Educational system intelligence. The use of mind map technology in elementary school. The structure of the educational technology "Intellect"

Authors: scientific director of the Lomonosov School, Ph.D. Ziganov Marat Alexandrovich; supervisor scientific and methodological laboratories "Intellect" Koreshkova Larisa Anatolyevna

Educational technology "Intellect" (OTI) - a modern pedagogical technology for improving efficiency learning activities due to: increasing students' interest in learning (children, teachers and parents estimate that learning is starting to come easier); reducing the fatigue of children at school (children spend less time and effort on doing learning activities according to school programs); increase the quality of assimilation school curriculum and the quality of applying what has been learned in practice (actual intellectual abilities allow you to better understand oral and written language retain what has been learned and more productively apply knowledge, skills and abilities).

The main objectives of the application of GTI: the formation of the skills of the scientific organization of the work of students; the formation of a sustainable interest in the educational process as an intellectual work; formation of internal readiness of students for conscious and independent planning, implementation and adjustment of the prospects for their development; reducing the physical and psychological stress of students and employees.

The program for the development of intellectual abilities is interconnected with programs for studying basic subjects and is implemented taking into account three provisions: 1st position: The relevance of intellectual abilities. At each stage of intellectual development, students are offered exercises that develop exactly those intellectual abilities that will be in demand in the lessons on this subject. academic discipline in the next 1-2 weeks when studying certain topics. 2nd position: Content of intellectual abilities. At each stage of intellectual development, developmental exercises and diagnostics of the level of development of intellectual abilities are carried out on educational material, which was studied a little later or will be studied in the near future (only if the material that has not yet been studied is understandable to students). 3rd position: "Inertia" of the development of intellectual abilities. The development of various intellectual abilities, manifested in one subject area, proceeds at different speeds for one student. So, for example, if the selectivity of attention of a particular student to specific rules and properties develops in 2-3 weeks, then the stability of his attention when these rules and properties are applied is achieved in a week.

Development map p/n Subject memory attention thinking imagination reading speaking listening writing thesaurus 1 Designation natural numbers Test 1++ Test 2+ Test 3+ Test 4+ Test 5+ 2Segment. Cut length. Triangle Test 1++ Test 2+ Test 3++ 3Plane straight beam Test 1+ 4Scales and coordinates Test 1++ Test 2+

Compare tasks different levels Level ALevel BLevel C Find the perimeter of a triangle with sides 3 cm, 4 cm and 5 cm Find the perimeter of a triangle with sides 10 cm, 12 cm and 17 cm Find the perimeter of a triangle if one side is 11 cm and the other is 6 cm shorter than the first , and the third side is 15 cm.

OTI is the latest educational technology of the Moscow Lomonosov School, which is used today by the most advanced educational institutions- it contributes to the development in children of 4 basic educational skills (speaking, listening, writing and speech) and 4 basic psychological processes(attention, memory, thinking, imagination). The EidoS School is the second in Ukraine to acquire and implement this technology.

The purpose of the Educational Technology "Intellect":Development of intellectual abilities of students to improve the effectiveness of educational activities.

The lesson "Intelligence" is introduced in syllabus For:

coordination of activities of subject teachers for the development of intellectual abilities (IS).
optimizing the overall efforts of teachers by placing emphasis on the development of various IS through the mutual influence of IS development lines (when the development of one IS helps, supports another IS), generalization of development lines;
showing that each of the parts is in demand and useful in the basic subject.

To achieve the goal, set specific tasks intellectual development of students:

activate and develop subject-oriented mental qualities (memory, logical thinking, attention, imagination), allowing you to fully and accurately store knowledge and practical skills in memory, as well as timely and accurately issue subject knowledge, apply them in various situations.
to form a subject thesaurus that provides perception, comprehension and issuance of subject knowledge, as well as the formation of mental actions in accordance with the requirements of curricula.
develop subject-speech skills that contribute to the perception, comprehension and memorization of information, allowing you to fully and accurately reproduce the knowledge gained in written and oral forms.
increase the motivation of educational and cognitive activity, the personal meaning of learning.

Tasks are solved by performing actions (exercises), aimed at developing attention, thinking, memory, imagination, reading, speaking, writing, listening, thesaurus - the necessary components of successful study, ensuring the fulfillment of these tasks. Exercises are, as a rule, developing and diagnostic in nature, which allows the child and the teacher at each stage to determine the level of development of a particular quality, to make timely adjustments. (The development of certain mental qualities or speech skills is corrected by selecting individual tasks for the student.)

The evaluative function of exercises plays an important role in the formation of a student's self-esteem. Most of the tasks are designed in an entertaining way, and their content coincides with the school curriculum in the main subjects (at the level of concepts, statements, questions and whole texts), which prepares students for the flexible and creative application of the acquired knowledge and skills.

Thus, the content of the subject turns into a means of developing the student's intellectual qualities and is assimilated in the course of the purposeful development of intellectual qualities and is comprehended by students as a material on which to develop.

In addition, tasks, tests and trainings take into account the different ratio of the distribution of aspects of certain mental qualities and speech skills within individual academic disciplines. In this regard, we are talking about the development of subject-oriented mental qualities and subject-speech skills.

The search interest is maintained due to the fact that the proposed tasks are non-standard, entertaining, gradually becoming more difficult, finished tasks, prepared by the teacher, alternate with the preparation of exercises by the students themselves (at the beginning, the child acts according to the model, gradually increasing the share of creativity, thereby training in posing his own problems).

All tasks offered for execution contain instructions, which describe in detail the progress of the task.

Regular repetition of exercises and actions according to the program ensures the development and consolidation of the acquired knowledge and skills, which leads to the full implementation of the tasks.

Distinctive features for particular points of the program are determined by the specific learning objectives in each individual class and are focused on scenarios for the development of the intellectual qualities of each class.

Individual lines of IP development

Individual students in individual items have great difficulty. The reason may be the insufficient development of intellectual abilities, despite the development in a special lesson and academic subjects. In such a case, it is individual work at a designated time. Selected for the student individual program development, designed for six months or a longer period of time. Time is determined by the success of the development of the necessary intellectual abilities. It is necessary that a child with potentially weak intellectual abilities feel success, support.

In a programme individual development for gifted children, the task is to develop abilities to identify problems, formulate them, and then find solutions (creative component). The goal of individual intellectual development is to bring the child into a state of invention.

OTI is very cool. And the students of our School like it very much.

The “Intellect” technology was developed as part of the research work of the NOU “School of Rational Reading” and is generally aimed at improving the efficiency of schoolchildren’s educational activities. It is implemented in the Intellect courses and in school lessons through special assignments and individual work of teachers. Technology "Intellect" is applicable in practice for both junior and middle and high school students.

The feasibility of the technology is as follows: In the process of ordinary schooling, the development of intellectual qualities does not occur purposefully. Developmental learning systems only to some extent emphasize the development of students' abilities. For example, skills are being developed that increase the effectiveness of the subject activity of students, taking into account their personal characteristics. Intellect technology, in turn, provides purposeful work on the development of speech skills, mental qualities and functions that directly affect academic performance.

Technology goals:

Improving the efficiency of studying basic school subjects.
Increasing the motivation of students to study these subjects.
Reducing the child's fatigue during the learning process.

Achievement of the designated goals is achieved through the following tasks:

Development of the ability to memorize oral and written speech for the purpose of subsequent reproduction and application in practice.
The development of various facets of attention, namely: selectivity, switchability, stability and others.
Development of such mental operations, as analysis, synthesis, comparison, bringing analogies, identifying relationships, interactions and interconnections.
Development of the ability to create images, hold them and manipulate them.
Formation of thesauri by subjects.
Development of productive reading skills.
Development of skills for productive assimilation of listening texts.
Development of the ability to formulate and express thoughts orally.
Formation of writing skills in the basic subjects of the school curriculum.

Actions through which the above tasks are solved.

Such mental qualities as thinking, attention, memory and imagination, as well as speech skills - reading, speaking, listening and writing, are well trained and are the foundation for the formation of the ability to learn, to effectively assimilate the material of the school curriculum. Since the “Intellect” technology consistently develops the above necessary qualities and skills in a child for each subject separately, that is why we use such terms as subject-psychic qualities, subject-speech skills And subject thesaurus. In the future, students are given the opportunity to apply them at the right time, at the right lesson, and even in a new situation, both when obtaining new knowledge in subjects, and when using already acquired knowledge. Developed qualities and skills are also, in turn, a good basis for the implementation of independent cognitive activity. elementary school student. All mental processes are interconnected, and the development of each individually contributes to the formation of the ability to learn.

Intellect technology includes system of developmental exercises which are based on the thesaurus of the basic subjects of the school curriculum. In terms of form, the exercises are of a game (competitive) nature, due to which a high emotional background and the absence of fatigue of students are achieved. Exercise of each type is offered to children repeatedly, which ensures the full implementation of the above tasks.

Almost every exercise is simultaneously developing, And diagnostic(determines the level of development of attention, thinking, memory in this area of knowledge). The evaluative function of exercises simultaneously plays an important role in the formation of a student's self-esteem.

The "Intellect" technology provides for students to independently compose assignments. When compiling tasks by analogy, the child learns to pose a problem. Having determined his level on the tests, he makes up a problem at his level, and offers it for other students to solve. This is practiced so that the child understands how much he was able to solve the problem, and how other students solved it. When preparing an intellectual task on a subject, the child sorts through a huge amount of material on a particular subject so that the exercise turns out to be good. Thus, Intellect technology stimulates the development creativity child, matching fourth stage development of intellectual qualities according to the theory
P.Ya. Galperin.

An example of a developmental exercise(one of the levels of the exercise is shown).
Topic 6. “Repetition. voiced and voiceless consonants.

Attention.
Level C.

Task 1. When reading the words, cross out the incorrectly spelled. Count the number of errors and mark the number in the column “Number of errors”. Ignore the “+” column for now.

Your time is 5 minutes.

	Qty mistakes



Carrot pie love around the sound pack a lot of blues mustache
The creak was gone;
Lodging for the night crook shore snow bow beak move detachment people treasure

Mushroom zales down the tail rosh gnawed away with the voice of the waterfall
Eye garden siskin snowdrift bridge ruff poppy pillar thrush sail
Gerp provot drive up camel pack bitch shoes parohot

Check your answer.

Final score ____

Answer.
Topic 6. “Repetition. voiced and voiceless consonants.

Attention.
Level C.

Task 1. This is how you should complete this task:

	Qty mistakes
Grus floor south nid frozen boot lef vegetable garden threshold siskin
Twork portrait gotof cargo korzh sail morsh tank girav
Shoes pigeon watermelon horror tinder thorn ovrak beach prorupi
Carrot pie love around the sound pack a lot of blues mustache
The creak was gone;
Lodging for the night crook shore snow bow beak move detachment people treasure
Pillar lynx oak linking lettuce bed klesd oats brof
Mushroom zales down the tail rosh gnawed away with the voice of the waterfall
Eye garden siskin snowdrift bridge ruff poppy pillar thrush sail
Gerp provot drive up camel pack bitch shoes parohot

For every correct answer you get a bonus.

Now count the number of points you have earned.

It is known that the educational process modern school constantly needs to improve its efficiency. This is especially true for Russian language lessons, since the school must, firstly, prepare all, without exception, students for successful delivery unified state exam and secondly, a graduate who crosses the threshold of the school must have a good command of his native language, observe the norms of both oral and written speech.

One of the ways to solve the problems assigned to the teacher of the Russian language is a harmonious combination of learning and development. The educational developing technology "Intellect" used in the NOU "Lomonosov School" helps in this. The teacher does not need to change the programs and revise the methodology, and the children accept the assignments offered by the Intellect Lab not as an educational work, but as a fragment of an important non-standard component of the lesson.

The technology "Intellect" allows you to save all the best that has been developed by the traditional school, leaves the opportunity for the teacher to work according to the selected state program and textbook, but at the same time contributes to the most successful assimilation of the material, makes school life the child is rich and interesting, helps to form the necessary skills and abilities, develops the personality of each.

The presented manual allows you to use one of the methods for implementing a student-centered approach - multi-level exercises.

Such tasks allow a successful student to go beyond the school curriculum by completing tasks increased complexity, and a student with learning difficulties does not feel helpless, as he is able to master the minimum of feasible knowledge, and most importantly, he is also successful. In addition, developing tasks are not just a set of words, which schoolchildren and applicants rarely encounter when checking the quality of knowledge, they are coherent texts saturated with one or another grammatical unit and corresponding to all stylistic and aesthetic norms.

A deep understanding of the development process through the subject of the Russian language led us to the idea that at a certain stage of a child's education there are more and less demanded qualities and skills. Therefore, we work on the development of only certain qualities.

The most popular in the Russian language lessons in high school It turned out the quality of attention in its various manifestations: selectivity, switchability, stability. The quality of assimilation of the material largely depends on its level.

The Russian language program is designed not only to study a certain set of orthograms, but also to work out the mechanical recognition of an object by some grammatical features, without which it is impossible to develop high-quality spelling vigilance. In order to master well the reception of meaningful literate writing, it is necessary to have such a quality as selectivity of attention - the ability to choose from a variety of objects (in the lesson of the Russian language spelling, punctograms) a group of homogeneous, similar in some grammatical feature. This skill is the key to competent mechanical writing, the key to success when performing test items to which schoolchildren are oriented by the USE.

Exercises aimed at developing selective attention help the teacher immediately identify the reason for the student's lagging behind, his failure in the subject. (For example, if a child does not determine the declension or case of a noun, then he is unlikely to consciously check the spelling of case endings). Therefore, before studying the topic “Spelling of unstressed personal endings of nouns”, you should conduct an exercise aimed at recognition, that is, at the selectivity of attention.

How does this task differ from the teaching one, familiar to both the teacher and the student?

First, setting the time for which the task must be completed is mandatory. Without this condition, the task ceases to be developing. Of course, the ideal time is indicated, the one that students should strive for. And it’s not at all scary if the guys, completing the first tasks, do not fit into the time period allotted to them. After completing 4-5 similar tasks, they will be closer and closer to the goal.

Second hallmark- three levels of difficulty.

The third important component of the task is the saturation of a small text with a grammatical unit (level A - 14 words per spelling, level B - 19 words, level C - 26 words).

Further, when schoolchildren already develop certain skills, the exercise becomes more complicated, it now becomes three-stage: it consists of three separate tasks that must be completed in a certain period of time. Moreover, these tasks relate to three completely different topics, but they certainly follow each other in order in the calendar-thematic planning. This approach allows you to repeat the material studied for a long time, consolidate the material already covered and begin to work out the material studied in this lesson. The first place here is not at all a teaching goal (for example, parsing a word by composition), but a developing one - the development of the ability to show selectivity of attention - the ability to choose a grammatical object in a stream of homogeneous ones. A multi-level approach is already embedded in the formulation of the task.

Level A: In the course of reading the text, find and sort out the composition of the words, the morphemic composition of which consists of a root, a suffix and an ending - everything is simple and transparent.

Level B: In the course of reading the text, find and underline the words whose morphemic composition corresponds to the morphemic composition of the word "snowflake" - first you need to perform a morphemic analysis and understand which words with which morphemic composition should be underlined.

Level C: In the course of reading the text, find words whose morphemic composition consists of: 1) the main morpheme of the word, which contains its lexical meaning; 2) from a morpheme that serves to form new words (it is in the word "snowflake"); 3) from a morpheme, which serves to form new word forms. At the end of the line in a free cell, put as many "+" signs as there are words you found in the line - an even more difficult task, but for these guys high level trust from the teacher. They appreciate it and try not to lose it, while the rest just strive for it.

To see the system of work, to understand the essence of the developing technology "Intellect", you need to get acquainted not with separate tasks, but with collections of exercises, which are a system of tasks arranged in strict sequence according to the calendar and thematic planning.

Thus, tasks aimed at the development of thinking contribute to a deeper understanding of the material, teach to analyze and generalize the material being studied, build logical chains, establish relationships between linguistic phenomena, and prepare children for elementary research work.

Tasks aimed at developing attention and memory help to quickly and effectively form strong spelling and punctuation skills, improve practical literacy.

Thesaurus assignments (interpretation of all concepts, accompanied by images and emotions) are of particular importance: they help to systematize and generalize the material studied on the topic, form the ability to freely operate terminology, which is an indicator of strong knowledge of the theory of the Russian language. And such exercises give the teacher the opportunity to check the depth and quality of mastering a particular topic, objectively assess knowledge and build work so that gaps in students' knowledge are eliminated in a short time.

So, summarizing the information presented in this article, I would like to focus on the fact that a harmonious combination of learning and development gives a tremendous result: the development of the intellectual abilities of schoolchildren contributes to a significant increase in the quality of knowledge in the subject, reduces the level of student fatigue, makes it possible not to lose a poorly performing student and bring to a higher level, beyond the school curriculum, a capable student, makes the school life of the child rich and interesting.

Bibliographic link

Makarova T.N. APPLICATION OF EDUCATIONAL DEVELOPMENT TECHNOLOGY "INTELLIGENCE" IN RUSSIAN LESSONS // Uspekhi modern natural science. - 2010. - No. 12. - P. 109-111;
URL: http://natural-sciences.ru/ru/article/view?id=15468 (Accessed 05/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

SECTION 5.

FEATURES OF THE EDUCATIONAL PROCESS

NP "LOMONOSOV SCHOOL - GREEN CAPE".

The technology of developing education should be understood, firstly, as a system of principles governing the achievement of planned educational goals in the process of teaching and learning, and secondly, a set of methods and forms of organizing educational and pedagogical activity that ensures the formation and development of personal qualities, basic abilities and key competencies of schoolchildren. In the technology of developing education, learning is such an activity, the product of which is always the direct transformation of the psyche and abilities of the student. Education (pedagogical activity) corresponds to that link in this cooperation in which the managerial influence on teaching (learning activity) is carried out.

The technology of developing education, like any technology, is based on a sequence of procedures for using pedagogical means to transfer a student from one state to another.

The technological aspect in the activity of a teacher is subordinated to the pedagogical function, values and goals of pedagogical activity. The technological organization of teaching-learning becomes a brake on the development of the student if the teacher does not take into account the uniqueness of the student, does not follow his manifestations, does not reconstruct the path of his development, does not use his criticism, his self-determination, does not imply harmonization of the methods, goals and actions of all participants in the learning process. If these factors are taken into account, then technology not only does not hinder the creative manifestation and development of students, but also contributes to the enhancement of creative potential.

The technology of developing education, as a broader concept, includes the technology of teaching-learning and the technology of programming the individual development of schoolchildren.

5.1. Technology "Intellect" is the basis of developing education.

Along with education and training, an important object of attention of the modern school is the development of students. IN modern society the most demanded direction is the intellectual development of each student. As a form of self-improvement, it is an element of education, and, helping learning, it is a concomitant element of learning.

The development of intellectual abilities is one of the most important activities of the NP "Lomonosov School-Green Cape", which is carried out purposefully and systematically, provided with effective content, sufficient tools and an effective methodological base.

Education that develops intellectual abilities is built in such a way that it is relevant for each student, allows you to develop in everyone all those abilities that are in demand by practice in a particular period of study, optimally, comprehensively, without requiring a large number time.

Standard Russian education requires the development of not only general intellectual abilities, but also the development of intellectual abilities in each subject area. Supporting the learning process with a special block that develops intellectual abilities allows you to remove difficulties in mastering knowledge and skills.

NOU "Lomonosov School" includes in the education system a program of intellectual development of schoolchildren, presented in the form educational technology"Intellect" (OTI). The development of intellectual abilities is considered by OTI as the main direction of personal development, a necessary element of life. It is important both to gain knowledge, to develop practical skills, and to develop intellectual abilities.

An important advantage of ATI is the ability to preserve the health of schoolchildren, which is negatively affected by overload in the learning process. OTI helps to reduce the applied efforts in the learning process and allows you to develop psychophysical immunity.

Educational technology "Intellect" allows the development of intellectual abilities in each subject area separately (subject-oriented development of intellectual abilities ) taking into account various specific development requirements. The influence of this technology on a higher efficiency of the development of intellectual abilities in each subject area separately, in contrast to the development of general intellectual abilities with the subsequent manifestation of these abilities in the study of individual subjects, has been proven. scientific research and large-scale experiment in general education schools Moscow, Moscow region, Latvia, Azerbaijan and Uzbekistan.

The educational technology "Intellect" takes into account the problems of the development of intellectual abilities and sets as its goals:

reducing the fatigue of students in the classroom due to the health-saving organization of the educational process;

increasing the motivation of students to study individual school subjects and study in general by optimizing the educational process and implementing a differentiated and individual approach to learning;

improving the efficiency of the educational process through the development of subject intellectual abilities.

Intellectual abilities development activities allow students to demonstrate their achievements beyond a specific "area of planned result" through a specially created International Olympiad "Intelligence". At the Intellect Olympiad, any student can succeed by showing Olympiad tasks their intellectual abilities.

The development of intellectual abilities in the NP "Lomonosov School-Green Cape" is carried out with the help of a system of practical classes in each subject area in each age group. There are also lines of general intellectual development and individual work (correctional and enhanced).

Line general development of intelligence is carried out at the “Intellect” lessons specially included in the curriculum and aims to summarize all actions for the development of subject intelligence and coordinate all the actions of subject teachers in the process of developing intellectual abilities in the classroom.

Individual development is carried out in extra time.

The structure of the educational technology "Intellect".

The structure of the educational technology "Intellect" provides for the following components:

"Intellect" for preschoolers: the development of intellectual abilities of children 3-6 years old.

Subject "Intelligence": the development of subject intellectual abilities in the classroom (grades 1-8).

subject "Intelligence", included in the curriculum (grades 1-8).

Modular programs for students in grades 9-11:

note-taking

speed reading

thinking development,

development of attention, etc.

The course "Intelligence" is introduced into the curriculum in order to develop the intellectual abilities of students in order to increase the effectiveness of educational activities.

Lessons "Intelligence" contribute to the coordination of the activities of subject teachers in the development of intellectual abilities through the mutual influence of the lines of development of IS (when the development of one IS helps, supports another IS).

Tasks of intellectual development of students:

to activate and develop subject-oriented mental qualities (memory, thinking, attention, imagination), which allow to fully and accurately store knowledge and practical skills in memory, as well as to issue subject knowledge in a timely and accurate manner, to apply them in various situations.

to form a subject thesaurus that provides perception, comprehension and issuance of subject knowledge, as well as the formation of mental actions in accordance with the requirements of curricula.

develop subject-speech skills that contribute to the perception, comprehension and memorization of information, allowing you to fully and accurately reproduce the acquired knowledge in written and oral forms;

increase the motivation of educational and cognitive activity, the personal meaning of learning.

Tasks are solved by performing actions(exercise) aimed at developing attention, thinking, memory, imagination, reading, speaking, writing, listening, thesaurus. The exercises are developing and diagnostic in nature, which allows the child and the teacher at each stage to determine the level of development of a particular quality, to make timely adjustments. (The development of certain mental qualities or speech skills is corrected by selecting individual tasks for the student.)

The evaluative function of exercises plays an important role in the formation of a student's self-esteem. The tasks are designed in an entertaining way, and their content coincides with the school curriculum in the main subjects (at the level of concepts, statements, questions and whole texts), which prepares students for the flexible and creative application of the acquired knowledge and skills.

Thus, the content of the subject turns into a means of developing the intellectual qualities of the student and is assimilated in the course of the purposeful development of intellectual qualities, comprehended by the students as a material on which to develop.

Tasks, tests and trainings take into account the different ratio of the distribution of aspects of certain mental qualities and speech skills within individual academic disciplines. In this regard, it is possible to talk about the development of subject-oriented mental qualities and subject-speech skills.

The search interest is maintained due to the fact that the proposed tasks are non-standard, are entertaining, gradually become more difficult, the implementation of ready-made tasks prepared by the teacher alternates with the preparation of exercises by the students themselves (at the beginning, the child acts according to the model, gradually increasing the share of creativity, thereby exercising in posing their own problems).

All tasks offered for execution contain instructions that describe in detail the progress of the task.

Regular repetition of exercises and actions according to the program ensures the development and consolidation of the acquired knowledge and skills and leads to the full implementation of the tasks.

Individual lines of development of intellectual abilities.

IN educational process situations often arise when individual students in individual subjects have great difficulties. The reason may be the insufficient development of intellectual abilities, despite the development in a special lesson and in academic subjects. In this case, individual work is carried out at a specially allotted time. An individual development program is selected for the student, designed for six months and (or) a longer period of time. Time is determined by the success of the development of the necessary intellectual abilities. It is necessary that a child with potentially weak intellectual abilities feel success, support.

An individual line of development is also carried out for children belonging to the category of gifted. The purpose of the development of gifted children is to obtain high results in some areas of science. In the Individual Development Program for gifted children, the tasks of developing abilities to determine development lines with the subsequent finding of ways of implementation (creative component) are set. The goal of individual intellectual development in this case is to bring the child into a state of invention.

OTI in educational process schools.

As a scientific basis for the concept of the subject-intellectual development of the student, a personal-activity approach in education was adopted, which affirms the personality-oriented organization of educational activities and its management by the teacher when students solve specially organized learning objectives varying complexity and issues. These tasks develop not only subject and communicative competence student, but also himself as a person.

In the educational process, the student shows his intellectual abilities in the course of perception of educational information, its processing and application in practice. At the same time, he uses four types of speech activity: reading, listening (listening), writing and oral speech(speaking). In other words, almost all the intellectually active time of study in the classroom at school and the time independent work in the library or at home is busy with speech activity:

In the process of any type of object-speech activity of a schoolchild, four abilities are manifested:

Ability memorize, hold in memory and recall(performing extraction from memory in all forms: spontaneous reproduction information in right place and at the right time forced recall information based on the question posed or the problem formulated, recognition information in the array).

Ability pay attention (to be attentive)(showing all aspects of attention: stability, switchability, criticality, selectivity, concentrability, scale).

Ability create or restore images or figurative representations, change mental images (using static and dynamic imagination).

Ability comprehend And rethink information. Since these abilities are manifested in object-speech activity, and when something is manifested, it is customary to talk about qualities (“quality manifested”), then in our case it is advisable to talk about memory, attention, thinking and imagination as qualities. Since these four qualities are of a mental nature, we can talk about mental qualities:

The degree of development of these qualities determines the success of subject-speech activity, and, consequently, the degree of development of memory, attention, thinking and imagination of the student determines the productivity of his work in the classroom and during self-training.

In subject-speech activity, when manifesting subject-oriented qualities, the student uses subject thesaurus - a set of subject concepts (described using words, phrases or phrases) embedded in active memory (and not in memory in general) with seven components tied to each concept (at the neurophysiological level) (conditional division).

The five components for each thesaurus concept are obligatory:

graphical shell of each element of the thesaurus (writing a word, phrase, formula, symbol, etc.),

sound shell (pronunciation of a word or phrase, verbal description of a formula or image, other voicing of a concept),

interpretation of concepts (moreover, if there are different contexts, then different interpretations and signs of contexts are needed),

signs used in the interpretation of concepts (with the help of which concepts are recognized - understood)

images of concepts corresponding to interpretations (in which obligatory signs are fixed).

In addition, each thesaurus concept in active memory May be associated with 2 more components (optional): each concept from the thesaurus can be associated with any feeling and with any sensation.

Thesaurus - sufficient for a complete understanding of the subject being studied

set of concepts (thoughts) in active memory

Thus, success in mastering the school curriculum and success in the personal development of a student depend on the degree of development of subject-intellectual abilities: 4 subject-speech skills, 4 subject-oriented mental qualities and formed thesauri for each subject area studied.

The program for the development of intellectual abilities is interconnected with programs for studying basic subjects and is implemented taking into account three provisions:

The relevance of intellectual abilities .

At each stage of intellectual development, students are offered exercises that develop exactly those intellectual abilities that will be in demand in the lessons in this academic discipline in the next 1-2 weeks when studying certain topics.

Developing tasks and tests are performed by students on information from printed texts (sometimes with drawings, formulas and graphs) and from texts spoken by the teacher. All this information refers to the educational material. Educational material is taken from textbooks or from additional literature.

At each stage of intellectual development, the developmental exercises and the diagnosis of the level of development of intellectual abilities are carried out on educational material that was studied a little earlier or will be studied in the near future (only if the material that has not yet been studied is understandable to students).

"Inertia" of the development of intellectual abilities

The development of various intellectual abilities, manifested in one subject area, proceeds at different speeds for any one student. So, for example, if the selectivity of attention of a particular student to specific spellings develops for 2-3 weeks, then the stability of his attention when using these spellings is achieved in a week.

Empirically, it is possible to single out the characteristic time for the development of the same intellectual ability, which manifests itself in different subject areas, and notice that teachers of different subjects have to spend different times on the development of the same intellectual ability of one student.

Taking into account this feature in the development of intellectual abilities, plans for developing classes within the same subject area are built in such a way that:

some intellectual abilities develop long before they are in demand in the educational process (exercises are performed for several weeks in a row);

other intellectual abilities develop throughout the year in small portions (the same exercise is performed one week 2 times in half a year);

third intellectual abilities develop directly during the study of any learning topic of this discipline.

The dynamics of the development of intellectual abilities is revealed with the help of diagnostic tests. Diagnostics is carried out at the beginning and end of the period of application of developmental tasks (within 2 weeks, a quarter, half a year, a year). If development takes place over a long period of time (a year), then an intermediate diagnosis is carried out (at the end of the 1st half of the year or the beginning of the second).

5.2. Features of the organization of developmental education in the preschool department.

OTI in work with children of preschool age is applied in several areas:

IN various types gaming activity.

At training sessions in mathematics, speech development, familiarization with the outside world.

In the classroom on the subject "Intellect" in the senior and preparatory group for school.

Let's consider these directions in more detail.

Leading activity in preschool age is a play activity. During the day, children are offered various games aimed at developing attention, thinking, imagination, speech, fine motor skills. During walks, children also learn to observe, compare, classify, generalize and specify, they are already trying to analyze. All this provides a good basis for the intellectual development of children during training sessions.

In all classes in mathematics, speech development, familiarization with the outside world, children are offered tasks aimed at developing one or another mental process(intellectual quality). Moreover, the content of the task reflects the main theme of the lesson and is interconnected with other exercises that fill the lesson.

Examples: “Divide into groups”, “Find an extra object”, “Identify a pattern and continue the series”, “Find differences”, etc.

It should be noted that the diagnostics carried out at the end of last year showed a positive trend in the intellectual development of children (who regularly attended kindergarten during school year). The complex work described above contributed to the achievement of this result.

Preschool specialists are developing new exercises for older and older children. middle groups. At the same time, they use the developments of the Lomonosov school, manuals recommended state program preschool education and creative potential of preschool teachers. When planning work on the intellectual development of children, the recommendations of a psychologist and a speech therapist on the features of the development of certain mental processes are taken into account.

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