Psycho-pedagogical work on formation of cognitive interest of junior based on the use of personality-developing situations
The article deals with the formation of cognitive interest as a scientific problem. Cognitive interest is an important factor in improving the learning process and at the same time an indicator of its efficiency and effectiveness, as it stimulates cognitive activity, independence, creative approach to mastering the material, encourages self-education. The implementation of a personality-oriented approach in teaching requires the teacher to form cognitive interest as an integrative quality of personality. The formation of this modification has a positive effect on the entire development of the student, he becomes an active, creative person, capable of self-development and self-education. In the article the authors present a system of personal-developmental situations aimed at the formation of cognitive interest of younger students and the results of its experimental testing. The article presents the levels of formation of cognitive interest of younger students, reflecting the features of the development of personal functions of students: very low, low, medium and high (personal-creative) levels of formation of cognitive interest. Very low level - a complete lack of interest in the subject; low level-at this level, interest in learning correlates with external motivation; the average level assumes the presence of a student's cognitive interest in the subject, requiring constant stimulation of the teacher's teaching, his help; high or personal-creative level-cognitive interest becomes an integrative quality of the child's personality, he has a great desire for knowledge under the influence of internal driving forces of development. In the choice of diagnostic methods, the authors proceeded from the fact that they should overlap each other, creating conditions for achieving objectivity and reliability of the indicators of interest to us. The results of the study of the formation of the components of cognitive interest were composed of different types of data, which allowed to obtain comprehensive information about the degree of formation of both a single component and the level of formation of the cognitive interest itself. Identification of the degree of formation of each of the components was carried out by carrying out both traditional diagnostic methods and special techniques, tasks and questions that perform control and diagnostic functions.