Teacher activity

1. Preparatory stage (updating knowledge).

Stage tasks:

1).Creating a high level of motivation for children to work in the classroom.

2). Development of voluntary attention.

3.) Fixing in the course of reflection the boundaries of knowledge - ignorance (setting the learning task).

4). Implementation of pedagogical diagnostics of possession of basic knowledge (students' readiness to master a new unit of content).

In the previous lessons, you got acquainted with the properties of air. Why is air important for all life on Earth?

What is the composition of air?

Can oxygen disappear from the air? Where does it get into the air?

As long as there are clean water bodies and plants on Earth, the air will be replenished with oxygen, which is so necessary for all living things.

Without what else can living organisms exist?

Right. The second most important source of life is water.

Emotional mood.(Slide #2 with soundtrack)

Announcement of the topic of the lesson: The priceless gift of nature.

Statement of the educational task.

Read the motto of our lesson.

How do you understand these lines?

What is the main idea of ​​this saying?

What do you think, what task will we set for ourselves in the lesson?

To cope with its solution, we need to remember what role water plays in the life of living organisms.

I write on the board:

1. The role of water in the life of living organisms.

(Slides No. 3,4,6,7,8,10.)

Page for the curious. Slide number 5.

To get 1 ton of paper, you need to use 250 tons of water.

Count the amount of water in your body.

Slides №6,7,8,10

So let's repeat. How does a person use water?

Let's check our answers. (Slide number 9). What didn’t they say, didn’t know?

Do you think we have completed the task?

Pedagogical assessment.

2. Stage of assimilation of new material.

Stage tasks:

1). Develop students' speech (introduction of new words), communication skills (work in pairs).

2). Continue work on the development of educational, cognitive, general cultural, informational competence (work with a map, skills in experimental work, the ability to find information from various sources).

3). Develop analytical skills.

Is all the water available on the planet used by humans?

Where are the main fresh water resources located?

(Slides No. 10,11,12.)

Why do you think medical workers advise drinking melted water?

Use of the Internet.

What other bodies of water can have fresh water?

Lake Baikal is filled with the freshest water in the world. So this water was formed from the melting of glaciers? I'm right, what do you think? Help me figure it out.

Where can you find the truth?

Use of the Internet.

As you have already proved, fresh water bodies are of the greatest practical importance for humans. Take a look at the map. How many rivers flow in Russia?

Formulation of the problem.

At the beginning of the last century, it was hard to imagine that on Earth, rich in rivers and lakes, there would come a time of shortage of clean drinking water, a time when every cubic meter of it would have to be strictly accounted for. (Slide show #14,15.) Why this happened, we have to find out.

Board writing:

2 . Why are fresh water supplies limited?

I propose to listenfairy tale by A.A. Ryzhov “Once upon a time there was a river”.

(Slides No. 16-23.) I read a fairy tale, accompanied by a slide show.

A moment of rest - slide No. 17 (Spanish musical accompaniment)

Conversation.

How did the river help people?

How did people feel about the river?

What happened to the townspeople when the river left?

Could we live without rivers?

Guys, but maybe people don’t act like this with rivers everywhere, as in the fairy tale we read? And is there another reason for the depletion of clean fresh water?

regional component.

We live on the fertile Don land. The main sources of centralized water supply for 70% of the population of the Rostov region are the Don and Mius rivers, Tsimlyanskoye and Sokolovskoye reservoirs. (Slide number 25.)

What do you think, is there a problem in our region of providing the residents of the region with clean drinking water?

(Slides No. 26,27,28.) How rivers are polluted.

What is the result of mismanagement of human activity? (Slides #29,30.)

Can you name the reason for the reduction in clean water supplies?

How does river pollution occur?

Unfortunately, the beauty and pride of Donetsk people and residents of the region, the Don River also got into the list of polluted rivers. What do you think was the main cause of the pollution of the river? (Slide No. 31 - wastewater discharge).

Formulation of the problem.

- How to help the rivers? (Write the question on the board.)

What tasks need to be solved for this?

- Do you want to participate in cleaning up the river??

Equipment: laboratory cups with clean and dirty water, empty cups, funnels, filters (according to the number of pairs of children in the class).

Safety briefing.

You have river water on your tables. In the 1st glass - from a clean one, in the 2nd - from a dirty one. Compare water in two glasses. What's the Difference?

In what water can fish, crayfish and other aquatic animals and plants live, and in what can not?

I suggest you help the river: purify the water with a filter so that it becomes clean again.

When all the water has passed through the filter, compare it to the water in a clean glass.

Thank you. Thanks to your efforts, the river has recovered.

What properties of water did you learn as a result of the work done? (In case of difficulty, I will arrange additional observations).

You will learn about other magical properties and transformations of water in the next lesson.

There are such large filters with which people purify the dirty water flowing into the river from factories and factories.

Remember how Crocodile Gena in the cartoon covered a hole in a pipe from which dirty factory water flowed. And if the hole is closed with a filter that purifies the water ...

Help me finish my thought.

- How is water purified with filters?? And how to install them on the rivers? Find answers in the textbook. (The task is offered to students by options).

Slide number 32.

Biofilters are also used, consisting of plantations of water hyacinth (eichornia), which selects complex chemical compounds with its long roots, decomposing them into simple and harmless elements. (Slide number 33)

What measures are being taken to clean up small rivers in the region?

Messages:

1. The Temernik River asks for help...
2. Wet Elanchik is reborn.
3. While the river is still alive. Dry Elanchik River

In with. Yekaterinovka. (Messages are accompanied by slide show No. 34,35,36)

Have we found the answers to the questions? Estimate your share of participation in this work.

3. The stage of primary consolidation and application of knowledge.

Stage tasks:

one). Determining the level of assimilation of the material.

2). To develop the ability to use knowledge in an unusual situation.

3). Organization of communication and group interaction to work with understanding.

4). To form the skills of project activities.

Let's return to the problem that arose during the lesson:

How to help rivers become clean?

What can we do for the river that is next to us? (river in the village of Ekaterinovka Dry Elanchik).

Role-playing game .

Invite the children to act as ecologists - one group of guys, and villagers (actually they are them) - another group.

The groups are given the task: to discuss and summarize (possibly in writing) an environmental problem.

I provide assistance to teams during the course of work.

Acquaintance with the result of the activity.

What was not taken into account?

How to help the river become healthy?

4. Summary on a reflexive basis.

Stage tasks:

one). Develop the ability to adequately assess their work in the classroom.

2). To develop memory, the ability to reproduce the main points of the lesson.

3). Learn to isolate the main thing, draw conclusions.

- Let's get back to our lesson.Have we made a decision?

Give short answers to the questions posed during the lesson (written on the board).

What touched you the most in the lesson, did not leave you indifferent?

Why is river pollution dangerous?

Reflection of communication skills:

Did your group work work today?

Have you been able to listen to your comrades?

Who was the most active in your group?

Did group work help or hinder? Why?

Personal reflection:

Filling out a student's personal card:

1. I understood everything

Creative work is beautiful, extraordinarily heavy

and amazingly joyful work.
N. Ostrovsky

Modernity is changing exponentially. Sometimes, even with good knowledge, people cannot adapt, find ways to solve problems, cannot overcome difficulties. To solve urgently important issues, it is necessary to educate people who think creatively and boldly express their opinions. Today it becomes more important to think creatively than to talk a lot. This situation in life makes us update the content and technology of education. In the standards of the second generation, one of the primary tasks is to achieve a new, modern quality of education, expressed in the need to develop the creative creative abilities of the individual. The development of creative imagination and thinking is a long process, therefore, in order to achieve satisfactory results, one must start from childhood. A large number of teachers strive to solve this problem by mastering TRIZ pedagogy and RCM technology. It is these methods and techniques that contribute to the formation of creativity, activity and communication in children.

Modern teachers teach children to use mental operations: compare and find patterns, classify, synthesize and analyze, use an algorithm, draw conclusions, reason and draw conclusions.

To raise children with such skills, it is necessary to solve the following tasks:

1. develop speech, attention, logical thinking, memory;
2. to activate creative cognitive activity;
3. arouse interest in the educational process;
4. develop the ability to communicate in groups, in pairs;
5. to teach resourcefulness, ingenuity, the ability to overcome difficulties;
6. develop creativity through the use of TRIZ and RCM techniques.

The attractiveness of TRIZ and RCM lies in the fact that there are practically no ready-made options for finding a solution, and the main attention is paid to understanding the operations of thinking.

The use of TRIZ and RCM technologies makes it possible not only to skillfully master information, but also to critically comprehend, evaluate, and apply it.

When studying a new topic in the lessons of the world around me, I regularly use the "Insert" technique. For example, on the topic “Journey through the continents of the earth. How Australia was discovered”, in the 4th grade this method was applied.

During independent acquaintance with educational material, students made notes in the margins:

"V" - I know;

"+" - new for me;

"-" - thought differently;

"?" - I do not understand, there are questions.

The results of this work are discussed by all students. This technique helps to eliminate gaps in students' knowledge, develops speech, teaches to communicate, express and listen to other opinions.

The "True - False Statements" technique makes students thoughtfully and critically consider information, draw conclusions about the accuracy and value of this information. The results are discussed jointly by the students.

The ability to compactly present the studied material is very important. This skill can be developed using the "Cluster" technique, which is the selection of semantic words of the text and graphic design in a certain order in the form of a bunch. Such a system of clusters covers more information than we could get in any other work. I use the "Cluster" technique both at the stage of reflection, for a complete study of the material, and at the stage of reflection (as a result of acquaintance with any section). For example, a “Cluster” was compiled at a lesson in the world around them on the topic “Traveling around the continents of the earth. How Australia was discovered.

Using the "Sinkwine" technique allows you to express your point of view on a given subject. Children with interest compose a text of five lines, which is built according to the rules:

1. In the first line, the topic is named with one word (usually a noun).
2. The second line is a description of the topic in two words (two adjectives).
3. The third line is a description of the action within this topic in three words.
4. The fourth line is a four-word phrase showing the relationship to the topic.
5. The last line is a one-word synonym (or phrase) that repeats the essence of the topic.

So, after studying the topic “Journey through the continents of the earth. How they discovered Australia”, the children presented this country as follows:

Australia

hot, small

Surprise, scare, call

I would like to see marsupials!

Single.

However, as practice shows, "Sinkwine" can be successfully applied in other lessons. (Literature, history, Russian language, etc.)

At any stage of the lesson, you can use the methods of scientific creativity, developing children's creative thinking and imagination, creativity.

To develop creative thinking and imagination, I often create a problem situation in the classroom. Then the students face a reasonable choice, this contributes to the development of analytical-synthesizing thinking: the development of the ability to group facts, to draw generalizing conclusions.

Good results in the assimilation of educational material are obtained by the regular use of various TRIZ and RCM techniques based on the principles and activities of feedback, which makes it possible to control the education process. One of these techniques is the "Yes - no" technique. The guys ask each other questions, which they answer using only the words "yes" or "no". If the question is asked incorrectly, i.e. does not allow you to give a “yes” or “no” answer, then you have the right to refuse to answer.

In the lesson “Traveling the continents of the earth. How did they discover Australia? You could use the following questions:

Is Australia on a peninsula? No.

Did Christopher Columbus discover this country? No.

Is agriculture developed in Australia? Yes.

Comprehension of new material is carried out in teams, as it includes search tasks . The teams are given a task, to answer which they must work with the text, select the necessary facts, compare the details and draw conclusions. The common theme is Australia.

1 team - learn about the opening of Australia.

History of the discovery and exploration of Australia.

The discovery of Australia was hindered by its remoteness from Europe. Even ancient scientists assumed that there was land south of the Southern Tropic. This land was first discovered by the Dutch in the first half of the 17th century. The Dutch navigator Abel Tasman explored the northern and northwestern shores of the mainland. The east coast of Australia was discovered in the second half of the 18th century. The honor of discovery belongs to the English captain James Cook. Three times this insatiable traveler went on ocean voyages. In 1770, Cook landed on the east coast of Australia, which turned out to be a continent of various wonders. It was Cook who proved that Australia is an independent continent, and put it on a geographical map.

But until the 17th century Australia existed as a mythical Southern continent, which should occupy most of the Southern Hemisphere. It was called the "Unknown Southern Land" (Terra Australia inkognita) and many sailors were engaged in the search for this particular continent.

1 team - about climate, rivers, deserts
2. Read carefully the text of the textbook on pages 142-143.

Plants of Australia

1. Read carefully the text of the textbook on pages 142-143.
2. Read more information:

Eucalyptus has hardwood that is a good building material. And its leaves are used for the production of oils, paints, medicines.

In the forests of Australia, palm trees, ficuses, and tree ferns grow among tall grasses.

Team 4 - about the animal world

Animal world of Australia.

1. Read carefully the text of the textbook on pages 142-144.
2. Read more information:

The platypus, in order to protect itself from enemies, strikes them with poisonous spurs on its hind legs.

The body of the echidna is covered with long coarse hair and prickly needles.
6-8 centimeters. She forages with her long tongue.

In the wild, the koala sleeps up to 80% of the time, active only at night. These animals lead an arboreal lifestyle, as they feed only on eucalyptus leaves.

Team 5 - about the population

Australian population

1. Read carefully the text of the textbook on pages 142-143.
2. Read the text carefully.

The modern population of Australia consists of indigenous people (their minority) and immigrants, who now make up the bulk of the country. The indigenous population - aborigines - have a dark brown skin color, wavy black hair, a wide nose, and a strongly protruding eyebrow. The alien population includes the British, Anglo-Australians who speak English.

Aborigines live in miserable conditions. Part of the natives work on farms as laborers as shepherds for a beggarly wage. Others continue to live as semi-wandering hunter-gatherers.

The country has developed engineering, chemical and food industries, agriculture. The leading place belongs to sheep breeding. Australia ranks first in the world in terms of the number of sheep and the shearing of wool.

In the future, each team acts according to the instructions.

Briefing:

1. Study the text carefully.
2. Discuss with the team.
3. Briefly write down the information received in the 3rd column of your journal.
4. Select a speaker. Report.
5. Team performances.

The learning moment is the technique when children, working in teams, independently compose questions addressed to the teacher or another team.

I pay great attention to the development of students' speech in my work. This is a very complex and painstaking work, which should be carried out constantly, and not just in special lessons.

You can develop speech in different ways: write an essay, presentation, message that characterizes phenomena from the 1st person or from the 3rd person, give a comparative description of the characters, objects, phenomena, etc.

"Letters to a friend", "Diary entries" are also aimed at the development of speech, attention, observation of children. Children perform tasks of this nature without difficulty, which was done in the lesson.

Effective results of speech development are observed when using the TRIZ method “Another point of view”. Its essence is that students try to present and describe what they see from the point of view of any other person or object.

Education, like life itself, is constantly changing. New technologies, techniques and methods of work are being introduced. High demands are placed on the teacher and the student, so the teacher must constantly improve himself. TRIZ and RCM technology helps the subjects of the educational process to be mobile, creative, decisive, dynamic, able to think outside the box. TRIZ is, on the one hand, an entertaining game, and, on the other hand, the development of a child's mental activity through creativity. And creativity gives the child the opportunity to express himself, to receive new information about the environment, gives the opportunity to create, create, develop and prove his point of view.

In the process of applying these technologies, conditions are created for variability, creativity, differentiation of learning, skills and ways of thinking are developed, and generalized knowledge and skills are taught. New techniques and methods are perceived by students as a beautiful holiday and cause a desire for creative mental activity.

“That which stands the test of practice is true,” wrote Albert Einstein. In my article, I also outlined some tricks and methods that have been tested by time and practice.

The desire to go forward, interestingly, intelligibly to teach children knowledge, to make it easier for them to learn new things, pushes me to keep pace with the times.

It is in the methods of TRIZ and KRM that I find a lot of interesting materials that I process and implement in my teaching activities. And recently, TRIZ techniques have become indispensable assistants in achieving the main goal - training and education of a successful, in-demand younger generation that meets the needs of society.

Summary of the lesson on the world around with elements of TRIZ in the 4th grade.

Theme “Traveling on the continents of the earth. How Australia was discovered

Lesson topic: Journey across the continents of the earth. How Australia was discovered.

The purpose of the lesson: to acquaint with the period of discovery of Australia, its location features, flora and fauna.

Lesson objectives: to activate the work of students in the lesson by creating a problem situation; to develop the ability of students to independently determine their knowledge - ignorance on the topic under study; work in pairs, groups; compare, analyze, formulate questions; develop thinking, creativity and cognitive interest in the world around us; cultivate attention, cooperation skills.

Lesson structure: lesson on TRIZ and RCM.

Terms and conditions: 5 groups of 5 people.

During the classes

I.Call stage.

1) Updating knowledge. Motivation. (TRIZ)

The teacher demonstrates the operation of the ship layout. (You can show a slide - a ship.) Children observe and express their opinions: what kind of ships are there, what are they for.

2) Repetition of what has been learned.

Today we will continue our journey through the continents of the Earth.

What continents have you already visited?

Read the names of these people. What unites them? (Slide 2)

What two groups can they be divided into?

Which group will each name belong to?

Match the travelers' names with the geographical features they are named after. Show these objects on the map. (Slide 3)

3) Crossword.

Having solved the crossword puzzle, you will find out which unique continent was called the “Unknown Southern Land” in the Middle Ages. (TRIZ. Slide 4)

1) The continent discovered by Christopher Columbus? (America)

2) The name of the traveler Bering? (Vitus)

3) The land conquered by Yermak? (Siberia)

4) A progressive king, during whose reign science and the fleet developed? (Peter I)

5) Who explored the banks of the Amur River? (Khabarov)

6) The sea that bears the name of the travelers' cousins? (Laptev)

8) What is the name of the traveler whose name is given to the strait between America and Asia? (Bering)

9) Part of the mainland east of the Ural mountains? (Asia)

10) Where is our path? (To Australia.)

4) Working with the map.

Guys, I invite you on a trip to this mainland.

Show Australia on the map. What can you say about this continent?

(Australia on the world map, view from space. Slides 5-7.)

What do you think is the most convenient way to travel from our mainland, so as not to miss anything, to notice everything? (on the ship) (Slide 10.)

And so, imagine we are on board the ship "AUSTRALIA" (name on the board).

For coordinated work, we will be divided into 5 teams. Choose captains.

All travelers keep diaries where they record their observations. Each group also has such a diary.

5) Brainstorming. (TRIZ)

But is this Earth really unknown to us?

What you already know about this continent, write down in 1 column of the diary. Discuss with the team.

(Australia is a mainland. Located in the Eastern Hemisphere. It is washed by the waters of the Indian and Pacific Oceans. The smallest continent. It is warm there. Kangaroos live in Australia).

Traveler's diary

How much do we know?

What would you like to know?

Write the questions in the 2nd column of the journal. Discuss with the team.

6) Compilation of a cluster.

What are you interested in? Let's create a cluster.


II.Comprehension stage (TRIZ)

1) Work with the text of the textbook p.140, 142 (frontal work)

Before going on a trip, everyone tries to find out something about this area in advance.

They say about Australia - "this continent is the very best."

Please work with the text in the textbook and find confirmation.

2) Text analysis. (TRIZ)

So why is the mainland this "most-most"? Read the evidence.

What information are you interested in?

3) PHYSMINUTE (TRIZ)

Robinson Crusoe game

4) Work in teams.

Because we don't have much time to travel, each team gets its own task.

Textbook p.140-145 (Texts on leaflets)

1 team - learn about the opening of Australia

Team 2 - about climate, rivers, deserts

3 team - about the plant world

Team 4 - about the animal world

Team 5 - about the population.

Langepas city municipal

educational institution

"Gymnasium No. 6"

Nizhnevartovsky district of the Tyumen region

Khanty-Mansiysk Okrug-Yugra

Abstract of the heuristic lesson in grade 4

on the topic "Old Russian life"

prepared

primary school teacher

Usenko Elena Sergeevna

Langepas

Heuristic lesson in grade 4 on the topic

"Old Russian Life"

Heuristic learning methods- the method of heuristic questions, comparisons (comparison of student versions with cultural and historical analogues), self-organization of learning (work with real objects), reviews, reflection.

Lesson Objectives: 1) expanding students' ideas about ancient Russian life, knowledge of the basic concepts and terms included in the topic under study; 2) the transformation of the text in the Old Russian language into the text in the modern language; 3) knowledge of objects of the surrounding reality; 4) development of group work skills.

3.The main stages of the heuristic educational situation.

educational stress.

The teacher talks about the life of people in the past, about the importance of knowledge of life, food, clothing of their ancestors. The chronological framework of the questions is determined: from ancient times, from the time of the Eastern Slavs to the Petrine reforms, i.e. from the 6th to the end of the 17th century.

Formed in class 3 small groups.

For each group of students, problems are formulated, a discussion is held (10 minutes).

1 group. - What did they eat in ancient Russia?

There are food products on the table (the list is attached). After the discussion, the students should choose what the ancestors ate and explain why they did not take the leftover food.

During the discussion, students ask each other questions: - What kind of food occupied the main place among the ancient Russian people (vegetable or animal)?

How was the bread made?

What drinks did you make?

What fruits and vegetables are known from antiquity and which ones appeared later?

Grocery list:

white bread * peas

black bread * buckwheat

tea - * millet

coffee - *rice -

sugar - *pepper

salt * pasta -

beer * potatoes -

carrot * melon

cucumbers * sunflower -

tomatoes - * dried fish

(The “-” sign stands next to those products that were not eaten until the 17th century, and sometimes even later).

Information about nutrition. In the diet of ancient Russian people, plant foods occupied the main place. The most important role was played by grain products: rye, wheat, oats, barley, buckwheat, and millet. Many of them grinded and made black and white bread from flour, cooked various cereals, prepared drinks (mash and beer, jelly, with the addition of honey or hops - sbitni).

Peas and beans were widely and often consumed, as well as turnips, cabbage, radishes, carrots, apples, cherries, and pears. How important cabbage was is shown by the fact that vegetable gardens in a number of places were called cabbage gardens. In addition, they knew watermelon and melon in Ancient Russia. The Englishman Fletcher, who visited Russia in the 16th century, was surprised by a melon unfamiliar to his country. Fletcher wrote about her: "Fruits similar to a pumpkin, but much sweeter." He did not know millet either, so when describing it, he compared it with rice, which was not then consumed in Russia.

Products such as potatoes, sunflowers, tomatoes appeared relatively late and entered the diet of Russian people only in the 19th century. Therefore, instead of sunflower oil in ancient times, linseed and hemp were used.

The assortment of dairy products was also wide. Cheese was called cheese in the modern sense of the word and cottage cheese.

Meat was consumed on holidays, and in the countryside more often and more plentifully than in the city. This is beef, veal, lamb, and in the south, pork. Horse meat was rarely eaten, only in exceptional circumstances. This is associated with the importance of the horse in the household, in military affairs, hence the special relationship to this animal.

But the fish, which was considered semi-lean, was eaten very widely. There were a variety of ways to cook fish, including drying, such fish was called "windfish". Various varieties of caviar were also actively consumed, and since the 16th century it has already been exported.

In addition to the products of their own production, there were also imported ones. Among the fruits known since antiquity are lemons, grapes, noble people consumed spices, almost all of their types were familiar and used for cooking hot spices and pickling vegetables.

Group. - What did people wear in ancient Russia?

Choose from the proposed details of clothing what is called "paneva" and show how and who wore it. What was your favorite color in clothes?

(The student consultant prepares a certificate of clothing in advance).

3rd group. What did our ancestors use?

a) household items.

A ladle and a shovel are shown, it is necessary to explain how they were used in everyday life. Subjects may be chosen at the discretion and ability of the teacher.

Reference. Scoop- This is a large wooden spoon, which was used at feasts, brotherhoods, where intoxicating drinks were poured with it. Scoops existed until the beginning of the 20th century. Lopatnik- This is a case woven from bast. It originally contained a narrow spatula, which was used to sharpen scythes, hence its name. Then bars were worn in this case for those purposes. Shovelers were taken for mowing, hung to the belt, so there is a special hole in it.

b) Things from fairy tales.

A variety of objects, including modern ones, can be shown, from which you need to choose what is mentioned in Russian fairy tales and explain what their magical power is.

For example, a ball indicated the way, a belt or a towel turned into a river, a carpet was used as an air vehicle, etc.

c) Protect.

You need to choose those items that protected the person and explain their purpose. For example, a comb protected from diseases, a spoon is a symbol of satiety, a key is a symbol of wealth, etc.

II. Clarification of the educational object.

After discussing the questions, students give versions-answers and listen to a historical background given by a teacher or a trained student consultant.

III. Specification of the task.

- How did they say in ancient Russia?

Each group is given a text in Old Russian, it is proposed to read them aloud during the discussion and give a translation into modern language. Texts must be selected in advance; designed in such a way that it is easy to read them, i.e. The font must be large and legible.

IV. Situation solution.

Group work - the solution of the educational situation through discussion, discussion in the group.

V. Demonstration of educational products.

Organization of text reviews.

VI. Systematization of the received products.

Colorful design of texts in the form of a chronicle, organization of an exhibition.

VII. Work with cultural and historical analogues.

Reading of historical texts in modern language by student-advisers.

Comparison of analogues with texts (educational product) of students.

Old Russian texts.

1. Zadonshchina.“The bells of eternity are ringing in Veliky in Novgorod. The men of Ugorod are standing at Saint Sophia, and the complaint is such: “Already we, brother, will not be in time for the allowance to the Grand Duke Dmitry Ivanovich.” Then, like orly, flying from all over the midnight country. It’s not like eagles flying, all the princes of Russia gathered, to the Grand Duke Dmitry Ivanovich for help ... "

Translation by N.K. Fomin. Veche bells are ringing in Veliky Novgorod. Novgorodians are standing at St. Sophia, they say with anguish: “We, brothers, will not have time to help the Grand Duke Dmitry Ivanovich.” Then eagles flocked from all over the northern country. But they weren't eagles. All the Russian princes came to the Grand Duke Dmitry Ivanovich to help ... "

Domostroy.“Execute your son from his youth, and he will rest you in your old age, and will give beauty to your soul. And do not weaken, beating the baby: if God beat him with a rod, he will not die, but there will be health, you beat him in the body, and deliver his soul from death. Is it the daughter of imash: put your thunderstorm on them, I will keep from the bodily. Yes, do not shame your face, but walk in obedience, but accept not your own will, and we know your laughter in foolishness, and they will shame you before a multitude of people, if you give your daughter without a blemish, then you will do a great deed and boast in the midst of the cathedral, at the end, don’t stop at the nude. ”

Translation.“Punish your son in your youth, and then he will calm your old age and give beauty to your soul. And do not weaken your hand when punishing an infant: for he will not die from punishment with a rod, but he will be healthier, but by beating his body, you deliver his soul from death.

Do you have a daughter: subject her to the strictest order and you will save her from temptations, so that, having submitted to someone else’s influence, with her unreason, she will not become an object of ridicule from your acquaintances and will not shame you in front of a multitude of people, for having given (in marriage) her daughter without a blemish, you will do such a great deed and boast in the midst of the temple, and in the end you will not grieve over her.

Epiphanius Slavinetsky. Citizenship of children's customs. (XVII century)

About morals at the meeting.“What can one do to have a child, and who else will hide the path of honor worthy?

Give way out of the way, honestly take off your hat, but if a glorious person or the dignity of Jacob will have, bow down to him.

How to talk to the brainchild with the big ones?

As if with equals kindly and friendly to speak, tacos with greater ones honestly and meekly: the title of dignity for them is often worthy of aggravating, and not to be withdrawn from them, until they take absolution or from them will be released.

Translation. About rules at a meeting. “What should a child do if he meets a respected person on the way?

Give way, diligently take off your hat, but if the person is famous or of high rank, then bow.

How to talk to a child with an adult?

As he speaks kindly and friendly with his peers, he also speaks honestly and meekly with adults: the name of the rank is often not used and does not leave until it receives permission or is released.

VIII. Reflection.

What new did each of us understand, learn, come up with?

What did you feel?

List of used literature

E. V. Saplin, A. I Saplin. Introduction to history. Grade 3: Book. for the teacher. – M.: Bustard, 2001.

V. Sergeev. Quizzes. - M., 2001

M. A. Ilyin. Things are told. - M.: 1989.

A book for smart people. Erudite Handbook. - M .: "RIPOL CLASSIC", 2001.

Method - a word of Greek origin, means the path of research, the way to achieve something, theory, teaching. A specific feature of teaching methods, in contrast to the methods used in some other activity, is that learning is a two-way process, which combines, on the one hand, the teaching activity of the teacher, on the other hand, the learning activity of students.

In pedagogy, there are many definitions for the concept of "teaching method". Here are two of them:

teaching method is a way of interconnected activity of a teacher and students, aimed at solving the problems of training, education and development;

a teaching method is a way of transferring knowledge by a teacher and their assimilation by students (N.M. Verzilin).

Since there is no single definition of "teaching method", there is no single classification of methods. There are different approaches to the classification of teaching methods:

• depending on the source of knowledge:

verbal (story, conversation, discussion, work with a textbook and other literature, briefing);

visual (demonstration of experiments, visual aids - natural objects, illustrative - models, paintings, films, etc.);

practical (laboratory and practical work, observations, experiments, experiments, exercises, modeling, activities in nature);

gaming (didactic, simulation, role-playing, theatrical and other types of games);

according to the nature of cognitive activity:

reproductive (explanatory and visual);

method of problematic presentation of educational material;

partial search (heuristic);

research;

for didactic purposes:

methods of studying new knowledge;

methods of consolidating knowledge;

control methods.

The same method can be placed in any type of classification. All these classifications do not contradict each other, but help to evaluate

The structural unit of any method is methodical approach. A methodical technique is a specific action of a teacher and students aimed at education. The same techniques are included in different teaching methods, and one way of communicating information can be implemented in different ways.

Methodological techniques according to the nature of the activities of the teacher and students can be divided into the following groups (classification by N.M. Verzilin and

V.M. Korsunskaya):

teach know map. To know the map, children must imagine the outlines of the continents, oceans, the location of cities, rivers, mountains, etc.;

How, then, in practice, to ensure that children understand the map, know it and know how to read? In different programs of the surrounding world, this is achieved in different ways. Consider how L.F. recommended doing this. Melchakov. The work should be carried out in several stages:

1. first, children learn to measure distances, navigate in space, fix three-dimensional objects on a plane and, conversely, recreate a three-dimensional image of an object from its image on a plane;

   at the next stage, the concepts of "horizon", "horizon line", "horizon sides" are introduced;

   then there is training in orienteering in the surrounding objects, the sun and the compass;

   introduction of the concept of "scale", drawing plans for premises (classroom, room);

   the image of objects in the drawing using conventional signs;

   acquaintance with the terrain plan: with conventional signs, with a way to determine the direction (the reference point is the “north-south” arrow on the left side of the plan);

   studying the features of the map and understanding the differences between the map and the plan;

   direct work with maps. At the same time, children are first introduced to the physical map of Russia, then to a map of the hemispheres, natural zones and a map of their region;

   work with the globe. At the same time, the parallelism of work with the globe and the map is important in the beginning.

At present, they began to use the reverse principle of work when getting acquainted with cartographic material: first, acquaintance with the shape of the Earth, with a model of the Earth - a globe, studying the possibilities of transferring a volumetric body to a plane (introducing the concept of "projection"), studying a map of the hemispheres, then Russia and its region , comparing a map and a plan, learning how to build a plan.

Rules for displaying objects on the map: 1) when showing, you should not block the card with your body, you need to stand facing the window so that the shadow from the body does not fall on the hag; 2) the display must be carried out with the help of a pointer;

you need to show not the inscription, but the location of the object; 4) rivers are shown from source to mouth, mountains - by a line in the direction of elongation of the ridge, peninsulas - by tracing along the coastline and along the isthmus on land, large territories and water areas are circled along the borders (this is how, for example, the borders of states, seas, river basins and etc.);

the show should be commented on, and one should use the “geographical language”: say not “above”, “below”, but “in the north”, “in the south”, etc.

The use of the globe in the lessons of the world around. Starting to work with a globe, you need to use a map in parallel so that children can correlate large objects (continents, oceans) with their image on the map.

The globe is used in the study of the following topics:

the shape and size of the earth. Children see that our planet has the shape of a ball. You can measure the length of the equator with a thread and then measure it with a ruler. The resulting value (40,000 km) can be correlated with some distance known to children (for example, before the nearest city) and thus get an idea of ​​the size of the planet;

daily rotation of the earth. With the help of a globe and a table lamp imitating the Sun, it can be shown that the globe at a particular moment can only be illuminated from one side. On the illuminated side it will be day, on the unlit side it will be night. Since the Earth rotates on its axis, day and night follow each other. All this can be shown with the help of a special device - tellurium;

the movement of the earth around the sun. It can be shown using the same globe and lamp or tellurium. Children see that it is precisely because of the movement of the Earth around the Sun that the seasons change;

natural areas. Studying the natural zones of the Earth, the globe can be used to solve two problematic issues:

a) why is it cold in the Arctic, in the tundra, and hot at the equator? The reason is the small angle of incidence of the sun's rays on the Earth's surface in high polar latitudes; the rays, as it were, glide along the earth without warming it up. And at the equator, the sun is always high above the horizon and warms the earth well. The nature of the fall of the sun's rays can be shown with a ruler;

b) why are there polar days and nights in the polar regions? This is due to the fact that the Earth's axis has a certain constant angle of inclination and at the moment when, rotating around the Sun, the northern hemisphere is turned towards it, the polar day is observed beyond the Arctic Circle, and at this moment the polar night is observed beyond the southern Arctic Circle. As the Earth moves in its orbit, the position changes, and at some point the southern hemisphere will be turned towards the Sun - now there will be a polar day.

The globe is also used as a geographical map. Unlike a map, there are no distortions on the globe - it can be used to determine the distance between the remote points of the planet with greater accuracy. On the globe, more accurately than on the map, the shapes of the continents and oceans are displayed.

All work with cartographic aids prepares younger students for the study of geography in subsequent grades.

Practical methods of teaching the world around

Practical teaching methods are closely related to visual and verbal methods. They are based on the cognitive activity of schoolchildren. When applying practical methods, objects and devices are transferred to the hands of students for independent research.

Practical methods make it possible to implement such important principles of didactics as an activity approach and humanization of the educational process. The child turns from the object of learning into the subject of his own activity, which best of all corresponds to his nature. Practical methods develop thinking, practical skills, interest in learning, form the creative abilities of students, activate the theoretical and practical cognitive activity of students.

The main difficulty in applying practical methods is that their use requires a large amount of handouts and the necessary equipment. When applying practical methods, the process of obtaining the final learning outcomes usually turns out to be longer than when using verbal and visual methods.

Practical methods include: 1) observations; 2) experiments

(experiments); 3) practical work; 4) modeling.

Observation. Observation is a purposeful perception of the surrounding reality by all senses.

In the methodology of teaching the world around, there is no consensus on which group of methods to include observations. They are sometimes referred to as visual methods (V.M. Pakulova), since they are illustrative, then to practical (Z.A. Klepinina), since they are of a research nature.

Classification of observations:

by form of organization- individual, group and Front;

by duration- short-term (at the lesson, on excursions) and long-term (usually outside school hours);

by volume- local (observation of a specific object of the surrounding world, for example, a plant) and complex (for example, observation of seasonal changes in the forest);

at the place of observation- lesson, excursion, extra-curricular (in the corner of wildlife, in the educational and experimental area) and home.

The purpose of educational observation can be either the accumulation of some facts, or the establishment of patterns.

observing the sun. Students can be given the following tasks:

a) observe the sunrise and sunset and determine which side of the house it rises and which sets; b) compare how the sky looks at sunrise and sunset, draw sunrise and sunset in a notebook; c) observe the shadows from objects at 9, 12 and 18 o'clock and determine at what time the shadow is the shortest; d) determine the time of sunrise and sunset, the length of the day;

weather monitoring. Observation is carried out according to the plan: the state of the sky is determined (clear, cloudy or overcast), air temperature, direction and strength of the wind, precipitation (if any, what - rain, snow), atmospheric pressure, snow cover height (if any). The results of observations are recorded in a diary using special symbols;

observations of surface forms and their changes (determining the depth of the ravine and changing this depth with time);

soil observations (measurement of the thickness of soil layers on an outcrop, study of water permeability, comparison of soils of different composition, determination of the date of thawing of the upper soil layer (10 cm) in spring and the date of freezing of this layer in late autumn or winter);

observations of water bodies (study of seasonal fluctuations in the water level, determination of the dates of freeze-up, the beginning and end of ice drift, the beginning and end of floods);

observations of plants and animals (seasonal changes in wildlife, external features of plants and animals, relationships in wildlife). Children can be given the following tasks: a) determine the dates of the beginning of sap flow in trees of different species, bud break, flowering, fruit ripening, leaf color changes, the beginning of leaf fall, the arrival of certain types of birds in the spring and their departure in autumn, the beginning of singing, the appearance of chicks (by search food by parents, by squeaking in nests); b) compare the movements of different animals (swimming, crawling, flying, running, jumping); compare appearance and

behavior of an adult animal and a cub; c) determine the dependence of the occurrence of certain insects on the distribution of host plants;

observations of natural communities (forest, meadow, reservoir, field);

observation of a person (over the structure of the human body and its functioning, labor activity of people, relationships between people).

You can observe not only objects and phenomena in the natural environment, but also their images in various teaching aids (paintings, photographs, slides, films, etc.).

Organization of observations by the teacher:

1. the purpose and tasks of observation should be clearly formulated in front of students;

   it is necessary to organize conditions for effective observation: think over the place of observation, rationally place children;

   it is necessary to outline a plan and methods of observation, prepare questions that will be asked during observation and in the course of a dialogue with children, as well as tasks that children will perform;

   in addition to direct viewing (which is carried out with the help of vision), other analyzers should be used - hearing, taste, smell, touch. For example, in the autumn forest you can hear how the leaves fall, how it rustles under your feet, remember what summer sounds of nature are missing now (birdsong), you can determine how it smells in the autumn forest, compare the smells of different mushrooms;

   methods should be used to increase the effectiveness of observation. To look at an object or its part does not mean to see and remember its image. And that is what is most important in learning. After examining the object, you can invite the children to close their eyes and mentally imagine what they just saw. From the first time, the images are often fuzzy, blurry. Then repeated observations are used. This technique can be repeated several times until the children have a clear idea of ​​​​the subject. Another technique is students' imitation of movements and sounds of objects and natural phenomena. For example, the teacher can give the children the task to repeat with their hands the movements of the wings of a bird, falling leaves; voice - the sound of thunder, the singing of a bird or the sounds of other animals;

   the productive activity of children in the process of observation should be determined in advance. This can be making sketches, a schematic representation of objects, a verbal description of observations, entering data into tables, diaries of observations, collecting natural material for further work in the classroom.

When conducting observations, in addition to the methods already mentioned, others are also used: visual inspection, measurements with the help of instruments, preliminary display of slides or a film, etc.

The use of the observation method in teaching develops students' observation skills. Observation is the ability of a person to notice the most subtle, inconspicuous features, signs, properties in the world around him. You can develop the observation of children with the help of various methods of activating attention. For example, you can offer tasks that require a description of the appearance of an object, finding certain details, and identifying differences between two similar objects.

The most convenient living objects for observation are plants. Here, for example, is how Z.A. Klepinin during an excursion to the forest:

select tree. Mentally divide it into organs. Take a close look at the smallest organ - the leaf. Determine its shape, color, pattern of the edge of the sheet. Notice how the leaf is attached to the stem;

close your eyes and imagine this sheet in detail. Describe it from memory. Compare with the leaf of a neighboring tree.

Observations are closely related to various practical works and experiments.

Experiences. Experience is a way of studying objects and natural phenomena in specially created artificial conditions. Experiments are also carried out when some artificial element is introduced into the natural process. For example, no matter how much we consider the soil, it will not be possible to detect air in it. To detect air in the soil, it must be lowered into water. The water will displace the air in the soil, which will go through the water in the form of bubbles. When performing experiments, the unity of knowledge, skills and abilities of students is ensured, their curiosity and independence are brought up. But the main purpose of the experiments is the acquisition of new knowledge.

At the lessons of the surrounding world, experiments are conducted to study the properties of rocks, water, snow, ice, air; the composition and properties of the soil are determined; experiments are carried out to determine the necessary conditions for seed germination, experiments to study the importance of light, water, minerals, heat for the growth and development of plants and animals, etc.

Experiments can be divided into demonstration (performed by a teacher or a specially trained student) and laboratory (performed by students). Demonstration experiments are related to visual teaching methods, they were discussed in paragraph 6.3. Practical teaching methods include only laboratory experiments. Laboratory experiments can be frontal, group and individual.

A special place is occupied by experiments carried out at the training and experimental site. They are usually long-term and often take the entire growing season. In such experiments, there should be control and experimental objects. For example, in an experiment it is required to study

influence of seed planting depth on the emergence of seedlings of plants. To conduct this experiment, two plots are allocated, identical in area, soil fertility and illumination. Seeds of one plant are taken, for example, beans, which are sown on both plots at the same time. In the future, the plants are equally cared for. The difference lies in only one thing: on the control plot, the bean seeds are planted at a normal depth, and on the experimental plot, either at a greater depth or at a smaller one, depending on what goal is set in the experiment.

Preparing the teacher for the experience. In preparation for the experience, the teacher:

1. determines how the experiment will be conducted - by each student, a pair or a group of several students; 2) checks the equipment, selects the necessary materials for the experiment. If the experiment is carried out for the first time, be sure to conduct it alone, without children, in order to work out the technique of conducting, determine the duration of the experiment; 3) develops questions and tasks for experience; 4) think over the form of fixing the results of the experiment.

Experience requirements 1) a clear statement of the goal of the experiment, the creation of a problem situation, the advancement of a hypothesis, the answer to which can be given by the results of the experiment; 2) a complete instruction on the technique of performing the experiment with a demonstration of the technical methods of performing;

checking the children's assimilation of the course of the upcoming work by retelling the briefing; 4) timely distribution of material and equipment for the experiment (before the start of the lesson, individual sets of materials and equipment for the experiment should already be prepared in boxes or on trays); 5) the simultaneous performance of work by all children (this is important when performing frontal work; children perform all actions at the command of the teacher); 6) cleaning equipment at the end of the experiment; 7) children's report on the results obtained and conclusions.

Practical work in the lessons of the world around. In the methodology of teaching the world around, there is no unambiguous interpretation of what practical work is. Some methodologists do not distinguish at all between experiments and practical work. The same essentially the same work in the school textbooks of different authors can be called experiments and practical work.

Nevertheless, we will try to identify the specific features of practical work. Practical work involves independent practical activities of schoolchildren in the acquisition and assimilation of knowledge. In the course of practical work, children combine motor (motor) and mental activity, as a result of which they form practical skills and abilities.

The main goal of practical work is the formation of skills to use the acquired knowledge.

Practical work (as well as experiments) but the form can be individual, group and frontal.

In the lessons of the surrounding world, the following are performed: types of practical work:

work with objects of nature (with herbaria, living plants, collections of fruits, seeds, insects, minerals). These are works on recognition, definition, description of natural objects. For example, children are given herbariums of tree leaves, and children must determine the type of tree by the shape of the leaf plate. This also includes many types of work in a corner of wildlife and on a geographical site;

work with instruments (thermometer, barometer, gnomon, compass, precipitation gauge, snow gauge, magnifying glass, etc.). Many types of these works are carried out on excursions and on a geographical site;

work with cartographic material (plans, maps, globe). In practical classes, children realize the importance of the scale of the map, symbols, learn to determine distances, determine the direction of the flow of rivers, the location of minerals, etc. Work with contour maps is of great importance;

graphic works (implementation of diagrams, drawings, plans). For example, children draw up a plan for the school yard, their village, etc.

The requirements for conducting practical work are the same as for conducting experiments.

Experiences and practical work in elementary school are of great importance, since they form the basis of research activity in children.

Modeling. A model is a visual material substitute for objects that reflects their structure, features, internal relationships and allows you to abstract from the non-essential characteristics of the object or phenomenon under study. The model allows not only to observe any phenomenon, but also to carry out various manipulations with it. A model can be a description, diagram, graph, layout, etc.

Modeling in the course "The World around" is a system of actions for building, transforming a model, the elements of which are similar to the elements of a real natural system.

There are material (real) and ideal (speculative) models. Material models include a globe, a model of a thermometer, a flower, a heart, etc. Ideal models are created mentally based on an analysis of reality. To make ideal models available to others, they are transferred to paper, a board, a computer, etc. in the form of signs, drawings, diagrams, tables, etc. Ideal models are divided into two groups: sign and figurative. Examples of iconic models are weather symbols, plan and map symbols. Figurative models include schemes of the water cycle in nature, the development of a plant from a seed, the chains of connections between individual components of nature, various instructive drawings (rules for caring for indoor plants, making a filter, etc.).

Do not confuse the model as a visual aid and simulation as a teaching method. If a finished model, a pre-drawn diagram, is brought to the lesson, then this is a visual aid. Modeling performs the function of a method when a child creates a model on the basis of the image created in the head and in the process of activity receives information about the object or phenomenon being modeled. At the lessons of the surrounding world, modeling is carried out from sand, clay, plasticine and other materials. It is possible to model various surface forms, types of reservoirs, fragments of natural communities; in notebooks, students themselves create (draw) models of the directions of the sides of the horizon, models of the terrain or the path of movement in the form of a plan, a scheme for the development of a plant from a seed, the water cycle in nature, etc.

The value of modeling in the educational process. The need to use models instead of the object or phenomenon itself is due to the fact that these objects or phenomena cannot be brought into the classroom for study. A model gives a more complete picture of an object or phenomenon than a table: if a table gives a planar image, then most models are three-dimensional. When modeling, an object is created in which the studied features of the original are easier to study than by direct observation. Modeling shortens the process of studying some long-term processes. Thus, it is not at all necessary to observe the entire process of development of a plant from a seed, which can last for many months. It is enough to select its individual stages and, having created a model-scheme, to obtain the appropriate knowledge. The same can be said about the water cycle in nature. Another advantage of modeling is that this method, like other practical methods, excludes the formal transfer of knowledge to students; the study of an object or phenomenon takes place in the course of active practical and mental activity of the child. Therefore, the use of the modeling method develops the thinking and creative abilities of the child. In the process of the cognitive process, various analyzers work with the help of modeling, which contributes to the development of the sensory sphere of children.

Modeling can also have disadvantages. Models are built on the principle of simplifications, so some details and details can be omitted from the model, and, conversely, essential aspects are strengthened. Therefore, the model may have a certain difference from the original. As a result, the student does not receive any information. However, most often this information does not have a negative impact on knowledge about a given object or phenomenon. For example, the knowledge that the development of a plant from seed to seed is a sequential process will not be less qualitative if the student traces the individual stages and does not record the appearance, for example, of each new leaf. This is the value of the model, as it allows you to give knowledge, excluding numerous elements that are similar to each other. The disadvantages of modeling include the need to have available

materials, certain equipment. In addition, younger students still have weak practical skills, which may affect the quality of the created model, its aesthetics.

Modeling in the learning process is more often used in programs on the world around A.A. Pleshakova and E.V. Chudinova - E.N. Bukvareva.

Using this method, one must take into account that the model simplifies the object, makes the signs necessary for the formation of new knowledge explicit, and provides only certain aspects, connections and relationships. Therefore, modeling must be combined with other methods, in particular with the observation of real objects in nature.

1. Problem-search methods of teaching the world around

Learning by the method of discovery, search or research has been known for a long time. Ya.A. also wrote about this. Comenius and J.-J. Rousseau.

Traditional primary school education relies primarily on such mental processes as perception and memory. With this approach, the student plays a “secondary” role: his task is to carefully listen to new material, read, remember and reproduce it. Moreover, the closer to the text the student then reproduces the material, the higher he will receive the mark. Such learning is called reproductive or informing. Naturally, the development of the student is carried out with this approach is not enough, he does not form the skills of self-education. Therefore, scientists, methodologists and innovative teachers in the early 60s. 20th century began to introduce new active and intensive teaching methods. In these methods, the student became an active, interested participant in learning. Such active methods are also called problem-search methods. M.N. Skatkin singled out three such methods: the method of problem presentation, partial search and

research.

Problem presentation method. It lies in the fact that the teacher, reasoning aloud, poses a problem and solves it himself. In this case, illustrations are used, experiments are shown, if necessary. Students follow the logic of the presentation. That is, in form - this is a story-explanation.

Partial search method (or heuristic). The essence of the method is that knowledge is not transferred to students in finished form by direct explanation and illustration. Children are asked a question to which they cannot immediately answer. The answer can be found out by performing the necessary experiments and practical work. This method goes through four steps:

at the first stage, a problematic question (task) is posed, i.e., a problematic situation is created. Students begin to think of possible ways to answer the question. At this stage, the cognitive interest of students is stimulated (excited);

At the second stage, students express possible solutions to the problem. If the children have difficulty, then the teacher suggests a further search option;

at the third stage, the children solve the problem according to the proposed option. "If the goal is achieved, the answer to the question is found (the problem is solved), then proceed to the next stage. If the answer is not found, then the second and third stages are repeated;

at the fourth stage, the results obtained are comprehended, conclusions are drawn (the results can be correlated with the processes occurring in nature, children can perform tasks on using the acquired knowledge in practical activities).

All learning experiences are organized using the partial search method.

To use the partial search method, it is not at all necessary to conduct experiments and observations. You can simply let the children read and analyze the text in which they must find information to answer the problematic question.

research method. It is characterized by the fact that students, realizing the problem, put forward a hypothesis themselves, come up with a method of verification, conduct observations, experiments, record the results and draw conclusions. That is, the problem is solved completely independently. E[o children of primary school age are not yet capable of such independence. Therefore, this method is not fully used in elementary school.

1. Game methods of teaching the world around

Before school, the main activity of children is the game. With the advent of the school, the leading activity becomes study. But there should not be a sharp boundary in the child's activities during the transition to school. Learning activity should "grow" out of the game. Therefore, at the stage of schooling, the game "should occupy a certain place.

The game is a special form of activity, human activity. There are two main forms of human activity - labor and learning.

There is no consensus on the method or form of learning to count the game.

BEHIND. Klepinina considers the game as a form of organization of educational activities of students. To distinguish the form from the method, in her opinion, allows identifying the source of knowledge, according to which the method is established. From her point of view, the game itself is not a source of knowledge. She only organizes the activities of children. For example, a child is playing with a construction set. During the game, he creates a model of some kind of car - models a car. The process of modeling and gives knowledge about the car. Hence, the leading method in this game is the simulation method. In role-playing games, according to Z.A. Klepinina, the leading methods are verbal. N.F. Vinogradova considers the game as a method of learning.

The great importance of play activity in the learning process was not recognized immediately. Before the revolution, the question of games in the classroom

natural science was not set. Teachers, methodologists, scientists (V.F. Zuev, A .I. G'erd, K.D. Ushinsky and others) believed only that education should be entertaining and interesting. The most important way to form interest in learning was considered the use of visualization in the educational process, the method of comparison, research, and practical work.

After the revolution, teachers began to pay more attention to the use of games in the learning process. For example, N.K. Krupskaya believed that the school underestimated the organizational role of the game. The transition from free play to school to school is too abrupt. There is a contradiction between the desire to play and a significant decrease in the share of play in the child's activity. Therefore, various didactic games and other entertaining materials should be used, especially in grades I-II.

At present, teachers do not dispute the unique possibility of playing in the educational and educational process.

The value of games in the educational process: 1) help energize

student activities; 2) develop cognitive activity, observation, attention, memory, thinking, imagination;

educate positive moral qualities; 4) maintain interest in what is being studied; 5) relieve fatigue in children; 6) the material studied during the game is better remembered and stored in memory longer.

Preparing the teacher for the game. The teacher determines: 1) the goal; 2) knowledge, skills and abilities that will be tested and formed during the game; 3) the theme and material that will be used during the game (“props”, reference materials, etc.); 4) the roles of students; 5) rules of the game; 6) game time; 7) ways of summing up.

When choosing games for a lesson, you need to take into account their level of complexity and accessibility to children. It should be based on the knowledge and skills of children. During the game, children should be attentive, active and should not interfere with each other.

Classification of games. There are many options for classifying games, one of which we will consider. Games used in teaching the world around can be divided into the following groups:

desktop; 2) didactic; 3) role-playing; 4) business;

intellectual.

Board games. These include puzzles, crosswords, chainwords, etc. These games are characterized by the presence of a game rule, which contains a game task. The board game develops imagination, ingenuity and observation, broadens one's horizons. While playing, students not only develop, but also gain knowledge. These games have an element of competition (who is faster, who is more correct, etc.). As a result, children learn to reason quickly and logically. Board games are carried out both individually and in the course of a group, collective

work. Board games provide an opportunity for a differentiated approach to working with students.

Board games can be held at one of the stages of the combined lesson (for example, at the stage of checking homework). The use of such games is a way for children to switch from one activity to another. Board games can also be used in generalizing and control lessons.

Consider the main types of board games.

Crossword. The word "crossword" in translation from English means a word intersection. The solver of the crossword puzzle needs to fill in the intersecting rows of cells with letters so that the words given by meaning are obtained horizontally and vertically.

Using crossword puzzles, you can find a differentiated approach to students. Usually, well-performing students finish their work in class ahead of schedule. So that they do not get bored and do not interfere with others, they can be offered small crossword puzzles on the topic being studied.

The developing and organizing role of crossword puzzles is that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias, etc. Asking the meanings of incomprehensible and unsolved words in crossword puzzles, students involuntarily force teachers, parents and other people around to think and get involved in the educational activities of children.

Compiling crossword puzzles by students themselves also has a great educational effect: children systematize their vocabulary, group words according to the number of letters, etc. Unbeknownst to themselves, students clarify the spelling of various terms.

Rebus - this is a riddle in which instead of a word to be guessed, or parts of it, signs are placed, objects are drawn, the names of which must be guessed, and then the word is read. In rebuses, not only individual words can be encrypted, but also entire phrases - proverbs, sayings. Examples of puzzles: with 3 w - swift; 40 a - forty.

Chineward- A puzzle task consisting of a series of cells in which you need to enter guessed words, and the last letter of the previous word is the first letter of the next.

Didactic games. A didactic game (learning game) is a type of activity in which children learn.

Didactic game has the following components: 1) didactic goal (task); 2) game rule; 3) game action.

Didactic purpose expressed in the goal of the game (what the teacher wants to check, what to teach, what knowledge to consolidate, supplement, clarify).

game rule are the terms of the game. Rules help guide the Game process. Rules are usually formed by the words "if...then...".

game action is the content of the game. This can be any action - any manipulation of the object, work for a limited time, etc.

According to N.F. Vinogradov, the game should be an obligatory structural element of the lesson in grades I and II. In grades III-IV, it is still advisable to conduct didactic games, but they are no longer separate structural elements of the lesson.

Very effective games on ecology and nature conservation. In the course of such games, children not only receive relevant knowledge, they develop environmental literacy, and interest in the problems of environmental protection is activated.

One of the types of didactic game - competition-auction. Participants compete in the best knowledge of any topic. For example, on the topic "Forest - a natural community", the presenter announces the task to list the animals living in the forest, and exposes a prize to be drawn (for example, a set of postcards depicting animals or plants). For example, someone from the class calls the wolf. The host says: “Wolf, time! Wolf two! ”, while hitting the table with a hammer. Then someone calls the fox, etc., until the hammer hits three times. The winner is the participant who gave the last correct answer.

It is better to organize didactic games not at the beginning of the study of the topic, when the knowledge of children is still insufficient, but at the end, when you need to check what is learned well and what needs to be repeated.

Games with rules are not very effective for developing children's creativity. This is due to the peculiarity of the didactic game process. After the game is set and the teacher has announced the game rule and action, the students can no longer change anything at their own discretion. If you make a change in the game (for example, change the game rule), then a new game appears. Thus, there is practically nothing creative in the didactic game. As a result, a didactic game is a reproductive activity in which previously acquired knowledge is used. Consequently, the didactic game is closer to the learning activity, and not to the gaming one. That is why N.F. Vinogradova considers the didactic game to be one of the teaching methods, and not a form.

Role-playing games. Role-playing games are more conducive to the development of imagination, creative thinking, and communicative skills. In the lessons of the surrounding world, it is easy to create conditions for children to play various roles - plants, animals, animated objects. Living and non-living objects are endowed with human qualities and can speak and think. As a result, students, taking on someone else's role, put themselves in the place of another. Game activity should be separated from learning, from the point of view of students. At the same time, the guidance from the teacher is preserved, and the game itself takes place within the framework of the lesson - the same time, the same room, the same participants. But all this is, as it were, "hidden" from the students and is not so important. Indeed, in this case, the teacher is not an "instructor", he does not indicate how to play, but a partner in the game. At the same time, the specific components of the game are preserved: roles, interaction between them, game plot, game accessories, etc.

It is important that the teacher does not replace the role-playing game with tricks that only look like games. For example, if characters such as Dunno, Znayka or Pinocchio are introduced into the lesson, but the students do not interact with them, take on their roles, then this will not be a game. If the task is checked by the teacher with the help of Znayka, then this is not a game, but if one of the children takes on the role of Znayka, then this is already a game.

Role play is an independent, individual activity, even if children play in a team. The game must always remain free, not an activity imposed from outside. For a role-playing game, only an interesting plot, a "push" is required. The less game means (objects, costumes, accessories) are used, the more children's imagination will manifest itself.

The beginning of the game is to create an imaginary situation. That is, the children are given the task of imagination: “Imagine ...”, “As if you ...”, “If you were ...”, etc.

In the lessons of the world around you, you can use various themes of role-playing games. For example, "Appointment at the doctor" - children take on the roles of a doctor, nurse and patients; "Journey to the North" - children take on the roles of the inhabitants of the North and their guests; "A trip to their hometown" - children take on roles, for example, residents of Tver and guests of Tver.

The most important component of a role-playing game is the interaction of roles. For a normal interaction of roles, children must be able to listen to a partner, take into account his opinion, change their behavior depending on the behavior of other participants in the game. Help to acquire these skills role diapers. Such dialogues are very important, the participants of which are real people. At the same time, children gain experience in social behavior, relationships with other people, the ability to navigate in various situations. The topics included in the course "The World Around You" allow you to organize such dialogues: "Congratulations on your grandmother's holiday", "Inviting friends to visit", "Calling a doctor to grandfather", "Conversation with the help desk in order to find out when the train arrives, on which dad arrives, ”etc.

There are many forms of role-playing games: “composing”, chain games, theatrical, role-playing, etc.

Small role-playing games can be part of the so-called " composed”, which are many in the course of N.F. Vinogradova "The world around" for class I. At the same time, the teacher gives the children the beginning of a story or fairy tale, and the children come up with, compose a continuation. For example, the teacher offers the children the following “invention”: “Three brothers met: March, April and May - and argued which of them is the most beautiful, hardworking and rich. Let's listen to the brothers and try to determine which of them is right ... ".

AT chain games one student continues the statement of another. This form of the game can be used when considering topics affecting the culture of relationships between people, ethical standards, etc.

For example, the teacher suggests naming relatives in a chain (mother, grandfather, father, uncle, sister, brother, etc.). It is impossible to repeat what has already been said.

Another type of role play is theatrical games. This refers to mini-performances in the lesson. Such a performance is related to the topic of the lesson, and the basis for it is small fairy tales, stories, poems and other works of art. The methodology for working on a mini-performance is as follows: the teacher introduces the children to the work, helps to distribute roles, offers dohma to learn the words of the role, prepare a costume or some of its elements. The performance is performed without special rehearsals. Only one task is set for child actors: to play their role so that everyone understands who he is by character (kind, evil, etc.). For example, for a theatrical performance, you can use the texts of N.N. Sladkova, V.V. Bianchi and other writers.

Another type of role-playing game used in teaching the world around is role-playing games. In the methodology for conducting such a game, it is important: 1) external design; 2) distribution of roles; 3) preparing children for the game; 4) knowledge about the objects of the game;

approximation of the game environment to the real one. Such games are good to play in nature, for example in the forest. Often they are timed to coincide with school holidays (for example, Forest Day, Bird Day, etc.).

Business games. Examples of such games are travel games. At the same time, participants travel along a certain route, consisting of stages-stations, on foot or on an imaginary plane, train, ship. Stations can be natural communities of their locality, natural areas, countries of the world, etc. At each station, students complete tasks, answer questions and receive appropriate points. The Kohmanda with the most points wins.

A business game develops children's imagination, teaches them to reason, compare, prove, and tell.

Mind games. These include puzzle games. Riddles are allegorical images of objects or phenomena that need to be guessed. Riddles often take a poetic form.

The main types of riddles are as follows:

a) riddles in which a description of an object or phenomenon is given by listing signs:

On the back of the needle

Long and spiky

And he curls up into a ball

There is no head, no legs (hedgehog);

b) riddles, in the description of which metaphors are used: many arms, but one leg (tree);

c) riddles-problems to be solved. They do not present a description of the object or phenomenon itself, but the literal composition of the word, its

denoting. Riddles-tasks can be of several forms: charades, metagrams, anagrams:

charades - in them you need to unravel a word consisting of several parts. Each part is an independent word. To guess the charade, first, signs of individual words, parts are given, and then a word is given, combined into one whole, which must be guessed. The charade is always guessed in parts, this makes it easier to guess as a whole. For example:

Beginning - note

Then - deer decoration,

And together - a place of lively movement (road);

metagrams - tasks based on the sequential change in the word of one or more letters. For example:

With "b" - I am painful,

With "m" - I devour clothes,

With "r" - the actor needs me,

With "s" - important for the cook (pain - mole - role - salt);

anagrams are riddles in which, when syllables and letters are rearranged, as well as when read from right to left, words acquire a new meaning. Letters cannot be added or left out. For example: road - cities, reed - mouse, kite - lace;

Developing thinking, riddles introduce children to the world around them. Riddles draw attention to such features of objects and phenomena that often go unnoticed. In other words, riddles are a body of knowledge about the world around us.

Riddles given in the form of a game are called quizzes.

Mind games also include games-analogues of television programs"Field of Miracles", "What? Where? When?", KVN, etc.

This is not a complete list of games and game exercises that a teacher can use in the educational process around the world. New games are constantly being developed: many teachers and methodologists are working on this.

For the teacher, the result of the game is always an indicator of the level of achievement of students in the acquisition of knowledge or in their application. Therefore, the game is an easy way and one of the ways to test knowledge.

Currently, various authors and teams of authors are creating new programs and courses for elementary schools to familiarize themselves with the outside world. In the practice of teaching the world around us, new forms of education began to be actively used. Such is the heuristic approach to education, which allows you to expand the possibilities of problem-based and developmental learning, since it orients the teacher and the student to achieve a result unknown to them in advance.

Heuristic learning provides positive learning outcomes for the main objects of study. It is proved that after such classes, the possibility of transferring old knowledge to a new situation increases.

Self-discovery by a child of any truths increases his involvement in the educational process, contributes to the successful assimilation of knowledge, stimulates intellectual efforts, self-confidence.

The heuristic activity of children is enhanced by the creation of a favorable atmosphere, the friendliness of assessments from the teacher. Encouraging the child's original statements is a good way to develop cognitive activity in the classroom. An important role here is played by open-ended questions that encourage students to think and to search for a variety of answers to the same questions. It is even better if the children themselves are allowed to ask such questions and answer them.

The development of students' heuristic abilities can be stimulated by introducing them to an unusual, hypothetical situation, by asking questions like: "What would happen if?" In the same direction, questions work, when answering which it is necessary to extract from memory all the information available in it, to apply them creatively in the situation that has arisen. Good results are given by tasks that involve a careful study of an object in order to see and describe its features.

You can activate the child's thought processes by setting the following tasks for him:

1. cognitive nature (correlate, list, form, establish, describe);
2. for understanding (tell in your own words, describe what you feel, show the relationship, explain the meaning);
3. on the scope (demonstrate, explain the purpose, use it to decide);
4. analytical nature (decompose into components, explain the reasons, compare, classify, explain why);
5. synthetic character (create, combine on the basis of what happens if you combine, come up with another option);
6. evaluation plan (identify, filter and choose what you think about…).

Thus, with the help of the teacher's systematic work on the analysis of student opinions, students acquire the skill of discussion and review. They learn to ask questions about the object under study, they can almost always put forward their own version of the answer. There is an improvement in the figurative vision of children, the interpretation of signs and symbols, the construction of their own images and symbols. It was found that 25% of primary school students who study according to the heuristic method not only achieve creative results, but can also successfully complete basic tests in all academic subjects for the year ahead.

Work on the development of research skills in the lessons of the surrounding world should take place in the classroom constantly, both in class and in extracurricular activities. The teacher must use environmental material, in order to form the skills of research activities, constantly use the research method in teaching topics. It is necessary to help students see the meaning of their research activities, to see the possibility of realizing their own talents and capabilities, a way of self-development and self-improvement.

Propaedeutic work should be carried out by the following means:

• problematic, partially exploratory, heuristic learning under the guidance of a teacher;
• a research lesson (at the beginning of the lesson, the problem is posed by the teacher, the solution is searched for by students on leading questions; then the problem is posed, if possible, independently, with some help from the teacher; assumptions, the search for solutions as independently as possible; conclusions);
• short-term studies - observations with descriptions.

In order to enhance the cognitive activity of students in the classroom for research activities, I recommend the use of:

1. riddles, rebuses, charades, crossword puzzles, logical tasks and tasks for the development of creative abilities;
2. game moments related to the introduction of fairy-tale characters into the course of the lesson (help ask a question, study, consider, investigate, describe, etc.);
3. connections with literary fairy-tale material: the study by Znaika and Dunno of moonstone as a source of weightlessness, etc.;
4. research games, science fiction research;
5. role-playing games, travel games to new countries - the path of the Great geographical discoveries.

To conduct research, I offer students the following topics: “My pet”, “Cacti”, “Different cats - different characters”, “How to grow a flower”, “The appearance of a rainbow”, etc.

Thus, the organizational and pedagogical conditions, being realized in the educational process, make it possible to solve the problems of developing the research skills of younger students and master new ways of obtaining knowledge.

Primary school age is the most important stage of school childhood. Although the leading activity of younger students is teaching, the game occupies a very important place in life. Of great interest to children are games in the learning process. These are games that develop imagination, creative thinking, providing an opportunity for the student to test and develop their creative abilities.

In the game, new, progressive formations develop and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.

Didactic game is a complex, diverse phenomenon. The value of such games is that with their help, schoolchildren get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: younger students practice in defining the subject by any one quality, which is very important for the development of thinking.

At the stage of formation of an environmental problem, methods that stimulate independent activity of students acquire a special role. Logical tasks at different stages of the lesson are important. These are exercises for ingenuity, for testing the use of existing knowledge in a non-standard situation. The logical task puts students in a situation where they must compare, generalize, draw conclusions, analyze. The simplest type of such a problem is riddles. This is a story-mystery, the answer to which can be correct if the students are aware of certain connections and patterns in the world around them, see their “reflection” in the content of the logical task. Riddles allow you to open the veil of mystery over an object or phenomenon, to see it from an unexpected, new side (the novelty of a discovery for a child!), Feel the joy, conjectures, insights, discoveries. Such discoveries are connected with the processes of imagination, comparisons that arise at the moment of guessing; these processes allow us to see the unusual in the ordinary, and the ordinary in the unusual.

For several years I have been teaching my children to comprehend the specifics of verbal art and show interest in independent verbal creativity through acquaintance with the methods of opposition, comparison, metaphor. Students conclude: to compose a riddle, you need to use these techniques. At the lesson, we choose a subject, highlight the most important signs. For example, the guys chose a globe. Its signs: round, rotating, colored, multi-colored, a model of the globe. Using these signs and methods of description, comparison, opposition, the guys, divided into groups, compose riddles about the globe. And here is the result:

Then the students analyze the composed texts and prove that they are riddles.

Thus, we see that purposeful work on riddles develops a creative imaginative vision of the subject, which leads to our own solutions, discoveries, search, and the creation of a new image according to our own design. The logical task always involves the tension of mental strength, ingenuity, invention, allowing the student to act heuristically, which leads to the creation of his own product of activity and is an element of creativity within the framework of the topic being studied.

An effective form in extracurricular work is the heuristic Olympiad. It aims to provide students with the opportunity to express themselves as creatively as possible in various areas, taking into account their individual abilities. This form helps elementary teachers identify, in short periods of time, students who are capable of creating small-scale creative products.

From all of the above, we can conclude that the heuristic approach allows potentially capable children to achieve results that exceed educational standards. The gradual inclusion of elements of heuristic learning in the pedagogical process leads to the fact that students develop a personal approach to obtaining an individual result, protecting and defending it in front of others.