Keyword: «criteria for the formation of a worldview»

At present, a number of issues related to the formation of primary school students’ worldview is not mentioned even in a sense of their principal formulation: structure of worldview ideas in primary school age, didactic conditions for their successful formation; content of worldview ideas in the process of teaching school subjects at the sage of primary education. The range of worldview ideas that primary school should give, the volume and content of worldview knowledge, skills, the volume and content of worldview feelings, volitional properties of the students' personality; the influence of emotional-volitional and activity-oriented practical factors on the formation of students’ worldview is not clearly identified. Thus, we can find the contradiction between the great significance of the problem under study and its insufficient solution in the pedagogical theory. The purpose of the study is to identify the pedagogical conditions that ensure the formation of worldview ideas among primary school students in the process of acquiring knowledge. There are various approaches to explaining the essence of the learning process in the pedagogical theory: by V. V. Davydov, P. Ya. Galperin, V. I. Zagvyazinsky, M. M. Makhmutov and others. In our research, we proceed from the epistemological essence of the learning process in the study of S. Р. Baranov, who revealed the role and place of worldview ideas in the process of acquiring knowledge, emphasizing the importance of these ideas’ systematization. The study of the problem of worldview ideas formation among primary school students in the process of acquiring knowledge has led us to a principal idea, which makes up the core of the problem under study and revealing the dependence of the process of worldview ideas formation from the general laws of the cognition process. To effectively control the process of forming students' worldview ideas, the primary school teacher must identify the content and range of ideas about the world around them; know the level of each student’s knowledge; know the educational opportunities of the learning process, including those of the curriculum, educational programs, manuals, etc. The theoretical significance of the research is as follows: the concept and features of worldview ideas about the surrounding world among primary school students are revealed; pedagogical conditions that ensure the formation of students' worldview ideas are identified and experimentally confirmed. The practical significance of the work is determined by the fact that the conclusions and theoretical recommendations contained in it can be used in the educational process of primary schools.