Creating a creative environment in the process of learning mathematics

Creating a creative environment in the process of learning mathematics

language)▶ The concept of parts of speech. Noun▶ Emotions. Ability to control emotions. (Russian language)

01/29/2014

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Methodical development is recommended for class teachers, teachers-organizers and deputy principals of the Verkhovna Rada for children of senior school age during extracurricular activities, in order to deepen knowledge about the importance of women, mothers, culture of feelings, education of love and respect

Hour of communication "Who dared to say that you are not a goddess?"

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Author: Mysyak Lyudmila Ivanovna Position: Deputy Director of NVR.

The material is posted as part of the Forum of pedagogical ideas "LESSON"

It is strictly forbidden to use this material on other Internet portals and in the media, as well as to distribute, translate, copy in any way without the written permission of the educational portal Osvita.ua.

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01/29/2014

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A didactic manual on chemistry in the 7th grade on the subject "Sulfur and its compounds" is presented

The use of elements of programmed learning in the creation of didactic material in chemistry

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Author: Serpokrylova Zoya Gennadievna Position: chemistry teacher.

The material is posted as part of the Forum of pedagogical ideas "LESSON"

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01/27/2014

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Didactic collection of materials on the subject of "Ukrainian language" on "Vocabulary and phraseology", designed for students in grades 5-6. Various didactic games with a creative task enliven the lesson, arouse interest in students, enrich their vocabulary

Game exercises with a creative task "In the world of interesting lexicology and phraseology"

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Author: Nevinchana Olga Grigorivna Position: teacher of the Ukrainian language.

The material is posted as part of the Forum of pedagogical ideas "LESSON"

It is strictly forbidden to use this material on other Internet portals and in the media, as well as to distribute, translate, copy in any way without the written permission of the educational portal Osvita.ua.

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01/29/2014

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In the article on the stated topic, the author writes that the effectiveness of geography lessons is determined by various indicators, among which one of the most important – the activity of students, their interest in learning the subject. By studying geography, children learn the world scientifically. The cognitive process has the character of a search. Under his influence, students always have questions

Methods of forming students’ cognitive interests in the study of geography

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The effectiveness of geography lessons is determined by various indicators, among which one of the most important is the activity of students, their interest in learning the subject. By studying geography, children learn the world scientifically. The cognitive process has the character of a search. Under his influence, students always have questions to which they seek answers. At the same time, their activity takes place with enthusiasm, emotional uplift, and joy. Special studies show a positive effect of cognitive interest on mental processes such as thinking and memory.

Cognitive interest is a selective orientation of the individual, addressed to the sphere of cognition, its subjectivity and the actual process of mastering knowledge, it is an interest in deep conscious cognition. The process of forming a cognitive interest in geography takes place in various ways. In the pedagogical literature there is a diverse classification of different methods of forming cognitive interests. They can be used in the study of any school subjects, including geography. In "Pedagogy" by M. Fitsula the following methods are given:

educational discussion; ensuring academic success; cognitive games; creating interest in the teaching of educational material; creating a situation of novelty of educational material; reliance on students’ life experiences; creative tasks.

What is the essence of these methods? How can they be used in geography lessons? Consider the examples.

The method of educational discussion is formed on the exchange of ideas between students, teacher and students, teaches to think independently, develops the ability of practical analysis and careful argumentation of the proposed provisions, respect for the opinion of others. A discussion is an in-depth discussion of a controversial issue. It is a complex form of work, but at the same time an important means of activating the cognitive activity of students. It is best to have an educational discussion in order to solve the problem in front of or in separate groups of students.

Thanks to it, students gain new knowledge and positive emotions. Children with great pleasure are involved in the discussion of the problem. The educational discussion creates optimal conditions for the prevention of possible misinterpretations, for increased activity of students and the strength of their assimilation of the material. It promotes the development of critical thinking, teaches to argue their own positions on the problem.

Participation in the discussion educates children in the ability to be critical of other people’s and their own judgments. In order for the discussion to be successful, it is necessary to create an atmosphere in the classroom so that students can openly, without hesitation, enter into discussions and express opinions and positions. But it is important for children to follow the following rules:

to speak in turn, not to interrupt another; criticize an opinion, not a person; respect all opinions expressed; do not laugh when another speaks, except when someone jokes; do not change the topic of discussion; encourage the participation of all students.

The teacher must follow the course of the discussion, not allow students to turn it into a heated debate, to deviate from the topic of discussion.

The most common forms of discussion are:

"Round table" "Expert group meeting" "Symposium" "Debate".

Possible questions for discussion:

The map is a window to the world (6th grade) "The Australian economy, which once rode a sheep, moved to an ore trolley" (7th grade) Can we assume that rivers are a product of relief and climate? (8th grade) Soils – chronicle and memory of nature (8th grade) Market management system is more efficient than centrally managed (planned) (9th grade)

The method of ensuring success in learning involves the teacher’s help to the lagging student, the development of his interest in knowledge, the desire to succeed. Help should be provided until he catches up with classmates and receives the first good grade, which lifts the spirits, awakens awareness of their own capabilities and on this basis the desire to consolidate success. The student, achieving any result, should feel successful, because only this feeling will help the self-affirmation of his personality.

In this way, gaps in the knowledge of individual students can be prevented and at the same time the causes of dissatisfaction and unwillingness to learn can be eliminated. After all, ensuring success in learning is more effective when children strengthen their faith in their own strength, awaken a sense of self-worth.

The words of the famous teacher V. Shatalov are appropriate in this regard: "You can!" – The teacher must remind the student. "He can!" – should remind the team. "I can!" – The student must believe in himself. "Thus, success in learning – the only source of inner strength of the child, which gives birth to energy to overcome difficulties, the desire to learn.

The method of cognitive games has a great influence on the acquisition of knowledge by students, the acquisition of skills and abilities. Game – one of the oldest methods of learning. It enriches children with certain impressions, provides an emotional environment for the reproduction of knowledge, facilitates the assimilation of educational material, creates a good mood, encourages educational work, relieves fatigue, overload. Game is one of the means and conditions for the development of students’ intelligence. The game method of teaching determines the purposeful influence on the content of education to be mastered, the nature of the interaction between teacher and students, provides a type of educational activity.

Game methods are characterized by features that distinguish them from traditional: the presence of game models of the object, process or activity; activation of thinking and behavior of the student; high degree of involvement in the educational process; the obligation for students to interact 123helpme.me with each other and the teacher or teaching material; strengthening of emotionality and creative character of employment; independence in decision-making; the desire to acquire skills and abilities in a relatively short time. Games provide important information, information about a geographical object, focus on learning.

In pedagogical science, there are different classifications of games. The diversity of geography makes it possible to use a large number of them, in particular:

creative games: correspondence trips to areas, mountains, rivers; research expeditions with books, maps, documents; keeping a traveler’s diary, etc.; ready-made rules games and board games: mosaic, geographical lotto, geographical dominoes, mail, recognizable silhouette, geographical chain, mathematical chain, etc.; role-playing games: students act as expedition leaders, sociologists, experts, journalists, TV presenters, judges, etc.

Here are some examples of some of them:

"Mail"

(topic "Rocks that make up the earth’s crust" 6th grade.)

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