ФОРМУВАННЯ ПІЗНАВАЛЬНОГО ІНТЕРЕСУ В УЧНІВ ПОЧАТКОВОЇ ШКОЛИ (ІСТОРИКО-ЛОГІЧНИЙ ДИСКУРС)
Formation of cognitive interest of primary school pupils (historical and logical discourse)
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Questions of formation of cognitive interest in pedagogical heritage of native teachers of the second half of the XIX century are revealed.Socio-economic transformation in Ukraine determined entirely new priorities for the development of the education system and the requirements for the level of professional training. So one of the important and complex problems of modern educational theory and practice of school is to develop cognitive interest of juniorpupils as a basic condition for the successful functioning of the educational process. The purpose of the article is to systematize theoretical ideas on the problem of the formation of cognitive interest of primary school pupils in pedagogical heritage of S. I. Myropolskiy and P. F. Kapteryev. The article discusses national teachers' contribution to the development of theoretical issues of this problem. During the researc it was found out that S. I. Myropolskyy and P. F. Kapteryev enriched pedagogical science disclosing the role and importance of cognitive interest of students to enhance teaching and learning activities, to inclease aspirations for learning, educational motivation, etc. Validity and prudence of the basic theoretical positions of scientists, teachers ensured their fundamental training, sincere interest in school problems, aspirations and concrete steps of implementation of the basic ideas in practice, and creative use of treatment and achievement of foreign scientists in the context of the investigated problem. The study of the pedagogical heritage of Russian teachers, the theoretical foundations of the problem of formation of the cognitive interest of primary school pupils proved its necessity, and also helped to identify a range of principles, some of which remain relevant: planning the learning-cognitive activities, availability, consistency, regularity, taking into account individual characteristics and age of pupils, visibility; and forms and methods: excursions, games, books, conversations, discussions, love, respect for the child, the example of the teacher. The study of the investigated problem showed that in pedagogical science the problem of specific content of education and training, their relationship in a holistic educational process, the question about the goals, means and indicators of development of cognitive interest of primary school pupils is still open.
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