Among the parents of future first-graders, there is an opinion that without money good school There's no point in meddling these days. In fact, this is completely wrong. Having enrolled “children of the neighborhood,” the school has the right to accept anyone who wants to fill the available places, regardless of place of registration or residence. And you shouldn’t think that schools are waiting exclusively for rich Pinocchios, although this point is also present. Any school that cares about its prestige and status is interested primarily in capable children - intellectually developed. Firstly, they are more interesting to work with. Secondly, they bring “profit” in the form of victories at various Olympiads. Thirdly, they are active and independent, so they organize interesting school life on their own initiative. So if you want to get into a “strong” school, you must prepare your child so that selection committee I was fascinated by him.

At the same time, there is little point in “pushing” into a school with increased demands a child who cannot cope with the workload. He will feel out of place among children who easily do things that he cannot do. Therefore, even those who are “assigned” to a good school should not relax. Guaranteeing admission will not automatically make your child a successful student. It turns out that you need to prepare for serious school in any case.

Ready for school. What does it mean?

We are not talking about backyard schools, where the main criterion for readiness is the skills of contact combat, preferably without rules. We are talking about schools where children are taught to live in a modern information society. These days in school, and in ordinary life a person finds himself caught up in a powerful information flow, which is difficult to control without special skills.

How does school life look like for a child whose intellectual abilities are not developed? Like a pile of small parts that suddenly and unexpectedly poured out on his head. What to do with them? How to use? The child feels disoriented and lost. Random attempts to do something lead to the baby becoming overtired and stressed. At the same time, a child with developed intelligence will quickly assess what kind of parts they are, quickly sort them and use them for their intended purpose: he will build a house from some, keep some in reserve, and throw others away as unnecessary. This example shows at the subject level what intelligence means in modern world is the ability to manage information flow to your advantage. This is the only way to make learning at school easy and interesting.

The question immediately arises: can intelligence be “taught”? Can every child become an intellectual? Of course, by nature, all people are gifted differently, but there are universal skills and abilities that are suitable for children, regardless of what they are inclined to do. Answer: YES, a child’s intelligence can and should be developed.

Bricks of Intelligence

The first brick is developed memory. No matter how smart the baby may seem, but if he has a weak memory, he will not be able to master foreign language, learn the rule, etc. Those who believe that memory is given from birth are very mistaken. A healthy person can train it, like an athlete can train his muscles. For this there are special techniques: for some it is easier to remember visual images, for others logical connectives, for others associations and images, etc. When developing memory, you need to choose a method that is convenient for a particular person.

The second brick is developed attention. Many teachers complain about the scattered attention of modern children, saying that they need to constantly stand over them and hold their hands so that they concentrate on a simple task. To prevent a child from having problems, he needs to be taught to pay attention voluntarily, that is, intentionally. There are also special techniques for this.

The third brick is developed thinking. To highlight the main and the particular, to trace connections between phenomena, to draw conclusions - without these skills you can “burrow deep” into any text, and the topic of the essay will be chronically “unrevealed.” Thinking can and should be developed, and not only by “technical people”, but also by humanists. This is a universal skill.

The fourth brick is the development of speech skills. Here and lexicon, and the ability to highlight ideas in parts of the text and as a whole. Most children refuse to read just because they look at a book and see... you know what. Meanwhile, most of the school information comes from printed text - it is necessary to work with it competently. You need to develop your conceptual apparatus, expand your vocabulary, learn to express your thoughts orally and on paper.

The fifth brick is increasing the pace of reading. Again: assignments, tasks, material for comprehension are given mainly in printed form. If a child can read and understand it quickly, he will be successful in school.

These bricks make up a strong wall that protects the child from stress and overload. Learning becomes effective and easy for the child. As a result, he can cope with most intellectual tasks on his own, and accordingly, he feels proud and enjoys learning.

Teach without boring

If you have your eye on a strong school for your child and want him to be successful there, it makes sense to send him to classes that develop his intellect. The Presidential School conducts such classes for preschoolers, and they are based on the IntellectT technology developed by Doctor of Pedagogical Sciences M. A. Ziganov. About 20 years ago, a group of young scientists noticed that children had learning problems because they lacked information skills. Scientists began to “teach children to learn” and solved the problem of overload even in a strong physics and mathematics school. This is how the IntellectT technology was born, which has been recognized in Russia and abroad.

Educational technology "Intellect" was presented at the Academy of Sciences (USSR, 1991) and International Association Readings (USA, 1997). Elements of technology are protected by a dissertation from the Academy of Pedagogical Sciences.

The technology has received international recognition. Its author, doctor ped. Sciences M. A. Ziganov was awarded the IBS medal (Cambridge, England) and was included by the Cambridge Biographical Center (England) among the outstanding scientists of the twentieth century in the field of “Development of intellectual abilities.” By decree of the President of the Russian Federation V.V. Putin “for the development of technology and its implementation in the educational process of Russia” M.A. Ziganov was awarded a personalized watch “President of Russia”. The teaching staff of the school was awarded the international prize “Profession is Life” for the development of technology.

Nowadays, IntellectT technology, which saves time and children's health, is used in the Presidential School ( former School rational reading) in classes for preschoolers. Young graduates of the preschool department easily pass entrance interviews to strong schools.

Anna Babina
Thank you for your help in preparing the material.
Svetlana Vladimirovna Yakusheva,
Deputy Director of the National Educational Institution "Presidential School"

Comment on the article """Intelligence"" on the shelves"

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* Spinal injuries due to modern technologies caesarean section. If they are not removed, then the phenomena that complicate the growth and development of the child persist indefinitely.

"Intellect" technology is used in schools in Russia, Latvia, and Azerbaijan; schools in Ukraine, Uzbekistan, Israel, and Canada intend to introduce the technology into the educational process.

Authors: scientific director of the Lomonosov School, Doctor of Pedagogical Sciences. Ziganov Marat Alexandrovich; Head of the scientific and methodological laboratory "Intellect" Koreshkova Larisa Anatolyevna

Educational technology"Intellect" (OTI) - modern educational technology increasing efficiency educational activities due to: increasing students' interest in learning (children, teachers and parents estimate that studying is beginning to be easier); reducing children's fatigue at school (children spend less effort and time on completing educational activities according to school programs); increasing the quality of assimilation school curriculum and the quality of application of what has been learned in practice (up-to-date intellectual abilities allow you to better understand oral and written speech, retain what you have learned more firmly and apply knowledge, skills and abilities more productively).

The main objectives of using OTI: developing skills scientific organization student labor; the formation of a sustainable interest in the educational process as intellectual work; formation of students’ internal readiness for conscious and independent planning, implementation and adjustment of their development prospects; reducing the physical and psychological stress of students and employees.

The program for the development of intellectual abilities is interconnected with the programs for studying basic subjects and is implemented taking into account three provisions: 1st provision: The relevance of intellectual abilities. At each stage of intellectual development, students are offered exercises that develop exactly those intellectual abilities that will be in demand in lessons on this topic. academic discipline in the next 1-2 weeks when studying certain topics. 2nd position: Content of intellectual abilities. At each stage of intellectual development, developmental exercises are performed and the level of development of intellectual abilities is diagnosed at educational material, which was studied a little later or will be studied in the near future (only if the material not yet studied will be clear to students). 3rd position: “Inertia” in the development of intellectual abilities. The development of various intellectual abilities, manifested in one subject area, proceeds at different speeds for one particular student. So, for example, if the selectivity of a particular student’s attention to specific rules and properties develops in 2-3 weeks, then the stability of his attention when applying these rules and properties is achieved in a week.

Development map Subject: memory attention thinking imagination reading speaking listening writing thesaurus 1 Designation natural numbers Test 1++ Test 2+ Test 3+ Test 4+ Test 5+ 2Segment. Length of the segment. Triangle Test 1++ Test 2+ Test 3++ 3Straight line plane Test 1+ 4Scales and coordinates Test 1++ Test 2+

Let's compare tasks at different levels Level AULevel BLevel C Find the perimeter of a triangle with sides 3 cm, 4 cm and 5 cm. Find the perimeter of a triangle with sides 10 cm, 12 cm and 17 cm. Find the perimeter of a triangle if one side is 11 cm, the other is shorter the first side is 6 cm, and the third side is 15 cm.

Scientific director of the Lomonosov School, author of Educational Technology "Intellect", Doctor of Pedagogical Sciences, Professor at the European University of Law, author of 4 textbooks, 12 books, more than 200 scientific and popular articles, scientific director of a team of teachers who created more than 300 workbooks with developmental exercises, has patents for a number of inventions.

As part of the scientific and pedagogical activities of M.A. Ziganov, the following were created:

• educational technology "Intellect" with the aim of increasing the effectiveness of learning through the development of human intellectual abilities. The technology is successfully used in public and private schools in a number of countries;
• methodology for developing high-quality text memorization skills;
• methodology for developing rational reading skills;
• methods for developing oral speech skills for schoolchildren and adults;
• system for the development of intellectual abilities of preschool children.

In 1981, he created a continuing education institution that is still successfully operating – the School of Rational Reading (currently the “Presidential School”). During the period of the School’s existence, both full-time and correspondence departments Over 600 thousand people received training.

In 1993 he founded a non-governmental educational institution"Lomonosov School", which today is the recognized leader of non-state education in Russia. Currently, the Lomonosov School NOU is a vertically integrated educational holding, covering all stages of education and upbringing: preschool development, secondary education, additional education. Using technology and methods developed under the leadership of M.A. Ziganova, there are schools in Russia, Latvia, and Azerbaijan. Schools in Ukraine, Uzbekistan, Israel, and Canada intend to introduce technology into the educational process.

Awards:

• In 2000, he was awarded a medal and certificate from the Cambridge Biographical Center for outstanding services in the field of development of intellectual abilities.
• 2001 – letter of gratitude from the Minister of Education V.M. Filippov “For organizing events dedicated to the 290th anniversary of the birth of M.V. Lomonosov and aimed at developing the intellect and cognitive interests of students, many years of pedagogical work.”
• 1996-2005 – certificates and letters of gratitude from the Moscow Department of Education and the Western District Education Department (Moscow).
• 2005 – International Prize “Profession – Life”, Order “For Honor, Valor, Creation, Mercy” for the creation of health-saving technology “Intellect”.
• 2006 – Decree of the President of the Russian Federation on awarding a personalized watch “President of Russia” for the development and implementation of the educational technology “Intellect” in the educational process of Russia.
• 2006 – Certificate of honor Federation Council of the Federal Assembly Russian Federation for his great contribution to the development of education."
• 2007 – Order of Lomonosov "For merits and great contribution to the development of domestic science and education"

INTRODUCTION

In the course of implementing the requirements of the Federal State Educational Standard in primary school The knowledge approach is being replaced by a system-activity approach. The teacher must not only give knowledge to the student, but teach him how to obtain and apply it. To do this in an increasing flow of information, it is necessary to teach students to work with information.

The teacher faces the question: how to develop the educational and cognitive competencies of students in the learning process? In our work, we consider the most, in our opinion, interesting and effective technology - the technology of “mind cards”.

"Pedagogical technology- a special set of forms, methods, methods, teaching techniques and educational means systematically used in educational process based on declared psychological and pedagogical guidelines, always leading to the achievement of the predicted educational result with acceptable norm deviations".

“The most famous attempt to classify pedagogical technologies is made by G. Selevko. Within groups and subgroups, he identifies about a hundred, in his opinion, independent pedagogical technologies, which often represent an alternative to classroom organization educational process" .

G. Selevko identifies the main pedagogical technologies:

pedagogical technologies based on the humane and personal orientation of the pedagogical process;

pedagogical technologies based on the activation and intensification of students’ activities ( active methods training);

pedagogical technologies based on the use of new and cutting-edge information tools and others

Relevance This work is that to develop the skills to effectively obtain, process, record and present information. New approaches and educational technologies are needed.

In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage, and develop their cognitive activity. A contradiction arises: the new requirements imposed by modern standards of primary education cannot be implemented by traditional teaching technologies; new ways and means are required. At the same time, not all teachers are ready to use new teaching technologies. The following problem arises from this contradiction: what are the capabilities of the “mind map” technology in the educational process of primary school?

Purpose of the study: show that learning technology using mind maps is effective in studying and summarizing material in elementary school lessons, as well as helps make the learning process junior schoolchildren more interesting and entertaining.

Object of study is the pedagogical technology “mind map”.

Subject of study - formation, with the help of intelligence maps, of cognitive educational actions of primary school students.

Research objectives:

study psychological pedagogical and methodological literature on the research topic;

reveal the method of constructing mind maps;

explore the possibilities of using mind maps in primary school;

analyze the possibility of mind maps for the formation of educational and logical skills of primary schoolchildren.

CHAPTER 1. THEORETICAL BASIS OF USING INTELLIGENCE CARD TECHNOLOGY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

Bershadskaya E.A., Kuzyukova N.Yu., Petrushina O.P. After advanced training: the use of mind map technology for designing the educational process in primary school

Bershadsky M.E., Bershadskaya E.A. Application of “Mind Maps” methods to improve the information competence of students [Electronic resource] - Access mode: http://bershadskiy.ru/

Buzan T. Teach yourself to think! – “Medley”, 2004.

Buzan. T. Superthinking. Potpourri LLC, 2003.

Buzan.T. Memory cards. Getting ready for exams. – Minsk: Rosman-Press, 2007.

Vakhrushev A.A., Danilov D.D., Rautian A.S., Tyrin S.V. Program " The world"on the OS "School 2100" (for a four-year elementary school) [Electronic resource] URL: http://www.school2100.ru/uroki/elementary/okrmir.php

Garanzha V.V. The use of information and communication technologies in the training and education of primary schoolchildren. [Electronic resource]. - Access mode:

Mind map as a method of acceptance important decisions: MIND MAP in Russian [Electronic resource] URL:

Mind map as a factor in the development of cognitive learning activities of primary schoolchildren. 5

Kinelev V., Commerce P., Kotsik B. Use of information and communication technologies in secondary education. Information memorandum. UNESCO Institute for information technology in education. Moscow, 2005.

Cognitive educational technologies of the 21st century. [Electronic resource] Access mode:

About the mind map method //bershadskiy.ru/index/metod_intellekt_kart/0-32.- website of Mikhail Evgenievich Bershadsky.

Skachkova M.B. Mind map as a factor in the development of cognitive learning activities of primary schoolchildren. [Electronic resource] Access mode:

21. Oleshkov M.Yu.Pedagogical technology: the problem of classification and implementation // Professional pedagogical technologies in the theory and practice of teaching: Collection scientific works. - Ekaterinburg: RGPPU, 2005. - P. 5-19.

22.Selevko G.K.. Modern educational technologies. - Public education, 1998. - 256 p.

23. Sobchik L.N. Test "Cactus", M.A. Panfilova Torrance Test “Picture Completion”Methodology« Studyinginvoluntarymemorization in younger schoolchildren."

24. Methodology" Definitionconcepts" 2008

1

It is known that the educational process modern school constantly demands to improve its efficiency. This is especially true for Russian language lessons, since the school must, firstly, prepare all students, without exception, for successful completion single state exam, and secondly, a graduate who crosses the threshold of the school must have a good command of his native language and comply with the norms of both oral and written speech.

One of the ways to solve the problems posed to the Russian language teacher is a harmonious combination of training and development. The educational development technology “Intellect”, used at the Lomonosov School, helps with this. The teacher does not need to change programs and revise the methodology, and the children accept the tasks offered by the IntellectT laboratory not as educational work, but as a fragment of an important non-standard component of the lesson.

Intellect technology allows you to preserve all the best that has been developed traditional school, leaves the opportunity for the teacher to work according to the chosen state program and the textbook, but at the same time contributes to the most successful learning of the material, makes the child’s school life rich and interesting, helps the formation of the necessary skills and abilities, and develops the personality of each person.

The presented manual allows you to use one of the methods for implementing a person-centered approach - multi-level exercises.

Such tasks allow a successful student to go beyond the school curriculum, completing tasks of increased complexity, and a student with learning difficulties does not feel helpless, since he is able to master the minimum of feasible knowledge, and most importantly, he is also successful. In addition, developmental tasks are not just a set of words, which schoolchildren and applicants rarely encounter when testing the quality of knowledge - they are coherent texts, rich in one or another grammatical unit and corresponding to all stylistic and aesthetic norms.

A deep understanding of the development process through the subject of the Russian language led us to the idea that at a certain stage In teaching a child, there are more and less in demand qualities and skills. Therefore, we work on developing only certain qualities.

The most popular in Russian language lessons in high school It turned out to be the quality of attention in its various manifestations: selectivity, switchability, stability. The quality of assimilation of the material largely depends on its level.

The Russian language program is designed not only to study a certain set of spelling patterns, but also to practice the mechanical recognition of an object by any grammatical features, without which the development of high-quality language skills is impossible. spelling vigilance. In order to master well the technique of meaningful, literate writing, you must have such a quality as selectivity of attention - the ability to select from a variety of objects (in a Russian language lesson spellings, punctograms) a group of homogeneous ones, similar in some way grammatical feature. This skill is the key to competent mechanical writing, the key to success when performing test tasks, which the Unified State Exam focuses on for schoolchildren.

Exercises aimed at developing selectivity of attention help the teacher immediately identify the reason for the student’s lag and failure in the subject. (For example, if a child does not determine the declension or case of a noun, then he is unlikely to consciously check the spelling case endings). Therefore, before studying the topic “Spelling unstressed personal endings of nouns,” you should conduct an exercise aimed at recognition, that is, at selectivity of attention.

How does this task differ from the teaching one that is familiar to both the teacher and the student?

Firstly, setting a time limit in which the task must be completed is mandatory. Without this condition, the task ceases to be developmental. Of course, the ideal time is indicated, the one to which students should strive. And it’s not at all scary if the guys, when completing their first tasks, do not fit into the time period allotted to them. Having completed 4-5 similar tasks, they will get closer and closer to the goal.

Second hallmark- three difficulty levels.

The third important component of the task is the saturation of a small text with a grammatical unit (level A - 14 words per spelling, level B - 19 words, level C - 26 words).

Further, when schoolchildren have already developed certain skills, the exercise becomes more complicated; it now becomes three-stage: it consists of three separate tasks that must be completed in a certain period of time. Moreover, these tasks relate to three completely different topics, but certainly following each other in order in calendar and thematic planning. This approach allows you to repeat material studied a long time ago, consolidate what has already been covered, and begin practicing the material studied in this lesson. What comes first here is not a teaching goal (for example, parsing a word by its composition), but a developmental goal - developing the ability to show selectivity of attention - the ability to select a grammatical object in a stream of homogeneous ones. The multi-level approach is already included in the wording of the task.

Level A: As you read the text, find and sort out the words morphemic composition which consists of a root, a suffix and an ending - everything is simple and transparent.

Level B: As you read the text, find and underline words whose morphemic composition corresponds to the morphemic composition of the word “snowflake” - first you need to complete morpheme parsing and understand which words with which morphemic composition should be emphasized.

Level C: As you read the text, find words whose morphemic composition consists of: 1) the main morpheme of the word, which contains its lexical meaning; 2) from a morpheme, which serves to form new words (it is in the word “snowflake”); 3) from a morpheme, which serves to form new forms of words. At the end of the line in a free cell, put as many “+” signs as the number of words you found in the line - the task is even more difficult, but the teacher has a high level of trust in these guys. They appreciate it and try not to lose it, while others simply strive for it.

To see the system of work, to understand the essence of the developing technology "Intelligence", it is necessary to get acquainted not with individual tasks, but with collections of exercises, which are a system of tasks arranged in strict sequence according to calendar and thematic planning.

Thus, tasks aimed at developing thinking contribute to a deeper understanding of the material, teach you to analyze and generalize the material being studied, build logical chains, establish relationships between linguistic phenomena, prepare children for basic research work.

Tasks aimed at developing attention and memory help quickly and effectively develop strong spelling and punctuation skills and improve practical literacy.

Thesaurus tasks (interpretation of all concepts, accompanied by images and emotions) are of particular importance: they help to systematize and generalize the material studied on the topic, form the ability to freely operate with terminology, which is an indicator of solid knowledge of the theory of the Russian language. And such exercises provide the teacher with the opportunity to check the depth and quality of mastery of a particular topic, objectively assess knowledge and structure work so that gaps in students’ knowledge are eliminated in a short time.

So, summarizing the information presented in this article, I would like to focus on the fact that a harmonious combination of training and development gives a colossal result: the development of the intellectual abilities of schoolchildren contributes to a significant increase in the quality of knowledge in the subject, reduces the level of fatigue of students, and makes it possible not to lose a poorly performing student and bring a capable student to a higher level, beyond the school curriculum, making the child’s school life rich and interesting.

Bibliographic link

Makarova T.N. APPLICATION OF EDUCATIONAL DEVELOPMENTAL TECHNOLOGY “INTELLIGENCE” IN RUSSIAN LANGUAGE LESSONS // Uspekhi modern natural science. – 2010. – No. 12. – P. 109-111;
URL: http://natural-sciences.ru/ru/article/view?id=15468 (date of access: 05/17/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"