Problēmrisināšanas prasmju attīstības sekmēšana trešā pirmsskolas izglītības posmā matemātikas satura apguves procesā
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Latvijas Universitāte
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lav
Abstract
Kvalifikācijas darbs “Problēmrisināšanas prasmju attīstības sekmēšana trešā pirmsskolas izglītības posmā matemātikas satura apguves procesā” izstrādāts ar mērķi teorētiski pētīt un empīriski pamatot matemātikas jomas satura apguves nosacījumus problēmu risināšanas prasmju attīstībai. Darba teorētiskajā daļā analizēts problēmrisināšanas prasmju jēdziens, nosakot to apguves nosacījumus un apjomu pirmsskolas trešajā posmā. Analizēts matemātikas jomas saturs, nosakot galvenās metodes un paņēmienus, ko var izmantot problēmrisināšanas prasmju attīstības sekmēšanai pirmsskolas trešajā posmā. Empīriskajā daļā izstrādātas un īstenotas 6 matemātikas nodarbības piecgadīgu bērnu grupā, konstatējot pozitīvas izmaiņas problēmrisināšanas prasmēs. Veiktie vērojumi un rezultātu analīze ļauj darba noslēgumā atbildēt uz pētniecības jautājumu – kā veicināmas problēmu risināšanas prasmes, apgūstot matemātikas jomas saturu trešajā posmā?
The qualification work “Promotion of problem-solving skills in the process of acquiring mathematics content in the third stage of preschool education” has been developed with the aim of theoretically studying and empirically substantiating the content of the mathematics field for the development of problem-solving skills. The theoretical part of the work analyzes the concept of problem-solving skills, which determines the scope and volume of acquisition in the third stage of preschool education. The content of the mathematics field, the main methods and techniques that can be used to promote the development of problem-solving skills in the third stage of preschool education are analyzed. In the empirical part, 6 mathematics lessons were developed and implemented in a group of five-year-old children, identifying positive changes in probing skills. The observations made and the analysis of the results allow us to answer the research questions at the conclusion of the work – how to promote problem-solving skills when acquiring mathematics content in the content stage?
The qualification work “Promotion of problem-solving skills in the process of acquiring mathematics content in the third stage of preschool education” has been developed with the aim of theoretically studying and empirically substantiating the content of the mathematics field for the development of problem-solving skills. The theoretical part of the work analyzes the concept of problem-solving skills, which determines the scope and volume of acquisition in the third stage of preschool education. The content of the mathematics field, the main methods and techniques that can be used to promote the development of problem-solving skills in the third stage of preschool education are analyzed. In the empirical part, 6 mathematics lessons were developed and implemented in a group of five-year-old children, identifying positive changes in probing skills. The observations made and the analysis of the results allow us to answer the research questions at the conclusion of the work – how to promote problem-solving skills when acquiring mathematics content in the content stage?