The theoretical basis of cognitive development of students interest in learning mathematics

Беркимбаев Салтанат

Кентауски многопрофильнный колледж

Назарбек Толкын

МКТУ им Х.А.Ясауи

Жакенов Акнур

Туркестан Мед колледж

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.