Topic of the lesson: Development of analytical and reasoning abilities. Improving mental operations
Lesson “Development of cognitive abilities”
Subject: Development of concentration. Development of thinking.
Target: Create conditions for the development of concentration and thinking.
Planned learning outcomes, including the formation of UUD
Cognitive UUD: developing the ability to independently identify and formulate the cognitive purpose and topic of the lesson; conscious and voluntary construction of a speech utterance in oral form; independent creation of ways to solve creative problems; selection of bases for comparisons, proof.
Communicative UUD: developing the ability to listen and hear each other, enter into dialogue; planning educational cooperation with classmates (during pair and group work); the ability to express one’s thoughts with sufficient completeness and accuracy.
Regulatory UUD: goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown; planning – determining the sequence of intermediate goals taking into account the final result; forecasting – anticipation of the result and level of knowledge acquisition, its time characteristics; correction - making the necessary additions and adjustments to the method of action in the event of a discrepancy between the standard, the actual action and its result; assessment – the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; self-regulation, as the ability to mobilize strength and energy, to exert volition and overcome obstacles.
Personal UUD: formation of a culture of educational work; moral - ethical orientation, assessment of the assimilated content, ensuring personal moral choice.
Metasubject connections: art, environment, mathematics.
Equipment: Workbook by O. Kholodov “To young smart people and smart girls” 1st grade (part 1), envelope with assignment, drawing of a snowman, sun.
Progress of the lesson
Good afternoon, dear guests, dear guys! I am glad to welcome you all to our circle class. I hope our meeting will bring us all the joy of communication and good mood.
Guys, look at the board, what is shining and smiling at us? (Sun)
Let's smile at the sun. Now let’s turn to our guests and give them our sunny smiles. Your smiles will make them feel warmer and more comfortable.
Now, turn to me and let’s imagine that your palms are a small mirror, look into it and smile at yourself.
Now smile at each other, smile at me.
After all, a kind smile lifts your mood and improves your health.
Guys, today I received a letter for you. Let's read it.
“Hello, dear guys. I got into big trouble. Baba Yaga tore my photograph and bewitched me. And now I can’t come to visit you. Help me please. Your friend Snowman."
Guys, let's help the snowman. To do this, you and I need to complete the tasks and then we will collect the photo in parts and disenchant it. Ready? Then let's begin.
To make your work easy and interesting, let’s do “Brain Gymnastics” and a warm-up.
I. Brain gymnastics.
Goal: improving the indicators of various mental processes underlying creative activity: increasing memory capacity, increasing stability of attention, accelerating the solution of elementary intellectual problems, accelerating psychomotor processes.
1. “Shaking your head” - (30 sec).
Purpose: Exercise stimulates brain activity.
The head swings slowly from side to side, the chin tracing a slightly curved line across the chest as the neck relaxes.
2. Lazy Eights.
Purpose: Exercise activates the structure of the brain, ensures memorization, and increases stability of attention.
Draw figure eights in the air in a horizontal plane three times with each hand, and then with both hands.
3. “Cap for thought.”
Purpose: Exercise improves attention, clarity of perception and speech.
Gently roll your ears from the top to the lobe three times.
4. “Gymnastics for the eyes.”
Goal: Prevention of visual impairment.
“We blink our eyes smoothly,
And then we close them.
To have more strength
They put their palms on them.
One two three four five!
You can open your eyes."
II. Warm up. Teamwork.
Goal: involving children in work, preparing them for active educational and cognitive activities throughout the entire lesson; development of intelligence, speed of reaction.
So, guys, let's complete 1 task to save the Snowman:
1. “Think, guess, answer in unison!”
- What date is today? Month? Day of the week? Season? At what traffic light should you cross the street? T – consonant, and – O? How many tails do two donkeys have? Sasha has 5 books, and Petya has the same number. How many books do the boys have? What is the name of the striped African horse? Which letters do not represent sounds? Name the last day of the week... Maxim is 5 years old, and Kolya is 2 years older than him. How old is Kolya? Does he work in a mine? (miner) In a hot forge? (blacksmith) Who knows everything? (Well done).
Well done guys, we have completed the first task and are receiving part 1 of the photo.
III. Logically - search tasks. Work in pairs.
Target: Teach children the ability to observe, compare, generalize, find patterns, make simple assumptions, test them, draw conclusions, “extract” new information; develop speech.
1. Task “Find the extra object”
Target: develop logical thinking, the ability to work in pairs and carry out mutual verification.
Open your notebooks on page 22 and complete task No. 1.
(the task is read by the student) You complete this task in pairs, explaining your choice. Examination.
And you completed this task. Get part of the photo.
IV. Logically – search tasks. Collective and group work.
1 . “Complete the sentence” task.
Target: 1. Development of logical thinking by the search method and the method of choice, attention, sensorimotor.
Teach children to observe, compare, generalize, find a pattern, and construct simple sentences. Develop skills to work in a group and in a team.Guys, now I’ll tell you the beginning of the sentences, and you must finish them.
If the word does not fit the sentence, you stomp your feet, if it does, clap your hands.
The bird has... (paper, flowers, sofa, beak, ABC book)
A person has... (tail, wings, ceiling, face, sting, eyes).
And now each of the teams, after consulting, will come up with the same proposal. The participant you choose makes a wish for everyone.
Children receive part of the photo.
V. Individual work.
1. Exercise"Pencils"
Target: Development of voluntary attention, mental and search activity.
The consultant helps those who have difficulty completing this task.
Well done, you completed the task quickly, you will receive part of the snowman.
VI. Work in pairs.
1. Quest “Build a snowman”
And the pair that is the first to make a snowman from the parts in the envelope will be able to make a photo of a snowman on the board.
So we have a whole photo of a snowman. What great fellows we are.
VII. Teamwork.
1. Task "Telephone"
On the snowman's chest is his phone number. Dial the correct number and read the message.
Thank you
VI. Reflection
Guys, what tasks were interesting for you?
What tasks did you have difficulty completing?
(There's a knock on the door, there's a bag of marshmallows and a note on the doorstep)
(Thank you guys. You helped me so much. For this I want to thank you with a sweet gift. (marshmallows)
Attention is a mental cognitive process aimed at reflecting the mental properties and states of an object, which ensures the concentration of consciousness.
This focus on certain objects is selective and contributes to the formation of an individual attitude towards them. As objects
attention can come from both other persons and inanimate objects. Phenomena of nature, objects of art and science also often come to the attention of the subject. It must be admitted that only those objects that arouse significant interest in him or are conditioned by a social need for study fall into the zone of a person’s attention. The development of attention directly depends on such factors as a person’s age, the purposefulness of his aspirations, interest in the subject or phenomenon being studied, and the regularity of performing special exercises.
Types of attention
Involuntary attention Characterized by a lack of conscious human choice.
Occurs when an influencing stimulus appears, which forces you to momentarily take a break from everyday affairs and switch your mental energy. This type of attention is difficult to manage, since it is directly related to the internal attitudes of the individual. In other words, we are always attracted only by what is of significant interest, what excites and makes our feelings and emotional sphere “stir.”
Objects of involuntary attention can be: unexpected noise on the street or indoors, a new person or phenomenon that appears before your eyes, any moving objects, a person’s mental state, individual mood.
As a rule, involuntary attention predominates in preschool children. Teachers of children's institutions, of course, will agree that you can attract their attention only with bright, interesting images and events. That is why kindergarten classes are so replete with beautiful characters, attractive tasks, and huge scope for imagination and creativity.
Voluntary attention
Characterized by consciously maintaining concentration on an object. Voluntary attention begins when motivation appears, that is, a person understands and consciously concentrates his attention on something. Stability and perseverance are its integral attributes. In order for the necessary action to be carried out, the individual is required to make a volitional effort, come into a state of tension, and intensify mental activity.
For example, a student before an exam tries his best to focus on the material being studied. And even if he is not entirely interested in what he has to tell the teacher, his attention is maintained through serious motivation. The need to finish the semester and come home as quickly as possible sometimes adds a powerful incentive to push yourself a little harder and put aside all entertainment and trips.
However, it should be remembered that prolonged concentration of voluntary attention leads to a state of fatigue, even severe fatigue. Therefore, it is recommended to take reasonable breaks between serious intellectual work: go outside to breathe fresh air, do simple physical exercises, and exercises. But there is no need to read books on abstract topics: your head will not have time to rest, and in addition, the presence of unnecessary information can provoke further reluctance to return to business. It has been noticed that strong interest stimulates activity and activates the brain, and this can and should be achieved.
Post-voluntary attention
It is characterized by the absence of tension in the subject of activity when performing a task. In this case, the motivation and desire to achieve a specific goal are quite strong. This type of attention differs from the previous one in that internal motivation prevails over external motivation. That is, a person and his consciousness are guided not by social necessity, but by an individual need for action. Such attention has a very productive effect on any activity and produces significant results.
Basic properties of attention
The properties of attention in psychology are a number of significant characteristics that are closely related to the components of a person’s activity.
- Concentration is a deliberate focus on the object of activity. Maintaining attention occurs due to the subject’s strong motivation and desire to perform the action as best as possible. The intensity of concentration on the subject of interest is guided by the consciousness of the individual. If the concentration is high enough, the result will not be long in coming. On average, a person can focus attention for 30 to 40 minutes without a break, but a lot can be done during this time. It should be remembered that when working at a computer, you should take short breaks of 5–10 minutes to rest your eyes.
- Volume- this is the number of objects that consciousness can keep simultaneously in its field of vision. In other words, volume is measured in the mutual relationship of objects and the degree of stability of attention on them. If a person is able to maintain concentration on objects for a sufficiently long time and their number is large, then we can talk about a high volume of attention.
- Sustainability. Stability is the ability to maintain attention on one object for a long time and not switch to another. If a distraction occurs, they usually talk about lability. Stability of attention is characterized by the ability to discover new things in familiar things: to discover relationships and aspects that were not previously noticed or studied, to see prospects for further development and movement.
- Switchability. Switchability is a meaningful, purposeful change in the direction of the focus of attention. This property is characterized by being conditioned by external circumstances or phenomena. If the switching of attention does not occur under the influence of a more significant object and is not particularly intentional, then they speak of simple distractibility. It must be admitted that it can be difficult to switch attention from one object to another due to strong concentration. Then it even happens that a person moves on to another activity, but mentally continues to concentrate on the previous one: he thinks about the details, analyzes, and worries emotionally. Switching attention is needed to relax after intense mental work and to engage in new activities.
- Distribution. Distribution is the ability of consciousness to simultaneously concentrate attention on several objects that are in approximately the same position in terms of importance. The relationship between objects certainly influences how this distribution occurs: the transition from one object to another. At the same time, the individual often experiences a state of fatigue caused by the need to constantly remember other existing points while being at one point of focus.
Features of attention development
The development of human attention is necessarily associated with the ability to concentrate on one or several objects for a certain period of time without any distraction. This is not as easy as it might seem at first glance. After all, in order to concentrate on something, you need to be sufficiently interested in your business. Thus, for the development of involuntary attention, all that is required is an interesting object on which to focus the gaze. Voluntary attention requires a serious approach: you need purposeful action, volitional effort, and the ability to manage your feelings in order to prevent distraction at the most inopportune moment. Post-voluntary attention is the most productive of all, since it does not require overcoming or additional effort.
Methods for developing attention
Today there are a variety of methods for developing attention that allow you to achieve high results and learn how to manage attention.
Development of concentration
It is recommended to choose an object for observation and try to focus your attention on it for a certain period of time. Moreover, the simpler this item is, the better. For example, you can put a book on the table and imagine what it is written about, what the main characters are. One can only think of a book as an object made of paper and cardboard, and imagine how many trees it took to make it. In the end, you can simply pay attention to its color and shape. Which direction to choose is up to you. This exercise perfectly trains the focus of attention and allows you to develop the duration of concentration on one object.
If you wish, you can try to practice holding two or more objects in your field of vision. Then, to all of the above, it is necessary to add the development of the ability to switch attention from one object to another, remembering and noting the significant features of each of them.
Development of visual attention
Exercises should be aimed at expanding the individual's ability to focus on an object. For example, you can put an object in front of you and set yourself the task of looking at it for 3 to 5 minutes, highlighting as many details as possible. First, you will begin to develop a general idea of the object: its color and shape, size and height. However, gradually, the more you concentrate, the more clearly new details will begin to appear: small details, minor devices, etc. They are also a must see and note to yourself.
Development of auditory attention
To improve this type of attention, you need to set yourself a goal of concentrating on the sound of the voice for no more than ten minutes. It is best if this is meaningful human speech, however, if you want to relax, you can include birdsong or any melody that meets the requirements of relaxing music.
If human speech is heard, while listening, it is important to note to yourself the speed with which the lecturer speaks, the degree of emotionality in the presentation of the material, and the subjective usefulness of the information. It is also quite acceptable to listen to recorded fairy tales and stories, and then try to remember and reproduce their content. When listening to music, it is important to capture the vibration levels of the sound wave, try to “connect” to the emotions being reproduced and imagine the details of something.
How to manage attention?
Many people who want to improve their attention levels face constant difficulties. Some people may have trouble concentrating on details, while others have difficulty taking in the whole subject. In this case, I would like to advise you to train at different facilities in all areas and do it every day. Agree, it’s not difficult to devote 5–10 minutes a day to working on yourself.
Thus, the problems of attention development are quite multifaceted and deep. This type of cognitive processes cannot be considered only as a component of activity. We must also remember that we always need attention in everyday life, therefore it is important to be able to focus on simple things and notice even small details.
Smart guys and smart girls 2nd grade
Lesson 2.
Presentation prepared by:
Romanova Larisa Viktorovna
MBOU secondary school No. 276,
Gadzhievo,
Murmansk region
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R A h m And n To A
Name always hard consonant sounds?
J, SH, C.
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R A h m And n To A
Remember the names of the components when added?
Addend, addend, sum.
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R A h m And n To A
Misha has 3 pairs of mittens. How many mittens for the left hand?
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R A h m And n To A
There are chickens in the yard. All chickens have 10 legs. How many chickens are there in the yard?
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R A h m And n To A
There are 7 light bulbs in the chandelier, 5 of them have burned out. How many light bulbs need to be replaced?
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R A h m And n To A
The funniest circus performer?
Clown
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R A h m And n To A
Airspace where birds fly?
Sky
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R A h m And n To A
Elongated circle?
Oval
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R A h m And n To A
Pouty poultry?
Turkey
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R A h m And n To A
A line of camels moving in the desert?
Caravan
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Zucchini
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WELL
Without moving your hand along the lines, but only following with your eyes, determine which letters correspond to the numbers. Lament the words.
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Count the umbrellas
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Way one:
1 square up
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Look at the square. A butterfly sits in one of the cells. Listening to the story about its flight and, without touching the table with your hand, but only following with your eyes, find out which cell it flew into. Draw it there.
Way two:
2 cells to the right,
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Look at the square. A butterfly sits in one of the cells. Listening to the story about its flight and, without touching the table with your hand, but only following with your eyes, find out which cell it flew into. Draw it there.
Way three:
1 cell to the left,
![](https://i1.wp.com/arhivurokov.ru/kopilka/uploads/user_file_545a4ce45ada2/img_user_file_545a4ce45ada2_19.jpg)
There are 13 people in line for ice cream. Fedya is seventh from the beginning of the line. Can you guess where he stands from the end of the line?
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LOGICAL SEARCH TASKS
The staircase consists of 15 steps. Think about which step you need to stand on to be in the middle of the stairs?
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LOGICAL SEARCH TASKS
STONE WATER SAND
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LOGICAL SEARCH TASKS
Read the anagram. What word corresponds to its meaning? Place a suitable icon next to the encrypted word.
FACTORY HOSPITAL SCHOOL
ACHR
DOCTOR
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ICE -
LE N
SYLLABLE -
SLO N
JUICE -
CO N
CHEESE -
SY N
FRAME -
RA N A
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Replace one of the consonants in a word with the letter “N” and get a new word.
VILLAGE -
SE N ABOUT
CORA -
N ORA
SALT -
N OL
MILA -
MI N A
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Lisa, Galya and Nina live in different houses. The first house is tall stone, the second is tall wooden, the third is low stone. Write down who lives in which house, if Galya and Nina live in a tall one, and Nina and Liza live in a stone one.
NINA
LISA
GALYA
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Enter the number of the desired figure
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Thank you for the lesson!
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Psychology of attention
A person’s mental life flows along a certain channel. This orderliness is achieved thanks to a special state of the psyche - attention.
Attention- this is a state of direction and concentration of consciousness on any objects with simultaneous distraction from everything else.
Direction refers to the selective, selective nature of the course of cognitive activity. Attention can be directed to objects in the surrounding world (externally directed attention) or to a person’s own thoughts, feelings, and experiences (internal, or self-directed, attention).
Concentration means maintaining attention on one object, ignoring other objects, and delving more or less into the content of mental activity.
Showing attention is associated with characteristic external manifestations:
* there are movements of an adaptive nature - a specific posture of looking, listening, if attention is directed to external objects. If it is directed at one’s own thoughts and feelings, then the person has a so-called “absent gaze” - the eyes are “set to infinity”, due to which the surrounding objects are perceived unclearly and do not distract attention;
* all unnecessary movements are delayed - intense attention is characterized by complete immobility;
* with intense attention, breathing becomes more shallow and rare; the inhalation becomes shorter and the exhalation lengthens;
* when a person is surprised by something, this is clearly expressed in the facial expressions of attention: here it is revealed, as Charles Darwin wrote, “... by a slight raising of the eyebrows. When attention turns to a feeling of surprise, the raising of the eyebrows becomes more energetic, the eyes and mouth open strongly... The degree of opening of these two organs corresponds to the intensity of the feeling of surprise”;
* based on two criteria - the ratio of external (behavioral) and internal patterns of attention - Professor I.V. Strakhov identified four states of attentiveness: actual and apparent attentiveness and inattention. With real attentiveness (inattention), there is a complete coincidence of the external and internal patterns of attention, with apparent attention, there is their inconsistency, divergence.
Physiological bases of attention. The physiological mechanism of attention is the interaction of nervous processes (excitation and inhibition) occurring in the cerebral cortex on the basis of the law of induction of nervous processes, according to which any focus of excitation arising in the cerebral cortex causes inhibition of surrounding areas. These foci of excitation can vary in strength and size.
I.P. Pavlov identified in animals the unconditioned orienting-exploratory reflex “What is it?” The biological significance of this reflex is that the animal identifies a new stimulus in the environment and reacts according to its value. This reflex is innate in humans; it clearly shows the dependence of attention on external stimuli.
This mechanism cannot explain all the complexity of a person’s voluntary attention, which has developed in the process of work and acquired new conditioned reflex mechanisms.
Studying the physiological activity of the brain, Russian physiologist A.A. Ukhtomsky (1875-1942) created the doctrine of the dominant. The dominant is the dominant focus of excitation, characterized by great strength, constancy, and the ability to intensify at the expense of other centers, switching them to itself. The presence of a dominant focus of excitation in the cerebral cortex allows us to understand the degree of concentration of a person on any object or phenomenon when extraneous stimuli are unable to cause distraction.
Open I.P. also helps to understand the physiological basis of attention. Pavlov’s phenomenon of a focus of optimal excitation - a focus of medium strength, very mobile, most favorable for the formation of new temporary connections, which ensures clear work of thought and voluntary memorization.
Types of attention. It is customary to distinguish the following types of attention: involuntary, voluntary and post-voluntary.
Involuntary attention occurs without any human intention, without a predetermined goal and does not require volitional efforts.
Word "involuntary" this phrase has several synonyms: unintentional, passive, emotional. All of them help to reveal its features. When they talk about passivity, they mean the dependence of involuntary attention on the object that attracted it, emphasizing the lack of effort for concentration on the part of the person. Calling involuntary attention emotional, they emphasize the connection between the object of attention and the emotions, interests, and needs of a person.
There are two groups of reasons that cause involuntary attention. The first group includes features of the stimulus, when the concentration of consciousness on an object occurs due to precisely this circumstance:
* degree of intensity, strength of stimulus (loud sound, pungent odor, bright light). In some cases, it is not the absolute, but the relative intensity that is important (the ratio of strength to other stimuli acting at the moment);
* contrast between stimuli (large object among small ones);
* novelty of the object - absolute and relative (an unusual combination of familiar stimuli);
* weakening or cessation of the stimulus, periodicity in action (pause in speech, flickering beacon).
The listed features of the stimulus briefly turn it into an object of attention. Longer concentration on an object is associated with a person’s personal characteristics - needs, interests, emotional significance, etc. Therefore, in the second group of reasons for the occurrence of involuntary attention, the correspondence of external stimuli to the needs of the individual is recorded.
Voluntary attention- this is a conscious, regulated concentration on an object, attention that arises as a result of a consciously set goal and requires volitional efforts to maintain it.
Voluntary attention depends not on the characteristics of the object, but on the goal or task set by the individual. A person focuses not on what is interesting or pleasant for him, but on what he should do. Voluntary attention is a product of social development. The ability to voluntarily direct and maintain attention has developed in a person in the process of work, since without this it is impossible to carry out long-term and systematic work activities.
For the emergence and maintenance of voluntary attention, certain conditions must be met:
* awareness of duty and responsibility;
* understanding the specific task of the activity being performed;
* usual working conditions;
* the emergence of indirect interests - not in the process, but in the result of the activity;
* focusing on mental activity is easier if practical action is included in cognition;
* an important condition for maintaining attention is a person’s mental state;
* creation of favorable conditions, exclusion of negatively acting extraneous irritants. It must be remembered that weak side stimuli do not reduce work efficiency, but increase it.
Post-voluntary attention- this is attention that arises on the basis of voluntary attention, after it, when volitional efforts are no longer required to maintain it. In terms of psychological characteristics, post-voluntary attention is close to involuntary: it also arises on the basis of interest in the subject, but the nature of the interest in this case is different - it manifests itself in the result of the activity. This can be illustrated as follows: at first, the work does not captivate a person, he forces himself to do it, makes serious volitional efforts to maintain concentration, but gradually he gets carried away, gets involved - he becomes interested.
In addition, sensory attention associated with the perception of various stimuli (visual and auditory) is also distinguished; attention, the object of which is a person’s thoughts and memories; individual and collective attention.
Properties of attention. Speaking about the development and education of attention, we mean the improvement of its properties, which can be divided into three groups: properties characterizing strength, breadth, and dynamic properties of attention.
1. Properties characterizing the strength (intensity) of attention. These include concentration and stability of attention.
Focus (concentration)- this is maintaining attention on one object or activity, complete absorption in a phenomenon or thoughts. It provides an in-depth study of cognizable objects. An indicator of intensity is “noise immunity”, the inability to distract attention from the subject of activity by extraneous stimuli.
Closely related to concentration is the property of stability—the time it takes to maintain concentration, the duration of maintaining attention on something, and resistance to fatigue and distraction.
The opposite of stability is distractibility, which is often caused by overwhelming and excessively extensive activity. Interest has a significant influence on the stability of attention. For example, when performing the same type of exercises, the student does the first of them carefully and concentratedly, and then, when the material has already been sufficiently mastered, interest is lost, the child works mechanically, and stability of attention suffers.
2. Properties characterizing the breadth of attention. This is, first of all, the amount of attention measured by the number of objects that can be simultaneously perceived with a sufficient degree of clarity.
Attention can move very quickly from one object to another, creating the illusion of a large amount of attention. The attention span of an adult is equal to the “Miller’s magic number”: 7 ± 2. It depends on many circumstances: the degree of familiarity of objects, the connection between them, their grouping.
The second group also includes the distribution of attention, which is expressed in the ability to hold several objects in the center of attention and simultaneously perform two or more types of activities. The level of distribution depends on the nature of the combined activities, their complexity and familiarity.
3. Dynamic properties of attention. This is primarily oscillation - an involuntary periodic short-term change in the intensity of attention, and switching - a conscious transfer of attention from one object to another, a quick transition from one activity to another. Switching can be intentional, accompanied by the participation of volitional efforts (when changing the nature of the activity, setting new tasks), and unintentional, occurring easily, without much tension and volitional efforts. If attention “slips” from regular activities, this qualifies as a distraction.
One common lack of attention is absent-mindedness. This term denotes completely different, in some sense even opposite, states. In particular, this is the so-called imaginary absent-mindedness as a consequence of excessive concentration, when a person does not notice anything around him. It is observed in people who are passionate about work, overwhelmed by strong emotions - scientists, creative workers. True absent-mindedness is a frequent involuntary distraction from the main activity, weakness of voluntary attention, and impaired concentration. People of this type have a sliding, flitting attention. True absent-mindedness can be caused by fatigue, the onset of illness, or it can also arise as a result of poor upbringing, when the child is not accustomed to concentrated work and does not know how to finish the job he has started.
Exercises for concentration
1. Exercise “Line”
The task is to draw a line on a blank sheet of paper using a pencil, very slowly and smoothly, and focus all your thoughts and attention only on it. As soon as you catch yourself being distracted, make a small peak upward, like on a cardiogram, and continue. Based on the results, it is not difficult to calculate the number of distractions. A good level of concentration if there are no peaks in three minutes.
2. Observation of a fixed and moving point.
A fixed dot is a black dot drawn on paper that you will need to learn to observe. It is to observe, and not to concentrate on it. Those. During this exercise there should be no intense attention, no tension, simple observation, simple tracking of a stationary dot drawn on a white sheet of paper.
The moving point is the tip of the second hand, which you will need to watch. Here, in the same way, there is no intense concentration of attention, only calm observation without any tense states. The appearance of any tension is a signal to stop the exercise.
I am forced to call this exercise concentration, training and development of attention, observation, attentiveness, but I don’t really know what actually happens inside the mental system. No, I have ideas about what happens inside the mental system, but this is a completely separate conversation, this is the topic of the structure of the human mental system, which is partially described in my books.
Tests for attentiveness and attention and observation
There are 16 faces in this picture. Try to find them all.
2. Find the cat among the dogs.
Thinking
Knowledge of the surrounding world comes “from living contemplation to abstract thinking and from it to practice - this is the dialectical path of knowledge of truth, knowledge of objective reality” (V.I. Lenin).
Sensation, perception, memory- this is the first stage of cognition inherent in most animals, giving only an external picture of the world, a direct, “living contemplation” of reality. But sometimes sensory knowledge is not enough to obtain a complete picture of a phenomenon or fact. This is where thinking comes to the rescue, helping to understand the laws of nature and society. A feature of thinking is the reflection of objects and phenomena of reality in their essential features, natural connections and relationships that exist between parts, sides, features of each object and between different objects and phenomena of reality.
Thinking- this is the process through which a person mentally penetrates beyond what is given to him in sensations and perceptions. In other words, with the help of thinking one can obtain knowledge that is inaccessible to the senses. The stage of abstract thinking (see below) is unique to humans. attention interest concentration thinking
Thinking- a higher level of cognition, this is the stage of rational, indirect knowledge of reality, a condition for rational practical activity. The truth of such knowledge is verified by practice. Thinking is always the process of solving a problem, finding answers to a question, or getting out of a current situation.
Not all tasks require thinking. For example, if the method of solving a task assigned to a person has long been well learned by him, and the conditions of activity are familiar, then in order to cope with it, memory and perception are quite enough. Thinking is “switched on” when a fundamentally new task is posed or when it is necessary to use previously accumulated knowledge, skills and abilities in new conditions.
Thinking- this is an indirect, generalized reflection of reality in its most significant connections and relationships, occurring in unity with speech.
Features of thinking are as follows.
1. Solving problems indirectly, that is, in a way that uses a variety of auxiliary techniques and means designed to obtain the necessary knowledge. A person resorts to thinking when direct cognition is either impossible (people do not perceive ultrasound, infrared radiation, X-rays, the chemical composition of stars, the distance from the Earth to other planets, physiological processes in the cerebral cortex, etc.), or in in principle possible, but not in modern conditions (archaeology, paleontology, geology, etc.), or possible, but irrational. Solving a problem indirectly means solving it also with the help of mental operations. For example, when, waking up in the morning, a person goes to the window and sees that the roofs of the houses are wet and there are puddles on the ground, he makes a conclusion: it rained at night. Man did not directly perceive rain, but learned about it indirectly, through other facts. Other examples: the doctor learns about the presence of an inflammatory process in the patient’s body using additional funds- thermometer, test results, x-rays, etc.; the teacher can assess the degree of diligence of the student by his answer at the board; You can find out what the air temperature is outside in different ways: directly, by sticking your hand out the window, and indirectly, using a thermometer. Indirect cognition of objects and phenomena is carried out through the perception of other objects or phenomena that are naturally related to the first. These connections and relationships are usually hidden, they cannot be perceived directly, and mental operations are used to identify them.
2. Generalized reflection of reality. You can directly perceive only specific objects: this tree, this table, this book, this person. You can think about the subject in general (“Love books - the source of knowledge”; “Man descended from a monkey”). It is thought that makes it possible to capture similarities in different things and different things in similar things, and to discover natural connections between phenomena and events.
A person can foresee what will happen in a particular case because it reflects the general properties of objects and phenomena. But it is not enough to notice the connection between two facts; it is also necessary to realize that it is of a general nature and is determined by the general properties of things, that is, properties related to a whole group of similar objects and phenomena. Such a generalized reflection makes it possible to predict the future, to present it in the form of images that do not actually exist.
3. Reflection of the most essential properties and connections of reality. In phenomena or objects, we highlight the general, without taking into account the unimportant, unimportant. So, any watch is a mechanism for determining time, and this is its main feature. Neither the shape, nor the size, nor the color, nor the material from which they are made are of significant importance.
The thinking of higher animals is based on causal reflex(from Lat. causa - reason) - a type of brain reflexes, which, according to I.P. Pavlova, is not identical to the conditioned reflex. The causal reflex is the physiological basis of the direct (without the participation of concepts) mental reflection of significant connections between objects and phenomena (in humans, the causal reflex, combined with experience, underlies intuition and thinking).
4. The main feature of human thinking is that it is inextricably linked with speech: a word denotes what objects and phenomena have in common. Language, speech is the material shell of thought. Only in speech form does a person’s thought become accessible to other people. A person has no other ways of reflecting the corresponding connections of the external world, except for those speech forms that are fixed in his native language. Thought can neither arise, nor flow, nor exist outside of language, outside of speech.
Speech- an instrument of thinking. With the help of words a person thinks. But it does not follow from this that the process of thinking is reduced to speech, that thinking means speaking out loud or to oneself. The difference between the thought itself and its verbal expression is that the same thought can be expressed in different languages or using different words (“The coming summer is expected to be hot” - “The coming season between spring and autumn will be sultry”). The same thought has different speech forms, but without any speech form it does not exist.
“I know, but I can’t put it into words” is a state when a person cannot move from expressing a thought in internal speech to external speech, and finds it difficult to express it in a way understandable to other people.
Result of thinking- these are thoughts, judgments and concepts expressed in words.
The physiological basis of thinking is the activity of the entire cerebral cortex, and not just one part of it. Temporary nerve connections in the second signaling system in interaction with the first, which are formed between the brain ends of the analyzers, act as a specific neuro-physiological mechanism of thinking.
Mental operations. New thoughts and images arise on the basis of what was already in our minds thanks to mental operations: analysis, synthesis, comparison, generalization, abstraction. Analysis is the mental dissection of a whole into parts, isolating individual features or aspects and establishing connections and relationships between them. With the help of analysis, we isolate phenomena from those random, insignificant connections in which they are given to us in perception (analysis of a sentence into members, phonetic analysis of a word, analysis of the problem conditions into known, unknown and sought-after elements, analysis of educational activities in subjects and student successes and etc.). Analysis as a mental operation arose from practical actions (for example, a child disassembles a new toy to understand how it works).
Synthesis- a process opposite to analysis, which is the mental unification of parts, properties of an object into a single whole, into complexes, systems (mosaic; syllables - words - sentences - text).
These thought processes, opposite in content, are in inextricable unity. During the thought process, analysis and synthesis continuously transform into each other and can alternately come to the fore, which is due to the nature of the material: if the initial problems are not clear, their content is unclear, then at first analysis will prevail; if, on the contrary, all the data are sufficiently clear, thought will immediately proceed primarily along the path of synthesis. Ultimately, all processes of imagination and thinking consist in the mental decomposition of phenomena into their constituent parts and the subsequent combination of these parts in new combinations.
Analysis and synthesis as basic mental operations are inherent in any person, but the tendency to fragment or combine the phenomena of surrounding reality may be different for different people: some notice the smallest details, details, particulars, but do not grasp the whole - these are representatives of the analytical type; others go straight to the main point, but express the essence of events too generally, which is typical for representatives of the synthetic type. Most people have a mixed, analytical-synthetic type of thinking.
Comparison is a mental operation through which the similarities and differences of individual objects are established. K.D. Ushinsky considered comparison to be the basis of all understanding and all thinking: “We learn everything in the world only through comparison, and if we were presented with some new object, which we could not equate to anything and distinguish from anything... . then we could not form a single thought about this subject and could not say a single word about it.”
One of the most common mistakes that students make when making comparisons is the juxtaposition of objects (“Onegin is so and so..., and Pechorin is so and so”), while they are absolutely sure that they are giving a comparative description of the heroes. Comparison needs to be taught: comparisons should be based on one basis (color, shape, purpose). It is also necessary to learn how to draw up a plan for comparing objects (how they are similar and how they differ, for example, objects such as a nail and a screw, a cat and a squirrel, a white mushroom and a fly agaric, such intellectual qualities as curiosity and inquisitiveness).
Abstraction (distraction)- this is a mental operation that ensures the selection of essential features and abstraction from non-essential ones, the selection of the properties of an object and considering them separately: a person, a landscape, a dress, and an action can be beautiful, but they are all carriers of an abstract feature - beauty, prettiness.
Without abstraction, it is impossible to understand the figurative meaning of proverbs (“Don’t sit in your own sleigh”; “Chickens are counted in the fall”; “If you love to ride, you also love to carry a sleigh”).
Generalization- this is a mental operation that ensures the identification of what is common in objects and phenomena and the unification of objects into sets, classes; discarding individual features while maintaining common ones with the disclosure of significant connections. Any rule, any law, any concept is a generalization. This is always some kind of result, a general conclusion made by a person.
It is obvious that all the basic operations of thinking do not appear in “ pure form" When solving a given problem, a person uses one or another “set” of operations, in one or another combination: it is different in the thought process of varying complexity and structure.
Forms of thinking. There are three substantive components of thinking - concept, judgment and inference.
Concept- this is a form of thinking through which the general and essential characteristics of objects and phenomena are reflected.
Concepts are general in nature because they are the product of cognitive activity not of one person, but of many people. Let us recall once again that a representation is an image of a specific object, and a concept is an abstract thought about a class of objects. The word is the bearer of the concept, but knowing the word (for example, prestidigitator), one may not own the concept.
There are so-called everyday concepts that develop without special training and reflect not essential, but secondary characteristics of objects. So, for preschoolers, a rat is a predator, and a cat is a cute pet.
Any concept has content and scope.
By content(a set of characteristics of an object) concepts can be concrete or abstract. Concrete concepts relate to the objects themselves, define objects or classes as a whole (table, revolution, hurricane, snow, etc.), and abstract concepts reflect properties abstracted from real objects and phenomena (youth, honesty, whiteness, speed, height, strength, etc.).
By volume(to the set of objects covered by a given concept) concepts can be individual and general. Single concepts reflect a single object (Russian Federation, Volga, Battle of Kulikovo, Pushkin, Mars, space, etc.), and general concepts apply to groups of homogeneous objects (countries, cities, rivers, universities, students, houses, organisms, etc.). P.). In addition, there are also generic and specific concepts.
Definition(definition) of concepts is the disclosure of its essential features. For example, a person is a social individual, possessing consciousness, abstract thinking, speech, capable of creative activity, creating tools; personality is a conscious person involved in social relations and creative activity.
Concept learning process- This is an active creative mental activity.
Judgment- this is a form of thinking that contains the affirmation or denial of any provisions regarding objects, phenomena or their properties, that is, a judgment is a reflection of the relationships or objective connections between phenomena or objects.
A proposition is always either true or false. In terms of quality, judgments can be affirmative and negative, in terms of volume - general, specific and individual.
General propositions apply to a whole class of objects (all metals conduct electricity; all plants have roots). Particular judgments refer to parts of a class of objects (some trees are green in winter; a hockey player does not always manage to throw the puck into the goal). Singles refer to one object or phenomenon (Yuri Gagarin - the first cosmonaut).
Judgments always reveal the content of concepts. The work of thought on judgment is called reasoning. It can be inductive and deductive.
Inductive reasoning called inference - this is a form of thinking with the help of which a new judgment (conclusion) is derived from one or more known judgments (premises), completing the thought process. At the same time, thought moves from the particular to the general. A typical example of an inference is the proof of a geometric theorem.
Deductive reasoning is called justification - here the conclusion is obtained by going from a general judgment to a particular one (all planets are spherical. The Earth is a planet, which means it has the shape of a ball).
Types of thinking. In his practical activities, a person encounters problems that differ both in content and in the method of solving them.
Depending on the degree of generalization of thinking when solving mental problems, a distinction is made between visual and abstract thinking.
Visual(concrete) is such thinking, the object of which a person perceives or imagines. It is directly based on images of objects and is divided into visual-effective and visual-figurative.
Visual-effective thinking- genetically the earliest type of thinking, in which the mental problem is solved directly in the process of activity and practical actions with material objects predominate.
With visual-figurative thinking the solution of the problem occurs as a result of internal actions with images (representations of memory and imagination). For example, an analysis of a historical event can be carried out in different ways (scientific description of the siege of Leningrad, A. Chakovsky’s novel “The Blockade”, Tanya Savicheva’s diary, Shostakovich’s Seventh Symphony).
Discursive(abstract-conceptual, verbal-logical) thinking is a person’s verbal thinking, mediated by past experience. This type of thinking is characterized by the fact that it acts as a process of coherent logical reasoning, in which each subsequent thought is conditioned by the previous one, and that, solving a mental problem in verbal form, a person operates with abstract concepts and logical constructs. It represents the most recent stage in the historical and genetic development of thinking.
Another basis for distinguishing types of thinking is its direction. According to this criterion, practical and theoretical thinking are distinguished.
Practical(technical, constructive) thinking is a thinking process that occurs in the course of practical activity and is aimed at creating real objects and phenomena by changing the surrounding reality with the help of tools. It is associated with setting goals, developing plans, projects, and often unfolds under time pressure, which sometimes makes it more complex than theoretical thinking.
Theoretical (explanatory) thinking is aimed at discovering laws, properties of objects, and explaining phenomena, the main components of which are meaningful abstractions, generalizations, analysis, planning and reflection. In other words, theoretical thinking is in demand where it is necessary to reveal connections and relationships between individual concepts, connect the unknown with the known, and determine the possibility of foresight.
Thinking as a process of solving a new problem can be included in any activity: gaming, sports, work, art, social. But in all these types of activities it will perform a service role, subordinate to the main goal of the activity: build a house, win competitions, etc. What differs from these types of activities and thinking as a process is mental activity, in which thinking plays the main role, where the goal and the content of activity is cognition. Therefore, for example, two students of the same class working on the same tasks can carry out different types of activities: mental - the one who solves the problem in order to understand its essence and learn something new, practical - the one who solves for a mark , for prestige.
Problem situation and mental task. If almost all cognitive mental processes can be both involuntary and voluntary, then thinking is always and necessarily voluntary in nature: it arises when faced with a problematic situation, when it is necessary to find a way out of the current situation.
Problem situation- this is a task that requires an answer to a certain question, a situation that contains something incomprehensible, unknown to the subject along with the known. Thinking serves precisely to, based on the obvious, find hidden connections, links and patterns (puzzles, chess studies, breakdown of mechanisms, life conflicts, etc.).
Many problem situations do not specifically affect the subject; they “trigger” thinking only when they become personally significant for him, because an incomprehensible fact (problem situation) and a mental task (a product of processing a problem situation) are far from the same thing.
A mental task occurs when a person has a desire or awareness of the need to understand a problem situation; in other words, a question arose - thinking began to work.
The stages of solving a mental problem are as follows:
1) awareness of the problem situation, precise formulation of the question;
2) analysis and synthesis of data related to the task;
3) putting forward and analyzing hypotheses, searching for possible solutions;
4) verification (mental or practical), comparison of the obtained result with the initial data.
Qualities of mind and intelligence. In the process of thinking, not only the depth of a person’s knowledge of reality is revealed, but many personality traits also clearly appear. Mental abilities are understood as the totality of those qualities that distinguish the thinking of a given person. Qualities of the mind are properties of a person’s personality that consistently characterize his mental activity.
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February 6, 2013
Municipal educational institution "Secondary school No. 6" in Luga, Leningrad region.
Teacher of the highest category: Gariga Tatyana Nikolaevna.A person can recognize his abilities only by trying to apply them in practice.
Seneca the Younger - Roman philosopher and writer.Subject: Development of analytical skills. Improving mental operations. Development of concentration.Goals: Create conditions for developing creative thinking skills; development of concentration, orientation in space; formation and development of communication skills; learn to objectively evaluate your work.Equipment: notebooks, cards, lesson plan. I . Motivational and organizational moment. -Guys, now we have a class in the “Young Smarties and Clever Girls” club.-Please tell me what goals we usually set in our circle’s classes?(Develop attention, memory, speech, learn to navigate in space, learn to think, reason, reason, communicate) 1. The first stage of our “Brain Gymnastics” lesson- Let's get up and do some useful exercises.Shaking your head (the exercise stimulates thought processes): breathe deeply, relax your shoulders and drop your head forward. Allow your head to slowly swing from side to side as your breath releases tension. The chin traces a slightly curved line across the chest as the neck relaxes. Perform for 30 seconds."Lazy Eights" (the exercise activates the brain structures that ensure memorization and increases the stability of attention): draw “figure eights” in the air in the horizontal plane three times with each hand, and then with both hands."Cap for Thought" (improves attention, clarity of perception and speech): “put on a hat,” that is, gently roll your ears from the top to the lobe three times.blinking (useful for all types of visual impairment): Blink every time you inhale and exhale.“I see a finger!”: Hold the index finger of your right hand in front of your nose at a distance of 25-30 cm, look at the finger for 4-5 seconds, then close your left eye with the palm of your left hand for 4-6 seconds, look at the finger with your right eye, then open your left eye and look at the finger with both eyes. Do the same, but close your right eye. Repeat 4-6 times. 2. Warm-up: the main task of this stage is to create a certain positive emotional background in the children, without which effective learning is impossible. Therefore, the questions included in the warm-up are quite easy. They are able to arouse interest in children and are designed for intelligence, quick reaction, and are colored with a considerable amount of humor. But they also prepare the child for active educational and cognitive activities.- Who (what) were they before?
Chick - ….
Horse - ….
Cow - ….
Oak - ...
Fish - ….
Ice -...
Man - …
- Answer, who is this? What is this?
Small, gray, shy...
Red, ripe, smooth...
Cold, white, fluffy...
Teacher: We found answers to all the questions. Well done! But, if it was difficult for someone, do not be discouraged, you will still have the opportunity to correct the situation. II
. Training of mental mechanisms underlying cognitive abilities: memory, attention, imagination, thinking.1. Work in pairs. Making up riddles.
Teacher: Let's start the lesson by working in pairs. There are strips with words on the desks. From them you must make riddles and tell them to the rest of the children.
Sleeps during the day, flies at night,
It hoots and scares people.
Eyes glow in the dark -
She is a terror to all mice.
Crochet nose, big eyes
And a big head.
On a dark night I decided
She wants to hunt.
Flies all night -
catches mice.
And it will become light -
flies into the hollow to sleep.Her eyes are big
A predatory beak is always hooked.
At night she flies
He sleeps on a tree only during the day. Not happy about the sun's raysHunt only at night.
She has a big head
Two saucer eyes, who is she?
Children make up riddles and then read them to the class. Together they guess and notice that all the riddles are about an owl.
The Owl appears. - Ugh-Ugh-Ugh! I'm tired of something! Hello, kids! Good afternoon to all adults!
- Hello, Owl-Wise Head!
Owl: - Where did I end up?
- At a meeting of the “Clever Men and Women” club.
Owl: - So, to the right place! I have been watching you from the forest for many days. I saw how you gain your wits. And I wanted to get to know each other better, and at the same time find out whether you deserve to be called clever and smart. First, tell me what you know about me. (Children tell that the owl sleeps during the day and hunts at night; it feeds on mice and is beneficial.)
Owl: - Well done! Do you want to know even more? If you work hard today, you will learn a lot more about our owl tribe.
Student: - Aunt Owl, but owls sleep during the day. How did you come to us?
Owl: - Oh, how curious you are! I flew to you at night. I managed to lay out the assignment for each of you on your desks.
2. Letter abracadabra.
1st task
mine is like this
. Find out if all owls sleep during the day and hunt at night. Sort out ABRACADABRA, and I'll rest.
Teacher: - Did you guess how to do it, did you find the key?
(Children find the words: SMALL, SNOWY, BIG GRAY OWL.)Slides No. 2,3,4.
Teacher: - You guessed correctly. Look at these owls on the slides. They are the ones who hunt during the day. The rest of the owls are active at night, and during the day they see no further than 50 cm. But owls have excellent hearing: if a mouse moves in pitch darkness, it will immediately find itself in the talons of an owl.
3. Guess whose paws?
Owl: - You made me happy! And here it issecond task
. As you know, I live in the forest, I have many friends. Who are they? I suggest guessing by the lower limbs. Guess whose paws are shown.
(Children callfrog, rooster, lynx, dog, ostrich, goose, heron, cow, owl.
)
4. Unscramble the words.
Owl: - And we dealt with it. Well, if you are so smart, tell me who else from our owl tribe you know. Children calleagle owl.
Oh, have you thought about it? Well, then let's get to work! If you try, you will recognize the names of other owls.
3rd task. Decipher the names of owl species using the code.
(This Scops owl, eagle owl, barn owl.
)
Teacher: - Have you heard such names? There are others too. On the slides you see many different owls.Slides No. 5,6,7.
All of them are found in our Leningrad region. But in the Luga region it liveseagle owl, tiger owl, pygmy owl.
Slides No. 8-14.
- But, tell me, have any of you ever seen an owl in nature? Why? Yes, there are few of them left! Some (hawk owl) have up to 20 individuals. (A conversation about the need to protect owls and not take home chicks that fall out of their nests.)
III
. Fun break.
Physical exercise. Exercise “Sunshine”. (Audio recording and presentation.)
IV. Logical search tasks.
5. Find your way in the maze.
Owl: - Phew-phew-phew! You woke me up. And how can you sleep if you are so active and cheerful? I'll tell you one story. One day I was woken up by a girl crying. I forgot her name, but I remember that I went to my grandmother with pies. (Children give hints - Little Red Riding Hood
.) Yes, that's right - Little Red Riding Hood. She got lost. I gave her a hint, but she didn’t understand anything in the route sheet. Help the girl find the way to her grandmother's house.
Teacher: - Where do we start? (From learning tips
.)
6. Magic triangles.
Owl: - Well done! We fed grandma some pies. And I was hungry too. How many mice do you think I eat per day? (Children guess: 10, 20.) I can eat 9.10 mice. And the pygmy owl is 7 or 8. In the next task, try to collect the required number of mice three times.
7. Grammar examples. Follow the steps
Owl: - Yes, you are good with mathematics. Try to solve grammatical examples. There should be important words.
(Children read the resulting words: teaching, path, skill.
)
Teacher: - Correct. Try to make a proverb from these words.
Learning is the path to skill.
- What other proverbs about knowledge do you know?
Knowledge is a stepping stone to wisdom.
Studying a lot will always come in handy!
Live and learn.
Owl: - Yes, it’s not for nothing that they call you smart guys. You know everything, you can do everything. But nottell me why they call me WISE? (Children say that owls look smart and have expressive eyes.
)
Teacher: - The owl is the only bird with an almost human physiognomy, with eyes looking forward, not to the sides, and a facial disc. Eyes like stars. The head rotates 270 degrees, you can see everything around you without turning your body.Slide number 15.
Owl: - Oh, they praised me. I'll tell you a secret: the smartest birds are ravens. These are crows, jackdaws, magpies, rooks, jays. (Showing birds on slides
).
Slides No. 16-19.
They can think logically and can even count to 7.
8. Find and read the words in the table.
Teacher: - Let's find the names of different birds in the table.
(Children find the words: crossbill, eagle, lark, wren, nightingale.
)
Slides No. 20-24.
V
. Graphic dictation.
Teacher: - Dear Owl-Wise Little Head! The guys are glad that you came to our lesson. And they want to draw your portrait GRAPHICALLY.
Graphic dictation.
From the starting point 1 cell to the right, 1 up, 1 to the right, 3 up, 1 to the lower right corner, 2 to the right, 1 to the upper right corner, 3 down, 1 to the right, 1 down, 5 down, 1 to the upper left corner, 1 to the left, 1 up, 1 left, 2 down, 2 left, 2 up, 1 left, 1 down, 1 left, 1 in the lower left corner, 5 up. Draw the eyes, beak, legs.
Owl: - Thanks, guys. The portrait turned out to be accurate. And, in general, you made me very happy today. I hope that when you grow up, we will definitely see you at the famous club “What? Where? When?". And some of you will certainly receive a crystal owl as a reward, and some will receive a diamond one. (The slides show these awards.
)
Slides No. 25-28.
VI
. Bottom line. Reflection.
Teacher: - Let's say goodbye to Sovushka and wait for her to visit for other classes. Now it's time to evaluate your work in class.Slide number 29. I remind you:
How did we work in class?
- GREAT;
- NOT ALL TASKS COMPLETED WELL;
- NOT EVERYTHING WORKED OUT THE WAY I WANTED.
Teacher: - I was pleased by the fact that there were guys who were critical of their work in class. This means that next time they will try, and they will succeed.
- And in memory of our lesson, we will give the guests the emblem of our club, on the back of which are written the words of a wise Chinese proverb:“Knowledge is a treasure that follows those who possess it everywhere.”