Contemporary Approaches to the Problem of the Development of Pupil’s Cognitive Activity According to the Ways of Managing the Young Learner’s Classroom

Abstract

The aim of article is to describe contemporary approaches to the problem of the development of cognitive activity of pupils according to the ways of managing the young learner’s classroom; to explore the effectiveness of group forms of the activity at the lessons which is largely determined by the level of the activity of pupils’ thinking.

The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as the experiment of the effectiveness of group forms of the pupils’ activity at the lessons.

The results of the research. Thus, the effectiveness of the members of the primary groups in the process of individual solution of problems influenced the success of the joint activity of pupils. These data allow us to conclude that the joint activities of secondary school pupils during group activity are characterized by specific factors that, despite the equal composition of groups of pupils, lead to different efficiency of the activity in these groups, which, in turn, depends on the effectiveness of solving problem task by each participant of communication separately. These factors must be taken into account by teachers in the classroom to increase the level of knowledge of pupils in the subjects and improve the techniques of working with pupils within the implementation of an individual approach to each secondary school pupil individually.

Conclusions. It should be emphasized that the effectiveness of group forms of the activity at the lessons is largely determined by the level of the activity of pupils’ thinking, which in turn will depend on several conditions: whether pupils will receive knowledge ready, such as the teacher fully explains a new topic (but does not retell the task, accompanying the translation with the only «correct» explanation and evaluation of the material, which sometimes occurs in the pedagogical practice of teachers); whether the teacher seeks to include pupils in the process of studying the material through leading questions; whether the study of a new material is carried out in the process of independent search activity of pupils who, when faced with a problem situation, themselves seek a way out of it, thus solving a cognitive problem.

Pupils’ cooperation contributes to a better understanding and memorization of the content of reading, activation of the control function. While interpreting the role of group forms of the activity in the educational process we would like to emphasize: «The study of the effectiveness of this group activity shows its great advantages, and so far there has been no case, there was no other example group activity than individual or joint ones».

All the above mentioned ways are necessary for full mastering of educational material. But in order for pupils to learn not only the system of knowledge, skills, abilities, but also the experience of creative activity, it is necessary to include them into the process of mental activity, in solving problems which would ensure creative application of acquired knowledge and skills into practice and the development of the pupil’s personality.