Исследовательский потенциал молодых ученых: Взгляд в будущее: Сборник материалов XIV Региональной научно-практической конференции молодых ученых, аспирантов и магистрантов

200 concepts, generalizing the laws. G. Pirev writes that "in the comparison, analysis and synthesis, and mainly the summary, we reach more precise and defined concepts on the basis of more significant signs of the phenomena" [4, 89]. To this statement, E. Vassileva adds that "it is particularly important in this process to master the operation of comparison" [1, 60]. For its development, it is necessary to learn an algorithm for discovering the most important characteristics in the observed phenomena. Using such an algorithm, would in turn enhance the quality of independent student work. Such a view is shared by L. Desev, according to whom “thinking as the highest cognitive psychic process is specific and abstract and the mission of the school is to gradually develop and perfect the abstract thinking” [5, 109–111]. G. Abramova draws attention to the importance of the abstract thinking and its development at school by saying that "the scientific type of thinking that the child acquires in school points to the common cultural patterns, norms of interaction with the surrounding world ... More opportunities appear for differentiation and orientation in different realities, not just those that are available for immediate experience "[6, 449-450]. The author emphasizes the introduction of new books into the life of the child – the textbooks that will lead to the formation of habits for self-education and self-improvement. This elevates the role of the teacher, who manages the work with the text, as well as the understanding of the learning task and the self-review of the work, i.e. directs students' independent work. In this age, the ability of children to observe and discover the important and essential is poorly developed. Perceptions are fragmented, emotionally dictated, and heavily dependent on interests and motives. E. Vassileva describes them as "undifferentiated, often fragmented and undetectable, strongly influenced by feelings and moods" [1, 61]. In this sense, it is necessary for the teacher to attract young students' attention to specific facts and circumstances. E. de Bono emphasizes the extraordinary role of perceptions for the quality of thinking: "Most of the mistakes of thinking are mistakes of perception" [7, 29]. The author believes that if we give the child the correct information (in the form of perceptions), using logic, he will come to the correct conclusions. But if the provided information is not correct, even the correct logic would not lead to true conclusions. When talking about the individual work of the students, the significance of perceptions is emphasized, because without drawing the attention of the students in the right direction towards perceiving these facts and phenomena from the accompanying linguistic background that we want to develop in the particular pedagogical situation, we will not achieve the expected outcome of the children's self-activity, and this will lead to lowering their self-confidence and sense of success. Perceptions, the need for images to be bright and mobile, correlate most closely with the attention of students at this age. "Concentration, volume, switchability, distributivity and sustainability are some of the most important features of attention", which are presented in the course of the training in first language” [8, 22]. The attention of young students can easily be attracted to the learning situation, but they