Logical and didactic content of the concept of time and methods of its realization in primary school

Abstract

The article defines the logical and didactic content of the concept of time in the context of the description and properties of the general concept of value, the retrospective of its emergence and development.

The analysis of professional sources and a retrospective review of the problem of defining the concept of "time" are carried out. The research attention is paid to the description of the time measurement procedure and, on its basis, the content of the concept of quantity as a measure of an object is determined.

The terminology for measuring objects and calculating their values is corrected. It is noted that objects are measured (compared), and the quantification of the measurement result is a calculation. Accordingly, units of measurement and units of calculation are defined. It is emphasized that intervals from event to event are measured, and their length is calculated.

In the theoretical part, defining time as a measure of the alternation of events, the universal properties of time, such as duration, uniqueness, irreversibility, and continuity, are described, and a clear boundary between units of measurement and units of calculation of time is defined.

The methodological part presents the topics of educational tasks, the implementation of which reflects different variants of the ratio of time intervals. The methodological strategy of studying the concept of time in primary school is highlighted, which will help teachers to implement a competence-based approach in the educational process of primary school and to form the components of mathematical competence of younger students.

In the methodological part, the topics of educational tasks are given, the implementation of which reflects various options for the ratio of time intervals: the task of finding a part of a number with units of time measurement; intelligence tasks with units of measurement of time; tasks to determine the end of the event; tasks to establish the beginning of the event; tasks to determine the duration of the event; the task of determining the length of time between two events; cognitive tasks.

The article deals with the structural construction of the concept of time and methods of its implementation in the educational process. Examples from everyday life, fairy tales with a certain length, the use of various multi-level visualization, appeal to the sensory experience of children, etc. are given. Various types of tasks are proposed to consolidate and specify the skills and abilities of operating with time units in the context of tasks of various types.