Формирование умения младших школьников структурировать программный материал в процессе решения учебной задачи

Abstract

This article presents the results of a study devoted to determining the procedure for developing the ability of primary schoolchildren to select and structure educational information to solve an educational task. The study was based on the assumption that the ability to work with educational material necessary to complete an educational task, methodically correctly structuring it, will influence the effectiveness of the results of educational activities. For this purpose, a procedure for developing this skill was developed, which includes three interconnected, logically constructed stages. At the first stage, junior schoolchildren were presented with a sample of constructing reasoning about the selection of program material necessary to perform a specific educational task, where the role of the teacher was played by a student who was able to explain the reasoning and justify the sequence of operations. The purpose of the second stage is to test a methodology for similar work on teaching the structuring of program material in dialogic speech, where one of the younger schoolchildren acts as a teacher, and the second as a student, then the roles change. Based on the results of the work, an intermediate conclusion was made about its effectiveness (quality of completion of the educational task) and the correctness of the choice of teaching methods for structuring the “working” material. At the third stage, the task was set of teaching the transmission of program material structured in accordance with the logic of reasoning in the process of dialogic speech with the participation of several partners. The results of the study allow us to speak about the significance of this skill and its impact on the effectiveness of educational activities. It is concluded that the method proposed by the author is effective, as evidenced by the qualitative and quantitative analysis of the results of the experimental work. Mastering this skill also leads to other pedagogical results: enriching the learning experience of younger schoolchildren, promoting mastery of forms of logical reasoning, and stimulating the cognitive activity of younger schoolchildren.