Education workers of the Kurgan region
ON THE. Krivolapova
learning to learn
We develop thinking
Part 2
Workbook for students
Kurgan 2012
Krivolapova N.A. Learning to learn. We develop thinking. Part 2: Workbook for students / Institute for advanced training and retraining of educators of the Kurgan region. - Kurgan, 2007. - 37 p.
Published by decision of the editorial and publishing council IPKiPRO Kurgan region.
ON THE. Krivolapova, Vice-Rector for Research and Development IPKiPRO, Candidate of Pedagogical Sciences
Reviewers:
Goncharov B.C., professor of KSU, doctor psychological sciences
Ryabova I.A., director of the Mishkinskaya high school, teacher of the highest category
Before you is an unusual workbook that will help you develop logical thinking, learn to analyze, compare, generalize, highlight the main thing. It will teach you how to organize your thinking and make your study easier. Teachers or parents will help if the assignments seem difficult to you.
We wish you success!
© N.A. Krivolapova
© IPKiPRO Kurgan region
Lesson 1. Diagnostic testing (entrance test)
1. Which of the following substances is not a metal?
A. Graphite B. Aluminum
B. Steel D. Mercury
2. The student was given the opportunity to make a group of four words, combining them according to some attribute. He wrote three words: TABLE, CHAIR, SOFA ... Help him choose the fourth word:
C. Spoon D. Pencil
3. Man needs oxygen to live. Where is oxygen used in the human body?
A. Only in the brain. B. Only in the heart.
B. In all cells of the body. D. Only in the liver.
4. Insert a two-letter word in brackets so that it is the end of the first and the beginning of the second, and read two new words.
A. MAY (…) GAN B. TOP (…) KESTR
B. MOUSE (…) OR G. POS (…) WOUND
5. When does a rainbow appear in the sky?
A. When it rains heavily.
B. When the sun is shining and the wind is blowing.
A. Plate B. Cabinet
B. When the sun shines.
D. When it rains and the sun shines.
6. The student plotted the air temperature in different time days. When was the air temperature 19°C?
A. At 9 o'clock
B. At 12 o'clock
B. At 13 o'clock
G. At 10 o'clock
7. During influenza epidemics, segments are not recommended to go to the cinema, theater and sometimes even to school. What is the reason for these recommendations?
A. When a student leaves a warm room, he catches a cold.
B. In warm rooms, where there are many people, it is stuffy and difficult to breathe.
B. Influenza viruses multiply rapidly in warm air.
D. Students should get more rest during the epidemic.
8. The box contains a mixture of wood and iron filings. What is the easiest way to separate them from each other?
A. Manually.
B. Pass water through them.
B. With a magnet.
D. Blow on them.
9. Scissors cut thick cardboard. Where should it be placed to make it easier to cut? (Scissors are sharp throughout)
A. 1. B. 2. C. 3. D. 4
10. A lump of dirt breaks off a bicycle wheel in the place shown in the figure. Which trajectory will this ball most likely follow?
A. 1. B. 2. C. 3. D. 4
11. Look at the picture that shows part of the room. Choose from the given statements the one that you think is the most true.
A. The boy was reading books.
B. They forgot to put some books on the shelf.
B. Books are on the shelf and lie on the table.
D. The student was doing his homework and put his textbooks on the table.
12. A man stands on the equator of the Earth and releases a stone from his hands. On what trajectory will it fall?
A. 1. B. 2. C. 3. D. 4
13. Unscramble the anagrams and eliminate the extra word.
A. RAKOCHVA B. LBGDOU
V. LUPED G. EXPO
14. Determine the pattern of the arrangement of numbers in each row and enter the next two numbers.
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The present work program extracurricular activities for grades 5-8 is compiled in accordance with the requirements of the Federal State Educational Standard of the Basic general education(FGOS LLC), based on the author's program N.A. Krivolapova / Extracurricular activities. Program for the development of cognitive abilities of students. 5-8 grades / N.A. Krivolapov. – M.: Enlightenment, 2012.
The course program is aimed at the formation of universal (meta-subject) skills, habits, methods of activity that students should master, at the development of cognitive and creative abilities and interests. The program involves the development of methods of activity on the conceptual apparatus of those subjects that the student is studying; classes are held in the form of subject-oriented training.
The purpose of this program:
to form competence in the field of general intellectual activity, to create conditions for students to master the methods of activity, which include general and special educational skills and, thus, to make children active participants in the educational process, interested in full-fledged educational results.
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The work program of extracurricular activities for the development of cognitive abilities of students in grades 5-8
Compiled by: Safonova L.D.
Explanatory note
This work program for extracurricular activities for grades 5-8 is compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education (FGOS LLC),based on copyrightprograms N.A. Krivolapova / Extracurricular activities. Program for the development of cognitive abilities of students. 5-8 grades / N.A. Krivolapov. – M.: Enlightenment, 2012.
The course program is aimed at the formation of universal (meta-subject) skills, habits, methods of activity that students should master, at the development of cognitive and creative abilities and interests. The program involves the development of methods of activity on the conceptual apparatus of those subjects that the student is studying; classes are held in the form of subject-oriented training.
The purpose of this program:
To form competence in the field of general intellectual activity, to create conditions for students to master the methods of activity, which include general and special educational skills and, thus, to make children active participants in the educational process, interested in full-fledged educational results.
Main goals :
- development of mental cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developing subject-oriented training;
- the formation of educational and intellectual skills, methods of mental activity, the development of rational ways of its implementation on the basis of taking into account the individual characteristics of students;
- formation of own style of thinking;
- the formation of educational and information skills and the development in practice of various methods of working with various sources of information, the ability to structure information, transform it and present it in various types;
- mastering the techniques of creativity and methods for solving creative problems;
The program is designed for students in grades 5-8, has a practice-oriented character, since 80% of the time is devoted to mastering the techniques and methods of activity, and consists of the following blocks:
- development of intellectual skills
- learning to work with information
The logic of the presentation and content of the author's program fully complies with the requirements of the federal component of the state standard for basic general education, the program has been amended so that the program is designed for 34 academic weeks, and we have 35, then I added one hour for repetition: “Solving logical problems ” in grades 5 and 6, “Solving creative problems” in grade 7, “Computer workshop” in grade 8.
In the process of mastering the content of the program, its effectiveness is supposed to be checked using a system of diagnostics: psychological and pedagogical tests, observation, and questioning.
To implement the program, an educational and methodological complex has been prepared: course program / Extracurricular activities. Program for the development of cognitive abilities of students. 5-8 grades / N.A. Krivolapova. - M .: Education, 2012 and a collection of tasks for working with students / Extracurricular activities. Collection of tasks for the cognitive abilities of students. 5-8 grades. /ON THE. Krivolapova. – M.: Enlightenment, 2012.
The forms of conducting classes are selected taking into account the goals and objectives, cognitive interests, individual abilities of pupils:
- educational game;
- developing game;
- thematic tasks for subgroups;
- practical lesson;
- conversation;
- quiz;
participation in promotions.
FORMS OF CONTROL
- diagnostic testing;
- diagnostic training;
- final testing.
STUDY MODE
Requirements for the level of preparation of students 2 years of study
Program Sections | Expected results | |
Identification of essential features of concepts | Students know: Rules for compiling definitions: concept: generalization of words (generic concept) + essential feature (species difference). Students are able to: Highlight the main idea; Formulate conclusions; Reveal patterns; build inferences; | Communicative UUD Regulatory UUD
Personal UUD
|
Comparison understood | Students know: Similarities and differences; Concepts of the same order; Antonyms, synonyms, homonyms; The main and secondary signs of phenomena; Analogy. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. |
|
Concept classification | Students know: Classification rules; Rules for the generalization of concepts. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Establish causal relationships; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. |
|
Explanation of the meaning of words | Students know: Set phrases; semantic combinations; The role of semantic combinations in the text. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Establish causal relationships; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. |
|
Creation. Imagination. | Students know: Types of imagination: Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Highlight the main idea; Formulate conclusions; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. | |
Students know: Methods for their solution. Students are able to: Analyze, compare, classify, generalize and systematize; Reveal patterns; build inferences; Be proficient in monologue and dialogic speech. | ||
Students know: Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Formulate conclusions; Establish causal relationships; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; |
Requirements for the level of preparation of students 3 years of study
Program Sections | Expected results | Universal learning activities |
Creation. Imagination. | Students know: What is creativity, imagination; Methods for solving creative problems; Types of imagination: Ways to develop the imagination. Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Highlight the main idea; Formulate conclusions; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. | Cognitive general educational activities
Communicative UUD
Regulatory UUD
Personal UUD
|
Construction on the plane and space | Students know: Concepts of tangrams, puzzles; Methods for their solution. Students are able to: Analyze, compare, classify, generalize and systematize; Reveal patterns; build inferences; Conduct observations, measurements; Be proficient in monologue and dialogic speech. |
|
Evaluation of phenomena and events from different points of view. Statement and resolution of problems. | Students know: positive and negative sides phenomena; Methods for resolving problem situations; Methods for resolving contradictions. Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Highlight the main idea, abstract; Formulate conclusions; Establish causal relationships; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. |
|
Method for solving inventive problems | Students know: Method control questions; Synectics method; Property conversion method. Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Highlight the main idea, abstract; Formulate conclusions; Establish causal relationships; Reveal patterns; build inferences; Listen, master the techniques of rational memorization; - master monologue and dialogic speech. |
Requirements for the level of preparation of students 4 years of study
Program Sections | Expected results | Universal learning activities |
Reading as a way to get information | Students know: Types of reading; Quick reading rules; Reading a shortened string. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Listen, master the techniques of rational memorization; build inferences; Be proficient in monologue and dialogic speech. | Cognitive general educational activities
Communicative UUD
Regulatory UUD
Personal UUD
|
Methods for working with text. Disadvantages of Traditional Reading. | Students know: Hypertext presentation of information; Method of thick and thin questions; Reading with notes, reading with gaps; The method of semantic guessing; Integral reading algorithm; Rules for highlighting keywords; Highlighting the main meaning of text segments. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Listen, master the techniques of rational memorization; Retell the read text; Transmit what you read in a compressed or expanded form; Plan the text; build inferences; Be proficient in monologue and dialogic speech. |
|
Ways of processing the received information | Students know: Concepts: plan, extract, quotations, theses, annotations, synopsis, abstract, review. Students are able to: Analyze, compare, classify, generalize and systematize; Highlight the main idea; Formulate conclusions; Listen, master the techniques of rational memorization; Retell the read text; Transmit what you read in a compressed or expanded form; Plan the text; Compose abstracts; Present information in various forms; build inferences; Be proficient in monologue and dialogic speech. |
|
Ways of presenting information in various forms | Students know: Ways of presenting information: verbal, tabular, graphic, schematic, analytical, sign-symbolic; Graphic methods; Coding and decoding information. Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading the text); Highlight the main idea; Formulate conclusions; - plan the text; Present information in various forms (verbal, tabular, graphic, schematic, analytical, sign-symbolic); Reveal patterns; Be proficient in monologue and dialogic speech. |
|
Work with oral texts. Bibliographic search. Reference literature | Students know: Discussion rules; Types of directories; Rules for working with directories; The role and purpose of directories; Rules for working with reference literature. Students are able to: Analyze, compare, classify, generalize and systematize; Work with the source of information (reading, bibliographic search, work with the reference book); Highlight the main idea; Formulate conclusions; build inferences; Listen, master the techniques of rational memorization; Be proficient in monologue and dialogic speech. |
EDUCATIONAL AND METHODOLOGICAL TOOLS
LITERATURE
- ON THE. Krivolapov. Extracurricular activities. Collection of tasks for the development of cognitive abilities of students. 5-8 grades. - M.: Enlightenment, 2012
- Guzeev V.V. Cognitive independence of students and development educational technology. - M .: Research Institute of School Technologies, 2004
- Tikhomirova L.F. The development of the intellectual abilities of the student:A popular guide for parents and educators.- Yaroslavl: "Academy of Development", 1996
Technical training aids
- multimedia computer
- multimedia projector
- Telecommunication facilities
- Hinged screen
Planned results
Expected results | Universal learning activities |
| Cognitive general educational activities
Communicative UUD
Regulatory UUD
Personal UUD
|
REQUIREMENTS FOR THE LEVEL OF TRAINING OF STUDENTS
As a result of studying the course, students should:
know:
- rules for constructing definitions, formulating conclusions;
- rules for classification and comparison;
- methods for solving creative problems: resolving contradictions, method by contradiction, control questions, transformation of properties;
- ways of reading, structuring, processing and presenting educational information;
- rules for searching for information in the library, working with catalogs;
- ways of planning and conducting observations and research;
- rules for storing information, memorization techniques;
be able to:
- analyze, compare, classify, generalize, systematize, highlight the main idea, abstract, formulate conclusions, establish causal relationships, identify patterns, draw conclusions;
- listen, master the techniques of rational memorization, work with sources of information (reading, note-taking, writing abstracts, bibliographic search, working with a reference book), present information in various forms (verbal, tabular, graphic, schematic, analytical), convert from one type to another ;
- conduct observations, measurements, plan and conduct experiments, experiments, research, analyze and generalize the results of observations, present the results of observations in various forms;
- own monologue and dialogic speech, retell the read text, draw up a text plan, transmit what has been read in a compressed or expanded form, describe drawings, models, diagrams, ask direct questions and answer them.
The course of extracurricular activities "Learning to think" is intended for the formation of meta-subject UUD, the development of cognitive and creative abilities and interests, it involves the development of methods of activity on the conceptual apparatus of educational subjects of grades 5-7. Classes are held in a game form and in the form of subject-oriented training.
In grades 5-7, one hour per week. In total - 102 hours.
The purpose of the program is to form competence in the field of cognitive activity, develop and consolidate the skills of logical thinking, create conditions for students to master the methods of activity, which include general and special educational skills, and, thus, make children active participants in the educational process, interested in meaningful educational outcomes.
I publish and KTP extracurricular activities "Learning to think" at 5-6 (separately)
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Kushchevsky district _____________________
(territorial, administrative district (city, district, town););
Municipal budgetary educational institution
secondary school № _20 im. Milevsky N.I ____
(full name of the educational institution);
APPROVED
by the decision of the teachers' council protocol No. 1
Chairman of the teachers' council
N.A.Punda
signature of the head of the educational institution F.I.O.
WORKING PROGRAMM
course extracurricular activities "Learning to think"
direction intellectual _____________________________________
Level of education (class); _______basic general, grade 5-7 _________________________
(primary general, basic general, secondary (complete); general education with indication of classes);
Number of hours 102/1 per week Level _ basic ____________________________
(basic, profile);
Teacher Babkova Galina Vladimirovna __________________________________________
The program is developed on the basis of the course"AT extracurricular activity.Program for the development of cognitive abilities of students. 5-8 grades, Moscow, ed. "Enlightenment", 2012,author Krivolapova N.A.
Explanatory note
to the program of extracurricular activities "Learning to think"
for grades 5-7 (total 102 hours, 34 hours per academic year, 1 hour per week);
The work program is based on the following documents:
- Federal state educational standard of basic general education;
- The main educational program of the school;
- program "In extracurricular activity.Program for the development of cognitive abilities of students. 5-8 grades",author Krivolapova N.A.;
- letter of the Ministry of Education and Science of the Krasnodar Territory dated September 27, 2012 No. 47-14800/12-14 and annexes thereto;
- Guidelines for educational institutions of the Krasnodar Territory on teaching the subject "Computer Science and ICT" in the 2015-2016 academic year;
- Decree of the Federal Service for Supervision in the Light of Consumer Rights Protection and Human Welfare, Chief State Sanitary Doctor of the Russian Federation dated 29.12. 2010 N 189 "On the approval of SanPiN 2.4.2.2821-10" Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions", with changes.
The federal state educational standard for basic general education imposes new requirements on the results of mastering the basic educational program by students. At the same time, a very important role is given to the orientation of education towards the formation of universal (metasubject); general educational skills, a socially significant value attitude to knowledge, the development of cognitive and creative abilities and interests.
The course of extracurricular activities "Learning to think" is intended for the formation of meta-subject UUD, the development of cognitive and creative abilities and interests. The program involves the development of methods of activity on the conceptual apparatus of educational subjects of grades 5-7. Classes are held in a game form and in the form of subject-oriented training.
The course of extracurricular activities "Learning to think" is studied in grades 5-7 for one hour a week. In total - 102 hours.
The purpose of this program is to form competence in the field of cognitive activity, develop and consolidate the skills of logical thinking, create conditions for students to master the methods of activity, which include general and special educational skills and, thus, make children active participants in the educational process, interested in high-grade educational results.
Course objectives:
Development of cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developing subject-oriented training;
Formation of educational and intellectual skills, methods of mental activity, development of rational ways of its implementation on the basis of taking into account the individual characteristics of students;
Formation of own style of thinking;
Formation of educational and informational skills and development in practice of various methods of working with various sources of information, the ability to structure information, transform it and present it in various forms;
Mastering the techniques of creativity and methods for solving creative problems.
Personal and metasubject resultsmastering the course of extracurricular activities
Personal Outcomes:
- formation of a holistic worldview corresponding to the modern level of development of science and social practice;
- formation of skills to ask questions, to see the positive and negative sides of phenomena;
- the ability to link learning and gaming content with one's own life experience, to understand the importance of the intellectual level of a person in the conditions of the development of modern society;
- formation of communicative competence in the process of creative, playful and educational activities.
- critical thinking, the ability to recognize logically incorrect statements, to distinguish a hypothesis from a fact;
- formation of a responsible attitude to the development of their intellectual abilities,
- formation of the student's readiness and ability for self-development and self-education;
- formation of the ability and willingness to communicate and cooperate with peers and adults in the process of educational, socially useful, educational, research, creative activities;
- the ability to emotional perception of objects, tasks, decisions, reasoning.
Metasubject results:
regulatory
- the ability to set and formulate for oneself new tasks in cognitive activity, to develop the motives and interests of one's cognitive activity;
- possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in gaming and cognitive activities;
- possession of skills to independently plan ways to achieve goals; correlate their actions with the planned results, exercise control over their activities, determine the methods of action within the framework of the proposed conditions, adjust their actions in accordance with the changing situation; evaluate the correctness of the educational task;
communicative
- ability to listen, master the techniques of rational memorization,
- the ability to consciously use speech means in accordance with the task of communication; proficiency in oral and written speech;
- ability to work in a group;
cognitive
- possession of general subject concepts, the ability to use the terms "intelligence", "concept", "classification", "sign", "relationship", "regularity", "reasoning", "inference"; understanding the differences between the use of some of these terms in everyday speech and in a scientific context;
- the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy); and draw conclusions analyze, compare, systematize, highlight the main idea, abstract, identify patterns;
- the ability to clearly, accurately, competently express one's thoughts orally and writing understand the meaning of the task, build arguments, give examples and counterexamples; semantic reading;
- basic universal skills informational nature: statement and formulation of the problem; search and selection of necessary information, application of information retrieval methods; structuring and visualization of information; selection of the most effective ways solving problems depending on specific conditions; independent creation of activity algorithms in solving problems of a creative and exploratory nature;
Development of intellectual skills Grade 5(34 h);
1. Introduction (2 hours);
What is intelligence. The concept of intelligence, creativity. Gift and talent. Work. The value of the development of intelligence. Various types of intelligence.
Diagnostics of intellectual development.
2. The concept as the basis of logical thinking (15 hours);
Concept. Relations between concepts. Generalization of concepts. More general and more particular concepts. Drawing up a logical chain: general - less general - particular (forward and backward); The choice of a more general concept to the given one. Generalization of a pair and a group of concepts. Limitation of concepts. Educational games.
Identification of essential features of concepts. Generalization of concepts and formulation of definitions. Rules for compiling definitions: concept: generalizing word (generic concept); + essential feature (species difference); Practical tasks and educational games.
Functional relationships between concepts. Part - whole, sequences, rows, causes and effects. Establishment of causal relationships. Practical tasks.
Comparison of concepts. Identification of similarities and differences. Opposite relationship. Concepts of the same order, opposite in meaning (antonyms); Synonyms. Homonyms. Identification of similarities and differences in essential features. The main and secondary signs of phenomena. Recognition of objects by the specified features. Analogy. Ability to draw analogies. Educational games.
3. Fundamentals of the classification of concepts (15 hours);
Reserve 2 hours
We learn to think creatively. Grade 6 (34 hours);
3. Fundamentals of the classification of concepts (repetition); (3 hours);
Classification of concepts. Classification rules. The ability to classify concepts on two and three grounds. Generalization of concepts. Selection of definitions for the selected concepts. Educational games.
4. Work with verbal representation of information (8 hours);
Explaining the meaning of words. Selection and explanation of the meaning of words depending on the context. Selection of concepts that are close in meaning (synonyms); Making proposals. Principles of making proposals from scattered proposals. Understanding the meaning of sentences. Set phrases that determine the meaning of sentences. Acquaintance with stable grammatical combinations. Text addition. Clarification of the content of the text. Meaningful combinations. Complementing well-known phrases by meaning. The role of semantic combinations in the text. Practical tasks and educational games.
Understanding the meaning of verbal material. Winged and metaphorical expressions and an explanation of their meaning. Making proposals. Understanding the meaning of proverbs. Justification of judgments. Workshops and educational games.
5. Development of creative imagination (8 hours);
Creation. What is creativity? Methods for solving creative problems. From the life of great people. Secrets and methods of creativity. Diagnostics of creative abilities. Practical tasks and educational games.
Imagination. What is imagination. Types of imagination. Recreating images. Fantastic image. Associations. Techniques for the development of imagination: puzzles on a plane, an unfinished story, a description of a picture, tasks with matches, etc. Educational games.
6. Design (5 hours);
Construction on the plane and in space. Tantra. Puzzles on the plane. Creation of figures according to the given drawings. Diagnostics of spatial imagination. Construction in space. Creation of models of spatial figures. Practical tasks and educational games.
7. We develop logical thinking (8 hours);
Reasoning. Inference. Generalizing and evaluative, deductive and inductive conclusions. Algorithms of activity in the formation of skills to draw conclusions. Proof of. The main stages of activity in teaching proof. Practical tasks and educational games. Pattern. Law. Search for patterns. Representation of patterns in various forms (analytical, verbal, graphic, etc.); Formation of the ability to analyze the situation, establish cause-and-effect relationships, find patterns, complete schemes. Educational games.
Reserve 2 hours
8. Development of problem thinking (15 hours);
Evaluation of phenomena and events from different points of view.
Formation of skills to ask questions, to see the positive and negative sides of phenomena. Practical tasks and educational games.
Statement and resolution of problems. Analysis of the problem situation. Methods for resolving problem situations: brainstorming, conflict resolution method, morphological box method. Brainstorming: from the history of occurrence, main stages, rules of work. The method of resolving contradictions: the essence of the method, application to solving problem situations.
The morphological box method: from the history of its origin, the essence of the method, the algorithm for its application. Practical tasks and educational games.
9. Methods for solving inventive problems. (16 hours);
The method of control questions: from the history of occurrence, the algorithm for applying the method. Synectics method: direct, symbolic, fantastic analogies; method application algorithm. Property transformation method: the essence of the method. Using this method in literary works. Its application to solving inventive problems. Replacing functions: conditions for applying the method, resolving problem situations based on this method. Practical tasks and educational games.
Reserve 3 hours
Thematic planning
No. p / p | Sections, topics | Number of hours |
|
Working programm |
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Development of intellectual skills. 5th grade | |||
We learn to think creatively. 6th grade | |||
Methods for solving creative problems. 7th grade | |||
Table of thematic distribution of the number of hours in grade 5:
No. p / p | Sections, topics | Number of hours | |
Introduction | Personal: idea of what intelligence is. The concept of intelligence, creativity. Understanding the meaning of intelligence development. Developing a sense of personal responsibility for the quality of one's intellect. Metasubject : goal-setting, the ability to set and formulate new tasks for oneself in cognitive activity Activities:cognitive activity; |
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The concept as the basis of logical thinking | Personal: self-determination, moral and ethical orientation, the desire for self-development, the ability to link the content of class materials with one's own life experience, the ability to emotionally perceive objects, tasks, decisions, reasoning. Metasubject : Regulatory: Communicative: Cognitive: reflection, to search and highlight the necessary information; the ability to establish the type of relationship between concepts: part - whole, sequences, rows, causes and effects; generalize and limit concepts. Drawing up a logical chain: general - less general - particular (forward and backward). The choice of a more general concept to the given one. Generalization of a pair and a group of concepts. Limitation of concepts. Identification of essential features of concepts. Establishment of causal relationships. Activities: |
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Fundamentals of classification of concepts | Personal: self-determination, moral and ethical orientationthe desire for self-development, the ability to link the content of class materials with their own life experience, formation of a responsible attitude to the development of their intellectual abilities. Metasubject : Regulatory: Communicative: Cognitive: define the conceptscarry out planning, analysis,synthesis, as a compilation of a whole from parts, to carry out reflection, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;search and highlight the necessary information; application of classification rules. Classification of concepts according to one, two and three signs. Generalization of concepts. Selection of definitions for the selected concepts. Activities:cognitive activity; game activity. |
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Reserve |
Table of thematic distribution of the number of hours in grade 6:
No. p / p | Sections, topics | Number of hours | UUD and types of extracurricular activities |
Fundamentals of classification of concepts (repetition); | Personal: self-determination, the formation of a holistic worldview corresponding to the current level of development of science and social practice; Metasubject : Regulatory: set goals Communicative:cooperate in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: define concepts, establish analogies, build logical reasoning, inference, draw conclusions; application of classification rules. Classification of concepts according to one, two and three signs. Generalization and restriction of concepts. Activities:cognitive activity; game activity. |
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Working with verbal representation of information | Personal: self-determination, moral and ethical orientation,the desire for self-development, the formation of skills to ask questions, to see the positive and negative sides of phenomena; the ability to emotional perception of objects, tasks, decisions, reasoning. Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, manage the behavior of a partner in gaming activities. Communicative:cooperate in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: carry out the formulation and formulation of the problem;carry out analysis,synthesis, as a compilation of a whole from parts, to build logical reasoning and draw conclusions;search and highlight the necessary information; anticipate the content of the text by heading; understand the main idea of the text; set a goal for reading; form a system of arguments; predict the sequence of presentation of the ideas of the text;compare illustrative material with text information; highlight the main and redundant information;write questions and comment on the text Activities: |
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Development of creative imagination | Personal: development of the creative potential of the individual, the formation of a responsible attitude to the development of their intellectual abilities. Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, manage the behavior of a partner in gaming activities. Communicative:cooperate in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: search and highlight the necessary information, draw analogies; fulfill creative tasks, create images, apply methods for solving creative problems Activities:cognitive activity; artistic creativity; game activity. |
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Construction | Personal: formation of the student's readiness and ability for self-development and self-education; possession of primary skills of analysis and critical evaluation of the information received; Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, manage the behavior of a partner in gaming activities. Communicative:cooperate in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: the formation of ICT competence - the skills and abilities to use information and communication technology tools to collect, store, transform and transmit various types of information, present the results of creative activity in in electronic format Activities:cognitive activity; artistic creativity; game activity. |
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We develop logical thinking | Personal: self-determination, moral and ethical orientation, the desire for self-development, the ability to link the content of class materials with one's own life experience, the formation of critical thinking, the formation of the ability to recognize logically incorrect statements. Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, Communicative:cooperate in the search and collection of information, in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: to establish analogies, to carry out the formulation and formulation of the problem;carry out planning, analysis,synthesis, as a compilation of a whole from parts, representation of patterns in various forms, to carry out reflection, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; Activities:cognitive activity; game activity. |
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Reserve |
Table of thematic distribution of the number of hours in grade 7:
No. p / p | Sections, topics | Number of hours | UUD and types of extracurricular activities |
Development of problem thinking | Personal: self-determination, moral and ethical orientation;desire for self-development; assessment of phenomena and events from different points of view, the formation of skills to ask questions, to see the positive and negative sides of phenomena, the possession of primary skills for analyzing and critically evaluating the information received, the formation of critical thinking; formation of the ability to recognize logically incorrect statements, to distinguish a hypothesis from a fact; the ability to link educational content with one's own life experience, the ability to emotionally perceive information objects, tasks, decisions, reasoning. Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, Communicative:cooperate in the search and collection of information, in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: define concepts, establish analogies, formulate and formulate the problem;carry out planning, analysis,synthesis, as a compilation of a whole from parts, to carry out reflection, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;search and highlight the necessary information, formulate a problem, analyze a problem situation, apply methods for resolving problem situations: brainstorming, a method of resolving contradictions, a morphological box method. Activities:cognitive activity; game activity. |
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Methods for solving inventive problems | Personal: self-determination, moral and ethical orientation, the desire for self-development, the ability to link the content of class materials with one's own life experience;formation of skills to ask questions, to see the positive and negative sides of phenomena; formation of a holistic worldview corresponding to the current level of development of science and social practice; possession of primary skills of analysis and critical evaluation of the information received; Metasubject : Regulatory: carry out goal-setting, planning, evaluate the results of their work, Communicative:cooperate in the search and collection of information, in game situations; listen and engage in dialogue, express their thoughts in accordance with the tasks and conditions of communication, the norms of the native language. Cognitive: to establish analogies, to carry out the formulation and formulation of the problem;carry out planning, analysis,synthesis, as a compilation of a whole from parts, to carry out reflection, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;to search and extract the necessary information. Activities:cognitive activity; artistic creativity; game activity. |
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Reserve |
Description of educational, methodological and logistical supportextracurricular activities
Printed aids:
- Krivolapova N. A. “Extracurricular activities. Collection of tasks for the development of cognitive abilities of students. 5-8 grades. Moscow, Enlightenment, 2012
- Goryachev A. V. et al. “Informatics in games and tasks. 5th grade. Tutorial, test papers and tests”, Balass publishing house, 2012
Screen and audio aids:
Slideshow with materials for the lesson and with games,
clip charts for an interactive whiteboard;
Technical training aids:
multimedia projector;
interactive board;
PC;
Digital educational resources: signature of the head of the MO F.I..O
AGREED
Deputy Director for UVR
The collection presents a system of lessons for the course of extracurricular activities to develop the cognitive abilities of students, aimed at the formation of universal educational activities based on subject-oriented training.
The content of the classes contributes to the formation of educational and intellectual, informational, communicative, research skills, the development of analytical and synthetic abilities, such methods and techniques of mental activity as comparison, classification, generalization, search for patterns, as well as the flexibility and criticality of thinking and other intellectual qualities of the individual.
Examples.
The student was given the task to study the effect of watering on plant growth. What is the best way for him to complete this task?
A. Put both plants on the window and water one and not the other.
B. Put both plants in a dark room and water.
B. Put one plant on the window, and the other in a dark room. Water both plants equally.
D. Put one plant on the window and water it, and put the other plant in a dark room and do not water it.
If gorelas were built on the moon, would modern cars be able to drive on the roads between these cities?
A. They can.
B. They can't, there's little gravity on the moon.
B. They can't, there's no fuel on the moon.
D. They cannot, there is no air and oxygen on the Moon.
The box contains a mixture of wood and iron filings. What is the easiest way to separate them from each other?
A. Manually.
B. Pass through the water.
B. With a magnet.
D. Blow on them.
Eliminate the excess on each line.
A. Prefix, preposition, suffix, ending, sentence. B. Straight line, rhombus, rectangle, square, triangle.
B. Barometer, thermometer, compass, bearing.
G. Essay, story, plot, story.
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Publication date: 11/15/2015 10:09 UTC
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