Perception theme. Observation is a purposeful perception of the real world, object or phenomenon in a natural environment. Purposeful perception of phenomena

Observation, in contrast to other methods and techniques, forms a vivid "living" idea of the world around us. Thanks to this method, it is possible to form one of the most important personality traits - observation.

In visual activity that has sensory bases, observation is one of the key indicative actions... The observation method is aimed at shaping this action.

RequirementsTo observation

1. Purposefulness observation in visual activity means the perception, first of all, of the content, those features of the object that will serve as the basis for the image, will allow you to visually represent artistic image as a result of visual activity.

2. Emotionality of perception. Without feelings, born of communication with people, art, nature, man-made objective world, there can be no art, there can be no artistic, creative activity. Knowledge that is not supported, not associated with feelings, does not induce active action and, in particular, to manifest oneself in visual activity.

3. Meaningfulness of observation. Visual activity requires a special perception of objects, phenomena, highlighting and awareness of those properties that are to be portrayed (shape, color, proportions, etc.). The child must understand many visible phenomena. For example, why the pines in the forest are tall, slender, mighty, and one pine tree on the shore has grown large and clumsy. Why is the hare's hind legs stronger and longer than the front ones? That is, the external signs of objects are comprehended on the basis of revealing the internal content of the phenomenon, significant connections between external signs 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 ensure the most diverse activities of children: emotional, mental, speech, motor... Only under this condition will the observation process be effective.

5. Repetition of observations especially important for children to create a variety of expressive images. Through repeated observation, children may see one object in a changing environment(birch tree on a clear sunny day, at sunset, on a windy day; forest in "golden" and late autumn). In the process of repeated observations, you can see a variety of objects of the same type: different in appearance trucks, depending on the specific functional purpose; different residential buildings or buildings with different purposes (school, Kindergarten, residential building, palace for children, etc.). Thus, repeated purposeful observations significantly enrich children's ideas. The last observation should be as close to the imaging process as possible., since, due to the dominant involuntary nature of all mental processes in preschoolers, the retention of long term"Fresh" vivid impressions necessary for the image are impossible.

6. Taking into account the age capabilities of children and image tasks when selecting the volume of representations formed in the course of observation. This requirement is realized both in the content and in the method of 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 issues that activate the cognitive activity of children,

· Enrichment of observation with other techniques: story, explanation, artistic word, game moments, elements of examination, etc.

Example. It is possible to organize observation of spring birches on a bright sunny day. In a conversation, draw the attention of preschoolers to color and flavor: why does the crown of birches seem pink? How do pinks and browns work together against a blue sky background?

Advise the guys to think about how to portray this.

One more observation can be made in order to draw the attention of children to 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 are to draw a spring birch grove on a cloudy day, they should observe how the outline of the crown changes (there is no such clarity and delicacy), how its color, the colors of trees, sky, earth, etc. change. In essence, such activity (observation) can be organized as partly exploratory. The results of these observations will be visible in the drawings when children independently choose the color of the paper, material, color, composition, etc. Individual observation tasks can be completely independent, research in nature.

Thus, the observation method can be presented, depending on the nature of the cognitive activity of children, as reproductive, heuristic, or research.

There are some peculiarities of observations carried out with children of different age groups. The content of special observations carried out before physical activity classes should be closely related to the content and tasks 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 a natural environment for them, simple in shape and bright in color. As a rule, 1-2 features are isolated (for example, color and rhythm). Observations are short-term, children are not given a setting for the subsequent image, i.e. the teacher does not say why they are looking, since the children do not hold on to 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 brings the kids to the lawn, where many dandelions have grown. The kids run around the whole clearing (this is important for the sense of space, for the subsequent meaningful perception and development of a green sheet of paper as a space of a lawn, a meadow on which dandelions will "grow"). Children look and wonder, it turns out that dandelions grow everywhere. It is useful to show where they grow with a rhythmic movement of the hand, 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 pictorial actions (rhythmic application of smears-spots on a sheet of paper).

You should pay attention to the color of dandelions and herbs, the educator admires this beauty, showing an example of an emotional relationship to nature. Of course, the kids will certainly touch the dandelions and sniff. You can play dandelions: close the heads with your hands, and then "bloom" under the sun, "bask" in the sun, etc. Poems and songs about this spring miracle will come in handy.

In 2 younger group children can already draw dandelions, depicting the 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 the survey 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. The rest of the observation will change little, but the drawings will be done in a different way. Kids by 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 for answers to questions (reproductive and search), 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 stalk. With the help of leading questions the teacher examines the leaves. You can draw the attention of preschoolers to the variety of dandelions: large and small, with straight and bent stems, just blossomed and have already turned into white balls, flown around, etc. It is important to consider insects that have taken a liking to flowers and lawns, etc. Children's drawings acquire personality traits due to composition, expressive complementary details, variety 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 will have to wait for such a miracle until next spring.

Older children are already capable of accepting the observation goal associated with the subsequent image (it is advisable to report the goal 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 "throw 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, propose to draw a spring landscape, flowers in the meadow, so that people can admire this miracle at any time of the year.

Older children are able to more consciously and actively perceive the phenomenon, notice hidden internal connections, dependencies, individual signs behind external changes, and express it in words. Considering the more complex tasks of the image, with older preschoolers it is possible to consider objects (their combinations) near and from a distance, compare in size, establish a relative position in space: closer to us, further, to the right, to the left, etc. In observations with older preschoolers, you can to form a pictorial representation. To do this, highlighting some expressive features of objects, you can invite the children to think about how it can be drawn, what material is better to use, what color of paper is more suitable. At the time of observation, it is advisable to plan the 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, one has to think about how wide the strip of green meadows, the strip of sky will be. Preschoolers ponder how, with what colors and materials it is better to paint the spring sky, a green meadow. Maybe watercolors on a damp background, maybe colored wax crayons, etc.

It is recommended to carry out repeated observations (group and individual). Moreover individual observations are subject to individual intentions, which the teacher forms in children in advance. Knowing, let in general outline, the ideas of children, the teacher directs them to individual or joint observation with parents. In older groups, observation is closely related to the action of conception (conception is built on the basis of observations).

21. The essence and specifics of the organization of the survey in different types productive activity.

Survey method was developed by researchers on the problem of sensory education of preschool children.

Survey - purposeful analytical-synthetic perception of an object by a tactile-motor and visual way.

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 (for a walk, gymnastics), etc.

Inspection is the purposeful examination of an object that needs to be portrayed.

The survey is used in case of difficulties in depicting individual objects, but survey skills must also be taught, therefore, the survey can act simultaneously as:

Teaching method;

Learning task.

The meaning of the survey in the formation of a visual representation ( those. representations of the future image and methods of its creation).

After all, the order of the examination coincides with the sequence of the image, and the examining gestures not only help to isolate the features of the form, but by the nature of the movement they coincide with the formative pictorial movements (how we outline a round shape along the contour - so we draw, how we embrace, feel with our fingers a volumetric shape - so we sculpt ).

During the examination, the following occurs:

Isolation and explanation of external signs,

· Comparison of items on these grounds,

Establishing and explaining similarities

Generalization

This allows you to form a generalized idea of a group of similar objects. On the basis of generalized ideas, a generalized way of depicting objects of the same type is also formed.

Survey structure

Survey can be divided into three stages of different nature.

First step- integral emotional perception of an object through some expressive sign.

For example, a fluffy, soft kitten (toy), an important proud goose (papier-mâché toy); ripe, delicious, beautiful apple. Or: "Here is a chanterelle, a red-haired sister running, wagging her tail, looking in all directions ..." (toy).

Or children are looking at trucks. One may ask: what kind of car is this? How did you guess? This technique allows you to isolate the most characteristic feature subject and associate it with function, purpose.

The meaning of the first stage of the examination of 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 an object.

The order of this 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, find out the dependence of the form on the function (purpose), living conditions (why the fish is oval, why trucks rectangular, long body).

3. Determine the position of this part in space (why this pine has a gnarled, even forked trunk, while others have a slender one).

4. Then select another (rather large) part and find out the position, shape, its size in relation to the main one.

5. Allocate a color if its image is involuntary, but is performed in accordance with nature.

Stage Three - 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. Circling with a finger along the contour of an object organizes visual perception, the gaze first accompanies, then directs the movement of the finger. Besides, the drawing of the examining gesture coincides with the shaping movement produced in the image.

The older the children are, the more the word can be used in controlling their actions: "Put your arms around, touch your fingers like this (shows a gesture)."

The examining gesture is accompanied by a word that determines the direction, the nature of the movement, and ultimately determines the form... For example, "the finger" runs "along the ring, does not stop anywhere - a round ring. That's how it rolled, it doesn't stop. " Or: "The neck of the goose is long, the breast is round."

The examining gesture changes in different types of visual activity.

Observation is a purposeful, planned, systematic perception of 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: an idea, a pre-developed plan, a definite purpose, the use of special means and measuring instruments, keeping records, etc. Observation does not involve interfering with the process under study. This disadvantage is overcome by experiment.

An experiment is a purposeful study of a phenomenon in specially created and accurately 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, instruments, special devices, and computers are widely used.

The experiment can be repeated, this is a more effective method 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: full-scale and model. If in the first case the subject under study is in natural conditions that 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 studied subject into its constituent elements in order to study its structure and internal connections. Synthesis is the process of mentally connecting parts of an object, dismembered in the course of analysis, establishing the interaction and connections of parts and knowing this object as a whole. In order to study an aircraft, you must first get to know in detail, 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 suppose and complement each other. Otherwise, they lose their cognitive value.

Comparison is one of the universal operations that allows you to distinguish between similar and similarities between different

objects, their properties and relationships by applying a number of abstractions.

Abstraction is the mental isolation of individual, interesting us signs, properties and connections of a particular object in order to cognize them in a "pure" form (in abstraction from other signs, properties and connections). The objective basis of abstraction is the relative independence of the properties, sides and connections of objects, which allows them to be mentally isolated. Generalization is the mental identification of similar (common) features, properties and connections 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 in conjunction with historical and logical methods. The historical method is a mental reproduction of the emergence, development and death of a specific object in certain conditions and details.This method reveals the sequence of the formation and development of the studied object. 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 corrected historical, cleansed of accidents, which has absorbed the universal.

Both of these methods are in dialectical unity, since the historical method is inconceivable without a certain logical generalization, and the logical method of research, performed 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.

Methods of formalization and modeling play an important role in scientific knowledge. Formalization is a way of mentally connecting objects of different content on the basis of the similarity of their forms. In other words, the form of an object becomes an independent object of research, on the basis of which it is possible to detect the similarity of objects of different content. The use of special symbols in the process of formalization makes it possible to concisely and unambiguously fix the acquired knowledge in the form of certain signs. This is especially valuable in the process of using a computer.

Concretization and interpretation are operations 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 connections of the object under study on a specially created model for the purpose of studying it. A model is an object that has similarities in certain respects with the original 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 studied subject, but also as a means of testing hypotheses in science.

Observation - purposeful systematic perception objects in cognition

which the person is interested in is the most developed form

intentional perception. Observation is very active

personality.

A person does not perceive everything that catches his eye, but isolates

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 involved in observation helps to isolate the main

from secondary, important - from accidental, helps to more clearly differentiate

items. Perception, attention, thinking and speech are combined when observed in

a single process of mental activity.

The act of observation reveals the extreme stability of an arbitrary

attention. It allows the observer to produce

observation, and, if necessary, repeat it repeatedly.

Observation reveals the inner activity of a person. It is closely related to

the peculiarities of the mind, feelings and will of a person. However, their ratio in observation

will be different depending on the goals of 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

statement of the problem. Based on the monitoring tasks that have arisen, a detailed

plan for its implementation. This makes it possible to foresee various aspects of the observed

phenomena, to avoid randomness, spontaneity of perception.

Observation presupposes preliminary training of the observer, the presence of

certain knowledge, skills, possession of the method of work.

Observation is the ability to notice characteristic but subtle features.

objects and phenomena. It is acquired in the process of systematic studies by any

business and therefore developmental professional interests personality.

The relationship between observation and observation reflects the relationship between mental

processes and personality traits. Cultivating observation as self-reliant

mental activity and as a method of knowing reality is the basis

development of observation as a personality trait.

2. System of general scientific methods

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.

Analysis and synthesis are closely related, mutually suppose and complement each other. Otherwise, they lose their cognitive value.

Comparison is one of the universal operations that allows you to distinguish between similar and similarities between different

objects, their properties and relationships by applying a number of abstractions.

Conclusion

At present, in scientific knowledge, mathematical methods of cognition of economic phenomena are widely used. Thus, mathematical methods of operations research (probability theory, linear and dynamic programming, game theory, queuing etc.) allow you to take into account a large number of different factors in the process of making an optimal decision in economic life.

The system of methods is formed not only by links of subordination, but also by links of coordination between methods. According to the functions performed and the peculiarities of the application (by coordination), all methods are distributed into several mutually coordinated groups:

a) historical and logical;

b) empirical and theoretical;

c) full-scale and model;

d) qualitative and quantitative, etc.

Each of these paired groups of methods complements each other, and together they provide a comprehensive, holistic display of an object. This problem can be considered with the help of a diagram.

So, firstly, in the philosophical literature there is no identity of points of view on the essence of methodology, the classification of methods of cognition, the relationship between method and theory, the relationship between the objective and subjective aspects of the method. From our point of view, the methodology should be understood as a system of initial, fundamental principles determining the way of approach to the analysis and assessment of phenomena, the nature of the attitude towards them, the nature and direction of cognitive and practical activities. Methodology is the teaching of method. By method we mean a path, a way of cognition and practical transformation of reality.

Bibliography

1. Alekseev P.V., Panin A.V. "Philosophy" M.: Prospect, 2000

2. Leshkevich T.G. "Philosophy of Science: Traditions and Innovations" M.: PRIOR, 2001

3. Spirkin A.G. "Fundamentals of Philosophy" M.: Politizdat, 1988

4. "Philosophy" under. ed. Kokhanovsky V.P. Rostov-n / D .: Phoenix, 2000

5 Agofonov V.P., Kazakov D.F., Rachinsky D.D. "Philosophy" M .: Moscow Agricultural Academy, 2000

6 Frolov I.T. "Introduction to Philosophy" Ch-2, M.: Politizdat, 1989

7 Ruzavin G.I. "Methodology of scientific research" M.: UNITI-DANA, 1999.

8. Gonchar L. F. "Philosophy" Moscow 2002.

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