Organization of research activities of younger students. Formation of research skills in younger students Examples of methods for developing research skills in younger students

Important and perhaps the most difficult in the design and research activities is the diagnosis of the formation of UUD of younger schoolchildren. The teacher, involving the child in research activities, should be aimed at the result prescribed in the Federal State Educational Standard. And in order to see the results, the teacher needs not only to know the diagnostic methods, but also to be able to use them, to know their pros and cons, to use various methods in combination.

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Good afternoon, dear colleagues!

I present experience on the topic "Diagnostics of the formation of UUD of younger schoolchildren in the process of design and research activities"

In the context of the introduction and implementation of new educational standards in the education system, global changes have taken place: the previous value priorities, goals and objectives have been revised. pedagogical means. The modern school is focused on the formation of a broad scientific outlook, general cultural interests among students, the assertion in the minds of the priorities of universal values. Therefore, one of the main tasks of modern elementary school- creation of the necessary and full-fledged conditions for the personal development of each child and the formation of his active position. In this regard, there is a need to prepare elementary school students for such activities that teach them to think, predict and plan their actions, develop cognitive and emotional-volitional spheres, create conditions for independent activity and cooperation, and allow them to adequately evaluate their work. Therefore, at present, design and research methods of teaching have gained wide popularity, and design and research methods are becoming the most popular in a modern elementary school. activity.

Design and research activity is understood as a specially organized joint educational and cognitive activity of a teacher and students in the design of an individual or collective research, which involves:

1. Setting personally significant educational tasks;
2. Planning the course and methods of research within each stage;
3. Definition of expected results and products;
4. Deployment of activities to solve educational problems (initiatives);
5. Creation of a specific product;
6. Reflection on performance results.

Each stage in the organization of design and research activities involves the formation of certain universal actions that help the child organize the process of cognition independently.

Important and perhaps the most difficult in the design and research activities is the diagnosis of the formation of UUD of younger schoolchildren. The teacher, involving the child in research activities, should be aimed at the result prescribed in the Federal State Educational Standard. And in order to see the results, the teacher needs not only to know the diagnostic methods, but also to be able to use them, to know their pros and cons, to use various methods in combination.

1. Self-determination, motivation for learning activities.

We are starting the work of our circle "Young local historian-researcher".

I propose to speculate on the topic "Research".

What thoughts arise?

(Research is the search for truth, the knowledge of the unknown.)

What are the qualities of a true researcher? (observation, the ability to reason, ask questions, highlight the main thing ...)

Which of these qualities do you have?

What qualities do you want to develop in yourself?

What is needed for this?

1. Updating of basic knowledge.

Exercises for the researcher.

1. Tasks for developing the ability to see problems.

Task "Look at the world through someone else's eyes."

Continue the story by imagining yourself in the role

A) teachers

B) first grader

D) parent

Why are there different stories?

2. Development of skills to put forward hypotheses.

Task "Let's think together."

What is a hypothesis?

Key words for the hypothesis:

May be…. Suppose….

Let’s…. Maybe…. What if …..

III. Setting the goal of the lesson.

On the this stage class I ask the following questions:

What are the lessons about?

Read the topic of our lesson.

What is to be explored?

Define the problem

Object of study:

Subject of study:

Hypothesis:

As a rule, the subject of a child's study lies within the zone of proximal development of the child, and it is difficult for him to cope with the study without outside help, so it is quite difficult to determine the formation of elementary school student cognitive and regulatory UUD, since it is difficult to determine the degree of its independence in the study.

Researcher A.I. Savenkov, referring to diagnostics research skills, which, in his opinion, "can be successfully carried out in the course of observations", believes that when observing the behavior of children in situations requiring exploratory behavior, it is necessary to focus on the following criteria:

Ability to see problems;

The ability to ask questions;

The ability to put forward hypotheses;

Ability to define concepts;

Ability to classify;

Observation skills;

Experimental skills and abilities;

Ability to draw conclusions and inferences;

Ability to structure material;

Ability to explain, prove and defend your ideas.

You can also use questionnaires to identify the level of formation of research skills:

Degree of independence;

Interest in research activities;

The manifestation of creativity.

But here the result may be erroneous, since in tests the child will want to "embellish" reality. It is best to use all methods in combination.

Interpretation of the results of observations on the formation of research skills and abilities is based on the research of A.I. Savenkova, A.N. Poddyakova. They singled out 3 levels of formation of research skills and, accordingly, the formation of cognitive and regulatory UUD in younger students:

1st level: the student cannot independently see the problem, find solutions, but according to the instructions of the teacher, they can come to a solution to the problem.

2nd level: the student can independently find methods for solving the problem and come to the solution itself, but without the help of the teacher he cannot see the problem

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

It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And the task of the teacher is to bring the child to this level.

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

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

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

Insufficient ability to work with hypotheses;

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

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

The insufficiency of the activity approach and the acceptance of the educational task as external.

The concepts of "initial level of development" and "high level of development" are rather arbitrary, but they are necessary to indicate moments of attention to the learning stage. To provide and diagnose individual instrumental research skills, it is possible to designate the range of their development, which is presented in the booklet.

(Booklet) The range of development of research skills.

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

In order to determine the level of formation of research skills, students are offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test consists of 3 parts and is a series of tasks that simulate an educational study, so they must be performed in a strictly defined sequence.

Criteria-oriented test.

The children were given a test consisting of 3 parts:

Part 1 - allows you to identify the ability to deduce consequences;

Part 2 - the ability to find a problem;

Part 3 - the ability to imagine the consequences of events.

Test #1: Give complete and original answers:

1. What will happen if it rains non-stop?

2. What will happen if all animals start speaking with a human voice?

3. What will happen if all. mountains suddenly turn into sugar?

4. What happens if you grow wings?

5. What happens if the sun does not go below the horizon?

Test #2: State an unusual problem relating the two indicated

concepts. For example, a pair of beetle - chair. Problem: “The bug bought a chair. How will he get him home?

Compass is glue. Tit is a sister. Fly agaric - sofa. The teacher is the wind. The hat is a bee.

Test #3: Continue suggestions:

You can't shout loudly in the mountains because...

The birds started nesting because...

Swallows began to fly low over the ground because ...

In winter, trees form denser wood than in summer, because ...

The birds flew south because...

Evaluation: each successful answer is worth 1 point, the sum is calculated

points converted to percentages.

Criteria test results were:

The ability to draw conclusions

The ability to find a problem.

The ability to imagine the consequences of events.

According to the criteria allocatedlevels of development of research skillsfor younger students:

80-100% - high the level of development of research skills is characterized by the ability to deduce consequences, find a problem, and the ability to represent the consequences of events.

60-80% - medium the level of development of research skills is characterized by the fact that the child does not always see the problem, in some cases he cannot deduce a consequence and imagine the consequences of events.

Less than 60% - low the level of development of research skills is characterized by the fact that the child does not know how to see the problem, does not know how to deduce a consequence and present the consequences of events.

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

Results of the initial diagnostics of the development of research skills

	FI student	Consequences	Problems	Developments	% , level
	*****				67% - average

The next stage of the lesson:

IV. Conscious implementation of various actions to identify and master ways to solve educational problems.

Each group of ecologists received telegrams.

1. Ecological group of scientists "Earth" “There's rubbish all around! Help!" Remember why garbage appears. How to deal with it?
2. Ecological group of scientists “Water “The fish are dying! Help!" Remember why fish can die. How to save her?
3. Ecological group of scientists "Air" - “It's hard to breathe in the city! Help!" Remember why it is difficult to breathe in the city. How to keep clean air?
4. Ecological group of scientists “Animal world “The butterflies have disappeared from the meadow! Help ”Remember why butterflies can also disappear in the meadows. How to protect them?
5. Ecological group of scientists "Vegetable world"-“The flowers have disappeared from the meadow! Help ”Remember why the flowers in the meadows may disappear. How to protect them?

Solve an environmental problem and issue an environmental badge for your problem.

When performing this task, I diagnosethe ability of the child to be creative and inventive.For this purpose, you can conduct a creativity test by P. Torrance "Figured shape".

Target: this technique activates the activity of the imagination, revealing one of the skills - to see the whole before the parts. The child perceives the proposed test-figures as parts, details of any integrity and completes, reconstructs them. The task of drawing figures is one of the most popular in the study of the characteristics of the imagination and creative abilities of students.

Different approaches can be used to interpret the results:

Expert assessment (experts are students or teachers);

Method N.V. Shaidurova« Evaluation criteria and indicators of the level of artistic and creative development of younger children school age» , which indicates development indicators, by levels (high, medium, low)

(Booklet)

Indicators	Qualitative and quantitative characteristics of indicators by levels of development
	High level 3 points	Average level 2 points	Low level 1 point
Ability to correctly convey the spatial position of an object and its parts	Parts of the item are located correctly. Correctly conveys space in the drawing (close objects are lower on paper, distant ones are higher, front ones are larger than equal in size, but distant ones)	The location of the parts of the item is slightly distorted. There are errors in the image of space	Parts of the item are located incorrectly. Lack of image orientation.
Image Content Elaboration	Striving for the most complete disclosure of the plan. The child has a need to independently supplement the image with objects and details that are suitable in meaning (create a new combination of previously learned elements)	The child details the artistic image only at the request of an adult	The image is not detailed. There is no desire for a more complete disclosure of the idea
The emotionality of the created image, object, phenomenon	Vibrant emotional expression.	There are separate elements of emotional expressiveness	The image is devoid of emotional expressiveness
Independence and originality of the idea	Shows independence in choosing a plan. The content of the work is varied. The idea is original. Performs assignments independently	The idea is not distinguished by originality and independence. He turns to the teacher for help. The child, at the request of the teacher, completes the drawing with details	The idea is stereotypical. The child depicts separate, unrelated objects. Performs work as indicated by an adult, does not show initiative and independence.
The ability to reflect the plot in the drawing in accordance with the plan	The plot corresponds to the preliminary story about him.	Incomplete correspondence of the image to the preliminary story about it	Significant discrepancies between the image and the preliminary story about it
The level of development of the imagination	Able to experiment with strokes and spots, see an image in them and draw strokes to the image.	Partial experimentation. Sees the image, but draws only to the schematic image	The drawings are typical: the same figure proposed for drawing turns into the same image element (circle - "wheel")

Based on the criteria, three levels of development of skills and abilities were identified: high, medium, low.
High level (18 - 15 points): shows independence and creativity in the performance of tasks; high quality of work performed.

Average level (14 - 10 points): the child has difficulty creating drawings on the topic; with the help of a teacher, draws up drawings in a certain sequence and according to a model; shows little independence and creativity in the performance of tasks; satisfactory quality of work performed.
Low level (9 - 6 points): the child, with the help of the teacher, finds it difficult to create an image of objects; performs work inconsistently; does not show independence and creativity when performing tasks; poor quality of work performed.

At the Reflection stage I propose to answer the following questions:

Who do you think can be called a "good researcher"?

Name the qualities of a good researcher.

Can you be called a good researcher?

How are you different from a good researcher?

What do you need to be able to confidently say to yourself - "I am a good researcher"?

(Booklet)

This diagnosis of reflective self-assessment of educational activity is based on the methodology"A good student"

Target: revealing the reflexivity of self-assessment in educational activities.

Estimated UUDs:personal action of self-determination in relation to the standard of the social role "good student"; the regulatory action of evaluating one's learning activities.

Indicators and levels of reflective self-assessment:

The adequacy of highlighting the qualities of a good student(success, fulfillment of the norms of school life, positive relations with classmates and the teacher, interest in learning)

Levels:

1 - names only 1 area of ​​school life,

2 - names 2 spheres,

3 - names more than 2 spheres.

Adequate definition of the differences between I and a “good student”

Levels:

1 - names only academic performance,

2 - names academic performance + behavior,

3 - gives a description in several areas

Adequate definition of self-development tasks,the solution of which is necessary to fulfill the requirements of the role of "good student":

1 - no answer, 2 - names achievements; 3 - indicates the need for self-change and self-development.

I interpret the results of the study after each session.

From the foregoing, we can conclude that design and research activities contribute to the formation of UUD of younger students. In the process of work, children learn to think independently, acquire and apply knowledge, carefully consider decisions made and clearly plan actions, effectively cooperate in groups that are diverse in composition and profile, be open to new contacts and cultural ties,which is one of the criteria for achieving a high level of creative self-development and self-realization personality.

But to date, the criteria and levels of formation of research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing research skills of younger schoolchildren. This problem remains relevant and little studied.

Development of research skills in children

primary school age

Performed by Vinogradova Larisa Nikolaevna,

Primary school teacher

MOU " secondary school No. 5"

Torzhok 2011

Chapter I

The role of research skills in the development of the student's personality.

a) Research activities of younger students;

b) Problem-dialogical technology;

c) Development of research abilities of schoolchildren.

^ 1.2. Organization of research activities of younger students.

^ Chapter II Research work.

Research activity of junior schoolchildren is a condition for the development of spirituality, for the development of personality. It is necessary to develop the ability to look and see, observe.

Research activities should start at an early age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize

the importance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery.

Thus, the desire of the child to acquire new knowledge, on the one hand, and the urgent need for this knowledge, on the other hand, create fertile ground for the start of research activities precisely at primary school age.

One of their main features is observation, the ability to notice such minor details that an adult's eyes will not pay attention to.

Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, and tasks. A teacher who encourages research constantly asks the question: “What interesting thing did you notice here?”.

Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. For example, if it is necessary to record the air temperature every day at 7 am for a month, such children will wake up early on weekends, they are ready to give up an interesting trip if the continuation of observations is threatened because of it. Thus, self-sacrifice for the sake of science is characteristic not only of great scientists.

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

The next characteristic of the research activity of primary school students is the lack of knowledge, skills and abilities for the correct design of their research. Children of this age are not yet well developed skills writing. They do not know how to correctly compose texts, make spelling and stylistic errors.

Children need the help of adults - teachers, parents, high school students.

^ Problem-dialogic technology.

Great importance for the research activities of schoolchildren, it depends on what programs and textbooks the class uses, what technologies the teacher uses.

Within the framework of the educational system "School 2100" a problem-dialogic technology has been developed. Skillful and consistent application of this technology allows students to develop the desire for independent discovery of new knowledge, develops creativity, logical thinking, communication skills necessary for every person so that he can successfully express himself in modern reality.

The technology of problem-dialogical learning can be used in any program and in any subject, primarily in the lessons of learning new material. Most of the “discoveries” of new knowledge in grades 1-2 occur, in my opinion, in mathematics lessons. In the lessons of the Russian language, reading, the world around, the accumulation of knowledge occurs gradually, they seem to overlap each other, and it can be difficult to create a problem situation. In addition, it is not enough just to create a problem, it is important to find the right ways to find a solution to it. For me personally, this is the most difficult moment on which I am constantly working.

^ An example of a fragment of a Russian lesson with a problem statement and a search for a solution in grade 1.

The topic is "Why words that sound the same are written differently: with a small and a capital letter."

A moment of cleansing.

Vocabulary work. The game "Cryphers".

The word dog is encrypted:

Xokbacca

What can you name a dog? What nicknames do you know?

^ 3. Statement of the problem.

Write down a sentence from dictation: There is a ball on the porch.

Children write in notebooks, one student writes on the blackboard.

Raise your hand who wrote the same as on the board. Who wrote differently? What word? (The ball is in one case with a lowercase letter, in the other with a capital letter.)

Both options are written on the board.

Look, the same word is spelled differently. What question do you have?

What are we going to study today?

(Recognition when a word is capitalized and when it is small.)

Search for a solution.

Let's find out the meaning of the word ball. It could be:

A) a balloon

B) the name of the dog;

C) a round object.

Let's return to our proposal. What determines which letter we choose?

There are two pictures on the board: a balloon and a dog.

Look at the balloon picture. (Small letter.)

And now - on the picture with the dog. (Capital letter.)

What determines the choice of letter? (From the meaning of the word.)

^ Lesson of mathematics. Grade 2

Topic "Addition and subtraction two-digit numbers type 32+8".

Actualization.

Formulation of the problem.

Independent work. Run time -2 minutes.

7+5= 31+56= 8+62=

6+8= Look, the same word is written differently. in the other, with a capital.0 shoy letter. "I am at each other, and create a problematic 93+5= 81+9=

Who mastered all the expressions?

Who is having trouble?

How are the last two expressions different from the previous ones? What don't we know yet?

Who can name the topic of today's lesson? (Addition of single and double digit numbers, when the total is 10 units).

3. Search for a solution.

Group work. Each group receives a piece of paper with expressions 52 + 8 and 71 + 9 and offers everything possible ways solutions to these examples:

A) graphic models;

B) in a line as a sum of convenient terms;

B) in a column.

Each group explains their solutions (one person answers).

If there are erroneous versions, the solution is checked and the error is found.

Conclusion:

When added, you get 10 units. We write 0 in place of units, and increase the number of tens by one.

^ Development of research abilities of schoolchildren.

Teaching schoolchildren special knowledge, as well as developing their general skills and abilities necessary in research search, is one of the main practical tasks modern education.

General research skills include the ability to see problems, ask questions, hypothesize, define concepts, make observations and experiments, draw conclusions, work with text, prove and defend your ideas.

Exploratory behavior is one of the most important sources of a child's understanding of the world. In educational psychology and pedagogy there is a special term - "research learning". This is the name of the approach to learning, built on the basis of the child's desire for independent study of the environment. The main goal of research education is to develop the student's ability to independently, creatively master and rebuild new ways of activity in any area of ​​human culture.

The child is an explorer by nature.

^ Qualities of a researcher:

Curiosity;

The ability to see problems;

Originality of thinking;

High concentration of attention;

Excellent memory;

The ability to evaluate.

Various techniques can be used to form the foundations of a thinking culture in a child and develop the basic skills and abilities of exploratory behavior.

^ Development of the ability to see problems.

A problem is a difficulty, a complex issue, a task that needs to be resolved, i.e. actions aimed at investigating everything that is connected with this problem situation.

Finding a problem is hard work. Finding a problem is sometimes as difficult as solving it. The ability to see problems is an integral property of thinking. It develops over a long period of time in a variety of activities. In order to learn how to identify problems, it is necessary to master the ability to change one's own point of view, to look at the object of study from different angles. This will help with simple exercises.

- "Look at the world through someone else's eyes."

We read the unfinished story to the children:

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

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

- "Compose a story on behalf of another character."

Imagine that you became a table in a classroom for a while; a pebble on the road, an animal (domestic or wild); person of a certain profession.

Describe one day of this imaginary life.

This work can be done in writing by inviting children to write an essay, but oral stories also give a good effect.

- Make up a story using the given ending.

A) ... we never managed to go to the dacha.

B) ... the bell rang from the lesson, and Dima continued to stand at the blackboard.

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

“One theme, many stories.”

Think up and draw as many stories as possible on the same topic, for example: "Autumn", "City", "Forest".

^ 2. Development of the ability to put forward hypotheses.

A hypothesis is an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of searching for answers to one's own questions. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, it becomes a theory; if it is refuted, it turns into a false assumption.

Two methods of testing hypotheses are usually used - theoretical and empirical. The first is based on the logic and analysis of other theories in which this hypothesis was put forward. The empirical method involves observations and experiments. Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to see the problem in a different light, look at the situation from the other side.

When making assumptions, they usually use the words: maybe, suppose, suppose, perhaps, if, probably.

- "Let's think together."

How do birds know the way to the south?

Hypotheses:

a) Maybe the birds determine the way by the sun and stars.

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

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

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

E) Or maybe they have an internal compass - such as in an airplane or on a ship.

Circumstance exercise.

Under what conditions would each of these items be useful?

Can you think of conditions under which two or more of these items would be useful?

A desk, an oil field, a toy boat, an orange, a kettle, a mobile phone, a bouquet of daisies, a hunting dog.

Reverse exercise.

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

- "Find the possible cause of the event."

a) The grass in the yard turned yellow.

B) The fire helicopter circled over the forest all day.

C) The bear did not fall asleep in winter, but wandered through the forest.

^ Development of skills to ask questions.

In the process of research, as well as any knowledge, the question plays one of the key roles and is usually considered as a form of expression of the problem. Compared to the question, the problem has a more complex structure - figuratively speaking, it has more "voids" that need to be filled.

The question directs the child's thinking to the search for an answer, prompting the need for knowledge, introducing him to mental work. Questions can be divided into two groups:

Clarifying (direct or "whether" questions) - is it true that ...; whether it is necessary to create ...; should ... - can be simple and complex. A complex question consists of several simple ones, for example: Is it true that if a kitten refuses to eat and does not play, then he is sick?

Complementary (indefinite, indirect or "to" - questions) include the words: where, when, who, what, why, what. These questions can also be simple or complex. For example: Who, when, and where can build this house? - complex issue. It can easily be divided into three independent (simple) questions.

- "Find the mysterious word."

Children ask each other questions about the same subject, starting with the words what, how, why, what for. Mandatory rule: the question should not explicitly lead to an answer. For example, the question about an orange is not “What is this fruit?”, but “What is this object?”.

A more difficult version of this exercise is also possible. The host thinks of a word, but tells everyone only the first letter (sound). The others ask him questions, such as "Is that what's in the house?"; "Is this object orange?"; "Is this not an animal?"

The child who guessed the word answers "yes" or "no".

The game "Guess what was asked."

The student who came to the board is given several cards with questions. He, without reading the question aloud and without showing what is written on the card, loudly answers it. For example, the card says: "Do you like sports?" The child replies: "I love sports." The rest have to guess what the question was. Before completing the task, warn the children answering at the blackboard so that they do not repeat the question when answering.

Why do owls hunt at night?

What is the name of the birds that can repeat human speech?

Why do rivers flood in spring?

^ 4. Development of skills and experimentation skills.

Experiment (trial, experience) is the most important of the research methods and the most important method of cognition in most sciences. Experiment assumes that we actively influence what we explore. Any experiment involves carrying out any practical actions in order to verify and compare. However, there are also mental experiments, i.e. those that can only be carried out in the mind.

Thought experiment.

In the course of thought experiments, the child imagines each step of his imaginary action and can see the results of these actions more clearly. At the lesson of fine arts, in the course of drawing geometric bodies, the following experiment was carried out: “Are the shadows drawn correctly?”. The figure shows the sun and geometric bodies.

Are their shadows drawn correctly?

What shadow corresponds to each of the depicted geometric bodies?

- "We determine the buoyancy of objects."

Children choose ten different objects for research, for example: a saucer, a plasticine ball, a pebble, an apple, a wooden block, a teaspoon, a metal bolt, a plastic toy, a cardboard box.

The children then hypothesize which objects will float and which will sink. These hypotheses need to be tested. Children cannot always predict the behavior of objects such as an apple or plasticine in water; Moreover,

The saucer will float if gently lowered into the water, but if it

Water gets in, the saucer sinks.

After the first experiment is completed, we will continue the experiment.

Let's study floating objects.

Are they all light?

^ Organization of research activities of younger students.

Educational projects as a means of developing research skills of younger students.

In the educational system "Perspective elementary school" the technology of project activity will be applied. This allows the teacher to successfully manage the research activities of children. All textbooks and teaching aids are compiled in accordance with these technologies. In the classroom, conditions are created for children to independently discover new knowledge for themselves, learn to perform tasks in groups. Work on these textbooks maximizes the development in children of the qualities necessary for research activities. Among educational technologies that best meet new challenges, a special place is occupied by the method of projects. John Dewey and his student, W.H. Kilpatrick, are considered to be the developers of this method. The method was created during the period of economic restructuring in America, when it became clear that the fate of a person is in his own hands. In Russia, the project method is associated with the name of S.T. Shatsky. The first experimental station for public education of the People's Commissariat for Education of the RSFSR,

Led by S.T. Shatsky, it can serve as a unique example of the creation

Pedagogical system, in which a special place belongs to research activities. Not only the entire staff of the Experimental Station, but also schoolchildren were actively engaged in research activities.

First of all, students actively explored environment:

Socio-economic, physical and geographical.

The main idea of ​​the project method is that the education of schoolchildren should

To be built on an active basis, through cognitive activity, in accordance with the personal interest of the student in this particular knowledge. It is important to show children their personal interest in the acquired knowledge,

Which can and should be useful to them in life. The essence of the project method in

Next: to stimulate children's interest in certain problems through

Project activities that involve solving one or a number of problems, show the practical application of new knowledge. The project organizes creative activity schoolchildren, having internal motives for implementation. That is why this method is revealed as a unique learning tool. Unlike traditional pedagogical technologies based primarily on reproductive cognitive activity, the project method teaches children to set goals on their own and find means to achieve them, teaches responsibility for their actions.

Working on a project, the student is faced with both planned and unplanned situations. They force him to change something in his original plan, as a result, the student learns to work creatively.

And do not be afraid of difficulties. The project method is a technology for building any type of activity. It is known about the existence of different types of activity (intellectual-cognitive, value-oriented, socially useful, artistic, physical culture and sports, play, leisure). The personality of a student develops in all its forms, but a special place is occupied by educational and cognitive activity.

It is no coincidence that in recent years the issues of determining the essence of research in the educational process, the methods of their organization have been actively discussed.

Educational research activity is the activity of students associated with the solution of a creative, research problem with a previously unknown solution (in various fields of science, technology, art) and

Assuming the presence of the main stages of scientific research: problem statement, familiarization with the literature on this problem, mastery of the research methodology, collection of own material, its analysis, generalization and conclusions. It is important to understand that the goal of such activities is seen in the development of the student's personality, and not in obtaining new (scientific) knowledge.

Research of any kind is based on the curiosity of the younger student. Schoolboy working on research project,

He solves his own, personally significant, problem, so there is interest.

Interest is a concentration on a certain subject of thoughts, causing a desire to get to know it better, to penetrate deeper into it, not to lose sight of it (S.L. Rubinshtein).

Educational and research activities do not imply achievement

A certain predetermined result, which determines the possibility of immersion in creative activity and creating situations of success

(positive emotions).

“Everything that I know, I know why I need it and where and how I can

Apply knowledge” - this is the main thesis of the modern understanding of the project method.

The project method of teaching is a certain way organized search, research activity of students, individual or group, which provides not only the achievement of one or another result in the form of a specific practical output, but the organizational process of achieving this result with the obligatory presentation of these results.

Primary school is an important step not only in basic education, but is also the basis for the formation of the basics research culture. It is very important for the teacher not to miss this period and at the same time maintain the interest and ignite the enthusiasm of the children. Technology is of great help at the first stage of introducing children to research activities.

Project-based learning. The project-based learning method involves the process of developing and creating a project (prototype, prototype, proposed or possible object or state).

Project (lat) - thrown forward.

A set of documents, calculations;

Preliminary text of the document;

Idea, plan.

The main idea of ​​the project method:

Development of cognitive interests of students, the ability to independently construct their knowledge and navigate in the information space, develop critical thinking.

The structure of the activities of the teacher and student when using the project method

*Identifies the purpose of the activity

* Unlocks new knowledge

Experimenting

Chooses solutions

Active

Subject of learning

Takes responsibility for their activities

Teacher

*Reveals possible forms of work

Helps predict results

Creates conditions for student activity

Student partner

Helps to evaluate the result, identify shortcomings

Groups of skills that project activities have the greatest impact on:

Research;

Communicative;

Estimated;

Informational;

Presentation;

reflective;

Managerial

Research Skills

generate ideas;

choose the best solution;

Communication skills

Collaborate in the process

To help comrades and accept their help, to monitor the progress of joint work and direct it in the right direction, the ability to get out of

conflict situations.

Assessment Skills

Evaluate the course, the result of their activities and the activities of others.

Information Skills

Independently search for the necessary information;

structure information;

Save information.

Presentation Skills

Speak in front of an audience;

Answer unplanned questions;

Use a variety of visual aids;

Demonstrate artistic abilities.

Reflective Skills

Answer the questions: “What have I learned?”, “What do I need to learn?”;

Adequately choose your role in the collective business.

Managerial Skills

design the process;

Plan activities - time, resources;

To make decisions;

Assign responsibilities for group work.

Project theme

Selected from the content of educational subjects;

Close and understandable to children;

Located in their zone of proximal development.

Project duration

1-2 lessons;

1-2 weeks in the mode of lesson-extracurricular activities with the participation of parents.

Project types

Creative

Informational

fantastic

Research

Possible outcomes ("outputs")

Project activities of younger students

Abstract;

Album, newspaper, herbarium;

Magazine, folding book;

Costume, model, model, souvenir;

Holiday scenario;

Tutorial.

Project Success Criteria

The end result has been achieved.

An active team of project participants has been created, capable of continuing work in the future.

The result of the project can be used by another team.

Enjoy the activity itself.

Stages of work

Preparatory

Performing

final

I want to stop at creative project. Creativity is the ability of a person to create something new, original. Creativity favors

The development of observation, the ease of combining information retrieved from memory. Creativity depends not only on mental abilities, but also on certain character traits.

If in early age The creative process is best expressed in

Drawing is a favorite pastime for children of early school age, then for older students, literary creativity becomes the most characteristic. A child of early school age does not yet have either experience or skills, and therefore he must be taught literary creativity.

The main difficulty of younger students is that they cannot correctly express their opinion, understanding. One of the reasons for the inability to put your thought into words is a poor vocabulary. This is where the senior mentor-teacher should help. The task of the teacher is to expand, enrich the vocabulary of children, teach them to use language signs. The student himself must notice unfamiliar words in the text and make efforts to clarify their meanings, find expressions he likes - only with an interest in reading, with a general emotionally positive attitude towards working on a word, one can expect that this will affect the quality of children's speech. With the cultivation of interest in the word, we associate the success of teaching the skillful use of language means. Attentive attitude to the word develops the linguistic flair, the culture of speech of students, instills in them a love for their native language, and contributes to the education of a conscious reader.

The achievement of these goals is best facilitated by fairy tales, which have not only a cognitive and didactic charge, but also great artistic expressiveness. Younger students already in the process of primary reading show their sympathies and antipathies to the characters,

They sincerely rejoice that goodness and justice wins - this is the value of a fairy tale: modern literature cannot compare with the clarity of the moral assessment of a positive and negative hero. That's why I decided to do creative work on a fairy tale.

Conclusion.

The problem of choosing the necessary method of work has always arisen before teachers. But in the new conditions, we need new methods to organize the learning process in a new way, the relationship between the teacher and the student. Students today are different, and the role of the teacher should also be different.

How to activate the student, stimulating his natural curiosity, to motivate interest in the independent acquisition of new knowledge?

We need activity, group, game, role-playing, practice-oriented, problematic, reflective and other forms and methods of teaching.

No less important are project and research teaching technologies. Both methods are always focused on the independent activity of students (individual, pair, group), which they perform in the time allotted for this work (from a few minutes of a lesson to several weeks, and sometimes months).

Literature:

1. Arkadyeva A.V. Research activities of younger students.

Primary school plus Before and After, - 2005.-№2.

Goryachev A.V. Project activity in the educational system. Primary school plus Before and After. -2004.-№5.

3. Kravey T.N. Younger students are doing research.

Primary education.-2005.-№6.

4. Savenkov A.I. Methods of research teaching of younger schoolchildren. -M, : Ed. house "Fedorov", 2006.

Leontovich A.V. What is the difference between research and

Other types of creative activity. Head teacher. - 2001. - No. 1

Tasks for the development of research

skills and abilities of younger students

1. Tasks for developing the ability to see problems

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

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

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

An unfinished story is read to the children:

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

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

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

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

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

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

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

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

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

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

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

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

“…We never managed to get out.”

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

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

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

The task “How many values ​​does an object have.

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

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

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

Assignment “One topic - many plots”

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

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

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

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

Tasks for developing the ability to develop hypotheses.

Task “Let's think together”.

How do birds know the way to the south?

Hypotheses:

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

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

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

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

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

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

Why do trees bud in spring?

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

Why does an airplane leave a trail in the sky?

Circumstance exercise.

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

Oil deposit

toy boat

Orange

Mobile phone

Kettle

Bouquet of daisies

Hunting dog.

Reverse exercise.

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

Tasks like “Find the possible cause of the event”

- The bells are ringing.

- The grass in the yard turned yellow.

- A fire helicopter circled over the forest all day.

- Friends quarreled.

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

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

3. Tasks for developing the ability to ask questions

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

Questions can be divided into two groups:

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

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

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

Task "Find the mysterious word."

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

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

The game "Guess what was asked."

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

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

Why do owls hunt at night?

- Why commuter trains are called "electric trains"?

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

- Can people live without computers?

Why do rivers flood in spring?

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

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

For children to understand the importance of definitions, you can use the following task:

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

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

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

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

5. Tasks for the development of skills and experimentation skills

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

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

Thought experiment.

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

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

And here are some more problems for thought experiments:

What can be made from a piece of paper?

What will happen if everyone gets taller?

What does it take to feed all of humanity?

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

Experiments with real objects.

Experiment “Measuring the volume of a drop”.

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

Experiment "We determine the buoyancy of objects."

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

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

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

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

Development of research skills

in younger students.

Nobody's opinion is wrong...

Socrates

For a long time we have been taught that a child's education should be based on obedience, repetition and imitation. Methods of independent search for truth, based on the analysis and synthesis of various points of view, own observations and experiments, were almost completely excluded. The new time dictates new tasks, forcing us to actually move from calls for the development of the intellectual and creative potential of the child's personality to real actions. One of the most effective steps in this direction is the active use of research methods in education.

The child is an explorer by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information about the world are traditionally considered as essential features child behavior. Research, search activity is the natural state of the child, he is tuned to the knowledge of the world. It is this behavior that creates the conditions for the mental development of the child to initially unfold as a process of self-development.

The desire of the child to independently explore the world around him is genetically predetermined. If this activity of the baby is not counteracted, if it is not stopped by numerous “don’t”, “don’t touch”, “it’s too early for you to know about it”, then with age this need for research evolves, the range of objects of children’s research expands significantly.

A child prone to exploratory behavior will not rely only on the knowledge that is given to him in the course of traditional education, he will actively explore the world acquiring, along with new information for himself, the experience of a creator-discoverer. Research skills are especially valuable in that they create a reliable foundation for the gradual transformation of learning and development processes into processes of a higher order - self-learning and self-development, which is very important at the present stage.

The child's own research activity should be considered, first of all, as one of the main directions for the development of creative abilities. There are many ways to develop a child's creative abilities, but one's own research practice is undoubtedly one of the most effective. The skills and abilities of research, independent creative comprehension of the truth, obtained in children's games and in special classes, are easily inculcated and transferred in the future to all types of activities.

No less important is another circumstance - as special psychological experiments show, the most valuable and durable knowledge is not that which is learned by learning, but that which is obtained independently, in the course of one's own creative research. Experts in the field of the psychology of thinking have long noticed such a feature: the mental activity of a scientist making an epoch-making discovery, and the mental activity of a child learning something new, are identical in their internal “mechanics”. But the most important thing is that it is much easier for a child to learn new things, acting like a scientist (conducting his own research, conducting experiments, etc.), than to receive knowledge obtained by someone in a “ready-made form”.

What are research skills?

There is no unambiguous definition of research skills that satisfies everyone, this is natural, and this is usually the case with complex mental phenomena. However, it should be noted that the discrepancies are not so great. Research skills consider:

1. How to search for information;
2. As skills aimed at reducing the excitement caused by uncertainty.

We, in this context, consider research skills as skills aimed at studying an object, which is based on a mental need for search activity, and research training as a type of training built on the foundation of research skills.

The idea that a child's interest in learning largely depends on the content of education is hardly in doubt. Therefore, this problem is traditionally not just studied by pedagogy and educational psychology, but occupies one of the central places in these sciences. Why does the learning process turn into a heavy duty, difficult, unattractive work? And for teachers and parents, this is also hard, very burdensome work. Scientists have found a simple answer to this question: it is necessary to take into account the "nature" of the child, she herself is focused on the knowledge of the environment. Properly constructed training should be carried out without coercion.

At primary school age, it is important to form the instrumental skills and skills of logical and creative thinking necessary in solving research problems. These include skills:

1. see problems;
2. To ask questions;
3. put forward hypotheses;
4. Give definitions to concepts;
5. classify;
6. Observe;
7. Conduct experiments;
8. Draw conclusions and conclusions;
9. Structure the material;
10. Prove and defend your ideas.

A key technological element in the development of research skills isheuristic educational situation -a situation of activating ignorance, the purpose of which is the birth of a personaleducational product(ideas, problems, hypotheses, versions, text). The methodology for developing research skills is based onopen taskswhich do not have unequivocal "correct" answers. Almost any element of research activity can be expressed in the form of an open task, for example: offer a version of the origin of the alphabet, explain the graphic form of numbers, compose a proverb, establish the origin of an object, investigate a phenomenon (for example, snowfall). The results obtained by students turn out to be individual, they are diverse and differ in the degree of creative self-expression.

A positive result in the development of research skills is also given by the technology of teaching children with signs of giftedness. One of the strategies of this technology is "exploratory learning". The main feature of this approach is to activate learning, giving it an exploratory, creative character, and thus transfer the initiative to the student in organizing his development. The independent research practice of children is traditionally regarded as the most important factor in the development of creative abilities.

The question of how to teach children of primary school age the special knowledge and skills necessary in research search, as well as the methods of processing the received materials, is not simple and is practically not considered in the special pedagogical literature. And we don't like to teach this to our children. Programs and methods of this type of training in finished form cannot be found. But I solve these tasks and problems in the course of other classes, in particular the classes of the "Little Explorer" circle. Classes are held in game form. But I offer tasks for children of a heuristic nature, for example: Find the cause of the event using a question (“The children made two snowmen from the snow. One melted in a day, the second stood until the end of winter. Why do you think this happened?”). Children offer their own solutions to the problem, prove their point of view. Circumstance exercises, under what conditions would each of these items be useful? (tree branch, phone, doll, fruit, racing car, samovar, drum)

Children attending the circle have a higher level of logical and creative thinking. They are able to see problems, formulate questions competently enough, observe, compare, to a large extent draw conclusions and conclusions.

(Give examples of tasks for developing the ability to see problems)

(pp. 106, 108).

If we want the processes of development and self-development of the personality of a junior schoolchild to go intensively, we need to stimulate his research activity, support in the child a thirst for new experiences, curiosity, the desire to experiment, to independently seek the truth. Naturally, support alone is not enough. The child must be taught special knowledge, skills and abilities of research activities.

The task of adults is to help in the conduct of children's research, to make it useful and safe for the child and his environment.

Research article on the topic:

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

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

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

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

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

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

Show younger students phenomena that contradict their existing ideas;

Encourage students to express their assumptions, guesses;

Provide an opportunity to test these assumptions;

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

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

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

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

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

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

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

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

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

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

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

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

Used Books:

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

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

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

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

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