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DISTRIBUTION OF TYPES OF REFLECTION IN THE LOWER GRADES
Zak A.
Leading Researcher, Psychological Institute RAE, Moscow, Russia
Abstract
The article describes the content of a study aimed at studying the distribution of types of reflection among students in grades 2 - 4. It is shown that the formation of reflection in the mentioned classes is characterized by the transition of children from the use of formal reflection in solving problems to the implementation of meaningful reflection.
Keywords: formal and meaningful reflection, junior classes, program "Intellectics Plus", extracurricular activities.
1. Introduction
The studies of V.V. Davydov [1] reveal the logical and psychological characteristics of different types of thinking when solving problems. So, if tasks are solved with the help of theoretical thinking, then in this case a person bases his actions on the essential relationships that he identifies in the conditions of tasks. This allows a person to correctly solve all homogeneous problems, i.e. tasks based on one principle and solved in a general way.
If the tasks are solved with the help of empirical thinking, then in this case the person does not distinguish essential relationships in the conditions and bases his actions on random reference points, in particular, on certain observable characteristics of the task conditions. This approach does not allow a person to correctly solve all homogeneous problems, since, as individual experiments have shown [2], each subsequent task is perceived by him as a new one, in no way connected with the previous tasks, especially if the tasks differ in external characteristics of the conditions.
In the noted studies, it was also shown that reflexive actions in solving problems - that is, actions associated with the consideration, control and evaluation of the solution of problems [1] - are implemented in different ways within the framework of the theoretical and empirical approach to problem solving.
It was found, in particular, that in the implementation of empirical thinking, reflexive actions of a person are either absent altogether, or they are associated with considering only the external side of their own actions. So, for example, when successfully solving a two-move chess problem, the child, when asked: "How did you solve the problem?", Usually answers in this case: "Rearranged the pieces."
In the implementation of theoretical thinking, reflexive actions of a person are aimed at considering the methods of their own actions. Therefore, in this case, when successfully solving a two-move chess problem, the child, when asked: "How did you solve the problem?", - answers (in contrast to the previous case) usually like this: "First I went with a pawn, and then - with a knight."
In the first case, reflexive actions have a formal character, since the child has an appeal to his own actions, they are considered, and there is no information
about the methods of action that is significant for a successful decision.
In the second case, reflexive actions are of a meaningful nature, since when considering one's own actions to solve a problem, information that is significant for a successful solution is highlighted - a specific way of action: which figures moved and in what order.
To study and diagnose the characteristics of reflexive actions in solving problems, a two-stage task was developed [2], which was used in research, where experiments were carried out on non-educational [4], [5] material. At the first stage, the child must solve three problems, which are selected on the basis of certain requirements: the first and third problems are solved in one way (that is, they have a common way of solving), the second problem is solved in a different way. Moreover, all three tasks should differ in the observed characteristics of the conditions.
For example, in one of our studies [2], fourth-graders were asked to solve such three problems.
1. Vanya and Borya lived in the same house. In 12 years, Vanya will be 10 years older than Bora now. Who is older?
2. Kolya and Vasya went to the same school. In 5 years Kolya will be 7 years older than Vasya now. Who is older?
3. Masha and Lena were engaged in rhythmic gymnastics. In 6 years, Masha will be 2 years older than Lena now. Who is older?
With different plot design of these three tasks, it is easy to see that the first and third tasks are built according to the same principle, they belong to the same class of tasks, where the second character is older than the first, and the second task is built according to a different principle, belongs to another class of tasks where the first character is older. second.
If the child was able to correctly solve three problems, then he moved on to the second stage of the task. He was told the following: "Many children solved these three problems. One group of children said the three tasks are similar. Another group of children said that these three tasks are different. The third group of children said that the first task is not suitable, and the second and third tasks are similar. The fourth group of children said that the second task was not suitable, but the first and third tasks were similar. The fifth group of
children said that the third task was not suitable, and the first and second tasks were similar. Who do you think said correctly? "
In cases where the child answered that "... all tasks are similar, because the words are the same everywhere: bigger, older ..." or that "... all tasks are different, because numbers are different everywhere ...", then this made it possible to assume that when solving problems, he considered his actions only from the outside, pointing out various moments that were insignificant for a successful solution: repeating words or the presence of numbers.
When the child replied that the first problem did not fit "... because in the first problem there are two-digit numbers, and in the other two they are single-digit numbers ..." or the third problem does not fit "... because it says about girls, but others - about boys ... ", then this evidence (like the child's previous statements) gives reason to believe that in these cases, too, he did not distinguish between the construction of the second problem from the first and the third, although, solving them successfully, he objectively focused on these differences.
And only if the child answered that the second problem was not suitable "... because in it the first is older than the second, and in others the second is older than the first ..." their actions with the peculiarities of constructing tasks.
2. Materials and methods
To solve the problem of the present study, related to the characteristics of the age-related dynamics of reflexive actions of a meaningful and formal nature in schoolchildren of grades 2 - 4, the above two-stage task scheme was used to determine the type of reflexive actions.
In the course of solving the noted problem, it was required to answer the following questions. What are the features of reflexive actions in children of the indicated age groups? How are reflexive actions of a formal and substantive nature distributed among students in the second and fourth grades? How does the formation of reflexive actions change among third-graders on the basis of extracurricular activities based on the search tasks of the non-educational content of the "Intellectics Plus" program [ 3 ]?
The study was based on the assumption that the mastering by third graders of the content of basic educational program (BEP) and the content of the non-educational program "Intellectics Plus" to a greater extent contributes to the formation of reflexive actions of a meaningful nature in children than their mastery of only the content of BEP.
The purpose of the study was to study the features of reflexive actions of a meaningful and formal nature in primary school students when mastering the BEP of primary school, as well as when mastering the content of the non-educational author's program "Intellectics Plus".
A total of 214 junior high school students participated in the study. Of these, 51 pupils studied in the second grade, 111 pupils - in the third grade (62 - the control group, 49 - the experimental group), 52 - in the fourth grade.
The study included three stages. Stage 1 (September): pupils of the second and fourth grades, as well as the third grade (control and experimental groups) solved diagnostic problems to determine the nature of reflexive skills. Stage 2 (September - May): pupils of the third grade (experimental group) mastered the content of the "Intellectics Plus" program. Stage 3 (May): re-diagnostics of reflexive actions.
At the first and third stages of the study, for the group diagnostics of reflexive actions, the task "Exchanges" was used, built according to a two-stage scheme: solving problems and grouping them.
This task offers tasks in which it is required, according to certain rules, to swap letters in places, for example: P L V in two steps to convert to V P L. One action -swapping any two letters. Solution: 1) V L P, 2) V P L; or 1) L P V, 2) V P L.
At the beginning of the diagnostic lesson, the teacher explains the rules for solving problems on the blackboard and, after discussion with the students, writes down the solution of two simple problems in two steps, for example:
No. 1. B P R --- P R B
1) P B R
2) P R B
No. 2. L M B Z --- Z B M L
1) L B M Z
2) Z B M L
After that, the children were given forms with two training tasks (in two actions), three main tasks (in three actions) and five opinions about the main tasks.
FORM Training tasks
1.G C D --- C D G
2.L P N --- N L P
Main tasks
1) A O I E U Y --- O A E I Y U;
2) R S P N K T --- N K T R S P;
3) W Z X V S T --- Z W V X T S.
Opinions
1. All basic tasks are similar.
2. All the main tasks are different.
3. The main tasks of the 1st and 2nd are similar, and the 3rd is different from them.
4. The main tasks of the 1st and 3rd are similar, and the 2nd is different from them.
5. The main tasks of the 2nd and 3rd are similar,
and the 1st is different from them.
* * *
After distribution of the forms, the children are told: "First, solve the training problems. Remember that only two letters are swapped in one action. Therefore, solve the main problems. And after solving them, each student must choose one opinion about these problems and write down why he thinks that this opinion is the most correct. "
The use of this task in preliminary individual experiments showed that some of the children, after correctly solving three problems, choose opinion 4. As shown by individual experiments, this indicates that
children used reflexive actions of a meaningful nature, realizing an internal focus on solving problems, since they considered similarities and the difference in their actions when solving them. As a result, they were able to place problems in one group with the same solution method: you need to swap adjacent letters.
Part of the children, after correctly solving three problems, chooses opinion 1, indicating, for example: "... all the problems are similar, because everywhere you need to rearrange the letters ...".
Some of the children choose opinion 2, noting, for example, "... all problems are different, because the problems have different letters ...".
Some of the children choose opinion 3, indicating, for example: "... Problems 1 and 2 are similar, but 3 differs from them, because in Problem 3 there are only the last letters of the alphabet ... ".
Some children choose opinion 5, noting, for example, "... problems 2 and 3 are similar, and 1 is different from them, because in problem 1 there are vowels ...".
These facts indicate that when solving problems, reflexive actions were used not of a meaningful, but of a formal nature, since the children referred only to the external features of the conditions of the problems, without considering the peculiarities of the methods of their solution.
In those cases when a student did not cope with one, two or three tasks of the "Exchanges" task, it was considered that reflexive actions associated with successful solution of problems were not used.
At the second stage of the study, the experimental group of the third grade during the academic year, outside of school hours, one hour a week in 32 lessons, solved the search problems of the non-educational content of the "Intellectics Plus" program. This program is a modification of the "Intellectica" program for grade 3 [3].
The noted modification of the "Intellectic" program is associated with the inclusion of tasks in its content, where a ready-made solution to the problem is proposed and it is required to evaluate this solution as correct or incorrect. Solving problems "for evaluation" of
a ready-made solution, the child needs to change the activity position - "I solve the problem", to a reflexive position - "I check the solution of the problem." Such tasks, as our studies have shown [2], contribute to the formation of reflexive actions of a meaningful nature.
It is important to note the originality of the problematic material of the "Intellectics Plus" program and the peculiarities of group lessons. The program is based on the material of search problems of non-educational content of four kinds: plot-logical, comparative, spatial-combinatorial, route. Each genus contains eight types of problems. Problems of each type were proposed to be solved in several structural variants: a problem with a complete condition and a question ("find an answer"), with an incomplete condition and a question ("find a part of a condition"), with a full condition, but without a question ("find a question").
Each lesson in the program consists of three parts. In the first part, the teacher, together with the students, examines the solution of the sample problem, which is typical for the type that is mastered in this lesson. Such a discussion is necessary so that children understand what and how to look for in problems of this type. Children are given the means and methods of parsing problems, managing the search for solutions and controlling their actions - all this contributes to the development of reflexive actions of a meaningful nature in relation to actions to solve problems.
In the second part of the lesson, children independently solve 12-15 problems of a certain type, guided by the instructions of the teacher.
In the third part, the teacher and the students check the solved problems, analyze the wrong decisions and their reasons. Such analysis creates favorable conditions for children to master reflexive actions of a meaningful nature in relation to actions to solve problems. 3. Results
The table below presents data reflecting the results of the "Exchanges" task by students of grade 2, control group (C) of grade 3, experimental group of grade 3 (E) and students of grade 4.
Table
The results of the use of reflexive actions when performing the task "Exchanges" by pupils of grade 2, grade 3 (C), grade 3 (E) and grade 4 in September and May (in %)
Characteristic application reflective actions Groups
2nd grade Sept. May Grade 3 (C) Sept. May Grade 3 (E) Sept. May 4th grade Sept. May
Absence application reflective actions (subgroup A) 9,8 2,0 1,6 0,0 2,0 0,0 0,0 0,0
Application formal reflective actions (subgroup B) 84,3 86,2 87,1 80,6 87,8 61,2 78,8 63,5
Application meaningful reflective actions (subgroup C) 5,9 11,8 11,3 19,4* 10,2 38,8* 21,2 36,5
Note: * - p <0.05.
The data in Table indicate the number in September and May of children of different subgroups in all groups of subjects - grade 2, grade 3, control group (C), grade 3 experimental group (E), grade 4. Shown is the number of children who, when solving the tasks of the task "Exchanges", do not use reflexive actions (subgroup A), and children who use formal (subgroup B) and meaningful (subgroup C) reflexive actions. Among pupils of the second grade in September, subgroup A accounted for 9.8% of children, subgroup B - 84.3%,
subgroup C - 5.9%. Thus, as a result of one year of study, the number of subgroup A turned out to be greater than the number of subgroup B, respectively: 9.8% and 5.9%.
Among the pupils of the control group of the third grade in September, subgroup A comprised 1.6% of children, subgroup B - 87.1%, subgroup C - 11.3%. Thus, as a result of two years of study, the number of subgroup A became less than the number of subgroup B, respectively: 1.6% and 11.3%.
In addition, it is worth noting also a small (by 2.8%) growth (compared to the beginning of education in the second grade) of subgroup B, respectively: from 84.3% to 87.1%.
Among the pupils of the experimental group of the third grade in September the number of subgroups A, B and C corresponds to the number of these subgroups in the control group, respectively, subgroup A: 2.0% -1.6%; subgroup B: 87.8% - 87.1%, subgroup C: 10.2% - 11.3%.
Among the pupils of the fourth grade in September, there were no children in subgroup A, subgroup B accounted for 78.8% of the class, subgroup C - 21.2%. Thus, as a result of three years of training in BEP, subgroup A ceased to exist, and the ratio of subgroups C and B changed in comparison with the beginning of training in the third grade in favor of subgroup C.
In the third grade, subgroup C was 6.1 times less than subgroup B (10.2% and 87.8%), and in the fourth grade, subgroup C became 4.6 times less than subgroup B (78.8% and 21.2%) , i.e. the share of subgroup B doubled, from 10.2% to 21.2%.
Comparing the number of children of subgroups A, B and C in each age group, the following can be noted. The number of children in subgroup A from the second grade to the fourth decreases to zero (from 9.8% to 0.0%), and the number of children in subgroup B increases, from 5.9% to 21.2%. At the same time, the number of children in subgroup B, as well as in subgroup A, decreases, but insignificantly, by 5.5%: from 84.3% to 78.8%.
In general, assessing the age-related dynamics of the absence of the use of reflexive actions and the use of reflexive actions of various types in primary school, it should be noted that after three years of education, about one fifth of children (21.2%) use meaningful reflexive actions, and about four fifths of children use formal reflexive actions (78.8%).
In May (compared to September), there was no one left among pupils in the control group of the third grade in subgroup A, the number of children in subgroup B decreased by 6.5% (from 87.1% to 80.6%), and the number of children in subgroup B increased by 9.1% (from 11.3% to 19.4%).
Among the pupils of the control group of subgroups A of the 3rd grade in May (compared to September) there was no one left, the number of children in subgroup B decreased by 6.5% (from 87.1% to 80.6%), and the number of children in subgroup B increased by 9.1% (from 11.3% to 19.4%).
It is important to note that for the first time in primary school (after three years of schooling), subgroup A does not contain children. This means that all children used reflexive actions in solving problems: some children (80.6%) used reflexive actions of a formal nature, other children (19.4%) used reflexive actions of a meaningful nature.
The changes that occurred from September to May in the third-grade experimental group were different from those in the control group. First, the number of children in subgroup B decreased significantly (by 26.6%): from 87.8% to 61.2%. Secondly, the number
of children in subgroup B increased significantly (by 28.6%): from 10.2% to 38.8%.
It should be specially noted that the number of children using meaningful reflexive actions in solving problems (subgroup B) in the experimental group is significantly (by 19.4%) greater than the number of such children in the control group, respectively: 38.8% and 19, 4%, - the difference in these indicators is statistically significant (at p <0.05). It is important to point out that Fisher's 9* test was used for statistical data processing.
It is important to emphasize that, with practically the same number of children in subgroup B in both groups in September, their increase by May differs significantly: in the control group it is 8.1% (from 11.3% to 19.4%), in the experimental group - 28.6% (from 10.2% to 38.8%). It is interesting to note that the indicated number of children in subgroup B is even slightly higher than the number of such children at the end of the fourth grade, respectively: 38.8% and 36.5%.
These facts testify to the confirmation of the research hypothesis: indeed, classes of third-graders in BEP and in the program "Intellectics Plus" are more conducive to the formation of meaningful reflexive actions (associated with considering ways to solve problems) than their classes only in BEP.
Changes similar to those in the experimental group took place in the fourth grade. First, the number of children in subgroup B also decreased (in May compared to September) - by 15.3% (from 78.8% to 63.5%). Secondly, the number of children in subgroup B increased by the same amount, from 21.2% to 36.5%. Thirdly, for the first time in four years of study in BEP, the ratio of the number of subgroup C to subgroup B has become less than two and is 1.73 (36.5% and 63.5%), while after one year of study this ratio was 14.3 (5.9% and 84.3%), after two years - 7.7 (11.3% and 87.1%), and after three years - 3.71 (21.2% and 78, eight%).
So, consideration of the data presented in the table allows us to characterize the age dynamics of the formation of reflexive skills in primary school as follows.
After one year of schooling, children who do not use reflexive actions accounted for one tenth of the class (9.8%), children using formal reflexive actions accounted for slightly more than four fifths (84.3%), and children using meaningful reflexive actions accounted for about one-sixteenth (5.9%) of the class.
After two years of study (on average for both groups of the third grade), children who did not use reflexive actions accounted for approximately one-fifty (1.8%); children using formal reflexive actions accounted for slightly more than four-fifths (87.45%); children using meaningful reflexive skills accounted for slightly more than one tenth (10.75%).
After three years of education, there are no children left who do not use reflexive skills; children using formal reflexive actions accounted for slightly less than four fifths (78.8%), children using meaningful reflexive actions accounted for slightly more than one fifth (21.2%).
After four years of education, there were no children who did not use reflexive skills, as well as after
three years of education; children using formal reflexive actions accounted for slightly more than three-fifths (63.5%); children using meaningful reflexive actions accounted for slightly less than two-fifths (36.5%).
Thus, as a result of primary school education, the majority of children use reflexive actions of a formal nature, and a minority of children use reflexive actions of a meaningful nature.
It is interesting to note that in a study conducted on a contingent of junior schoolchildren in Saransk in 1996-1998 [6] using comparable methods (students were also asked to solve search problems in a visual-figurative form), quite comparable data were obtained.
In particular, after one year of education, children who do not use reflexive actions accounted for 9.5%, children using formal reflexive actions - 86.3% and children using meaningful reflexive actions - 3.2%.
After two years of study, children who do not use reflexive actions accounted for 8.7%, children using formal reflexive actions - 79.2%; children using meaningful reflexive skills - 12.1%.
After three years of study, children who do not use reflexive skills accounted for 1.3%, children using formal reflexive actions - 76.6%, children using meaningful reflexive actions - 20.1%.
Comparing our data with the data obtained 20 years ago, we can cautiously assume that as a result of three years of education in elementary school, there are almost no children left who do not use reflexive actions, and children who use reflexive actions of a meaningful nature make up one-fifth of the grade.
In general, thus, as a result of education in elementary school, the majority of children use reflexive actions of a formal nature, and a minority of children use reflexive actions of a meaningful nature.
4. Conclusion
The data obtained as a result of the experiments performed allow us to answer the questions posed before the study and draw the necessary conclusions.
First, the study showed that in any grade of elementary school, some children do not use reflexive actions, some children use formal reflexive actions, and some children use meaningful reflexive actions.
Secondly, it was revealed that as a result of education in primary school, most of the children use formal reflexive actions, and a smaller part - meaningful reflexive actions.
Thirdly, during their primary school years, the number of children using meaningful reflexive actions increases significantly (more than three times, from
11.8% to 36.5%), while the number of children using formal reflexive actions decreases slightly (from 84.3% to 63.5%).
Fourthly, the experiments carried out confirmed the hypothesis of the research: it was found that when third-graders master the content of BEP during class time and after school hours of the content of the non-educational program "Intellectics Plus", reflexive actions of a meaningful nature are formed in most of the children than when third-graders master only the content of BEP at the appointed time.
Thus, classes under the "Intellectics Plus" program are a condition that significantly contributes to the positive age-related dynamics of reflexive actions in younger schoolchildren, associated with the transition of children from the use of formal reflexive actions when solving problems to the use of meaningful reflexive actions.
In general, characterizing the age-related dynamics of reflexive actions during the period of education of children in primary school, it should be noted that the main content of the noted dynamics is the development of meaningful reflexive actions by children when solving problems.
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