Formation of research skills in younger students. Organization of research activities of younger students Research skills of younger students
Library
materials
Content
Introduction…………………………………………………………………………...3
Chapter 1 junior schoolchildren
research skills in the process of studying
"The world around"……………………………………………………………….6
1.1 The essence of research activities ……………………………….6
1.2 Criteria and stages of formation research skills junior
schoolchildren……………………………………………………………………....10
1.3 Pedagogical conditions for the organization of the study of junior
schoolchildren in the process of studying the world around…………………..……15
Chapter 2
research activities of younger students in the process of studying
“The World Around”…………………………………………………………………………………………………………………………………………………………………………25
2.1 Studying the level of formation of research skills
activities of younger students…………………………………………...25
activities in the process of studying the "World around"………………..….30
Conclusion………………………………………………………………………….35
List of used literature………………………………………..….37
Introduction
The relevance of the topic we have chosen: “The formation of research skills in younger students in the process of studying the world around us” is due to the fact that rapidly changing conditions of reality make us reconsider the role and importance of research abilities in human life. In the 21st century, it becomes more and more obvious that the skills and abilities of research search are required not only for those whose activities are related to scientific work, but for all people. Universal research abilities, among which the most significant are the ability to quickly navigate the situation, creatively approach problem solving, the ability to find and analyze information, allow a person to actively act, transform and create. The foundations for their development are already laid in preschool age, which is characterized by a special sensitivity to the assimilation of the surrounding reality and the activity of a preschooler - exploratory, cognitive, research.
With great interest, children participate in research work, showing curiosity and a desire to experiment. Spontaneously manifested search activity of a child in specially organized conditions can lead to the appearance of a mental neoplasm called research abilities.
The problem of research abilities was updated in the works of I.P. Pavlov on the study of orienting-exploratory reactions. His work revealed the essence of the orienting-exploratory reflex, its significance in the life of man and animals.
Russian psychology has accumulated rich experience in the study and formation of orienting research activities. This problem was developed by P.Ya. Galperin, A.V. Zaporozhets, N.N. Poddyakov, V.P. Zinchenko. The works of these scientists made it possible to reveal the essence, structure, patterns of flow, as well as the significance of orienting research activities for the cognitive development of the child.
The problem of determination, structure, age characteristics of research behavior is reflected in the works of domestic (Poddyakov A.N., Rotenberg VS, Savenkov A.I.) and foreign (Berline D., Hutt K., Klar D., Fay A. and Dunbar K ., Schaubl JI and Glazer R., Voss G. and Heller K. and others) scientists. The listed works allow answering the question about the psychological essence of research activity and behavior, the features of their determination by external and internal conditions, the role of research behavior in cognitive development person. Part of the work is devoted to the study of the issue of mental properties and qualities necessary for the successful implementation of research activities.
The research problem lies in the need for scientific substantiation of the process of formation of the skills of research activities in younger students in the process of studying the world around them.
The relevance and insufficient elaboration of this problem determined the choice of the research topic - "Formation of the skills of research activities in younger students in the process of studying the world around us."
The object of the research is the research activity of junior schoolchildren.
The subject of the research is the process of formation of the skills of research activities in junior schoolchildren in the process of studying the "World Around".
The purpose of the study is to consider the formation of research skills in junior schoolchildren in the process of studying the "World Around".
The research hypothesis is based on the assumption that the formation of research skills in younger students in the process of studying the "World Around" will be more effective if:
A comprehensive formation of all research skills will be carried out, taking into account the individual development of the child.
In accordance with the purpose and hypothesis, the following research tasks were set:
1. To identify the essential characteristics of the research activity of younger students, to determine the criteria and levels of formation of this personal education in younger students.
2. To substantiate the model of the process of formation of the skills of research activity in junior schoolchildren.
3. To develop and experimentally test a system of pedagogical conditions for the formation of the skills of research activity in younger students in the process of studying the "World Around".
The structure of the work consists of an introduction, a theoretical part, an experimental study, a conclusion and a list of references.
Chapter 1
1.1 Essence of research activity
As A.N. Poddyakov, research, in contrast to spontaneous forms of cognition of the surrounding world, is based on the norm of activity - the scientific method. Its implementation involves the awareness and fixation of the purpose of the study, the means of research (methodology, approaches, methods, techniques), the orientation of the study to the reproducibility of the result.
The purpose of research activity is always to obtain new knowledge about our world - this is its fundamental difference from educational, educational and cognitive activities: research always involves the discovery of a certain problem, a certain contradiction, a white spot that needs to be studied and explained, therefore it begins with a cognitive needs, search motivation. New knowledge can be both private and general in nature. This is either a pattern, or knowledge about a detail, about its place in a particular pattern.
By definition, N.A. Yakimova, research activity is “a specific human activity, which is regulated by the consciousness and activity of the individual, is aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality. and attainability of the goal. Definition specific ways and means of action, through the formulation of the problem, the isolation of the object of study, the conduct of the experiment, the description and explanation of the facts obtained in the experiment, the creation of a hypothesis (theory), the prediction and verification of the knowledge gained, determine the specifics and essence of this activity.
A. I. Savenkov, emphasizing that the foundation of exploratory behavior is the mental need for search activity in an uncertain situation, gives a different definition: “Research activity should be considered as a special type of intellectual and creative activity generated as a result of the functioning of search activity mechanisms and built based on exploratory behavior. It logically includes motivating factors (search activity) of exploratory behavior and mechanisms for its implementation.
In its essence, research activity involves an active cognitive position associated with periodic and prolonged internal search, deeply meaningful and creative processing of information of a scientific nature, the work of thought processes in a special mode of analytical and prognostic properties, action through “trial and error”, insight, personal and personal discoveries! In this it differs from heuristic and problem-based learning, being in close relationship with them and one group of educational technologies.
According to N.A. Semenov, the approach of research activity as a personal property requires its analysis from different points of view:
The need-motivational side, which implies that a person has his own activity in cognition,
An internal initiative that encourages search for a new,
Operational-technical, implying that the subject has certain skills to perform a particular activity.
Unlike design, research activity should initially be freer, more flexible, and there can be much more room for improvisation. But at the same time, research training should resemble scientific research as much as possible, and, therefore, meet at least three conditions:
Strive to define and express the quality of the unknown with the help of the known;
By all means measure everything that can be measured, if possible, show the numerical ratio of what is being studied to what is known;
Always determine the place of what is being studied in the system of the known.
As N.Yu. Rumyantsev, the study assumes the presence of the main stages:
Formulation of the problem;
The study of the theory devoted to this issue;
Selection of research methods;
Collection of material, its analysis and generalization;
Scientific commentary;
own conclusions.
According to the same author, the main difference between educational project-research activity and scientific activity is that, as a result, its students do not produce new knowledge, but acquire research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and a personal position is activated.
ON THE. Razagatova considers it important to understand the following points for the development of the child's exploratory behavior:
The research initiative can be manifested either by an individual child or a group of children (here you can observe reactions, interest, ways of action, how two children agree among themselves, distribute goals and means, what strategies of joint research are used)
Scientists distinguish the following groups of motives for the research initiative: “disinterested” cognitive activity, practical, educational, motives for introducing diversity into monotonous conditions that cause boredom.
At the same time, it is important to understand that the result of the implementation of these motives (respectively) will be: cognition, regardless of the solution of utilitarian practical tasks, the achievement of a specific utilitarian significant result, the focus of the subject on the acquisition of experience, changing the mood of the child.
The factor that triggers the process of research initiative is, according to the observations and conclusions of many psychologists (L.I. Bozhovich, M.I. Lisina, etc.), subjective uncertainty: the object, the situation, which manifests itself in novelty, complexity, collective conflict or inconsistency of the information received .
Psychologists refer to the means of exploratory behavior available to the child: analyzers (visual research, auditory, tactile, gustatory, etc.), natural and artificial tools; ( technical means observations, etc.); other subjects; internal mental means of exploratory behavior: instinctive programs (inborn oriented exploratory reactions); experience of the research behavior of a particular person.
According to the use of speech in exploratory behavior, verbal and non-verbal exploratory behavior are distinguished.
Knowledge questions include:
a) questions of identification (what is it? who is it?)
b) questions of classification and definitions (for example, what does this or that word mean)
c) questions about the facts and properties of things and phenomena (about quality and quantity, about time and place, about belonging, etc.)
d) questions of explanation and argumentation.
2) Socio-communicative issues include:
a) questions about intentions and activities (what will you do now?)
b) evaluation questions (what is good and what is bad?)
c) questions of confirmation and seeking help
d) rhetorical questions
e) questions of indefinite meaning.
According to the nature of motor activity, locomotive (I observe from the side, I observe moving relative to the object of study) and manipulative (what I can do with it, I study by changing the position of the object in my hands) examination.
The conditions of research behavior include physical conditions (literally, the possibility or impossibility of carrying out one or another action), social (at the macro level, society as a whole encourages certain types of research and prohibits others, determines the goals of the most important research, sets requirements for results, etc. .).
1.2 Criteria and stages of formation of research skills of younger students
According to A.I. Savenkov, three levels can be distinguished in the organization of research training:
First: the teacher himself poses the problem and outlines solutions, the student himself has to find the solution;
Second: the teacher poses a problem, but the ways and methods of solving it, as well as the solution itself, the student has to find on his own;
Third (highest): the students themselves pose the problem, look for ways to solve it and find the solution itself.
Research can be classified in different ways:
By the number of participants (collective, group, individual);
At the venue (class and extracurricular);
By time (short-term and long-term);
By topic (subject or free),
On the problem (mastering the program material; deeper mastering of the material studied in the lesson; questions not included in the curriculum).
The teacher determines the level, form, time of research depending on the age of the students and specific pedagogical tasks. The formation of research activities, as a rule, takes place in several stages.
The first stage corresponds to the first grade of elementary school. The tasks of enriching the research experience of first-graders include:
Maintaining the research activity of schoolchildren based on existing ideas;
Development of skills to raise questions, make assumptions, observe, make subject models;
Formation of initial ideas about the activities of the researcher.
To solve problems, the following methods and methods of activity are used: in lesson activities - a collective educational dialogue, examination of objects, creation of problem situations, reading-examination, collective modeling; in extracurricular activities - games, activities, a joint determination of his own interests with the child, individual drawing up of schemes, the implementation of models from various materials, excursions, exhibitions of children's works.
The second stage - the second grade of primary school - is focused on:
To acquire new ideas about the features of the researcher's activity;
On the development of skills to determine the topic of research, analyze, compare, formulate conclusions, draw up research results;
To support the initiative, activity and independence of schoolchildren.
As A. Bogoyavlenskaya notes, the inclusion of younger students in educational and research activities is carried out through the creation of a research situation through educational and research tasks and tasks and the recognition of the value of joint experience. At this stage, the following methods and methods of activity are used: in lesson activities - educational discussion, observations according to the plan, stories of children and teachers, mini-research; in extracurricular activities - excursions, individual compilation of models and diagrams, mini-reports, role-playing games, experiments.
The third stage corresponds to the third and fourth grades of elementary school. At this stage of education, the focus should be on enriching the research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods, understanding the logic of research and developing research skills. Compared to the previous stages of education, the complexity of the activity consists in increasing the complexity of educational and research tasks, in reorienting the educational process towards setting and solving educational and research problems by schoolchildren themselves, in the development and awareness of reasoning, generalizations and conclusions.
As noted by L.A. Tysko, taking into account the characteristics of this stage, the corresponding methods and methods of schoolchildren's activities are distinguished: mini-research, research lessons, collective implementation and defense of research work, observation, questioning, experiment, and others. Throughout the entire stage, the enrichment of the research experience of schoolchildren based on individual achievements is also ensured. In addition to lesson teaching and research activities, it is necessary to actively use the possibilities of extracurricular forms of organization of research. It can be various extra-curricular activities in subjects, as well as home studies of schoolchildren. Homework is optional for children, they are done at their own request. The main thing is that the results of the children's work must be presented and commented on by the teacher or the children themselves (show, exhibition). At the same time, it is not necessary to require the student to tell in detail about how he conducted the research, but it is important to emphasize the child’s desire to complete the work, to note only the positive aspects. This provides stimulation and support for the research activity of the child.
Analysis of research activity from the standpoint of the general theory of activity allowed us to identify the following components of students' research activity primary school :
1. The goals of students' research activities may be related to the establishment of the empirical properties of the objects under study; studying the history of their origin and development; specific data about the object under study based on a wide range of information; identifying the possibilities of the object under study (real and invented by children), etc.
2. The need-motivational basis of children's research activities includes social and cognitive motives. Broad social motives are the desire to be a responsible student, to fulfill one's duties; narrow - praise for success in research activities, approval in the team, diversifying one's activities; motives for cooperation - the desire for interaction in the process of research with a certain group of students or a student, cooperation with a teacher or parents. To cognitive motives, we attributed the motive of obtaining new knowledge as a result of the study; specific practical result (product), mastery of research skills; motives of self-education - the use of acquired knowledge and skills for self-education.
3. Subjects of research activity: elementary school student, a group of students, the whole class, student-student pairs, student-parent, student-teacher.
4. The objects of research activity of primary school students can be objects of living and inanimate nature; artificial objects; social objects (a person, groups of people, human societies; fantastic objects (fairy tale characters).
5. The means of research activities of schoolchildren can be internal (cognitive abilities and acquired knowledge and skills of research activities) and external (sources of information, tools).
6. The process of research activity includes the following stages: choice of topic; setting the goal and objectives of the study; study planning and method selection; searching for information, conducting experiments, surveys, creating graphs and diagrams; formulation of conclusions, presentation of results, analysis of their activities and self-assessment.
7. The results of the research activities of younger students are the following: the formation of cognitive motives, knowledge subjectively new to the student; a new way of doing things; research skills.
A.I. Savenkov more specifically defined research skills and fully described the blocks that characterize research thinking.
Indicators of the formation of research activity:
Ability to see the problem
Ability to formulate and ask questions;
The ability to put forward hypotheses;
Ability to draw conclusions and inferences;
Ability to prove and defend your ideas;
Ability to work independently during research phases.
Criteria for the formation of research activities:
Independence.
Completeness and logic of the answer.
Correctness of conclusions and formulations.
What indicators are important, and what should be the evaluation parameters?
First, any activity depends on the attitude of the subject to it. Thus, it is important to be able to assess the attitude of children to research activities, which is assessed by the degree of interest, activity in the process of activity.
Secondly, the process of the child's work during the study becomes important. Consequently, it is not the achieved result that is evaluated, but its process, the way the child thinks, reasons.
It should be noted that the highlighted skills are not quantitative, but qualitative indicators.
1.3 Pedagogical conditions for organizing the study of younger students in the process of studying the "World around"
Primary science education, having in Russian school deep and strong traditions and a rich arsenal of practical experience, in last years is undergoing a major upgrade. Due to the urgency of this problem, there is no single approach to its implementation. There are various programs and methods of teaching natural history, which take into account the issues of environmental education and upbringing. The “Programme and Methodological Materials of the Elementary School” (1999) offers programs of several authors, where the traditional course of natural history is considered under various titles. Let's analyze some of them.
The priority goal of modern primary education is the development of the personality of the child. This goal is achieved through the humanization of the learning process, through the creation of the potential for sustainable development of the child.
The program "World and Man" by A.A. Vakhrusheva, A.S. Rautean (1999) is a new integrative science course for elementary school, which includes the study of some of the foundations of human life and humanity. It is provided for studying the subjects "Introduction to the outside world" and "Natural history". The aim of the course is to teach the younger student to understand the world around him.
The main idea of the first class is the student's relationship with the whole world around him; the second class is devoted to language geographical maps that introduce us to our big home - planet Earth; the third class shows the role of life and living organisms in maintaining order on our planet; the fourth grade is dedicated to man and his place on Earth. Since the main problems of humanity in the 21st century will be environmental ones, the course "Peace and Man" has been developed from an environmental standpoint.
The system of training courses called "Green House" was developed by A.A. Pleshakov (1999). This is a system of training courses with an environmental focus, the development of which began more than ten years ago at the Institute of General Education of the Ministry of Education of the Russian Federation. Already in those years, the main goal of the project was clearly defined - the creation of conditions for the formation of the foundations of environmental consciousness in primary schoolchildren, which is necessary modern man, which is in an extremely difficult relationship with the natural environment.
At present, the "Green House" is an integral system of training courses that provides familiarization of younger students with the outside world, their natural science and environmental education.
System Features:
Addresses continuity issues associated with a child's transition from preschool to primary education and from primary to learning natural sciences in the middle link;
It includes both basic and optional courses, which allows you to better take into account the interests and abilities of children.
At the first stage of training, younger students get acquainted with the outside world. At the same time, elements of environmental knowledge are constantly present in the course, but they are not isolated, but organically integrated into the general content, including natural and social aspects. Such an approach, in my opinion, meets both the cognitive needs of children and the tasks of environmental education, since it is aimed at students' awareness of the diversity and unity of the world, the place and role of man in it. The educational material is presented with content lines: nature, life of the city and the countryside, health and safety, communication, initial geographical representations.
In subsequent classes, children study "Natural History". This traditional elementary school subject has been radically updated within the framework of the Green House. In essence, its modern ecological version has been rebuilt, based on the emotional responsiveness, curiosity inherent in younger students and, at the same time, the ability to acquire certain theoretical knowledge. The course is based on the ideas of the diversity of nature, its ecological integrity, the unity of nature and man. In the third grade, these ideas are revealed in the process of studying natural components (air, water, soil, plants, animals, and so on.), And in the fourth grade, when studying the nature of Russia and the native land.
The training course "The World Around Us" ("The World Around Us") (author A.A. Pleshakov) is taught in grades 1-4 of a four-year elementary school.
The course "The World Around Us" has an ecological orientation, which is determined by the special relevance of environmental education in modern conditions.
The training course "The World Around Us" is of a personality-developing nature. Its goal is to educate a humane, creative, socially active person who respects and carefully treats his environment, the natural and cultural heritage of mankind.
The priority task of the course is to form in the student's mind a value-colored image of the world around him as his own home and common to all people, to all living things. On this basis, the child develops a modern ecologically oriented picture of the world, develops a sense of belonging to the life of nature and society, and forms the personal qualities of a cultured person - kindness, tolerance, responsibility.
Among the most important tasks of the course are the cultivation of love for one's city (village), for one's Motherland, the formation of experience in environmentally and ethically sound behavior in the natural and social environment, the development of interest in knowing oneself and the world around, preparing for the study of natural sciences and social science disciplines in basic school.
The content of the course covers a very wide range of issues: from elementary rules of personal hygiene to knowledge about our planet, about the countries and peoples of the world. At the same time, man, nature and society are considered in their inseparable, organic unity.
Content selection training course"The World Around Us" was carried out on the basis of the following leading ideas:
1. The idea of the diversity of the world.
2. The idea of ecological integrity of the world.
3. The idea of respect for the world.
Diversity as a form of existence of the world clearly manifests itself in both the natural and social spheres. Based on the integration of natural science, geographical, historical information, a vivid picture of reality is built in the course, reflecting the diversity of nature and culture, types of human activity, countries and peoples. In accordance with the environmental focus of the course Special attention is given to the acquaintance of junior schoolchildren with natural diversity, considering it both as an independent value and as a condition without which the existence of a person is impossible, the satisfaction of his material and spiritual needs.
The method of teaching the course "The World Around Us" is based on a problem-searching approach that ensures the implementation of the developmental tasks of the subject. At the same time, a variety of methods and forms of training are used with the use of a system of tools that make up a single educational and methodological set. Students observe natural phenomena and public life, perform practical work and experiments, including research, various creative tasks. Didactic and role-playing games, educational dialogues, modeling of objects and phenomena of the surrounding world are held. Excursions and educational walks, meetings with people of various professions, organization of feasible practical activities for environmental protection and other forms of work that ensure direct interaction of the child with the outside world are important for the successful solution of the objectives of the course. Classes can be held not only in the classroom, but also on the street, in the forest, park, museum, etc.
In accordance with the general orientation of the course and the named leading ideas, in the implementation of the program, we attach special importance to new types of student activities for the practice of elementary school, which include:
1. Recognition of natural objects with the help of a key atlas specially designed for elementary school.
2. Modeling of ecological relations with the help of graphical and dynamic schemes (models).
3. Ecological and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.
The world around as an academic subject carries a great developmental potential: children form the prerequisites for a scientific worldview, their cognitive interests and abilities; conditions for self-knowledge and self-development of the child are created. The knowledge formed within the framework of this academic subject has a deep personal meaning and is closely related to the practical life of a younger student.
The features of the content of this academic subject are: the integrated nature of the presentation of natural science and social science knowledge, special attention to the expansion of sensory experience and practical activities of schoolchildren, the presence of content that ensures the formation of general educational skills, skills and methods of activity; opportunity to intersubject communications with other primary school subjects. Subject"The World Around" makes a significant contribution to the formation of the information culture of younger students; they master various ways of obtaining information, use algorithms, models, schemes, etc.
According to N.A. Semenov, research activity in primary school age is in its infancy, which determines its specific features:
Taking into account the poor experience of the younger schoolchild in research activities, not only children's research, but also special classes in the formation of relevant skills play a significant role in the organization of research activities;
The specificity of the research activity of younger students also lies in its multisubjectivity. In addition to the student and his supervisor, the subjects of activity are the parents, without the support and help of which the research activities of younger students are much more difficult.
Based on these sources, as well as an analysis of the educational practice of elementary school, the following pedagogical conditions formation of research skills of younger students in the process of studying the "World around":
1. Taking into account the age and individual characteristics of children: the use of adequate teaching methods; adaptation of concepts related to research activities to the age of students; availability of forms and methods of research, compliance of research topics with age characteristics and personal interests of younger students. Research should be feasible, interesting and meaningful for the child, useful for his personal development. An individual approach makes it possible to take into account the abilities, capabilities, interests, pace of work of each student, to regulate the assistance of an adult provided in the process of educational research.
2. The motivation of students' research activity is realized by creating situations of practical and intellectual difficulties in classroom and extracurricular activities, actualizing the need for new knowledge, expanding the range of students' interests, informing them of knowledge about research activities and its significance for a person. It is necessary to help students see the meaning of their creative research activity, its possibilities in the realization of their own abilities, in self-development and self-improvement, and understand the value of research activity.
3. The activity of a teacher who implements the position of the organizer of educational and research activities. The teacher must have knowledge of research activities, be involved in cooperation and co-creation, have creative potential for organizing the process of educational research that is appropriate for the age and interests of children, create a creative educational environment by organizing search, encouraging creative undertakings and actions of children, using creative research tasks, productive teaching methods, creating opportunities for self-realization of students, for the manifestation of their independence and initiative.
It is important for the teacher to provide purposefulness and systematic development of the research skills of younger students. A significant role in this is played by the technology of organizing research activities, according to which research classes are built using game, research, problem and heuristic teaching methods.
Conditions for the effectiveness of research activities in the process of studying the "World Around":
1. The student must want to do research. The teacher should also want this (to conduct this particular study). If the direction, the topic is not of interest to at least one of the two interacting parties, the study will not work.
2. The student must be able to do this. But, first of all, the teacher should be able to do this. How can you manage research activities if you do not imagine the entire structure of the work, do not know the methodology, and cannot determine the directions of detail? To perform the work, the student must already have certain competencies.
During the development of a particular topic in the study of the "World around", the student significantly expands his horizons, improves such skills as taking notes of the material, highlighting the main and secondary, analyzing the selected facts, preparing independent reasoned conclusions. This work significantly affects the development of speech, thinking, memory of children. Just writing a study is not enough, it needs to be presented and defended by answering the questions of listeners and opponents. And this requires a good knowledge of the material, fluency in speech and a fairly high speed of thinking.
According to N.A. Semenov, the cooperation of the leader and the student when writing the work should be expressed not only in revealing the abilities of the children, orienting them to knowledge as a value, but also in the development of the personality of the teacher himself, who is able to effectively use the human resources entrusted to him. Engaging in research activities allows you to expand the horizons of both the student and the leader.
The next stage of work is the analysis and design of scientific research. Conclusions are made in accordance with the goal and objectives. They should be clear and understandable even to a non-specialist. It's no secret that the correct evaluation of research results is one of the most difficult and at the same time important tasks. It is important to teach children to solve the set tasks to the end, to bring any started business to its logical conclusion.
Teaching research in the study of the "World Around" begins from the first grade through excursions, observations, experiments, conversations. During excursions, students admire the beauties of nature, listen to its sounds, see the diversity of the natural environment, learn a lot of interesting and instructive things about the laws of nature. Such a direct perception of nature develops the interest of younger students in its study, fosters love for their native land. Part educational material during the excursion it is studied according to the leading principle and is further used in the lessons of the surrounding world. Knowledge is not given by the teacher in finished form, but is obtained by the independent efforts of children, and then refined and consolidated in the classroom. On excursions, students easily establish causal relationships between animate and inanimate nature. Joint activities of students are carried out in small groups, each of which has a leader, student researchers and a student who records the results of observations. Such work contributes to the development of collectivism, the formation of responsibility for one's own work and the group as a whole.
After such excursions, the children are offered creative tasks: arrange a herbarium from autumn leaves, collect and present a collection of fruits, make crafts from the collected natural material, find additional material and write an essay on any plant, write an essay by a naturalist-researcher.
Chapter Conclusions:
Thus, we define the educational and research activities of younger students as a specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness.
The skills necessary for solving research problems include: see problems; ask questions; put forward hypotheses; define concepts; classify; observe; experiment; structure the material obtained during the study; draw conclusions and conclusions; prove and defend their ideas.
Research activity at primary school age is at the stage of formation, which determines its specific features:
The inclusion of a younger student in research activities is based on the cognitive interest most inherent in this age;
Given the poor own experience of a junior schoolchild in research activities;
The research skills that are formed in the process of research activity are an integral part of the general educational skills that students need for successful learning activities.
Chapter 2
2.1 Studying the level of formation of the skills of research activities of younger students
The purpose of the experimental part of the work is to identify the level of formation of the research activity of younger students.
The purpose of the pilot study allowed us to set specific tasks:
1. Choice of experimental research methodology.
2. Carrying out a stating experiment.
3. Quantitative and qualitative analysis of the obtained data.
The theoretical study we conducted allowed us to identify the criteria and levels of research activity of younger students and give them a qualitative description.
We took the following research skills of younger schoolchildren as the basis of the experimental study:
See the problem
To ask questions,
Ability to set goals
put forward hypotheses
Classify according to different criteria
- formulate conclusions and inferences,
Independence in conducting research.
Based on the selected criteria and indicators, we determined the levels of formation of research skills.
Table 1. Indicators, criteria and levels of formation of research skills of younger students
Indicators and criteria
Research skill levels
High level
Average level
Low level
1. Identification of the problem (finds a contradiction, formulates the problem).
Sees the problem on his own
Sometimes on my own, but more often with the help of a teacher.
Does not see independently, accepts the problem suggested by the teacher, does not show activity in its independent search.
2. Formulating questions.
Formulates questions.
Formulates questions.
With the help of a teacher.
3. Goal-setting and purposefulness (sets the goal of the study, searches for an effective solution to the problem).
Independently (in a group). Shows strong-willed and intellectual efforts (builds diagrams, drawings, explains).
With the help of a teacher. Shows strong-willed and intellectual efforts (builds diagrams, drawings, explains).
With the help of a teacher.
4. Promotion of hypotheses and problem solving.
Actively makes assumptions, hypotheses (many, original), offers various solutions (several options).
Puts forward hypotheses, often with the help of a teacher, offers one solution.
With the help of a teacher.
5. Ability to describe phenomena, processes.
Full, logical description.
Not quite a complete, logical description.
With the help of a teacher.
6. Formulation of conclusions and conclusions.
Formulates in speech whether the result is achieved or not, notices the correspondence or inconsistency of the result obtained with the hypothesis, draws conclusions.
Can formulate conclusions independently or on leading questions, argues his judgments and uses evidence with the help of an adult.
Difficulty in speech formulations, does not see mistakes, does not know how to discuss the result.
7. The degree of independence in the conduct of the study.
Independently poses a problem, finds a method for solving it and implements it.
The teacher poses a problem, the child independently seeks a method to solve it.
The teacher poses a problem, outlines a method for solving it, the child searches with significant help from an adult.
Number of points
18-21 points
11-17 points
0-10 points
In order to diagnose the level of development of research skills, a test developed by us was carried out, which includes 3 subtests:
1 test - allows you to identify the ability to deduce consequences,
2 test - the ability to find a problem,
3 test - the ability to imagine the consequences of events.
Instruction #1: Give as complete and original answers as possible:
1. “What will happen if it rains non-stop?”
2. "What would happen if all the animals started to speak with a human voice?"
3. "What happens if all the mountains suddenly turn into sugar?"
4. "What happens if you grow wings?"
5. "What happens if the sun doesn't go below the horizon?"
Instruction #2: Put an unusual problem linking 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.
Instruction #3: Continue the sentences:
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...
Table 2 presents an assessment of the results of the study.
Table 2 - Evaluation of research skills of younger students
F.I.
Highlighting a problem
Formulation of questions.
Goal setting and purposefulness
Hypotheses and problem solving.
Ability to describe phenomena, processes
Formulation of conclusions and conclusions
Degree of independence
Total points
Rice. 2.1. Levels of research skills of younger students
According to the results of the study, only three students
Consider the methodology of organization environmental studies conducted with students of the 3rd grade of a secondary school.
Research topic: The ecological state of the school and the school grounds.
Hypothesis of the study: Favorable environmental conditions have a positive effect on the development of intellectual and physical abilities of a person, on the preservation of his health.
In the conditions of an industrial city, not a single educational institution can declare complete environmental well-being. Schoolchildren have little idea of the ecological state of the urban environment, but every literate person needs to know in what environmental conditions he studies, works, lives.
Our school is located in the Industrial District of the city, where industrial enterprises and highways are concentrated.
Purpose of the study: To determine the ecological state of the school territory.
Stages of the study: 1) determine the level of air pollution inside the school building; 2) establish the level of air pollution in the school area; 3) clarify the density of landscaping in the school area; 4) determine the degree of traffic intensity on the highway located next to the school.
Introduction
We are all passengers of the same ship named "Earth", which means there is simply nowhere to transfer from it. That is why all the inhabitants must work together to save their common home...
characteristic feature modern city is the deterioration of the ecological situation.
The high population density, the development of industry and the abundance of transport in cities adversely affect the conditions of human life: air, soil and water pollution occurs, the noise background increases, stress loads increase. All this negatively affects the health of the urban population, a significant part of which are schoolchildren.
Knowing the conditions in which they live and study is important.
Research part
Determining the level of air pollution inside the school building
Research instructions:
1. Smear Vaseline on strips of white cardboard paper.
2. Attach strips of paper in the classroom, in the doctor's office, director's office, in the teacher's room, canteen, corridor, gym, locker room (sign the strips).
3. After 4-5 days, look at the strips of paper through a magnifying glass.
4. Explain what particles are visible on the strips. Where did they come from? Which cabinet has the fewest particles?
5. Draw conclusions: how these particles of dirt and dust affect the health of the student and teacher; Is it possible to ensure the cleanliness of the school premises?
After studying the level of air pollution, younger students found that the doctor's and director's offices were the cleanest. The children explained this by frequent wet cleaning and a small number of visits. The average level of pollution was noted in the classroom, in the teacher's room and in the canteen, which is explained by the twice (per day) cleaning of these rooms and the availability of changeable shoes for visitors. The locker room, the gymnasium and the corridor of the school turned out to be the dirtiest. The children explained this by the heavy workload of these premises and the dirty shoes of those who go there. Thus, schoolchildren came to the conclusion that it is not safe to be in dirty classrooms and school premises, since dust settles on the walls of a person’s lungs and causes various diseases, therefore, more thorough cleaning is needed in all rooms, and you need to go to classes in changeable shoes. After the research, the children independently began to monitor the presence of a second shoe for all schoolchildren and began to conduct “cleanliness raids” at school.
Establishing the level of air pollution in the school area
Research instructions:
1. Describe the location of the school in the neighborhood. Determine how far it is from highways, enterprises, shops.
According to sanitary and hygiene standards, there should be at least 25 m from the school boundaries to the road, 50 m to shops and enterprises, and at least 10 m to residential buildings. Does the location of your school comply with these standards?
2. Study the degree of dust content in the air in various places in the school area. To do this: a) collect the leaves of plants in different areas; compare their contaminated surfaces; b) collect snow in different areas, melt it; compare the degree of water pollution.
Draw conclusions.
Results and conclusions:
Studies have shown that from the main entrance of the school to the highway is about 21 m, residential buildings are located almost close to the school site, shops are at a distance of about 30 m.
Thus, the location of the school does not meet sanitary standards in almost all respects.
According to the second point of the study, it was found: a) in autumn, the leaves of the trees are most polluted near the main entrance to the school, the least dusty behind the school, i.e. in that part of the school site, which is removed from the highway;
b) in winter, the melted snow was equally dirty in all corners of the school site.
Schoolchildren cannot change this situation, so it was concluded that on weekends it is necessary for the whole family to travel outside the school and the city to ecologically clean corners of nature to improve their health.
Clarification of the density of landscaping in the school area
Research instructions:
1. Count the number of trees and shrubs growing in the school area. Determine how many plants per student.
2. It is known that one medium-sized tree in 24 hours restores as much oxygen as is necessary for the breathing of three people. Are there enough trees on the school grounds to restore oxygen to the air?
Results and conclusions:
There are 78 trees and shrubs growing on the school grounds; Approximately 600 people study and work at the school. For a given number of people, 200 woody plants are needed to fully restore the consumed oxygen. This means that our school has only 39% of the required level of landscaping, which is significantly insufficient, and this adversely affects the health of students, because plants have a healing effect: their coolness, harmony of sounds and colors, a variety of smells calm the nervous system, reduce stressful situations. The children came to the conclusion that additional landscaping of the school is needed. In the spring of the same school year students of the class planted 5 birch seedlings in the school area.
Determining the degree of traffic intensity on the highway near the school
Research instructions:
1. Count the number and types of traffic passing on the highway near your school. Observations are carried out three times a day for 15 minutes at the same time: at 10.00, at 14.00, at 17.00. Record the results in a table.
2. On average, each car emits 3.5–4 kg of carbon monoxide, soot, and toxic substances per day. Calculate how much dirt is thrown out per day by cars passing near your school.
Results and conclusions:
Observations were carried out in the autumn-winter period 2–3 times a month on Metallurgov Street. The averaged data was entered into the table:
On average, it turned out that in 15 minutes about 244 cars pass along the highway next to the school. With such traffic intensity, it is difficult even for an adult to cross the road, and school students have to cross it quite often.
A high load on the highway is observed during the entire working
days from 7.00 to 21.00, i.e. 14 hours, or 840 minutes. On average, about 3420 +/- 300 cars pass along Metallurgov Street per day (244 cars x 14 hours = 3,416 cars). Considering that the car rushes along this section of the road for about one minute, when calculating, we find out that almost 20 kg of carbon monoxide, nitrogen oxides, sulfur, soot , highly toxic substances. For the year, the amount of emissions is approximately 5 tons 850 kg. The results horrified the students.
Summing up, we conclude that the traffic intensity near the school is high, making it difficult for students to move to and from school. During the year, motor vehicles emit about 6 tons of harmful impurities into the atmosphere, which aggravates the ecological situation of the school microdistrict, so the city has a need to transfer internal combustion engines to more environmentally friendly ones.
Based on the foregoing, it can be argued that the environmental situation of the school and its school site is unfavorable, it negatively affects the health of the younger generation, which means that schoolchildren should be more careful about the available plantings, take part in the "green landing".
Conclusion
The skills that are formed in the process of teaching and research activities are an integral part of the general educational skills that students need for successful learning.
To the skills necessary for solving research problems, A.I. Savenkov relates: to see problems; ask questions; put forward hypotheses; define concepts; classify; observe; experiment; structure the material obtained during the study; draw conclusions and conclusions; prove and defend their ideas.
The research skills he singled out relate to the general learning skills that students need in their educational activities, on their basis this activity is carried out and optimized.
Teaching and research activity (UIA) at primary school age is at the stage of formation, which determines its specific features:
The inclusion of a younger student in the UID is based on the cognitive interest most inherent in this age;
Considering the junior schoolchild's poor personal experience in research activities, not only children's research, but also special classes in the formation of relevant skills play a significant role in the organization of educational activities;
In addition to the student and his supervisor (teacher), the subjects of activity are parents, without whose support and help the classes of younger students of the UID are much more difficult.
As shown pilot study, only three schoolchildren (Anya I., Katya Sh. and Lesha Ya.) independently see the problem, formulate questions, actively express assumptions, hypotheses (many, original), offer various solutions (several options), draw conclusions. Children independently pose a problem, find a method for solving it and implement it.
The majority of schoolchildren (55%) do not see the problem on their own, do not show activity in its independent search. The teacher poses a problem, outlines a method for solving it, children carry out a search with significant help from an adult.
An analysis of the data obtained convinced us that the level of development of research skills among younger students, especially such a component as the representation of the consequences of events and the ability to name a problem, is very low.
The formation of research skills in younger students in the process of studying the "World Around" will be more effective if:
The acquisition of search and research skills in elementary school will take place in stages, with subsequent complication of activities and an increase in the share of independence in research, discovery of new,
A comprehensive formation of all research skills will be carried out, taking into account the individual development of the child.
List of used literature
Bogoyavlenskaya, A. Kids go to science [Text] / A. Bogoyavlenskaya // Practical journal for teachers and school administration.-2006.-№1. - S.26-31.
Gafitulin, M.S. Project "Researcher". Methodology for organizing research activities of students [Text] / M.S. Gafitulin // Pedagogical technique. 2005. - No. 3. - P.21-26.
Dolgushina, N. Organization of research activities of younger schoolchildren [Text] /N.Dolgushina//Primary School (September 1st). - 2006. - No. 10. - p.8
Brief Psychological Dictionary / Under the general editorship of N.V. Petrovsky, M.G. Yaroshevsky. M.: Politizdat, 1985.- P.13.
Experience in organizing research activities of schoolchildren: "Small Academy of Sciences" / ed. - comp. G. I. Osipova. - Volgograd: Teacher, 2007.
Poddyakov, A. N. Research behavior. Cognition strategies, help, counteraction, conflict [Text] / A. N. Poddyakov. – M.: Enlightenment, 2000. – P.45.
Razagatova, N.A. Research activity of junior schoolchildren… Is this possible? [Text] /N.A.Razagatova// To school together. Edition for parents. Ed. house "Agni": Samara, 2007. - 88 p.
Razagatova, N.A. Research activity of younger schoolchildren as a health-saving technology [Text] / N. Razagatova / / Education and psychological health. Sat. scientific tr. / Ed. T.N. Klyueva. - Samara: Publishing group of the State Educational Institution "Regional Sociological Center", 2006. - 128 p. - S. - 39-44.
Razagatova, N.A. The research method of teaching and its application in elementary school [Text] / N.A. Razagatova / / Postgraduate Bulletin of the OGPU, 2007.- No. 6. - P. 116-123.
Razagatova, N.A. History and trends in the development of educational and research activities of schoolchildren [Text] / N.A. Razagatova // Proceedings of the Samara Scientific Center of the Russian Academy of Sciences. Special issue " Actual problems Humanitarian Research”, 2006. - Volume 1. - P 32-40.
Razagatova, N.A. Methodology for organizing educational and research activities of younger schoolchildren [Text] / N.A. Razagatova / / Competence-oriented education: from idea to school practice. Materials of regional scientific-practical seminars. Author's team. Under the general editorship of Ph.D. Polushkina L.I. - Samara: OOO Abris, 2006. - 158 p.
Razagatova, N.A. Involvement of younger schoolchildren in educational and research activities (on the example of Samara) [Text] / N.A. Razagatova, S.E. Dzhadzha / / Proceedings of the Samara Scientific Center of the Russian Academy of Sciences, 2006. - No. 3.- - P. - 223 -230.
Rumyantseva, N.Yu. Organization of educational and research activities of junior schoolchildren [Text] / N.Yu. Rumyantseva. – M.: Enlightenment, 2001. – P.34.
Savenkov, A.I. The content and organization of research education of schoolchildren [Text] / AI Savenkov. - M .: "September", 2003. - P. 204
Savenkov, A. I. Psychological foundations of the research approach to learning [Text] / A. I. Savenkov. – M.: Enlightenment, 2006.- 434 p.
Semenova N.A. The evolution of didactic ideas about research activities in domestic pedagogical theory and practice [Text] /N.A. Savenkov// Materials of the international scientific and practical conference "Modernization of education and advanced training" (Tomsk, November 26-27). Volume 2. - Tomsk, 2003. -S.191-195.
Semenova, N.A. Aspects of the organization of research activities in elementary school [Text] / N.A. Semenova / / International scientific and practical conference " Humanities Studies and their role in the development teacher education» (November 4-5, 2002): Proceedings of Conf. In 2 volumes.-V.1.: Tomsk: Publishing House of TSPU, 2004.- P.58-61.
Semenova, N.A. Research activities of students [Text] / N.A. Semenova / / Primary school. - 2006. - No. 2.-P.45-49.
Semenova, N.A. The place of research activity of younger schoolchildren in the modern educational process [Text] / N.A. Semenova// Preschool and primary education in the 21st century. Theory and methods: Proceedings of the regional scientific-practical conference dedicated to the 100th anniversary of TSPU and the 25th anniversary of the primary school faculty. - Tomsk: TSPU Publishing House, 2002.- P.59-62.
Semenova, N.A. Organization of research activities in elementary school [Text] / N.A. Semenova / / VI All-Russian Interuniversity Conference of Students, Postgraduates and Young Scientists “Science and Education” .- Tomsk: TSPU Publishing House, 2002.- P.40.
Semenova, N.A. Conditions for the development of research skills of schoolchildren [Text] / N.A. Semenova / / Materials of the international scientific-practical conference "Modernization of education and advanced training" (Tomsk, November 26-27). Volume 2. - Tomsk, 2003.- S. 188-191
Find material for any lesson,
The development of research skills of younger students is carried out in 4 stages, which corresponds to 4 years of study in primary school.
Stage 1 - corresponds to 1 class. AI Savenkov believes that the development of research skills should begin with training, which is propaedeutics for conducting research in subsequent classes.
In the 1st grade in the lessons it is possible to include tasks aimed at analysis, synthesis, classification, comparison, generalization. In order to enhance the cognitive research activity of students, it is recommended to use: riddles, puzzles, charades, joke tasks, logical tasks and tasks for the development of creative abilities; game moments related to the introduction of fairy-tale characters into the course of the lesson (help ask a question, study, consider, investigate, describe, etc.).
At stage 2 - in grade 2, work is carried out in the following areas:
1. Acquaintance with the theoretical concepts of research activities such as: research, problem, goals, objectives, hypothesis, methods.
2. Implementation of collective research according to a specific plan (observing all stages), on various topics.
3. Problem and search methods, work with dictionaries and other sources of information are used in various lessons.
4. In the classroom, tasks are offered aimed at identifying various properties and actions of objects, a variety of objects, drawing up a sequence of actions; comparison of objects and sets of objects are offered logical tasks. Observation training continues.
At stage 3 - in grade 3:
1. Students continue to be introduced to research theory.
2. Collective research is carried out on a given topic.
3. Students carry out independent short-term research using their existing knowledge and skills.
At stage 4 - in grade 4:
1. Much attention is paid to the ability to work with the source of information, with the information itself, process texts, present the result of one's work in the form of a text, diagram, model.
2. An independent long-term study is being prepared and conducted on topics of interest to students.
For the development of students' research skills, the teacher needs to create conditions that would meet the goal. In the methodology of primary education, the following are distinguished:
1. Purposefulness and systematic. Work on the development of research skills should take place both in class and in extracurricular activities.
2. Motivation. Students should see the meaning of their creative independent activity so that they can realize their talents, abilities and opportunities.
3. Accounting for age characteristics. Research should be feasible, interesting, exciting and useful. All stages of research work should be based on an accessible level for a younger student.
4. Psychological comfort. The teacher should give every child the opportunity to believe in himself, to prove himself with better side, to support, if something does not work out, to help, to cheer.
5. The personality of the teacher. In order for research work to be effective, a highly educated teacher is needed, who is creative in his work, striving for a new, progressive one.
6. Creative environment. The teacher contributes to the creation of a creative, working atmosphere. Teaching students research work is designed to provide the following aspects:
The possibility of mastering research methods and their use in the study of topics of any subjects of the school course;
The possibility of developing interests in certain school disciplines and the process of cognition of the surrounding world and reality in general;
Possibility of applying the acquired knowledge and skills in the implementation of their own ideas and interests.
When organizing educational activities, the teacher should work on the formation of the following skills:
1. Ability to organize your work (workplace organization, work planning).
2. Skills and knowledge of a research nature (choosing a research topic, planning research stages, searching for information, selecting methods for solving a problem).
3. Ability to work with information sources (Internet, dictionaries, encyclopedias, scientific articles, children's newspapers and magazines, school textbooks, TV shows, movies and cartoons, etc.)
4. Ability to present the results of your creative work fulfillment of the requirements for the speech of the speaker, competent construction of the speech, design of works (projects) in handwritten, printed, electronic, artistic or other versions).
Research activities at the initial level can be organized by the teacher episodically or fragmentarily at a certain stage of the lesson, designed for the entire lesson or long-term research using existing knowledge and skills.
Thus, in the process of conducting research, children develop theoretical knowledge and practical skills.
Forms of work:
Individual approach in the classroom, the use of elements of differentiated learning in practice, conducting non-standard forms of lessons;
Additional classes with gifted children in subjects;
Participation in school and district Olympiads;
Project activities of students;
Visiting the circle "I am a researcher", extra-curricular activities;
contests, Mind games, quiz.
For the development of research skills in younger students, they can be offered the following forms works:
Training. Special classes for the acquisition by students of special knowledge and the development of their skills and abilities of research search.
Research practice. Conducting independent research by students and their implementation of creative projects.
Monitoring. The content and organization of activities necessary to assess and manage the process of solving the problems of research education (mini-courses, conferences, defense of research papers and creative projects, etc.).
During the training for the development of research abilities, students should acquire special knowledge, skills and abilities of research search. These include the knowledge, skills and abilities of:
see problems;
Ask questions;
put forward hypotheses;
Define concepts;
classify;
Observe;
Conduct experiments;
Make inferences and conclusions;
Structure the material;
Prepare texts of own reports;
Explain, prove and defend your cases.
Introduction
The concept of "research skills", their essence in primary school age
Features of the development of a younger student and the impact on research skills
Methods for diagnosing research skills of younger students
From work experience elementary school teachers diagnostics of research skills of junior schoolchildren
Conclusion
List of sources used
Introduction
In an era when the individual is in the first place, both in the social and educational space, it is necessary to create favorable conditions for its implementation. It is assumed that the educational process at school should be aimed at achieving a level of education of students that would be sufficient for independent creative solution of worldview problems of a theoretical or applied nature. Learning activities are not given in a finished form. When the child comes to school, she is not there yet. Learning activities must be formed. Just as a person must be able to work, he must be able to learn. Extremely important issue is the ability to learn. The first difficulty lies in the fact that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. The motive is gradually lost, and the desire to learn from the child fades away. The learning process should be built in such a way that its motive is connected with its own, internal content of the subject of assimilation.
The achievement of this goal is associated with the organization of educational activities with a research focus. With the advent of the new standard, the primary school teacher has to deal with the research activities of younger students more often. Therefore, it is important to have a complete understanding of this type of activity.
Quite a lot of research is devoted to the problems of studying the research skills of younger schoolchildren today, their analysis allows us to conclude that the research activity of younger schoolchildren is a creative activity aimed at comprehending the world around us, discovering new knowledge and methods of activity for children. It provides conditions for the development of their value, intellectual and creative potential, is a means of their activation, the formation of interest in the material being studied, allows the formation of subject and general skills. Research data (L.P. Vinogradova, A.V. Leontovich, A.N. Poddyakov, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at the initial stage of school education.
Equally important is the diagnosis of the research skills of a younger student. The teacher, involving the child in research activities, should be focused on the result, on those skills that are prescribed in the GEF IEO. And in order to find out the results, the teacher needs not only to know the diagnostic methods, but also to be able to use them, to know the pros and cons of each method, to use various methods in combination.
The urgency of the problem led to the choice of the topic of scientific and methodological work: to study in a theoretical aspect the problem of diagnosing the research skills of younger students.
In the study, we set the following tasks:
.To study the theoretical aspect of the concept of research skills
2.To study the features of the development of younger students and their impact on research skills
.Learn methods for diagnosing research skills
.Analyze the experience of teachers.
To solve problems, it is necessary to use the following set of methods of psychological and pedagogical research: theoretical analysis, generalization, analysis of literature, study and generalization of advanced pedagogical experience, study of the experience of teachers, summarizing, compiling a bibliography.
Work structure: course work consists of an introduction, three paragraphs, conclusion, list of references, consisting of twenty-nine sources.
1. The concept of "research skills", their essence in primary school age
Research skills of younger students are formed during research activities. By definition, I.A. Zimnyaya and E.A. Shashenkova, research activity is “a specific human activity, which is regulated by the consciousness and activity of the individual, is aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality. and attainability of the goal. Determining specific methods and means of action, through posing a problem, isolating the object of study, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and verifying the knowledge gained, determine the specifics and essence of this activity.
In order to fully explore the concept of "research activity", we studied the concept of "activity" and "research"
Activity - the process (processes) of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches some meaning. Activity characterizes the conscious side of the personality.
The concept of activity can be defined as a specific type of conscious activity of a person, during which a person learns and improves the world around him, as well as himself and the conditions of his existence.
Research, in contrast to spontaneous forms of cognition of the surrounding world, should be considered as a special type of intellectual and creative activity generated as a result of the functioning of the mechanisms of search activity and built on the basis of exploratory behavior.
Search activity - the beginning of search activity, then search behavior as a way of interacting with the outside world. Developed search activity creates conditions for the development of research abilities, on the basis of which research behavior is formed. And it is the source of a healthy personality. According to A.I. Savenkov, it is search behavior that allows you to act in non-standard situations. And this is not just an activity in conditions of uncertainty, but adequate behavior in such a situation with the manifestation of all the skills that are formed through research training: assess the situation, model, predict, the ability to build one's action.
By definition Poddyakov A.N. exploratory behavior is behavior aimed at finding and acquiring new information, one of the fundamental forms of interaction between living beings and the real world. Research behavior, initiative play a huge role in mastering new areas of knowledge, in acquiring social experience and personal development. However, exploratory behavior can be qualitatively different. In one case, intuition takes the leading role, and then the child acts by trial and error. In another case, the child's thoughts are built to a greater extent on the basis of logic and a logical attitude to the world. In this case, the child always analyzes his actions, evaluates them and predicts the results. At the heart of this behavior are the research abilities of the child.
In order to transfer the research activity of the child to a qualitatively new level, it is not enough just to search activity, it is also important to analyze the results obtained, build hypotheses further development situations, modeling and implementation of their further actions - correction of exploratory behavior. but even this is not enough to raise the level of research activity. Only after a new corrected observation and experiment and evaluation of their activities, the study is brought to a new level.
Research, research behavior is an integral part of the behavior of any living being, and in particular of a primary school student, because the basis of such behavior is curiosity. Research helps to adapt to an ever-changing world, and also leads to personal development.
Research activity is always active when there is any contradiction or gap in knowledge. A child engaged in such activities always strives to explain all the contradictions and fill in all the gaps, then he feels satisfied, and his research skills grow qualitatively.
Under the research activity, according to the definition of A.I. Savenkov, is understood as the activity of students associated with the solution of creative research problems with a previously unknown solution and involving the following steps: posing a problem, studying a theory on this issue, selecting actions for research and mastering them in practice, observing and collecting their own material, then analyzing it. , generalization and own conclusion.
Research can be classified in different ways:
by the number of participants (collective, group, individual);
at the venue (class and extracurricular);
by time (short-term and long-term);
on the topic (subject or free),
on the problem (mastering the program material; deeper mastering of the material studied in the lesson; questions not included in the curriculum).
The teacher determines the level, form, time of research depending on the age of the students, their predisposition to research activities and specific pedagogical tasks.
Based on this, we can distinguish the following skills necessary for the implementation of research activities:
· the ability to see problems;
· the ability to ask questions;
· the ability to develop hypotheses;
· the ability to define concepts;
· the ability to classify;
· the ability to observe;
· the ability to conduct experiments;
· the ability to draw conclusions and conclusions;
· the ability to structure the material;
· the ability to prove and defend their ideas.
We agree with researcher A.B. Mukhambetova, who considers skill as a readiness to carry out certain activities based on the conscious use of knowledge and life experience, with awareness of the purpose, conditions and means of this activity. In turn, research is the study, clarification of any facts, processes or phenomena based on existing knowledge.
It is important that research has the following features: the desire to define and express the quality of the unknown with the help of the known; by all means measure everything that can be measured, show the numerical ratio of the studied to the known; always determine the place of what is being studied in the system of the known. If scientific research has these three characteristics, then it can be called research.
The study also assumes the presence of the main stages:
formulation of the problem;
study of the theory devoted to this issue;
selection of research methods;
collection of material, its analysis and generalization;
scientific commentary;
own conclusions.
We agree with the researcher Savenkov A.I. in the fact that the practice of conducting educational research with younger students can be considered as a special area of extracurricular or out-of-school work, closely related to the main educational process and focused on the development of research, creative activity of children, as well as on deepening and consolidating their knowledge and skills , skills.
Thus, in the context of our study, speaking about the essence of the research activity of a younger student, we will share the position of the scientist N.A. Semenova, who understands this as a specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, personal development of the student. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.
It can also be noted that research activity is an acceptable way of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and a personal position is activated.
2. Features of the development of a younger student and the impact on research skills
Important for our work is the position of the researcher Semenova N.A., which determines such pedagogical conditions for the formation of research skills of primary school students as taking into account age and individual characteristics in the organization of educational research; development of motivation for research activities; the activity of the teacher in creating a creative educational environment and ensuring the systematic process of forming the research skills of schoolchildren. The nature of education is also important: it should be problem-based research aimed at the personal and intellectual development of children.
Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. Educational activity becomes the leading activity of this period. The junior school period occupies a special place in psychology also because this period of study at school is a qualitatively new stage in the psychological development of a person.
For younger students, some age-related psychological and anatomical features are characteristic, which contribute to research activities or hinder them.
L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a healthy mentality of a child is cognitive activity.
The child, playing, experiments, tries to establish causal relationships and dependencies, builds his own picture of the world. He himself, for example, can find out which objects sink and which will float. The child himself strives for knowledge, and the very assimilation of knowledge occurs through the numerous “why?”, “How?”, “Why?”. Children at this age are happy to fantasize, experiment, make small discoveries. Scientist A.I. Savenkov believes in his study that research activities are ideal for quenching the thirst for knowledge. He says that it is important not to ruin the child's desire for something new, the desire to learn about the world, and the reality surrounding it, if we want to develop universal learning activities in the child. In this, the younger student should be helped by parents and a teacher.
It is also important to remember that at this age, thinking is characterized by figurativeness and egocentrism, a special mental position due to the lack of knowledge necessary for the correct solution of certain problem situations. The lack of systematic knowledge, insufficient development of concepts lead to the fact that the logic of perception dominates in the child's thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal, when before his eyes there is a change in the configuration of their state in accordance with the shape of the vessel where they are placed. However, in the primary grades, a child can already mentally compare individual facts, combine them into a coherent picture, and even form abstract knowledge for himself, remote from direct sources. J. Piaget found that the thinking of a child at the age of 7 is characterized by "centring" or the perception of the world of things and their properties from the only possible position for the child to actually occupy. It is difficult for a child at this age to mentally move from one point to another, it is difficult to imagine that one can see the world in different ways. Also, seven-year-olds have no idea about the constancy of some properties of things. This can significantly complicate research work with children of seven years.
Scientist V.S. Mukhina notes that the cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a seven-year-old child is busy playing an important game for him, then he can play for two or even three hours without being distracted. Just as long he can be focused on productive activities. However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish and be distracted if the activity is indifferent to him. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity. The attention of the child can be concentrated by an adult with the help of verbal instructions. Thus, the teacher from the 1st grade helps to organize the research activities of the child so that in the future the student can fully engage in research on his own.
After a long, excessive, as well as during monotonous or hard work, fatigue occurs. A characteristic manifestation of fatigue is a decrease in performance. The rate of onset of fatigue depends on the condition nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work causes fatigue faster. Children get tired with prolonged immobility and with limited physical activity. Studies have shown that children of seven years of age work most fruitfully for 45 minutes, second-graders - 1 hour, students in grades 3-4 - 1.5 hours. . Thus, we understand that the teacher must plan the time duration of the students' activities so that the desire to explore does not disappear from the student. It is also important to choose the right research topic. It should not only interest the student, but should also contribute to a change in the child's activities. Mobile activity should be replaced by mental activity.
At this age, the child is actively developing speech and vocabulary. During the study, the child is required to work on the word, on the phrase and sentence, as well as on coherent speech. What contributes to the replenishment of vocabulary with new words, as well as the correct development of oral and writing.
Scientist O.V. Ivanova believes that research activities should be started from a very young age. With the beginning of schooling, this process becomes systematic and purposeful due to the prospects school curriculum. Very often you can hear a request from a younger student: “Don't say the answer. I want to guess." Few adults realize the significance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish children's eyes burning with curiosity and a great desire to make their own little discovery. Thus, the child's desire to acquire new knowledge, on the one hand, and the most urgent need for this knowledge, on the other, create fertile ground for the start of research activities precisely at the early school age.
One of their main features is observation, the ability to notice such minor details that an adult's eyes will not pay attention to. Often schoolchildren find typos in their textbooks, slips in the teacher's words, logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, tasks.
Another feature of little explorers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors, do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. Thus, elementary school students are characterized by self-sacrifice for the sake of science. This desire must be encouraged. This can be done by both teachers and parents.
Younger students in the process of doing research work show special diligence, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.
The next characteristic of the research activity of primary school students is the lack of knowledge, skills and abilities for the correct design of their research. Children of this age do not yet have very well developed writing skills. They do not know how to correctly compose texts, make spelling and stylistic errors. In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Given these circumstances, it becomes clear that the child should not be overloaded, especially in grades 1-2, written work in the study, again due to the fact that only a negative imprint from this work will be deposited in his memory. The child will not receive any satisfaction from the study. Therefore, children at the first stages, at the stages of inclusion in research activities, need the help of adults - teachers, parents, high school students.
At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure. In any case, the teacher should give the child the opportunity to set the goal of the study himself, outline an action plan, if the teacher sees that the child finds it difficult to do it on his own at the first stages, then the teacher should push the student to the right actions in order to avoid a situation of failure, failure, which can not favorably affect the further studies of science.
Summing up what was written, we found out that primary school age - favorable period to involve students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain. In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.
research creative educational student
3. Methods for diagnosing the research skills of younger students
As a rule, the subject of a child's research lies within the zone of the child's proximal development, and it is difficult for him to cope with the research without outside help, therefore, we believe, it is rather difficult to determine the formation of research skills in a younger student, since it is difficult to determine the degree of his independence in determining the topic research.
Based on this, we believe that it is the degree of independence that is one of the priority criteria for diagnosing the formation of the research skills of a younger student.
In addition, we believe it is possible to use observation of the child in order to determine how much the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result of his work.
Researcher A.I. Savenkov, referring to the diagnosis of research skills, which, in his opinion, "can be successfully carried out in the course of observations", believes that when observing the behavior of children in situations requiring research behavior, it is necessary to focus on the following criteria: - the ability to see problems; - the ability to set questions; - the ability to put forward hypotheses; - the ability to define concepts; - the ability to classify; - the ability to observe; - the skills and abilities of conducting experiments; - the ability to draw conclusions and conclusions; - the ability to structure the material; - the ability to explain, prove and defend your ideas " .
We also believe that questionnaires can be used to identify the level of formation of research skills, the degree of independence, interest in research activities, and the manifestation of creativity. But the result may be erroneous, since in the tests the child wants to "embellish" reality. It is best to use all methods in combination.
Based on the research of A.I. Savenkova, A.N. Poddyakova, A.V. Leontovich We can distinguish 3 levels of formation of research skills in younger students:
First: the student cannot see the problem on his own, find solutions, but according to the instructions of the teacher, they can come to a solution to the problem.
second: the student can independently find methods for solving the problem and come to the solution itself, but without the help of the teacher he cannot see the problem
third (highest): the students themselves pose the problem, look for ways to solve it and find the solution itself.
It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And teachers should strive to bring the child to this level. Then we can talk about the formation of research skills.
But it is possible to erroneously prescribe a high level of research skills to a child with a low level, since parents and a teacher can help him. Therefore, you should be very careful to monitor the child. Indeed, due to the prescription of an inappropriate level to the child, he may find himself in a situation of failure when the teacher gives him a task that does not correspond to his level of development of research skills.
The level of development of research skills in younger students is also determined by the student's ability to perform actions of a certain complexity. A student whose research skills are well formed does not have the following difficulties:
Inability to choose an object of study, an adequate solution;
Insufficient ability to work with hypotheses;
Unformed general educational skills and abilities (reading, writing, etc.);
The desire to work in a group and at the same time the inability to “hear” another, to distribute activities among themselves;
The insufficiency of the activity approach and the 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, we will designate the range of their development.
The range of development of research skills
Research skillsInitial level of developmentHigh level of developmentThe ability to see the problemThe ability to recognize some contradictions, the ability to consider the subject with different points of vision Ability to see, understand and formulate a problem Ability to classify Ability to distribute objects into groups according to certain characteristics Ability to make classification and structural tables, diagrams Ability to ask questions Ability to ask descriptive, causal, subjective questions Ability to put correct imaginary, evaluative and future-oriented questions Ability to define a concept Ability to describe an object, explain through an example Ability consciously apply logical methods of thinking: analogy, comparison, analysis, synthesis The ability to present a concept in the language of symbols The ability to come up with a clear icon to designate an object The ability to find and present the semantic idea of the object under study by various figurative means , determine successes, difficulties, applied methods of activity The ability to build to develop a multi-level reflexive model of various types of activities occurring in an individual-complex educational process
In order to determine the level of formation of research skills, students can be offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test is a series of tasks that simulate an educational study, so they must be completed in a strictly defined sequence.
Each skill is evaluated on a three-point scale:
The skill is not formed;
The skill is partially formed;
The skill is fully developed.
Based on the results obtained, a summary table is compiled, which determines the level of formation of the tested skills of each student in the class.
In conclusion, we believe that the difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.
Perhaps, in order to obtain a more reliable result, a new method for diagnosing research skills should be developed.
4. From the experience of primary school teachers in diagnosing the research skills of younger students
We analyzed the stage of diagnosing research skills in the works of different teachers.
Diagnostics in all works took place in 2 stages. The first is to determine the initial level of research skills. The second is diagnosing skills after a formative experiment. It is not the results that are important to us, but the diagnostic methods, so in our work we will focus on the methods.
4th grade students took part in the experiment on the basis of secondary school No. 31 of the city of Ishim.
Teachers identified five groups of research skills of younger students:
Ability to organize your work (organizational);
Skills and knowledge related to the implementation of research (exploratory);
Ability to work with information, text (informational);
Ability to formalize and present the results of their work.
Skills related to the analysis of their activities and evaluation activities (assessment).
Thus, research skills younger children school age they define it as intellectual and practical skills associated with the independent choice and application of research techniques and methods on material accessible to children and corresponding to the stages of educational research.
They assessed the formation of research skills of primary school students with the help of those identified, based on the analysis of relevant literature (L.I. Bozhovich, A.G. Iodko, E.V. Kochanovskaya, G.V. Makotrova, A.K. Markova, A. N. Poddyakov, A.I. Savenkov) criteria:
The practical readiness of the student to carry out research activities is manifested in the fact that the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result (product) of your work.
The motivation of the research activity of students is considered by us as the desire of the child to learn new things, to perform certain actions to search for knowledge of interest, to participate in educational research. The student shows cognitive activity in the process of solving educational problems, interest in new topics and ways of working. The criterion is seen in the dynamics of children's motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).
The manifestation of creativity in the research activities of children was taken into account in approaches to choosing a topic, defining research objectives, and productivity in finding solutions to problems; by the originality of approaches to the choice of research paths, the creation of a new product, the design and presentation of results, the ability to see the subject under study from different angles and positions.
The degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activity the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as the skills of research activities are mastered, the participation of adults in his work is reduced, and the position of the teacher changes from a leader to an organizer, assistant, consultant.
The evaluation of each of these criteria was correlated with the levels formation of the skills of research activities of primary school students, identified and described in their work:
They define the initial level as already existing, formed on the basis of spontaneous research experience of children and learning skills acquired during the first grade. The initial level can be given the following characteristics: low level manifestations of interest in conducting research work, lack of knowledge about research activities, research skills. It is possible to implement research activities by analogy. The student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, assumptions on work.
The initial level is characterized by the appearance of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform elementary short-term studies by analogy with the help of adults. There is a possession of the basic knowledge of the organization of their research work, some simple research skills. The manifestation of creativity can be regarded as low.
The productive level has the following characteristics: stable internal and external motives for conducting research, there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, possesses many skills for conducting educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with information sources); demonstrates the possibility of an original approach to solving a problem, presenting the result of its activities.
The creative level can be defined as follows: there is a constant interest in conducting various kinds of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals, tasks, find productive ways to solve the tasks; a high degree of independence in the implementation of work at all stages of the study; the ability to present the result of the activity in an original way.
To determine the level of development of research skills in younger students, the following diagnostic methods were used:
pedagogical observation carried out by the teacher in the lessons in various disciplines, in the classroom for research activities;
analysis of the products of research activities of children (research work);
questionnaires that allow identifying and assessing the formation of specific skills, knowledge of research activities, manifestations of creativity, the degree of independence in research work, motivational attitude to educational research of younger students.
The assessment of the existing level of formation of the skills of research activities of students was carried out using the developed questionnaires for teachers and assignments for students.
The method of control diagnosing coincided with the method of ascertaining examination of the level of formation of research skills of younger schoolchildren.
As a result of our analysis of the work of teachers of GBOU secondary school No. 1155 in Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.
The difference is in the methods of diagnosing research skills. In GBOU secondary school No. 1155, students were assessed according to the criteria during pedagogical observation, each item was evaluated on a 3-point scale: 0 points - does not know how, 1 point - needs the teacher's help, 2 points - can do it on their own.
They also determined the levels of development of research skills:
5 - low level
9 - average level
14 - high level
Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of development of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.
Conclusion
Thus, I came to the conclusion:
Defining teaching and research activities of younger schoolchildren, we will talk about specially organized, cognitive creative activity of students, in its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, personal development of the student. Research skills that are characteristic of primary school students, we distinguish such as: the ability to organize their activities, work with information, carry out educational research, draw up and present the result of research, analyze and evaluate research activities.
It can also be noted that research activity is an acceptable method of working with children, but it differs in some features and cannot exist as the only type of lesson in the classroom, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, children develop abilities for an exploratory type of thinking, and a personal position is activated.
At present, the Federal State Educational Standard of the IEO requires teachers to develop universal educational activities for primary school students, which can be formed both in the classroom and outside of school hours, doing research activities with children that will be of interest to them.
Primary school age is a favorable period for involving students in teaching and research activities. The child has anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, as well as an increase in the brain.
In addition, younger students can observe such psychological neoplasms as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a group of peers. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, diligence, observation. It becomes clear to us that for a child, research is a part of his life, in this regard, for the teacher, the main task is not only to maintain children's interest in research activities, but also to develop this interest.
The difficulty in diagnosing the research skills of younger students lies in the fact that the child, due to age characteristics, has not yet formed the ability to set goals, tasks, choose a topic, he does this with the help of a teacher. In this case, an incorrect result is obtained during the diagnostics.
To date, the criteria and levels of formation of the research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing the research skills of younger schoolchildren. This problem remains relevant and little studied, we believe that more attention should be paid to it.
Diagnostics of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnosis was carried out in the first grade, to determine the initial level of formation of research skills. Also, teachers use in their work several methods for diagnosing research skills, since the method of diagnosing alone will not allow you to see a reliable result.
Thus, through the solution of the tasks set by us, we have achieved the goal.
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