Keyword: «components of knowledge»

the article substantiates the relevance of developing fourth-graders' knowledge of their native land through problem situations. The three-component structure of knowledge (cognitive, value-based, emotional) is revealed. A typology of problem situations in relation to local history material (situations of contradiction, choice, hypothesis, discrepancy) is presented. It is proved that problem situations comprehensively affect all components of knowledge, contribute to the transition from formal memorization to understanding and the formation of a value-based attitude towards the small homeland.

the article presents the results of a theoretical and empirical study of the problem of developing knowledge about the native land among fourth-grade students. A theoretical analysis of regulatory documents, the School of Russia educational and methodological complex, and extracurricular activity programs allowed us to identify the cognitive, activity-based, and value-emotional components in the structure of knowledge about the native land. The ascertaining experiment revealed that only 4-8% of students had a high level of knowledge, 46-52% had an average level, and 40-50% had a low level. Typical difficulties were identified: ignorance of small rivers, disproportion in knowledge of crafts, and inability to name fellow countrymen. Based on the analysis of the causes of the identified shortcomings, two key pedagogical conditions were theoretically substantiated: the use of diverse local history materials and the organization of practice-oriented tasks