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PROBLEMS OF FORMATION
OF THE SKILLS OF LOGICAL THINKING
IN PRIMARY SCHOOL LEARNERS
О. Y. Karakhonova
This article deals with the formation of logical thinking of students at the initial stage of training. The author considers the features of thinking of primary school pupils, substantiates the sequence of thought development from concrete-contemplative to abstract logical thinking, and highlights the need for innovative technologies to be used in the development of logical thinking skills.
Key words: logical thinking, creative thinking, presentation, imagination, objective reality, the stage of primary education, innovative technologies, perception, analysis.
Acquisition of the skills of logical thinking is considered to be the most important skills set of all, as through logical thinking, one can achieve greater success in the cognition of objective reality, and establish oneself as a personality. This is why particular importance is attached to the formation of learners’ logical thinking at the stage of primary education. Teaching logical thinking to learners, the teacher should primarily pay attention to the learners’ psychological development -stimulate the learners for cognition of objective reality, form their interests in creative work, and develop memory, speech, and imagery skills.
Acquisition of the skills of abstract thinking provides the learners with the possibility to solve logical problems and draw conclusions relying on the internal properties of an object or phenomenon. While learning the techniques of mental activity, junior school children gradually enrich their experience of problem-solving by logical reasoning. This process is accompanied by the acquisition of analytical skills, and the formation of systemic knowledge. Learners use such techniques as comparison, differentiation, distribution, correspondence, analysis, and generalization. These techniques are particularly often used in performing the tasks in mathematics and linguistics. A new stage in the development of children’s thinking is acquisition of the skills of formal-logical thinking to which learners pass through modeling, “cross” comparison, and identification of genus-species relations.
A major task of primary education is the creation of primary pedagogical conditions for the formation of the learners’ scientific notions and their correlations. The learners already have a general idea about the surrounding realities; now they will specify the features of objects, and determine and characterize their inherent attributes. For stage by stage assimilation of notions by learners, they must be provided with study materials based on the principle of consistency and continuity. While studying the material, the learners will acquire the skills of identifying the functional attributes of things and objects. Based on these attributes children establish logical links, for example, fruits, vegetables, domestic animals, and even numbers. Unless proper attention is paid to the development of the learners’ logical thinking, they are unable to identify the essential features of objects and to classify them. At the subsequent stages of education, the learners form the skills of
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identifying both individual and generalized features. For example, it is necessary to identify the generalized feature of domestic or wild animals, or house plants.
To assimilate the notions about the interrelation of things in nature, the learners are to perform certain actions (operations). For instance, a pupil must visualize and describe a familiar object (thing) in a particular situation. After that, the teacher generalizes the notion and asks the pupils to describe it in new conditions. In this case (as well as in others), it is expedient to use innovative technologies, methods and techniques. Practical experience and analysis show that the use of innovative technologies in the process of teaching logical thinking is, unfortunately, not substantiated in the theoretical-empirical aspect. There is too little pedagogical experience in this area. Therefore, the problem of teaching logical thinking to junior school children by means of innovative pedagogical technologies is still relevant today. The solution to this problem is of great significance for improving the quality and effectiveness of primary education. First and foremost, it requires the presentation of study materials oriented towards the consistent development of learners’ critical thinking, and the provision of teachers with innovative, and in particular computer technologies, to promote development of the learners’ logical thinking.
References
Зак А. З. Развитие теоретического мышления у младших школьников. - М., 1984. Калмыкова З. И. Продуктивное мышление как основа обучаемости. - М., 1981.
Нишонова З. Мустакил ижодий фикрлаш ва шахс хислатлари // Халк таълими. - Тошкент, 2001. - № 4. -Б. 38-42.
Ходжиева Ф. О. Укувчиларда танкидий фикрлашни шакллантириш. - Тошкент: Фан, 2008. - 140 б.
Translated from Russian by Znanije Central Translastions Bureas
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