AN ANALYSIS AND CLASSIFICATION OF LOGICAL PROBLEMS IN NEW-GENERATION PRIMARY SCHOOL TEXTBOOKS
Keywords:
primary education, «New Generation» textbooks, logical problems, cognitive development, critical thinking, creative thinking, didactic function, problem-based learning, interactive methods, formative assessment.Abstract
This article analyzes, from a scientific and pedagogical perspective, the content, structure, and didactic features of logical problems presented in the «New Generation» primary school textbooks. The study substantiates the classification of logical problems into numerical, verbal, and visual types, as well as their gradual increase in complexity in accordance with student`s age and psychological characteristics. The article reveals the role of logical problems in the development of students` cognitive abilities, critical and creative thinking, and their capacity to find solutions in problem situations. It also highlights the pedagogical significance of problem-based learning, interactive methods, and collaborative learning approaches in their effective application. The research results show that logical problems are in important pedagogical factor in improving the quality of primary education and justify the need for their systematic and methodologically sound placement in textbooks.
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