Research skills of junior schoolchildren. Organization of research activities of junior schoolchildren

20.12.202327.05.2017

Development of research skills

among younger schoolchildren.

No one's opinion is false...

Socrates

For a long time we have been taught that a child’s education should be based on obedience, repetition and imitation. Methods of independent search for truth, based on the analysis and synthesis of various points of view, personal observations and experiments, were almost completely excluded. New times dictate new tasks, forcing us to actually move from calls for the development of the intellectual and creative potential of a child’s personality to real actions. One of the most effective steps in this direction is the active use of research methods in education.

A child is an explorer by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research and search activity is the natural state of a child; he is determined to understand the world. It is this behavior that creates the conditions for the child’s mental development to initially unfold as a process of self-development.

A child’s desire to independently explore the world around him is genetically predetermined. If this activity of the baby is not counteracted, if it is not suppressed with numerous “no”, “don’t touch”, “it’s too early for you to know about this”, then with age this need for research evolves, the range of objects of children’s research expands significantly.

A child prone to exploratory behavior will not rely only on the knowledge that is given to him during traditional education; he himself will actively study the world around him, acquiring, along with new information for himself, the experience of a creator-discoverer. Research skills are especially valuable because they create a reliable foundation for the gradual transformation of learning and development processes into processes of a higher order - self-learning and self-development, which is very important at the present stage.

The child’s own research activity should be considered, first of all, as one of the main directions for the development of creative abilities. There are many ways to develop a child’s creative abilities, but one’s own research practice is undoubtedly one of the most effective. The skills and abilities of research, independent creative comprehension of the truth, acquired in children's games and in special classes, are easily instilled and transferred in the future to all types of activities.

Another circumstance is no less important - as special psychological experiments show, the most valuable and lasting knowledge is not that which is acquired through learning, but that which is acquired independently, in the course of one’s own creative research. Experts in the field of psychology of thinking have long noticed this peculiarity: the mental activity of a scientist making an epoch-making discovery and the mental activity of a child learning something new are identical in their internal “mechanics.” But the most important thing is that it is much easier for a child to learn new things by acting like a scientist (conducting his own research, conducting experiments, etc.) than to receive knowledge obtained by someone else in a “ready-made form.”

What are research skills?

There is no unambiguous definition of research skills that satisfies everyone; this is natural; this is what usually happens with complex mental phenomena. However, it should be noted that the discrepancies are not so great. Research skills consider:

How to search for information;
As skills aimed at reducing arousal caused by uncertainty.

In this context, we consider research skills as skills aimed at studying an object, which is based on the mental need for search activity, and research training as a type of training built on the foundation of research skills.

The idea that a child’s interest in learning largely depends on the content of education can hardly be doubted. Therefore, this problem is traditionally not just studied by pedagogy and educational psychology, but occupies one of the central places in these sciences. Why does the learning process turn into a chore, difficult, unattractive work? This is also hard, very burdensome work for both teachers and parents. Scientists have found a simple answer to this question: it is necessary to take into account the “nature” of the child, she herself is focused on understanding the environment. Properly constructed training should be carried out without coercion.

At primary school age, it is important to develop instrumental skills and logical and creative thinking skills necessary in solving research problems. These include skills:

See problems;
To ask questions;
Make hypotheses;
Define concepts;
Classify;
Observe;
Conduct experiments;
Draw conclusions and conclusions;
Structure the material;
Prove and defend your ideas.

A key technological element in developing research skills isheuristic educational situation -a situation of activating ignorance, the purpose of which is the birth of personaleducational product(ideas, problems, hypotheses, versions, text). The methodology for developing research skills is based onopen tasks,which do not have clear “right” answers. Almost any element of research activity can be expressed in the form of an open task, for example: propose a version of the origin of the alphabet, explain the graphic form of numbers, compose a proverb, establish the origin of an object, investigate a phenomenon (for example, snowfall). The results obtained by students are individual, they are diverse and differ in the degree of creative self-expression.

The technology of teaching children with signs of giftedness also provides a positive result in the development of research skills. One strategy for this technology is “exploratory learning.” The main feature of this approach is to intensify learning, giving it a research, creative character, and thus transfer the initiative to the student in organizing their development. Independent research practice of children is traditionally considered as the most important factor in the development of creative abilities.

The question of how to teach children of primary school age the special knowledge and skills necessary in research, as well as methods for processing the received materials, is not simple and is practically not considered in the special pedagogical literature. And it is not customary for us to teach this to children. Programs and methods for this type of training cannot be found in ready-made form. But I solve these tasks and problems in the course of other classes, in particular the “Little Explorer” club. Classes are held in a playful way. But I suggest tasks for children of a heuristic nature, for example: Find the cause of the event using a question (“The children made two snowmen out of snow. One melted in a day, the second stood until the end of winter. Why do you think this happened?”). Children offer their own solutions to the problem and prove their point of view. Exercises on circumstances, under what conditions will each of these items be useful? (Tree branch, telephone, doll, fruit, racing car, samovar, drum)

Children attending the club have a higher level of logical and creative thinking. They know how to see problems, formulate questions quite competently, observe, compare, and to a large extent draw conclusions and conclusions.

(Give examples of tasks to develop the ability to see problems)

(pp. 106, 108).

If we want the processes of development and self-development of the personality of a primary school student to proceed intensively, we need to stimulate his research activity, support in the child the thirst for new experiences, curiosity, the desire to experiment, and independently seek the truth. Naturally, support alone is not enough. The child must be taught special knowledge, skills and abilities in research activities.

The task of adults is to help conduct children's research, to make it useful and safe for the child himself and his environment.

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Introduction

In the socio-economic life of modern society, there is an increasing need for independent people who are able to quickly adapt to changing situations and take a creative approach to solving problems. A modern schoolchild will have to become an active participant in the social and spiritual development of the country, which will require him to be independent in the process of acquiring new knowledge and skills at school, at university and throughout his life. The main result of school education should be its compliance with the goals of advanced development. This means that it is necessary to study at school not only the achievements of the past, but also those methods and technologies that will be useful in the future. Children should be involved in research projects, creative activities, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. This requires the creation in educational practice of certain conditions for the inclusion of students from primary school age in active cognitive activity, in particular, educational and research.

The origins of psychological and pedagogical approaches to solving the problem of organizing educational and research activities of schoolchildren can be seen in the works of domestic (N. I. Novikov, N. I. Pirogov, L. N. Tolstoy, K. D. Ushinsky, etc.) and foreign ( A. Disterweg, J. Dewey, J. Comenius, J. J. Rousseau, I. Pestalozzi, etc.) classic teachers. The methodological and didactic foundations of using problem-based, research methods in teaching are substantiated by D. B. Bogoyavlensky, I. A. Ilnitskaya, I. Ya. Lerner, M. I. Makhmutov, M. N. Skatkin; the importance of creative research activities at school was emphasized by I. A. Zimnyaya and A. M. Matyushkin; the psychological foundations of organizing educational and research activities are described by A. I. Savenkov. Based on these scientific works, creative teachers strive to organize the research activities of schoolchildren in teaching practice.

Goal: to study ways to develop research skills in primary school students.

The object of the study is the formation of research skills in junior schoolchildren.

The subject of the research is ways of developing research skills.

Expand the concepts of research activity, research skills;

Consider the age-related characteristics of research skills in younger schoolchildren;

Describe ways to develop research skills.

To solve the problems set in the course work, the method of studying and analyzing psychological and pedagogical literature was used.

teacher saburovy training

Chapter I. Theoretical foundations of the problem of research activities of junior schoolchildren

1.1 The concept of research activity, research skills and their composition

Research activities, according to A.I. Savenkov, this is a special type of activity generated as a result of the functioning of the search activity mechanism and involves not only the search for a solution in an uncertain situation, but also an act of analytical thinking (analysis of the results obtained), assessment of the situation on this basis, forecasting its further development, as well as modeling their future actions.

The research activity of students is understood as their activity associated with finding an answer to a creative, research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field: normalized, based on the traditions accepted in science, formulation of the problem, study of the theory devoted to given issues, selection of research methods and practical mastery of them, collection of own material, its analysis and generalization, own conclusions.

One of the components of research activity is research skills, which can be defined as the intellectual and practical skills necessary to carry out independent research.

Research skills are a system of intellectual and practical skills of educational work, the ability of independent observations and experiences acquired in the process of solving research problems.

1.2 Age characteristics of younger schoolchildren

Semenova N.A. determines such pedagogical conditions for the formation of research skills of primary school students as taking into account age and individual characteristics when organizing educational research; development of motivation for research activities; the teacher’s activities in creating a creative educational environment and ensuring a systematic process of developing schoolchildren’s research skills. The nature of teaching is also important: it should be problem-based and research-based, aimed at the personal and intellectual development of children.

Younger schoolchildren are characterized by certain age-related psychological and anatomical characteristics that facilitate or hinder research activities.

L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a child’s healthy psyche is cognitive activity.

The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies, and builds his own picture of the world. He himself, for example, can find out which objects will sink and which will float. The child himself strives for knowledge, and the acquisition of knowledge itself occurs through numerous “why?”, “how?”, “why?” Children at this age enjoy fantasizing, experimenting, and making small discoveries. Scientist A.I. Savenkov believes in his study that research activity is ideal for quenching the thirst for knowledge. He says that it is important not to ruin the child’s desire for something new, the desire to explore the world and the reality around him, if we want to develop universal learning activities in the child. Parents and teachers should help the younger student with this.

Scientist V.S. Mukhina notes that the child’s cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a seven-year-old child is busy with a game that is important to him, then he can play for two or even three hours without being distracted. He can also be focused on productive activities for just as long. However, such results of focusing attention are a consequence of interest in what the child is doing. He will languish and be distracted if the activity is indifferent to him. This feature of attention is one of the reasons for including game elements in classes and fairly frequent changes in forms of activity. The child's attention can be focused by an adult with the help of verbal instructions. Thus, from the 1st grade, the teacher helps organize the child’s research activities so that in the future the student can independently engage in full research.

At this age, the child is actively developing speech and vocabulary. During the study, the child is required to work on words, phrases and sentences, as well as coherent speech. This helps to replenish the vocabulary with new words, as well as the proper development of oral and written speech.

Scientist O.V. Ivanova believes that one should start doing research from a very early age. With the beginning of schooling, this process becomes systematic and purposeful thanks to the perspectives of the school curriculum. Very often you can hear a request from a primary school student: “Don’t say the answer. I want to figure it out myself." Few adults realize the significance of such situations. But at this age it is important not to push the child away with indifference, not to extinguish the children’s eyes burning with curiosity and the great desire to make their own little discovery. Thus, the child’s desire to acquire new knowledge, on the one hand, and the urgent need for this knowledge, on the other, create fertile ground for starting research activities precisely at primary school age.

One of their main features is observation, the ability to notice such insignificant details that an adult would not pay attention to. Often, schoolchildren find typos in their textbooks, slips in the teacher’s words, and logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, and assignments.

Another feature of little researchers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors and do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. In such images, self-sacrifice for the sake of science is typical for younger schoolchildren. This desire must be encouraged. This can be done by both the teacher and parents.

In the process of carrying out research work, younger schoolchildren show special hard work, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.

At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes another type of this motive occurs - the motive of avoiding failure. In any case, the teacher should give the child the opportunity to set the goal of the study himself, outline a plan of action; if the teacher sees that the child finds it difficult to do this on his own in the first stages, then the teacher should push the student to the right actions, in order to avoid a situation of failure, a failure that could will not have a favorable effect on further studies in science.

Primary school age is a favorable period for involving students in educational and research activities. The child experiences anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, and an enlargement of the brain. In addition, in younger schoolchildren one can observe such psychological new formations as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a peer group. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental effort, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, hard work, and observation. It becomes clear to us that for a child, research is a part of his life; therefore, the main task for the teacher becomes not just maintaining the child’s interest in research activities, but also developing this interest.

1.3 Ways to develop research skills

The teacher is required to create didactic conditions for the inclusion of younger schoolchildren in active cognitive activity, the use of research teaching methods, where, along with the acquisition of knowledge, children’s own practical activities are organized. There is a fairly large arsenal of technologies, methods and tools for this:

problem-based learning;

search methods;

partial search methods;

project method.

The use of practical teaching methods - exercises, practical and laboratory work contributes to the development of skills to compare, observe, highlight the main and secondary, draw conclusions, etc.

Using the partial search method, the teacher organizes the students’ activities when performing individual stages of the search, outlines its steps, constructs the task, and breaks it into auxiliary parts. Younger schoolchildren develop the ability to plan and understand the purpose of their activities; methods of analysis and synthesis are developed, the ability to change the method of action according to the task, to see new problems in a traditional situation, and to choose an effective way to solve them.

The use of the research method involves the formulation of a problematic problem, a proposal to compile a critical analysis of the work, conduct an experiment, etc.

The main condition for the effectiveness of this method is the independence of students at all stages of the study, which consists in carrying out appropriate cognitive actions:

observation and study of facts and phenomena; putting forward hypotheses; drawing up a research plan and its implementation;

formulation of research results; control and verification of the result obtained, assessment of its significance.

An important place in the formation of research skills is occupied by the project method, since it includes a set of research, search, and problem methods.

The project involves the creation of educational situations that:

confront younger schoolchildren with phenomena that contradict their existing ideas;

encourage students to express their assumptions and guesses;

provide an opportunity to explore these assumptions;

provide students with the opportunity to present the results of their research to classmates, teachers, and parents so that they evaluate the significance of the data obtained.

The project method is focused on independent activity of schoolchildren, which can be carried out individually, in pairs or in a group over a certain period of time (from one lesson to several).

The project method is based on the idea of focusing educational and cognitive activity on the result that is achieved in the process of solving a particular problem.

The research skills acquired by schoolchildren during the implementation of projects, in contrast to “accumulative-knowledge” learning, form the meaningful execution of various mental and practical actions.

Teachers note that the project method makes learning interesting, broadens a child’s horizons, increases his cultural level, stimulates intellectual activity and educational activity in general.

That is why it is necessary to highlight the pedagogical conditions for the development of research skills through the implementation of educational projects. First of all, this is a change in the role of the teacher. As the organizer, coordinator and consultant of the project, the teacher develops a number of research skills: posing and identifying problems, clarifying unclear questions, formulating and testing hypotheses, planning and developing research activities, collecting data (accumulating facts, observing, proving), analyzing, synthesizing and comparing them, give prepared messages, make generalizations and conclusions, etc.

While working on projects, you need to support children’s curiosity, and not block it with statements like “You did it wrong”, “You will know a lot...”. At the same time, the teacher must improve in the accumulated experience: take part in competitions as a scientific project leader, attend advanced training courses and master classes on this topic, take an interest in new publications, participate in the discussion of the application of the project method at methodological associations and pedagogical councils, dedicated to the problems of student research.

"How to make a plan?"

“How to conduct a survey?”

“How to conduct an observation?”

Thus, schoolchildren will learn to plan their activities, use research methods, record the results of observations, etc.

Mastering research skills will be more effective if you properly organize work with parents. They should become assistants and consultants in the implementation of the project: just like the teacher, help in finding sources of information, coordinate the entire process, support and encourage children, assist them in making the product, etc. It is useful to invite parents to defend projects so that they participated in the discussion, asked questions, etc.

Then the student will receive the necessary support not only within the school walls, but also at home.

One of the conditions for the development of research skills is to teach junior schoolchildren design skills (problematization, goal setting, activity planning, searching for the necessary information, practical application of knowledge, conducting research, presenting the product of their activities). Such work should take place systematically and purposefully in the form of school electives, in class and extracurricular activities.

During the lessons, pedagogical situations are created that encourage the student to defend his opinion, provide arguments for his assumptions, ask questions, turn to various sources of information, etc. These situations can be working in a group, helping a friend, performing tasks of increased complexity, solving problems in different ways. , reviewing or commenting on the works of their comrades, speaking at conferences, etc.

In addition to understanding the results of their activities, younger schoolchildren acquire:

speech skills;

experience of defending your point of view;

ability to collaborate;

work with information;

structure your speech logically;

To develop research skills, cognitive and entertaining tasks are actively used in the classroom.

To train the ability to put forward hypotheses, tasks like: “Find the cause of the event...” (for example, why the hare is white or the grass turned yellow) are offered. To develop the ability to classify - “Continue the series: minerals are coal, oil ...”, “Divide into groups”, “Find a common feature in objects”, etc. Observation skills are well developed by tasks that force the child to understand intertwined lines: “Find out , who lives where?”, “What is shown in the picture?” etc. The ability to analyze visual images is trained by tasks with intentionally made mistakes: “What did the artist mix up?”, “Find the differences in objects.” When answering the questions posed in the question, schoolchildren should be taught to begin with the words: “I think...”, “In my opinion...”. This develops in children the ability to express their own thoughts.

Cognitive tasks help develop mental operations and draw conclusions. Analysis of solutions to such tasks becomes the beginning of a general discussion, during which children learn to listen to the opinions of their friends and present their own arguments.

In literary reading lessons, schoolchildren learn to write an annotation for a work they read, and in environmental lessons - an article for an encyclopedia. Such work helps to develop the ability to highlight the main and secondary, and logically express one’s thoughts.

An important pedagogical condition for the development of research skills is the use of a system of incentives. The teacher needs to encourage students, notice the originality of problem solving, creativity, the depth of the topic, etc. To do this, he must be able to organize an educational dialogue that will stimulate students, develop their creative potential, develop character, deepen experience, and emphasize individuality. If the process of discussion and control by the teacher is “left to chance” or the discussion is that the work “needs to be redone,” then this approach can completely discourage children from taking part in research.

The teacher should take into account the temperamental characteristics of children when organizing work groups, teach them to listen to each other, and be able to work in a team. We need to help students gain confidence that all their opinions are worth expressing and listening to. The main thing is that the student must believe in himself.

An active cognitive position plays an important role in the formation of research skills.

It lies in the fact that the student himself has a certain set of manifestations:

emotional mood;

strong-willed qualities;

"intellectual maturity";

awareness of the purpose of one’s activities;

skills to timely correct your actions;

taking into account previous mistakes and the desire to improve oneself

Only in this case will each subsequent study be of a qualitatively new level: the degree of student independence and the breadth of his use of research skills will increase.

Any educational work of a child, including research, must be brought to fruition. It is not only an individual recognition of the completion of a teacher’s work, but also a public presentation of the research results and their collective discussion. There are many forms for summing up results: seminars, conferences, defense of research papers, etc.

During the defense, the younger student learns to present the information obtained, encounters other points of view on the problem and learns to prove his own.

Evaluating the results of children's research is responsible and complex work. You can offer each member of the jury a marking form with clearly defined criteria: the name of the topic, its educational value, the originality of the collected material, research skills, the structure and logic of the work, the style of presentation and answers to questions.

During the defense, marks are given according to a three-point system:

3 - high level,

2 - average,

1 - low.

The winner is determined based on the results of arithmetic average calculations.

However, every student tries, and therefore we consider the most successful way of assessment to be the distribution of children's research into categories:

“For the best experiment”, “For the deepest study of the problem”, “For an original topic”, etc. The next pedagogical condition is taking into account age characteristics. The teacher must understand that research topics for junior schoolchildren should be fairly close to topics in academic disciplines. The duration of the study should not be too long, since children may have a weak concentration of attention, an excessive level of imagination in the process of working on the project, which leads to rapid fatigue and loss of interest in work in general.

For a teacher, the main result of educational and research work is not just a well-developed topic, a model glued together from paper, or a message prepared by a child.

The pedagogical result is, first of all:

educationally invaluable experience of independent, creative research work;

new knowledge;

research skills that will help junior schoolchildren overcome non-standard situations not only when solving educational problems, but also in mastering their social experience.

Chapter II. Practical foundations of the problem of research skills in junior schoolchildren

2.1 Experience of primary school teacher Anna Mikhailovna Saburova in developing research skills

The ability to see a problem is a property that characterizes human thinking. It develops over a long period of time in a variety of activities. To develop it in younger schoolchildren, you can use various methods and special tasks.

Task 1. Look at the world through someone else's eyes. The teacher reads an unfinished story to the children. “In the morning the sky was covered with black clouds. It began to snow heavily. Large snow flakes fell on houses, trees, sidewalks and roads...” Continue the story: on behalf of the truck driver; a pilot setting off on a flight; crow sitting on a tree; forest dweller; janitor or city mayor. Children learn to look at the same phenomena and events from different points of view.

Task 2. Write a story on behalf of another character. Describe one day in your imaginary life. a) inanimate objects (I am a briefcase. I am a samovar. I am a chair); b) living objects (I am a rose. I am a hare. I am a shark); c) fairy-tale characters (I am Cinderella. I am Baron Munchausen. I am Carlson); d) professions of people: School: I am a teacher. I'm a technical worker. I'm a librarian. I'm a security guard. I'm a school doctor. Transport: I am a tram driver. I am a passenger. I'm a conductor. Circus: I am a trainer. I'm a clown. I'm a rider. I am a tightrope walker. Airplane: I am a pilot. I'm a flight attendant. I am a passenger.

Clinic: I am a pediatrician. I am a nurse. I am an ophthalmologist. I am a traumatologist.

Task 3. Possible consequences of the events that occurred. Continue the story:

An evil wizard swept across the earth and swept away all the forests...

If all the teachers disappeared from the school...

Friends Vitya and Grisha quarreled...

Kuzka the cat is sick. He had a toothache...

A little kitten sat on a tree and meowed loudly...

Task 4. See in a different light. The same objects are perceived differently by people:

Rose bushes in the moonlight

These magical clouds...

What does a pencil think in the hands of an artist, in the hands of a first grader...

What does the fly on the ceiling think...

What does the fish think in the aquarium...

What is a cozy chair thinking about...

How does a flower feel in a vase...

What a person will appear like if you look at him through the eyes of a cat, dog, horse, ant and others.

Task 5. Observation as a way to identify problems. Submit your version:

Why is a tiger striped?

Where does a kangaroo get a pouch?

Why do kittens love to play?

Why are schoolchildren so noisy during breaks?

Task 6. Techniques similar to the definition of concepts. In order for children to understand the importance of definitions, you can use the following task: Aliens have arrived on earth. They know nothing about our world. Tell them what it is... Each student chooses any subject and talks about it: What is school? What is a book? What is a computer?

Task 7. One topic - many stories. Research is the process of developing new knowledge, the search for truth. The study does not imply the creation of any pre-planned object. The student does not know the result of his research in advance. Is a dog a man's friend or foe? Why do nettles sting? The real researcher does not know the search result. This is how essentially all scientific discoveries were made. A negative result in science is also a result. But in general, both research and design are of high value for modern education. Research as a search for truth is important in the development of creative abilities. And the acquisition of creative thinking teaches clarity in work, the ability to plan one’s actions, and forms an important desire for life - to move towards the intended goal.

Rules for choosing a research topic:

1. The topic should be interesting to the child and should captivate him. Research work, like any creativity, is possible and effective only on a voluntary basis. (From experience, not all children get involved in work right away). The desire to explore something arises when the object attracts, surprises, or arouses interest.

2. The topic must be feasible. The teacher’s task is to guide the child to the idea in which he is fully realized as a researcher, will reveal the best sides of his intellect and gain new useful knowledge and skills. The art of an adult when carrying out work is to help the child make such a choice.

3. The topic should be original, it needs an element of surprise, unusualness in what the child already knows (for example, Andrey Z. chose the topic “Why does milk turn sour?”). Knowledge begins with surprise, and people are surprised by something unexpected. This is, first of all, the ability to look outside the box at traditional, familiar objects and phenomena. How to choose a research topic? Choosing a topic is not difficult if you know exactly what interests you at the moment. If the student cannot immediately determine the topic, A. I. Savenkov, author of the course “I am a researcher,” suggests answering a number of questions:

1. What do I do most often in my free time?

2. What did you want to learn more deeply from what you studied at school?

3. What interests me most?

If these questions do not help, contact your teacher, ask your parents, talk to your classmates. Maybe someone will give you an interesting idea, a topic for your future research.

What might the research topics be? All possible topics can be divided into three groups:

1. Fantastic - themes about non-existent, fantastic objects and phenomena.

2. Experimental - topics that involve conducting your own observations, experiences and experiments.

3. Theoretical - topics on the study and synthesis of information, facts, materials contained in various books, films and other similar sources.

What are the general directions of research?

1. Wildlife (zoology, botany, genetics);

2. Earth (geography, climate, structure);

3. Universe (galaxy, stars, aliens);

4. Man (origin, prominent people, medicine);

5. Culture (language, religion, art, education);

6. Science (mathematics, physics, chemistry, famous scientists);

7. Technology (transport, construction, design);

This classification is not a dogma and can be expanded or shortened. After choosing a topic, it is necessary to formulate a hypothesis - something that has not yet been proven or confirmed by experience as a child. This is just what the young researcher has to do. As soon as we encounter a problem, our brain immediately begins to construct ways to solve it - inventing hypotheses. Therefore, one of the main skills of a researcher is the ability to put forward hypotheses and make assumptions. Hypotheses are born both as a result of logical reasoning and as a result of intuitive thinking.

The word “hypothesis” comes from the ancient Greek - basis, assumption, judgment about the natural connection of phenomena. Children often express a variety of hypotheses about what they see, hear, and feel. A hypothesis is also a prediction of events. The more events a hypothesis can predict, the more valuable it is.

Hypotheses usually begin with the words: suppose; Maybe; let's say; what if, etc.

Organization of the study. To do this, we need to draw up a work plan, that is, answer the question of how we can learn something new about what we are researching. To do this, we need to determine what methods we can use. What are the available research methods?

Think for yourself.

Ask yourself questions: What do I already know about this? What judgment can I make on this matter?

Look at books about what you are researching.

You need to start working with encyclopedias and reference books. Children's encyclopedias will be your first assistants. The information in them is structured according to the principle: “Brief, accurate, accessible about everything.” Use libraries.

Ask other people (it is quite possible that some of them know very important things about what you are studying).

Get acquainted with films and television films on the topic of your research. Remember which films you know can help in collecting information on the topic of your research. Films can be scientific, popular science, documentary, or feature. They are a real treasure for a researcher.

Go to your computer and look at the global computer network Internet. Today, not a single scientist works without a computer - a faithful assistant to the modern researcher. Through the Internet you can obtain extensive information on many issues.

Observe. For observations, man has created many devices: magnifying glasses, binoculars, telescopes, telescopes, microscopes, night vision devices. Think about what devices you can use.

To conduct an experiment. To conduct an experiment means to perform some actions with the subject of research and determine what has changed during the experiment. Use those methods that will help you test your hypothesis.

In accordance with this plan, the children's study begins.

By performing this work, the student acquires certain skills:

thinking: searching for a hypothesis, drawing up a research plan;

search: searching for information somewhere;

communicative: when working in pairs on a project, when defending a project;

It must be remembered that not only natural curiosity, but also

Research activity is a means of developing cognitive interest, establishing educational activities, and hastily socializing the child’s personality in the modern world. One of the skills of research behavior that is formed in a primary school student is to draw conclusions and conclusions, structure material, prove and defend their ideas when defending research.

The forms of protection can be different: messages, reports, diagrams, tables, drawings, computer programs, video materials, layouts and others.

Each researcher has a memo “Protection of research work”:

1. Why this topic was chosen.

2. What goal did you pursue?

3. What hypotheses were tested.

4. What methods and means did you use.

5. What results were obtained? Illustrate with drawings, drawings, questionnaires.

6. What conclusions were drawn from the results of the study.

During the defense, each student learned to present his topic in an accessible and understandable manner, encountered other views on the problem, and learned to convince others by proving his point of view.

2.2 The experience of primary school teacher N.V. Terletskaya (school No. 27, Saransk, Republic of Mordovia) in developing research skills in primary schoolchildren

Let me introduce myself! I am Natalya Vladimirovna Terletskaya, teacher at the Municipal Educational Institution “Secondary School No. 27” in the Saransk urban district of the Republic of Mordovia. My whole life is inextricably linked with school. Back in 1979, I came to secondary school No. 27 as a little seven-year-old girl, a first-grader, and stayed here for many years. First as a pupil, then as a student and finally as a primary school teacher. And for 22 years now I have been trying to sow the reasonable, the good, the eternal... All these years, the school has been constantly changing. She poses more and more new tasks for the teacher. Now, for example, it is not enough just to teach children. It is necessary to teach them how to acquire knowledge. And how to do it? To do this, you need to create problematic situations and teach children to find a way out of them, be able to set goals and achieve them, overcome difficulties and win big and small victories over themselves.

And this is where design and research activities come in handy. But let me tell you right away, it’s very difficult! How to get your child to create and explore? How to make a child feel the need to create something new? When should you start involving children in research and design activities? Questions, questions...

This year I have second graders. Of course, in lessons and in life we constantly use problem situations, we already know how to set goals, draw up an action plan, know what a hypothesis is, we even try to research and create projects. But for now all our work is collective. Every year our school hosts a competition of research works and projects “Fair of Ideas”, in which children from the first grade participate. Last year, at this competition, we already presented our collective project “Pedigree of our class.” The schoolchildren were divided into groups. Some made a family tree of their family, some made a story about an outstanding member of their family, some tried to understand family ties. The work turned out to be very interesting. Everyone contributed to the common cause. My students got the experience of working collectively on a project under the guidance of a teacher.

This year I challenged each student to create an individual project or research paper. Naturally, there weren’t many people willing, even the children understood that this was a huge amount of work. Now we were faced with the task of choosing a topic for a project or research. Of course, at first I gave the second graders the right to choose. She gave me several days to think about the topic, understanding that for a child of 8-9 years old this is a very difficult task, but I myself, knowing the interests of my students, prepared a topic for everyone.

In due time (the children, as I expected), could not tell me what they would like to do. Of the five people, only one girl, Arina Timonkina, immediately said that she wanted to investigate the condition of the teeth of the students in our class. All the rest could not decide what they would like to do. This is where the teacher comes in! And not just name topics for everyone, but lead everyone to their own topic so that no one understands that the teacher chose the topic for him. Every child should feel that it was his decision, it is his choice! Kirill Tukuzov is interested in learning the German language. He chose the topic “How to learn the letters of the German alphabet faster and easier.” Dasha Balandina loves playing with dolls - she chose the topic “Why do girls play with dolls?” Vitaly Volkov dreams of a playground at school. He decided to create the “Children’s Playground” project. And Arina Timonkina focused on researching the question “Why do teeth hurt?”

Next, all young researchers had to determine the goals and objectives of their work, choose methods by which the goals would be achieved, and develop a hypothesis. Not everything worked out right away. I had to correct, redo, agree and disagree. The next stage is to prepare the theoretical part so that the children understand what they will be researching, why and who needs it.

All children are great workers! Everyone found a huge amount of information on their own problem, sometimes even unnecessary. And at this stage, the teacher must help them navigate this flow of information, choose what they need, and remove what is unnecessary. The most important stage is research. The role of the teacher is that of an adviser, a consultant. Under his guidance, students develop questions for questionnaires, interviews, and conversations. But the student conducts surveys, conversations with children, parents, teachers, interviews with specialists himself! And here the lights light up in the child’s eyes! He is himself! I think that it is at this stage that real interest in research awakens! So, all the research has been done. Time to sum up and draw conclusions. At this stage, the role of the teacher is small, since the child himself sees the results of his activities; the teacher’s task is to help the young researcher correctly formulate his thoughts and present them. The work is completed. Now everyone’s task is to adequately defend their project at a school competition. The best works will represent our school at the city competition of research papers and projects. I wish everyone good luck. And now the appointed day. The children are worried, but I am the most worried. Kirill came out, followed by Vitaly, Dasha, Arina. I can hardly breathe. I only exhale when the next performance ends. You can hear my heart beating. All! Well done! I am proud of you, my dear guys! Now only the jury will decide who was the best. Twelve worthy works. How hard it is to choose the best! We look forward to the results. Excruciating minutes of waiting... Finally, our director, Ivan Mikhailovich, gets up and announces the results. First place - Kirill Tukuzov and Vitaly Volkov. Second place - Arina Timonkina. Third place - Daria Balandina. All four of our works were awarded by the jury! This is victory! Children rejoice! You can breathe out and get ready for the city competition. Yes, creating a student research paper or project is a very labor-intensive and responsible process. But its high effectiveness and efficiency justify all the effort and time of both the student and the teacher.

Dear colleagues, involve your students in research activities! By doing this, you will not only increase your children’s cognitive interest and develop their creative abilities, but you yourself will also receive a lot of positive emotions from communicating with young researchers!

Conclusion

In the course of the study, it was established that the research activity of junior schoolchildren is defined by us as a specially organized, cognitive creative activity of students, which in its structure corresponds to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. In the process of implementing this activity, an active search is carried out with varying degrees of independence and the discovery of knowledge by students, using research methods accessible to children. Its result is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student. Pedagogical conditions have been identified, substantiated and experimentally tested to ensure the effectiveness of the process of developing research skills in junior schoolchildren - taking into account the age characteristics of children when organizing training in research activities, the motivation of research activities of schoolchildren, the position and activities of the teacher-organizer of educational and research activities to ensure the systematic and focused nature of research activities primary school students by implementing technology for organizing research activities.

The experience of primary school teachers in developing research skills is reviewed and described.

One of the most important conditions for increasing the effectiveness of the educational process is the organization of educational research activities and the development of its main component - research skills, which not only help schoolchildren better cope with the requirements of the program, but also develop their logical thinking and create an internal motive for educational activities as a whole. The development of research skills gives the student:

the ability to master research methods and use them when studying materials from any discipline;

the opportunity to apply the acquired knowledge and skills in realizing their own interests, which contributes to further self-determination of students; the opportunity to develop interest in various sciences, school disciplines and cognitive processes in general.

This determines the introduction of methods and technologies into the educational process based on the research activities of students.

List of sources used

1. Amonashvili, Sh.A. Personal and humane basis of the pedagogical process [Internet resource]: interactive. book;

2. Amonashvili, Sh.A. Reflections on humane pedagogy [online resource]: interactive. book;

3. Balakshina, L. G. Research activities of junior schoolchildren [Internet resource] - Festival of pedagogical ideas “Open Lesson” / Balakshina L. G.// 2007-2008;

4. Zverev, I.V. Organization of educational and research activities of students in an educational institution [Internet resource] - Volgograd: ITD “Corypheus”, 112 p.;

5. Zubova, O. A. Research work in elementary school. .[online resource] - Festival of Pedagogical Ideas “Open Lesson” / Zubova O. A.// 2007-2008;

6. Reznik, I.A. Formation of research skills [Internet resource] / Reznik I.A// Pedagogy;

7. Savenkov, A. I. Methods of research teaching for junior schoolchildren [Internet resource];

8. Savenkov, A.I. The psychology of inquiry learning. [text]/ A.I. Savenkov //- Moscow, Academy of Development. 2005 450 s;

9. Savenkov, A. I. Educational research in elementary school. [text] // Beginning. school - No. 12. - 2000. - P. 101-108;

10. Saburova, A. M. Development of research skills in junior schoolchildren [Internet resource] / Saburova A. M.// Zankov.ru;

11. Semenova, N.A. Research activities of students. [Internet resource] / Primary school No. 2. 2007.- p.45;

12. Semenova, N.A. Formation of research skills of junior schoolchildren [Internet resource] /Semyonova N.A.//;

13. Sokolova, N.G. Development of research skills in younger schoolchildren [Internet resource]/Sokolova N.G.//;

14. Terletskaya, N.V. Formation of research skills in junior schoolchildren [Internet resource] / Terletskaya N.V.// Magazine “Primary School”, June 9, 2014;

15. Shalagina, E. A. Organization of research activities of primary school students [Internet resource]/ Shalagina E. A.// Novoaltaysk;

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We analyzed the stage of diagnosing research skills in the works of different teachers.

Diagnostics in all works took place in 2 stages. The first is to determine the initial level of research skills. The second diagnosis of skills after the formative experiment. What is important to us is not the results, but the diagnostic methods, so in our work we will focus our attention on the methods.

4th grade students took part in the experiment on the basis of Municipal Educational Institution Secondary School No. 31 in the city of Ishim.

Teachers identified five groups of research skills of junior schoolchildren:

1. Ability to organize your work (organizational);

2. Skills and knowledge related to the implementation of research (search);

3. Ability to work with information and text (information);

4. Ability to formalize and present the result of your work.

5. Skills related to the analysis of one’s activities and evaluation activities (evaluative).

Thus, they define the research skills of children of primary school age as intellectual and practical skills associated with the independent choice and application of research techniques and methods on material accessible to children and corresponding to the stages of educational research.

They assessed the development of research skills of primary school students using those identified, based on an analysis of the relevant literature (L.I. Bozhovich, A.G. Iodko, E.V. Kochanovskaya, G.V. Makotrova, A.K. Markova, A. N. Poddyakov, A.I. Savenkov) criteria:

1. The student’s practical readiness to carry out research activities is manifested in the fact that the child independently selects a research topic that is significant for him, outlines the steps of work on this topic, applies various research methods (working with literary sources, observation, etc.), draws up and presents the result (product) of his work.

2. We consider the motivation of students’ research activities as the child’s desire to learn new things, perform certain actions to search for knowledge of interest, and participate in educational research. The student shows cognitive activity in the process of solving educational problems, interest in new topics and ways of working. The criterion is visible in the dynamics of children’s motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).

3. The manifestation of creativity in children’s research activities was taken into account in approaches to choosing a topic, determining research objectives, and productivity in finding solutions to problems; in originality of approaches to choosing research paths, creating a new product, design and presentation of results, the ability to see the subject under study from different angles and positions.

4. Degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activities the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as research skills are mastered, the participation of adults in research activities decreases, and the position of the teacher changes from a leader to an organizer, an assistant, and a consultant.

The assessment of each of these criteria was correlated with the levels of development of research skills of primary school students identified and described in their work:

1. They define the initial level as already existing, formed on the basis of children’s spontaneous research experience and educational skills acquired during their studies in the first grade. The initial level can be characterized as follows: low level of interest in conducting research work, lack of knowledge about research activities, and lack of research skills. It is possible to implement research activities by analogy. The student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, or assumptions about the work.

2. The initial level is characterized by the emergence of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform basic short-term studies by analogy with the help of adults. Possession of the basic knowledge of organizing one's research work and some simple research skills is observed. The manifestation of creativity can be regarded as low.

3. The productive level has the following characteristics: stable internal and external motives for conducting research work, there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, has many skills in carrying out educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with sources of information); demonstrates the possibility of an original approach to solving a problem and presenting the results of one’s activities.

4. The creative level can be defined as follows: there is a constant interest in conducting various types of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals and objectives, and productively find ways to solve problems; a high degree of independence in the implementation of work at all stages of the research; the ability to present the result of an activity in an original way.

To determine the level of development of research skills in junior schoolchildren, the following diagnostic methods were used:

Pedagogical observation carried out by the teacher during lessons in various disciplines, during research activities;

Analysis of the products of children's research activities (research works);

Questionnaires that allow you to identify and evaluate the development of specific skills, the presence of knowledge about research activities, manifestations of creativity, the degree of independence in research work, and the motivational attitude towards educational research of junior schoolchildren.

The current level of development of students' research skills was assessed using developed questionnaires for teachers and assignments for students.

The method of control diagnostics coincided with the method of ascertaining examination of the level of development of research skills of junior schoolchildren.

As a result of our analysis of the work of teachers of GBOU Secondary School No. 1155 in Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.

The difference lies in the methods for diagnosing research skills. In GBOU secondary school No. 1155, students were assessed according to criteria during pedagogical observation, each item was assessed on a 3-point scale: 0 points - cannot do it, 1 point - needs help from a teacher, 2 points - can do it independently.

They also determined the levels of development of research skills:

0-5 – low level

6-9 – average level

10-14 – high level.

Diagnosis of research skills is necessary and should be carried out at least twice. If we analyze the work of teachers in the city of Ishim, we understand that the work is carried out regularly, starting from the first grade. And the first diagnostics were carried out in the first grade, to determine the initial level of development of research skills. Also, teachers use several methods for diagnosing research skills in their work, since only one diagnostic method will not allow them to see a reliable result.

Introduction

The concept of “research skills”, their essence in primary school age

Peculiarities of development of a primary school student and the impact on research skills

Methods for diagnosing research skills of junior schoolchildren

From work experience primary school teachers diagnostics of research skills of junior schoolchildren

Conclusion

List of sources used

Introduction

In an era when the individual comes first, both in the social and educational space, it is necessary to create favorable conditions for its realization. It is assumed that the educational process at school should be aimed at achieving a level of education of students that would be sufficient for independent creative solution of worldview problems of a theoretical or applied nature. Learning activities are not given in a ready-made form. When the child comes to school, it is not there yet. Educational activities must be formed. Just as a person must be able to work, he must be able to study. An extremely important issue is the ability to learn for yourself. The first difficulty is that the motive with which a child comes to school is not related to the content of the activities that he must perform at school. The motive is gradually lost, and the child’s desire to learn fades away. The learning process must be structured so that its motive is connected with the own, internal content of the subject of learning.

Achieving this goal is associated with the organization of educational activities that have a research orientation. With the advent of the new standard, primary school teachers have to deal more often with the research activities of younger schoolchildren. Therefore, it is important to have a complete understanding of this type of activity.

Today, quite a lot of research is devoted to the problems of studying the research skills of junior schoolchildren; their analysis allows us to conclude that the research activity of junior schoolchildren is a creative activity aimed at understanding the world around them, the discovery of new knowledge and ways of activity by children. It provides conditions for the development of their value, intellectual and creative potential, is a means of activating them, creating interest in the material being studied, and allows them to form subject-specific and general skills. Research data (L.P. Vinogradova, A.V. Leontovich, A.N. Poddyakov, A.I. Savenkov) indicate the possibility of successfully teaching the elements of educational research already at the initial stage of school education.

No less important is diagnosing the research skills of a primary school student. The teacher, involving the child in research activities, must be focused on the result, on those skills that are prescribed in the Federal State Educational Standard of the NEO. And in order to find out the results, the teacher needs not only to know diagnostic methods, but also to be able to use them, know the pros and cons of each method, and use various methods in combination.

The relevance of the problem determined the choice of the topic of scientific and methodological work: to study in a theoretical aspect the problem of diagnosing the research skills of junior schoolchildren.

In the study we set the following tasks:

.Study the theoretical aspect of the concept of research skills

2.To study the developmental features of younger schoolchildren and their impact on research skills

.Learn methods for diagnosing research skills

.Analyze the work experience of teachers.

To solve problems, it is necessary to use the following set of methods of psychological and pedagogical research: theoretical analysis, generalization, literature analysis, study and generalization of advanced pedagogical experience, study of teachers’ work experience, summarizing, compiling a bibliography.

Structure of the work: the course work consists of an introduction, three paragraphs, a conclusion, and a bibliography consisting of twenty-nine sources.

1. The concept of “research skills”, their essence in primary school age

Research skills of junior schoolchildren are formed during research activities. By definition I.A. Zimnyaya and E.A. Shashenkova, research activity is “a specific human activity that is regulated by the consciousness and activity of the individual, aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the goal and in accordance with objective laws and existing circumstances that determine reality and goal achievability. Determining specific methods and means of action, through posing a problem, isolating an object of study, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and testing the knowledge gained, determine the specifics and essence of this activity.”

In order to fully study the concept of “research activity”, we studied the concepts of “activity” and “research”

Activity is a process (processes) of active interaction between a subject and the world, during which the subject satisfies some of his needs. An activity can be called any activity of a person to which he himself attaches some meaning. Activity characterizes the conscious side of the personality.

The concept of activity can be defined as a specific type of conscious activity of a person, during which a person learns and improves the world around him, as well as himself and the conditions of his existence.

Research, in contrast to spontaneous forms of cognition of the surrounding world, should be considered as a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of research behavior.

Search activity is the beginning of search activity, then search behavior as a way of interacting with the outside world. Developed search activity creates conditions for the development of research abilities, on the basis of which research behavior is formed. And it is the source of a healthy personality. According to A.I. Savenkova, it is search behavior that allows you to act in non-standard situations. And this is not just activity in conditions of uncertainty, but adequate behavior in such a situation with the manifestation of all the skills that are formed through research training: assessing the situation, modeling, predicting, the ability to build one’s action.

According to the definition of Poddyakov A.N. exploratory behavior is behavior aimed at searching and acquiring new information, one of the fundamental forms of interaction of living beings with the real world. Research behavior and initiative play a huge role in mastering new areas of knowledge, acquiring social experience and personal development. However, exploratory behavior can be qualitatively different. In one case, intuition takes the leading role and then the child acts by trial and error. In another case, the child’s thoughts are largely built on the basis of logic and a logical attitude to the world. In this case, the child always analyzes his actions, evaluates them and predicts the results. This behavior is based on the child’s research abilities.

In order to take a child’s research activity to a qualitatively new level, search activity alone is not enough; analysis of the results obtained, construction of hypotheses for the further development of the situation, modeling and implementation of one’s further actions—correction of research behavior—are also important. but this is not enough to increase the level of research activity. Only after a new adjusted observation and experiment and evaluation of one’s activities, the research is taken to a new level.

Research, investigative behavior is an integral part of the behavior of any living creature, and in particular of a junior schoolchild, because the basis of such behavior is curiosity. Research helps to adapt to an ever-changing world and also leads to personal development.

Research activities are always active when any contradiction or gap in knowledge arises. A child engaged in such activities always strives to explain all the contradictions and fill in all the gaps, then he feels satisfied, and his research skills grow qualitatively.

Under research activity, as defined by A.I. Savenkov, understands the activities of students associated with their solution of creative research problems with a previously unknown solution and involving the following stages: formulation of the problem, study of the theory devoted to this issue, selection of actions for research and practical mastery of them, observation and collection of their own material, then its analysis , generalization and own conclusion.

Research can be classified in different ways:

by the number of participants (collective, group, individual);

by location (classroom and extracurricular);

by time (short-term and long-term);

on the topic (subject or free),

on the problem (mastery of program material; deeper mastery of the material studied in the lesson; questions not included in the curriculum).

The teacher determines the level, form, and time of research depending on the age of the student, his predisposition to research activities and specific pedagogical tasks.

Based on this, we can identify the following skills necessary when carrying out research activities:

· ability to see problems;

· ability to ask questions;

· ability to develop hypotheses;

· the ability to define concepts;

· ability to classify;

· ability to observe;

· ability to conduct experiments;

· the ability to draw conclusions and inferences;

· ability to structure material;

· the ability to prove and defend your ideas.

We agree with researcher A.B. Mukhambetova, who considers skill as readiness to carry out a certain activity based on the conscious use of knowledge and life experience, with awareness of the purpose, conditions and means of this activity. In turn, research is the study, clarification of any facts, processes or phenomena based on existing knowledge.

It is important that research has the following features: the desire to determine and express the quality of the unknown with the help of the known; be sure to measure everything that can be measured, to show the numerical ratio of what is being studied to what is known; always determine the place of what is being studied in the known system. If scientific inquiry has these three characteristics, then it can be called research.

The study also assumes the following main stages:

formulation of the problem;

studying the theory devoted to this issue;

selection of research methods;

collection of material, its analysis and synthesis;

scientific commentary;

own conclusions.

We agree with researcher Savenkov A.I. is that the practice of conducting educational research with primary schoolchildren can be considered as a special area of extracurricular or extracurricular work, closely related to the main educational process and focused on the development of children’s research and creative activity, as well as on deepening and consolidating their existing knowledge and skills , skills.

Thus, in the context of our research, speaking about the essence of the research activity of a junior school student, we will share the position of scientist N.A. Semenova, who understands by this specially organized, cognitive creative activity of students, which in its structure corresponds to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, and the personal development of the student. We identify the following research skills that are characteristic of primary school students: the ability to organize one’s activities, work with information, carry out educational research, formalize and present the result of research, analyze and evaluate research activities.

It can also be noted that research activity is an acceptable way of working with children, but it differs in some features and cannot exist as the only type of activity in the lesson, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and their personal position is activated.

2. Features of the development of a primary school student and the impact on research skills

Important for our work is the position of researcher N.A. Semenova, who determines such pedagogical conditions for the formation of research skills of primary school students as taking into account age and individual characteristics when organizing educational research; development of motivation for research activities; the teacher’s activities in creating a creative educational environment and ensuring a systematic process of developing schoolchildren’s research skills. The nature of teaching is also important: it should be problem-based and research-based, aimed at the personal and intellectual development of children.

Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. The leading activity of this period is educational activity. The junior school period occupies a special place in psychology also because this period of schooling is a qualitatively new stage in a person’s psychological development.

Younger schoolchildren are characterized by certain age-related psychological and anatomical characteristics that facilitate or hinder research activities.

L.F. Obukhov notes that the most important characteristic of a junior schoolchild is his natural curiosity. A feature of a child’s healthy psyche is cognitive activity.

It is also important to remember that at this age thinking is characterized by imagery and egocentrism, a special mental position caused by the lack of knowledge necessary to correctly solve certain problem situations. The lack of systematic knowledge and insufficient development of concepts lead to the fact that the logic of perception dominates in the child’s thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal when, before his eyes, a change in the configuration of their state occurs in accordance with the shape of the vessel where they are placed. However, in the elementary grades, a child can already mentally compare individual facts, combine them into a holistic picture, and even form for himself abstract knowledge that is distant from direct sources. J. Piaget established that the thinking of a child at the age of 7 is characterized by “centring” or perception of the world of things and their properties from the only possible position for the child, the position he actually occupies. It is difficult for a child at this age to mentally move from one point to another; it is difficult to imagine that one can see the world in different ways. Seven-year-olds also lack the idea of the constancy of certain properties of things. This can make research work with seven-year-old children much more difficult.

After prolonged, excessive work, as well as during monotonous or strenuous work, fatigue sets in. A characteristic manifestation of fatigue is a decrease in performance. The rate of onset of fatigue depends on the state of the nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work quickly causes fatigue. Children get tired with prolonged immobility and with limited physical activity. Research has shown that seven-year-old children work most productively for 45 minutes, second-graders for 1 hour, and students in grades 3-4 for 1.5 hours. . Thus, we understand that the teacher must plan the temporary duration of the students’ activities so that the student’s desire to explore does not disappear. It is also important to choose the right research topic. It should not only interest the student, but should also contribute to a change in the child’s activities. Mobile activity should be replaced by mental activity.

One of their main features is observation, the ability to notice such insignificant details that the eyes of an adult would not pay attention to. Often, schoolchildren find typos in their textbooks, slips in the teacher’s words, and logical inconsistencies in books and drawings. The development of research skills is facilitated by questions aimed at analyzing text, drawings, layouts, objects of reality, and assignments.

Another feature of little researchers is their accuracy and diligence. When setting up an educational experiment, they do not admit any errors and do not deviate from the planned plan. They are ready to give up everything, the main thing is that the experiment is a success. In such images, self-sacrifice for the sake of science is typical for elementary school students. This desire must be encouraged. This can be done by both the teacher and parents.

In the process of carrying out research work, younger schoolchildren show special hard work, perseverance and patience. They are able to find and read a bunch of books on a topic that interests them.

The next characteristic of the research activities of primary school students is the lack of knowledge, skills and abilities to correctly design their research. Children of this age do not yet have very well developed written language skills. They do not know how to compose texts correctly and make spelling and stylistic errors. In younger schoolchildren, muscles and ligaments vigorously strengthen, their volume increases, and overall muscle strength increases. In this case, large muscles develop earlier than small ones. Therefore, children are more capable of relatively strong and sweeping movements, but have a more difficult time coping with small movements that require precision. Ossification of the phalanges of the metacarpus ends by the age of nine to eleven, and of the wrist by ten to twelve. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. If we take these circumstances into account, it becomes clear that we should not overload a child, especially in grades 1-2, with written research work, again due to the fact that only a negative imprint from this work will be left in his memory. The child will not receive any satisfaction from the study. Therefore, at the first stages, at the stages of inclusion in research activities, children need the help of adults - teachers, parents, high school students.

To summarize what has been written, we found that primary school age is a favorable period for involving students in educational and research activities. The child experiences anatomical transformations - the formation of the skeleton, muscle growth, strengthening of the heart muscle, and an enlargement of the brain. In addition, in younger schoolchildren one can observe such psychological new formations as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a peer group. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental effort, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, hard work, and observation. It becomes clear to us that for a child, research is a part of his life; therefore, the main task for the teacher becomes not just maintaining the child’s interest in research activities, but also developing this interest.

research creative educational school student

3. Methods for diagnosing the research skills of junior schoolchildren

As a rule, the subject of children's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help, therefore, we believe, it is quite difficult to determine the development of research skills in a primary school student, since it is difficult to determine the degree of his independence in determining the topic research.

Based on this, we believe that it is the degree of independence that is one of the priority criteria for diagnosing the development of research skills of a junior schoolchild.

In addition, we believe it is possible to use observation of a child in order to determine the extent to which the child independently chooses a research topic that is significant for him, outlines the steps of work on this topic, applies different research methods (working with literary sources, observation, etc.), draws up and presents the result of his work.

Researcher A.I. Savenkov, regarding the diagnosis of research skills, which, in his opinion, “can be successfully carried out during observations,” believes that when observing the behavior of children in situations requiring research behavior, it is necessary to focus on the following criteria: - the ability to see problems; - the ability to pose questions; - the ability to put forward hypotheses; - the ability to define concepts; - the ability to classify; - the ability to observe; - the skills and abilities of conducting experiments; - the ability to draw conclusions and conclusions; - the ability to structure material; - the ability to explain, prove and defend your ideas.” .

We also believe that it is possible to use questionnaires that allow us to identify the level of development of research skills, the degree of independence, interest in research activities, and the manifestation of creativity. But the result may be erroneous, since in tests the child will want to “embellish” reality. It is best to use all methods in combination.

Based on the research of A.I. Savenkova, A.N. Poddyakova, A.V. Leontovich We can distinguish 3 levels of development of research skills in junior schoolchildren:

first: the student cannot independently see the problem or find solutions, but with the instructions of the teacher they can come to a solution to the problem.

second: the student can independently find methods for solving the problem and come to the solution itself, but without the help of a teacher he cannot see the problem

third (highest): students themselves pose the problem, look for ways to solve it and find the solution itself.

It is the last level that determines the ability to learn, which is based on almost all types of universal learning activities. And teachers should strive to bring the child to this level. Then we can talk about the development of research skills.

But it is possible to erroneously prescribe a high level of research skills to a child with a low level, since his parents and teacher can help him. Therefore, the child should be monitored very carefully. Indeed, due to the assignment of an inappropriate level to the child, he may find himself in a situation of failure when the teacher gives him a task that does not correspond to his level of development of research skills.

The level of development of research skills in younger schoolchildren is also determined by the student’s ability to perform actions of a certain complexity. A student whose research skills are sufficiently well developed does not have the following difficulties:

Inability to choose an object of study, an adequate solution;

Insufficient ability to work with hypotheses;

Lack of development of general educational skills (reading, writing, etc.);

The desire to work in a group and at the same time the inability to “hear” others and distribute activities among themselves;

The insufficiency of the activity approach and the acceptance of the educational task as external.

The concepts of “initial level of development” and “high level of development” are quite arbitrary, but are needed to indicate points of attention to the learning stage. To ensure and diagnose individual instrumental research skills, we will designate the range of their development.

Range of development of research skills

Research skillsInitial level of developmentHigh level of developmentAbility to see a problemAbility to recognize some contradictions, the ability to consider a subject from different points of viewAbility to see, understand and formulate a problemAbility to classifyAbility to distribute objects into groups according to certain characteristicsAbility to draw up classification and structural tables, diagramsAbility to ask questionsAbility to ask descriptive, causal, subjective questionsAbility to pose correct imaginary, evaluative and future-oriented questions Ability to define a concept Ability to give a description of an object, explain through an example Ability to consciously apply logical thinking techniques: analogy, comparison, analysis, synthesis Ability to present a concept in the language of symbols Ability to come up with a clear icon to designate an object Ability to find and present a semantic idea using various figurative means of the object being studied Goal setting The ability to formulate the purpose of the study Development of a personal hierarchy of goals in all areas of life and activity Reflection The ability to name the stages of one’s own activities, identify successes, difficulties, and methods of activity used The ability to build a multi-level reflective model of various types of activities occurring in an individually complex educational process

In order to determine the level of development of research skills, students can be offered a criterion-oriented test aimed at checking the degree to which they have achieved research skills. The test is a series of tasks that simulate educational research, so they must be completed in a strictly defined sequence.

Each skill is rated on a three-point scale:

The skill has not been developed;

The skill is partially formed;

The skill is fully developed.

Based on the results obtained, a summary table is compiled, which determines the level of development of the tested skills of each student in the class.

In conclusion, we believe that the difficulty in diagnosing the research skills of younger schoolchildren lies in the fact that the child, due to age characteristics, has not yet developed the ability to set goals, objectives, or choose a topic; he does this with the help of a teacher. In this case, the diagnosis results in an incorrect result.

Perhaps, to obtain a more reliable result, a new method for diagnosing research skills should be developed.

4. From the experience of primary school teachers in diagnosing the research skills of junior schoolchildren

We analyzed the stage of diagnosing research skills in the works of different teachers.

4th grade students took part in the experiment on the basis of Municipal Educational Institution Secondary School No. 31 in the city of Ishim.

Teachers identified five groups of research skills of junior schoolchildren:

Ability to organize your work (organizational);

Skills and knowledge related to the implementation of research (search);

Ability to work with information and text (information);

Ability to format and present the results of your work.

Skills related to the analysis of one’s activities and evaluation activities (evaluation).

Thus, research skills They define children of primary school age as intellectual and practical skills associated with independent choice and application of research techniques and methods on material accessible to children and corresponding to the stages of educational research.

The student’s practical readiness to carry out research activities is manifested in the fact that the child independently selects a research topic that is significant to him, outlines the steps of work on this topic, applies various research methods (working with literary sources, observation, etc.), draws up and presents the result (product) of your work.

We consider the motivation of students' research activities as the child's desire to learn new things, perform certain actions to search for knowledge of interest, and participate in educational research. The student shows cognitive activity in the process of solving educational problems, interest in new topics and ways of working. The criterion is visible in the dynamics of children’s motives associated with conducting research activities: from narrow social motives (to achieve praise) to broad cognitive ones (the desire to find new knowledge, learn how to find information).

The manifestation of creativity in children's research activities was taken into account in approaches to choosing a topic, determining research objectives, and productivity in finding solutions to problems; in originality of approaches to choosing research paths, creating a new product, design and presentation of results, the ability to see the subject under study from different angles and positions.

Degree of manifestation of independence. A feature of primary school age is that in educational and cognitive activities the leading role belongs to the teacher or other adults. As a rule, the subject of a child's research lies within the child's zone of proximal development, and it is difficult for him to cope with the research without outside help. However, as research skills are mastered, the participation of adults in research activities decreases, and the position of the teacher changes from a leader to an organizer, an assistant, and a consultant.

The assessment of each of these criteria was correlated with the levels the formation of research skills of primary school students, identified and described in their work:

They define the initial level as already existing, formed on the basis of children’s spontaneous research experience and educational skills acquired during their studies in the first grade. The initial level can be characterized as follows: low level of interest in conducting research work, lack of knowledge about research activities, and lack of research skills. It is possible to implement research activities by analogy. The student rarely shows initiative and an original approach in educational research, does not express ideas, suggestions, or assumptions about the work.

The initial level is characterized by the emergence of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform basic short-term studies by analogy with the help of adults. Possession of the basic knowledge of organizing one's research work and some simple research skills is observed. The manifestation of creativity can be regarded as low.

The productive level has the following characteristics: stable internal and external motives for conducting research work; there is a desire to conduct research independently (individually or with a group). The student has certain knowledge about research activities, has many skills in carrying out educational research (can determine the topic, purpose and objectives of the research with the help of a teacher or independently, work with sources of information); demonstrates the possibility of an original approach to solving a problem and presenting the results of one’s activities.

The creative level can be defined as follows: there is a constant interest in conducting various types of research, the ability to independently and creatively approach the choice of a research topic, the ability to set goals and objectives, and productively find ways to solve problems; a high degree of independence in the implementation of work at all stages of the research; the ability to present the result of an activity in an original way.

To determine the level of development of research skills in junior schoolchildren, the following diagnostic methods were used:

pedagogical observation carried out by the teacher during lessons in various disciplines and during research activities;

analysis of the products of children's research activities (research works);

questionnaires that allow us to identify and evaluate the development of specific skills, the presence of knowledge about research activities, manifestations of creativity, the degree of independence in research work, and the motivational attitude towards educational research of junior schoolchildren.

The current level of development of students' research skills was assessed using developed questionnaires for teachers and assignments for students.

The method of control diagnostics coincided with the method of ascertaining examination of the level of development of research skills of junior schoolchildren.

As a result of our analysis of the work of teachers of GBOU Secondary School No. 1155, Moscow, we found that the levels of development of research skills and criteria in both works were taken the same, based on the research activities of O.A. Ivashova.

They also determined the levels of development of research skills:

5 - low level

9 - average level

14 - high level

Conclusion

Thus, I came to the conclusion:

Defining educational and research activities younger schoolchildren, we will talk about specially organized, cognitive creative activity of students, which in its structure corresponds to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, and the personal development of the student. We identify the following research skills that are characteristic of primary school students: the ability to organize one’s activities, work with information, carry out educational research, formalize and present the result of research, analyze and evaluate research activities.

It can also be noted that research activity is an acceptable method of working with children, but it differs in some features and cannot exist as the only type of activity in the lesson, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, children develop abilities for a research type of thinking, and their personal position is activated.

Currently, the Federal State Educational Standard for Educational Education requires teachers to develop universal educational activities in elementary school students, which can be formed both in class and outside of class time, engaging in research activities with children that will be of interest to them.

In addition, in younger schoolchildren one can observe such psychological new formations as the ability to learn, conceptual thinking, an internal plan of action, reflection, a new level of arbitrariness of behavior, and orientation towards a peer group. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental effort, but also great physical endurance, especially if we are talking about research activities that require attentiveness, diligence, hard work, and observation. It becomes clear to us that for a child, research is a part of his life; therefore, the main task for the teacher becomes not just maintaining the child’s interest in research activities, but also developing this interest.

The difficulty in diagnosing the research skills of younger schoolchildren lies in the fact that the child, due to age characteristics, has not yet developed the ability to set goals, objectives, or choose a topic; he does this with the help of a teacher. In this case, the diagnosis results in an incorrect result.

To date, the criteria and levels of development of the research skills of children of primary school age have not been sufficiently developed, which, accordingly, complicates the procedure for diagnosing the research skills of junior schoolchildren. This problem remains relevant and little studied; we believe that more attention should be paid to it.

Thus, by solving the tasks we set, we achieved our goal.

List of sources used:

1.Leontyev A.N. Activity, consciousness, personality. - M., 1975. 304 p.

2.Leontovich A.V. Designing student research activities: Dis. Ph.D. psychol. Sciences: Moscow, 2003. -210 p.

.Zimnyaya I.A., Shashenkova E.A. Research work as a specific type of human activity. - Izhevsk: ITSPKPS, 2001.

.Mental development of junior schoolchildren: Experiment. Psychol. Research / Ed. V.V. Davydova.- M.: Pedagogy, 1990.-168 p.

.Semenova N.A. Analysis of problems in organizing children's research activities: journal Bulletin of Tomsk State Pedagogical University, 2011, Issue number: 10

.Obukhova L.F. Developmental psychology.- M., 2003.-448 p.

.Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A., Karabanova O.A., Salmina N.G., Molchanov S.V. How to design universal learning activities in primary school: from action to thought. - M: Education, 2008. - 150 p.

.Savenkov A.I. Gifted children in kindergarten and school.- M., 2000.231 p.

.Savenkov A.I. Psychological foundations of a research approach to learning / A.I. Savenkov.- M., 2006.- 479 p.

.A.I. Savenkov Methods of research teaching of junior schoolchildren - Samara: Publishing House "Educational Literature", 2005.

.Federal state educational standard of basic general education: approved. by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897.- M., 2011.- 42 p.

.Khripkova A.G. Age-related physiology and school hygiene.-M., 1990, 319 p.

.Mukhina V.S. Developmental psychology. - M., 2003, 456 p.

.Elkonin D.B. Psychology of teaching primary schoolchildren. M.: Knowledge, 1974.-64p.

.Podolets V.V. Activity as a social form of self-organization // Russian idea and the idea of globalization. - 1993.

.Educational psychology / ed. L.A. Regush, A.V. Orlova. St. Petersburg: Peter, 2010.

.Poddyakov A.N. Development of research initiative in childhood: Doctor's thesis. Psychol. N.: M. 2001.- 350 p.

.Poddyakov A.N. Exploratory behavior: cognitive strategies, help, opposition, conflict. M., 2000. (Electronic version: website “Education: Researched in the World”. M.: State Scientific and Pedagogical Library named after K.D. Ushinsky, section “Monographs”)

.Mostovaya L.N. Organization of project activities in elementary school.

.Organization of research activities of junior schoolchildren. Results of the first competition for junior schoolchildren “My Project” - Collection of teaching materials / ed. S.Yu. Prokhorova. Ulyanovsk: UIPKPRO, -2010.- 73 p.

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MBOU "Zyryansk Secondary School"

Zyryansky district

Innovative

educational project:

“Formation of research skills in junior schoolchildren »

highest qualification category

1. Introduction.

2. Theoretical foundations of the idea of a research approach to teaching.

3. Project implementation stages.

4. Criteria for the expected result.

5. Conclusion.

6. List of references.

1. The scope of implementation of the innovation proposed in the project.

Organization of the educational process in the primary grades of secondary schools.

2. Project Manager:

Primary school teacher of the highest qualification category MBOU "ZSOSH", p. Zyryansky, winner of PNPO, teaching experience - 26 years.

Project execution base:

Primary classes of municipal educational institution "ZSOSH" (26 +21 people).

4. Project participants:

1). Primary school students; (from 1st to 4th grade, for two editions)

2). Primary school teacher.

5. Psychological support of the project:

Head of the psychological and pedagogical service of the municipal educational institution "ZSOSH"

6. Social partners:

1). Library MBOU "ZSOSH" (Head of the Library);

3). Zyryansk Central Library (Head of the Library);

4) Zyryansky Museum of Local Lore. (Director)

7. Project completion time:

Beginning: academic year;

Completion: 20 academic year.

8. Project implementation stages:

1. Preparatory;

2. Development and implementation of the project

3. Analysis of results

9. Material support for the project:

To implement the project, there is a need for a material and technical base.

A classroom equipped with a computer and multimedia equipment.

1. Introduction

The first and most important principle,

which can be offered

creative teacher is:

“Anything you want to say, ask!”

In modern society, there is an increasing need for people who think outside the box, are active, creative, and are capable of solving set goals and objectives in an unconventional way. Therefore, the issue of creating conditions for improving the quality of the educational process is now widely discussed in education. In the arsenal of innovative pedagogical tools and methods, educational research activities occupy a special place. It is very important that this work is well done already from elementary school, since it is at this age that children should lay the foundation of knowledge, skills and abilities for active, creative and independent activity of students, methods of analysis, synthesis and evaluation of the results of their activities. And research work is one of the most important ways to solve this problem. Such activities, which place students in the position of “researcher,” occupy a leading place in modern systems of developmental education.

The child's need for research is biologically determined; a child is born a researcher. A tireless thirst for new experiences, curiosity, a constant desire to observe and experiment, and independently seek new information about the world are considered the most important features of children's behavior. It is this internal desire for research that creates the conditions for the child’s mental development to initially unfold as a process of self-development.

Pedagogical science and practice have established that if one does not begin to teach “creative activity” from a sufficiently early age, then the child will suffer damage that is difficult to repair in subsequent years. Already in elementary school you can meet students who are not

They are satisfied with working with a school textbook; they read specialized literature and look for answers to their questions in various fields of knowledge. Therefore, it is so important at school to identify everyone who is interested in various fields of science and technology, to help realize their plans and dreams, to lead schoolchildren on the path of searching for science in life, and to help them fully reveal their abilities. That is why Teaching a child the skills of research becomes the most important task of education and a modern teacher. All this caused Relevance of the research topic.

Object of study: the process of developing research skills in younger schoolchildren.

Subject of study: conditions for the formation of research skills in junior schoolchildren.

Pedagogical goal: to increase the level of quality of students’ knowledge and active personal position through the creation of conditions conducive to the development and improvement of research skills in lessons and in extracurricular activities.

Purpose of the study: determine the conditions for the formation of research skills.

The study of psychological and pedagogical literature on the research topic allowed us to put forward the following hypothesis:

If a younger student develops research skills, this will help them study more successfully and comprehend academic disciplines more deeply.

In accordance with the purpose and hypothesis of the study, the following were identified: tasks:

Ø - study and analyze the state of the problem in pedagogical theory and practice;

Ø - select technologies, methods and techniques for developing research skills;

Ø - train younger schoolchildren to conduct educational research;

Ø - develop children's creative research activity.

2. Theoretical foundations of the idea of a research approach to teaching.

Educational research activity is a specially organized, cognitive creative activity of students, its structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness, the result of which is the formation of cognitive motives, research skills, subjectively new knowledge and methods of activity for students.

To develop students' research skills, the teacher needs to create conditions that would meet the goal.

When organizing educational activities, the teacher must work on developing the following skills:

1. The ability to organize your work (workplace organization, work planning).
2. Skills and knowledge of a research nature (choosing a research topic, planning research stages, searching for information, selecting methods for solving a problem).
3. Ability to work with sources of information (Internet, dictionaries, encyclopedias, scientific articles, children's newspapers and magazines, school textbooks, TV shows, movies and cartoons, etc.)
4. The ability to present the results of one’s creative work: fulfilling the requirements for a speaker’s speech, competently constructing a speech, designing works (projects) in handwritten, printed, electronic, artistic or other versions.

Research activities at the elementary level can be organized by the teacher sporadically or fragmentarily at a certain stage of the lesson, designed for the entire lesson or long-term research using existing knowledge and skills. Thus, in the process of carrying out research, children develop theoretical knowledge and practical skills. It is advisable to include the research process in all educational areas of primary school in order to develop in the child

the ability to creatively master and rebuild new ways of activity in any sphere of human culture.

Forms of work:

Ø individual approach to lessons, use of elements of differentiated learning in practice, conducting non-standard forms of lessons;

Ø additional classes with gifted children in subjects;

Ø participation in school and regional competitions;

Ø project activities of students;

Ø attending and participating in extracurricular activities;

Ø competitions, intellectual games, quizzes;

3. Project implementation stages.

The implementation of this project is planned for two graduations of primary school: 2 years.

1.Preparatory (September – October 2007).

At this stage, the selection of effective methods, techniques, and forms of research activity was carried out; drawing up research assignments for practical work, observations, and home research. To obtain a positive result from children's research work, the teacher needs to give a positive attitude and show perspective (stimulate) to the students. The teacher must sensitively and skillfully guide the research activities of his students. After conducting a survey in my class, I found out that my children want to study well, become famous, famous, invent or compose something, they want to become famous somehow, so that at least our school knows about them and their achievements. It is easy for a teacher to base his work on such desires if he correctly presents to children the purpose and objectives of the study and stimulates (in words for now) a positive result. However, not all children realize that they go to school in order to gain knowledge. From diagram 1 it can be seen that the majority of the class, 40%, liked to spend their free time at the computer, 48% at the TV. 17% of students rarely visited the library, 45% of students did not visit it at all. The children had no obstacles to their studies, but 10% of students admitted

own laziness. Not all children like additional tasks that go beyond the scope of the textbook (for example: choose riddles, signs about winter, choose and learn a tongue twister for a given letter, etc.), because they cannot find the necessary information on their own.

Having analyzed the results of this work, we can conclude that many children have not developed research skills:

Diagram 1.

Success in educational activities.

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Record the knowledge gained

Methods are selected and research activities begin, collection and processing of information, Parents come to the rescue. Students work actively, analyze and summarize the materials received, and conduct research. It is advisable that this stage of work take place short-term, since children of primary school age quickly lose interest in the work done. At this time, I will organize individual consultations. During consultations, I help systematize the collected information.

8. Analysis and generalization of the received materials.

Structure the received material using known logical rules and techniques).

All information was collected, all necessary extracts from books were made, and observations and experiments were carried out. Now you need to briefly put the most important things on paper and tell people about it. What is required for this? – paragraph 9

9. Report preparation.

Define basic concepts, prepare a report on the results of the study

Isolate the main concepts from the text and give them definitions.

Classify (divide into groups) the main objects, processes, phenomena and events.

Identify and identify all observed paradoxes.

Arrange (rank) the main ideas.

Offer examples, comparisons and contrasts.

Draw conclusions and conclusions.

Indicate possible avenues for further study.

Prepare the text of the message.

Prepare drawings, diagrams, drawings and layouts.

Prepare to answer questions.

Possible results of research activities - presentation of a newspaper, album, herbarium, magazine, folding book, collage, costume, layout, visual aid model, poster, plan, abstract, series of illustrations, reference book.

10. Protection.

Defend publicly in front of peers and adults, answer questions: “What success depends on”

There are several rules that must be followed in work if the student wants his work to be successful. These rules are simple, but their effect is great. I give these rules to students in the form memos.

(Appendix 6)

Risks in the process of project implementation.

Research activities force and teach children to work with a book, newspaper, magazine, which is very important in our time, because from my own experience and based on the opinions of colleagues, I know that children, at best, only read textbooks. They do not want to read not only additional literature on subjects, but also fascinating works of literature and periodicals. Through my work I try to direct the activities of my students in the right and useful direction for them. The children behave differently: some with some kind of excitement actively search for information for their research in libraries and on the Internet, others involve their parents in their work, but there are also those who have to be taken on as “assistants”, turning to them with requests about help. The child, feeling his importance, tries to help the teacher and gets involved in research work. We look through the found material, and along the way we find out that we need to conduct a questionnaire, survey or experiment, and select photographs. We prepare the finished material together, and the child prepares to perform in class, or we include his presentation in one of the lessons. And we present the most serious works at research conferences at various levels. Naturally, the topics of such work should be thought out in advance by the teacher, and the children should get a positive result. ( Appendix 4 )

3. Final (2015).

At this stage, it is planned to summarize the results and draw conclusions about confirmation or refutation of the hypothesis.

Under the conditions of proper organization of research activities, children imperceptibly master certain moral norms, internalize moral requirements, and certain forms of behavior are fixed in them, i.e., so-called “moral habits” are formed. Hard work, responsibility, independence, enterprise - these are the personality traits that students acquire as a result of their involvement in research work. By completing explorations in groups and individually, children have the opportunity to develop leadership skills. Participation in research activities increases self-confidence, which allows you to study more successfully.

Data on absolute and qualitative performance

Table 2

TOlass	Trainingyear	Successful - capacity	% of those achieving “4” and “5”
by class	according to liter.	in Russian language	in mathematics
	200 8 -200 9
	200 9 -20 10			91 %	86 %


	(1st and 2nd quarter)

Primary school students take part in regional subject Olympiads only in the 4th grade, the results of the last graduation speak for themselves:

Winners of regional Olympiads in Russian language and mathematics

2010–2011 Table 3.

*Result*	*Full name of the participant*	*Class*	*Item*
	Tyukankin Matvey		Mathematics,
	Meshcheryakov Alexey		Mathematics
	Lobov Egor		Mathematics
	Melnikova Nastya		Russian language
	Rusinova Nadya Babkova Karina		Russian language

The number of prize-winners and Olympiad winners shows the effectiveness of teaching experience.

4. Expected result criteria

The effectiveness of using research technology can be assessed using the following criteria: Diagram 3

Success criteria.

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Ø Students’ experience of subjective discovery (“I myself got this result, I coped with this problem myself”) – 64%

Ø Student’s awareness of learning new things as a personal value (“Personally, I need this, I will need this knowledge”) – 80%

Ø Mastery of a generalized way of approaching problem situations: analyzing facts, putting forward hypotheses to explain them, checking their correctness and obtaining results – 30%

Conclusion.

If we study the planned results of primary school students mastering the basic educational program of primary general education (FSES NEO of the second generation), we will pay attention to the fact that it is research activity that becomes the basis of learning.

The following results are included among the regulatory universal educational actions:

Determine and formulate the goal of the activity, draw up an action plan to solve the problem;

Carry out actions to implement the plan;

Correlate the result of your activities with the goal and evaluate it;

Among the educational ones:

Retrieve information;

Navigate your knowledge system;

Recognize the need for new knowledge;

Independently assume what information is needed to solve a subject task consisting of several steps;

Process and transform information from one form to another and choose the most convenient for yourself.

Communication:

Communicate your position to others, mastering the techniques of monologue and dialogic speech;

Understand other positions and views;

Negotiate with people, coordinating your interests with them, in order to do something together.

Thus emphasizing the relevance and significance of the topic of the work, I will summarize some observations:

1. The survey of students revealed a positive attitude towards the organization of research work:

Diagram 4.

Attitude to research activities.

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c) children’s cognitive interests and their creative participation in projects, competitions, and exhibitions began to manifest themselves more clearly:

d) children participate and win prizes in competitions and research conferences at various levels:

Interim results of the project:

Table 4

	Event		Result
	"Planet 3000"		Melnikova Nastya Rusinova Nadya
	Scientific and practical conference "Planet 3000"		Lobov Egor
	Educational and research conference for schoolchildren "Young Researcher"		Nomination "The relevance of research" Rusinova Nadya, Melnikova Nastya
			Diploma for the preparation of work awarded with an incentive diploma of the competition “Healthy eating - healthy lifestyle” - research project.
	Regional stage of the All-Russian competition of research works and creative projects of junior schoolchildren “I explore the world”		Certificate of encouragement for the research project “healthy eating - healthy lifestyle”
	2 Educational and research conference for schoolchildren “Young Researcher”		Winner's diploma Melnikova Nastya Rusinova Nadya
	Scientific and practical conference "Planet 3000"		Winner's diploma
	Scientific and practical conference "Planet 3000"		Project in progress

Appendix 4.

Photocopies of the certificates entered in the table.

Literature

1. Arkadyeva activities of junior schoolchildren // Elementary school plus Before and After - 2005 - No. 2

2. etc. Junior schoolchildren conduct research. //

3. What is the difference between research activity and other types of creative activity // Primary school plus Before and After - 2005 - No. 1

4. Savenkov research teaching of junior schoolchildren.

M.: Publishing house "Fedorov", 2006.

5. Second generation standards “Approximate basic educational program of an educational institution.” M.: Education, 2010.

6. Sensitive learning activities in elementary school.

M.: Education, 2007.

7. Internet resources

"Teacher's newspaper" http://www. *****

Newspaper First of September http://www. *****

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