Purposeful systematic perception of the phenomena of the environment. System of general scientific methods
The answers to tasks 1–20 are a number, or a sequence of numbers, or a word (phrase). Write your answers in the fields to the right of the task number without spaces, commas or other additional characters.
1
Write down the missing word in the table.
Characteristics of methods of cognition
2
In the given series, find the concept that is generalizing for all the other concepts presented. Write down this word (phrase).
Reform; revolution; social dynamics; evolution; social regression.
3
Below is a list of terms. All of them, with the exception of two, relate to the concept of "social control".
1) remark, 2) sanction, 3) social norm, 4) political ideology, 5) condemnation, 6) material culture.
Find two terms that "fall out" of the general series, and write down the numbers under which they are indicated.
4
Choose the correct judgments about the activity and write down the numbers under which they are indicated.
1. Activities are related to meeting the needs of a person, a social group, society as a whole.
2. Creative activity is inherent in both man and animal.
3. As a result of labor activity, material and spiritual values are created.
4. The same type of activity can be called with different motives of people.
5. The structure of activity implies the existence of a goal and means to achieve it.
5
Establish a correspondence between the distinctive features and types of societies: for each position given in the first column, select the corresponding position from the second column.
6
Artyom and Igor Chaika wrote a book about corruption. On what grounds can the content of the book be classified as scientific knowledge? Write down the numbers under which they are indicated.
1. All conclusions are theoretically substantiated.
2. The book is difficult for independent study by a non-professional.
4. Evidence is given to confirm the truth of the hypotheses.
5. The book was printed by a major publishing house.
6. The entire circulation of the book was sold out within one month.
7
Choose the correct judgments about securities and write down the numbers under which they are indicated.
1. The action is a certificate of a cash deposit in a bank with the bank's obligation to return this deposit and interest on it after a specified period.
2. A security certifying ownership of a share in the capital of an enterprise and giving the right to receive part of the enterprise's profit is called a share.
3. Securities are registered and bearer.
4. The bill gives its owner the right to participate in the management of the company and receive dividends.
5. The bond gives the owner the right to demand its redemption on time.
8
Boris Mikhailovich owns a car and a land plot and periodically pays the appropriate taxes. Establish a correspondence between examples and elements of the tax structure: for each position given in the first column, select the corresponding position from the second column.
9
The owner of the company draws up a business plan for the development of his enterprise. Which of the following can he use as external sources of business financing? Write down the numbers under which they are indicated.
1. improvement of production technologies
2. issue and placement of shares of the enterprise
3. Increasing productivity
4. income from the sale of the company's products
5. attracting loans
6. tax deductions
10
11
Choose the correct judgments about social stratification and write down the numbers under which they are indicated
1. The concept of "social stratification" refers to any changes taking place in society.
2. Social stratification involves the division of society into social strata by combining different social positions with approximately the same social status.
3. Sociologists identify the following criteria for social stratification: income, power.
4. Social stratification involves the allocation of social strata depending on the personal qualities of a person.
5. The prestige of a profession as a criterion of social stratification is associated with social attractiveness, respect in society for certain professions, positions, occupations.
12
In the course of a sociological survey of 25-year-old and 50-year-old citizens of country Z, they were asked the question: "Who read books to you in childhood?" (Any number of answers). The results of the surveys (in % of the number of respondents) are shown in the diagram.
Find in the list of conclusions that can be drawn from the diagram, and write down the numbers under which they are indicated.
1. The proportion of those to whom parents read books in childhood is greater among 50-year-olds than among 25-year-olds.
2. Equal shares of the respondents in each group had books read by their grandmother/grandfather in their childhood.
3. Among 25-year-olds, those to whom other relatives read books in childhood are less than those to whom kindergarten teachers read books in childhood.
4. Among 50-year-olds, those to whom grandparents read books in childhood are more than those to whom kindergarten teachers read books.
5. The proportion of those who found it difficult to answer among 50-year-olds is less than among 25-year-olds.
13
Select the correct judgments about political (state) regimes and write down the numbers under which they are indicated.
1. The signs of a political regime include the order of distribution of power between various social forces and political organizations expressing their interests.
2. The type of political regime is determined by the state of freedoms and human rights in society, the state of relations with the bureaucracy (bureaucratic apparatus), the dominant type of legitimacy in society.
3. The features of a political regime include the mechanisms of power, the way government bodies function, the procedures for selecting ruling groups and political leaders.
4. The presence of a professional administrative apparatus (bureaucracy) distinguishes a totalitarian regime from a democratic one.
5. The regime of any type (kind) is characterized by the implementation of the principle of separation of powers.
14
Establish a correspondence between the powers and the subjects of state power of the Russian Federation exercising these powers: for each position given in the first column, select the corresponding position from the second column.
15
Citizen A. was elected governor of region Z. He pays great attention to the protection of the rights and freedoms of citizens, the development of civil society institutions. In communication, he is friendly, open to criticism. What characteristics relate to the type of political leadership in this situation? Write down the numbers under which they are indicated.
1. regional
2. nationwide
3. democratic
6. charismatic
16
Which of the following do you attribute to the constitutional duties of a citizen of the Russian Federation? Write down the numbers under which they are indicated.
1. choice of profession, type of activity
2. defense of the Fatherland
3. appeal to public authorities
4. participation in the elections of the President of the Russian Federation
5. conservation of nature and environment
17
Choose the correct judgments about procedural law and write down the numbers under which they are indicated.
1. Branches of procedural law directly regulate social relations, they focus on establishing the rights and obligations of subjects.
2. The parties in civil proceedings are the plaintiff and the accused.
3. By general rule The claim is filed in the court of the defendant's place of residence.
4. Administrative jurisdiction may be exercised by judges, commissions for the affairs of minors and the protection of their rights, internal affairs bodies (police), tax authorities, customs authorities, military commissariats, etc.
5. Criminal proceedings are carried out on the basis of the adversarial nature of the parties to the prosecution and defense.
18
Establish a correspondence between legal forms and types legal entities: for each position given in the first column, match the corresponding position from the second column.
19
Leonid, a medical university graduate, found a job as a doctor. For conclusion employment contract he brought military registration documents and work book. What other documents, according to the Labor Code of the Russian Federation, should Leonid present to the employer? Write down the numbers under which they are indicated.
1. certificate of registration of ownership of the dwelling
2. insurance certificate of state pension insurance
3. an extract from the financial and personal account
4. tax notice
5. passport or other identity document
6. diploma higher education
Read the text below with a number of words missing. Choose from the proposed list of words that you want to insert in place of the gaps.
20
“Legal responsibility is a measure of state coercion for the committed __________ (A), associated with the perpetrator suffering certain __________ (B) of a personal (organizational) or property nature. Legal liability is one of the means to ensure __________(B). It is associated with state coercion, which is understood as __________ (D) to oblige the subject against his will and desire to perform certain actions. In the presence of the fact of an offense __________ (D) (or body) obliges a person (or organization) to undergo certain adverse consequences. Along with legal responsibility, such types of state coercion as preventive measures __________ (E), protective measures are singled out.
Words (phrases) in the list are given in the nominative case. Each word (phrase) can only be used once.
Choose sequentially one word (phrase) after another, mentally filling in each gap. Please note that there are more words (phrases) in the list than you need to fill in the gaps.
List of terms:
1. deprivation
2. possibility state
3. illegal behavior
4. public opinion
5. offense
6. guilt
7. lawful conduct
8. public danger
9. authorized person
Part 2.
First write down the task number (28, 29, etc.), and then a detailed answer to it. Write your answers clearly and legibly.
Read the text and complete tasks 21-24.
“The ability of the state to be effective largely depends on the principles of organization of the institutions of legislative, executive and judicial power.
When forming the institutions of the state, these principles are combined in various volumes with the principle of separation of powers into legislative, executive and judicial. Depending on the procedure for isolating the majority of the people and whether the right of legal investment (the right to form, control and dissolve the government) belongs to either the parliament or the president, the majority principle gives rise to two institutional types of democracy - parliamentary and presidential. The legislative and executive branches of government can be organized on the principle of either a clear separation, or the absence of a strict separation of powers. The application of this principle of organizing the branches of government depends on the form of government.
The parliamentary form of the political system does not provide for a clear separation of powers. The popular majority is determined on the basis of a unified voting system - the election of deputies of parliament. The formation of the executive power is carried out indirectly: the head of government and cabinet members are elected by parliamentarians. Therefore, the separation of powers is indirectly carried out after the formation of the government. The leader who receives the support of the majority in parliament becomes the head of the executive branch. The government relies on the support of parliament, is controlled by it and is dismissed. Pluralism of interests and the rights of the minority is defended by the legally operating opposition. Great Britain provides a classic example of a parliamentary form of government. The leading role in shaping the domestic and foreign policy of the country is played by the prime minister, who has broad powers. He rules through parliament, which determines his influence.
The presidential form of political structure implies a strict separation of powers already at the election stage, provides for the legislative and executive branches of power to have their own independent electorate, therefore, in countries with a similar form of government, there is a dual voting system. The presidential republic is based on the direct election of the parliament and the head of the executive branch by the citizens through national elections. Then the president appoints members of the cabinet (government), directs its activities. He is responsible directly to the people. The dual voting system provides equal legitimacy to the executive and legislative branches of government.
The United States is a typical example of a presidential model of democracy.
The choice of a parliamentary or presidential form of government determines the structure of the institutions of power, the technology for the implementation of the will of power. Paradoxical as it may seem, the parliamentary model strengthens the executive power, while the presidential republic strengthens the power of the parliament. In the parliamentary model, the main functions of the parliament are to form the government, control it and dissolve it. Otherwise, the influence of the legislature is limited. The powers of the government are significant, including legislative initiatives, and the possibilities of its influence are due to the support of the parliamentary majority.
In the presidential form of government, the parliament has independent powers and rules along with the president. The presidential model does not require compromise or disagreement between the executive branch and the parliamentary majority. The parliamentary majority can play the role of opposition to the president and thus restrain him. The situation is different in parliamentary republics: since the government is efficient only if a coalition of the parliamentary majority is created, the importance of compromises between legislators and the government is significant in the parliamentary model.
In order not to identify the executive and legislative branches of power, restraining principles were created in Western countries in the form of a system of the rule of law, in which political institutions, groups, individuals act within the framework of law, respect and obey it.
Sometimes in the literature this regime is called the regime of legal democracy. However, it seems that the differences between regimes based on majoritarian and legal principles are rather arbitrary, since Western democracies in all their varieties are a creation of law.
(R. T. Mukhaev)
Show answer
- An indicator of effectiveness is indicated: the ability of the state to be effective largely depends on the principles of organization of the institutions of legislative, executive and judicial power.
- Two principles are named.
Modern Western democracies are based on two principles: the majority principle, according to which power belongs to the majority of the people, and the legal principle, which means the rule of law, equal responsibility of government and citizens before the law.
Elements of the answer can be given in other formulations that are close in meaning.
Name two criteria for the formation of two types of democracy. What underlies this formation? Explain the role of the principle of separation of powers in this process.
Show answer
- Criteria: "Depending on the procedure for separating the popular majority and whether the right of legal investiture (the right to form, control and dissolve the government) belongs to either the parliament or the president."
- Reason: the principle of separation of powers.
Elements of the answer can be given in other formulations that are close in meaning.
There is no answer to the second question in the text, the task is aimed at attracting knowledge.
Firstly, the principle of separation of powers is the basis for the formation of democracy, as it ensures democracy through parliamentary representatives, consideration of the opinions and interests of different social groups, and obstacles to the usurpation of power. Secondly, the principle of separation of powers delimits parliamentary and presidential democracies depending on the clarity of the separation of branches of power.
Formulate three features that distinguish the parliamentary form of political structure from the presidential one. Using knowledge of the constitutional structure of the Russian Federation, illustrate each difference.
Show answer
- Differences between the parliamentary form and the presidential form
- Each difference must be illustrated by the provisions of the Constitution of the Russian Federation
- c) The Parliament forms the Government (in accordance with Article 111 and Article 112 of the Constitution of the Russian Federation, the President of the Russian Federation appoints the Chairman of the Government of the Russian Federation with the consent of the State Duma, the President, at the proposal of the Chairman of the Government, approves federal ministers).
Other relevant examples may be given..
What is the meaning of legal democracy? Using the text and social science knowledge, name and illustrate with an example two restraining principles of the rule of law. Show the answer
1. The meaning of the concept, for example: corpus delicti - a set of signs prescribed by law that characterize the committed act as a specific type of crime.
2. One sentence containing information about the signs of a crime, for example: The signs of a crime include public danger, wrongfulness, guilt and punishability.
(Any other proposal can be drawn up, revealing, based on the knowledge of the course, the signs of legal liability).
3. One sentence, based on the knowledge of the course, revealing the basis that excludes the presence of a crime, for example: The absence of an objective side, that is, the connection between the act and the consequences of the act, excludes the presence of a crime.
(Any other proposal can be drawn up, revealing, based on the knowledge of the course, the features of administrative responsibility).
Show answer
The correct answer must contain the following elements:
1) trend (according to the text of the task)- humanization of education:
2) other trend with corresponding characteristic, let's say:
Internationalization of education (integration of national educational systems);
Informatization of education (development of distance learning, widespread use of information technologies and digital resources in education, focus on developing students' skills in searching and analyzing various information).
Other trends may be named (not according to the terms of the assignment), other characteristics are given
You are instructed to prepare a detailed answer on the topic "Moral standards in the system of social control." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.
Show answer
One of the options for the disclosure plan for this topic
1. Social norms and sanctions as elements of social control.
2. Views social norms:
a) moral;
b) legal;
c) religious;
d) etiquette, etc.
3. Features of moral standards:
a) focused on values, patterns of behavior;
b) are manifested in customs and traditions;
c) are regulated by public opinion, human conscience;
d) are historical.
4. The structure of morality:
b) principles;
5. Morality and morality.
6. The relationship of morality and other social norms.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
By completing task 29, you can show your knowledge and skills on the content that is more attractive to you. For this purpose, choose only ONE of the statements below (29.1-29.5).
Choose one of the statements below, reveal its meaning in the form of a mini-essay, indicating, if necessary, different aspects of the problem posed by the author (the topic touched upon).
When presenting your thoughts on the problem raised (designated topic), when arguing your point of view, use the knowledge gained in the study of the social science course, the relevant concepts, as well as the facts of social life and your own life experience. (Give at least two examples from various sources as evidence.)
29.1. Philosophy“Art illuminates and at the same time sanctifies a person’s life ...” (D.S. Likhachev)
29.2. Economy“In business and sports, too many people are afraid of competition. As a result, people avoid striving for success if it requires hard work, training and self-sacrifice.” (K. Rockne)
29.3. Sociology, social psychology"Our social roles are determined by other people's expectations." (N. Smelser)
29.4. Political science"Totalitarianism is a form of government in which morality is within the competence of the authorities." (A.N. Kruglov)
29.5. Jurisprudence"Freedom consists in being dependent only on laws." (Voltaire)
Observation is a purposeful systematic perception of objects, in cognition
which the individual is interested in, is the most developed form
intentional perception. Surveillance is highly active
personality.
A person does not perceive everything that caught his eye, but singles out
the most important and interesting for him. Differentiating objects, the observer
organizes perception in such a way that these objects do not slip out of the field
activities.
The systematic nature of purposeful perception allows us to trace
phenomenon in development, note its qualitative, quantitative, periodic
changes. Active thinking included in observation helps to separate the main
from the minor, the important from the accidental, helps to more clearly differentiate
items. Perception, attention, thinking and speech are combined when observed in
single process of mental activity.
The act of observation reveals the extreme stability of arbitrary
attention. It allows the observer to produce for a long time
observation, and if necessary, repeat it repeatedly.
Observation reveals the inner activity of the individual. It is closely related to
features of the mind, feelings and will of man. However, their ratio in observation
will be different depending on the objectives of the observation, on the qualities of the observer himself.
Therefore, in some cases, observation will be predominantly intellectual
expressiveness, and in others - emotional or volitional aspiration.
When a person studies the development of a phenomenon or notes changes in objects
perception, then there is a need for observation. Observation starts with
task setting. Based on the observation tasks that have arisen, a detailed
plan for it. This makes it possible to foresee various aspects of the observed
phenomena, to avoid chance, spontaneity of perception.
Observation presupposes the preliminary preparation of the observer, the presence of
certain knowledge, skills, mastery of the method of work.
Observation is the ability to notice characteristic, but barely noticeable features.
objects and phenomena. It is acquired in the process of systematic studies by any
business and therefore is associated with the development of the professional interests of the individual.
The relationship of observation and observation reflects the relationship between mental
processes and personality traits. Cultivating observation as self
mental activity and as a method of cognition of reality is the basis
development of observation as a personality trait.
Observation is purposeful, systematic, systematic perception the process of development of objects and phenomena in the form in which they exist in nature and society in natural conditions. Scientific observation is characterized by: a concept, a predetermined plan, a specific goal, the use of special tools and measuring instruments, keeping records, etc. Observation does not involve intervention in the process being studied. This shortcoming is overcome by experiment.
An experiment is a purposeful study of a phenomenon under specially created and precisely taken into account conditions, when it is possible to monitor the course of its change and actively influence it using various means. In the process of conducting an experiment, various devices, tools, special devices, and computer technology are widely used.
The experiment can be repeated, this is a more effective method of scientific research, allowing you to study not only what immediately catches your eye, but also what is often hidden in the depths of the phenomenon.
There are two main types of experiment: natural and model. If in the first case the subject under study is in natural conditions, which change in accordance with a certain program, then in the second case the real object is replaced by a model.
The scientific facts obtained in observation and experiment are subjected to analysis and synthesis. Analysis is the mental division of the subject under study into its constituent elements in order to study its structure and internal connections. Synthesis is the process of mental connection of the parts of an object dissected in the course of analysis, the establishment of interaction and connections of parts and the knowledge of this object as a whole. In order to study an aircraft, it is first necessary to get acquainted in detail with each of its systems (fuel, air, hydraulic, oxygen, electrical, etc.) separately, and then comprehend all this as a whole.
Analysis and synthesis are closely related, mutually presuppose and complement each other. Otherwise, they lose their cognitive value.
Comparison is one of the universal operations that allows you to establish the difference between similar and similarity between different
objects, their properties and relationships by applying a series of abstractions.
Abstraction is the mental isolation of individual features, properties and relationships of a particular object that are of interest to us in order to cognize them in a "pure" form (in abstraction from other features, properties and relationships). The objective basis of abstraction is the relative independence of the properties, aspects and relationships of objects, which allows them to be mentally singled out. Generalization is a mental selection of similar (common) features, properties and relationships inherent in the class of objects under consideration. As a rule, essential properties and connections are generalized, and on the basis of this, there is a transition from the singular to the general, from the less general to the more general.
Abstraction and generalization are often used together with historical and logical methods. The historical method is a mental reproduction of the emergence, development and death of a particular subject under certain conditions and details. This method reveals the sequence of formation and development of the subject under study. The logical method is a generalized reflection of the historical development of an object in its essential, necessary connections and relationships. The logical is the historical, corrected, cleansed of accidents, and incorporating the universal.
Both of these methods are in dialectical unity, since the historical method is unthinkable without a certain logical generalization, and the logical method of research, carried out in accordance with the laws that the actual historical process itself gives, is nothing more than the same historical method, only freed from the historical form. and from interfering accidents.
Formalization and modeling methods play an important role in scientific knowledge. Formalization is a way of mentally connecting objects that are different in content based on the similarity of their forms. In other words, the form of an object becomes an independent object of study, on the basis of which it is possible to detect the similarity of objects that are different in content. The use of special symbols in the process of formalization makes it possible to briefly and unambiguously fix the knowledge gained in the form of certain signs. This is especially valuable in the process of using a computer.
Concretization and interpretation are operations that are opposite to abstraction and formalization, providing a transition from abstract concepts and definitions to concrete objects, from abstract schemes to their objective meaning.
Modeling is a material or mental reproduction of the properties, functions and relationships of the subject under study on a specially created model for the purpose of studying it. A model is an object that resembles the original in certain respects and serves as a means of fixing known and obtaining new information about the subject under study. Modeling is used not only as a means of obtaining new information about the subject under study, but also as a means of testing hypotheses in science.
Observation, unlike other methods and techniques, forms a vivid "live" idea of the surrounding world. Thanks to this method, it is possible to form one of the most important personality traits - observation.
In visual activity, which has sensory foundations, observation is one of the major indicative actions. The method of observation is aimed at shaping this action.
RequirementsTo observation
1. Purposefulness Observation in visual activity means, first of all, the perception of the content, those features of the object that will serve as the basis for the image, will allow visualizing the artistic image as a result of visual activity.
2. Emotionality of perception. Without feelings born of communication with people, art, nature, the man-made objective world, there can be no art, there can be no artistic, creative activity. Knowledge that is not backed up, not connected with feelings, does not encourage active action and, in particular, to manifest oneself in visual activity.
3. Meaningfulness of observation. Visual activity requires a special perception of objects, phenomena, identification and awareness of those properties that are to be depicted (shape, color, proportions, etc.). The child must understand many visible phenomena. For example, why the pines in the forest are tall, slender, powerful, and one pine on the shore has grown large and clumsy. Why do hare's hind legs are stronger and longer than the front. That is, the external features of objects are comprehended on the basis of revealing the internal content of the phenomenon, the essential links between the external features and the internal state, the influence of some factors. In this case, the process of cognition is deeper, feelings are more meaningful, a general idea of the phenomenon arises, which allows the child to better navigate when perceiving similar or contrasting phenomena.
4. Activity of children. In observation, it is necessary to provide a wide variety of activities for children: emotional, mental, verbal, motor. Only under this condition will the monitoring process be effective.
5. Repeatability of observations is especially important for children to create diverse, expressive images. In the process of repeated observations, children can see one object in changing conditions(birch on a clear sunny day, at sunset, on a windy day; forest in "golden" and late autumn). In the process of repeated observations, one can see a variety of objects of the same type: trucks of different appearance depending on the specific functional purpose; different residential buildings or buildings with different purposes (school, Kindergarten, residential building, palace for children, etc.). In this way, repeated purposeful observations significantly enrich children's ideas. The last observation should be as close as possible to the imaging process, since, due to the dominant involuntary nature of all mental processes in preschoolers, it is impossible to retain for a long time the “fresh” vivid impressions necessary for the image.
6. Taking into account the age capabilities of children and image tasks in the selection of the volume of representations formed in the course of observation. This requirement is realized both in the content and in the method of conducting observation with children.
The methodology for organizing and conducting observation with children involves:
the need to choose a place and time in accordance with the tasks of observation,
a variety of questions that activate the cognitive activity of children,
enrichment of observation with other methods: story, explanation, artistic word, game moments, survey elements, etc.
Example. You can organize the observation of spring birch trees on a bright sunny day. In a conversation, draw the attention of preschoolers to color and color: why does the crown of birches seem pink? How do pink and brown tones fit against the blue sky?
Encourage the children to think about how this can be portrayed.
One more observation can be made in order to focus the attention of children on changes in the same object (spring birches) in the evening or on a cold cloudy day. It is advisable to offer preschoolers a more difficult task: to notice as many changes as possible in this picture of nature.
If the children have to draw a spring birch grove on a cloudy day, they should observe how the outlines of the crown change (there is no clarity and delicacy), how its color changes, the colors of trees, sky, earth, etc. In essence, such activity (observations) can be organized as partially search. The results of these observations will be visible in the drawings, when the children themselves choose the color of paper, material, color, composition, etc. Individual observation tasks can be completely independent, exploratory in nature.
Thus, the method of observation can be presented, depending on the nature of the cognitive activity of children, as reproductive, heuristic, or exploratory.
There are some features of observations conducted with children of different age groups. The content of special observations carried out before classes in fine arts should be closely related to the content and objectives of the upcoming classes.
Children junior groups accept a topic if it is interesting and accessible to them
With kids, they observe phenomena, objects in their natural environment, simple in form and bright in color. As a rule, 1-2 signs are singled out (for example, color and rhythm). Observations are short-term; children are not given a setting for the subsequent image, i. the teacher does not say what they are watching for, since the children do not keep this task. The teacher himself determines the shape, color. Children repeat. It is very important that perception takes place in action, in movement, in play. Conversation-conversation should be relaxed, take place in a joyful playful atmosphere.
Example: theme for the image "Dandelions in the meadow." Children of the first junior group can draw dandelions with rhythmic yellow strokes on green paper (“clearing”).
Dandelion sightings can be daily and fun for kids. The teacher leads the kids to the lawn, where a lot of dandelions have grown. The kids run all over the clearing (this is important for the feeling of space, for the subsequent meaningful perception and development of a green sheet of paper as the space of a lawn, a meadow on which dandelions will “grow”). Children look and wonder, it turns out that dandelions grow everywhere. With a rhythmic movement of the hand, it is useful to show where they grow, emphasizing the rhythm of the arrangement with the words: “And here, and here, and here. Another dandelion, more ... ”This gesture and word will be useful to the educator when stimulating rhythmic visual actions (rhythmically applying smears-spots on a sheet of paper).
You should pay attention to the color of dandelions and grass, the teacher admires this beauty, showing an example of an emotional relationship to nature. Of course, kids will certainly touch dandelions and sniff them. You can play dandelions: close your heads with your hands, and then “bloom” under the sun, “warm up” in the sun, etc. Poems and songs about this spring miracle will come in handy.
At 2 junior group children can already draw dandelions, depicting heads with a rounded spot or outlining and painting over a contour, someone is already conveying an elementary structure - a stalk. Therefore, an element of examination can be included in the observation: with a gesture - with a finger, outline the heads of dandelions, small and large. You can pay attention to the thick and juicy grass, where dandelions did not grow. Otherwise, the observation will change little, but the drawings will be done in a different way. Kids on their own initiative can complement the image.
With kids middle group observation may be longer. It is necessary to highlight several features: color, shape, structure, location in space. Children of this age are ready to answer questions (of a reproductive and exploratory nature), elementary comparisons and generalizations. It is possible to organize repeated observation with the complication of the content and methods of cognition.
Example (same). The attention of children can be drawn to the structure of dandelions. They independently determine the rounded shape of the head, a thin stem. With the help of leading questions, the educator examines the leaflets. You can draw the attention of preschoolers to the variety of dandelions: large and small, with even and bent stems, just blossomed and already turned into white balls, flying around, etc. It is important to consider insects that have chosen flowers and lawn, etc. Children's drawings acquire personality traits due to the composition, expressive details-additions, diversity in the image of dandelions. At the end of the observation, children can be told about the upcoming drawing, advising them to capture the beauty that will soon pass, “fly around”, and they will have to wait for such a miracle until next spring.
older children are already capable of accepting the purpose of observation associated with the subsequent image (it is desirable to report on the purpose after the emotional perception of the beauty of nature by preschoolers). It is necessary to give the child the opportunity to see sunny spring flowers at once, in a combination of colors. It is advisable to help children "splash out" their feelings, express themselves. If this is difficult for children, the teacher needs to show his attitude, attract children to empathy, encourage them to search for words, images, comparisons to express feelings. After that, offer to draw a spring landscape, flowers in a meadow, so that people can admire this miracle at any time of the year.
Older children are able to perceive a phenomenon more consciously and actively, to notice hidden internal connections, dependencies, individual signs behind external changes, and to express it in words. Given the more complex tasks of the image, with older preschoolers, you can consider objects (their combinations) near and from afar, compare in size, establish the relative position in space: closer to us, farther, to the right, to the left, etc. In observations with older preschoolers, one can form a representation. To do this, highlighting some expressive features of objects, you can invite the children to think about how to draw it, what material is better to use, what color of paper is more suitable. At the time of observation, it is advisable to plan a future drawing. For example, the theme "Dandelions in the Meadow" or "Spring Blooming Meadow". Children come up with a composition of the picture, highlight the main thing in it. Accordingly, we have to think about how wide the strip of green meadow, the strip of sky will be. Preschoolers are thinking about how, with what colors and materials it is better to draw a spring sky, a green meadow. Maybe watercolor on a damp background, maybe colored wax crayons, etc.
It is recommended to carry out repeated observations (group and individual). And individual observations are subject to individual designs which the teacher forms in children in advance. Knowing, albeit in general terms, the intentions of the children, the teacher directs them to individual or joint observations with their parents. In older groups, observation is closely connected with the act of planning (the idea is built on the basis of observations).
21. The essence and specifics of the organization of the survey in different types of productive activities.
Examination method was developed by researchers on the problem of sensory education of preschool children.
Survey - purposeful analytical-synthetic perception of an object by tactile-motor and visual means.
You can examine toys, household items (house, bridge), nature (trees, bushes, flowers, animals). When depicting a person, you can examine a toy-doll, you can examine the figures of children (on a walk, gymnastics), etc.
An examination is a purposeful examination of an object that needs to be depicted.
The survey is used when there are difficulties in depicting individual objects, but survey skills must also be taught, so the survey can act simultaneously as:
teaching method;
The task of learning.
The meaning of the survey is in the formation of a pictorial representation ( those. representation of the future image and ways to create it).
After all, the order of the examination coincides with the sequence of the image, and the examination gestures not only help to isolate the features of the form, but by the nature of the movement they coincide with the form-building pictorial movements (as we outline a round shape along the contour - we draw, as we grasp, feel the volumetric shape with our fingers - we sculpt ).
During the examination, the following occurs:
Isolation and explanation of external signs,
Comparison of objects on these grounds,
Establishing and explaining similarities
Generalization
This allows you to form a generalized idea of a group of similar items. On the basis of generalized representations, a generalized way of depicting objects of the same type is also formed.
Survey structure
Survey can be divided into three distinct phases.
First stage- a holistic emotional perception of an object through some expressive feature.
For example, a fluffy, soft kitten (toy), an important proud goose (papier-mâché toy); ripe, tasty beautiful apple. Or: “Here is a fox running, a red-haired sister, waving her tail, looking in all directions ...” (toy).
Or children are looking at trucks. You may ask: what kind of car is this? And how did you guess? This technique allows you to isolate the most characteristic feature of an object and associate it with a function, purpose.
The meaning of the first stage of examining the depicted object is that preschoolers need to evoke a feeling of surprise, admiration, admiration, curiosity, etc. depending on the nature of the subject.
Second phase - analytical perception of the subject, i.e. sequential selection of pictorial features, parts and properties of the subject.
The order of such selection and definition corresponds to the sequence of the image.
Therefore, the approximate sequence of analysis is as follows:
1. Allocate and name the largest part of the subject and its purpose.
2. Determine the shape of this part. If possible, they find out the dependence of the form on the function (purpose), living conditions (why the fish is oval, why trucks have a rectangular, long body).
3. Determine the position of this part in space (why this pine has a clumsy, even forked trunk, while others have a slender one).
4. Then another (rather large) part is isolated and the position, shape, and size of it in relation to the main one are found out.
5. A color is distinguished if its image is involuntary, but is performed in accordance with nature.
Third stage - holistic emotional perception of the subject, as if uniting the emerging representation into a holistic image.
In the structure of the survey (analysis), it is often used examining gesture of the teacher and children, which helps to isolate the form, its features. Tracing a finger along the contour of an object organizes visual perception, the gaze first accompanies, then directs the movement of the finger. Moreover, the drawing of the surveying gesture coincides with the shaping movement produced during the image.
The older the children, the more the word can be used to control their actions: “Wrap your arms around, touch with your fingers like this (shows a gesture).”
An examining gesture is accompanied by a word that determines the direction, nature of the movement, and ultimately determines the shape. For example, “the finger“ runs ”on the ringlet, does not stop anywhere - a round ringlet. That's how it rolled, it doesn't stop." Or: "The neck of the goose is long, the breast is rounded."
The investigating gesture changes in different types of visual activity.
