PSYCHOLOGICAL CONSULTATION
GAMES FOR THE DEVELOPMENT OF THE INTERNAL ACTION PLAN OF SCHOOLCHILDREN
E. V. ZAIKA
The internal plan of action (IPA), or simply the ability to perform actions in the mind, is one of the universal characteristics of human consciousness and is a key condition for the development of intelligence (L.S. Vygotsky, P.Ya. Galperin, Ya.A. Ponomarev). From the point of view of the classification of mental phenomena, VPD does not belong to any of the traditionally distinguished mental processes, but is an indissoluble unity, an alloy of attention, thinking, imagination and memory.
Despite the exceptional importance of the VPD in the structure of the human psyche, in the system of the traditional schooling this ability is not purposefully formed. Under these conditions, it can only develop spontaneously, which means that the process of its formation is not optimal and the result obtained does not always correspond to the maximum possible level of its development in each individual child. Among the traditional methods of forming a VPD in a mass school, perhaps only oral counting (in mathematics lessons) and oral analysis of words and sentences (in language lessons) can be named. This is clearly not enough and, as experience shows, these techniques are extremely ineffective, since they more or less develop some aspects of the VPD, while leaving aside others, and this happens in situations that, as a rule, are uninteresting, boring and disturbing for children - in as part of the performance of serious educational tasks in the lessons with the threat of getting a bad mark.
I do not in any way claim to be complete solution problems of the development of the GPA, we note that one of the possible (and, probably, all the same, additional in relation to the lesson) ways of forming and improving the GPA of schoolchildren is game training. It is in the game, and not on the street, in a situation of emotional relaxedness and security, direct communication with peers, performing not businesslike, serious, but unusual, fun tasks that involve intellectual competition with classmates, in our opinion, much more favorable conditions for development of VPD, providing its higher quality.
A developed VPD presupposes the presence of very diverse and complex mental abilities. Thus, the actions performed in the mind can be divided according to their content into two groups: actions according to a given algorithm (purely performing) and creative, involving planning and searching for strategies for solving the problem (with a pronounced indicative component), and according to the material used - into three groups: objects (chips, pyramids), figurative (drawings, diagrams) and symbolic (numbers, words) material. At the intersection of these two
classifications, six "zones" of the VPD are formed, characterizing its various aspects: actions according to the algorithm with subject material, creative actions with figurative material, etc.
The games described in the article are aimed at the formation of such an aspect of the VPD as the ability to perform actions according to an algorithm, with sign (digital and verbal) material: there is a material consisting of a number of elements (related or not related to each other) and there is a well-known permutation algorithm or other transformations of these initial elements; it is necessary to obtain some new result, a product, by performing all these transformations in the mind, and at the end to name it.
We emphasize in particular that in the main part of the training, transformations should be carried out precisely in the mind, that is, without any external objective actions and even without visual references to the source material. However, at its initial stages, in the process of mastering the algorithm and the first tests of its application, it is necessary to work out actions in the material plane (or in the internal, but with visual supports - depending on the initial level of development of the players). A return to these genetically earlier levels is also necessary in the event of various difficulties in the functioning of the VPD: a difficult action, not performed in the mind, is immediately transferred to more low level and the cause of its failure when flowing in the mind is revealed.
The complexity of the tasks performed, determined by the degree of cumbersomeness of the algorithm, the number of initial elements of the material and the fact of their connection or disconnection, gradually increases in such a way that for each child the stage of easy, almost automatic performance of tasks constantly alternates with the stage of difficult, intense, on the verge of what is possible in the VPD ; Subsequently, this difficulty is eliminated in the process of repeated training and error analysis, the actions become easy, but after that tasks are introduced. increased complexity and everything starts over. The alternation of tasks, carried out either "fun" or "at the limit", gives the training a special emotional and motivational charge due to the fact that the child has the opportunity to alternately enjoy the easy and successful game of his intellect, then intensely overcome the intellectual difficulties that arise, in order to again quickly achieve the desired and already experienced lightness.
The described training of the VPD is recommended to be carried out on special classes in after hours 4560 min twice a week. On early stages mastering the task, only the correctness or incorrectness of its execution is fixed, and at the final (with a high proportion of correct answers) - also the speed of its execution. The results of tasks performed by players in turn are compared not only with each other, but also with their earlier results in order to note the individual progress of each player. Some of the games described are modifications of well-known psychodiagnostic techniques and children's entertainment, others are developed by the author.
GAMES WITH NUMBERS
Name the numbers in reverse order. A series of three, four or five numbers is read out, for example, 8, b, 5, 2. In response, you need to name the same numbers, but in order from last to first: 2, 5, 6, 8. In other versions of this game, you can read not individual numbers, but four-five-digit quantitative or ordinal numbers, denoting, for example, the number of apples on a tree or the number of inhabitants of an island lost in the ocean, or the year of some historical event, and the players in response must name numerals, "reverse" in relation to the given ones, for example, 6179 apples about 9716 apples; 1978 to 8791. To increase the play motivation of children, you can
present to the guys that all these events are in a fantasy country called the other way around.
Calling numbers increased or decreased by several units. A series of three-six digits is read out, for example: 3756. In response, other numbers must be called - 1 (or 2) larger (or smaller): 4867 (or 5978, or 2645). Similar to the previous game, such transformations can be done with cardinal and ordinal numbers (2563 year 3674 year) and imagine that all this is being played out in a country with the name "Big One" or something similar.
Naming numbers missing up to ten. A series of numbers is read out, for example: 3942. In response, instead of each of the given numbers, you should name another one - the one that indicates the number missing to ten. So, instead of 3, 7 is called, since 3 + 7 \u003d 10, instead of 9 1, because 9 + 1 \u003d 10, and as a result it turns out: 7168. The same transformations are performed with numerals and, if desired, are furnished with fairy tales.
Calling numbers increased or decreased by half. Instead of each digit of a given series, another one is called - denoting twice the or less number; in the case of halving an odd number, the nearest integer to half is called (for example: 7 about 4, 9 about 5). So, the original series 342 is transformed with an increase in each number by 684, and with a decrease in 221. In all cases, the source material is selected so that there are no transitions through a dozen during transformations.
The name of the last digit from multiplying by two. This game is similar to the previous one, but jumps through ten are allowed here. So, the given series 8456 is converted as follows: 8x2 = 16, the last digit is called 6; 4-x2=8, 5-x2=10, 6-x2=12; in the end we call: 6802.
Uneven count forward or backward. TO given number you need to alternately add (or subtract from it) one or the other number, while trying not to make mistakes. For example, we count forward from 8, adding 3 and 4 alternately: 8 11 15 18 22 25 29 32 36 39 43 ... Or we count forward from 10, adding 8 and subtracting 5: 10 18 13 21 16 24 19 27 22 .. To increase the interest of the players, one can imagine that, for example, a certain bewitched person can climb the stairs, only stepping up several steps at once, and then down several steps, and one must quickly name the numbers of the steps on which he changes direction.
Oral calculation with a given deviation. Any traditional tasks for mental counting are used (for addition, subtraction, multiplication, division), but instead of the correct answer, you must give an answer that deviates from it by some predetermined number, for example, more by 7 (or less by 12). Then: 17+21=38, but you have to answer 45 (because 38+7=45) or 26 (i.e. 38-12). It can be imagined that in some fantasy country all the results of arithmetic calculations are distorted by this set value, and the task of the players is to master this special arithmetic.
The arrangement of numbers in ascending or descending order. For example, instead of the given number 72685, you should call 25678 (or 87652); instead of the year 2746 about the year 2467 (or 7642). It can be imagined that the evil wizard has broken the order of the numbers, and the task of the players is to quickly restore it.
Advances in digital patterns. The five digits of the named row, for example: 72685, should be placed in the mind according to the five dots of the domino in the direction from top to bottom:
Then also, in the mind, the movement is carried out along these numbers in the direction, for example, from the upper left corner (7) to the lower right corner (5), and then from the lower left (8) to
top right (2), naming all the numbers encountered on the way; in this case it is: 765862.
Other digital patterns are also possible, for example, the arrangement of a given row in the form of a cross from left to right:
followed by reading the numbers clockwise, starting from the top, and then calling the number in the middle: 86572.
serial subtractions. The numbers of a given 4 or 6-digit series should be arranged in your representation so that the second half of the series is strictly below the first, and then the lower numbers are subtracted from the upper numbers and the result in each column is called. For example, for a series of 4 digits 5832:
For a series of 6 digits 758624:
Named, respectively, only the numbers 2 and 6 or 1, 3, 4; all intermediate permutations and calculations are done in the mind. It can be imagined that this is a special way of encrypting numbers, adopted among intelligence officers; in order to transmit information about the enemy's presence of 24 aircraft and 134 tanks, the resident resorts to such a veiled form of transmission so that not a single interceptor who does not know the code can guess what quantities are being discussed.
WORD GAMES
Reading words backwards letter by letter. The given word (first of three, then of four, five, six, etc. letters) should be read letter by letter in reverse order, from right to left, for example, work on atobar. To increase game motivation, you can tell the guys that this is a special foreign language, used in the fairy-tale country Through the Looking-Glass or Vice Versa by its inhabitants - on the contrary or changelings, or in worlds where the course of time is opposite to ours: time flows from the future to the past, therefore the sounds pronounced first in our language turn out to be the last. These and similar fabulous and fantastic stories can be used in all subsequent games.
Reading phrases backwards letter by letter. This game is similar to the previous one, but only in it, instead of individual words, simple phrases of three-five short words are used, for example: "a house in the forest" "sat down in a kimod". At the same time, the participants in the game agree that the letters b, b and I are omitted when reading backwards, but their presence is signaled by a clap of hands following the reading of the corresponding word, for example: "It was another day" o "Ned (cotton) cucumber (cotton) lyb ".
Reading words and phrases backwards by syllables. This game is similar to the previous two, but in it the division of the elephant is carried out not by letters, but by syllables. For example, the phrase "tall tree" turns in this case into "worede ekosovy".
Reading words and phrases in reverse by morphemes. This game is similar to the previous three, but in it the division of words is carried out according to morphemes (prefix - root - suffix or group of suffixes - ending), for example: entertainment - "e (ending) - eni (group of suffixes) - attract (root) - times ( console) ".
Reading rows of words in reverse. A series of three-five words is read out that are not related to each other in meaning and sound, for example: mail, forest, cucumber, medal. In response, you need to name them in the exact reverse order: medal, cucumber, forest, mail.
Reading sentences in reverse. A short sentence is read (of four to seven words), for example: "No one,
except for you, he won’t do it." In response, you need to name all the words included in this sentence, in reverse order: "No one will do it for you". By agreement of the players, commas and other separating signs that are in the sentence can be highlighted with claps.
Reading words through the letter. A given word, for example: sweetness, must be read so that only the first, third, fifth, etc. letters sound in it, ignoring the second, fourth, etc., in our case it should sound: from a o t. In more a complex version of the game should read long words through two letters to the third, for example: mathematics meta.
Mixed spelling of words. Two words consisting of the same number of letters are read out. In response, a new, artificial word should be named, made up of the first letter of the first word, the second of the second, the third of the first, the fourth of the second, etc., for example: SeLo, parK o SALC. Then the words change places, and the first letter of the second word is put at the beginning: PARK, SELLO PERO. A more complex version of the game involves alternately mixing letters from three different words, for example: WORK, GUITAR, RIRORO LIGHT.
Mixed reading of words letter by letter in reverse order. This game is similar to the previous one, only the mixing of letters does not start from the beginning, but from the end of the word: from the last letter of the first word, for example: RUKA, Kino "ANUK, and then OKIR.
Mixed reading of words by syllables. This game is similar to the previous two, but here the division of words is made not by letters, but by syllables, for example: CHAMELEON, HANDLE about HAKOLEK. At the same time, one can imagine that hybrids are created from two different objects and their names are selected.
Reading words from the edges to the middle. The given word should be read, moving, as it were, simultaneously from the beginning and from the end, in order to reach the middle. At the same time, its first letter is placed in the first place, the last letter in the second, the second from the beginning in the third, the penultimate letter in the fourth, etc., for example: Cucumber OTsgeur.
Inclusion of extra letters in a word. The given word must be transformed in such a way that one extra letter appears between each pair of its constituent letters. You can suggest several different options such an insertion of additional letters, however, it is desirable that the artificial words formed in this way are similar in sound to familiar words. For example: a stick about PLAVLEKRA or PRAELOKVA. It can be considered that this effective method simple encryption of important messages.
Cleansing the word from superfluous letters. This game is the opposite of the previous one. The word is given, "clogged" with extra letters inserted through one. It is necessary to clear it of clogging and produce the original word, for example: it is spinning about a bush. It can be imagined that coded intelligence is being deciphered, or that an evil wizard has mixed letters in words, and this harmful interference should be cleansed from the native language.
Reading sentences through the word. A sentence of five to seven words is given, for example: "Seryozha usually wakes up around seven o'clock in the morning". In response, you should read it, while omitting every second word: "Seryozha ... wakes up ... at seven ... in the morning". Then it is read with the omission of the first, third, etc. words: "... usually ... about ... hours" ... Note, by the way, that the game opposite to this, when sentences are presented with every second omitted word and the players must fill in these gaps by making as many interesting and diverse sentences as possible, which can be used to develop the imagination of schoolchildren.
Reading sentences from the edges to the middle. The given sentence must be read, as it were, simultaneously from the beginning and from the end: first its first word is called, then the last, then
the second from the beginning, then the penultimate, etc. to the middle. For example, the sentence "And from the smiles of the girls the whole street is bright" turns into: "And the street of smiles is bright from all the girls". In order to make the game more entertaining, you can allow players to change the form of words, achieving their coherence in a new, artificial sentence, for example: "And the smiles of all the girls are bright from the street".
Mixed reading of phrases and sentences through the word. Two sentences with the same number of words are given, for example: "Morning in a pine forest" and "The road goes downhill". In response, a new, artificial sentence should be named, made up of the first word of the first given sentence, the second - the second, the third - the first, etc.: " Morning goes up the pine mountain". Then the given sentences are interchanged and a new phrase is made from them: " Road in under the forest".
Superimposed reading of phrases and sentences. This game is similar to the previous one, only overlay, unlike mixing, assumes that not a single word is omitted, but simply after the first word of the first sentence the first word of the second sentence is called, then after the second word of the first sentence comes the second word of the second sentence, etc. e. For example, two phrases: "Apple and pear trees bloomed" and "Fogs floated over the river", when superimposed, turn into: "The fogs of apple trees bloomed and floated over the pear river".
Separation of superimposed phrases. This game is the opposite of the previous one and causes much more difficulty. A senseless phrase read, composed by superimposing two original sentences, preferably unusual in content, should be decomposed into two separate sentences, adhering to the rule: the first word refers to the first sentence, the second to the second, the third to the first, etc. For example: " The song of the heart swam laughed slowly loudly "" The song swam slowly" and "The heart laughed loudly."
Naming words in alphabetical order. A series of four-five words is read, for example: cereal, fear, squirrel, lemonade. In response, you need to name the same words, but arranging them in alphabetical order: squirrel, cereal, lemonade, fear. In a more complex version of the game, you can use words with a common first letter, and then when ordering them, you should focus on their second and third letters, for example: pillar, falcon, comparison, glass falcon, comparison, glass, pillar. In even more complex versions, you can require the arrangement of words in the opposite order of the alphabet (from Z to A), or in the alphabetical arrangement of them only by the second letters, ignoring the first, for example, a series of words: track, announcer, light and hand - are arranged like this: light, announcer, track, hand.
Reading syllables in alphabetical order. This game differs from the previous one in that the syllables of the same word should be arranged in alphabetical order. A given word, for example, chameleon, is divided in the mind into syllables: chameleon, and then they are ordered: LeMeOnHa. In a more complex version, syllables from the whole phrase are used, for example: " clean hands"EkiRutyNumbers.
Reading morphemes in alphabetical order. Unlike the previous game, in this game, words are divided not into syllables, but into morphemes. For example: a note about for (prefix) - pis (root) - k (suffix) - a (ending) about AZAKPis.
Making words from the letters of a given word. The letters of a given word, such as "work", are used as " construction material"to create new words consisting only of these letters: company, brother, bar, camp, etc., and all this is done only in the mind. In a more complex version of the game, you can allow the use of an additional letter (for example, H) and prohibit use one of the letters of a given word (for example, O); in this case, you can form, for example, the words: wound, alarm, ram, but you can’t say the words: nora,
boron, etc.
Continuation of a word at a given beginning. The first two or three letters of the word are called (for example, ba ...), you need to continue this word, and find several various options. In this case, the number of letters of the search word is strictly specified (for example, five) and a ban is introduced on the use of two or three letters (for example, H and O). Mentally, players form words that meet the specified requirements, and then quickly write them down. In this case, the words can be named: ballet, beam, bazaar, etc., but the words are unacceptable: ballast (7 letters), hook, fable (there are forbidden letters); Penalty points are introduced for such words.
Replacing words with syllables. A phrase of three-seven words is given, for example: " A Christmas tree was born in the forest". In response, you need to quickly name only the first syllables of the words included in it: leroy. Then only the second syllables: judged.
Replacing words with morphemes. A phrase of three to six words is given, for example: "The conversations proceeded in a sincere atmosphere". In response, it is necessary to name in turn instead of each word its given morphemes (functional parts of speech are ignored or highlighted with claps). So, first prefixes are called: razprozaob. Then the roots: govortekdushstan. Then suffixes or their groups (if there is no morpheme in the word, then the word "no" is pronounced): netaleviovk. Then endings: yioye.
The formation of words from syllables. A given word (for example, a newspaper) must be divided in the mind into syllables (newspaper) and then each syllable should be built up to an independent word. Only the words formed in this way are called aloud: GARAGE, ZENITH, DANCE. In a more complex version of the game, the same is done with a phrase or phrase, for example: a herd of monkeys about OLD age, RAIN, Island, idler, JANUARY (the letters b, b, and i are ignored, but their presence is signaled by clapping).
Turning one word into another. A short word of three to four letters is given. It is necessary to replace only one letter in it in such a way as to turn it into a new word, then another letter changes in this new word, and it turns into a third, etc. The result should be a word in which there is not a single letter from given word. All transformations are performed strictly in the mind. For example: garden o court o bitch BOW or garden Rad ROD MOT. Then the player quickly names such chains composed by him in his mind (preferably not one, but several), and after that he must pronounce them in reverse order (this is important for the formation of reversibility). mental operations).
Name common letters. Two words are spoken, for example: man and watercolor. It is necessary to highlight in the mind all the letters common to them (available in both the first and second words). At first, they can be called slowly, one at a time, with pauses. At later stages, a requirement is introduced to call them all at once, "one salvo" after one long pause; you can also require before that naming their number (in our example - four: e, l, c, k).
Naming mismatched letters. This game is similar to the previous one, only in it only those letters are called that are in one word, but are absent in another. For example: pipe, master about four, t, y, and, n.
Oral grammar and parsing offers. A sentence is read out, for example: " A huge mouth froze motionless above the water". In response, instead of each word, name only the part of speech that it is. In this case: adjective - noun - adverb - verb - preposition - noun. Then, instead of each word, only its function in the sentence is called: definition - subject - circumstance - predicate - circumstance - circumstance. In a more complex version, these two types of parsing a sentence can be combined by naming: adjective, definition - noun, subject - adverb, circumstance, etc. For the purpose of entertaining the game, you can agree,
that some parts of speech or members of a sentence are highlighted, for example, instead of the word "definition" you need to make one clap of your hands, and instead of the word "predicate" - two.
Circular reading of words. Four words are called, for example: pipe, cherry, sand, tablecloth. You should mentally arrange them in two lines in a certain order, as if at the corners of the depicted square:
1) pipe 3) sand
2) cherry 4) tablecloth
Further, having these words in front of him in the representation, the player must, at the command of the leader, read them clockwise or counterclockwise, starting from the word given by the leader. For example, if the host says: "clockwise, starting from the upper right corner", then the player should read them like this: cherry, tablecloth, sand, pipe. If the host says: "counterclockwise, starting from the bottom left", then the answer should be: sand, tablecloth, cherry, pipe.
Reading word patterns. Five words are called, for example: house, table, stump, bridge, elk. They must be mentally arranged in the form of some predetermined structure, for example, corresponding to five domino points:
1) house 2) table
4) bridge 5) elk
or in the form of a cross:
1) house 2) table 3) stump
Then you should read them, moving in the case of domino dots from the top left word to the bottom right and further from the bottom left to the top right (house, stump, elk, bridge, stump, table), and in the case of a cross - from the top word clockwise and ending with the naming of the word in the middle (bridge, stump, elk, house, table). In a more complex version of the game, students can do both of these operations one after the other and, as a result, name two different sequences of the same words.
Despite the apparent simplicity, absurdity and naivety, these games provide the development of a very significant mental ability associated with the efficient and fast functioning of the VPD. Being formed on simple material in a game situation, this ability, having a universal character (VPD, as is known, is relatively indifferent to the specific content of the material), can be successfully transferred to actions with other, more complex material, performed in a different, more serious situation. educational activity.
The experience of using the described games in a number of schools in Kharkov and the Kharkov region with students of grades III-VII shows that they provide not only a noticeable development of their VPD (they form the ability to correctly and quickly transform in the mind, without any external supports, the material consisting of a significant numbers individual elements), but also a high level of their orientation in digital and verbal material (understanding of the digits of a number, automation of arithmetic operations, possession of spelling, grammatical and syntactic knowledge, skills, etc.), as well as an increase in interest in mental work and study.
Received April 20, 1994
source unknown
CHAPTER I. The problem of forming an internal plan of action for younger students in psychological research.
1.1. The state of the problem of the formation of an internal action plan in primary school age at the age and educational psychology.13.
I.2. Formulation of the problem. Hypotheses, tasks, research methods.
CHAPTER ^Experimental study of the features of the internal plan of action in younger schoolchildren.
II. 1. Tasks, stages, methodology of the ascertaining experiment.
II.2. Analysis of experimental data.
Chapter conclusions.
CHAPTER III. Formation of an internal plan of action for younger students in specially created conditions.
III. 1. Tasks and methodology of the formative experiment.
III.2. Analysis of the results of the formative experiment.
Chapter conclusions.
Recommended list of dissertations
Psychological features of the formation of an internal plan of action among students of a pedagogical university 2004, candidate of psychological sciences Zhuina, Diana Valerievna
Formation of the Generalization of Mental Actions in Primary School Students in the Conditions of Intellectual Dialogue 2000, candidate of psychological sciences Kuvarina, Natalya Valentinovna
Formation of self-regulation in younger students in educational activities 1998, candidate of psychological sciences Rosina, Natalya Leonidovna
Development of educational cooperation between junior schoolchildren and peers and a teacher in the conditions of formal and informal communication 2004, candidate of psychological sciences Runova, Tatyana Aleksandrovna
Development of flexibility of mental actions in junior schoolchildren in the conditions of personality-oriented learning 2004, Candidate of Psychological Sciences Fedoseeva, Olga Igorevna
Introduction to the thesis (part of the abstract) on the topic "Formation of an internal plan of action in children of primary school age"
Among the priority tasks facing modern system education, the tasks of forming an active creative personality, creating full-fledged conditions for the personal development of each child, forming him as a subject of educational activity.
These tasks are of particular relevance at the beginning of schooling in connection with the formation of basic learning abilities in a younger student, which largely determines the success of his further learning and development.
The formation of a child as a subject of educational activity becomes possible as a result of the formation of a number of mental qualities. Among them, a special place is occupied by the internal plan of action (IPA) as a specific form of internal activity of the individual. IN domestic psychology VPD is considered as an integrative ability, accumulating in itself a whole range of intellectual abilities that provide a person with the opportunity to set goals, outline ways to achieve them and implement their plans.
In this regard, the problem of the formation of the VPD in children in the process of educational activity clearly arises.
In psychological science, the problem of the formation of the VPD has become relatively independent relatively recently, although the phenomenon of the VPD in psychology has been identified for a long time. The scientific basis for identifying the problem of VPD as an independent and its further development was the work of L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, D.B. internalization (the process of transforming mental functions from external to internal), means of mastering by individuals their mental processes, as well as questions of optimal conditions for the formation of mental functions.
Developmental and educational psychology have a wide range of studies in which the problem of the formation of VPD is considered in the context of other problems: thinking (V.S. Bibler, D.B. Bogoyavlenskaya, L.S. Vygotsky, P.Ya. Galperin, V.S. Goncharov, V.V. Davydov, A.Z. Zak, E.I. Isaev, A. Kagalnyak, I.A. I. Motkov, V. T. Nosatov, L. F. Obukhova, J. Piaget, Y. A. Ponomarev, A. I. Raev,
A. Rey, S. L. Rubinshtein, Yu. A. Samarina); self-regulation (E.B. Aksyonova, T.Yu. Andrushchenko, L.V. Bertsfai, L.I. Bozhovich, Yu. Galanter, A.V. Zakharova, I.I. Kondratiev, O.A. Konopkin, D. Miller, K. Pribram, N.L. Rosina, U.V. Ul'enkova); creativity (A.A. Bloch, Ya.A. Ponomarev, P.K. Engelmeyer, P.M. Yakobson); forecasting (A.B. Brushlinsky, T.B. Bulygina, L.R. Moshinskaya, I.M. Feigenberg, N.Yu. Flotskaya); educational activities (L.V. Bertsfai, T.N. Borkova, A.V. Zakharova, N.N. Lobanova, A.K. Maksimov, I.I. Kondratiev, A.I. Raev, N.L. Rosina , E.A.Faraponova, D.B.Elkonin).
Within the framework of the above directions in psychological research, HRP is considered as a function of thinking, a structural component of self-regulation, learning activities, component creative process, orienting activity, forecasting, the basis of goal setting.
The traditional recognition of great importance VPD for the development of intelligence. Currently, there are studies that convincingly prove the influence of HVD on the personality of the child, the formation of moral behavior (T.B. Bulygina, V.V. Khromov), self-esteem (T.B. Galkina), communication of the child with adults (A.V. .Bolbochan).
A significant contribution to the study of the problem of the formation of the VPD was made by
V.V.Davydov, A.Z.Zak, E.I.Isaev, I.I.Kondratiev, N.N.Lobanova, V.Kh.Magkaev, Ya.A.Ponomarev. These authors have made VPD the subject of a special study. In their works, various aspects of the problem of the formation of VPD in children of younger age were covered. school age. The authors reveal the issues of the essence of the VPD, highlight the planning function at the stage of organizing actions and in the process of their implementation, as well as the levels, properties, types, types of the VPD.
The works of P. Ya. The process of internalization, according to PL. Galperin, is the process of transforming the expanded external action of a child and an adult into an abbreviated, internal, individual action. The stages through which the action passes in this process, according to P. Ya. Galperin, correspond to the genetic stages of the formation of the VPD.
For the formulation of the research problem and its further development, the works of L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, I.I. Kondratiev, L.S. Luchanskaya, S.L. .V.Ulyenkova and others. The studies of these authors contain provisions that allowed us * to come to a number of conclusions. Namely, at primary school age there is an intensive formation of awareness of behavior and its mechanisms. VPD at primary school age is the most important element of arbitrariness, the main functions of which are the awareness and organization of one's own actions. In other words, the VPD at primary school age acts as a mechanism for awareness of actions.
This aspect of the problem of the formation of the VPD has not yet been the subject of a special consideration of psychological research.
Modern developmental and educational psychology has a number of studies that are of undoubted interest in terms of studying the psychological conditions, means, techniques, and content of the formation of the VPD. In most studies, the identified issues are considered in relation to children of primary school age, which, in our opinion, can be explained by the traditional consideration of VPD as neoplasms of primary school age.
Among the favorable conditions for the formation of VPD, researchers distinguish: phased development of VPD, taking into account the structure of this ability (N.N. Lobanova); group form of work, in particular, work in dyads (V.V. Andrievskaya, V.V. Davydov, A.Z. Zak, V.Ya. Lyaudis, Yu.A. Poluyanov, Ya.A. Ponomarev, V.V. Rubtsov, G.A. Tsukerman); oral form of work (V.V. Davydov, R
A.Z.Zak, E.V.Zaika, E.I.Isaev, Ya.A.Ponomarev).
As optimal means and content for purposeful formation VPD authors distinguish modeling (L.A. Venger, A.Z. Zak, O.D. Zakharova, N.G. Salmina, O.V. Suvorova, E.A. Faraponova, L.D. Fridman) and solution theoretical tasks(V.V. Davydov, L.K. Magkaev, Ya.A. Ponomarev, V.N. Pushkin, A.G. Pushkina).
However, it is worth noting that the authors single out gaming as the content for the formation of the VPD. The exception is the study by N.N. Lobanova. Thus, it can be stated that in studies on developmental and educational psychology, the issues of the formation of VPD by means of leading activity in primary school age have not received due consideration, i.e. educational activity. In our opinion, this introduces significant limitations in solving the problem of the formation of the GPA in primary school age. Based on the fundamental position of Russian psychology about the significant role of the leading activity in terms of the formation of neoplasms of age, it can be argued with a significant degree of probability that the VPD will be most successfully formed in educational activities.
In this regard, the following issues seem to be particularly relevant to us: a multidimensional study of the specifics of the manifestation of HSD as a mechanism for understanding actions in primary school age; development of fundamental principles and approaches to the design of programs aimed at diagnosing and forming VPD by means of educational activities.
The purpose of our dissertation research is to study the psychological specifics of the formation of the VPD in younger schoolchildren in different conditions of the psychological and pedagogical organization of their activities.
Object of study: the mechanisms of the internal plan of activity in primary school age.
Subject of study: features of the HPA as a mechanism for understanding actions in the context of the traditional and purposeful formation of this quality in younger students.
Hypotheses of the study: 1. In primary school age, the VPD is a mechanism of awareness of actions, which manifests itself in the preliminary construction of an ideal model of future actions and orientation to this model in the process of its implementation.
The essence of the VPD as a mechanism for awareness of actions in primary school age has the following structure:
1) analysis of the conditions of the problem;
2) decision planning;
3) the ability to follow the ideal plan in the process of its implementation;
4) the ability to explain in detail speech form the result of actions;
5) the transfer of a previously learned action to new conditions;
6) the degree of independence of actions in the process of completing the task.
Hypothesis 2. The formation of VPD as a mechanism for understanding actions is carried out in the best way in the process of specially organized educational activities that take into account the actual and potential characteristics of the child in this process.
In accordance with the goal and hypotheses put forward, the following research objectives were identified:
1. Explore state of the art problems of VPD in psychology, to determine the psychological essence of this concept.
2. Determine the main approaches to the development of programs for the study and formation of VPD in the educational activities of younger students.
3.Develop and test a diagnostic technique that allows you to study the psychological characteristics of the VPD as a mechanism for understanding actions.
4. To trace the age dynamics of the GPA as a whole and its main structural components in younger schoolchildren in the absence of a targeted impact.
5. To develop and test, under specially created psychological and pedagogical conditions, a program for the formation of VPD in children of primary school age, aimed at realizing their potential, to evaluate its effectiveness.
6. To trace the dynamics of the formation of the VPD in children of primary school age in the conditions of specially organized educational activities.
Methodological foundations research I
When considering various aspects of the designated problem, we relied on: modern theoretical and practical achievements of psychological thought about the objective laws of the development of the child's psyche; about the role of the subjective factor in this process; conceptual approaches to understanding the connection between the development of the child's psyche and education and upbringing; about the development of the psyche in activity, reflected in the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N.
The following methods were used in the dissertation research: study and analysis of studies carried out in the field of developmental and educational psychology; theoretical modeling of the program for the study of HRP in children in the conditions of ascertaining and formative experiments; an individual ascertaining experiment aimed at diagnosing in the subjects the individual and individually typical features of the HRP as a mechanism for understanding actions, as well as at studying the age dynamics of the development of the main structural components of the HRP; a formative experiment aimed at realizing the age-related capabilities of younger schoolchildren in the formation of the GPA; a control individual ascertaining experiment in order to track the effectiveness of the formative program; evaluation of the effectiveness of the formative experiment program based on quantitative and qualitative analysis its results; observation, conversation, study of products of activity, methods mathematical statistics and some others.
Scientific novelty and theoretical significance of the work. - theoretical approaches to the development of a program for diagnosing and forming VPD as a mechanism for understanding actions in primary school age are determined;
Defined psychological entity the concept of VPD in relation to children of primary school age; for the first time, as a special subject of research, the features of the VPD as a mechanism for understanding actions in younger schoolchildren were singled out; the functional load of the structural components of the HRP was determined, the criteria for qualitative and quantitative characteristics of the levels of formation of the HRP in children were identified; the levels of HRP formation in the subjects were modeled;
A criterion-oriented diagnostic technique has been developed and tested, which makes it possible to identify the features of the VPD;
Collected and systematized factual data illustrating the age, individual and individual - typical features of the HPD;
Identified psychological - pedagogical conditions, optimizing the formation of VPD in younger students in the learning process; specific enough to be used in the practice of working with younger schoolchildren, a model of a comprehensive program for the phased formation of their VPD by means of educational-type classes has been developed;
Traced the general possibilities in the formation of the structural components of the ERP, as well as the ERP in general in children of primary school age;
As a result of approbation of the formative program developed in the study, the most important theoretical provisions of pedagogical psychology on the leading role of qualified pedagogical management in the formation of VPD have been confirmed and concretized.
The practical significance of the study is determined by the possibility of using its results in the practice of studying and developing children of primary school age. The developed diagnostic technique, the identified and described criteria-oriented evaluation levels of GPA as a mechanism for understanding actions by younger students can be used by qualified teachers and school psychologists in order to study younger students. The program for the phased formation of the VPD can be organically included in the school learning process.
The results of the research can be used in lecture courses, special courses, practical and seminar classes for students pedagogical universities, as well as in the system of advanced training of teaching staff. i Provisions submitted for defence.
1. The formation of VPD as one of the sides of the subjective activity of a younger student is essential condition its formation as a subject of educational activity.
2. At primary school age, along with the function of planning - actions, the VPD begins to perform the function of awareness of actions, i.e. is a mechanism for understanding actions, which consists in the preliminary construction of a model of future actions and orientation towards the ideal model in the process of its implementation.
3. In the study, the following components of the HRP in a younger student were identified: the ability to explain the result of actions in a detailed speech form; the transfer of a previously learned action to new conditions (as an indicator of the generalization of the VPD); the degree of independence of the child's actions in the process of completing the task. All of them are aimed at awareness of actions. In the complex, the indicated components significantly complement other components, to those identified in the works of A.Z. Zak, V.Kh. Magkaev, Ya.A.
4. The criterion-oriented psychological diagnostic technique constructed and tested by us in the study has objective value, since it allows obtaining data on the peculiarity of the manifestation and formation of HSD in a child of primary school age in the range of five levels in the direction from the optimally realized age potential to a pronounced lack (unformedness) of the studied ability.
5. Criteria-oriented diagnostic technique allows predicting the psychological and pedagogical conditions for the effective realization of the potential of younger students in the formation of HPA, and also helps to see the unrealized potential of each individual child, which is extremely important for creating a program to help him.
6. The psychological content of the VPD, its main components lend themselves to purposeful formation with varying degrees of effectiveness. The ability to explain the result in a detailed speech form, as well as the ability to follow the ideal model in the process of its implementation, lends itself most successfully to targeted pedagogical influence.
7. The most difficult in terms of formation are: independence in the analysis of the conditions of the task, as well as the transfer of learned actions to new conditions, i.e. generalization of the VPD.
8. Designed and tested in the study diagnostic methods and the program for the formation of VPD in younger schoolchildren are quite informative in order to organize differentiated and individualized assistance to children, which gives us the necessary grounds for recommending them for the practice of working with children of primary school age.
The structure of the dissertation corresponds to the logic scientific research. The work consists of an introduction, three chapters, a conclusion, a list of references in the amount of (180) titles, applications (7). The work is illustrated with tables (18), diagrams (2), a histogram.
Similar theses in the specialty "Pedagogical psychology", 19.00.07 VAK code
Features of the relationship of some components of sensorimotor activity with the communicative function of speech in younger schoolchildren with mental retardation 2010, candidate of psychological sciences Khorsheva, Natalya Alexandrovna
Formation of independent thinking in younger schoolchildren with mental retardation 1994, candidate of psychological sciences Knyazeva, Tatyana Nikolaevna
Features of reflexivity of creative thinking of younger schoolchildren 2002, candidate of psychological sciences Popryadukhina, Natalia Grigorievna
Formation of self-regulation in the process of educational activity in younger students with intellectual disabilities 2003, candidate of psychological sciences Metieva, Lyudmila Anatolyevna
Features of the development of personal self-regulation in primary school age 2004, candidate of psychological sciences Mamonova, Elena Borisovna
Dissertation conclusion on the topic "Pedagogical psychology", Minaeva, Elena Viktorovna
CONCLUSIONS ON CHAPTER III.
Thus, the results of the formative experiment showed:
1. The conducted research confirmed our hypothesis that special psychological and pedagogical conditions can contribute to the effective formation of the CAP as a mechanism for awareness of actions in younger students. The reliability of a positive shift in the values of the GRP that occurred during the formative experiment was confirmed using the non-parametric method of mathematical statistics - the Mann-Whitney U-test (Table 18).
2. The formation of the VPD as a mechanism for awareness of actions among younger schoolchildren occurs unevenly. When considering the achievements of the children of the experimental group, in terms of the maximum possible formation of the structural components of the CAP, as a mechanism for understanding actions, one can point out the shifts in the development of the CAP: analysis of the conditions of the task - 11.53%; decision planning - 42.2%; the ability to follow an ideal plan in the process of its implementation - 38.2%; the ability to explain the result of actions in a detailed speech form - 34.5%; transfer - 30.8%; the degree of independence of actions in the process of completing the task (average) - 21.2%;
These indicators indicate that the most sensitive to formative influences were: decision planning, the ability to follow an ideal plan, the ability to explain the result of actions in a detailed speech form.
The process of formation of such structural components of the VPA as analysis, transfer and degree of independence of actions turns out to be more lengthy and complex.
We believe that this may be due to a number of circumstances. Firstly, the transfer is an indicator of the generalization of the GPA, which begins to form intensively at primary school age and continues in other age periods. Secondly, a high degree of independence of actions in the process of completing a task characterizes a high-level VPD. However, the formation of the VPD does not end with the primary school age, but continues into adolescence. This conclusion is consistent with the remark of P.Ya. Thirdly, the complexity of the formation of analysis can be explained by the complexity of the content (text tasks), as well as the fact that in the process of formation we tried to form a theoretical analysis in the subjects, which begins to take shape, but does not end at primary school age.
3. In the course of the study, it was found that when analyzing the conditions and planning a solution (even with the help of an adult), the vast majority of the subjects were able to independently and fully realize their plans, as well as fully and independently explain the result in a detailed speech form.
That is, by the end of the formative experiment, such structural components of the HRP were formed most fully, such as the ability to follow the planned plan - 96.2%, the ability to explain the result of actions in a detailed speech form - 88.5%. Thus, we can assume that at primary school age these skills can reach high level development.
4. In the course of the experiment, the independence of children's actions increased significantly. On average, by 21.2%, and for some structural components - by 42.4% (decision planning is the 2nd structural component of the VPA), 38.2% (the ability to follow an ideal plan is the 3rd structural component of the VPA). However, the need for assistance is still high. This is especially evident at the stage of conditions analysis - 11.5%.
5. A more successful and effective formation of the VPA, as a mechanism for awareness of actions, is facilitated by special psychological and pedagogical conditions, to which we attributed the following: it is necessary to carry out through a system of specific mental actions, namely the structural components of the VPD; b) the selection in the educational material of large content units for assimilation general way actions. Carrying out work aimed at students' conscious possession of mathematical terminology. This will provide opportunities for children to see the common in the different, will contribute to a deeper understanding of the mode of action and expand the possibilities of transferring actions to new conditions; c) activation of methods and forms of education, involvement of children in search activities when solving learning objectives, the use for this purpose of various active methods and forms of education; d) the use of visual models-algorithms, diagrams, sign-symbolic means in order to effectively assimilate the essential aspects of the material being studied by children.
6. Developed and tested in the study, the program for diagnosing and forming VPD, as a mechanism for understanding actions in primary school age on the basis of mathematics, can be used in school practice by teachers primary school and practical psychologists as a diagnostic and developmental tool.
CONCLUSION
The theoretical and experimental study we carried out, devoted to the study of the specifics of the formation of an internal action plan as a mechanism for understanding actions in younger students in educational activities, made it possible to do the following general conclusions:
1. We received confirmation, development and concretization of the most important theoretical provisions of developmental and educational psychology, which underlie our hypotheses:
VPD as a fundamental component of the human intellect, as an integrative ability, has specific manifestations in different age periods, in particular in primary school age;
VPD at primary school age is the most important component of arbitrariness, the main functions of which are the awareness and organization of one's own actions. This allows us to say that the VPD in children is a mechanism for awareness of actions, which consists in the preliminary construction of a model of future actions and orientation to this model in the process of its implementation;
In developmental and educational psychology, the planning function of the VPD is traditionally distinguished. In accordance with it, most researchers identify the following structural components when determining the essence of the VPD: analysis of the conditions of the problem, planning a solution, and the ability to follow an ideal plan. However, we believe that the identified structural components do not fully exhaust the content of the VPD as a mechanism for the child to become aware of his own actions. Based on this, we supplemented the structure of the VPD with the following components: the ability to explain the result in a detailed speech form, the transfer of a previously learned action to new conditions, the degree of independence of actions in the process of completing a task. The structural components of the VPD carry a different functional load: the first three components of the VPD represent the operational part of the VPD; the remaining components are indicators of awareness of actions;
In the course of the study, the identified structure made it possible to see the specifics of the formation of the GPA in primary school age (in the range of 6-10 years) in the aspect of interest to us.
2. Criteria-oriented diagnostic methods developed and tested in the study, aimed at identifying age-related and individual-typical actual and potential features of the formation of HPA in younger schoolchildren, contributed to obtaining valuable factual data on the qualitative originality of this ability and its structural components, on the specific features of its manifestations in play and learning activities.
3. Criteria-oriented diagnostics made it possible to reveal the scatter of factual data within the primary school age for five main levels characterizing the different degree of HPA formation from the optimally realized age potential to the initial stages of the formation of this ability.
4. The results of the ascertaining experiment showed the age-related dynamics of the formation of the VPD as a whole and its individual structural components, in particular, on the game and educational content in the conditions of traditionally organized activities. In the course of the ascertaining experiment, no significant differences were revealed in the manifestations of the structural components of the HRP in children on play and educational content. That allows us to state the parallelism of the formation of the VPD on the game and educational content. Insignificant differences in the manifestations of HSD in children on play and educational content, in our opinion, can be explained by the specifics of the content itself.
5. The data obtained in the ascertaining experiment made it possible to identify the positive dynamics of the formation of the GPA in the traditional conditions of the organization of educational activities, which is expressed in the qualitative improvement of all structural components. Under the same conditions of the experiment, negative characteristics of the ability studied in children were revealed, which manifested themselves: in the inability to fully identify the constituent elements of the task, in their lack of integrity in planning actions, in deviation from the planned plan in the process of its implementation, attraction to the help of an adult in the process of completing the task, in the intuitive nature of the transfer. In other words, under the conditions of traditionally organized learning activities, students lower grades their potential in the formation of the VPD is not realized.
6. Theoretical data of domestic researchers on the specifics of the development of HPA and the characteristic actual and potential individual-typical features of HPA in younger schoolchildren identified in the ascertaining experiment served as the basis for modeling the program for the formation of this ability in our subjects. The following basic principles were used as the basis for modeling the program for the formation of the VPD:
The principle of subjectivity, which provides for reliance on the subjective experience of the child, his active forces, taking into account his actual and potential capabilities;
The principle of internalization (transfer of external, practical actions into an internal plan). The practical purposeful implementation of this principle was carried out using the method of step-by-step transformation of the child's external expanded action into an abbreviated, internal action according to P. Ya. Galperin);
Optimal conditions for the formation of VPD, as neoplasms of primary school age, can be provided by means of educational activities, as the leading one in this age period.
When developing the program for the formation of the VPD, we believed that: - the formation of the VPD should be carried out gradually, in stages. Each stage of formation should be aimed at the formation of one or another structural component;
The pedagogical impact on children and its duration should be determined by the pace of individual advancement of children in the formation of the structural components of the VPD and differentiated assistance to the child, both in collective classes and in group and individual work with them;
For each stage of the formation of the VPD, exercises should be developed, their system, ending with control creative tasks, the purpose of the control classes is to trace in detail the features of the formation of the structural components of the VPD in specially organized conditions;
The main forms of work with children were determined: frontal, group, individual; As a means of solving the tasks set, the following were identified: tasks of a problematic and traditional nature; visual models - algorithms symbolizing the main stages of actions; sign-symbolic means of designation of ongoing actions.
7. A specially developed and implemented program for the formation of a younger student as a subject of internal activity by means of leading activity has made it possible to achieve positive results. The subjects of the experimental group showed significantly more high results the formation of the VPD than the children of the control group. More than half (53.8%) of the subjects of the experimental group showed the I level of formation of the VPD, while in the control group none of the subjects showed the I level. Positive tendencies in the formation of the structural components of the ERP in children of the experimental group were revealed. There were shifts in terms of the maximum possible results for all structural components (analysis - 11.5%; planning - 42.2%; ability to follow the plan - 38.2%; ability to explain in a detailed speech form - 34.5%; transfer - 30 .8%, degree of independence (average) - 21.2%). It has been established that in conditions of purposeful formation, the ability to follow a plan and the ability to explain in a detailed speech form the result of actions in primary school age can reach a high level of development. The subjects of the control group showed positive trends in the formation of the analysis of conditions; the ability to follow the plan and the ability to explain the result in a detailed speech form. These indicators are significantly lower when compared with the indicators demonstrated by the subjects of the experimental group.
8. It was revealed that the process of formation of such structural components of the VPD as: analysis, transfer, degree of independence turned out to be more lengthy and complex. We believe that this may be due to the age characteristics of the younger student. These structural components of the HRP, being intensively formed at primary school age, do not complete their formation in this age period.
9. The experimental methods proposed in the study turned out to be quite informative in terms of elucidating the positive and negative features of the manifestations of HPD. This allows us to recommend them as a means of diagnosing and monitoring the formation of this ability in work with children of primary school age.
10. The program for the formation of GPA in primary school age by means of mathematics, developed in the study, can be used in the educational process of teaching younger students in the form of including the program in mathematics lessons or in the form of additional classes with the necessary qualifications of teaching staff.
11. In the course of the pilot study, a number of issues have emerged that require special study. Among them: features of interdependence between structural components VPD, stability of manifestations of VPD at different contents. These issues are of undoubted interest and great importance in terms of studying the problem of the formation of the VPD and can be considered as directions for further research of the problem of interest to us.
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- Cherdyntseva Evgeniya Valerievna, Candidate of Sciences, Associate Professor, Associate Professor
- Omsk State Pedagogical University
- LEARNING ACTIVITIES
- JUNIOR STUDENTS
- PLANNING SKILL
The article reveals scientific approaches to the formation of planning skills in younger students in educational activities. A description of the main methods is given, the systematic use of which in the classroom will contribute to the gradual formation of planning skills among students in elementary school.
- Implementation of health-saving technologies in extracurricular activities
- Formation of communicative universal educational actions among junior schoolchildren in the learning process
- Education of a value attitude to the small homeland among younger schoolchildren in a children's association
- The development of logical learning activities in younger students in the learning process
- Comparison of programming languages on the example of array sorting
For successful socialization in a modern post-industrial, highly dynamic society, it is necessary to develop in the younger generation the ability to clearly distribute the variety of activities to perform them within a limited time, to design various options for performing activities and to choose the optimal one. At the same time, the successful performance of an activity by a person will ensure a high level of development of her planning skills.
The purposeful formation of the ability of younger students to plan is associated with the beginning of the child's education at school. According to the Federal State Educational Standard for Primary General Education, the development of planning skills among students is necessary for them to achieve high educational results in educational activities, since it contributes to the ordering and systematization of educational activities by children, timely prediction of possible difficulties and ways to overcome them.
The problem of the formation of planning skills in younger schoolchildren is revealed in the works of A.G. Asmolova, P.Ya. Galperin, N.F. Talyzina, V.V. Davydova, V.Kh. Magkaev. According to A.G. Asmolov, planning is a universal educational action of a student, ensuring his ability to organize the process of mastering new knowledge and methods of action and to productive interaction with peers and adults. The formation of planning skills in younger students is carried out in stages: the acquisition of primary experience in performing an action and motivation; the formation of a new method (algorithm) of action, the establishment of primary links with existing methods; training, clarification of connections, self-control, correction; control .
V.V. Davydov considers planning as determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions. He notes that the success of the implementation of planning activities by a younger student depends on the number of step-by-step actions provided for by him and their careful comparison with each other. The author points out that the formation of planning in younger students is associated with the development of theoretical thinking.
P.Ya. Galperin, N.F. Talyzina believe that the basis of the planning skill is the development of the student's internal action plan. These researchers identify five stages in the development of an internal plan of action in younger students. At the first stage, planning is external in nature: children, with the help of a teacher, voice the sequence of their actions. At the second stage, when drawing up a plan, younger students rely on the set goal and the final result; in the process of performing actions to implement the plan, they show errors and discrepancies with the required result. At the third stage, younger students show the ability to mentally form an action plan, to present intermediate results. Students perform an action in the internal plan, and then implement it in practice, regulate their activities in accordance with the plan. At the fourth stage, when building a solution plan, younger students transform a practical task into a theoretical one. The evaluation of the result is carried out on the basis of reflection and the logic of achieving the goal. At the fifth stage, students show independence in the process of forming an internal action plan. Actions in the internal and external plan are coordinated, consistent, logical. The construction of the plan is preceded by an analysis of the task's own structure.
V.Kh. Magkaev believes that the planning ability of younger students is manifested in the ability to build a sequence of mental actions and implement these actions in practice. Planning is based on foresight and premeditation. B.X. Magkaev identified four types of implementation of the planning function of thinking in younger students: manipulative type (lack of planning), step-by-step (determining the method of action based on the analysis of the previous action), immediate planning (representation in the internal plan of a partial solution of the problem), rational planning (choice in the internal in terms of the most optimal way to solve a problem from several options).
In the works of O.V. Yakubenko notes that the formation of the ability to plan educational activities among younger students is influenced by the organization of cooperation between students in the classroom. In this regard, the teacher needs to create optimal conditions for the development of humanistic interpersonal relations of children, to actively apply the technologies of group and collective teaching methods in the classroom. At the same time, in order to prevent aggressive, conflict behavior of children, the researcher recommends the use of art therapy. The formation of the ability of younger students to plan educational activities will help prevent their maladaptation to the conditions of school education.
In the works of P.I. Frolova considers pedagogical technologies that contribute to the formation of planning skills among students in elementary school: problem-based learning, case technology, game technologies, technology for organizing educational cooperation. According to the researcher, the systematic use of these technologies in the classroom in elementary school will provide an active understanding of the structure and content of educational tasks by younger students, the creation of universal algorithms for their solution.
Based on these studies, we will consider the methods of forming the planning skills of younger students in educational activities. At the initial stage of teaching students to plan, the teacher needs to use the method of discussing a ready-made plan for solving a learning problem. At the same time, the teacher pronounces all the stages of the action, organizes a collective analysis by the children of the sequence of actions. In the process of analysis, younger students develop the ability to correlate the actions performed, their intermediate results, to determine the sequence of actions leading to the desired result.
The formation of planning skills in students of educational activities is also facilitated by the teacher's use of the method of analyzing a deformed plan for solving an educational problem, which is based on a discussion between the teacher and younger students of the existing plan in order to identify typical mistakes and irrational actions and subsequent correction.
In the process of developing the planning skills of children in elementary school, an effective method is also the use by the teacher of a plan with missing or redundant actions. The teacher can offer students to detail the plan for solving the educational problem, drawn up in a general form, or to supplement the plan in which some actions are omitted.
After the younger students have mastered the methods of planning educational activities discussed above, the teacher should invite them to independently draw up their own plan for solving the educational problem. First, the teacher offers the children an indicative basis of activity - an algorithm for drawing up a plan. The students make a plan for solving the educational problem according to the algorithm, the teacher provides them with the necessary assistance. As they master this activity to the level of automation, children acquire the ability to carry out planning on their own, without relying on an algorithm. At this stage, the rational planning of educational activities is formed in younger students.
Thus, the formation of planning skills in younger students must be carried out purposefully and in stages. At the same time, it is necessary to offer children an indicative basis of activity, samples of various types of ready-made plans for solving an educational problem, and provide the necessary assistance.
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Dissertation abstract on the topic "Formation of an internal action plan for children of primary school age"
As a manuscript.
SEP 1 2 7H00
Minaeva Elena Viktorovna
FORMATION OF THE INTERNAL PLAN OF ACTION IN CHILDREN OF PRIMARY SCHOOL AGE
19.00.07 - educational psychology
Nizhny Novgorod - 2000
The work was carried out at the Nizhny Novgorod State Pedagogical University
Scientific adviser - Honored Scientist of the Russian Federation, Doctor of Psychology, Professor ULYENKOVA U.V.
Official opponents - Doctor of Psychology,
professor OBUKHOVA L.F.
Candidate of Psychological Sciences, Associate Professor AKSENOVA E.B.
Leading organization - Nizhny Novgorod State Linguistic University. N.ADobrolyubova
The defense will take place on & June 2000. in_hours at the meeting
dissertation council K 113.28.04 on pedagogical psychology and correctional psychology at the Nizhny Novgorod State Pedagogical University at the address: 603005, Nizhny Novgorod, st. Ulyanova, d.1.
The dissertation can be found in the library of the Nizhny Novgorod State Pedagogical University.
Scientific secretary NEMOVA A.N.
dissertation council
GENERAL DESCRIPTION OF WORK
The relevance of research. Among the priority tasks facing the modern education system, the tasks of forming an active creative personality, creating full-fledged conditions for the personal development of each child, forming him as a subject of educational activity are highlighted. These tasks acquire particular urgency at the beginning of schooling in connection with the formation of basic learning abilities in the younger student, which largely determine the success of his further learning and development.
The formation of a child as a subject of educational activity becomes possible as a result of the formation of a number of mental qualities. Among them, a special place is occupied by the internal plan of action (IPA) as a specific form of internal activity of the individual. In Russian psychology, the VPD is considered as an integrative ability that accumulates a number of intellectual abilities that provide a person with the opportunity to set goals, outline ways to achieve them and implement their plans.
In this regard, the problem of studying and forming the VPD in children in the process of educational activity clearly arises.
In psychological science, the problem of the formation of the VPD has become relatively independent relatively recently, although the phenomenon of the VPD in psychology has been identified for a long time. The scientific basis for identifying the problem of VPD and its further development was the work of L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. , means of mastering by individuals their mental processes, optimal conditions for the formation of mental functions.
Developmental and educational psychology have a wide range of studies in which the problem of the formation of VPD is considered in the context of other problems, in particular: thinking (V.S. Bibler, D.B. Bogoyavlenskaya, L.S. Vygotsky, P.Ya. Galperin, V .S.Goncharov, V.V.Davydov, A.3.3ak, E.I.Isaev, A.Kagalnyak, ■ I.A.Kaidanovskaya, G.I.Katrich, A.A.Lublinskaya, V.Kh.Magkaev , O.I.Motkov, V.T.Nosatov, L.F.Obukhova, J.Piaget, Ya.A.Ponomarev, A.I.Raev, A.Rei, S.L.Rubinshtein, Yu.A.Samarin ); self-regulation (E.B. Aksyonova, T.Yu. Andrushchenko, L.V. Bertsfai, L.I. Bozhovich, Yu. Galanter, A.V. Zakharova, I.I. Kondratiev, O.A. Konopkin, D. Miller, K. Pribram, N.L. Rosina, U.V. Ul'enkova); creativity (A.A. Bloch, Ya.A. Ponomarev, P.K. Engelmeyer, P.M. Yakobson); forecasting (A.B. Brushlinsky, T.B. Bulygina, L.R. Moshinskaya, I.M. Feigenberg, N.Yu. Flotskaya); educational activities (L.V. Bertsfai, T.N. Borkova, A.V. Zakharova, N.N. Lobanova, A.K. Maksimov, I.I. Kondratiev, A.I. Raev, N.L. Rosina , E.A.Faraponova, D.B.Elkonin) and others.
Within the framework of the above directions in psychological research, the VPD is considered as a function of thinking, a structural component
self-regulation, educational activity, an integral part of the creative process, orienting activity, forecasting, goal setting.
It is traditional to recognize the great importance of the VPD for the development of the Intellect. Currently, there are studies that convincingly prove the influence of HVD on the personality of the child, the formation of moral behavior (T.B. Bulygina, V.V. Khromov), self-esteem (T.B. Galkina), communication with adults (A.V. Bolbochan).
V.V.Davydov, A.Z.Zak, E.I.Isaev, I.I.Kondratiev, N.N.Lobanova, V.Kh.Magkaev, Ya.A.Ponomarev. In their studies, the VPD was the subject of a special study. The issues of the essence of the VPD, the specifics of the planning function y. younger schoolchildren at the stage of organizing actions and in the process of their implementation.
The works of P.Ya. Galperin devoted to the study of the psychological mechanisms of internalization are essential for revealing the essence of the problem of the formation of the VPD. The process of internalization, according to P. Ya. Galperin, is the process of transforming the expanded external action of a child and an adult into an abbreviated, internal, individual action. The stages through which the action passes in this process correspond to the genetic steps in the formation of the VPD.
For the formulation of the main problem of our research and its further development, the works of L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, I.I. Kondratiev, L.S. Luchanskaya,
S.L. Rubinshtein, U.V. Ul'enkova and others. The studies of these authors contain provisions that allowed us to come to a number of conclusions, namely: in primary school age, there is an intensive formation of awareness of behavior and its mechanisms; VPD at this age is the most important element of arbitrariness, the main functions of which are awareness and organization of one's own actions. In other words, the VPD at primary school age acts as a mechanism for awareness of actions.
This aspect of the problem of the formation of the VPD has not yet been the subject of a special study in psychological research. Modern developmental and educational psychology has a number of studies that are of undoubted interest in terms of studying the psychological conditions, means, techniques, and content of the formation of the VPD. In most studies, these issues are considered in relation to children of primary school age, which, in our opinion, can be explained by the traditional approach to CAP as a neoplasm of primary school age.
Among the favorable conditions for the formation of VPD, researchers distinguish: phased development of VPD, taking into account the structure of this ability (N.N. Lobanova); group form of work, in particular, work in dyads (V.V. Andrievskaya, V.V. Davydov, A.Z. Zak, V.Ya. Lyaudis, Yu.A. Poluyanov,
Ya.L. Ponomarev, V.V. Rubtsov, G.A. Tsukerman); oral form of work [V.V.Davydov, A.Z.Zak, E.V.Zaika, E.I.Isaev, Ya.A.Ponomarev).
As the optimal means and content for the purposeful formation of VPD, the authors single out modeling (M.A. Averina, L.A. Venger, A.Z. Zak, O.D. Zakharova, N.G. Salmina, O.V. Suvorova, E.A. Faraponova, L.M. Fridman) and solution of theoretical problems (V.V. Davydov, L.K. Magkaev, Ya.A. Ponomarev, V.N. Pushkin, A.G. Pushkina).
However, it is worth noting that the authors single out gaming content as the content for the formation of the VPD. The exception is the study by N.N. Lobanova.
Thus, it can be stated that in studies on developmental and educational psychology, the issues of the formation of VPD by means of leading activity in primary school age have not received due consideration, i.e. educational activity. In our opinion, this introduces staggering restrictions on the solution of the problem of the formation of the GPA in primary school age. Based on the fundamental position of Russian psychology about the significant role of the leading activity in terms of the formation of age tavoformations, it can be argued with a significant degree of probability that the VPD will be most successfully formed in educational activities.
In this regard, the following questions seem to be of particular relevance to us: a multidimensional study of the specifics of the manifestation of HPA as a mechanism for consciousness of actions in primary school age, the development of basic approaches to the design of programs aimed at stepping and the formation of HPA by means of educational activities.
The significant practical value of this problem and the lack of scientific research on it allow us to define the chosen topic as estro-relevant.
The purpose of the dissertation research is to study the psychological specifics of the formation of the VPD in younger students in different conditions, the psychological and pedagogical organization of their activities.
Object of study: the mechanisms of the internal plan of activity in the younger school age.
Subject of study: features of the VPD as a mechanism for understanding actions in the context of the traditional and purposeful formation of this ability in primary school students in educational activities.
Hypotheses of the study: 1. In primary school age, the VPD is a mechanism of awareness of actions, which manifests itself in the preliminary construction of an ideal model of future actions and >orientation to this model in the process of its implementation. :
The essence of the VPD as a mechanism for understanding actions in the primary school age has the following structure:
1) analysis of the conditions of the problem;
2) decision planning;
2. The formation of the VPD as a mechanism for understanding actions is carried out in the best way in the process of specially organized educational activities that take into account the actual and potential characteristics of the child in this process.
1. To study the current state of the problem of VPD in developmental and educational psychology, to determine the psychological essence of this concept.
2. Determine the main approaches to the development of programs for the study and formation of VPD in the educational activities of younger students.
3. Develop and test a diagnostic technique that allows you to study the psychological characteristics of the VPD as a mechanism for understanding actions.
5. Develop and test, under specially created psychological and pedagogical conditions, a program for the formation of VPD in children of primary school age, aimed at realizing their potential, and assess its effectiveness.
6. To trace the dynamics of the formation of HPA in the subjects in the conditions of specially organized educational activities.
Methodological foundations of the study
When considering various aspects of the indicated problem, we relied on: modern theoretical and practical achievements of psychological thought about the objective laws of the development of the child's psyche; on the provisions on the role of the subjective factor in this process; conceptual approaches to understanding the connection between the development of the child's psyche and education and upbringing; about the development of the psyche in activity, reflected in the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N. Leontiev,
S.L. Rubinshtein, D.B. Elkonin and others.
The following methods were used in the dissertation research: study and analysis of studies carried out in the field of developmental and educational psychology; theoretical modeling of the program for the study of HRP in children in the conditions of ascertaining and formative experiments; an individual ascertaining experiment aimed at diagnosing in the subjects the individual and individually typical features of the HRP as a mechanism for understanding actions, as well as at studying the age dynamics of the development of the main structural components of the HRP; a formative experiment aimed at realizing the age-related capabilities of younger schoolchildren in the formation of the GPA; control individual
ascertaining experiment with. the purpose of tracking the effectiveness of the formative program; evaluation of the effectiveness of the program of the formative experiment based on the quantitative and qualitative analysis of its results; observation, conversation, study of products of activity, methods of mathematical statistics and some others.
Scientific novelty and theoretical significance of the work:
Theoretical approaches to the development of a program for the diagnosis and formation of the VPD as a mechanism for understanding actions in primary school age are determined; ■
The psychological essence of the concept of VPD in relation to children of primary school age is determined; for the first time, as a special subject of research, the features of the VPD as a mechanism for understanding actions in younger schoolchildren were singled out; the functional load of the structural components of the HRP was determined, the criteria for qualitative and quantitative characteristics of the levels of formation of the HRP in children were identified; possible levels of formation of HRP in the subjects were modeled;
A criterion-oriented diagnostic technique has been developed and tested, which makes it possible to identify actual and potential features of the CAP in children;
Traced the general possibilities in the formation of both individual structural components of the HRP, and the entire structural complex as a whole in children of primary school age;
The practical significance of the study is determined by the possibility of using its results in the practice of studying and developing children of primary school age. The developed diagnostic technique, the identified and described criteria-oriented assessment levels of the GPA as a mechanism for understanding actions by younger students can be used by qualified teachers and school psychologists to study children of this age. The VPD formation program can be organically included in the school learning process.
The results of the research can be used in lecture courses, special courses, practical and seminar classes for students
pedagogical universities, as well as in the system of advanced training of teaching staff.
Approbation and implementation of the obtained results.
The main ideas and results of the study were reported and discussed at: scientific and practical conference "Teacher's pedagogical creativity - a condition for development modern school"(1996); regional scientific-practical conference "Education in the Nizhny Novgorod region: history and modernity" (1997); scientific-practical conference of the faculty of higher education, teachers colleges of education and students (1999); meetings of the Department of Pedagogy and Methods primary education and the Department of Child Psychology of the National State Pedagogical University.
The results of the research are used in lectures, practical exercises, special courses and seminars for students of a pedagogical university.
Defense provisions.
1. The formation of the VPD as one of the sides of the subjective activity of a younger student is the most important condition for his formation as a subject of educational activity.
2. At primary school age, along with the function of planning actions, the VPD begins to perform the function of awareness of actions, i.e. is a mechanism for understanding actions, which consists in the preliminary construction of a model of future actions and orientation towards the ideal model in the process of its implementation.
3. In the study, the following components of the HRP in a younger student were identified: the ability to explain the result of actions in a detailed speech form; the transfer of a previously learned action to new conditions (as an indicator of the generalization of the VPD); the degree of independence of the child's actions in the process of completing the task. All of them are aimed at awareness of actions. In the complex, the indicated components significantly complement other components identified in the works of A.Z. Zak, V.Kh. Magkaev, Ya.A.
4. The criterion-oriented psychological diagnostic technique designed and tested by us in the study is of objective importance, since it allows obtaining data on the peculiarity of the manifestation and formation of HSD in a child of primary school age in the range of five levels in the direction from the optimally realized age potential to a pronounced absence (immaturity ) of the ability being studied.
6. The psychological content of the VPD, its main components are amenable to purposeful formation with varying degrees
efficiency. The ability to explain the result in a detailed speech form, as well as the ability to follow the ideal model in the process of its implementation, lends itself most successfully to targeted pedagogical influence.
8; The diagnostic methods developed and tested in the study and the program for the formation of VPD in younger schoolchildren are quite informative in order to organize differentiated and individualized assistance to children, which gives us the necessary grounds for recommending them in the practice of working with children of primary school age.
The dissertation structure corresponds to the logic of scientific research. The work consists of an introduction, three chapters, a conclusion, a list of references in the amount of (180) titles, applications (7). The work is illustrated with tables (18), diagrams (2), a histogram.
In the introduction, the relevance of the research topic is substantiated, its purpose, object, subject are defined, hypotheses, tasks, assumptions submitted for defense are formed, research methods are characterized, the scientific novelty of the results obtained, their theoretical and factual significance is noted.
In the first chapter, "The problem of forming an internal plan of action for younger schoolchildren in psychological research," an analysis of the main works in the field of developmental and pedagogical psychology on the topic of interest to us is presented.
The scientific basis for the development of the problem of VPD was the theory of: the cultural and historical development of the human psyche by L.S. Vygotsky and its specification in the works of P.Ya. Galperin, V.V. Davydov, A.N. Leontiev, Z.L. DV Elkonin and others.
A significant influence on the solution of the problem of VPD was exerted by works [dedicated to the study of thinking (V.S. Bibler, T.B. Bulygina, ^. V. Brushlinsky, L.A. Venger, I.A. lA.Lublinskaya, J.Piaget, S.L.Rubinshtein and others). In these works, the concepts of IAP and planning are considered as equal in content. A deep analysis of the planning function of thinking is presented in the works of ". L. Rubinshtein. The author singles out an internal plan as an intermediate element between the situation and action for its practical transformation; in its development, planning of practical activity goes through 4 stages. ". L. Rubinshtein identifies types of planning (plan - idea, plan of solution).
Further development and concretization of issues related to the varnishing function of thinking were obtained in works devoted to the problem of theoretical thinking (V.S. Goncharov, V.V. Davydov, A.Z. Zak, ..I. Isaev, V.Kh. Magkaev , V.T. Nosatov and others). In the studies of this
directions, the issues of the essence of the VPD are revealed, the structure is highlighted, the properties (depth, width), types (stage-by-stage, holistic) of planning are considered, the function of the VPD is highlighted - the preliminary organization of actions in the mind (planning); CAP is defined as the ability to act "in the mind".
In a number of works by E.I. Isaev, G.I. Katrich, V.T. Nosatov, Ya.A. Ponomarev, I.N. VPD and analysis, VPD and reflection. The authors came to the conclusion that children with a relatively developed action of analysis are expected to have a higher level of development of the VPD, which in turn indicates a more successful implementation of the reflexive action.
When analyzing the scientific literature, we found disagreements among researchers when identifying criteria for the "mentality" of actions. Ya.A. Ponomarev singles out the internal form of the flow of actions as an indicator of the “mentality” of actions. We adhere to the views of V.V. Davydov, E.I. Isaev, V.Kh. action is the process of preliminary organization and orientation of the subject in predetermined conditions of the task.
In the works of P.Ya. Galperin, A.N. Leontiev, A.A. Lyublinskaya and other authors, the importance of speech in the development of VPD is pointed out. Speech is considered as a necessary condition for the emergence and means of implementing the VPD.
Important are the works of P.Ya.Galperin, which reveal the issues of internalization. The author considered the mechanism of formation of the VPD,
In the studies of E.B. Aksyonova, L.I. Bozhovich, I.I. Kondratiev, D. Miller, U.V. Ul’enkova and others, VPD is considered as an integral part of self-regulation. In the works of this direction, the regulatory function of the VPD is emphasized not only at the stage of decision-making, but also in the process of its implementation.
We have analyzed studies in which VPD is considered as an integral part of the creative process (A.A. Blokh, Ya.A. Ponomarev and others), a structural component of educational activity (L.V. Bertsfai, A.V. Zakharova, N.N. Lobanova, D.B. Elkonin and others), forecasting element (A.B. Brushlinsky, L.R. Moshinskaya, N.Yu. Flotskaya and others). The inclusion by researchers of HPE as an integral element in a wide range of mental phenomena confirms the fundamental influence of HHP on the development of the psyche as a whole.
In addition, in the scientific papers that began to appear over the past 20 years, the issues of the influence of HPA on the child's personality are revealed. So, in the study of V.V. Khromov, as a hypothesis, the position is put forward and proved that with the conscious assimilation of the generalized
the action of planning, it is possible to transfer it from educational activity to moral behavior. Similar conclusions are contained in the work of T.B. Bulygina.
The influence of HPA on the development of self-esteem is considered in the work of T.B. Galkina: the author comes to the conclusion that there is a relationship between the level of development of HPA and the characteristics of assessment and self-assessment (as a rule, the higher the level of GPA, the more successfully tasks for self-assessment and assessment are solved); in addition, the higher the level of self-regulation (its qualities such as adequacy and subtlety), the higher the level of GPA.
The problem of ontogeny of the VPD has not received due consideration in psychology. There are works in which, along with the issues under study, to one degree or another, the development of HRP in a certain age period is considered. Domestic and foreign researchers agree that some manifestations of HPD are already characteristic of children at the end of the 1st - beginning of the 2nd year of life. The features of the development of the VPD in the preschool period have not become the subject of a special study. Although Ya.A. Ponomarev notes that the planning line of the VPD can be laid much earlier than the child enters school. Adolescence did not become the subject of special study in terms of the formation of the VPD.
Primary school age is the most studied in terms of the formation of the VPD. In our opinion, this is explained by the fact that VPD is a neoplasm of primary school age. The most important for solving the problem of the formation of VPD in primary school age are the works of Ya.A. Ponomarev. They reflect the issues of the essence of the VPD, levels of development, the causes of possible developmental delays, and diagnostic methods are presented.
The analysis of the scientific literature made it possible to obtain a fairly extensive material on the problem of VPD. At the same time, a number of significant issues on the problem of the formation of the GPA in primary school age remained unresolved. Based on the studies of L.I. Bozhovich, L.S. Vygotsky, A.N. Leontiev, A.A. Lyublinskaya, S.L. Rubinshtein and others, dedicated to characteristics of the mental development of younger schoolchildren, we came to an important conclusion for us that at primary school age, the VPD begins to perform the function of awareness of actions at the stage of orientation and in the process of performing actions. The function of awareness of actions has not been the subject of special study until now.
Based on the works of V.V. Davydov, A.Z. Zak, E.I. Isaev, V.Kh. Magkaev, Ya.A. component), planning a solution (2 structural component), the ability to follow an ideal plan in the process of its implementation (3 structural component), the ability to explain in a detailed speech form the result of actions (4 structural component), transferring a previously learned action to new conditions (5 structural component ), the degree of independence of actions when performing a task (6 structural component).
Studies on developmental and educational psychology contain data on the conditions for the formation of the VPD. Information about the positive results of the formation of the action of planning among younger schoolchildren on the basis of working out the operational structure of activity is contained in the study by N.N. Lobanova. V.Ya. Lyaudis, Yu.A. Poluyanov, V.V. Rubtsov, G.A. Tsukerman point to the productivity of the group form of education. Modeling is singled out as the main means of forming mental actions (M.E. Gamezo, A.Z. Zak, O.D. Zakharova, O.V. Suvorova, E.A. Faraponova, L.M. Fridman). V.V.Davydov, A.Z.Zak emphasizes the importance of speech and graphic representation in the formation of VPD. In the works of L.F. Maksimov, V.V. Davydov, P.Ya. Ponomarev, V.N.
Despite a certain range of studies on the problem of the formation of the VPD, a number of its aspects remain unexplored. One of the problems that require detailed development is the problem of the formation of the VPD by means of the leading, i.e. educational activity. The age-related possibilities of children in terms of the formation of the CAP as a mechanism for understanding actions remain unexplored, and the possibilities of educational content for the diagnosis and formation of the CAP have not been identified.
The above range of problems determined the specific scope of this study.
In the second chapter "Experimental study of the characteristics of HRP in younger schoolchildren", the starting positions for constructing a diagnostic research program are determined, its content is considered, the results of its testing are analyzed, experimental data are given, and conclusions are drawn for the chapter.
The scientific basis for the development of an experimental program for the study of children for us was: L.S. Vygotsky's theoretical provisions on normative age-related diagnostics; organizational and methodological approaches to the diagnosis of CAP, outlined in the works of Ya.A. Ponomarev, V.V. Davydov; a criterion-oriented approach to the diagnosis of mental functions, developed by U.V. Ul'enkova and her students.
An analysis of the psychological literature allowed us to state the absence of diagnostic tools for studying HRP as a mechanism for understanding actions. In this regard, we have developed diagnostic methods that made it possible: to study individual-typical and individual characteristics VPD; to study the age dynamics of the development of the structural components of the HRP; to identify the specifics of the manifestation of HSD in the game and educational content.
Diagnostic techniques included a number of successive stages, the purpose of each of which was to diagnose the formation of one of the structural components of the HRP at the time of the study. The content of the tasks was determined by the game and educational material.
The methodology provided for dosed assistance to children at each stage of diagnosis in order to clarify the areas of their actual and immediate development, as well as a task for transferring the learned mode of action to new content.
Diagnosis of the features of the manifestation of the studied ability in children on educational content (typical tasks in mathematics) was carried out as follows. The child was asked to solve 3 tasks (the first one is direct, the second one is the reverse of the first one, the third one is similar in the way of solving the first one). After that, the subject was asked to highlight the constituent elements of the task and make up his own task, similar to one of the proposed ones, and talk about it. Then the child wrote down the invented problem, explained its solution.
In the course of diagnosing VPD on educational content, dosed assistance to children made it possible to structurally consider the features of the manifestation of the studied ability in them. In addition, tasks on educational content were considered as transfer tasks.
The analysis of the actual data at all stages of the ascertaining experiment was carried out on the basis of the following evaluation criteria: 1) analysis of the task conditions: the quantity and quality of the selected constituent elements of the task, the measure of independence in the selection of the constituent elements of the task (by the number of steps of assistance); 2) solution planning: depth, as a hierarchy of ideal actions (the nature of the algorithm), a measure of independence in its construction; 3) the ability to follow the ideal plan in the process of its implementation: the correspondence of the ideal model of actions to real actions, the specifics of possible changes in real actions; 4) the ability to explain in a detailed speech form the result of actions: the completeness of verbalization and its independence; 5) the transfer of a previously learned action to new conditions (as an indicator of the generalization of the VPD): the nature of the transfer at each stage of the task (the correctness of the task); independence, the nature of the verbalization of the process of completing the task (its completeness); 6) the degree of independence of the child's actions in the process of completing the task.
The above parameters were the initial ones in determining the levels of the formed ™ VPD as a mechanism for understanding actions.
The data obtained in the course of the ascertaining experiment indicate that there is a relationship between the age of children and the level of development of the HPD: than older child, the higher the level of formation of VPD. Typical for fully developing children of primary school age was the II level of GPA (it was shown by 111 people, which is 58.42% of the sample of subjects). By the third and fourth grades, there is a gradual increase in the number of children who have reached levels II and I of the formation of HRP (by the 4th grade, II level - 71.05%, I level - 24.5% of the subjects).
To characterize the overall picture of the formation of the HRP, in addition to the distribution of subjects by levels, we used the average indicator
(SP), proposed by Ya.A. Ponomarev. The considered changes in the joint venture from the moment children enter school until the moment they complete elementary school allow us to say that the VPD begins to form at preschool age and improves throughout schooling.
In the course of the experiment, individual differences within the levels of HRP were identified. They manifested themselves in the features of the formation of the structural components of the HRP. To a greater extent, individual differences manifested themselves in the degree of independence of actions at various stages of the task, and at all levels of the formation of the VPD. So, at level I, individual differences manifested themselves to a greater extent in the degree of independence of actions in the analysis of the conditions of the task and the transfer of previously learned actions to new content. At level II, individual differences manifested themselves in the degree of independence of actions not only in the analysis of conditions, the transfer of previously learned actions, but also in the nature of planning a solution. individual differences identified within levels III and IV, manifested themselves in the degree of independence of actions in all structural components of the VPA. A group of children was singled out within the V level of formation of the HRP who failed to accept the task instruction. These children consistently fail in all general education subjects.
The analysis of quantitative indicators allowed us to identify the specific features of the structural components of the VPD. With age, there is an increase in the number of children who, when analyzed, highlight essential elements, however, an external, insignificant sign remains the leading one, it is distinguished by the vast majority of children. 156 people (81.67%) managed to line up complete algorithm upcoming actions, however, most subjects require meaningful adult assistance.
The ability to follow the ideal plan in the process of its implementation during the period of primary school age is greatly improved. From the 1st to the 4th grade, there is an increase in the number of children in whom this skill is developed at a high level, i.e. the characteristics of the components of ideal and real activity completely coincide or are additionally determined. By the 4th grade, 71.1% of children demonstrated a high level of formation of this structural component.
The vast majority of children were able to present the result in a full expanded speech form. However, in the speech registration of the actions performed, children need the help of an adult.
During the primary school age, there is an improvement in the transfer of previously learned actions to new content. However, no one was able to show a complete, independent, conscious transference.
An analysis of the experimental data on the 6th structural component of the VPA - the degree of independence of actions showed that it is different at different stages of the task: it is minimally manifested at the stage of analyzing the conditions of the task; does not appear at all at the stage of transferring previously learned
actions on new content; insignificantly manifests itself at the stage of planning decisions; The most successful stage in terms of independence is the verbalization of the result.
In the course of a comparative study of the specifics of the manifestation of the structural components of the HRP on the game and educational content, we came to the following conclusions: from the 1st to the 4th grade, there is a smooth qualitative increase in the structural components of the HRP both on the game and on the educational content, "the results of the comparative stage The results of the experiment indicate the absence of significant differences in the manifestation of the structural components of the HRP on different content.From this it follows that in the absence of purposeful formation of the HRP, the formation of this ability on the playing and educational content goes in parallel. content.
The data obtained by us made it possible to determine the ways of forming!PD and to outline a system of corrective measures aimed at shaping the VPD as a mechanism for understanding actions in general, as well as its piecework structural components.
The third chapter "Formation of an internal plan of action for fallen schoolchildren in specially created conditions" reflects the purpose and objectives of the formative experiment, the experimental program for the formation of HPA in younger schoolchildren, presents the results and analysis of the specifics of its implementation.
The basis for creating the program of the formative experiment was the theoretical provisions of domestic psychologists on the formation [of mental functions, the data of psychological and pedagogical research on the formation of the "subjective principle" in a child in various types activities.) of particular interest to us were the works concerning the formation of a retired schoolchild as a subject of educational activity. When constructing the program, we relied on the results that characterize the features of the formation of HRP in children (in the age range of 6-10 years), which we obtained in the ode of the ascertaining experiment.
In the course of the study, we developed a number of provisions that were based on when modeling the program for the formation of VPD at a younger age:
When forming the VPD, it is necessary to focus not only on the actual, but also on the potential features in children;
The formation of the VPD can be carried out on the traditional obsession for the school with the involvement of additional material(non-traditional task types - tasks with insufficient and redundant data);
For each stage of the formation of the VPD, a series of exercises can be developed, ending with control creative tasks;
The pedagogical impact on children and its duration should be limited by the pace of their individual progress in the formation of all
structural components of the VPD and differentiated assistance in the process of formation.
The main forms of work in the process of formation were identified: frontal, group, individual. At the same time, a special place was given to the group form of work.
Tasks of a problematic and traditional nature, visual models-algorithms symbolizing the main stages of actions, sign-symbolic means of designating ongoing actions acted as the means of forming the VPD.
The formative experiment covered 26 children of the 2nd grade of a general education school.
A control group was created to monitor the effectiveness of the formative experiment. It included 26 people from another second grade of the same school. According to the results of the ascertaining section at the beginning of formation, there were no statistically significant differences between the children of the control and experimental groups according to the Mann-Whitney TL test (P<0,05).
The formative program included 4 stages and was carried out in the form of lessons on the material of mathematics, including both program material and experimental tasks.
The first stage of the formative experiment was subordinated to the formation in children of the 1st structural component of the HRP - the analysis of the conditions of the task. At this stage, the work was built in several directions: the formation of skills to identify the essential elements of the problem, to establish connections between them, teaching the general method of problem analysis.
The improvement of the action of the analysis passed through a number of stages. Initially, the analysis of the problem was carried out frontally using the scheme-algorithm of problem analysis and visual identification of the essential elements of the problem. Next, the children analyzed the tasks in pairs in a loud-speech form. At the last stage, the children analyzed the tasks on their own, using both standard text tasks and tasks with missing and redundant data.
At the second stage, the action of planning was formed. The work on planning was built in the following sequence. Initially, children learned to build a chain of solving a problem from disparate stages of solving. Thus, the planning of the solution was worked out at the stage of the materialized action. Next, the children learned to build a literal solution plan, for this it was necessary to initially analyze the problem (the form of analysis varied depending on the degree of the child’s formed analysis action), build a sequence of necessary actions in the speech plan, assigning each stage an literal symbol. The work was initially carried out frontally. Gradually, independence and individuality of performance increased, children learned not only to draw up a plan for solving a problem, but also a plan for its construction.
In addition to the main goal, which was pursued at the second stage of formation, in the course of it the tasks of improving the functions of analysis and verbalization were realized.
At stage III, children developed the ability to follow an ideal plan in the process of its implementation (the 4th structural component of the VPA). The work was carried out in two directions: improving the ability to follow the ideal plan in the process of its implementation in solving and building tasks.
The basis of the ability to follow the ideal plan in the process of its implementation was the establishment by the child of correspondence (or discrepancy) between the ideal plan and its real embodiment. Based on the analysis, it was necessary to leave a plan for solving or constructing a problem and compare it with the finished solution or problem as a whole. At the same time, the finished versions contained errors.
Initially, the work was carried out frontally in the form of a free discussion of the task and highlighting errors. Errors were fixed by special signs. In the course of the work, there was a gradual decrease in the role of the teacher's actions and an increase in the degree of independence of the children's actions.
At stage IV, the 5th structural component of the HPT was formed - transfer.) Note that the transfer was formed at all previous stages of the judging experiment by improving each individual structural component of the HPT at different contents.
At this stage, the following methods were used as the main methods of transfer formation: the classification of tasks according to the signs of similarity, the compilation of tasks that are similar to the given one. In the process of formation of transference, significant emphasis was placed on the independent work of children.
The formation of the 6th structural component of the VPD - the degree of independence of actions was also carried out at each of the stages of development. In the process of working on the structural components of the VPA, the emphasis was placed on encouraging children to deploy verbal statements. As the VPD formed, children were given the opportunity to act independently. Gradually, the degree of independence of children increased. The teacher sought to bring the children to young independence in performing the actions of analysis, planning, (actions to implement the planned plan, verbalization.
The program of the forming experiment in the entire planned > volume was implemented over 2 quarters school year(from September to January) in general education school№85 N.Novgorod. Its effectiveness was confirmed in the course of the final control experiment, as evidenced by Table I.
From Table 1 it follows that the subjects of the experimental group experienced significant changes in the formation of the VPD. At the end of the 1st experiment, 53.8% of the children in the experimental group showed the first fen of the development of the VPD (0% in the control group). The independence of children's actions in analysis, planning, implementation of plans and verbalization has increased significantly.
Table 1
Comparative data on the distribution of the subjects of the experimental and control groups according to the levels of formation of the VPD (according to the results of ascertaining and forming experiments)
HPP levels Experimental group Control group
to form. after shaping. beginning of the school year end of the 2nd quarter.
abs. % abs. % abs. % abs. %
I 1 3.8 14 53.8 0 0 0 0
II 14 53.8 11 42.3 19 73.1 22 84.6
III 8 30.8 1 3.8 6 23.1 2 7.8
IV 3 11.5 0 0 1 3.8 2 7.8
V 0 0 0 0 0 0 0 0
Total 26,100 26,100 26,100 26,100
The children of the experimental group showed conscious knowledge of mathematical terminology.
Significant differences were revealed among the subjects of the experimental I control group in almost all components of the HRP (with the exception of 4 components). A complete independent analysis of the task1 was demonstrated by 11.5% of the subjects in the experimental group, and 0% in the I control group. 46.2% of the subjects of the experimental group, 3.8% of the subjects of the control group were able to build a complete holistic plan for resolving! groups. When implementing the ideal model, 96.2% of the subjects? of the experimental group were completely guided by it. Wednesday! there were no children in the experimental group who failed to realize the plan in full; in the control group failed] to realize the planned 7.7%. .
Transference in 30.8% of the subjects of the experimental group was of a fully conscious nature. No one in the control group was able to demonstrate full conscious transference. In addition, the test subjects control! groups showed a narrow non-generalized nature of the transfer. 73.1% tested; control group when independently compiling similar tasks! focused on insignificant features (rearrangement of numerical data, partial change in the plot of the problem).
The reliability of the shift in the values of the PRP that occurred during the formation was confirmed using the non-parametric method of mathematical statistics of the Mann-Whitney P-criterion (p Conclusion The theoretical and experimental study we carried out, devoted to studying the specifics of the formation of an internal action plan as a mechanism for understanding actions in younger students in educational activities, made it possible to draw the following conclusions: VPD as a fundamental component of human intelligence, as an integrative ability, has specific manifestations in different age periods, in particular in primary school age; VPD at primary school age is the most important component of arbitrariness, the main functions of which are awareness and organization of one's own actions. This allows us to say that the VPD in children is a mechanism for awareness of actions, which consists in the preliminary construction of a model of future actions and orientation to this model in the process of its implementation; In developmental and educational psychology, the planning function of the VPD is traditionally distinguished. In accordance with it, most researchers, when determining the essence of the VPD, distinguish the following structural components: analysis of the conditions of the problem, planning a solution, the ability to follow an ideal plan in the process of its implementation. We believe that the identified structural components do not fully exhaust the content of the VPD as a mechanism for the child to become aware of his own actions. Based on this, we supplemented the structure of the VPD with the following components: the ability to explain the result in a detailed speech form, the transfer of a previously learned action to new conditions, the degree of independence of actions in the process of completing a task. The structural components of the VPD carry a different functional load: the first three components of the VPD represent the operational part of the VPD; the remaining components are indicators of awareness of actions. 2. Criteria-oriented diagnostic techniques developed and tested in the study, aimed at identifying age-related and individual-typical features of the formation of HPA in younger schoolchildren, contributed to obtaining valuable factual data on the qualitative originality of this ability and its structural components, on the specific features of its manifestation in the game. and educational activities. 3. Criteria-oriented diagnostics made it possible to reveal the scatter of actual data within the limits of primary school age according to five main levels characterizing the different degree of formation of the HPA: from the optimally realized potential of the age to the initial stages of the formation of this ability. 4. The results of the ascertaining experiment showed the age-related dynamics of the formation of the VPD as a whole and its individual structural components on the game and educational content in the conditions of traditionally organized activities. During the ascertaining experiment, no significant differences in the manifestations of the structural components of the HRP in children in the game and educational content. This allows us to state the parallelism of the formation of the VPD on the game and educational content. Insignificant differences in the manifestations of HRP in children on either content, in our opinion, can be explained by the specifics of the content itself. 5. The data obtained in the ascertaining experiment made it possible to identify the positive dynamics of the formation of the GPA in the traditional conditions of the organization of educational activities, which is expressed in a qualitative improvement in all structural components. Under the same conditions, negative characteristics of the ability studied in children were revealed, which manifested themselves: in the inability to fully identify the constituent elements of the task, in their lack of integrity in planning actions, in deviation from the planned plan in the process of its implementation, attraction to the help of an adult in the process completing the task, in the intuitive nature of the transfer. In other words, in the conditions of traditionally organized educational activities, elementary school students do not realize their potential in the formation of the GPA. 6. Theoretical data of domestic researchers on the specifics of the formation of HPA and the characteristic actual and potential individual-typical features of HPA in younger schoolchildren identified in the ascertaining experiment served as the basis for modeling the program for the formation of this ability in them. The following basic principles were used as the basis for modeling the program for the formation of the VPD: The principle of subjectivity, which provides for reliance on the experience of the child, his active forces, taking into account his actual and potential capabilities; ■ - the principle of internalization (transfer of external, practical actions into an internal plan). The practical purposeful implementation of this principle was carried out with the help of the method of step-by-step transformation of the external expanded action of the child into an abbreviated, internal action (according to P. Ya. Galperin); Optimal conditions for the formation of VPD as a neoplasm of primary school age can be provided by means of educational activity as the leading one in this age period. When developing the program for the formation of the VPD, we believed that: The formation of the VPD must be carried out gradually, in stages. Each stage of formation should be aimed at the formation of one or another structural component; The pedagogical impact on children and its duration should be determined by the pace of individual progress in the formation of all the structural components of the VPD and differentiated assistance to the child both in collective classes and in group and individual work with them; For each stage of the formation of the VPD, exercises should be developed, their system, ending with control creative tasks; the purpose of the control classes is to trace in detail the features formation of the structural components of the VPD in specially organized: conditions; 7. A specially developed and implemented program for the formation of a fallen schoolchild as a subject of internal activity by means of leading activity made it possible to achieve positive results. The subjects of the experimental group showed higher results in the development of the VPD than the children of the control group. More than half of ¡3.8%) of the subjects of the experimental group showed the I level of development of the IHP, while in the control group none of the subjects showed the I level. Positive tendencies in the formation of children of the experimental group of the structural components of the VPD were revealed. There were chuggings in terms of the maximum possible results for all structural components. It has been established that under conditions of purposeful formation, the ability to follow the plan and the ability to explain in a detailed speech form: the result of actions in primary school age can reach a high level of development. In the subjects of the control group, all indicators turned out to be meaner low compared to the subjects of the experimental group. 8. It was revealed that the process of forming such structural components of the VPD as: analysis, transfer, and the level of independence turned out to be more lengthy and complex. We believe that this may be due to the age-related characteristics of the younger student. The named structural components of the HRP, being intensively formed at primary school age, do not end their formation in this age period. 9. The experimental methods proposed in the study turned out to be quite informative in terms of clarifying the positive and negative features of the manifestations of HPD. This allows us to recommend them as a means of diagnosing and monitoring the formation of this ability in the work of children of primary school age. 10. The program for the formation of GPA at primary school age using the tools of mathematics, developed in the study, can be used in the educational process of teaching younger students in the form of inclusion of the program in mathematics lessons or in the form of additional lessons with the necessary qualifications of teaching staff. 11. In the course of the pilot study, a number of issues requiring special study were shared. Among them: features of interdependence between the structural components of the HPT, the stability of the manifestations of the HPT at different contents. These questions are of undoubted interest and great importance in terms of studying the problem of the formation of the VPD and can be considered as directions for further research on the problem of interest to us. 1. Peculiarities of managing the development of VPD among younger schoolchildren // teacher's gdagogical creativity - a condition for the development of a modern school. Novgorod. - 1996. - S. 40-41 (co-author). 2. Features of the development of VPD in children of primary school age // Education in the Nizhny Novgorod region: history and modernity. N.Novgorod. -1997.-S. 183-185. 3. Individual-typical features of HRP in children of primary school age // Six-year-old children. Problems and research. N.Novgorod. - 1998. - S. 86-92. 4. Elective course "Formation of VPD among younger schoolchildren" in the professional training of future primary school teachers // Abstracts of the scientific-practical conference "Renewal and variability vocational training specialists in the field of primary and preschool education". N.Novgorod. - 2000. - S.62-63. 5. Formation of VPD in children of primary school age in mathematics lessons // Pedagogical Review. N.Novgorod. - 2000. - No. 2. 6. Experimental study of the formation of VPD in the educational activity of younger schoolchildren // Bulletin of the Psychological and Pedagogical Faculty. N.Novgorod. - 2000. - No. 2. - From 40-41. INTRODUCTION CHAPTER I. The problem of forming an internal plan of action for younger students in psychological research. 1.1. The state of the problem of forming an internal plan of action in primary school age in developmental and pedagogical psychology.13. I.2. Formulation of the problem. Hypotheses, tasks, research methods. CHAPTER ^Experimental study of the features of the internal plan of action in younger schoolchildren. II. 1. Tasks, stages, methodology of the ascertaining experiment. II.2. Analysis of experimental data. Chapter conclusions. CHAPTER III. Formation of an internal plan of action for younger students in specially created conditions. III. 1. Tasks and methodology of the formative experiment. III.2. Analysis of the results of the formative experiment. Chapter conclusions. Among the priority tasks facing the modern education system, the tasks of forming an active creative personality, creating full-fledged conditions for the personal development of each child, and forming him as a subject of educational activity are highlighted. These tasks are of particular relevance at the beginning of schooling in connection with the formation of basic learning abilities in a younger student, which largely determines the success of his further learning and development. The formation of a child as a subject of educational activity becomes possible as a result of the formation of a number of mental qualities. Among them, a special place is occupied by the internal plan of action (IPA) as a specific form of internal activity of the individual. In Russian psychology, the VPD is considered as an integrative ability that accumulates a number of intellectual abilities that provide a person with the opportunity to set goals, outline ways to achieve them and implement their plans. In this regard, the problem of the formation of the VPD in children in the process of educational activity clearly arises. In psychological science, the problem of the formation of the VPD has become relatively independent relatively recently, although the phenomenon of the VPD in psychology has been identified for a long time. The scientific basis for identifying the problem of VPD as an independent and its further development was the work of L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, D.B. internalization (the process of transforming mental functions from external to internal), means of mastering by individuals their mental processes, as well as questions of optimal conditions for the formation of mental functions. Developmental and educational psychology have a wide range of studies in which the problem of the formation of VPD is considered in the context of other problems: thinking (V.S. Bibler, D.B. Bogoyavlenskaya, L.S. Vygotsky, P.Ya. Galperin, V.S. Goncharov, V.V. Davydov, A.Z. Zak, E.I. Isaev, A. Kagalnyak, I.A. I. Motkov, V. T. Nosatov, L. F. Obukhova, J. Piaget, Y. A. Ponomarev, A. I. Raev, A. Rey, S. L. Rubinshtein, Yu. A. Samarina); self-regulation (E.B. Aksyonova, T.Yu. Andrushchenko, L.V. Bertsfai, L.I. Bozhovich, Yu. Galanter, A.V. Zakharova, I.I. Kondratiev, O.A. Konopkin, D. Miller, K. Pribram, N.L. Rosina, U.V. Ul'enkova); creativity (A.A. Bloch, Ya.A. Ponomarev, P.K. Engelmeyer, P.M. Yakobson); forecasting (A.B. Brushlinsky, T.B. Bulygina, L.R. Moshinskaya, I.M. Feigenberg, N.Yu. Flotskaya); educational activities (L.V. Bertsfai, T.N. Borkova, A.V. Zakharova, N.N. Lobanova, A.K. Maksimov, I.I. Kondratiev, A.I. Raev, N.L. Rosina , E.A.Faraponova, D.B.Elkonin). Within the framework of the above directions in psychological research, HRP is considered as a function of thinking, a structural component of self-regulation, educational activity, an integral part of the creative process, orienting activity, forecasting, and the basis of goal setting. Traditional is the recognition of the great importance of the VPD for the development of intelligence. Currently, there are studies that convincingly prove the influence of HVD on the personality of the child, the formation of moral behavior (T.B. Bulygina, V.V. Khromov), self-esteem (T.B. Galkina), communication of the child with adults (A.V. .Bolbochan). A significant contribution to the study of the problem of the formation of the VPD was made by V.V.Davydov, A.Z.Zak, E.I.Isaev, I.I.Kondratiev, N.N.Lobanova, V.Kh.Magkaev, Ya.A.Ponomarev. These authors have made VPD the subject of a special study. In their works, various aspects of the problem of the formation of VPD in children of primary school age were elucidated. The authors reveal the issues of the essence of the VPD, highlight the planning function at the stage of organizing actions and in the process of their implementation, as well as the levels, properties, types, types of the VPD. The works of P. Ya. The process of internalization, according to PL. Galperin, is the process of transforming the expanded external action of a child and an adult into an abbreviated, internal, individual action. The stages through which the action passes in this process, according to P. Ya. Galperin, correspond to the genetic stages of the formation of the VPD. For the formulation of the research problem and its further development, the works of L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, I.I. Kondratiev, L.S. Luchanskaya, S.L. .V.Ulyenkova and others. The studies of these authors contain provisions that allowed us * to come to a number of conclusions. Namely, at primary school age there is an intensive formation of awareness of behavior and its mechanisms. VPD at primary school age is the most important element of arbitrariness, the main functions of which are the awareness and organization of one's own actions. In other words, the VPD at primary school age acts as a mechanism for awareness of actions. This aspect of the problem of the formation of the VPD has not yet been the subject of a special consideration of psychological research. Modern developmental and educational psychology has a number of studies that are of undoubted interest in terms of studying the psychological conditions, means, techniques, and content of the formation of the VPD. In most studies, the identified issues are considered in relation to children of primary school age, which, in our opinion, can be explained by the traditional consideration of VPD as neoplasms of primary school age. Among the favorable conditions for the formation of VPD, researchers distinguish: phased development of VPD, taking into account the structure of this ability (N.N. Lobanova); group form of work, in particular, work in dyads (V.V. Andrievskaya, V.V. Davydov, A.Z. Zak, V.Ya. Lyaudis, Yu.A. Poluyanov, Ya.A. Ponomarev, V.V. Rubtsov, G.A. Tsukerman); oral form of work (V.V. Davydov, R A.Z.Zak, E.V.Zaika, E.I.Isaev, Ya.A.Ponomarev). As the optimal means and content for the purposeful formation of VPD, the authors single out modeling (L.A. Venger, A.Z. Zak, O.D. Zakharova, N.G. Salmina, O.V. Suvorova, E.A. Faraponova, L.D. Fridman) and solution of theoretical problems (V.V. Davydov, L.K. Magkaev, Ya.A. Ponomarev, V.N. Pushkin, A.G. Pushkina). However, it is worth noting that the authors single out gaming as the content for the formation of the VPD. The exception is the study by N.N. Lobanova. Thus, it can be stated that in studies on developmental and educational psychology, the issues of the formation of VPD by means of leading activity in primary school age have not received due consideration, i.e. educational activity. In our opinion, this introduces significant limitations in solving the problem of the formation of the GPA in primary school age. Based on the fundamental position of Russian psychology about the significant role of the leading activity in terms of the formation of neoplasms of age, it can be argued with a significant degree of probability that the VPD will be most successfully formed in educational activities. In this regard, the following issues seem to be particularly relevant to us: a multidimensional study of the specifics of the manifestation of HSD as a mechanism for understanding actions in primary school age; development of fundamental principles and approaches to the design of programs aimed at diagnosing and forming VPD by means of educational activities. The purpose of our dissertation research is to study the psychological specifics of the formation of the VPD in younger schoolchildren in different conditions of the psychological and pedagogical organization of their activities. Object of study: the mechanisms of the internal plan of activity in primary school age. Subject of study: features of the HPA as a mechanism for understanding actions in the context of the traditional and purposeful formation of this quality in younger students. Hypotheses of the study: 1. In primary school age, the VPD is a mechanism of awareness of actions, which manifests itself in the preliminary construction of an ideal model of future actions and orientation to this model in the process of its implementation. The essence of the VPD as a mechanism for awareness of actions in primary school age has the following structure: 1) analysis of the conditions of the problem; 2) decision planning; 3) the ability to follow the ideal plan in the process of its implementation; 4) the ability to explain in a detailed speech form the result of actions; 5) the transfer of a previously learned action to new conditions; 6) the degree of independence of actions in the process of completing the task. Hypothesis 2. The formation of VPD as a mechanism for understanding actions is carried out in the best way in the process of specially organized educational activities that take into account the actual and potential characteristics of the child in this process. In accordance with the goal and hypotheses put forward, the following research objectives were identified: 1. To study the current state of the problem of VPD in psychology, to determine the psychological essence of this concept. 2. Determine the main approaches to the development of programs for the study and formation of VPD in the educational activities of younger students. 3.Develop and test a diagnostic technique that allows you to study the psychological characteristics of the VPD as a mechanism for understanding actions. 4. To trace the age dynamics of the GPA as a whole and its main structural components in younger schoolchildren in the absence of a targeted impact. 5. To develop and test, under specially created psychological and pedagogical conditions, a program for the formation of VPD in children of primary school age, aimed at realizing their potential, to evaluate its effectiveness. 6. To trace the dynamics of the formation of the VPD in children of primary school age in the conditions of specially organized educational activities. Methodological basis of research I When considering various aspects of the designated problem, we relied on: modern theoretical and practical achievements of psychological thought about the objective laws of the development of the child's psyche; about the role of the subjective factor in this process; conceptual approaches to understanding the connection between the development of the child's psyche and education and upbringing; about the development of the psyche in activity, reflected in the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N. The following methods were used in the dissertation research: study and analysis of studies carried out in the field of developmental and educational psychology; theoretical modeling of the program for the study of HRP in children in the conditions of ascertaining and formative experiments; an individual ascertaining experiment aimed at diagnosing in the subjects the individual and individually typical features of the HRP as a mechanism for understanding actions, as well as at studying the age dynamics of the development of the main structural components of the HRP; a formative experiment aimed at realizing the age-related capabilities of younger schoolchildren in the formation of the GPA; a control individual ascertaining experiment in order to track the effectiveness of the formative program; evaluation of the effectiveness of the program of the formative experiment based on the quantitative and qualitative analysis of its results; observation, conversation, study of products of activity, methods of mathematical statistics and some others. Scientific novelty and theoretical significance of the work. - theoretical approaches to the development of a program for diagnosing and forming VPD as a mechanism for understanding actions in primary school age are determined; The psychological essence of the concept of VPD in relation to children of primary school age is determined; for the first time, as a special subject of research, the features of the VPD as a mechanism for understanding actions in younger schoolchildren were singled out; the functional load of the structural components of the HRP was determined, the criteria for qualitative and quantitative characteristics of the levels of formation of the HRP in children were identified; the levels of HRP formation in the subjects were modeled; A criterion-oriented diagnostic technique has been developed and tested, which makes it possible to identify the features of the VPD; Collected and systematized factual data illustrating the age, individual and individual - typical features of the HPD; Psychological and pedagogical conditions have been identified that optimize the formation of the VPD in younger schoolchildren in the learning process; specific enough to be used in the practice of working with younger schoolchildren, a model of a comprehensive program for the phased formation of their VPD by means of educational-type classes has been developed; Traced the general possibilities in the formation of the structural components of the ERP, as well as the ERP in general in children of primary school age; As a result of approbation of the formative program developed in the study, the most important theoretical provisions of pedagogical psychology on the leading role of qualified pedagogical management in the formation of VPD have been confirmed and concretized. The practical significance of the study is determined by the possibility of using its results in the practice of studying and developing children of primary school age. The developed diagnostic technique, the identified and described criteria-oriented evaluation levels of GPA as a mechanism for understanding actions by younger students can be used by qualified teachers and school psychologists in order to study younger students. The program for the phased formation of the VPD can be organically included in the school learning process. The results of the research can be used in lecture courses, special courses, practical and seminar classes for students of pedagogical universities, as well as in the system of advanced training of teaching staff. i Provisions submitted for defence. 1. The formation of the VPD as one of the sides of the subjective activity of a younger student is the most important condition for his formation as a subject of educational activity. 2. At primary school age, along with the function of planning - actions, the VPD begins to perform the function of awareness of actions, i.e. is a mechanism for understanding actions, which consists in the preliminary construction of a model of future actions and orientation towards the ideal model in the process of its implementation. 3. In the study, the following components of the HRP in a younger student were identified: the ability to explain the result of actions in a detailed speech form; the transfer of a previously learned action to new conditions (as an indicator of the generalization of the VPD); the degree of independence of the child's actions in the process of completing the task. All of them are aimed at awareness of actions. In the complex, the indicated components significantly complement other components, to those identified in the works of A.Z. Zak, V.Kh. Magkaev, Ya.A. 4. The criterion-oriented psychological diagnostic technique designed and tested by us in the study is of objective importance, since it allows obtaining data on the peculiarity of the manifestation and formation of HSD in a child of primary school age in the range of five levels in the direction from the optimally realized age potential to a pronounced absence (immaturity ) b> the ability being studied. 5. Criteria-oriented diagnostic technique allows predicting the psychological and pedagogical conditions for the effective realization of the potential of younger students in the formation of HPA, and also helps to see the unrealized potential of each individual child, which is extremely important for creating a program to help him. 6. The psychological content of the VPD, its main components lend themselves to purposeful formation with varying degrees of effectiveness. The ability to explain the result in a detailed speech form, as well as the ability to follow the ideal model in the process of its implementation, lends itself most successfully to targeted pedagogical influence. 7. The most difficult in terms of formation are: independence in the analysis of the conditions of the task, as well as the transfer of learned actions to new conditions, i.e. generalization of the VPD. 8. The diagnostic methods developed and tested in the study and the program for the formation of VPD in younger schoolchildren are sufficiently informative in order to organize differentiated and individualized assistance to children, which gives us the necessary grounds for recommending them in the practice of working with children of primary school age. The dissertation structure corresponds to the logic of scientific research. The work consists of an introduction, three chapters, a conclusion, a list of references in the amount of (180) titles, applications (7). The work is illustrated with tables (18), diagrams (2), a histogram. CONCLUSIONS ON CHAPTER III. Thus, the results of the formative experiment showed: 1. The conducted research confirmed our hypothesis that special psychological and pedagogical conditions can contribute to the effective formation of the CAP as a mechanism for awareness of actions in younger students. The reliability of a positive shift in the values of the GRP that occurred during the formative experiment was confirmed using the non-parametric method of mathematical statistics - the Mann-Whitney U-test (Table 18). 2. The formation of the VPD as a mechanism for awareness of actions among younger schoolchildren occurs unevenly. When considering the achievements of the children of the experimental group, in terms of the maximum possible formation of the structural components of the CAP, as a mechanism for understanding actions, one can point out the shifts in the development of the CAP: analysis of the conditions of the task - 11.53%; decision planning - 42.2%; the ability to follow an ideal plan in the process of its implementation - 38.2%; the ability to explain the result of actions in a detailed speech form - 34.5%; transfer - 30.8%; the degree of independence of actions in the process of completing the task (average) - 21.2%; These indicators indicate that the most sensitive to formative influences were: decision planning, the ability to follow an ideal plan, the ability to explain the result of actions in a detailed speech form. The process of formation of such structural components of the VPA as analysis, transfer and degree of independence of actions turns out to be more lengthy and complex. We believe that this may be due to a number of circumstances. Firstly, the transfer is an indicator of the generalization of the GPA, which begins to form intensively at primary school age and continues in other age periods. Secondly, a high degree of independence of actions in the process of completing a task characterizes a high-level VPD. However, the formation of the VPD does not end with the primary school age, but continues into adolescence. This conclusion is consistent with the remark of P.Ya. Thirdly, the complexity of the formation of analysis can be explained by the complexity of the content (text tasks), as well as the fact that in the process of formation we tried to form a theoretical analysis in the subjects, which begins to take shape, but does not end at primary school age. 3. In the course of the study, it was found that when analyzing the conditions and planning a solution (even with the help of an adult), the vast majority of the subjects were able to independently and fully realize their plans, as well as fully and independently explain the result in a detailed speech form. That is, by the end of the formative experiment, such structural components of the HRP were formed most fully, such as the ability to follow the planned plan - 96.2%, the ability to explain the result of actions in a detailed speech form - 88.5%. Thus, we can assume that at primary school age these skills can reach a high level of development. 4. In the course of the experiment, the independence of children's actions increased significantly. On average, by 21.2%, and for some structural components - by 42.4% (decision planning is the 2nd structural component of the VPA), 38.2% (the ability to follow an ideal plan is the 3rd structural component of the VPA). However, the need for assistance is still high. This is especially evident at the stage of conditions analysis - 11.5%. 5. A more successful and effective formation of the VPA, as a mechanism for awareness of actions, is facilitated by special psychological and pedagogical conditions, to which we attributed the following: it is necessary to carry out through a system of specific mental actions, namely the structural components of the VPD; b) the allocation of large content units in the educational material for mastering the general mode of action. Carrying out work aimed at students' conscious possession of mathematical terminology. This will provide opportunities for children to see the common in the different, will contribute to a deeper understanding of the mode of action and expand the possibilities of transferring actions to new conditions; c) activation of methods and forms of education, involvement of children in search activities in solving educational problems, the use of various active methods and forms of education for this purpose; d) the use of visual models-algorithms, diagrams, sign-symbolic means in order to effectively assimilate the essential aspects of the material being studied by children. 6. Developed and tested in the study, the program for diagnosing and forming VPD, as a mechanism for understanding actions in primary school age on the basis of mathematics, can be used in school practice by primary school teachers and practical psychologists as a diagnostic and developmental tool. CONCLUSION The theoretical and experimental research we carried out, devoted to the study of the specifics of the formation of an internal plan of action as a mechanism for understanding actions in younger students in educational activities, made it possible to draw the following general conclusions: 1. We received confirmation, development and concretization of the most important theoretical provisions of developmental and educational psychology, which underlie our hypotheses: VPD as a fundamental component of the human intellect, as an integrative ability, has specific manifestations in different age periods, in particular in primary school age; VPD at primary school age is the most important component of arbitrariness, the main functions of which are the awareness and organization of one's own actions. This allows us to say that the VPD in children is a mechanism for awareness of actions, which consists in the preliminary construction of a model of future actions and orientation to this model in the process of its implementation; In developmental and educational psychology, the planning function of the VPD is traditionally distinguished. In accordance with it, most researchers identify the following structural components when determining the essence of the VPD: analysis of the conditions of the problem, planning a solution, and the ability to follow an ideal plan. However, we believe that the identified structural components do not fully exhaust the content of the VPD as a mechanism for the child to become aware of his own actions. Based on this, we supplemented the structure of the VPD with the following components: the ability to explain the result in a detailed speech form, the transfer of a previously learned action to new conditions, the degree of independence of actions in the process of completing a task. The structural components of the VPD carry a different functional load: the first three components of the VPD represent the operational part of the VPD; the remaining components are indicators of awareness of actions; In the course of the study, the identified structure made it possible to see the specifics of the formation of the GPA in primary school age (in the range of 6-10 years) in the aspect of interest to us. 2. Criteria-oriented diagnostic methods developed and tested in the study, aimed at identifying age-related and individual-typical actual and potential features of the formation of HPA in younger schoolchildren, contributed to obtaining valuable factual data on the qualitative originality of this ability and its structural components, on the specific features of its manifestations in play and learning activities. 3. Criteria-oriented diagnostics made it possible to reveal the scatter of factual data within the primary school age for five main levels characterizing the different degree of HPA formation from the optimally realized age potential to the initial stages of the formation of this ability. 4. The results of the ascertaining experiment showed the age-related dynamics of the formation of the VPD as a whole and its individual structural components, in particular, on the game and educational content in the conditions of traditionally organized activities. In the course of the ascertaining experiment, no significant differences were revealed in the manifestations of the structural components of the HRP in children on play and educational content. That allows us to state the parallelism of the formation of the VPD on the game and educational content. Insignificant differences in the manifestations of HSD in children on play and educational content, in our opinion, can be explained by the specifics of the content itself. 5. The data obtained in the ascertaining experiment made it possible to identify the positive dynamics of the formation of the GPA in the traditional conditions of the organization of educational activities, which is expressed in the qualitative improvement of all structural components. Under the same conditions of the experiment, negative characteristics of the ability studied in children were revealed, which manifested themselves: in the inability to fully identify the constituent elements of the task, in their lack of integrity in planning actions, in deviation from the planned plan in the process of its implementation, attraction to the help of an adult in the process of completing the task, in the intuitive nature of the transfer. In other words, in the conditions of traditionally organized educational activities, elementary school students do not realize their potential in the formation of the GPA. 6. Theoretical data of domestic researchers on the specifics of the development of HPA and the characteristic actual and potential individual-typical features of HPA in younger schoolchildren identified in the ascertaining experiment served as the basis for modeling the program for the formation of this ability in our subjects. The following basic principles were used as the basis for modeling the program for the formation of the VPD: The principle of subjectivity, which provides for reliance on the subjective experience of the child, his active forces, taking into account his actual and potential capabilities; The principle of internalization (transfer of external, practical actions into an internal plan). The practical purposeful implementation of this principle was carried out using the method of step-by-step transformation of the child's external expanded action into an abbreviated, internal action according to P. Ya. Galperin); Optimal conditions for the formation of VPD, as neoplasms of primary school age, can be provided by means of educational activities, as the leading one in this age period. When developing the program for the formation of the VPD, we believed that: - the formation of the VPD should be carried out gradually, in stages. Each stage of formation should be aimed at the formation of one or another structural component; The pedagogical impact on children and its duration should be determined by the pace of individual advancement of children in the formation of the structural components of the VPD and differentiated assistance to the child, both in collective classes and in group and individual work with them; For each stage of the formation of the HRP, exercises should be developed, their system, culminating in control creative tasks, the purpose of the control classes is to trace in detail the features of the formation of the structural components of the HRP in specially organized conditions; The main forms of work with children were determined: frontal, group, individual; As a means of solving the tasks set, the following were identified: tasks of a problematic and traditional nature; visual models - algorithms symbolizing the main stages of actions; sign-symbolic means of designation of ongoing actions. 7. A specially developed and implemented program for the formation of a younger student as a subject of internal activity by means of leading activity has made it possible to achieve positive results. The subjects of the experimental group showed significantly higher results of the formation of the VPD than the children of the control group. More than half (53.8%) of the subjects of the experimental group showed the I level of formation of the VPD, while in the control group none of the subjects showed the I level. Positive tendencies in the formation of the structural components of the ERP in children of the experimental group were revealed. There were shifts in terms of the maximum possible results for all structural components (analysis - 11.5%; planning - 42.2%; ability to follow the plan - 38.2%; ability to explain in a detailed speech form - 34.5%; transfer - 30 .8%, degree of independence (average) - 21.2%). It has been established that in conditions of purposeful formation, the ability to follow a plan and the ability to explain in a detailed speech form the result of actions in primary school age can reach a high level of development. The subjects of the control group showed positive trends in the formation of the analysis of conditions; the ability to follow the plan and the ability to explain the result in a detailed speech form. These indicators are significantly lower when compared with the indicators demonstrated by the subjects of the experimental group. 8. It was revealed that the process of formation of such structural components of the VPD as: analysis, transfer, degree of independence turned out to be more lengthy and complex. We believe that this may be due to the age characteristics of the younger student. These structural components of the HRP, being intensively formed at primary school age, do not complete their formation in this age period. 9. The experimental methods proposed in the study turned out to be quite informative in terms of elucidating the positive and negative features of the manifestations of HPD. This allows us to recommend them as a means of diagnosing and monitoring the formation of this ability in work with children of primary school age. 10. The program for the formation of GPA in primary school age by means of mathematics, developed in the study, can be used in the educational process of teaching younger students in the form of including the program in mathematics lessons or in the form of additional classes with the necessary qualifications of teaching staff. 11. In the course of the pilot study, a number of issues have emerged that require special study. Among them: the features of interdependence between the structural components of the HPT, the stability of the manifestations of the HPT at different contents. 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"Center for Psychological, Pedagogical, Medical and Social Assistance"
Developmental exercise
"Internal Plan of Action"
Abakan, 2016. Adolescence is a sensitive (sensitive) stage in the life of a child, which is characterized by one of the important features - the improvement of their communication skills. The exchange of people among themselves with various ideas, ideas, interests, moods, feelings, attitudes in the course of their joint activities occurs through oral speech. Speech is the process of people communicating through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior. It enriches a person. Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. Each profession among the requirements, as a rule, one of the main requirements puts forward the presence of a high communicative ability of a person. This ability is especially important at the interview stage. At the interview, questions are asked regarding education, future cooperation, work experience, acquired skills and knowledge here, and it is important to show oneself, one's abilities and capabilities - establishing contact, the ability to competently, clearly, clearly express one's thoughts. All this is the key to professional success. Goals
:
the formation of students' skills to convert graphic information into verbal information and display it on paper. Tasks:
to carry out the transition of a person's internal mental activity into his external verbal actions, external instrumental activity. Terms and conditions:
Venue: classroom, equipped in accordance with the requirements of the legislation of the Russian Federation in the field of sanitary-epidemiological and fire safety, equipped with multimedia equipment. Target group: teenagers. Quantity: 15-20 people. Action duration: 25 minutes. Material and didactic equipment:
task cards (Appendix No. 1). Material and technical equipment:
stationery (pens, pencils, sheets of A5 format). Stages of implementation:
stage - organizational. At this stage, theannouncement of the name, goals of the exercise and stages of work . Explanation of tasks, conditions for their implementation to participants. Activating participants by engaging in dialogue with them. Motivating participants for cognitive and emotional activities. stage is the main one. Discussing the issues that have arisen, completing the task. stage is final. At this stage, summing up, reflection is carried out. 1. Informing students about the exercise "exteriorization" and "interiorization". Exteriorization is the process of transforming an internal action into an external action, for example, the reproduction by an artist in the form of a drawing of images that were originally created by the “inner eye”; implementation by the inventor of his idea in a particular design in the form of a layout or diagram. Internalization is the transition of external practical actions into a plan of operations carried out in the mind. 2. One participant from the group is given a task card. It is necessary to convert graphic information into verbal information, and the group members must convert verbal information into graphic information. 3. Compare results with a sample. 4. Reflection. Questions for reflection:
What emotions did you experience? (embarrassment, uncertainty, fear, admiration, surprise, delight, stiffness, passivity, interest, joy, surprise, ambivalence (duality) of feelings) What have you learned? How will you use these skills? How will this be useful in the future? What needs to be developed for the future? What did you like?Dissertation content author of the scientific article: candidate of psychological sciences, Minaeva, Elena Viktorovna, 2000
Dissertation Introduction in psychology, on the topic "Formation of an internal plan of action in children of primary school age"
Dissertation conclusion scientific article on the topic "Pedagogical psychology"
List of references of the dissertation author of scientific work: candidate of psychological sciences, Minaeva, Elena Viktorovna, Nizhny Novgorod
Content
Relevance
Goals, objectives, conditions for conducting, material, technical and didactic equipment, stages of conducting
Progress
