Рівень логічного мислення дітей молодшого шкільного віку, які займаються інтелектуальними видами спорту
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Дата
2023
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Мета роботи – визначити рівень логічного мислення дітей молодшого шкільного віку, які займаються інтелектуальними видами спорту. Методи дослідження: теоретичний аналіз та узагальнення науково‐методичної літератури; тестування рівня інтелектуального розвитку; метод статистичної обробки результатів. Результати дослідження. Проведене предметно‐орієнтоване тестування показало, що лише 21% дітей впоралися із завданнями середнього рівня складності, тоді як зі складним рівнем не впорався жоден із досліджуваних. Висновки. У результаті дослідження ми визначили необхідність впровадження авторської програми навчання інтелектуальним іграм, яка включатиме вивчення теорії дебютів, розв’язання комбінацій, етюдів, ендшпілів, навчання позиційній грі. Перспективи подальших наукових досліджень будуть спрямовані на експериментальне обґрунтування програми навчання інтелектуальним іграм дітей молодшого шкільного віку із застосуванням інформаційних технологій
The purpose of the study is to determine the level of logical thinking of primary school children engaged in intellectual sports. Research methods: theoretical analysis and generalization of scientific and methodological literature; D. Wexler's test and pilot subject‐oriented testing to measure the level of intellectual development; method of statistical processing of results. Research procedures: familiarization with the problem of forming logical thinking, mental characteristics of primary schoolchildren; determination of the level of intelligence of primary schoolchildren; conducting a pilot subject‐oriented test. The research and experimental work involved 6 checkers coaches and 144 pupils aged 8‐9 years. Results of the study. On average, 10% of children have serious difficulties with tasks that determine the level of intelligence. The pilot subject‐oriented testing showed that only 21% of children coped with tasks of medium difficulty, while none of the subjects coped with the difficult level. Thus, the results of the study showed that it is necessary to strengthen the work on children's ability to think logically, build logical chains, assess the situation on the board, analyze an unfamiliar position, and promote the development of cognitive abilities, operational and long‐term memory, stress resistance, and self‐confidence. Conclusions. Based on the analysis of scientific and methodological literature, it was found that intellectual games help children develop personal qualities and mental abilities, such as cognitive skills, combinational and logical thinking, etc. As a result of the study, we determined the need to implement the author's program of teaching intellectual games, which will include the study of the theory of openings, solving combinations, etudes, endgames, and teaching positional play. Prospects for further scientific research will be aimed at experimental substantiation of the program of teaching intellectual games to primary school children with the use of information technology.
The purpose of the study is to determine the level of logical thinking of primary school children engaged in intellectual sports. Research methods: theoretical analysis and generalization of scientific and methodological literature; D. Wexler's test and pilot subject‐oriented testing to measure the level of intellectual development; method of statistical processing of results. Research procedures: familiarization with the problem of forming logical thinking, mental characteristics of primary schoolchildren; determination of the level of intelligence of primary schoolchildren; conducting a pilot subject‐oriented test. The research and experimental work involved 6 checkers coaches and 144 pupils aged 8‐9 years. Results of the study. On average, 10% of children have serious difficulties with tasks that determine the level of intelligence. The pilot subject‐oriented testing showed that only 21% of children coped with tasks of medium difficulty, while none of the subjects coped with the difficult level. Thus, the results of the study showed that it is necessary to strengthen the work on children's ability to think logically, build logical chains, assess the situation on the board, analyze an unfamiliar position, and promote the development of cognitive abilities, operational and long‐term memory, stress resistance, and self‐confidence. Conclusions. Based on the analysis of scientific and methodological literature, it was found that intellectual games help children develop personal qualities and mental abilities, such as cognitive skills, combinational and logical thinking, etc. As a result of the study, we determined the need to implement the author's program of teaching intellectual games, which will include the study of the theory of openings, solving combinations, etudes, endgames, and teaching positional play. Prospects for further scientific research will be aimed at experimental substantiation of the program of teaching intellectual games to primary school children with the use of information technology.
Опис
Ключові слова
інтелектуальні види спорту, логічне мислення, комбінаційне мислення, інтелектуальні здібності, молодші школярі, intellectual sports, logical thinking, combination thinking, intellectual abilities, primary schoolchildren