Abstract:

When solving problems assigned to oneself, in most cases a person chooses between existing possible alternative solutions. In scientific terms, a person uses the method of a complete non-directional search of possible alternatives. This suggests a large number of possible outcomes. Analyzing each option takes time, which is the main value of a person. In any area of human life, a situation may arise when it is necessary to make a decision under limited time. That's when heuristics help. Heuristic learning, which arose in ancient times and successfully developed in subsequent periods of the formation of the theory and practice of teaching, is now defined by some scientists as an independent type of training. There is no unity in the understanding and interpretation of the essence of heuristic learning, therefore the theory of heuristic learning continues to attract the attention of scientists. Heuristics in the generally accepted understanding is the science of creativity, the creative activity of people in order to obtain new results in the areas they study: cybernetics, psychology, criminology, etc. Heuristics, understood as a science, aims to explain, systematize and predict the processes of discovering new things. Pedagogical heuristics represent teaching methodology through search activities based on one’s own experience, heuristic activities based on educational material. Heuristic learning is learning that aims to construct the student’s own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness. When using heuristic teaching methods, it is necessary to take into account the peculiarities of thinking, attention, perception and speech of primary school students. The principles of heuristic learning are formulated and substantiated: the principles of personal goal setting, the choice of an individual educational trajectory, the meta-subject foundations of the content of education, the productivity of learning, the primacy of the student’s educational product, the situationality of learning, and educational reflection. Classification of heuristic learning methods was proposed. Methods of heuristic teaching in primary school conditions are analyzed: the method of figurative vision, symbolic vision, comparison, heuristic observation, facts, forecasting, errors, theory construction, productive methods, the method of empathy, semantic vision, heuristic questions, research, concept construction and others. Heuristic teaching methods increase the role of independence in the educational process; increase initiative in students; stimulate positive internal motivation in the process of finding solutions to problems; form a creative approach to solving problems in new atypical situations; strengthen interpersonal relationships, develop teamwork; increase children's self-esteem; provide the opportunity for self-realization of students in the learning process; increase the level of assimilation of new educational material.

Keywords:

Teaching, learning, heuristics, primary school.