Atyrau
State University after Kh. Dosmukhamedov
BASIC LAWS OF
THINKING
Developing
training in the broadest sense means the aggregate formation of mental,
volitional and emotional personality traits that contribute to its self-education,
which is closely related with the improvement of the process of thinking: only
self-comprehending academic or life task, the student develops his own way of
mental activity, is an individual work style fixes skills using mental
operations [1].
In a number
of pedagogical studies in recent years, focusing on the formation of a special
mindset, focused development of intellectual skills, in other words, learning
mental actions, techniques of cognitive research.
The task of
the thinking part of the correct determination of causes and effects, which can
perform the functions of each other, depending on the conditions and time. Cope
with this task can only theoretical thinking.
Scientific
thinking is mostly theoretical, conceptual. The criterion of its truth - social
practice. Therefore, thinking can not be reduced to a set of mental operations
and manipulation.
The
development of thinking is closely related to speech, ie, ability to clothe
their thoughts into words.
By the
methods of intellectual activities include analysis, synthesis, comparison,
abstraction, generalization, specification, classification, systematization.
The main ones are the analysis and synthesis. The rest - derived from the first
two.
Analysis -
mental operation dismemberment of a complex object into its component parts of
their characteristics. [2].
Synthesis -
mental operation, based on the establishment of the similarities and
differences between objects [3].
Generalization
- a mental association of objects and phenomena in their general and
essential characteristics.
Abstraction
- a distraction - thought-operation, based on the allocation of material
properties and the object relations and distraction from other, non-essential.
Specifying -
mental transition from the more general concept of a more private.
Every act of
thinking is a process of solving any problem arising in the course of knowledge
or practice. This thinking is based on the knowledge and the acquisition of new
knowledge - the thinking.
Mind is
called the indirect, generalized reflection of reality in terms of the means of
analytical and synthetic activity. [4].
The concept
- the elements of thinking, various combinations of which allows the process to
proceed in various forms.
The concept
- a form of thinking, which reflects the essential properties, connections and
relationships of objects and phenomena, expressed in word or group of words.
Mastering the concepts and the development of students' mentality in training -
a classic problem of educational psychology. Genuine assimilation of concepts,
ie, free and creative manipulation of them, achieved control of mental activity
of pupils.
It is essential that domestic
and foreign educators and psychologists are unanimous in saying that it is
necessary to specifically train for forming correct concepts students
techniques and methods for mental activities.
But it is not an arbitrary set
of operations, and certain of their system, through which the student can find
select, combine the essential features of the studied objects and phenomena.
In connection with the process
of training in psychology is usually considered three types of thinking:
visual-active;
visual-shaped;
abstract logic.
They are considered major. In
the process of the development of thought followed. Consequently, for the
development of thinking or absolutized pupils exclude any of these species
would not be correct.
The earliest (inherent to
children under 3 years old) is a visual-active thinking - kind of thinking,
based on the direct perception of objects, the real transformation of the
situation in the course of action with objects.
In 4-7 years the child
develops spatial visualization ability - kind of thinking is characterized by
reliance on representations and images; function creative thinking related to
the representation of situations and changes in them that people want to
receive as a result of their activities, transforming the situation. is the
development of abstract-logical in the first years of schooling (conceptual)
thinking - kind of thinking which is carried out by means of logical operations
with concepts. Pupils of middle and older age, this kind of thinking becomes
especially important. It reflects such facts, patterns and causal relationships
that can not be visually-effective and imaginative way of knowing. At this
stage, students learn to formulate tasks in verbal form, to operate the
theoretical concepts, create and learn different algorithms for solving
problems and activities, etc.
Despite the diversity of
specific mental problems, any of them can be regarded as a process of gradually
moving towards its resolution.
Psychologists have found that
a simple message of knowledge, a simple transfer of methods and techniques of
mental actions by showing the sample and the training does not develop
thinking.
Under the development of
students' thinking in the learning process is understood the formation and
improvement of all kinds, shapes and thinking operations, production skills and
skills for the application of the laws of thought in cognitive and educational
activities, as well as the abilities to carry out the transfer of techniques of
mental activity from one area of knowledge to another.
Thus, the development of
thought includes:
1. The development of all
kinds of thinking and at the same time stimulating their escalation process
from one form to another.
2. Creation and improvement of
mental operations.
3. Development of skills:
a) highlight the essential
properties of objects and abstract them from the non-essential;
b) is the main communication
and attitude of objects and phenomena of the real world;
c) draw the right conclusions
from the facts and check them;
g) to prove the truth of
opinions and refute false reasoning;
d) disclose the nature of the
basic forms of valid reasoning (induction, deduction and analogy);
e) to express their thoughts
clearly, consistent, consistent and reasonable.
4. to develop the ability to
carry out the transfer of operations and methods of thinking from one field of
knowledge to another; forecasting the development of the phenomena and the
ability to draw conclusions.
5. Improvement of skills on
the application of the laws and requirements of formal and dialectical logic in
the curriculum and in after-hour informative activity of pupils.
Teaching practice shows that
these components are closely linked. Especially great is the importance of
thinking operations (analysis, synthesis, comparison, generalization, etc.)
underlying any of them. Shaping and improving their students, we thus
contribute to the development of thinking in general and theoretical thinking
in particular.
The criteria for the
development of thinking used indicators (essential features), showing the
achievement of a certain level of development of students' thinking.
Criterion 1 - degree of
awareness of operations and methods of intellectual activity. By this it is
understood that the teacher should not only develop students' ability to think,
that indirectly done in class on any school subject, but also show them in a
clear handicap the process of this particular activity and its results.
Criterion 2 - the degree of
mastery of the operations, skills and techniques of mental activity, the
ability to make rational action on their application in educational and
extra-curricular cognitive processes.
Criterion 3 - degree of skill
to carry out the transfer of mental operations and methods of thinking, as well
as their use of skills to other situations and subjects.
Ability to carry forward - it
is, according to some psychologists (Vygotsky, SL Rubinstein, A.N. Leontiev, S.
Erickson, B. Brownell et al.), An important feature of the development of
thinking.
SL Rubinstein found that the
formation of certain qualities of mind on one subject, to some extent
contributes to the overall development of students thinking.
This does not mean that the
study of geometry, develops and produces the same quality of thinking that
literature and sports. Each subject contributes. But computer gets some
advantage over other school course disciplines in this matter, because it
teaches the approaches and methods for the processing of all types of
information, and has great potential for the transfer of mental activity from
one area of knowledge to another.
Criterion 4 - degree of
formation of different kinds of thinking.
Criterion 5 - ie the value of
the thesaurus stock of knowledge, their consistency, as well as the emergence
of new ways of mastering knowledge.
Criterion 6 - the degree of
ability to creatively solve problems, to navigate the new environment, to act
promptly.
Criterion 7 - ability to
absorb logical propositions and use them in learning activities.
The most important of these
are the first three. All of them are inextricably linked to each other,
representing a single unit.
Direct control of mental
activity involves serial transfer of pupils to higher levels of the process. It
is necessary to ensure unity in the management of learning processes and mental
operations skills acquisition process: for different age groups of students, it
should be done in different ways.
Currently it focuses on the
development of senior thinking.
Firstly, because at this age
the child:
1) is produced by active
position in life;
2) related to the choice of
future profession is becoming more conscious;
3) dramatically increases the
need for self-control and self-esteem;
4) self-esteem and
self-awareness becomes more pronounced;
5) thinking becomes more
abstract, deep and versatile;
6) there is a need for
intellectual activity.
Secondly, because it is
important for high school students the importance of the process of teaching,
its goals, objectives, content and methods. This aspect has an impact on
student attitude not only to learn, but also to himself, to his thinking, to
their experiences.
Third, it should be noted that
changes in senior motivation teachings transformed ratio assessment and
self-assessment: the latter is more important for the student to set their own
personal qualities than the opinions of others.
Thus, high school students
self-consciousness goes to a higher level, which is reflected in the deepening
of self-control, self-esteem, independence and desire for perfection and
ultimately contributes to the development of skills of self-education and
self-education.
So, high school students,
because of their age characteristics, possess such qualities (high level of
abstraction, the desire to establish a cause-and-effect relationships and other
relationships between the objects and phenomena, critical thinking, ability to
argue their opinions and the like) that allow purposefully develop their
thinking.
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