Проблемні ситуації на уроках природознавства в початковій школі як засіб активізації розумової діяльності учнів
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2013
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Анотація
У статті розкриваються особливості проблемно-пошукової діяльності молодших школярів при створенні проблемних ситуацій на уроках природознавства. Встановлено, що успішна реалізація проблемного навчання безпосередньо пов’язана із здійсненням педагогічно-доцільного керівництва учнівським пізнанням. Збільшення позитивної та зменшення негативної дії проблемних ситуацій у навчальній діяльності учнів досягається завдяки різнобічному врахуванню залежностей, що існують між компонентами проблемної ситуації та провідними характеристиками в розвитку учня як особистості.
The article discovers special features of problematic-searching activities of junior pupils in the process of creating problematic situations at Nature Study lessons. It is found out that successful implementation of the problem-based learning is directly related to the implementation of appropriate educational management of pupils’ knowledge. The increase in the positive and reduce in the negative impact of problematic situations in the pupils’ learning activities is achieved through versatile accounting relationships that exist between the components of the problematic situation and the leading characteristics in the development of the pupil as an individual. Problem learning is considered to be a technology of developing education aimed at pupils’ active receiving knowledge, forming techniques of research cognitive activity, involving in the scientific research, creativity, upbringing of socially important personality traits. Problematic education is based on the design of creative educational tasks, enabling the educational process and increase the overall activity of pupils. It forms cognitive orientation of the personality, promotes the development of psychological attitude to overcoming cognitive difficulties. The pupil receives new knowledge not in the finished form, but as a result of his mental labour. It is his own discovery, a product of his mental activity, however, there is a need to take such steps that would bring closer the problem to the apprentice, that is, steps, after which the pupil would accept the problem as his own. The problematic situation can be caused by different types of tasks. The problems caused by the theoretical problematic tasks require explanation or prediction of certain events, processes or actions. In this case, the formulation of the theoretical task should be preceded by a demonstration, description, or a message of the necessary facts. The problematic situation created with the help of practical tasks arises due to the fact that there is a task that cannot be performed by the student. The impossibility of its implementation with the help of famous disciple methods causes the problem situation, the centerpiece of which becomes a requirement in the new unknown mode of action, in a new regularity. Creation of problem situations at the lessons of Nature Study can be also implemented through the use of experiments.
The article discovers special features of problematic-searching activities of junior pupils in the process of creating problematic situations at Nature Study lessons. It is found out that successful implementation of the problem-based learning is directly related to the implementation of appropriate educational management of pupils’ knowledge. The increase in the positive and reduce in the negative impact of problematic situations in the pupils’ learning activities is achieved through versatile accounting relationships that exist between the components of the problematic situation and the leading characteristics in the development of the pupil as an individual. Problem learning is considered to be a technology of developing education aimed at pupils’ active receiving knowledge, forming techniques of research cognitive activity, involving in the scientific research, creativity, upbringing of socially important personality traits. Problematic education is based on the design of creative educational tasks, enabling the educational process and increase the overall activity of pupils. It forms cognitive orientation of the personality, promotes the development of psychological attitude to overcoming cognitive difficulties. The pupil receives new knowledge not in the finished form, but as a result of his mental labour. It is his own discovery, a product of his mental activity, however, there is a need to take such steps that would bring closer the problem to the apprentice, that is, steps, after which the pupil would accept the problem as his own. The problematic situation can be caused by different types of tasks. The problems caused by the theoretical problematic tasks require explanation or prediction of certain events, processes or actions. In this case, the formulation of the theoretical task should be preceded by a demonstration, description, or a message of the necessary facts. The problematic situation created with the help of practical tasks arises due to the fact that there is a task that cannot be performed by the student. The impossibility of its implementation with the help of famous disciple methods causes the problem situation, the centerpiece of which becomes a requirement in the new unknown mode of action, in a new regularity. Creation of problem situations at the lessons of Nature Study can be also implemented through the use of experiments.
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Ключові слова
проблемна ситуація, природознавство, початкова школа, розумова діяльність, розвиток мислення, проблемне навчання, проблема, навчальний матеріал, problematic situation, Nature Study, primary school, primary school, mental activity, development of thinking, problematic learning, problem, learning material
Бібліографічний опис
Волохата, К. М. Проблемні ситуації на уроках природознавства в початковій школі як засіб активізації розумової діяльності учнів [Текст] / К. М. Волохата // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 92–101.