METHODS OF TEACHING YOUNGER SCHOOLCHILDREN THE ABILITY TO SOLVE COGNITIVE TASKS OF ECOLOGICAL CONTENT

Аннотация

This article provides information about the methodology of teaching youngerschoolchildren theabilityto solve cognitivetasks ofecological content. Among the various teaching methods, cognitive tasks occupy an increasing place, as they are a means of activating the activities of students, developing their creative abilities. Due to the increasing role of theoretical knowledge in all types of people's activities, the increasing requirements for the ability to apply them promptly, the school, preparing students for an active creative life, should form the necessary skills for this. Cognitive tasks are a means of enhancing the effectiveness of the theoretical knowledge obtained, a means of forming independence - a quality necessary for constant self-education, acquisitionof new knowledge, orientation in thefast-growing flow of new information. In this regard, cognitive tasks and their use in the educational process can be considered one ofthemain conditionsfor the success ofthe entireeducational and cognitive process. For the environmental education of younger schoolchildren, the solution of cognitive tasks in the educational process is of particular importance. This is due to the fact that the main task of environmental education of primary school students is not so much just awareness of nature protection issues, as the broad and direct use of environmental knowledge in life practice. And for this, it is necessary to educate on the basis of ecological knowledge, ecological thinking, the formation of conscious, correct behavior in nature and environmental skills. All this requires constant exercise in the application of theoretical environmental knowledge already in the course of academic work. One of the mosteffective means for thisis problem solving. Conditionsfor theeffective useofcognitive tasks inthe educational process The first and main condition for the effectiveness of the use of cognitive tasks is the systematic use of them in the study of the entire course of natural science. But it is equally important to use cognitive tasks in other subjects of primary education to develop ageneral educational ability tosolvecognitive tasks. The second condition is the correctness of determining the place of use and the quantities of cognitive environmental tasks, their relationship with other methods and methods of educational work. The third condition is the rationality of teaching ways to solve cognitive environmental problems: the ability to analyze environmental factors, analyze conditions that need to be taken into account whendeveloping environmental solutions. Thefourth condition is thesequenceof complication ofcognitivetasks: a)according tothecontent ofenvironmental material, page167 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai b)according to thelevel of complexity ofstudents'mental activity, c)according tothedegree ofindependence ofstudents in theprocess ofsolving problems. Thefifth condition isa variety of forms and types ofcognitivetasks. The sixth condition is a differentiated approach in the use of cognitive tasks for different groups ofstudents. The principles of constructing cognitive tasks and their classification are primarily related tothefunctions theyperform inthe educational process. Thecomplexity ofcognitivetasks is determined depending on a) the structure of the problem: the number of data in the condition and degree of determination of the solution; the number of actions and intermediate judgments in the process of solving it; the number of conclusions, answers to be obtained as a result of its solution; b) the method of mental activity that is necessary in the process of solving it: analysis, synthesis, comparison, establishment ofcause-and-effect relationships, generalization; c)thenature of students'activities: reproductive, heuristic, research. Otherclassifications are also used: -On didactictasks (for theformation ofknowledge, skills,attitudes, beliefs), -on the form of organization of educational activity of students (obsolescene, group, individual), -on the form of organization of the educational process (in the classroom, on field trips, during observation and practical work innature, in theprocess ofhomework), - the material, I work with students in the problem-solving process (through training or additionalliterature, cards, teaching materials, visual AIDS, data, own observations). Any task performs a set of functions, but one of them is the leading one. The allocation of the task function is very conditional, and in practice the implementation of a particular function depends on which of them the teacher will focus on. The leading function of the task is determined by the main purpose of its formulation and is implemented in the first place. To implement each function, you need your own tasks, their internal defined system, you