The brain work culture - is the synthesis of personal qualities, which together characterize a personal attitude to academic activity, the level of the personality´s intellectual, organizational and technical, hygienic parts giving an opportunity to a pupil to perform any brain work qualitatively, efficiently and with the least possible troubles. Thus, the idea of "brain work culture" compiles four components: personal, intellectual, organizational and technical, hygienic.
The brain work culture represents a peculiar alloy of intellectual, organizational and technical, hygienic cultures of a personality, they being mediated by a personal attitude of the person to a given activity.
The brain work culture education represents a complex multilevel model including academic-organizational, academic-informative and academic-communicative skills.
The brain work culture of school children supposes upbringing of every learner individually. A personal attitude (the pupil´s attitude to learning; orientation; interests; world view; inner life of the personality) appears the principal component affecting all the rest components compiling the brain work culture. When educating the brain work culture, a special place is given to the formation of a positive attitude of the pupil to learning. For the purpose of the formation of positive motivations to the process of education the formation of the following four interrelated impetuses begins from the 1st grade:
a) understanding of learning as the public and personal;
b) persuasion in the possibility and necessity of one´s mental abilities development;
c) striving to simplify the academic labour and make it more productive;
d) displaying interest to the procedural side of learning-cognitive activity.
The learners´ motivation reaches its highest level only when there appears a stable and efficient need for self-education, perfection of their intellectual abilities.
To develop motivations a special group of methods is used: an outward motion of positive attitude to learning; the disclosure of originality and topicality of the studied material; the organization of informative discussions; the habituation of pupils to implement corresponding requirements; the creation of success situation and the encouragement of pupils.
The central place in the idea of "brain work culture" is taken by the intellectual component. Intellectual skills while working with a book serve the operative side of the cognitive process providing qualitative acquirement of the informative side of the studied material.
The intellectual component is a decisive one at the work of a pupil with other sources of the educative information: spoken word, watching, cognitive problems, in the process of doing homework. The elements of personal and intellectual components appear as a peculiar "foundation", on the basis of which the whole process of education is build up. The organizational and technical and hygienic components promote the most economic and intensive digest of the learning material. A correct organization of the academic work includes a range of interdependent moments concerning external and internal conditions of activities. The following moments are referred to the external conditions:
- regular mode of working;
- workplace setup;
- definition of optimal order of preparation for every day.
Serious advances in the academic activity cannot be achieved without observing these conditions. Besides, the ability to get involved in work quickly, to work keeping mind from straggling and at a good bat, to settle down to homework in spite of the wish to walk or play, etc., can be referred to the internal conditions.
The education of a habit to systematic work begins from establishing a hard mode of working, without which serious advances in learning cannot be achieved. That is why to settle down to homework is necessary at one and the same time. One of important rules of preparation consists in beginning work immediately, as the longer a person delays the commencement of work, the greater effort will be needed to make him proceed to it, the longer the period of "getting involved" will be.
According to psychologists N.A. Menchinsky, D.N. Bogoyavlensky, Ye.N. Kabanova-Meller, when a person performs the work, which isn´t of interest for him, two stages gradually change each other in his internal state. First, the person works hard, unwillingly, forcing himself. Everything is built on his conscious conation. The person works insufficiently effectively, though he spends much force on it. But, while he settles down to the task, the process of its implementation starts demanding less self-restraint, less conation. Often there appears an interest to the work being performed, or to its result, the work is exercised quicker and more efficiently. As psychologists say, the stage of arbitrariness is changed by the stage of post- arbitrariness.
Thus, a person delaying the work start lengthens considerably its first hard stage built on self-restraint. The longer this stage is, the more unpleasant the memories about the work are and the stronger the temptation to delay the work beginning for the next time will be. That is why, teaching children how to learn, one mustn´t disregard the working-out of a habit to hit the ground running.
Moreover, a school child must have a constant working place, a separate desk and a bookshelf would be best of all. Besides, nobody should disturb him at this time. Just as a habit to definite working time is developed in a person, so appears it to a working place, as well; that inclines the person to work, reduces the period of settling down to it.
Thus, the organizational and technical and hygienic aspects are important components of the brain work culture together with personal and intellectual ones. A specific content of the components´ interaction structure is defined by the purposes and objectives of some or other academic work.
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The work was submitted to international scientific conference «Modern education. Problems and solutions», Thailand - Cambodia, February 18-28, 2009, came to the editorial office on 10.12.2008.