Informative uud lessons. Formation of cognitive universal educational activities

02.10.2020

Speech by S.A. Gusarova at the teacher's council on the topic:

Formation of cognitive UUD in the classroom in primary school

“The child does not want to take ready-made knowledge and will avoid the one who forcibly hammers it into his head. But on the other hand, he will willingly follow his mentor to look for this very knowledge and to master it "

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that are fundamentally transforming people's lives. The formation of the ability to learn is becoming a priority goal of school education.

Therefore, my main goal teaching activities Is the formation of a personality that is willing and able to learn.

The achievement of this goal is made possible bythe formation of a system of universal educational actions .

Universal Learning Actions (ULE) Are actions that ensure the mastery of key competencies that form the basis of the ability to learn.

In a broad sense, the word “universal learning activities” means self-development and self-improvement through the conscious and active appropriation of new social experience.

Versatile learning activities are grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) cognitive.

COGNITIVE LUD - is a system of methods of cognition of the surrounding world, the construction of an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Therefore, I would like to dwell a little more on the formationcognitive universal educational actions, which for successful learning must be formed already in primary school.

Cognitive universal learning activities include general learning activities, problem-solving and problem solving activities, and logical activities and provide the ability to cognize the surrounding world: the willingness to carry out targeted search, processing and use of information.

TOcognitive UUD include skills: to be aware of a cognitive task; read and listen, extracting the necessary information, as well as independently find it in textbooks, workbooks, and other additional literature; to carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish causal relationships, to make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in pictorial, schematic, model form, use symbolic means to solve various educational problems.

FROMit should be remembered that when formingcognitive UUD it is necessary to pay attention to the establishment of connections between the concepts introduced by the teacher and the past experience of children, in this case it is easier for the student to see, perceive and comprehend the educational material.

I set the following goals for myself - to adapt the methods and techniques of the basic technologies, to start developing a system of tasks that would help to form cognitive universal learning actions in students.

To achieve this goal, I consider it necessary to solve the followingtasks :

teach children to think logically, scientifically, creatively; to make the teaching material more convincing and convincing for students;

to introduce into their practice forms of organizing the educational process that would contribute to the formation of solid knowledge on the basis of information independently obtained by students;

to use methods, methods and techniques aimed at ensuring the development of the cognitive activity of schoolchildren, the formation of elementary skills.

Consider educational technology, aimed at the formation of cognitive ECD: technology of problem-dialogical teaching, technology of project-based teaching, game technologies, level differentiation, ICT.

1. Problem-dialogical learning technology

For example, in the lesson of the surrounding world in the first grade on the topic "Who are the birds?" we can create the following problematic situation:

What is the distinguishing feature of birds? (These are animals that can fly.)

Look at the slide. What animals did you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They know how to fly.)

Can they be classified as one group? (No.)

Will the ability to fly be the hallmark of birds?

What did you expect? And what actually happens? What question is there? (What is the hallmark of birds?)

I invite students to make an assumption, try to answer the problematic question themselves, and then check or clarify the answer using the textbook. A situation of contradiction between the known and the unknown is created. At the same time, the knowledge necessary to study new material is repeated. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, helps to lead students to the ability to independently acquire knowledge, and not receive it ready-made.

2. Project learning represents the development of problem learning ideas.

The role of the teacher is the role of the curator, advisor, mentor, but not the executor.

The purpose of project training: to master general skills and abilities in the process of creative independent work, as well as to develop social consciousness.

In grades 1 and 2, the following projects are successfully implemented in our class:

educational : "Books - babies", "Numbers in riddles, proverbs and sayings", "Living ABC", "The most beautiful letter", "My favorite pet".

creative : “Visiting the Queen of the Golden Autumn and Autumn Brothers of the Months”, “Discoverers of Space”;

research : "Seven Wonderful Places of the Village of Koshki".

3. Game technologies

The forms of lessons using game technology can be very different. Most often I use lessons that stimulate cognitive interest, such as "Lesson - game", "Lesson - quiz", "Lesson - fairy tale", "Lesson - travel", "Business game", "Lesson-research".

My students are very interested in research. Together we explore in literacy classes: sound patterns of words, consonants and vowels, around the world: "Why is there mud in the snowballs?", "Where do polar bears live?"

"When will summer come?", In mathematics: "Addition and subtraction with a transition through ten."

In mathematics lessons, I use support schemes to solve various types of problems. Such schemes are good to use when composing a short note. Depending on the condition of the problem, it is modified by the student himself. The use of these schemes brings results. In the lessons of the Russian language, I widely use various symbols, schemes, tables, algorithms. For example, we have a table in which all the studied spelling is encrypted. 1. An unstressed vowel in the root, checked by stress.
2. Voiced / voiceless paired consonants at the end of a word and before other consonants
3. Separating b.

Usinginformation and communication technologies .

The use of ICT in various lessons in primary school allows you to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject. learning activities... This contributes to the conscious assimilation of knowledge by students.

It goes without saying that such a clear, purposeful, organized system is more conducive to achieving the desired result. But in order to achieve a better end result, a clear diagnostic system for studying intermediate results of the formation of metasubject and personal planned results is needed. It was in this that many questions arose in the direct organization of the educational process at school.
One of them:« How to properly monitor the formation of UUD.
Unfortunately, the new standards do not provide for materials (tables, forms, scorecards, etc.) for recording indicators of diagnostics of the formation and development of metasubject and personal results. This makes it difficult to track the indicators of student development throughout the entire primary school.
The design and implementation of the process of forming universal educational actions within the framework of the introduction of the new generation federal state educational standard led to the problem of creating a program for monitoring the level of the formation of UUD as an application to the Program for the development of universal educational actions.

The program is compiled on the basis of a methodological manual, ed. A. G. Asmolova "How to Design Universal Learning Activities in Primary School". The program is recommended for the implementation of psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard in primary school.
For the diagnosis and formation of cognitive universal educational actions, the following types of tasks are advisable:

- "find the differences" (you can set their number);

- "what does it look like?";

Search for unnecessary things;

- "labyrinths";

Ordering;

- "chains";

Clever solutions;

Drawing up support schemes;

Working with different types of tables;

Drawing up and recognition of diagrams;

Working with dictionaries.

After analyzing the results for 2 years, I came to the conclusion that the use of the modern technologies and techniques described above leads to stable results.

I believe that with such an organization of the educational process, students lay a solid foundation for successful formation in basic school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.

Since September 1, 2011, all educational institutions in Russia have switched to the new Federal State Educational Standard of Primary General Education. The main goal of the introduction of the Federal State Educational Standards for Primary General Education (FSES NOE) is to improve the quality of education.

The goal of the school is not only knowledge, but also skills:

set a goal and achieve it;
independently obtain and apply knowledge;
draw up a plan of your actions and independently assess their consequences;
to ask questions;
express your thoughts clearly;
take care of others, be a moral person;
maintain and strengthen your health.

In the information society, the main thing is not knowledge, but the ability to use it.

The issues of enhancing the cognitive activity of schoolchildren are one of the most pressing problems, including both social and psychological and pedagogical aspects.

The cognitive process in younger students is not always purposeful, mostly unstable, episodic. Therefore, the teacher should develop cognitive interest, the activity of the younger student in various types of his activities.

A negative attitude towards intellectual activity arises in cases when the child is presented with requirements for such intellectual activity that he cannot perform.

When completing an educational task that requires active mental work, these children do not seek to understand and comprehend it: instead of active reflection, they use various workarounds that replace it. The main technique when performing oral assignments is memorization without understanding - memorization.

Almost all of these schoolchildren are able to imperceptibly cheat from their comrades, they are able to catch the answer prompted to them very quietly, to understand from the expression on the face of the teacher and comrades whether he answers correctly ..

At an older age, due to the fact that the knowledge acquired by the student influences the formation of his personality, his attitude to the world, his interests, understanding of the surrounding reality, the differences between all students of the described group and well-performing students begin to manifest themselves in much more diverse areas. But even in the senior grades, any task is performed by such students much worse if it is included in the compulsory training sessions, in comparison with the same tasks, but performed outside the classroom. For example, many of these students understood and expounded the content of a book read outside of school much better than the much simpler content of a piece of fiction taught in the same classroom.

The need for knowledge is understood as the need for activities aimed at obtaining new knowledge. Curiosity is understood as a cognitive activity that is not associated with external reinforcement (direct motivation of an adult, the possibility of encouragement, a particularly attractive result of activity).

The development of cognitive UUD does not obey the strict laws of training. The basis of their development is those principles of personality education and the development of thinking, which include the stimulation and encouragement of the acts of cognitive activity themselves from the side of another person (teacher, educator, peer). That is why the most significant situations in the emergence of acts of cognitive activity are situations of communication, various types of interpersonal interaction, play, learning. Situations of communication and interpersonal interaction also determine the specific dynamics and patterns of the course of cognitive activity in these conditions.

Teaching an intellectually passive child to the knowledge and skills he lacks cannot be achieved through ordinary teaching, but requires the use of a special methodology. This is due to the fact that the child lacks many elementary knowledge and concepts that are a necessary prerequisite for teaching the subject and which, as a rule, are acquired by children not in the learning process, but in play or practical activity even in the period of preschool life.

The principle of the consciousness and creative activity of students with the leading role of the teacher is the principle of the consciousness and creative activity of children, which arose and developed in the fight against dogmatism, mechanical cramming of texts that prevailed for a long time in school.

The essence of the principle of the consciousness and activity of students in learning is to ensure an optimal favorable ratio of pedagogical guidance and conscious creative work of students in learning. In the process of conscious assimilation of knowledge, a creative attitude to the study and application of knowledge, logical thinking of students and their worldview are formed.

At the same time, it is necessary to use other methods of forming cognitive EAS in students:

- explanation of the goals and objectives of science, the study of the foundations of which students begin;
- consideration with students of a particular problem, the solution of which is possible only on the basis of scientific knowledge that students do not yet possess;
- disclosing the prospects for further teaching of schoolchildren;
- a meaningful story of a teacher or students interested in a particular field of science about the achievements of scientists and the establishment of a connection between these achievements and the content of knowledge to be studied by students;
- direct preparation of students for the active perception of new knowledge (the teacher's task is to conduct certain observations at home or perform a simple experiment, solve a problem, pick up some facts from labor training and productive labor, etc.).

It is necessary to achieve that students master the logical methods of independent formation of a concept. But this is not enough. The teacher's guidance should lead to the fact that each concept, generalization, skill and skill become a tool for students' further cognition of objects and phenomena of the surrounding world and a guide in practical activity.
The independent activity of students always consists of mental operations and practical actions. Consequently, the development of students' independent thinking is the basis of all their activities. ...

Therefore, it is necessary to teach schoolchildren various logical techniques and, to the extent of mastering them, provide a wide opportunity for the manifestation of independent thinking, capable of searching for new solutions.

In order to develop logical thinking, it is advisable to use the solution of cognitive problems in several, logically different ways, composing problems based on data taken from life, and then solving them with analysis and verification of the solution.

The task of actively assimilating new knowledge and fostering independent thinking, the need to teach schoolchildren to seek the truth and defend it make us look at this problem differently. Instead of leading the student by the hand at every step along the familiar road of ready-made truths, it is necessary, at least in the most important key topics of the curriculum, to use a different way of teaching. The active assimilation of knowledge and the development of the independence of the mind of schoolchildren occur when in the course of the educational process a cognitive task is put forward, a problem arises, the reflection of which raises doubts about the truth of the usual ideas and generalizations, stimulates the search for new solutions, that is, the creative work of thinking.

All this leads to the requirement for the all-round development of the activity and independence of students, teaching them to understand the task, topic, task, analyze it correctly, outline the correct way and plan for its solution, implement this method and check the answer received.

There is evidence that the number of intellectually passive children has been increasing recently. Therefore, it is necessary to early diagnosis of such children, specially organized work with them in order to prevent intellectual passivity, prevent possible difficulties in learning, develop their cognitive interests and motivation. This is very important, since intellectual passivity caused by reasons of non-defectological origin is mainly due to the lack of education and amenable to correction.

In order to study the level of intellectual development of grade 2 students, we have drawn up a research program, which is presented in this table.

Table.

Thus, we distributed students according to the level of formation of cognitive interest (Fig. 1), where 21% of students have a low level of development of cognitive interest, 46% have an average and 35% have a high level.

Figure: 1. Diagram of the distribution of students according to the level of formation of cognitive interest.

Based on the data obtained, we developed a program for the Russian language, the purpose of which was to eliminate gaps in knowledge and increase the level of cognitive interest.

PROGRAM
2nd class (32 hours)

	Lesson topic
1.	Acquaintance with the inhabitants of the country of words - sounds (sounds).
2.	Tom and Tim game. (Recognition of hard and soft consonants in words).
3.	Game "Competent traffic controller". (Sound-alphabetic analysis of words).
4.	Plot game "The Tale of Roland". The word is a proper name.
5.	Fairy tale game “Missing names”.
6.	We collect words.
7-8.	Games of Grandfather Bukvoed.
9.	The Tale of Princess Nesmeyana. (Drafting a text on teacher questions).
10.	Festive lesson. Generalization of the studied material.
11-12.	Wonderful transformations of words. The tale of the clown. Word transformation games: "The letter got lost", "Change one letter", "What word is intended?"
13.	Why are language sounds needed? Sound culture of speech. Riddles, tongue twisters.
14.	How many words do you know? Talk-story about the vocabulary wealth of the Russian language. Competition game “Who knows more words with a letter…”.
15.	“Grammar dominoes”. Event form: “Happy Accident”. (Soft consonants and soft sign).
16.	“And all the bears started…” (How did they manage without a letter?)
17.	A soft sign - no entry, but ... not always!
18.	"Who-who lives in the alphabet?" (Alphabet quiz).
19.	We play riddles.
20.	A kind "wizard" - Stress.
21.	Stressing a vowel can make a letter clear. (Unstressed vowels at the root of the word, checked by stress).
22-23.	Voiced and deaf "twins". The Tale of the "Error".
24.	Voiced and deaf "loners".
25.	What are words built from?
26.	Words that are written with a capital letter. Reading and composing texts. Games: “Who is more?”, “Extra word”.
27.	Adventure in the country “Noun”.
28.	Adventure in the country “Adjective name”.
29.	Friendship of a noun with an adjective.
30.	Hello verb!
31.	Winged words and expressions, the origin of words. How to speak.
32.	Final lesson.

Having carried out the system of the proposed classes and repeated diagnostics according to the Luskanova system, we obtained the following results of cognitive interest (Fig. 2.), where 8% of students have a low level of development of cognitive interest, 58% have an average and 34% have a high level.

Fig. 2. Diagram of the distribution of students by the level of formation of cognitive interest at the ascertaining stage.

Thus, after conducting the system of classes, we identified a positive dynamics in the development of intellectual abilities and cognitive processes - thinking - in children of primary school age. And also the program contributed to the formation of skills of educational cooperation and the successful implementation of independent activities of students based on the shown cognitive interest.

- In the classroom, when solving any problem, it is necessary to teach schoolchildren to analyze, combine, reason, plan, since all intellectual abilities "participate" in solving any problem.

- The primary school teacher needs to stimulate the creative activity of children, because any child in the process of development independently realizes its capabilities, thanks to creative activity. Unlike educational activity, creative activity is not aimed at mastering already known knowledge. It contributes to the manifestation of the child's initiative, self-realization, the embodiment of his own ideas, which are aimed at creating a new one. Include search tasks in the course of the lesson that contribute to the development of intellectual development.

- A child of primary school age has truly enormous developmental possibilities and the ability to learn. It contains the instinct to learn and explore the world.

- Develop communication skills in the child, the spirit of cooperation and teamwork; teach your child to be friends with other children, to share successes and failures with them: all this will come in handy in the socially difficult atmosphere of a comprehensive school.

The objectively interesting nature of the activity will be promoted, first of all, by the content of the students' activity itself, associated with the problematic nature of the presentation, the implementation of creative tasks, the practical orientation of the tasks.

In order for the performance of the assignment in the lesson to become personally important and interesting for each student, it is necessary to combine all these stimuli in the elements of the students' activity. Then we can really talk about the formation of the cognitive interests of students in various learning situations.

Bibliography.

1. Enhancement of cognitive activity of primary schoolchildren / Ed. M.P. Osipova, N.I. Kachanovskaya. - Minsk, 1987.
2. Developmental and educational psychology: A textbook for ped. Students. in-tov / V. V. Davydov, T. V. Dragunova, L.B. Itelson and others; Ed. A. V. Petrovsky. - 2nd ed., Rev. And add. - M .: Education, 1979. –288s.
3. Readiness for school. / Ed. I.V. Dubrovskaya. - M., 1995.
4. Kitaigorodskaya G.A., Shemyakina G.M. Motivation of learning in the context of the application of the method of activating reserve capabilities. - In the book: Enhancing educational activities. - M., 1982.
5. Luria A.R. On the historical development of cognitive processes. - M., 1974.
6. Markova A.K.Formation of motivation for learning in school age... - M., 1983.
7. Encyclopedia of psychological tests for children. - M, 1998.
8. Yurkevich V.S.The development of the initial levels of the student's cognitive needs // Vopr. psychol. 2002. No. 2. P.83-92.

Formation of cognitive UUD by means of intellectual educational tasks in the lessons of the Russian language in primary school

annotation
this work designed for teachers primary schoolimplementing any teaching materials. The work highlights the structure of the lesson using the methodology of complex intellectual development. The application contains intellectual tasks for each stage of the lesson and lesson development.

Explanatory note
The topic of the work, in my opinion, is relevant, since the innovative processes taking place today in the system of pedagogical education most acutely raise the question of training a highly educated intellectually developed personality.
Scientific and technological progress dictates certain requirements for man XXI century: he should be not just a creator, but a creator, creative and intellectually developed, so I believe that the upbringing and formation of such a person should be dealt with by a modern school, where the principles of an individual approach to students are implemented.
I am convinced that the primary classes are given the most important place in the school education system, as the basic link in the development of an intellectual and creative personality. While testing the "Prospective Primary School" program, I faced a problem: how to activate the intellectual activity of students with different mindsets, make learning comfortable, and contribute to strengthening the mental and physical health of children?
I set myself a goal: to create conditions for enhancing the intellectual activity of schoolchildren; to increase the effectiveness of educational activities through the development of the intellectual abilities of schoolchildren.
Based on the goals of my pedagogical activity, the following tasks appeared: to raise the level of both logical and abstract thinking, i.e. to present educational material in a more voluminous manner, highlighting the logical and figurative side in it; take into account the age, individual characteristics of students; to develop a system of exercises that develop the intellectual activity of younger students.
Having studied the structure of intellectual abilities, I came to the conclusion that for the development of the personality of a younger student, the following intellectual abilities should be actualized: thinking, memory, attention.

Introduction
Intellectual development occurs in the early stages of personality formation. Scientific research recent years indicate that each age stage has its own readiness for the development of certain aspects of the intellect.
A child entering school is not always ready enough to study in it for a number of reasons. One of them is intellectual passivity. Psychologists consider intellectual passivity as a consequence of improper education and training, when a child has not gone through a certain path of mental development in the preschool period, has not learned the necessary intellectual skills and abilities.
In this regard, newly arrived students join the ranks of underperforming students in schools. It is difficult for them to study, both the subject of the Russian language and other subjects. Among the unsuccessful primary school students there are children with various speech disorders. Speech is one of the central, most important mental functions. The development of thinking largely depends on the development of speech.
Primary school should teach children who entered school, teach not only to read, count, but also write competently, continuing to develop the child as a person.
Children with a fairly good preschool preparation also enter grade 1. They have developed speech and no intellectual passivity. How to present educational material so that it is interesting for some and not difficult for others, so that all students learn the educational material? In search of a solution to this problem, I began to use the Bakulina GA method. The method contributes to the complex development of the intellectual characteristics of primary school students in Russian lessons, and increases speech activity.
Intelligence is the basis of subjectivity. The core of subjectivization is the logical thinking of the student, which contributes to the conceptual understanding of the surrounding world. Therefore, subjectivization presupposes a content of the educational process that primarily stimulates the development of mental qualities. Together with them, speech, memory, attention and other qualities of the intellect of students are successfully improved. The subjectivization of the learning process is understood as the conscious social and active involvement of the student in the planning, organization and implementation of his educational and cognitive activities.
To implement the system of integrated intellectual development in the learning process, traditional types of lessons are used (learning new material, consolidating knowledge, generalizing accounting and control, combined lessons) while maintaining all the main stages. However, the methodology for conducting each stage of the lesson changes significantly.

The novelty of this technique consists primarily in the fact that subjectivization is the basis as a system-forming factor, which is understood as qualitatively new level conscious vigorous activity of students in the Russian language lesson, their participation in the planning and implementation of all or most of its structural stages. Certain changes are being made to the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the learned; increasing the use of proverbs, sayings, phraseological turns; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms.
The updated content of education helps to broaden the horizons of students, deepens knowledge about the world around them, favors the development of the child as a person, activates the mental activity of children, and makes it possible for the development of students' speech abilities.
Changes in the organization of the Russian language teaching process are associated with the implementation of a number of principles for conducting lessons. Along with generally accepted principles, we will use the following principles:
- the principle of versatile developmental impact on the intelligence of the child;
- the principle of an effective approach to learning;
- the principle of a reasoned answer assumes a complete, consistent, evidence-based explanation by students of their opinion;
- effective implementation of the above principles depends on the principle of cooperation, business partnership between teacher and students.
The mobilizing stage of the lesson is introduced into the lesson structure. The purpose of the mobilizing stage of each lesson is to involve the child in the work. Its content includes three groups of exercises that involve various operations with letters (graphic, legend, imaginary samples). The exercises are designed for 2-4 minutes of the lesson and are designed to improve the child's thinking. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develops.
At this important stage, students' knowledge on a specific topic is updated and deepened, as well as essential qualities intelligence (speech, attention, memory, thinking, etc.), their further development. To solve these problems, students carry out the indicated by the teacher thought operations with the inherent mental material and as a result come to the desired conclusion.

For the formation of cognitive UUD - tasks are selected, the correct result of which cannot be found in the finished textbook. But in the texts and illustrations of the textbook, reference books, there are tips to complete the task.
Cognitive universal educational actions include: general educational actions, actions of posing and solving problems, and logical actions and provide the ability to cognize the surrounding world: the willingness to carry out directed search, processing and use of information.
Cognitive UUD includes skills: to be aware of a cognitive task; read and listen, extracting the necessary information, as well as independently find it in textbooks, workbooks, and other additional literature; to carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish causal relationships, to make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in pictorial, schematic, model form, use symbolic means to solve various educational problems.
Translation of a text into a sign-symbolic language is needed not by itself, but to obtain new information. Training according to the current programs of any academic subjects involves the use of various sign-symbolic means (numbers, letters, diagrams, etc.)
Of the various types of activity with sign-symbolic means, modeling has the greatest application in teaching. Moreover, in the concept of developmental education by D.B. Elkonin - V.V. Davydov's modeling is included in educational activity as one of the actions that should be formed by the end of primary school.
Modeling is also used in Russian lessons. At the literacy stage, these are sentence models, then sound word models, which are then converted into alphabetic ones. We use these models throughout the entire course of the Russian language when studying the topic "Spelling". Models help very well in the classroom of setting an educational problem, where children can see the discrepancy of the scheme, fix the gap between knowledge and ignorance and, after conducting research work, change or clarify this scheme.
Effective stimulation of the cognitive activity of students is largely ensured by expanding the scope of the use of search, partial search, problem methods of studying new educational material.

In elementary school, students must master such elements of logical actions as: comparison, classification, highlighting the characteristics of objects, defining a familiar concept through genus and species difference, making simple inferences based on these premises. Therefore, it is advisable to start learning logical actions with the formation of the corresponding elementary skills, gradually complicating the tasks. With the help of exercises, the knowledge of children is not only consolidated, but also clarified, the skills of independent work are formed, and the skills of mental activity are strengthened. Children constantly have to deal with analysis, comparison, make up phrases and sentences, abstract and generalize. This ensures the simultaneous development of a number of the most important intellectual qualities of the child: attention, memory, various types of thinking, speech, observation, etc. Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important signs of objects are reflected in the concept. A concept is what we understand when we say or write a word.
There are different relationships between concepts. First, the species-genus relationship. This is such a relationship when all the objects included in the "species" are included in the "genus", have common essential features. For example, sandals are shoes, perch is fish.

When selecting material for the work of students at this stage, it is necessary to take into account the fact that the tasks offered to the students should be of a developing nature, to influence the development of the corresponding linguistic abilities. Exercises for the development of linguistic abilities deserve special attention. (Attachment 1)
Closely connected with the mobilizing stage (and sometimes with another fragment of the lesson), the next mandatory stage of the lesson is the formulation of the topic and the purpose of the lesson by students. This is a kind of logical-linguistic task that students solve in the process of analytical-synthetic activity and formulate in the form of a small text - inferences.
Students' formulation of the topic and purpose of the lesson is very important from the point of view of its functional load: it significantly increases the level of subjectivization of the educational process, since the students create an internal attitude and self-determination to achieve this goal, which operates throughout the lesson and ensures more fruitful work of children in the rest of the lessons.
Depending on the content of the studied material and the structure of the lesson, this action may take place after the mobilizing stage, vocabulary and spelling work, after repeating the previously completed one.
It is imperative to make explicit for students the goals of their learning activities - the implementation of each action in the lesson, each task, each exercise. Otherwise, the educational process, organized by the teacher, will not "touch" the student, will not cause the need to be included in it.
The principles of subjectivization of learning are also implemented in the course of studying language theory. New knowledge is not given to schoolchildren in a finished form - they must acquire it in the process of search activity.

- self-identification by schoolchildren of the letter intended for writing
- formation by students of the topic of a minute of calligraphy

A minute of calligraphy becomes a universal structural part of the lesson. During it, along with the improvement of the graphic skill, non-traditional types of phonetic parsing, parsing of words by composition are carried out, knowledge on the studied topics of the Russian language is deepened, the formation of the qualities of intelligence continues.
Gradually, students are involved in drawing up a chain for calligraphy. (Appendix 2)

An obligatory structural stage of the lesson, conducted by means of subjectivization, is vocabulary and spelling work, which is also based on the direct, active and conscious participation of schoolchildren in determining the new "difficult" word intended for learning.
The work on familiarization with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and spelling work:

- etymological reference
- mastering the spelling of a word
The presentation of a new vocabulary word consists in the independent definition and formulation of the topic of vocabulary and spelling work by schoolchildren. This activity is carried out using a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features. (Appendix 3)

A problematic situation at a high level does not contain hints or may have one hint, on average 1-2 hints. At a low level, the role of prompts and perform questions and tasks, answering which students come to a conclusion. (Appendix 4)

When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and abilities of students by selecting and assembling language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another complex of intellectual qualities. All exercises have a number of requirements:

In grades 1-2 I use intellectual and linguistic exercises, with the help of which we ensure the development of the qualities of intelligence (stability of attention, semantic memory, analytic-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, draw conclusions, include various types of speech: internal and external, oral and written, monologue and dialogical.
(Appendix 5)

Physical education is no exception in complex intellectual development. During rest, physical activity is combined with mental activity. In accordance with the task, the children respond with a certain movement to the sounding language unit. For example, the topic: "Stressed and unstressed vowels." I will name the words. If you hear a word in which there is only a stressed syllable, spread your arms to the sides, lean forward. If the word contains both stressed and unstressed syllables - arms along the body, tilts left and right. Forest, game, mushroom, gardens, night, fields, hedgehog, hedgehog, rook, house, sea, river, dust, needle.

I'm interested in using this technique. She makes certain changes in the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the learned; increasing the use of proverbs, sayings, phraseological turns; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms. The updated content of education helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates the mental activity of children, and makes it possible for the development of speech abilities of students.
I try to teach each lesson so that cognitive EULs develop on it. This is the comprehension of texts, assignments; the ability to highlight the main thing, compare, distinguish and generalize, classify, model, carry out elementary analysis. I often say: think, draw a conclusion, analyze, investigate the word. In the classroom, I try to create a playful atmosphere that develops cognitive interest, relieves fatigue, allows you to retain attention, and activate students. Therefore, I use different exercises in each lesson.
I noticed that the higher the level of activity, self-organization of students, the more effective the learning process is at the final stage of the lesson. First of all, the activity and awareness of the actions of schoolchildren increases, interest in the subject increases, their intellectual and speech development intensifies, the quality of their knowledge improves significantly, and the level of literacy increases.

I believe that it is possible to develop the intellectual abilities of younger students only with the general harmonious development of the child, revealing the inclinations, inclinations, interests, therefore, I form the cognitive and creative abilities of younger students with the simultaneous activation of their thinking and imagination.

The correct and systematic use of this methodology allows to ensure the effective development of the most important intellectual qualities of students, necessary for the successful mastering of the Russian language, and to make the educational process exciting and interesting for students.
Thus, in the process of forming the logical thinking of children of 7-10 years old, perhaps the most important thing is to teach children to make, even small, but their own discoveries. It is not so much the finished result that is useful, but the process of solving itself with its hypotheses, mistakes, comparisons of various ideas, assessments and discoveries, which, ultimately, can lead to personal victories in the development of the mind.

Attachment 1

Methodology for the mobilizing stage
The mobilizing stage is carried out immediately after the organizational part for 3-4 minutes. The purpose of the mobilizing stage of the lesson is to get involved in work.
Tasks to be solved at the mobilizing stage:
- ensure the involvement of students in educational activities
- repeat in a non-traditional form previously studied material necessary to study a new topic
- based on this material, form the topic of the lesson
The content of the mobilizing stage is made up of 4 groups of special exercises, which are gradually becoming more complicated. These are exercises with toys, geometric shapes, letters, words, sentences, texts. Exercises improve speech abilities, thinking and develop attention, memory, observation.
Exercises to develop visual-action thinking
1. Pronouncing aloud the names of objects or images in the presented sequence and memorizing them.
2. Implementation of the required number of permutations by the teacher
3. Reproduction by students from memory of the arrangement of objects (images) before and after the rearrangement with an oral description of the actions.
The main content of this group of exercises is comparison, comparative analysis. For example, an exercise with 3 permutations.
S N U
U N S
Students rearrange the cards, accompanying their actions with a story (I will put the card with the letter Y in an empty pocket. In the pocket that is vacated after the letter Y, you can put a card with the letter Y. In the empty pocket where the letter Y was, we will put the letter N.) Next, the students formulate the topic of the lesson: “Compare the letters, find the extra one among them” (An extra letter H, which means the topic of the lesson is the letter N and the sounds that it stands for.) Thus, the children make up a story - a conclusion.
The development of visual-figurative thinking is done with letters on the playing field. Completing tasks, students mentally perform actions with letters without changing their position on the playing field, where 9 houses are conventionally depicted, connected by paths. Each house has 1 letter. The idea for this group of exercises was borrowed from A.Z Zak.
Exercises for the development of verbal and logical thinking.
Verbal and logical exercises - a specially composed text, rich in spelling on the topic studied in the lesson. Contains a task for the implementation of a logical operation - building an inference based on the comparison of judgments. Texts are given both for listening and visual perception.
The purpose of these exercises is to develop speech, verbal and logical thinking, spelling vigilance and improve attention and memory.
Tasks:
1. Finding common ground in words and building conclusions. When studying the topic: "Declination of adjectives in the singular." Writing on the blackboard: new, ancient, finished, springtime, funny, long, flexible. Students need to determine what unites these words and say about the declension of which part of speech will be discussed in the lesson. (All words are adjectives in the singular. So the topic of the lesson is “Declination of adjectives in the singular.” Further, you can offer tasks related to spelling.
2. Establishing a semantic connection in words; finding common ground; grouping; exclusion of an extra word, construction of an inference. Topic: "First declension of adjectives."
M-rkov-to-rtofel-p-m-dor
M-ryak l-snik p-satellite-
Sn-gir- -rel rook-
Grandmother -father daughters-
Students need to read the words. Write, grouping by spelling, inserting missing letters. Find the common in words (nouns, common nouns, singular). Identify unnecessary among these words and determine the declension of which nouns today's topic will be devoted to.
3. Summing up words under a concept, finding common ground, building an inference. Topic: "Declension of adjectives in the plural"
Written on the board: Beijing, London -? (capital cities)
nightingale, canary -? (songbirds)
kind, honest -? (positive human qualities)
For each pair of words, pick up a general concept in the form of phrases or phrases. Find the general and tell about the declension of which part of speech we will speak in the lesson. (Adjectives are plural.)
4. Finding common and differences, grouping, building reasoning and inferences. Topic: "Declension of masculine and neuter adjectives." On the blackboard: an interesting story, a deep lake, a literary magazine, a new rule.
Determine what is written on the board, find what is common. Find differences and tell the declension of which adjectives the topic of the lesson will be devoted to. (Neuter and masculine adjectives)
5. Finding common and differences, alternative grouping, building reasoning and inferences. Topic: "Spelling of pronouns with prepositions." On the board: (without) a rocket, () surname, (for) him, (without) you, (with) her, (to) the city), (for) victory), (to) him.
Read, divide the words into the possible number of groups with an explanation. (Nouns with a preposition, pronouns with a preposition; genitive, instrumental and dative). What are the spellings. Find an unknown spelling and formulate the topic of the lesson. (pronouns with prepositions)
6. Finding common and differences, grouping on two grounds, building judgments and conclusions. Topic: "Verb conjugation". On the board: S-dish-, s-tleesh-, cr-chish-, vl-zaesh-, zam-chaesh-, ch-rneesh-.
Read, find common (2 person verbs, present tense singular. Written with ь at the end). Divided into groups on two grounds simultaneously. (with an unstressed "e" at the root and ending - you and with an unstressed "and" at the root and ending - you). What question do we have to answer in the lesson? (Why in some verbs we write the ending - you, and in others - you).
7. Finding common things and differences, grouping according to 4 characteristics, building reasoning and inferences. Topic: "Spelling not with a verb" On the board proverbs: The case of laziness (does not) love. A gentle word will melt a stone. Laziness (does not) do good.
Read, combine two according to 4 signs. (It is about hard work, there is a subject and a predicate, there are no adjectives, there is a particle not) Establish which part of speech the particle does not belong to. Formulate the topic of the lesson.
8. Finding common, identifying a language category for missing features, building reasoning and inference. Topic: "Spelling of unstressed case endings of adjectives" On the board: beloved city, new-school, wide-field, elder-brother, big-window, high-wall.
Read, define the general, name the phrases in which there are no neuter and feminine adjectives; find phrases in which there are no masculine and feminine adjectives; find phrases in which there are no masculine and neuter adjectives. What is the common grammatical feature of the last group of adjectives and the existing spelling. Formulate the topic of the lesson.

Appendix 2

The structure and method of spending minutes of calligraphy
A minute of calligraphy consists of two stages: preparatory and executive. In the preparatory stage, two parts are distinguished:
1) definition and formulation by students of the topic of a minute of calligraphy;
2) drawing up a plan of upcoming actions for writing the letter and its elements
In the first part of the preparatory stage, special exercises are used to simultaneously solve the following tasks:
 self-identification by schoolchildren of the letter intended for writing
 students forming a theme for a minute of calligraphy
In different periods of student learning, different
a combination of the intellectual qualities of a person to be developed, their linguistic meanings and skills.
In the first year of study, simple speech and thinking exercises are used.
1. Consider this image. What letter we will write today. She is more common than others. How many times has she been depicted.
R Y U X B
Oh X
R M V G R
H
P Gradually, the number of guiding installations gradually decreases in tasks.
2. Exercises aimed at the development of analytical-synthetic thinking and speech abilities. A series of letters: t, n, k, e, n. What letter are we going to write? Explain why?
3. Exercises where the emphasis is on the development of abstract thinking and speaking. Let's decipher this entry and define the letter.
5 3 1
D Q? (A)
4. Exercises aimed at developing speech, the ability to compare, contrast and find common ground in frequent linguistic phenomena, to abstract
B O R T
Z U B R
ABOUT Z
B O R SCH
Compare the written words with each other. Identify the letter and explain why?
5. Exercises focused on the primary development of linguistic intuition, speech, intelligence.
With the help of this letter, all words of this scheme are formed
TO
T M L N K D
6. Exercises for the development of speech, intuition, intelligence.
P, V, S, H, P, S, ... (Monday, Tuesday ....) In the same way, you can encrypt the names of numbers, months, make up rows of vowels or consonants in order or through one, two, etc.
In the second and in subsequent grades, the development of intellectual skills continues, but at a higher level of difficulty. These exercises stimulate the development of speech, thinking using various linguistic tasks. For example, through the selection of synonyms for the words: doctor - doctor, roar - ... (crying), call - ... (cry), hurricane - ... (tornado). Or the selection of antonyms, or the use of dictionary words and cipher, etc.
Requirements for all exercises:
o From lesson to lesson, the degree of difficulty of the assignments increases.
o Exercise content is linked to Russian language topics
o Each task provides for the active speech-thinking activity of schoolchildren
The second part of the preparatory stage also requires a gradual complication of the active and conscious activity of students. Students preliminarily in the process of speech-thinking activity, master the order of writing letters. Determine and formulate its regularity. The pattern of recording systematically changes with a gradual increase in difficulty.
For example, / a //a///a... (regularity: lowercase a alternates with oblique straight lines, which increase by one), pa, rb, pb, rg…. (pattern: lowercase p alternates with letters of the alphabet), region, lbo, region, lbo ... (regularity: lowercase letter b is written with the letters o and l, which swap places in the chain link). Gradually, learners are involved in making the chain. We use the following activities:
- listening to the proposed pattern;
- independent identification of patterns;
- complete independence is the drawing up by students of the patterns of alternation of letters and its sounding.
Thus, in the process of organizing and spending minutes of calligraphy, the student is actively involved in the educational process, which allows for fruitful learning activities.
The gradual complication of tasks is accompanied by an increase in the share of children's participation in the organization of the educational process.

For example, what it looks like when you spend minutes of calligraphy.
The first option provides for the combination of finding the letter intended for writing with incomplete phonetic analysis. Words on the blackboard: nose, varnish, linen. (Read the words. Identify the letter that we will write today during a minute of calligraphy. It denotes an unpaired voiced soft consonant sound. What letter is it? In which word is it?) Students answer the two questions, without breaking their sequence and at the same time characterize upcoming training activities.
From lesson to lesson, tasks become more difficult due to the increase in the original words. This allows you to develop the volume and distribution of attention, concentration, observation, analysis and synthesis. For example, there are five words on the board: raccoon, tree, lighthouse, pouring, honey. It is necessary to determine the letter that we will write in calligraphy. It denotes a vowel sound that provides a soft consonant. What letter is it? What word is it in?
The second option involves the search for a letter with the simultaneous introduction of a search for objects related to the studied topics of the Russian language. For example, on the board the words: lamp, branch, flew off. The letter that we will write is located at the root of the verb and denotes an unpaired voiced soft consonant sound. What letter is it? What word is it in? The number of search objects is gradually increasing and expanding. So, when studying a verb, children can be offered a task of this kind: “Read the words: m-rshchiny, el-nik, tr-vyanoy, raz-lil, sat-zal. The letter we will write is in the root of the feminine plural noun and denotes an unpaired voiceless, always soft sound. What letter is it? What word is it in? In the same tasks, we work on the spelling, recognize parts of speech, learn to classify, generalize with children.
The third option involves using a search for a letter of cipher elements, coding, etc.
The fourth option provides the need for self-formulation and performance of the assignment, providing for the definition of a letter. For example, we give instructions by orienting the children to write on the board. “If we correctly formulate and complete the task for this entry, we will recognize the letter for a minute of calligraphy.
War is peace. Dry - ... Old - .. Deep - ... Iron - ... Hard - ... This is the letter "M"
Thus, in the second year of study, a minute of calligraphy becomes a universal structural part of the lesson. During it, along with the improvement of the graphic skill, non-traditional types of phonetic parsing, parsing of words by composition are carried out, knowledge on the studied topics of the Russian language is deepened, the formation of the qualities of intelligence continues.

Appendix 3

Methods for conducting vocabulary and spelling work
The work on familiarization with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and spelling work:
- introduction by students of a new vocabulary word
- identifying its lexical meaning
- etymological reference
- mastering the spelling of a word
- introduction of a new vocabulary word into the active vocabulary of children
The presentation of a new vocabulary word consists in the independent definition and formulation of the topic of vocabulary and spelling work by schoolchildren. This activity is carried out using a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features.
The first group includes exercises that involve identifying the desired word through working with its constituent letters. When they are performed, children develop stability, distribution and volume of attention, short-term voluntary memory, speech, analytical-synthetic thinking. For example, to define a new word, you need to arrange the rectangles in the order of increasing points.

Gradually, the number of specific instructions from the teacher decreases. For example, a student can find a word if he finds a rectangle with its first letter and independently sets the sequence of the remaining letters. (Teacher)

Exercises are introduced into the educational process, providing for the complete absence of instructions. For example, KMOOORLOOVKAO
With the help of these techniques, the further improvement of the intellectual qualities of students continues. Decrease or absence of coordinating attitudes of the teacher makes children think, mobilize their intuition, will, ingenuity, observation.
The second group is made up of exercises that involve working with symbols, numbers, codes. They allow you to shape abstract thinking. For example, two words are encrypted using numbers.
1st word: 3, 1, 11, 6, 12, 13, 1. (cabbage)
2nd word: 3, 1, 5, 13, 4, 7, 10, 9, 8. (potatoes)
1 2 3 4 5 6 7 8 9 10 11 12 13
A g k o r u f l e p s t
For example, assignments with partial indication of the teacher. It is necessary to carefully consider this code and the key to it: 2-3, 1-6, 2-7, 1-4, 1-3 (straw)
3 4 5 6 7 8 9 10
1 a m n o r k v u
2 c y d i l h c t
The third group includes exercises connecting the search word with the studied linguistic material. For example, consolidating knowledge of phonetics. Cross out the letters for voiceless consonants in the string and you will recognize the word.
PFBKTHESHSRCHESHZTSA (birch)
In order to improve spelling vigilance in the process of studying various topics of the course of the Russian language, you can use the following task: “Read: push out, guard-nyat, b-disease, red-sitel, meaning, mn-press, ab-zhur, sl -worried, l-kayet. Connect the first letters of the words, in the root of which the vowel a is written, and you will recognize the word with which we will get acquainted. (railway station)
The specificity of the fourth group lies in the use of various ciphers and codes. An example of an assignment for the use of knowledge in mathematics.
1 6 7 8 9
2 L V K Z
3 B A D b
4 U F M I
5 P G T O
Code 16, 36, 14, 21, 40, 27 (the numbers of the top row are multiplied by the numbers on the side) (nod)
The fifth group of exercises combines a variety of different types activities: non-traditional phonetic parsing, partial parsing of words by composition, dividing words into syllables, spelling work, etc., in the process of which the spelling skill is improved, analytical and synthetic work is carried out, the volume and concentration of attention, working memory are developed. For example, to learn a new vocabulary word, we have to complete several tasks to identify each letter.
1. The first letter of a word is a consonant in the last syllable of the word room
2. The second letter is the last consonant at the root of the word north
3. The third letter is an unchecked unstressed vowel in breakfast
4. The fourth letter denotes the first unpaired voiced solid consonant sound in the word raspberry
5.The fifth letter begins the second syllable in the word oats
6. The sixth letter is the ending in the word straw
7. The seventh letter denotes an always voiced soft consonant in the word harvest. (tram)
Further, according to the method of G.A. Bakulina. the exercises of the subsequent groups become more difficult.
Determination of the lexical meaning of words is carried out by joint search for reasoning. An etymological dictionary is used. And a new word is introduced into the active vocabulary of children through the use of proverbs, sayings, phraseological phrases or the operation of words that are not connected to each other and sweat meaning. For example, the new word is tram, and during the repetition of the studied, the words apartment, room, breakfast, raspberries, straw, oats were used. Variants of answers: Raspberry jam was transported in a tram. Straw and oats are scattered near the tram. Etc.
To conduct a dictionary dictation, we will select the required number of words by assembling them in pairs based on an associative connection. For example:
Cow - Milk Plant - Worker
Student - Notebook Class - Teacher
Work - shovel crow - sparrow
Clothes - frost coat - skates
We pronounce each chain of two words once. Gradually, the recording order becomes more complicated. Now there are three words in the chain with the associative connection preserved.
Collective farm - village - milk Bear - hare - fox
City - factory - car Rooster - dog - cow
Pencil case - pencil - notebook
Then, we give chains of 3 words, where the associative connection is not traced.
Duty officer - Moscow - shovel Wind - people - surname
Saturday - tongue - berry

Appendix 4

Learning new material
To study new material in grades 1-2, a partial search method is used - the joint search activity of the teacher and students when familiarizing themselves with a new linguistic concept or rule. In grades 3-4, the teacher is supposed to create a problem situation, study it by students and formulate their conclusion. The creation of a problematic situation involves different levels: low, medium, high. The levels of problematicity differ in the degree of generalization of the problem proposed by the students for solving, and in the degree of assistance from the teacher.
A problematic situation at a high level does not contain hints or may have one hint, on average 1-2 hints. At a low level, the role of prompts and perform questions and tasks, answering which students come to a conclusion. For example, when studying the topic “Soft sign at the end of them. noun after sibilants "3 levels are possible.
High level. Read the words. Find the difference in their spelling. Formulate a rule.
Daughter, doctor, quiet, hut, rye, knife.
Middle level. Read the word columns. Explain how they are grouped. Formulate a rule for their writing.
Daughter doctor
Quiet hut
Rye knife
Low level. Read it. Answer the questions:
- What part of speech do all words refer to?
- Determine the gender of nouns
- What are the consonants at the end of nouns?
- At the end of what nouns and in what case is a soft sign written?
To work on solving a problem situation, we determine the levels in accordance with the level of training of children.

Appendix 5

The method of consolidating the studied material
When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and abilities of students by selecting and assembling language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another complex of intellectual qualities. There are a number of requirements for exercises:
1. All exercises are compiled on the basis of linguistic material corresponding to the studied topic in the lesson
2. Exercises should provide the student's speech-thinking activity
3. Practical use assignments involves increasing complexity from class to class
4. In order to develop attention, all tasks are pronounced by the teacher once.
5. In the lesson, up to 50% of exercises are used, in which students formulate tasks independently
In grades 1-2, we use intellectual and linguistic exercises, with the help of which we ensure the development of the qualities of intelligence (stability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, draw conclusions.
Types of complex exercises in grades 1-2:
Topic: "Acquaintance with the syllable."
Read, find the right word, substantiate the answer. Write words, grouped according to the topic of the lesson.
water bush burrow
mole dew?
Topic: "Big letter in names, patronymics, surnames of people"
Read it. Write on a line the words that are not in the right column. Find the superfluous among them.
(M, m) arshak (P, p) oet
(P, p) oet (M, m) ikhail
(A, a) lexei (B, b) orisov
(P, p) epin (C, s) ergey
(S, s) emyonov (I, i) vanov
Write the names of the patronymics and surnames of people in accordance with the code. The cipher indicates the number of syllables in words.
(L, l) ev (N, n) ikolaevich (T, t) tolstoy
(M, m) Ikhail (A, a) leksandrovich (Sh, w) olokhov
(B, b) oris (C, c) ladimirovich (Z, h) ahoder
Font: 1) 2-5-3 2) 1-5-2 3) 3-5-3
Topic: "Soft mark at the end of a word"
Read the chains of words, eliminate unnecessary ones. Underline the spelling.
1) Oak, wood, alder, poplar, birch
2) Snow, rain, precipitation, hail, frost
Topic: "Offer"
Read, give a description. Spread it out by adding one word at a time and repeating everything previously said. Write down the sentence from memory.
Mist descended on the city. (White mist descended on the city. White mist slowly descended on the city.)
Topic: "Words that answer the question who? What?"
Connect pairs of words that match the meaning (sofa furniture). For each word, ask a question. Write down the matched pairs.
Bream flower
Plate bird
Forty dishes
Lily of the valley fish
Topic: "Paired voiced and voiceless consonants"
Write out the words in pairs that begin with a voiced and voiceless consonant, so that they fit the meaning.
Grapes, rook, dates, jacket, cuckoo, trousers.

In grades 3-4, tasks with previously used types of exercises are complicated in order to increase the degree of influence on the quality of intelligence. This is accomplished in several ways.
1 way to increase the number of original words in exercises. For example, the topic: "Spelling of words with a separating solid sign." Read, remember. After 1-2 minutes, the first words are closed, and the students, focusing on the second word, write down phrases. Emphasize spelling.
Edible Mushroom Enter the Forest
Explained the task of Raising the flag
Filming Crane
Shrunken from the cold Ate cookies
Announced the decision Rode around
2 way to increase the number of independently determined features. For example, the topic "Changing verbs by numbers". Eliminate the unnecessary one by one according to independently found signs, so that one word remains.
Sleeps, pours, bee, run, files, unites (Bee - noun, run - plural verb, etc.)

3 way translation into anticipation and use of exercises based on folklore material. Anticipation - foresight, anticipating the reflection of the surrounding reality.

Cards with the exercise "Scattered letters"
1. Two silver horses
They carry me along the glass. (Skates, ice rink)
What are the words of the answer?
Highlight three words from the puzzle with the same spelling as in the word rink.
(on glass, carry, horse)

Guess the riddle, write down the answer words.
2. There is a house in the yard,
On the chain is the master in it. (Dog, kennel)
Add the third word from the riddle to the answer words. (Master)

Guess the riddle, write down the answer words.
3. Many vegetables grow in it,
It contains vitamins all year round. (Vegetable garden, carrots)
What words from the riddle can be attached to each word of the answer?
(Vegetable garden - year, carrots - vegetables)

Cards with exercises for establishing causal relationships in pairs of words
Find a pair, write it down.
1. Honey is a bee
Egg - chicken
Wool - sheep
Milk -?

Find a pair, write it down.
2. Butterfly - caterpillar
Frog - tadpole
Fish - roe
Flower -?
Underline the spelling, pick up the same root words

Find a pair, write it down.
3. Raisins - grapes
Gasoline - oil
? - paper
Underline the spelling, pick up the same root words

Exercises to sequence events in a chain of sentences
1. Clouds are gathering in the sky. Passers-by opened their umbrellas. Lightning flashed. It started to rain.
2. Bees have arrived. Delicious honey turned out. The bees collected the nectar and carried it to the hives. Flowers bloomed.
3. The trunks of the apple trees are exposed. In winter, hares have little food. The white hare gnaws at the bark of young apple trees in the gardens. They get sick and die.

Exercises to establish cause-and-effect relationships in sentences.
1. Before eating, the raccoon washes its prey.
The raccoon was nicknamed the stripe.
2. Nettle is used to produce paint, fabrics, braid, rope, thread.
Nettle is a plant useful for humans.
3. Rice is used not only for food, but also for the preparation of starch, glue, powder. Rice is a very important product.

Exercises to replace phrases with one close in meaning
1. To remain without food -
To be left without money -
Stay with your nose -
2. Sweep away the dust -
Sweep everything off the table -
Sweep everything in your path -
3. Drive a car -
To drive to school
Lead by the nose -
4. Throw the ball -
Throw a line -
Cast a shadow -

Exercises to establish patterns of word selection.

1. Shishkin - Tarasova
Gennady - Jeanne
Sergeevich - Konstantinovna Cipher
Mikhailovich - Antonovna 1) Ivan - Marya
Ruslan - Lyudmila 2) Alekseevich - Dmitrievna
Serov - Ivanova 3) Smirnov - Petrova
Sidorov - Zenina
Petrovich - Ivanovna
Dmitry - Marina

2. Vegetable garden - vegetables
Fast slow
Apartment - room cipher
North - east 1) school - student
Aspen - lilac 2) north - east
Top - Bottom 3) Bad - Good
Collection - painting
Oats - wheat
Left - right

Exercises to find equivalent concepts
1. Heavenly luminary with-nce
A person of the same age as anyone else.
The most important human organ is the heart
Day of joy and celebration about something holiday
Water or marsh plant cable-nick

2. Blizzard pack
Small northern taiga bird loach
Climbing herb blizzard
Packed luggage carried on the back of an animal bindweed
Small, very agile finch fish

3. Golden hands of a cowardly man
Bright head smart man
Free bird free man
A timid dozen skillful people
Soap bubble insignificant person
Desperate swashbuckling man

Exercises for the selection of concepts according to the degree of their generalization
Ax, hammer -?
Pen-pencil - ?

Hockey, football -?
Tennis, chess -?

Crow, sparrow -?
Swallow, rook -?

Fur coat, mittens -?
T-shirt, pajamas -?

Exercises to identify similarities and differences
Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important signs of objects are reflected in the concept.

Examples of tasks.
Match the generic term to the following words:
pike - ...
Linden - …
chamomile - ...
Indicate the whole of which:
pocket - ...
wing - ...
fin - ...
In these rows of words, underline the concepts that are in relation to the opposite:
Ash, branches, tree, maple, leaf (ash, maple).
Milk, bottle, shop, butter, seller (milk, butter).
Horizon, north, compass, east, arrow (north, east).
Pick up the opposite concepts:
large - …
light - ...
joy - ...
For the following words, pick up concepts that are in relation to the sequence:
February - ...
Tuesday - …
first - …
evening - ...
To the proposed concepts, pick up two more that are in functional relations with him:
spoon -… (silver, available).
paper -… (white, write).
doctor -… (for children, to treat).
The form of generalizing activity of schoolchildren at different stages of education does not remain constant. At first, it is usually built on an external analogy, then it is based on the classification of features related to the external properties and qualities of objects, and, finally, students move on to systematize essential features.
Get a new word by changing the first one by one letter:
Give the goat the horns (horns - goat) horns - rose - goat.
Bring the cat to the cheese (cat - cheese) cat - lump - catfish - sor - cheese.
Find the right word:
bed - lie down, chair - ...
raspberry - berry, nine - ...
a person is a child, a dog is ...
Say in one word:
hang your ears - ...
bite your tongue - ...
beat your thumbs - ...
From each word, take only the first syllables, make up a new word:
ear, rose, cotton wool - ...
bark, loto, boxer - ...
ram, wound, can - ...
Come up with a sentence (short story) where all words begin with one letter.
For example: Chairman Pakhom raced across a dusty field.

Exercises are carried out at different stages of the lesson.
A minute of calligraphy.
1) Raccoon mesh hedgehog pencil case
-determine the letter, it is in each of these words and can divide them into two equal groups.
2) Sourdough meaty undergone
-determine the letter that is at the root of each word.
3) Children's cane messenger ladder terrain difficult
-determine the letter, it denotes the same spelling in all nouns of the given series.
4) Praz ... nickname st ... faces ser ... tse ur ... zhai h ... nil s ... tank n ... zina star ... ny l ... tso
-name the letters, with their help you can divide these words into equal groups.

Dictionary and spelling work.
1) sliver supper washer trumpeter
-determine a new word. It has a paired voiced, always solid hissing consonant sound.

2) B ... p ... yes n ... kind of willows ... lie b ... rba ug..sanie
l ... pata claim ... rka og ... vorka t ... rgvlya eg ... for
to ... sa cr ... sitel atm ... sphere
- connect the first letters of nouns of 1 declension, in the root of which the vowel o is written, and name a new word.
3) shop-buyers
theater spectators
transport- ?
- define a semantic connection and name a new word.

Work with text.
1) Read parts of the text. Arrange them in the correct order. Formulate your task for the compiled text and complete it.
Later, people n ... learned to cook (from) beets sugar ... p. I sold it (in) pharmacies as medicine. He was very d ... r ... goy.
(In) ancient times, people did not know what sugar is. They ate my…. they drank weak… cue juice of maple, linden, h… th (with) beet slices.
(In) India, (in) Cuba, they get ... they get this sweetness (from) the sugar rope ... nick. It has a weak ... stalk. The cable ... nicks are cut, br ... put (in) the boiler and boiled (on) the fire. Sugar crystals are obtained.

2) Read the text. Identify its main idea and title. Choose a proverb that suits the main idea of \u200b\u200bthe text and enter it into the text.
In ... sleepy birds come ... they are melting from ... (B) their way will be difficult and troublesome. (In) the damp gloom of the mists they lose d ... horn, sharp rocks are broken (about). M ... rsky storms break their feathers, knock down their wings. Birds mind .. scream (from) cold and cold, perish (from) predators, fall (under) shots of hunters. Nothing stops the winged pilgrims. Through all the obstacles they l ... they (to) the Motherland, to their nests.

Proverbs:
To live - to serve the Motherland.
Beloved homeland - dear mother.
Everyone has their own side.
Spring is not red in a foreign land.

Used Books
1. Bakulina G.A. Intellectual development of primary schoolchildren in Russian language lessons - M. "Humanitarian publishing center VLADOS", 1999
2. Bakulina G.A. The use of intellectual and linguistic exercises in the lessons of the Russian language // Primary school №1. 2003 p. 32.
3. Vakhrusheva L.N. The problem of children's intellectual readiness for cognitive activity in primary school // Primary school №4. 2006 S 63.
4. Volina V.V. Learning by playing - M. "New School" 1994
5. Zhukova Z. P. Development of the intellectual abilities of younger students during the game // Primary school No. 5. 2006 from 30
6. Zak A.Z. The development of the mental abilities of younger students. - M., 1999
7. Obukhova E.A. Verbal and logical exercises in the lessons of the Russian language // Primary school No. 4. 2006, p. 32.
8. Simanovsky A.E. Development of creative thinking in children. - Yaroslavl, 1998
9. Stolyarenko L.D. Fundamentals of Psychology. - Rosto-on-Don, 1999.
10. Tikhomirova L.F. The development of the cognitive abilities of schoolchildren. - Yaroslavl, 2002
11. Tikhomirova L.F. Exercises for every day: logic for younger students. - Yaroslavl, 1998
12. Teplyakov S.O. Intellectual development // Primary school number 4. 2006, p. 36.

Cognitive universal actions include general educational, logical, actions, setting and solving problems.

General educational universal actions independent selection and formulation of cognitive goals; search and selection of the necessary information; the use of information retrieval methods, including with the help of computer means: symbolic-symbolic - modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object (spatial or symbolic-symbolic) are highlighted and the transformation of the model in order to identify general laws that determine this subject area; the ability to structure knowledge; the ability to consciously and arbitrarily build a speech utterance in oral and written form; choice most effective ways solving problems depending on specific conditions;

reflection of methods and conditions of action, control and assessment of the process and results of activity; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; formulation and formulation of the problem, independent creation of algorithms for activity in solving problems of a creative and exploratory nature.

Universal logical actions - analysis of objects in order to highlight features (essential, insignificant) - synthesis as composing a whole from parts, including independently completing it, filling in the missing components; - selection of grounds and criteria for comparison, classification of objects; - summarizing concepts, deriving consequences; - establishing causal relationships, - building a logical chain of reasoning, - proof; - putting forward hypotheses and their justification.

Problem statement and solution problem statement; independent creation of methods for solving problems of a creative and exploratory nature.

Requirements for the results of mastering by students of the basic educational program of basic general education on the formation of cognitive ECD: the formation of goal-setting in educational activities as the ability to independently set new educational and cognitive goals and objectives, transform a practical task into a theoretical one, and set target priorities.

Cognitive activity is an active study of the surrounding reality by a person, in the process of which the child acquires knowledge, learns the laws of existence of the surrounding world and learns not only to interact with it, but also to purposefully influence it.

Methods for the formation of cognitive universal educational actions Using ICT: Demonstration-type lessons. This type of lesson is the most common today. The information is shown on a large screen and can be used at any stage of the lesson. The work uses both ready-made presentations on topics, materials modified for their own presentation, and created by myself. Computer testing lessons. Test programs allow you to very quickly assess the result of the work, to accurately identify topics in which there are gaps in knowledge. They are not used as often, as a rule, this is possible in the computer science office, in which there is a local network, and it is not always free. Construction lessons. In such a lesson, students individually or in a group work with a constructive environment in order to create a booklet, brochure, presentation, leaflet, etc. In the classroom, too, as a rule, this happens very rarely, most often it acts as a form of homework preparation.

Information search on the Internet Information search allows you to select from a variety of documents only those that meet a given problem.

Use of multimedia aids. 1) electronic textbooks, electronic encyclopedias, media libraries of digital educational resources; 2) electronic interactive simulators, tests; 3) Internet resources. These groups of tools can act as a source of knowledge, as well as a tool for the formation of students' skills and abilities.

Project activity of students is a joint educational, cognitive, creative or game activity of students with a common goal, agreed methods, methods of activity, aimed at achieving a common result of activity.

Research activity thinking skills and abilities (analysis and highlighting the main thing; comparison; generalization and systematization; definition and explanation of concepts; specification, proof and refutation, the ability to see contradictions); skills and abilities to work with a book and other sources of information; skills and abilities related to the culture of speaking and writing;

Starting from grade 5, children learn to make notes, work with reference literature (encyclopedias, reference books) and work with Internet resources. In grades 5 - 7, social studies classes need to organize work with various sources of information: textbook text, graphs, tables, illustrations and audio and video information, their analysis, characterization, comparison and comparison. Drawing up a text plan, develops skills such as highlighting logical parts of the text and determining the main thing.

Systematic work with concepts (from memorization to independent formulation, comparison, determination of the degree of generalization) forms the skill of working with definitions and terms, which is necessary for research activities. Problem-based learning develops the ability to put forward a hypothesis, select arguments and draw conclusions, formulate your own point of view on the problem, the presentation of which develops the student's speech. The ability to independently think, analyze, and draw conclusions will allow the student from the ability to formulate a personal judgment of the answer to the ability to choose an alternative based on the available information and to logically master the practice of making rational decisions.

Problem-based learning presupposes an active "research" activity of a student, he goes through the entire path of cognition from the beginning to obtaining a result (naturally, with the help of a teacher), and therefore every "discovery" scientific idea (law, rule, pattern, fact, event, etc.) becomes personally important to him.

A schoolchild not only acquires new knowledge and skills, but also becomes an initiative, independent, creative person. The main methodological element of problem learning is the creation of a problem situation in which the student meets an obstacle and cannot overcome it in a simple way (for example, only with the help of memory). To get out of this situation, the student must acquire (deepen, systematize, generalize) new knowledge and use it expediently.

Methodological techniques for the formation of cognitive UUD "Chamomile Questions" ("Bloom's Chamomile") Taxonomy (from other Greek - location, structure, order) of questions, created by the famous American psychologist and teacher Benjamin Bloom, is quite popular in the world of modern education. These questions are related to his classification of levels of cognitive activity: knowledge, understanding, application, analysis, synthesis and evaluation.

Simple questions. Answering them, you need to name some facts, remember, reproduce some information. They are often formulated using traditional forms of control: using terminological dictations, etc. Clarifying questions. Usually they start with the words: “That is, you say that. ... ... ? "," If I understood correctly, then. ... ... ? "," I may be wrong, but, in my opinion, you said about. ... ... ? ". The purpose of these questions is to provide feedback to the person regarding what they have just said. Sometimes they are asked for the purpose of obtaining information that is not in the message, but implied.

Interpretive (explanatory) questions. They usually start with “Why? ". In some situations (as mentioned above), they can be perceived negatively - as a compulsion to justify. In other cases, they are aimed at establishing cause-and-effect relationships. Creative questions. When there is a particle “would” in the question, and in its formulation there are elements of convention, assumptions, fantasy of prediction.

Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. Practical questions. Whenever a question is aimed at establishing a relationship between theory and practice, we will call it practical.

Technique "Educational Brainstorming" Technology "Brainstorming" The main task of brainstorming is the generation of ideas. Searching for and generating ideas is a complex creative process that can effectively take place in group forms, if appropriate conditions are created for this.

Technique "True - False Statements" Used at the invocation stage, offers several statements on a topic that has not yet been studied. Children choose “correct” statements based on own experience or just guessing. There is a setting to study a new topic, key points are highlighted. In one of the following lessons, we return to this technique, in order to find out which of the statements were true, it is possible at the stage of reflection.

Reception "Wise Owls" Students are encouraged to independently work out the content of the text of the textbook (individually or in a group). Then students receive a worksheet with specific questions and tasks in order to process the information contained in the text. Let's consider examples of such tasks: The basics of working on the text. Find the main (new) concepts in the text and write them down in alphabetical order. What did you not expect? Choose from the text new information that is unexpected for you. You already know last news? Write down the information that is new to you. The main life wisdom. Try to express the main idea of \u200b\u200bthe text in one phrase. Or which of the phrases of each section is the central statement, which phrases are key?

The known and the unknown. Find in the text the information that is known to you and the information that was previously known. Illustrative image. Try to illustrate the main idea of \u200b\u200bthe text and, if possible, your reaction to it in the form of a drawing, diagram, caricature, etc. Instructive conclusion. Is it possible to draw conclusions from what you have read that would be significant for your future activity and life? Important topics for discussion. Find statements in the text that deserve special attention and are worthy of discussion in the framework of a general discussion in the lesson. Further, a discussion of the results of the work is organized. In this case, the following steps can be outlined: search for additional information, homework for individual students or groups of children; highlighting unsolved problems, defining subsequent stages of work.

Reception "Fishbone" Scheme "Fishbone" in translation means "fishbone". In the "head" of this skeleton, a problem is indicated, which is discussed in the text. The skeleton itself has upper and lower bones. On the upper bones, students note the causes of the problem being studied. Opposite the upper ones, the lower ones are located, on which, along the way, facts are inscribed, confirming the existence of the reasons they formed. Records should be concise and contain key words or phrases that reflect the essence of the facts.

The criteria for the formation of cognitive universal educational actions will be the following skills to search for the necessary information to complete educational tasks; the use of symbolic means, including models and schemes for solving educational problems; orientation to a variety of ways to solve problems; possess the techniques of semantic reading of artistic and cognitive texts; be able to analyze objects with the selection of essential and insignificant features; be able to carry out synthesis as a whole from parts; be able to compare, serialize and classify according to specified criteria; be able to establish causal relationships; be able to build reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections; be able to establish analogies; perform advanced information search using library resources, educational space native land (small homeland); create and transform models and schemes to solve problems; be able to select the most effective ways to solve educational problems, depending on specific conditions.

Methods for the diagnosis of cognitive UUD Control works. Testing. Diagnostics, which offer three types of universal skills and abilities: intellectual (perception and intellectual processing of information, the effectiveness of intellectual activity), organizational, communicative (presentation of one's own thoughts, discussion, interaction in a group).

Memo for the teacher How can you help your student to master cognitive EULs? Cognitive UUD: 1. If you want children to learn the material, teach them to think systematically in your subject (for example, the main concept (rule) - example - the meaning of the material) 2. Try to help students master the most productive methods of educational and cognitive activity, teach them to learn. Use diagrams, plans, to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells, but the one who uses in practice knows. Find a way to teach your child to apply their knowledge. 4. Develop creative thinking with a comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.

Technological map of the lesson The technological map in a didactic context represents a project of the educational process, which presents a description from goal to result using innovative technology for working with information.

The task of the technological map of the lesson: to reflect the activity-based approach to teaching. This is the way to graphically design a lesson. The shapes of such cards can be very diverse.

The structure of the technological map includes: the name of the topic indicating the hours allotted for its study the goal of mastering the educational content the planned results (personal, subject, metasubject, information-intellectual competence and UUD) metasubject connections and the organization of space (forms of work and resources) basic concepts of the topic technology studying the specified topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation) control task to check the achievement of the planned results

Didactic structure of the lesson Organizational moment. Time: Milestones: Checking homework Time: Stages: Learning new material Time: Stages: Reinforcing new material Time: Stages: Control Time: Stages: Reflection Time: Stages: Teacher activity Student activity Tasks for Planned student outcomes, Subject UUD implementation (Cognitive UUD). which (Communicative UUD). will result in (Regulatory UUD). achieving planned results

Date of publication: 03/26/16

Introduction

Modern society is inextricably linked with the process of informatization. The widespread introduction of information technology is taking place. One of the priority directions of the process of informatization of modern society is informatization of education, i.e. introduction of new information technologies in the education system.
Possession information technology is placed in the modern world on a par with such qualities as the ability to read and write. A person who skillfully, effectively owns technologies and information, has a different, new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.

This level corresponds to the way of perceiving information that distinguishes the new generation of schoolchildren who grew up on TV, computers and mobile phones, which has a much higher need for temperamental visual information and visual stimulation.

Elementary education - a special stage in the development of a child. For the first time, educational activity becomes the leading one. But an elementary school student is also a child who loves to play. How to structure your work so that children in the lesson are interested, comfortable, but at the same time, so that they learn to think, work hard with educational material, mastering new knowledge.

Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice, make a non-standard decision.

The teacher faces a problem: how to fulfill the order of modern society, to realize the goals of primary education: to teach younger students to learn, to get the maximum effect in the development of thinking and creativity.

The purpose of my workis to to uncover the mechanism of the development of cognitive UUD of a younger student at the lessons of the surrounding world by means of ICT.

Relevance of workis determined by the need to obtain high-quality knowledge of students.

In the context of the transition to the Federal State Educational Standard of NOO, one of the key tasks is the formation of UUD, the leading place among which is occupied by cognitive UUD. Cognitive actions are an essential resource for achieving success and have an impact both on the effectiveness of the activity and communication itself, and on self-esteem, provide the ability to cognize the world around.

An object research: the process of teaching primary schoolchildren using information and communication technologies.
Subjecttresearch: cognitive UUD of younger students.
Hypothesesa The research is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive UUD.
In accordance with the purpose, object, subject and hypothesis of the research, the following tasks :
1. To highlight the directions of using ICT in the lessons of the surrounding world for the development of cognitive UUD.
2. To develop a system of ICT application in the lessons of the surrounding world, which ensures the development of cognitive UUD.
3. Determine the types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson.

1.1. Areas of work

The use of ICT in the lessons of the world around us allows you to move from an explanatory-illustrated method of teaching to an activity-based one, in which the child becomes an active subject of educational activity.

I use information and communication technologies in the following areas:

The multimedia presentations I use in the lessons of the surrounding world make the lessons more interesting, includes not only vision, but also hearing, emotions, imagination in the perception process, help children to immerse themselves deeper into the material being studied, make the learning process less tedious, and go on exciting journeys.

In the presentation I include visual information in the form of video clips, films about nature and the surrounding life.
I create presentations not only in Power Pont format, but also in Smart Notebooks.

The use of an interactive whiteboard helps to make the learning process bright, visual, dynamic in my work.

The gallery of built-in interactive tools, the functionality of the Smart Notebook program give me scope for creating various cognitive tasks, tests, crosswords, entertaining games, thanks to which each student is involved in the cognitive process and is a really active participant in the lesson.

The use of an interactive whiteboard in the lessons of the surrounding world significantly saves time, increases the student's workload in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, includes in the work of all students in the class, and increases the motivation of learning.

A virtual tour of the Moscow Kremlin, the Novgorod Kremlin, a tour of the Bolshoi Theater, a virtual trip to Kizhi;

- organizework with electronic encyclopedias;

- I select interactive tasks, posters, maps Application

Examples of my use of Internet resources are presented in Appendix 1, p.

In my lessons I use ready-made training programs. "Nature and Man" "Lessons of Cyril and Methodius" For effective information search, we turn to electronic children's encyclopedias.

PowerPont presentations;

Smart Notebook;

Quizzes;

Trainers. Appendix 2, p.

As part of the implementation of the Federal State Educational Standard for LEO in December 2012, our school received new digital equipment. A modern digital laboratory besides digital electronic whiteboard includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, began to actively use it in my work.

I organize different types of work on laptops in the classroom:

P tests;

P simulators;

P editing messages;

P search for information;

P tasks of a creative nature;

P design, modeling;

P partial search work;

I include work on laptops at different stages of the lesson - while updating knowledge, posing a problem situation, when introducing new knowledge, generalizing, consolidating it, during vocabulary work, to control knowledge, skills and abilities, in monitoring to track learning outcomes, with individual and group work.

In the lessons of the surrounding world, I develop information literacy of students on the basis of working with different sources of information.

Support the child's desire for independent activity, develop interest in experimentation, create conditions for research activities helps work with a microscope.

The system of work on the use of a digital microscope in the lessons of the surrounding world of the educational complex "Perspective elementary school" is formalized in Appendix 3, p.

Working with a microscope allows you to conduct a lesson at a high modern level, increases the interest of students in the subject being studied, and significantly expands their knowledge.

Working with digital sensors in the classroom around the world. (I will finish this item)

- "Measurement of pulse rate at different physical activity" The pulse was measured before and after a physical training lesson.

Temperature measurements environment in class after each lesson and at breaks after airing. The data was presented in the form of a bar chart and graph.

1.2 Activities contributing to the formation of cognitive UUD:

Use in work reference schemes, tables allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, facilitates the assimilation of new material in the lesson.

- I organize research and project activities of students

P Research projects:

Ÿ "The Red Book of the Cherepovets District ..."

Ÿ "Let's remember our old days"

Ÿ "The value of forests in human life" - regional competition of social projects "For the good of the Fatherland"

Ÿ "Shade-loving and light-loving plants of our class"

P Creative projects:

The project "Birds are our friends!"
"Houseplants of our class"

P Informational:

Ÿ "My pets" creating a mini-encyclopedia

P Practical:

Ÿ "Medicinal plants of the Vologda region".

Parents provide significant help to children: (selection of materials for messages and presentations, joint experiments, visits to research laboratories)

Using local history material (regional component) in the lessons of the surrounding world. I include tasks to search for additional information about the Vologda Oblast, the Cherepovets District, the village of Tonshalovo, lay the foundations of a cognitive interest in studying my land as a surrounding microcosm, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt in the surrounding life, foster small homeland... V. A. Sukhomlinsky wrote: “Let the memories of a small corner of distant childhood remain in the heart of every kid for life. Let the image of the great Motherland be associated with this corner ”.

One of the techniques that enhance the cognitive activity of students are crosswords. I select for lessons, develop crosswords, I suggest that the students themselves make them. Appendix 4.

I practice active forms of work with students: games - quizzes. When answering the questions of which it is necessary to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying difficulty. Answers are offered, one of which is correct.) Appendix 5.

In the lessons, as homework, I include work that requires search activity, making an independent decision.

I organize a systematic work to prepare for monitoring the OKO.

I work with gifted children.

Even Jan Amos Kamensky called to make the work of a student a source of mental satisfaction and spiritual joy. In order for a child to successfully master the primary education program, he must think. Therefore, I strive to build my lessons so that children can expand their horizons, develop curiosity and inquisitiveness, train attention, imagination, memory, thinking.

To optimize cognitive activity, along with traditional lessons, I conduct:

Travel lessons;

KVN lessons;

Competition;

Ecological fairy tales;

- meetings of the “We and the World Around” club;

As a rule, these are lessons to consolidate previously studied material.

1.3 Types of tasks for the formation of cognitive UUD.

According to A.G. Asmolov, for successful learning in elementary school, the following universal cognitive learning actions should be formed:

s general educational;

s logical;

s posing and solving problems.

I... Assignments that allow learners to master logical actions comparison, analysis, synthesis, generalization, classification by generic characteristics, the establishment of analogies and cause-and-effect relationships in the lessons of the surrounding world.

For example:

- Establish a correspondence between dates and events. For every date

pick up a historical event. Connect with arrows.

- Look at pictures of birds... Which bird living in the Vologda Oblast most likely feeds on small mammals? Justify your answer.

- Below are the names of animals and plants:

Insert the names of three living organisms into the diagram so that you get

food chain:

II... Use of symbolic means presentation of information for creating models of the studied objects and processes, schemes for solving educational and practical problems.

Tell me according to the diagram on the ID: "What kind of transport is there?"

Look at the nature conservation signs painted by young naturalists in their forest. Design and draw your conservation sign.

The use of cognitive UUD in the lessons of the surrounding world allows you to:

Cognitive UUD	Examples of tasks for the formation of cognitive learning activities.
Ability to extract the necessary information presented in various forms (verbal, illustrative, schematic, tabular, symbolic, etc. in different sources (textbook, atlas of maps, reference books, dictionary, Internet, etc.);	Explain the movement of the Earth relative to the Sun and its relationship between the change of day and night, the basic rules for handling gas, electricity, water, human influence on the nature of natural zones; find geographic objects on the map prepare stories with the help of presentations about the family, household, professions, make up a family tree of the family;
Explore	Connections of the vital activity of plants, animals and seasons); Conduct group observations during excursions
Distinguish and Compare	Using laptops, information on ID slides, plants and animals, natural objects and products, studied minerals, trees, shrubs and herbs, wild and cultivated plants, wild and domestic animals, day, night, seasons, different forms of the earth's surface, different forms of water bodies, solid bodies, liquids and gases;
Group	Objects of nature by signs: domestic - wild, cultivated - wild, living - inanimate nature
Analyze	Examples of the use of the wealth of nature by man, the influence of modern man on nature, to evaluate examples of the dependence of the well-being of human life on the state of nature, Discuss in groups; explain;
Watch	Objects and phenomena of nature, the simplest experiments on the study of air, natural resources, soil; watch the weather.
Classify	Natural and social objects based on their external signs (known characteristic properties)
Establish causal relationships and dependencies	Between living and inanimate nature, between living beings in natural communities, past and present events, etc.;
Simulate	Simulate situations for the preservation of nature and its protection, situations for the application of rules for the preservation and promotion of health, the shape of a surface made of sand, clay or plasticine, emergency calls by phone, situations related to the attitude of schoolchildren to representatives of other nations; Work with ready-made models (an interactive map, a globe, use ready-made models to study the structure of natural objects, explain the causes of natural phenomena, the sequence of their occurrence, simulate objects and phenomena of the surrounding world); navigate; Create and transform models;
Make simple observations and experiments	The study of natural objects (their properties) and phenomena, setting a task, select laboratory equipment and materials, speaking the course of work, describe observations during the experiment, put forward hypotheses, draw conclusions based on the results, fixing them in tables, in drawings, on ID, in speech oral and written.

When completing assignments, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, conditionally symbolic to verbal and vice versa); encode and decode information (weather condition, map legend, road signs, etc.).

Thus, most of the information to be studied in the lessons of the course "The World Around" must be entered through observation, comparison of illustrations, completing assignments, and solving problem situations in the classroom. As experience has shown, the tasks given above, which require reflection and proof from children, contribute to the formation and development of cognitive universal educational actions.

I share my work experience at meetings of the Ministry of Education of primary school teachers, school pedagogical councils, regional seminars, professional competitions:

I can say with confidence that the use of ICT in the educational process of elementary school makes it possible to form motivation for learning. The child develops both cognitive interest, cognitive activity, and cognitive activity. And all this together gives good results. The academic performance in my class around the world is 100%. The quality of teaching in the subject is 89%. My students are active participants in various competitions around the world:

P Diploma-recipient of the contest "Fox", student of 3 "B" class Daria Shamova (December 2014)

P Laureate of the Russian Interregional Intellectual and Creative Competition "The World Around Us", student of 3 "B" grade Daniil Gorodishenin; (November 2014)

P Diploma winners of the competition “Video lessons. ru »distance olympiad in the surrounding world

Daniil Gorodishenin - 2nd degree diploma;

Shamova Daria - 2nd degree diploma;

Dmitry Stepichev - 3rd degree diploma;

As a result of the study, the following results were obtained:

1. The directions of using ICT in the lessons of the surrounding world for the development of cognitive UUD are highlighted.
2. A system of ICT application in the lessons of the surrounding world has been developed, which ensures the development of cognitive UUD.
3. The types of tasks for the formation of cognitive UUD by means of ICT are determined at different stages of the lesson.

EFFICIENCY
The effectiveness of this experience includes:
The growth of positive motivation in the classroom with the use of ICT in the lessons of the surrounding world; Appendix 6, p.
Increasing the productivity of the educational process;
Increased concentration of attention; Appendix 7, page
Formation of computer literacy; Appendix 8, page

Growth in the quality of knowledge, appendix 9, p.

Based on the above, it can be concluded that the goal has been achieved, the tasks have been completed.

In this way, the work spent on the management of cognitive activity using ICT means justifies itself in all respects - it increases the quality of knowledge, promotes the child in overall development, he becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy to the child's life, creates favorable conditions for better understanding between teacher and students, their cooperation in the educational process.

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