The theoretical basis of cognitive
development of students interest in learning mathematics
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The
relevance of developmental education, no one in doubt. For this problem a large
number of books published by Russian and foreign scientists. This is because
the possibilities are endless, and developmental education is not fully been
explored.
The
idea of the relationship between learning and development was formulated in the
30s profitable
L.S.
Vigodski. However, for the sake of fairness it should be noted that the origins
of developmental education comes from Socrates, although the concept of
"developmental education" is not introduced.
Development always involves a long
process of moving from the lowest to the highest quality. Accordingly, the
definition used in the philosophical and psychological and educational
literature, the definition of "development", stating that development
- a process of identity formation under the influence of external and internal,
regulated and unregulated factors, not with the essence of the concept of
"development". For on this definition, it appears that both the
regulated (training and education) and unregulated (hereditary factors and the
environment) factors that affect the development process, thereby ignoring the
beginning of organizing learning.
And when you consider that there
are, firstly, the factors affecting the development, and often against our wish
and our aims, and, secondly, the factors that specifically organize this
development, it becomes apparent that heredity and environment can only
influence, and training - to organize and goal-direct development taking into
account genetic factors and environment. Heredity and environment contribute to
the always high-quality growth, and yet they are the traditional definition of
"development." Therefore, we will adhere to the concept of
"development" of the Z.K. Meretukova: "... under development
should be understood as a process of qualitative change in personality,
involving its moral, intellectual, aesthetic, spiritual and physical
perfection."
There is a common approach and on the
definition of the concept of "developmental education". However,
after analyzing the definition of Z.I. Kalmykova, E.N. Kabanova-Meller, V.V.
Davydov,D. B. Elkonin, I.S. Ekimansk can see that, despite the different shades
in their definitions, scientists say develop such training, which provides the
assimilation of knowledge, forms the educational activity and affects brain
development. It should be noted that the latter are also treated differently.
For example, D. N. Bogoyalensky and N. A. Mengeenska under the mental
development to understand not only the accumulation fund of knowledge, but also
the fund mental techniques, operations, well-established and firmly attached,
which can be attributed to intellectual skills. In contrast, the L.S. Vygodskii
considered the central issue of children's mental development problem of the
development of awareness and arbitrariness.
According to L.M. Fridman, a similar approach
to the definition of "developmental education" does not reflect the
essence, because if the main purpose of teaching students to consider the
mastery of the knowledge system and skills, the development, in this case, you
must understand how mental development, which is the condition for the success
of this training and its direct result.
That is, if the considered approach
is replaced by developing training in mental development, because the concept
of "developmental education" is more aptly. Consequently, for the
treatment of this issue should be taken for the original purpose of education -
the formation of comprehensive development. The first examines the development
of a comprehensive multi-faceted profession. The second identifies it with a
broad, versatile education, erudition, to assimilate information from various
fields of science, literature, art, and also from the socio-political, moral,
aesthetic and other kinds of knowledge. The third identifies the full
development of personality with an abstract ideal, almost non-existence of the
condition and human development.
These
three approaches should not be regarded as mutually exclusive but as complementary
to each other. Thus, the meaning of all-round development is the formation of
man in general, able to live and work not only for utilitarian purposes of
personal being, but in the name of the highest human ideals.
That said, you can lead a more capacious than
the previously mentioned, the definition of developmental education N.N.
Pospelov, which is characterized as "cumulative development of mental,
volitional and emotional personality traits that contribute to self-education,
which is closely associated with the development of thought" . However,
this definition embraces not the important aspects of development: spiritual
moral, aesthetic. Thus, training is given only educational and develops in the
narrow sense of the function. Therefore, we will adhere to the definition in
his work, which gives Z.K. Metetukova: "adevelopmental learning, we
understand this teaching, which provides the moral, mental, spiritual,
aesthetic and physical development of students."
The next question which does not stop
the scientific debate is the question of ways and means of organizing such a
training that would allow full development of individual capacities and
abilities of each student, his all-round development.
We can distinguish the following approaches
to this aspect of the problem:
- The basis of the approach to developmental
learning V.V. Davydov and D.B. Elkonin is the assertion that the content of
training and education, as reflected in the curricula and textbooks, is the
determining factor for developmental education, therefore you need to change
and choose a learning content that would solve the problem of development.
-
Approach E.N. Kabanova-Meller, D. N.
Bogoyavlensky and others
based on the fact that the main through the development of pupils and, above
all, his thinking is the improving teaching techniques with particular emphasis
on techniques of mental activity.
-
Approach P.Y. Galperin and N.F. Talyzina substantiates the dependence on the
success of training for its construction, as the gradual formation of mental
actions in the presence of an estimated basis.
-The
approach is characterized by Z.I. Kalmykova stand out as the leading
psychological and pedagogical principles of developmental education following
the psychological and pedagogical principles: the principle of problem-based
learning, individualized learning and differentiation of the harmonious
development of the different components of thinking (practical, imaginative,
conceptual) development of algorithmic
and heuristic techniques mental activity, a special organization of the
mnemonic.
-
Approach M.A. Danilov, B. P. Yesipova, G.S. Kostiuk, L.V. Zankov, I. Y. Lerner
and M. Skatkin is that not only the content of the training and education, but
also teaching methods and the nature of the students in the classroom play an
independent and active role in their development.
Next, we consider in
some detail the concept of some scientists.
The concept of L.V. Zankov
At the core of the
didactic system L.V. Zankov laid down five principles of teaching:
- The principle of learning at a high level
of difficulty;
- The principle of the rapid pace in the
study of program material;
- The principle of the leading role of theoretical
knowledge in the initial training.