Theme perception. Observation is a targeted perception of the real world, subject or phenomenon in a natural environment. Purposeful perception of phenomena.

Observation in contrast to other methods and techniques forms a bright "living" idea of \u200b\u200bthe environment. Thanks to this method, the formation of one of the most important personal qualities is observation.

In visual activity having sensory bases, observation is one of basic indicative actions. The observation method is aimed at the formation of this action.

Requirementsto observation

1. Purposefulness observations in visual activity means perception in the first place of the content, those features of the object that will serve as the basis for the image will help to visually submit an artistic image as a result of visual activities.

2. Emotionality of perception. Without feelings born by communication with people, art, nature, a man-made substantive world, there can be no art, can not be artistic, creative activity. Knowledge, not supported, not related to feelings, do not encourage actively and, in particular, to the manifestation of themselves in the visual activities.

3. Measurement of observation.Fine activity requires special perception of objects, phenomena, allocating and awareness of those properties that will be presented (form, color, proportion, etc.). The child must understand many visible phenomena. For example, why pines are high, slender, mighty, and one pine on the shore rose big and spinning. Why hare hind legs are stronger and longer than the front. That is, the external signs of items are comprehended on the basis of the opening of the internal content of the phenomenon, significant links between external signs and the inner state, the influence of some factors. In this case, the process of cognition is deeper, feelings are more meaningful, there is a general idea of \u200b\u200bthe phenomenon that allows the child to be better oriented with the perception of similar or contrasting phenomena.

4. Activity of children. In observation, it is necessary to ensure the most diverse activity of children: emotional, mental, speech, motor. Only under this condition the observation process will be effective.

5. Repeability of observations especially important for the creation of children of various, expressive images. In the process of repeated observations, children can see one subject in changing conditions (Birch in a clear sunny day, at sunset, in a windy day; Forest in "Golden" and late autumn). In the process of repeated observations, you can see a variety of objects of one type: different in appearance of freight cars depending on the specific functional purpose; Different residential buildings or buildings having a different appointment (school, kindergarten, residential building, palace for children, etc.). Thus, repeated targeted observations significantly enrich the ideas of children. The last observation must be as close as possible to the image process.Since, due to the dominant involuntaryness of all mental processes in preschoolers, retention for a long term "fresh" bright impressions required for the image is impossible.

6. Accounting for age possibilities of children and the objectives of the image in the selection of the submissions formed during the observation. This requirement is also implemented in the content, and in the method of conducting monitoring with children.

The method of organizing and conducting observation with children involves:

· The need to choose a place and time in accordance with the objectives of observation,

· A variety of questions intensifying cognitive activities of children,

· Enrichment of observation by other techniques: story, explanation, artistic word, game moments, elements of the survey, etc.

Example. You can organize the observation of spring birch in a bright sunny day. In conversation, draw the attention of preschoolers on color and color: Why does Krone birches seem pink? How do pink and brown tones combined on a blue sky background?

Advise the guys to think about how it can be depicted.

One more observation can be performed to focus the attention of children on changes in the same object (spring birch) in the evening or a cold cloudy day. It is advisable to offer preschoolers a more complex task: to notice as much changes in this picture of nature.

If the guys have to draw a spring birch grove on a cloudy day, they should observe how the outlines of the crown change (there is no definition and openwork), as its color, trees, sky, earth, etc. change. Essentially, such activities (observations) can be organized as partially search. The results of these observations will be visible in the drawings when children will choose the color of the paper, the material, flavor, composition, etc. Individual observation tasks can be completely independent, research.

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

There are some features of observations conducted with children of different age groups. The content of special observations conducted before amusement in amusement should be closely related to the content and objectives of the upcoming classes.

Children junior Grouptake the topic if it is interesting to them and accessible

Phenomena are observed with kids, items in the natural setting for them are simple in shape and bright color. As a rule, 1-2 symptoms are extended (for example, color and rhythm). Observations are short-lived, children do not allow installation to the subsequent image, i.e. The teacher does not say why they look, as children do not hold this task. The educator itself determines the form, color. Children repeat. It is very important that perception takes place in action, in motion, in the game. The conversation conversation should be relaxed, passing in a joyful gaming atmosphere.

Example:the topic for the image "Dandelions in the meadow". Children of the first younger group can draw dandelions with rhythmic yellow strokes on paper ("Polyanka") of green.

Observations for dandelions can be daily and interesting for children. The tutor leads to the kids on the lawn, where many dandelions grew. The kids run across the entire gland (this is important for the feeling of space, for the subsequent meaningful perception and mastering the green sheet of paper as a lawn space, the meadow, on which the dandelions grow). Children look and wondering, it turns out, dandelions grow everywhere everywhere. The rhythmic movement of the hand is useful to show where they grow, emphasizing the rhythm of the position of the words: "And here, and here, and here. Another dandelion, more ... "This gesture and the word will come up with an educator in stimulating the rhythmic visual actions (rhythmic applying stains-spots on a sheet of paper).

Attention should be paid to the color of dandelions and herbs, the teacher admires this beauty, showing a sample of an emotional attitude towards nature. Of course, the kids certainly touch dandelions, sniff. You can play dandelions: close the heads with your hands, and then "blossom" under the sun, "getting up" in the sun, etc. We use poems, and songs about this is a spring miracle.

In 2 younger group, children can already draw dandelions, depicting heads rounded spot or outline and painted the contour, someone already transfers the elementary structure - skelter. Therefore, the survey element can be included in the observation: the gesture is a finger to outline dandelions, small and large. You can pay attention to thick and juicy weed, where dandelions did not grown. Otherwise, the observation will change little, but the drawings will be fulfilled in another way. Kids on their own initiative can add an image.

With kids middle group Observation may be longer. It is necessary to allocate several signs: color, shape, structure, location in space. Children of this age are ready for answers to questions (reproductive and search nature), elementary comparisons and generalizations. It is possible to organize re-observation with the complication of the content and methods of knowledge.

An example (the same).The attention of children can be drawn to the structure of dandelions. They independently determine the round shape, a thin skelter. With the help of leading questions, the teacher consider leaves. You can draw the attention of preschoolers on a variety of dandelions: large and small, with smooth and bent stalks, just blossomed and already converted into white balls, hazardous, etc. It is important to consider insects who chose flowers and lawn, and the like. Drawings of children acquire the features of individuality due to the composition, expressive components, diversity in the image of dandelions. At the end of observation, children can be said about the upcoming drawing, advising them to capture the beauty, which will soon pass, "flying out", and will have to wait for such a miracle until next spring.

Senior children Already capable of making the purpose of observation related to the subsequent image (it is advisable about the goal to announce after the emotional perception of nature preschoolers of nature). We must enable the child to see the sunny spring flowers at once, in combination of paints. It is advisable to help children "throw out" your feelings, express yourself. If children are difficult, the teacher must show their attitude, attract the guys to empathy, encourage the search for words, images, comparisons to express feelings. After that, to propose to draw the spring landscape, flowers in the meadow so that people can admire this miracle at any time of the year.

Senior children are capable of more consciously and actively perceive the phenomenon, to notice hidden internal ties behind external changes, dependence, individual signs, express it in the Word. Given the more complex tasks of the image, with senior preschoolers, it is possible to consider items (their combinations) near and published, comparing largest, set the mutual location in space: closer to us, on the right, on the left, etc. In observations with senior preschoolers, you can forming a visual representation.To do this, highlighting some expressive signs of objects, you can offer the guys to think about how it can be drawn, what material it is better to use which color paper is more suitable. At the time of observation, it is advisable to plan the future drawing. For example, the topic "Dandelions in a meadow" or "Spring Blooming Meadow". Children come up with the composition of the drawing, allocate the main thing in it. Accordingly, it is necessary to think that the width is a strip of green meadow, the sky strip. Preschoolers are reflecting how, what paints and material it is better to draw a spring sky, a green meadow. Maybe watercolor on raw background, maybe with colored wax crayons, etc.

It is recommended to conduct repeated observations (group and individual). Moreover individual observations obey individual designswho teacher forms in children in advance. Knowing, even in general terms, the intentions of children, the teacher directs them to individual or joint observation with parents. In the senior groups, observation is closely related to the action of intricate (the idea is based on observations).

21. The essence and specificity of the organization of the survey in different types of productive activities.

Examination method Developed by researchers on the problem of sensory education of preschool children.

Survey - the targeted analytical synthetic perception of the subject with a touch-motor and visual way.

You can examine toys, household items (house, bridge), nature (trees, bushes, flowers, animals). As a picture of a person, you can examine a doll toy, you can consider the figures of children (for walk, gymnastics), etc.

The examination is a targeted viewing of the subject that it is necessary to portray.

The survey is used in difficulty in the image of individual items, but also to train the survey skills, so the survey can perform simultaneously as:

Learning method;

Task learning.

The meaning of the examination in the formation of the visual representation (those. Representations of the future image and ways to create it).

After all, the procedure of the examination coincides with the sequence of the image, and the surveyed gestures are not only helping to determine the features of the form, but by the nature of the movement coincide with the formative visual movements (as we deceine the round shape along the contour - and we draw as we wrap, feel the volumetric form - and sculp ).

During the survey occurs:

· Elimination and explanation of external signs,

· Comparison of items on these features

· Establishment and explanation of similarities

· Generalization

This allows you to form a generalized idea of \u200b\u200ba group of similar objects. Based on the generalized representations, a generalized method of image of objects of one type is formed.

Survey structure

Surveyit can be divided into three different characters.

First step- holistic emotional perception of the subject through some expressive sign.

For example, a fluffy, soft kitten (toy), an important proud goose (papier-mache toy); Ripe, tasty beautiful apple. Or: "Focusing is running, a redhead sister, caress, caress, looks at all sides ..." (toy).

Or children consider freight cars. You can ask: what is this car? How did you guess? This technique allows you to identify the most characteristic feature of the subject and associate it with the function, purpose.

The meaning of the first stage of the examination of the subject is that preschoolers need to cause a sense of surprise, admiration, admirement, curiosity, etc. Depending on the nature of the subject.

Second phase - analytical perception of the subject, i.e. Sequential selection of visual features, parts and properties of the subject.

The order of such a selection and definition corresponds to the sequence of the image.

Therefore, an exemplary analysis sequence is as follows:

1. Allocate and call 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 from the function (destination), living conditions (why the fish is oval, why the trucks are rectangular, long body).

3. Determine the position of this part in space (why this pine is clumsy, even a split trunk, and others have a slender).

4. Then the other (sufficiently large) part is distinguished and the position, the form, the value in relation to the main one, is distinguished.

5. Allocate the color if the image is involuntarily, and is performed in accordance with nature.

Third stage - holistic emotional perception of the subject,as if unifying the emerging view into a holistic image.

In the structure of the survey (analysis) is often used the examining gesture of educators and childrenwhich helps to lay out the form, its features. Circuit on the contour of the subject organizes a visual perception, the glance first accompanies, then directed the movement of the finger. Besides, the drawing of the examination of the gesture coincides with the forming motion produced in the image.

The older the children, the more in the management of their actions, you can use the word: "Cook with your hands, touched your fingers like this (shows the gesture)."

The surveying gesture is accompanied by a word that determines the direction, the nature of the movement, and in the end the formative form. For example, "Finger" runs "on the ring, it does not stop anywhere - the round rings. This is how it rolled, does not stop. " Or: "Neck the goose is long, the breast is rounded."

The surveyed gesture is changing in different types of visual activities.

Observation is a targeted, systematic, systematic perception of the process of the development of objects and phenomena in the form in which they exist in nature and society in natural conditions. Scientific observation is characteristic: the plan, a predetermined plan, a certain purpose, the use of special means and measuring instruments, maintaining records, etc. Observation does not provide for interference in the process under study. This disadvantage is overcome by the experiment.

Experiment is a targeted study of the phenomenon in specially created and accurately accounted as conditions, when it is possible to monitor its change and actively influence it with various means in the process of experiment, various devices, tools, special devices, computers are widely used.

The experiment can be repeated, this is a more efficient method of scientific research, which allows to study not only what is immediately striking, 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 is under the natural conditions, which change in accordance with a specific program, then in the second case, the real object is replaced by the model.

Scientific facts obtained in observation and experiment are analyzed and synthesis. Analysis is the mental dismemberment of the subject of the subject into component elements in order to study its structure and internal connections. Synthesis - there is a process of a mental connection of the parts of the subject, dismembered during the analysis, the establishment of interaction and bonds of parts and the cognition of this item as a whole. In order to study the aircraft, it is necessary first in detail in detail, it is detailed to familiarize yourself with each of its system (fuel, air, hydraulic, oxygen, electric, etc.) separately, and then all this is comprehended as a whole.

The analysis and synthesis are closely related to each other, mutually suggest and complement each other. Otherwise, they lose cognitive value.

Comparison is one of the universal operations, allowing to establish a distinction between similar and similarities between different

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

Abstraction is there is a mental exhaustion of individual, the characteristics of the characteristics and relationships of the specific subject in order to know them in the "pure" form (in distraction from other signs, properties and connections). The objective basis of abstraction is the relative independence of the properties, parties and bonds of objects, allowing them to mentally remove. The generalization is the mental allocation of similar (general) signs, properties and connections inherent in the subject class under consideration. As a rule, significant properties are summarized, and on the basis of this, the transition from one to a common one, from less common to more common.

Abstraction and generalization are often used together with historical and logical methods. The historical method has mental reproduction, development and death of a particular subject under certain conditions and details, this method reveals the sequence of formation and development of the subject being studied. The logical method is a generalized reflection of the historical development of the subject in its essential, necessary connections and relationships. The logical is a corrected, purified historical accidental, including 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 study committed by the laws that the actual historical process gives itself is nothing more than the same historical method, only liberated from the historical form and from interfering randomness.

Methods of formalization and simulation are playing a major role in scientific knowledge. Formalization is a way of mental connection of various objects based on the similarity of their forms. In other words, the form of the subject becomes an independent object of the study, on the basis of which it is possible to detect the similarity of the various items. The use of a special symbolism in the formalization process makes it possible to briefly and unambiguously fix the knowledge gained in the form of certain signs, it is especially valuable in the process of using a computer.

Specification and interpretation - Operations opposite to abstraction and formalization, providing the transition from abstract concepts and definitions to specific objects, from abstract schemes to their objective value.

Modeling is a real or mental reproduction of properties, functions and links of the subject of the subject on a specially created model in order to study it. The model is an object that has similarities in certain relations with the original and a means of fixing the well-known and receipt of new information about the subject. Simulation is used not only as a means of obtaining new information about the subject, but also as a means of checking the hypotheses in science.

Observation - targeted systematic perception of objects in knowledge

whom the person is interested is the most developed form

deliberate perception. Observation is characterized by great activity

personality.

A person perceives not all of what rushed into the eyes, but silent

the most important and interesting for him. Differentiating items, observer

organizes perception so that these items do not escape from the field

activities.

The systematic nature of targeted perception allows you to trace

development Pressure, Mark His Qualitative, Quantitative, Periodic

changes. Active thinking included in the observation helps to separate the main

from the secondary, important - from random, helps to more clearly differentiate

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

a single process of mental activity.

In the act of observation, the emergency stability of arbitrary

attention. It allows the observer for a long time to produce

observation, and if necessary, repeatedly repeat it.

Observation reveals the internal activity of the personality. It is closely related to

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

it will be different depending on the purpose of observation, from the qualities of the observer itself.

Therefore, in some cases in observation will be in the advantage of intellectual

severity, and in others - emotional or volitional aspiration.

When a person studies the development of a phenomenon or notes changes in objects

perceptions, then there is a need for observation. Observation begins S.

setting the problem. Based on the objectives of the observation tasks, a detailed

plan of his conduct. This makes it possible to provide various sides of the observed

phenomena, avoid chance, spontaneous perception.

Observation involves the preliminary training of the observer, the presence of him

certain knowledge, skills, possession of work technique.

Observation is the ability to notice the characteristic, but hardly noticeable features

objects and phenomena. It is purchased in the process of systematic activities in any

a case and therefore is associated with the development of professional interests of the person.

The relationship of observation and observation reflects the relationship between mental

processes and personality properties. Cultivation of observation as an independent

mental activity and as a method of knowledge of reality is the base

development of observation as personality properties.

2. System of general scientific methods

The analysis and synthesis are closely related to each other, mutually suggest and complement each other. Otherwise, they lose cognitive value.

Comparison is one of the universal operations, allowing to establish a distinction between similar and similarities between different

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

Conclusion

Currently, mathematical methods of knowledge of the events of the economy are widely used in scientific knowledge. Thus, mathematical methods for researching operations (probability theory, linear and dynamic programming, theory of games, mass maintenance, etc.) allow you to take into account a large number of different factors in the process of making an optimal solution in economic life.

The system of methods form not only subordination communication, but also the relationship of coordination between methods. According to the functions and features of the application (coordination), all methods are distributed to several mutually coordinated groups:

a) historical and logical;

b) empirical and theoretical;

c) homemade and model;

d) high-quality and quantitative, etc.

Each of these paired groups of methods mutually complements each other, and together they provide a comprehensive, holistic display of the object. This problem can be considered using the scheme.

So, first, in the philosophical literature there is no identity of points of view on the essence of the methodology, the classification of methods of cognition, the ratio of the method and theory, the ratio of the objective and subjective moments of the method. From our point of view, under the methodology it is necessary to understand the system of initial, fundamental principles that determine the way to approach the analysis and evaluation of phenomena, the nature of attitudes towards them, the nature and direction of cognitive and practical activity. Methodology is a doctrine of the method. Under the method, we understand the path, the method of knowledge and practical transformation of reality.

List of references

1. Alekseev P.V, Panin AV "Philosophy" M.: Prospekt, 2000

2. Leshevich T.G. "Philosophy of Science: Traditions and Novation" M.: Prior, 2001

3. Spirkin A.G. "Fundamentals of philosophy" M.: Polizdat, 1988

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

5 Agofonov V.P. Kazakov D.F., Rachinsky D.D. "Philosophy" M.: MSC, 2000

6 Frolov I.T. "Introduction to philosophy" S-2, M.: Polizdat, 1989

7 Ruzavin G.I. "Methodology of scientific research" M.: Uniti-Dana, 1999.

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

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