity of consciousness and activity (S.L. Rubinstein); concepts of personality-oriented education (E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.); a holistic approach to the study of the pedagogical process (B.S. Ilyin, V.V. Kraevsky, N.K. Sergeev, A.M. Saranov, etc.); dialogical approach to knowledge and self-knowledge (M.M. Bakhtin, B.S. Bibler, S.Yu. Kurganov And etc.). To solve the problems we used the following methods:theoretical(analysis of philosophical, psychological, pedagogical literature on the research problem, method of categorical synthesis associated with the study of related concepts, method of theoretical modeling); empirical(observation of children’s activities and behavior, conversation, questioning, study of advanced pedagogical experience, diagnostic and formative experiment). The reliability of the research results is ensured by a holistic approach to solving the problem, methodological validity and consistency of the initial theoretical provisions of the study, development the work of a representative set of diagnostic techniques, the optimal organization of experimental work, practical confirmation of the main provisions of the study, statistical processing of data obtained during the experiment. Scientific novelty research results is that for the first time it was clarified scientific knowledge about the essence of autonomy as a characteristic property of personal freedom, the features and levels of development of autonomy in relation to primary school age are specified, a model of the process focused on the development of autonomy of younger schoolchildren in educational activities is substantiated, a system of technological means for implementing this process is substantively developed. Theoretical significance The results of the study is that it contributes to the further development of the concept of student-centered education in relation to primary school. The work substantiates ways to resolve the problem of developing autonomy, ensuring the development of such personal functions of younger schoolchildren as motivation, goal setting, self-esteem, reflection, criticism, and meaning-making. The results obtained can serve as a theoretical basis for solving such scientific problems as the formation of responsibility in younger schoolchildren, the development of their autonomy in extracurricular activities, etc. Practical significance The results of the study is that a system of specific pedagogical tools has been developed to ensure the development of autonomy, which can be used by primary school teachers. The set of diagnostic techniques described in the work, aimed at identifying the level of autonomy formation in children of primary school age, opens up greater opportunities for shifting the emphasis from knowledge-oriented education of younger schoolchildren to personality-oriented. Approbation of the research results was carried out in the form of presentations by the dissertation author at university scientific and scientific-methodological conferences (international scientific-practical conference “Problems of teaching foreign citizens at the present stage”, Volgograd, 2000), theoretical and methodological, postgraduate seminars of the Higher School of Management, at various city conferences (“Experience of innovative transformations in pedagogical science and practice”, Volgograd, 2000; “Lyceum: values modern education", Volgograd, 2001, etc.) The implementation of the research results was actively carried out during experimental work with the direct participation of the dissertation candidate at gymnasium No. 1, schools No. 84, 134, the Faculty of Pedagogy and Methods of Primary Education of the Voronezh State Pedagogical University, and the Volgograd Social Pedagogical College. The following provisions are submitted for defense: Autonomy is defined as a complex structural personal formation that ensures a person’s ability for independent, internally regulated behavior and a subjective-personal way of appropriating social experience, which includes the following components: motivational-semantic, cognitive, goal-setting, emotional-volitional, reflective-evaluative and activity-practical. The main signs of manifestation of autonomy in primary school age include: the student’s understanding of the subjective significance of learning, the predominance of internal, procedural-substantive motivation for learning over broad social and narrow personal motives, the stability of learning motives from random external influences; availability of system knowledge, flexible, multivariate thinking; the ability to independently overcome difficulties on the way to the goal, the presence of “subjective experiences” in educational activities, the ability to independently set goals and plan educational activities; the student has a meaningful argument for his activities, the ability to adequately, differentiated and comprehensively evaluate himself, and adjust his activities; orientation towards activities not only of a reproductive, but also a creative nature, the ability to consciously and reasonably make the choice of the most optimal option activities, take responsibility for their actions and actions. These signs serve as criteria for identifying three levels in the development of autonomy of primary schoolchildren. The model of the process of development of autonomy of primary schoolchildren in the context of educational activities is based on the resolution of basic contradictions: between the child’s general positive attitude towards educational activities and incomplete awareness of the meaning of the learning process; between the formation of a child’s subjective position in the educational process and his lack of experience in participating in setting his own educational goals; between the external possibility of making a free choice in the conditions of educational activity and the insufficient experience of independent implementation of this choice in a primary school student (external and internal autonomy). In accordance with these contradictions, the process of development of autonomy is divided into three stages, subdivided into stages. To ensure the full development of autonomy in younger schoolchildren, first stage process, the system of pedagogical means must be oriented towards the development of motivational-semantic and emotional-volitional components in younger schoolchildren (pay attention to the organization of creative plot-role-playing games that combine cognitive and practical 13 components, use special types of situations: situations that implement the self-concept, in which students are aware of their own self, looking for means with which they can express and justify their position on a given problem; situations of free choice, which serve as one of the means of developing the volitional component of autonomy in younger schoolchildren, etc.). On second stage process, the center of gravity is shifted to the development of younger schoolchildren's reflexive-evaluative component and the ability to independently set goals (designing personality-oriented situations in which students are involved in setting and discussing the goals of their education, its content, as well as subsequent comprehension of what has been achieved and what failed to achieve and why. Students in such situations learn to give self-evaluation, participate in a collective discussion. During this, an understanding of the topic or problem being discussed, as well as the position of another, is realized, the similarity or alternativeness of these positions, etc.). The most effective remedy for third stage, aimed at developing the activity-practical component of autonomy, a task-based approach is advocated. The basis of the study is primary classes high school No. 84 and gymnasium No. 1 in Volgograd. Organization of the study. The study was carried out in stages over five years (1997-2002). First stage- search and theoretical (1997-1999). During this stage An analysis of philosophical and psychological-pedagogical literature was carried out, and the state of the problem of developing student autonomy in the practice of elementary schools was studied. This made it possible to define the research problem and formulate the goal, objectives, and general hypothesis. Second phase - experimental (1999-2001). During this stage, a confirmatory experiment and experimental work were carried out at school No. 84, gymnasium No. 1 in Volgograd. Third stage- generalizing (2002). During it, analysis, systematization, and generalization of data obtained during the experimental work were carried out; the results of the study were formalized in the form of a dissertation. Structure of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references and 7 appendices. The text of the dissertation is accompanied by 7 tables. The essence of the concept of “autonomy”, its structure and functions in personal development The correct setting of goals for the development of autonomy presupposes knowledge of its essence, the characteristics in which it manifests itself. What is the essence of the concept of “autonomy”? Essence - according to M.A. Danilov is the unity of structure and functions. Based on this, one of our tasks is to identify the functions and structure of autonomy. The function of an object reveals the influence that a given object has on other objects and on the development of the system as a whole. Consequently, the functions of an object can be identified by determining the role it plays in the functioning of the entire system. But the functions do not fully reflect the impact that autonomy has on personality development. They show the connection between the quality being studied and the personality as a whole. Thus, we consider the identification of the functions of autonomy as a certain step in understanding the essence of autonomy. Along with functions, the essence of an object is revealed in its structure. In philosophical studies, the problem of freedom is distinguished into two sides: external (objective) and internal (subjective). Autonomy is identical subjective side freedom, which, in turn, characterizes the degree of a person’s internal readiness to autonomously carry out activities that are not strictly regulated from the outside. Personal freedom is understood as a form of personal existence, the integral essence of which is manifested in the following personality characteristics: independent goal setting; awareness and selectivity of behavior; developed reflection; responsibility for decisions made and anticipation of the consequences of one’s actions; original, divergent thinking; experience of intersubjective interaction and overcoming the social and personal contradictions that arise in this case, creativity of thinking and activity (V.V. Zaitsev). These integral characteristics determine the most important function of freedom - a person’s ability to autonomous, internally regulated behavior, to a subjective-personal way of appropriating social experience, and adequate interaction with the surrounding society. The implementation of these functions is ensured by the structural components of personal freedom, which were highlighted in its content by V.V. Zaitsev based on his logical-historical analysis of the formation of personal freedom as a philosophical category. They are the following - rational-gnostic, emotional-volitional, social-personal, activity-practical, spiritual-irrational. The rational-gnostic component characterizes the level of a person’s orientation in situations of surrounding existence; the emotional-volitional component serves as an important characteristic of the motivational side of human activity; the social-personal component characterizes the characteristics of a person’s interaction with the social environment; The activity-practical component is characterized by the level of purposeful organization of creative activity. Despite the fact that the concept of autonomy is just beginning to enter the thesaurus of pedagogical theory, its individual structural components are significantly reflected in related philosophical, psychological and pedagogical concepts (personal freedom, subjectivity, independence, reflection, self-esteem, etc.). This explains our choice of the categorical synthesis method as the leading method for this study. In this regard, below we carry out a thorough examination of their content in order to illuminate and clarify the essence of the concept we are studying. To further study our problem, we will conditionally highlight several of its aspects: philosophical, psychological and pedagogical. Below we turn to the philosophical interpretation of freedom: Russian philosopher N.A. Berdyaev defines personality as a microcosm, a whole universe. It can be a potential Universe in individual form, and does not serve as a part of any whole, even of the huge whole of the whole world. “Personality,” says N.A. Berdyaev - is not made up of parts, is not an aggregate, is not a component. She is the primary wholeness." Thus, “personality is my holistic thinking, my holistic will, my holistic feeling, my holistic creative acts” [ibid., C.23J. Personality, according to N.A. Berdyaev, is of a spiritual and emotional nature and rises above the determinism of the natural world. A personality defines itself from within.; Everything deterministic, determined from the outside in a person, is impersonal. In addition, a personality cannot exist in a frozen state; it constantly develops and enriches itself. Here we are talking about the individual’s ability to self-create. Consequently, according to N.A. Berdyaev, the personality has primacy, integrity in relation to the rest of the world, and is manifested in original “creative acts” (such as “thinking”, “volition”, “feeling”, etc.). As noted above, the concept of autonomy is one of the essential characteristics of subjective freedom of the individual. To identify its content, let us turn to the generic concept of “freedom”. In our study, we rely on the characteristic of autonomy being tantamount to internal freedom. Hegel assessed the concept of freedom as follows: “not a single idea can be said with such full right that it is indefinite, polysemantic, accessible to the greatest misunderstanding and therefore really subject to it, like the idea of ​​freedom, and not a single one is usually spoken of with such a low degree of understanding of it.” ". As the German philosopher E. Cassirer rightly assesses the concept of freedom, it is one of the most vague and ambiguous concepts. IN different eras the concept of freedom has its own content, its own scope and is described by various categories. The idea of ​​freedom has come a long way, during which it has undergone many changes in its content. Since the times of ancient philosophy, the ancient Greek sophists (Protagoras, Hippias, Antiphon, Critias, etc.) in their works considered freedom as a product of the independent creative activity of people. Therefore, they revealed personal freedom through such concepts as the conformity of a person’s actions with his inner nature, the measure and independent activity of a creative nature. Another philosopher, Socrates, saw the main means of achieving freedom as reason. With the help of reason, a person evaluates actions, which gives him the opportunity to choose between good and evil. Plato assumed that freedom is comprehended by the mind of the objective laws of human life and follows these laws. The ancient Greek materialist philosopher Epicurus believed that a wise person is free, who becomes so by recognizing his nature. Freedom underlies the natural human essence and is associated with the satisfaction of needs, the achievement of pleasure, and the absence of suffering. Features and levels of development of autonomy of younger schoolchildren Each age period is accompanied by the appearance and formation of certain mental neoplasms, which should be understood as new type the structure of personality and its activities. That is, mental and social changes that first appear at a given age stage and which in the most important and fundamental way determine the child’s consciousness, his attitude to the environment, his internal and external life, the entire course of his development in a given period. These neoplasms largely determine the characteristics of the development of autonomy. In the first paragraph, we identified and described components that are in a certain relationship with each other, but at the same time, each of them has independence. Developing the idea of ​​a level change in mental formations, S.L. Rubinstein reasoned that each stage, being qualitatively different from all others, represents a relatively whole so that its psychological characterization as some specific whole is possible; every previous stage represents a propaedeutic step to the next, within it those forces grow at the beginning as subordinate motives and relationships that, having become leading, give rise to a new stage of development. The concept of “level” expresses the dialectical nature of the development process, which makes it possible to understand an object in all its diversity of properties, connections, and relationships. To determine the levels of development of autonomy of younger schoolchildren, from our point of view, it is necessary: ​​1) to identify signs of manifestation of autonomy (through structural components) in younger schoolchildren, which serve as criteria for their development; 2) develop diagnostic techniques in accordance with the selected criteria; 3) trace the dynamics of the development of autonomy. The degree of development of autonomy was recorded through a set of diagnostic techniques, in the construction of which we relied on the following system of principles: 1) the complex should include techniques aimed at diagnosing all the components we identified in the structure of autonomy; 2) diagnostics should contain techniques related to the exercise of autonomy by primary schoolchildren, both in imaginary and real situations; 3) the use of various methods in the diagnostic complex (questionnaire, observation, etc.), in which the experimenter, teachers, parents, and students take part. When developing a set of diagnostic methods, we partially relied on already known methods for studying its constituent components, such as self-esteem, reflection, emotions, etc. Some methods were adapted in accordance with the goals of our study. A number of proprietary methods have also been developed. Testing of diagnostic methods was carried out under the conditions of a testing experiment at school No. 84 in Volgograd. To fix autonomy at a certain level of development, we have developed signs of its manifestation in younger schoolchildren. The signs were developed based on a theoretical analysis of the essence of autonomy, its structure and functions in personality development. Moreover, each feature is presented by us at a high level of its development. We evaluate the levels of development of autonomy based on the characteristics considered depending on how developed this characteristic is. The first group of methods. These methods were aimed at identifying the level of development of the motivational-semantic component. The process and testing of the methods were fraught with some difficulties” because the semantic sphere of personality is an area of ​​“increased complexity” of study. In psychology and pedagogy there are no ways to directly measure the motivational and semantic component of autonomy. We diagnosed this component using indirect methods; the motivational and semantic component was judged by the student’s self-report about the structure of motives for activity. Analyzing the state of motivation by the time the child arrives at school, using an individual conversation with primary schoolchildren on the questions: do you want to go to school? Where do you prefer to study: at school or at home? If they told you that you could stay at home for another year, would you be happy or not? It can be noted that by the end of preschool childhood, children develop a fairly strong motivation to study at school (92% of children want to attend school). To find out the initial state of development of the motivational and semantic component of autonomy, we used the following indicators; for what reasons does he study; what do you like about learning? what he is interested in; what it strives for. According to the results of observations in the 1st grade, children conscientiously and actively completed the proposed tasks; strived to complete optional, ungraded tasks, but were more attracted to practical problems; calls from the lesson were either “not heard”* or they were upset that the lesson was over. In the 2nd grade, students tend to repeat, more thoroughly complete tasks, strive to find out what other techniques or methods are involved in solving them, and are more attracted to theoretical tasks; Some students found satisfaction in long hours of work. In the 3rd grade, the picture changed: there is a more passive performance of tasks; passion for finding a solution to a problem was noted more often if its completion was associated with receiving a grade; many rejoiced at the call from class. To identify the dominant motives for learning among junior schoolchildren, a written survey was conducted. The student was given the instruction: “Tick, why are you studying?” The questionnaire provides for the possibility of ranking motives, i.e. placing them in a certain order in accordance with the importance of the motive for the student (Appendix 1, method 1). In the 1st grade, broad social motives came to the fore. In addition, schoolchildren were involved in several types of activities when they had to choose and actually subordinate motives. It was proposed to choose a partner to complete the task together. It could be either a friend who did not show the ability to complete this task, or a student who is unpleasant to the subject, but copes well with the task. Tasks on the clash of motives helped to reveal that at the beginning of the 1st grade, preference is given to the motive of the desirability of communication over the cognitive one. At the beginning of their education, primary schoolchildren were not interested in this or that knowledge of various contents, but in knowledge in general. This social attitude was given by the family and kindergarten. It creates favorable conditions at the beginning of the teaching, but is not personal. Our observations have shown that a first-grader likes to read, write, draw, sculpt, solve problems, do exercises, etc., he shows an emotional attitude towards this, although he is not very concerned about why this happens. In 1st grade, one cannot talk about real cognitive interest; in the first place is the experience and the fact that the child wants to occupy a certain position in the team, gain approval, etc. Using the “Envelope Method” developed by G.I. Shchukina, we asked students to choose an envelope in which a school subject was written (mathematics, Russian, drawing, etc.). During the experiment, we found that in grades 1-2, students choose, as a rule, 3 or more disciplines that interest them; in grade 3, this number is reduced to two. In the 1st and 2nd grades, students motivate their choice with the words: “Just interesting” or “I like it,” in the 3rd grade - “I like to learn new things,” “I like to solve examples,” etc. By the end of 1st grade and the beginning of 2nd grade, interest in learning increases. From a number of cards with tasks, children are asked to choose the one on which the most attractive task for a primary school student is written (Appendix 1, method 2). At the beginning, many schoolchildren are predominantly interested in the external side of being at school (sitting at a desk, wearing a uniform, a briefcase, etc.), then they are interested in the first results of educational work (the first letters written, the first marks) and only after that - the process , the content of the teaching, and even later - the methods of acquiring knowledge. Modeling the process of development of autonomy of younger schoolchildren in the conditions of educational activities To divide the general goal of developing autonomy into specific goals, it is necessary to know how it is accomplished, the essence of development, its mechanisms, levels, and stages. There are several approaches to defining the “development” process. B.C. Ilyin in his works considered development as a progressive change in a phenomenon, quality, and an increase in the degree of integrity of the system. Acting as the highest type of movement, development is not simple eternal growth, increase, but qualitative transformations, marked by certain patterns. The development process is, firstly, progressive in nature, when the stages already passed seem to repeat the well-known features and properties of the lower ones, but repeating in a different way, on a higher base (“negation of the negation”); secondly, development is characterized by irreversibility, i.e. not by copying, but by moving on a new level; thirdly, development is a unity of struggling opposites, which are the internal force of the development process. JLC. Vygotsky defines development as “a complex system-organized process that has various stages, periods, stages, phases, sides, levels, which occurs in a spiral and multi-stage manner, discretely and continuously, differentiated and integrated. The continuous emergence and formation of new things characterizes the “continuous process of self-movement of the individual.” The author clarifies that development begins with a situation of symbiosis between a child and an adult, where the adult acts from the social position of the bearer of human culture and ways of mastering it, stimulating the formation of social activity of a growing person. It is this activity that is the defining characteristic of a developing personality, allowing it to go beyond the limits of accumulated experience and formed qualities. V.I. Slobodchikov writes that the development of a person, his entire psychological structure, is both a natural (spontaneous) and artificial (regulated) process. He considers it necessary to introduce a special third idea of ​​“development in general”, as a radical structural transformation of what is developing, as a shift, a leap in development, which cannot be reduced to either procedural or activity characteristics. We must talk about development according to the essence of man; the social and natural process of self-development, as the fundamental ability of a person to truly be the subject of his life. To this day, there is debate in pedagogical science about the nature of the teaching and educational process, i.e. fundamental theoretical opposition “development-formation”. Already half a century ago, the American psychologist and teacher D. Dewey formulated its essence: “The entire history of pedagogical thought is marked by the struggle of two ideas - the idea that learning is a development that comes from within, that it is based on natural abilities, and the idea that that learning is a formation that comes from the outside and is a process of overcoming natural inclinations and replacing them with skills acquired under external pressure.” This fundamental theoretical opposition is not only of abstract speculative interest for a small group of specialists, since real mass pedagogical practice depends on the solution of this issue, and those specific measures of influence that should, in particular, solve the problem of our research depend. If we place emphasis on the identification of education and formation, then such measures will most likely be tightening the requirements and control on the part of the teacher. G.K. Selevko, analyzing modern educational technologies, believes that “development (progressive) is a process of physical and mental changes of an individual over time, involving improvement, a transition in any of its properties and parameters from less to more, from simple to complex, from lower to higher . The term “personality formation” is used as 1) a synonym for “development”, i.e. the process of internal personality change; 2) a synonym for “education”, “socialization”, i.e. creation and implementation of external conditions for personal development. V.V. Serikov considers the leading goal of the educational process at school to be personal development, i.e. disclosure of internal reserves inherent in personality abilities. In his monograph, he notes that “personally oriented education is not the formation of a personality with given properties, but the creation of conditions for the full manifestation and, accordingly, the development of personal functions of the educational process.” The personality of the student in this system is not something that needs to be “activated” in order to complete a given curriculum, i.e. acts not as a means, but as an end in itself of the educational process. Thus, we understand that the development of autonomy is not an end in itself, but just one of the means of developing students’ personality. To design the pedagogical process, it is necessary to first develop a model. The basis for constructing the model was activity-based, personality-oriented approaches, ideas about the holistic pedagogical process as a sequence of interrelated stages and phases; specificity of level characteristics of autonomy. Creating a model is necessary to determine the goals and objectives of each stage of development of autonomy; selection of adequate and optimal means of achieving both the tactical goals of each stage and the overall strategic goal research. The model is the basis and guideline for constructing the educational process. It must be dynamic, i.e. continuously improve taking into account the development of the education system, psychological and pedagogical knowledge. Being a mental image of any object or phenomenon, a model allows one to establish the interrelations of the isolated components, certain features and conditions for the occurrence of each stage. In this case, we are guided by the position that the gradual formation of certain qualities and personality traits is possible only on the basis of the entire acquired arsenal of knowledge, skills and abilities of the previous stage, which stimulates the transition from a lower level to a higher one. The transition from level to level is not spontaneous; it is possible only when using a set of methods and techniques that are adequate to the goals of each stage. by Taking into account the statement of P.Ya. Galperin that “stage-by-stage formation is a method of detailed and open-to-observation formation of new specific mental processes and phenomena,” we consider it appropriate to stage-by-stage construction of a model of the process of developing the autonomy of younger schoolchildren. The logic of unfolding the process of developing autonomy was based on resolving the contradictions that we showed in Chapter 1, which hinder its development. The teacher’s work system for developing the autonomy of younger schoolchildren in educational activities In the course of experimental work, we found that by the time each child enters school, certain components of autonomy are developed differently. Taking into account the model we developed, we theoretically substantiated that the development of structural components will occur in stages. In his works A.N. Leontyev noted that “the development of all psychological properties of a person goes through a number of successive stages, at which the formation of individual links occurs, constituting the necessary conditions for the final mechanism that forms the basis of this property to take shape” [107, 108]. In the first two weeks, the teacher’s task was to diagnose the autonomy with which the child came to school. The children were engaged in counting, reading, writing, drawing, and so on. But the whole ego was not a goal, but for now only a means, a condition in which the revelation of their autonomy, together with the students, took place. The teacher recorded the achievements of individual children, asked them what worked best and why, what feelings they experienced during the lesson (were they happy or upset, they were happy or they were sad). At the end of the classes, the results were summed up, and the teacher wrote down in the journal of personal achievements what each student succeeded in. Once a week, a reflective hour was held, during which everyone tried to analyze everything they did during the week; your actions, actions, feelings, experiences; carried out self-observation and self-analysis. However, not many children succeeded. To assess educational results, each student was compared with himself: what changes occurred in him over a certain period of time. In the journal of personal achievements, a brief graphic record of the state of development of autonomy with which the child came to school was made for each student. Taking into account the characteristics of the levels of development of autonomy that we developed in the first chapter, we identified the levels with which children came to school. When conducting our research, we looked at the dynamics of levels of development of autonomy in comparison with data from mass experience. In the previous paragraph, it is theoretically substantiated that the process of developing the autonomy of younger schoolchildren is divided into three successive stages. At the first stage, the following tasks were solved: 1. Development of the motivational-semantic component, which consists in recognizing the current need and choosing the motive for learning. 2. Formation of the ability to correlate one’s actions with a model that is given from the outside or created in the student’s imagination. 3. Formation of the ability to adequately evaluate oneself according to the standard. 4. Development of the ability to recognize basic emotions - joy (sorrow), fear, good (bad) mood, etc., the ability to rejoice and be surprised in the process of communicating with people and objects of national culture. 5. Formation of the ability to convey one’s thoughts, impressions, and emotional mood through statements and drawings. 6. Development of the ability to independently select actions and positions. To develop the motivational and semantic component, we used methods of stimulating influence related to the content of educational material, methods and forms of teaching, visual and technical means training, didactic materials, and the personality of the teacher. As the ascertaining experiment showed, children who came to school had broad educational and cognitive motives associated with an understanding of the need to study at school. At the beginning of the first stage of the first stage, we carried out work on the formation of conscious interests. One method of organizing an educational discussion was that the teacher himself expressed an erroneous, but formally convincing point of view. At the same time, he knows that his authority is so great that one group of children will probably agree with him, and another, arguing with “like-minded teachers,” will be able to formulate their own position and hone their own argumentation. Ultimately, the dispute started by the teacher unfolded between two groups of children - those who agreed with the teacher and those who disagreed with him. Here is an example of the beginning of such a dispute: “You wrote the word strawberry, but I doubt something, but, unfortunately, I didn’t take a dictionary to class today,” says the teacher. - In my opinion, we should write either “strawberry”, because we find this berry on the ground, or “strawberry”, because it grows from the ground. It seems that I am checking correctly: with the help of cognate words. Do you agree that the words: strawberry, on the ground, from the ground are the same root? (Hears approval). Help me choose the best test. Anna K. (low level): But there is also a test word - earth. (She did not catch the error in reasoning, in the method of action. She sees the error in the result and tries to fight it, but not critically, using the teacher’s pseudologic). So, Anna and I offer three options for checking and writing the word. Who wants to defend the first option? Second? Third? Who wants to challenge all three proposals and offer their own? After the discussion, the children were divided into four groups. Among the “dissenters” (4 people) was Denis 3. (intermediate level): - I still don’t agree! You can't check like that! - Maxim V.: Why not? The words have the same root! “Of course, the words have the same root,” the teacher intervenes, seeing the children’s confusion in the face of the revealed contradiction. - By the way, what is the root of them? (And, the culmination of the discussion comes. Three, no, already ten children’s faces, illuminated by a guess.) - Denis 3. can’t stand it and exclaims: I turned out to be right! An unstressed vowel is not in the root; it cannot be checked using this rule. The development of cognitive interest in the content of the educational task was also facilitated by: novelty, entertaining presentation (interesting examples, experiments, facts), an unusual form of presenting the material, causing surprise to students, emotional speech of the teacher, didactic games, analysis of life situations, educational dialogue, etc. For example, it is particularly difficult for teachers to introduce children to sounds, because The idea of ​​sounds is most often absent in the child’s mind. How to organize goal setting in a lesson so that students become interested in this learning task, understand and accept it? Before “moving on to working with sounds, using the technique of G.A. Zuckerman, we developed and conducted a conversation at the beginning of the lesson that helps to create in children an idea of ​​sounds as the matter of language, based on an analysis of available life situations. Let's give a fragment of it. First, the teacher reminded the first-graders that everything that surrounds us is made of something: a table is made of wood, a house is made of brick, a notebook is made of paper, etc. “What “material” are words made of? Children (several people volunteered) answer which is from the letters. Having heard this, the teacher clarifies that written words are “made” of letters, and those that a person pronounces are “made” of something else. From what? Children make hypotheses. Among the many assumptions (“talking letters”, “living letters”), the correct version of Valera B. (low level) was recorded: “We pronounce sounds.” But the teacher did not consider it appropriate to accept it at this moment and discard others, because all children must understand what we are talking about. It was necessary to show that words do not consist of any sounds, but of the sounds of human speech. She turned to them: “Guys, so that you can answer my question, we will play a game with you. I will turn on the tape recorder, and you will guess what it is? There are many different sounds on the recording: the rumble of a car, the sound of the wind, the chirping of birds, footsteps, the sounds of human speech. The students enjoyed guessing them. When it came to human speech, almost all the children gave the correct answer to the main question - our speech and words consist of sounds. graduate work 2.1 Studying the level of independence of 1st grade students The problem of independent activity of a primary school student has its own rich history in theoretical coverage and the implementation of its main provisions in the practice of school work. On this basis, we planned and conducted an experiment, which took place on the basis of the State Educational Institution "Ordatsky Criminal Procedure School of the Secondary School of the Shklovsky District among 1st grade students. 16 students took part in the study. The purpose of the experiment: to study the level of independence as a personality quality of a junior schoolchild and its formation. The student's study program is not limited to observations and simple statements of facts. The complexity of the internal structure of any quality. The interrelation and interdependence of qualitative characteristics and the task of a holistic study of personality requires a set of methods that would ensure the acquisition of comprehensive knowledge about the child. The survey method, the “chart of education,” etc. successfully serve these purposes. The system of diagnostic techniques includes a set of research methods, on the basis of which conclusions are made about the state of development of quality and its characteristics. In our work, the dynamics of a schoolchild’s upbringing was assessed in different ways. Thus, when studying children’s ideas about the quality being formed, the method of surveying students was used. Target this method? identify children’s ideas about independence, independent people. After conducting the survey, the following data were obtained: 19% of students answered the question what independence is. 37% know what kind of person is called independent. When analyzing the third question, it is clear that 44% of the children in the class can be called independent. 37% of students consider themselves independent, but some find it difficult to answer the question why. To the fifth question, 44% of students answered that their independence is manifested in attending school (they go to school unaccompanied by their parents). During the survey, many students repeated the answers of their classmates, this is due to their imitation. It was difficult for the children to define the very concept of “independence” and why they consider themselves independent. This is due to their small ideas about the concept of independence, an independent person. Since all the leading qualities of a personality are connected together as components of its integral structure, it is better to diagnose the formation of independence against the background of a general diagnosis of the student’s upbringing, using cards of the student’s upbringing (Appendix 2). The education map of a junior schoolchild includes a list of leading personality qualities (collectivism, hard work, independence, honesty, curiosity, emotionality), which are assessed and formed at a given age, on the basis of which one can judge the child’s upbringing. The teacher fills out the card in consultation with the parents. The strength of a quality is assessed using a five-point system: 5 - the volitional quality is very strongly developed, 4 - highly developed, 3 - developed, 2 - very poorly developed, 1 - the volitional quality is not inherent in this subject. For each quality (criterion) a score is given depending on its manifestation. Then the arithmetic mean is calculated, resulting in each student receiving 6 grades. After the assessment, a summary card of education is compiled, in which the grades of all students in the class are entered. The results of the formation of the studied quality are presented in Appendix 3. Methodology "Unsolvable problem" Target: Identify the level of independence of students. Children were asked to solve a puzzle problem (first one that was easy to solve, and then one that was not). When deciding to observe the children and record the time: how many minutes they acted independently; when they asked for help; who did it right away; who tried to decide to the end; who, realizing that they could not decide, quit their jobs, etc. Based on the methodology, the following conclusions are drawn: 1) High level - schoolchildren worked independently and did not turn to the teacher for help; 2) Intermediate level - worked independently for 10-15 minutes, then asked for help; 3) Low level - realizing that they couldn’t solve it, they quit their job. After carrying out the technique, we received the following results: 19% of the children worked independently and did not turn to the teacher for help. They worked independently for 10 - 15 minutes, and then 45% of the students asked for help. 36% of the guys realized that they couldn’t solve it and quit their jobs. For clarity, the results of the methodology are reflected in Appendix 4. Self-esteem is a component of consciousness, which includes, along with knowledge about oneself, a person’s assessment of himself, his abilities, moral qualities and actions. True self-esteem presupposes a critical attitude towards oneself, constant measurement and correlation of one’s capabilities, actions, qualities and deeds with the demands made by life. In order to consider how primary school students assess their level of independence, we used the “Assessing one’s own independence” technique. The purpose of this technique is to determine the level of assessment of one’s own independence. To do this, the students were asked to redraw a five-step ladder, at the top of which supposedly stands the most independent person, and at the bottom the least independent one. It is specified what independence is and what kind of person can be called independent or dependent. Then the task is proposed: “And now you need to use a dot to indicate which step you are on.” The number of points scored is equal to the selected step number. At the same time, the teacher is asked to evaluate the manifestation of student independence on a five-point scale. If independence is always demonstrated in activities, it receives 5 points. Not always, but often enough - 4 points. Sometimes it manifests itself, sometimes it doesn’t - 3 points. Occurs rarely - 2 points. Doesn't appear at all - 1 point. Levels of independence are determined as follows: 5 points - high level, 4 points - medium-high, 3 points - average, 2 points - average-low, 1 point - low. After carrying out the “Assessing one’s own independence” technique, we compared the student’s choice with the teacher’s opinion to see how critically the students approached assessing their volitional quality. If the assessment of the student and the teacher coincides, we are talking about an adequate self-assessment of the quality being studied. If the assessment of a student’s volitional quality is higher than the teacher’s assessment, this indicates inadequate, inflated self-esteem. If the student rated the manifestation of volitional quality lower than the teacher, this indicates inadequate, low self-esteem. The results of the method are presented in table 2.1.1 Unmarked assessment as a way to develop educational independence in younger schoolchildren To confirm the hypothesis put forward, we conducted a confirmatory experiment from September 2009 to December 2011. 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