MENTAL EDUCATION OF JUNIOR SCHOOLCHILDREN DURING DESIGN CLASSES

• Анатолій Подуфалов

  КЗВО "Одеська академія непервної освіти Одеської обласної ради"

The article considers the issues of students’ mental education, analyzes the conditions of its effectiveness. The topicality of the problem under research is determined by social trends that characterize the current stage of the education system development: the use of various technologies designed to make the learning process more productive and at the same time the declining quality of education, fall in the general level of education quality as well as in the theoretical and practical training of schoolchildren and students, inconsistency of the existing level of knowledge, skills, abilities and competencies acquired during the training experience of the real needs of production, labor market and public demands.

Mental education of schoolchildren involves the formation of the child’s mental work culture. The culture of mental work is a psychological and pedagogical phenomenon that corresponds to the level of development of intellectual, cognitive, research and organizational qualities of the learner. The components of the child’s mental work culture are cognitive (skills of working with information, skills of analysis, synthesis, ability to create new information), motivational (cognitive interests), emotional and volitional based on activities. In the process of the experimental research we have investigated the ability to analyze and synthesize primary school students (cognitive component), motivation to learn (motivational component), emotional state of children during classes (emotionally-volitional component), independence and activity in educational activities (activity component).

Creating favorable psychological and pedagogical conditions for the development of mental work culture of primary pupils is possible during design classes. The latter is a specific didactic tool, the use of which in educational practice allows to develop the intellectual potential of children through the development of space and visual representations, the ability to analysis, synthesis and combinatorics through the stimulation of creativity, development of cognitive interests and communication skills.

The pedagogical conditions for the effectiveness of mental education of children by means of design activities have been identified: creation of a system of incentives for the development of cognitive interest of primary schoolchildren, development of communication skills through dialogue in group work and monologues during the presentation of their own developments, creating the situation of success for each student, observance of didactic principles of accessibility and emotionality of educational materials, connection between learning and life and between theory and practice by means of construction of objects and mechanisms demanded in everyday life of schoolchildren, realization of such education principles as consideration of age and individual features, concealment and emotionality of educational influences, leadership with the development of initiative and initiative students.

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