WORKING WITH A DIAGRAM AS A GENERAL- PURPOSE EDUCATIONAL ACTIVITY OF A PRIMARY SCHOOL PUPIL

10.12737/1337 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 13-17
Author(s):  
Фатеева ◽  
T. Fateeva
Keyword(s):  
Primary School ◽  
General Purpose ◽  
Educational Activity ◽  
School Pupil ◽  
Primary Schoolchildren ◽  
Different Types ◽  
Primary School Pupil

The task of teaching pupils to deal with diagrams is presented as a means of nurturing informational literacy among primary schoolchildren. Different types of diagrams and due sequence of actions for dealing with diagrams are described, including such kinds of actions, as motivational, procedural, controlling and judgmental. Special attention is given to the methods intended to help pupils to overcome misunderstanding of information presented in the form of diagrams.

Teaching the Russian and Foreign Languages within the Framework of Integrated Linguistic Education Strategy

2015 ◽  
Vol 3 (5) ◽  
pp. 11-16
Author(s):  
Горлова ◽  
N. Gorlova
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Personality Development ◽  
General Purpose ◽  
Foreign Languages ◽  
School Subject ◽  
Learner Centered ◽  
Education Strategy ◽  
Oral Speech ◽  
Primary School Pupil

The paper deals with the issue of forming general-purpose educational activities (personal, meta-subject and subject) in the course of teaching the Russian and foreign languages. Covered are the essence, structure and substance of the versatile learner-centered strategy of linguistic education, oriented at personality development of a preschooler, a primary school pupil and a teenager when mastering oral-speech activity in the Russian language (as a native as well as a foreign language), in a foreign language, as well as in a language of teaching any school subject.

scholarly journals Correlation between the accuracy and speed of hand control in primary schoolchildren and the amount of screen time

2021 ◽  
Vol 11 (3) ◽  
pp. 142-160
Author(s):  
Nataliya Borisovna Pankova ◽  
◽  
Irina Borisovna Alchinova ◽  
Olga Igorevna Kovalev ◽  
Marina Andreevna Lebedeva ◽  
...  
Keyword(s):  
Primary School ◽  
Screen Time ◽  
Educational Activity ◽  
Psychomotor Skills ◽  
Primary School Students ◽  
School Students ◽  
Motor Test ◽  
Primary Schoolchildren ◽  
Speed Accuracy ◽  
Out Of School

Introduction. The means and methods of computerized learning introduced into the education system in recent years are changing the attitude towards writing with a pen. Children are increasingly typing on a keyboard. This brings into focus research investigations aimed at identifying the possible influence of the above-mentioned type of educational activity on the indicators of psychomotor skills. The purpose of this research is to study accuracy and speed indicators of psychomotor coordination when working with hands in primary school students, depending on the amount of computer load (screen time). Materials and Methods. The study involved 4205 primary schoolchildren in grades 1-4 from 66 educational settings in Moscow (5 academic years, testing took place in October and March-April; all samples were independent). Indicators of psychomotor coordination (speed, accuracy, and smoothness of movements) when performing a motor test using "computer movement meter" (CMM) device were evaluated. The amount of lesson and out-of-school screen time was evaluated by teachers, relying on the hygiene standards: 0 points – no load, 1 point – compliance with hygiene standards, 2 points – twice exceeding the standards, 3 points – exceeding the standards by 3 or more times. Statistical data processing was performed using nonparametric criteria. Results. The research revealed the correlation between the total (lesson and out-of-school) screen time and indicators of psychomotor coordination in primary schoolchildren. The most obvious differences in psychomotor indices were found at the very beginning of school education – in October, in the 1st grade: in children with a minimum amount of computer load, the indicators of speed and accuracy were the worst. Speed indicators of psychomotor skills in groups of children (especially boys) with a high computer load have seasonal variability in the form of improvement by the end of the school year. Accurate indicators of psychomotor skills, on the contrary, with an increase in the amount of general computer load, lose variability and decrease. The smoothness of movements did not depend on the screen time. Conclusions. The identified changes in the psychomotor skills of primary school students who are active computer-users can be considered as a positive adaptive response in the form of developing new motor skills.

scholarly journals The role of educational motivation in the creativity of intellectually gifted primary schoolchildren

2021 ◽  
Vol 117 ◽  
pp. 01004
Author(s):  
Natalia B. Shumakova
Keyword(s):  
Academic Success ◽  
Educational Activity ◽  
Learning Activity ◽  
Verbal Creativity ◽  
Educational Motivation ◽  
Primary Schoolchildren ◽  
Different Types ◽  
Intellectually Gifted ◽  
External Motivation

The importance of external and internal motivation in the academic success of students and their persistence in achieving educational and cognitive goals is considered within the framework of the theory of self-determination. The role of different types of educational motivation in the development of the creative potential of students remains insufficiently studied, especially in relation to primary schoolchildren. The research objective is to clarify the role of different motives for learning activity through differences in the figurative and verbal creativity of intellectually gifted primary schoolchildren on the threshold of adolescence. The study involved 96 intellectually gifted primary schoolchildren of the 3rd-4th grades (the average age is 9.6; the number of boys and girls is the same). The internal and external motivation of their educational activity was studied using the “Scale of educational motivation” developed by T.O. Gordeeva based on the Academic Self-Regulation Questionnaire (SRQ-A) by Ryan and Connell. Divergent creativity was analyzed using N.B. Shumakova’s methodology “Figurative and verbal creativity”. An ambiguous relationship has been revealed between different types of motivation and indicators of verbal and imaginative creativity. Internal cognitive motivation and self-development are reliably and directly related to imaginative fluency (r=0.28 and r=0.24), while external motivation (parental regulation) and imaginative creativity (including imaginative originality and elaboration) are linked reversely (r=-0.31, r=-0.24). The regression analysis has demonstrated that external motivation (learning for the sake of fulfilling the parents’ requirements) at primary school age is a negative predictor of imaginative creativity and originality of intellectually gifted students in their adolescence (F=6.91, β=-0.321, p=0.01 and F=6.57, β=-0.314, p=0.01).

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