The essence of some of the key concepts of the research has been specified. They are: primary school pupils’ logical skills, the development of primary school pupils’ logical skills, future teachers’ training for the development of primary school pupils logical skills. Criteria and rates have been characterized as well as the levels of readiness of “Primary education” specialty students for the development of pupils’ logical skills. The levels are high, sufficient, intermediate, and elementary.
The formation of the logical skills of primary school pupils is considered to be a purposeful and systematic pedagogical process of mastering the logical skills by junior pupils. Its result is their ability to give definitions of notions, to perform logical operations on them, to construct judgments, inferences and establish their verity by means of analysis, comparison, and selection of main issues.
We understand the training of future teachers for the formation of primary school pupils’ logical skills as a pedagogical process that involves the acquisition of knowledge in logic and methodology of forming logical abilities of junior pupils by future specialists, the acquisition of practical experience to operate and apply the main logical laws during the solution of different types of logical tasks, skills to teach the subject “Logic” at primary school, which is necessary for the development of logical skills by the junior pupils.
The model of future teachers’ training for the development of logical skills by the primary school pupils as a synthesis of its connected components such as purposeful, methodological, context and activity, assessment and resultative has been worked and tried out.
The combination of pedagogical circumstances of future teachers’ training for the development of primary school pupils’ logical skills has been substantiated and checked up experimentally. These circumstances include: goal-oriented motivation of the primary school teachers towards the acquirement of methodology of logical skills formation by the pupils; the improvement of content, teaching and learning materials of professional subjects with the aim to acquire knowledge in logic by the students of specialty “Primary education” at the establishments of higher education; the use of interactive forms and methods during the students’ training towards experience acquirement for teaching the subject “Logic” at primary school, which is necessary for the formation of logical skills by the primary school pupils.
Forms, methods and means of educational process according to the future teachers’ training for the development of pupils’ logical skills have been improved. The contents, forms and technologies of future primary teachers’ professional training have been further developed.
Practical meaning of the obtained results lies in the development and implementation into the educational process the diagnostics methodology of the future teachers’ readiness for the formation of primary school pupils’ logical skills, author curriculum working out aimed at the improvement of the future primary school teachers’ training and realization of teaching and learning materials as well as renewal of contents of the subjects “Pedagogy” and “Psychology” with topics, connected with diagnostics and peculiarities of logical skills formation by the primary school pupils and methods of work in this direction. Parts of the topics and subtopics according to the study of the main logic concepts, operations with them, logical laws etc. have been extended within the subjects “Mathematics” and “Methodology of study of education sector “Mathematics””. Methodology of solving tasks in “Logic” has been processed in a profound way.
The author has worked and tried out the curriculum “Theory and methodology of teaching logic in primary school” for the students of specialty “Primary education” (educational level “Bachelor”), its teaching and learning materials, which can be used in the process of future primary school teachers’ training and in the system of teachers’ post graduate studies.
The diagnostics of future teachers’ readiness towards development of primary school pupils’ logical skills has been conducted.
