Abstract

The current State Standard of General School Education of the Kyrgyz Republic establishes the main goal of primary school – the formation of educational universal actions, among which cognitive ones are of particular importance, including logical ones (analysis, synthesis, comparison, generalisation, abstraction). Increasing their level in students actualises the process of developing logical thinking, an integral part of which is diagnostics and diagnostic support for its implementation. The purpose of the article was to select and substantiate diagnostic support for the development of logical thinking in primary school students and to test it. The study involved methodological approaches (competence, activity) and methods of scientific knowledge, including theoretical (analysis of psychological and pedagogical literature), empirical (experiment, observation, measurement, comparison, description) and mathematical (statistical processing of experimental results). A pedagogical experiment was conducted to identify the advantages of diagnostic methods for individual logical operations and logical thinking in general during a fact-finding experiment using the example of determining the level of development of logical universal learning activities in primary school students of state-funded school No. 8 and the private school Bright in Bishkek. Based on the analysis of statistically processed results of the experiment, the following conclusions were made: the initial level of logical thinking is not the same among primary school students and for many of them it is insufficient for successfully achieving the final results required by the educational State Standard; the greatest advantages for implementing the ascertaining experiment were possessed by the method of F. Carter and K. Russell with the corresponding diagnostic tools; for the formative (developmental) experiment, diagnostic methods of individual logical operations were preferable, the features of the properties of which allow combining logical (training) five-minute sessions and monitoring elements in lessons

Keywords

logical operations; diagnostics; diagnostic tools; cognitive universal educational activities

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