DIDACTIC POTENTIAL OF DIGITAL PLATFORMS IN THE DEVELOPMENT OF COGNITIVE INTEREST OF PRIMARY SCHOOL PUPILS

Abstract

The article studies the didactic potential of digital platforms in the development of cognitive interest of primary school pupils. It is substantiated that the activation of cognitive interest is determined not by the very fact of using digital technologies, but by the nature of educational activities organized through digital platforms.

Psychological and pedagogical approaches to the interpretation of cognitive interest as an integrative characteristic of the educational activity of junior schoolchildren are analyzed. Its structural components are revealed and the pedagogical mechanisms through which digital platforms affect the development of students' cognitive activity are characterized, in particular, emotional involvement, visualization of educational material, organization of cognitive search, provision of prompt feedback, individualization of learning and support of educational interaction.

A systematization of digital platforms according to their didactic purpose, built on the basis of dominant pedagogical functions, is proposed. Groups of digital resources designed for the creation and visualization of educational content, the organization of interactive educational activities, formative assessment, communication and cooperation, as well as the development of creative and research activities of younger students have been allocated. It is substantiated that the proposed approach provides a pedagogically balanced selection of digital platforms in accordance with the goals of individual stages of the lesson and contributes to their holistic integration into the educational process of primary school.

The practical possibilities of using digital platforms at different stages of the modern lesson are determined and it is proved that their effectiveness depends on the subordination to the logic of the organization of educational activities, and not the technical characteristics of individual digital resources. It is concluded that the didactic potential of digital platforms is realized under the condition of their methodically justified use, aimed at the development of cognitive interest, intensification of educational activities and the formation of key competencies of younger students

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