Formation of universal educational actions for schoolchildren during technology lessons
Veklich S.N., Simovich O.V.,
FSBEI HPE "AmSPGU",
Komsomolsk-on-Amur, Russia
The article is devoted to a problem of formation of universal educational actions at technology lessons. It explores the notion of universal educational actions, their types and functions, methods of formation of universal educational actions at technology lessons are considered.
“The main thing is not knowledge, but the ability to use it” A.A. Leontyev
The main goal of education in federal state educational standards is the development of students’ personality based on the acquisition of universal methods of activity. Forming universal learning activities means developing students’ ability to independently create learning goals, design ways to implement them, monitor and evaluate your achievements, i.e. develop the ability to learn. This is achieved by both students mastering specific subject knowledge and skills within individual disciplines, and their conscious, active appropriation of new social experience. The quality of knowledge acquisition is determined by the diversity and nature of the types of universal actions.
In a broad sense, the term “universal learning activities” means the ability to learn, i.e., the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience. Universal learning activities are generalized actions that open up the possibility of broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students’ awareness of its target orientation, value-semantic and operational characteristics.
Universal educational activities perform the following functions:
ensuring the student’s ability to independently carry out learning activities, set learning goals, search for and use necessary funds and ways to achieve them, monitor and evaluate the process and results of activities;
creating conditions for the harmonious development of personality and its self-realization based on readiness for continuing education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.
As part of the main types of universal educational actions, four blocks can be distinguished: personal, regulatory (which also includes self-regulation actions), cognitive and communicative.
Personal universal educational actions provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions are distinguished: personal, professional, life self-determination; meaning formation, moral and ethical orientation.
Regulatory universal educational actions ensure that students organize their educational activities: students’ abilities for goal setting, forecasting, control, correction, evaluation, and self-regulation are formed and developed.
Cognitive universal actions include general educational actions (the ability to set a goal, work with information, model a situation), logical educational actions (the ability to analyze, synthesize, compare, classify, prove, put forward hypotheses, etc.), as well as posing and solving a problem.
Communicative universal educational activities ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
To form all types of universal educational actions, teachers will have to organize the educational process in such a way that students master basic concepts simultaneously with the accumulation of action experiences, ensuring the development of the ability to learn, independently search for, find and assimilate knowledge. This involves the development by the teaching staff and technology teachers, in particular, of regulatory documents: work programs in subjects, programs for the formation of universal educational activities in accordance with the requirements of new federal state educational standards. And since universal educational activities are of a supra-subject (meta-subject) nature, the methodological developments of teachers of different subjects should have a systematic approach.
During the ascertaining experiment, it was found that teachers of technology, drawing and fine arts are not ready to work on the basis of the new federal state educational standards. All respondents (75 people) are aware of the introduction of new educational standards, 90% of respondents are familiar with the standards, but only a third of them are ready to work in accordance with the new requirements for learning outcomes set out in the standards. Writing a working curriculum and choosing ways to form universal educational activities cause certain difficulties for all teachers.
For the most effective work on the formation of universal educational actions in practice, it is advisable to draw up special methodological complexes in which the essence, types, functions of universal educational actions, criteria for assessing the formation of universal educational actions, conditions that ensure the development of universal educational actions in the educational process, educational potential technology lessons in the formation of universal educational activities.
The concept of the development of universal educational actions was developed on the basis of a system-activity approach, which was studied by such scientists as: Vygotsky L.S., Leontyev A.N., Elkonin D.B., Galperin P.Ya., Asmolov A.G. etc. From their research it follows that the development of students depends on the nature of the organization of their activities, aimed at the formation of the student’s consciousness, his personality as a whole.
To form universal educational actions, each educational and methodological complex develops its own technologies based on the activity approach. Peterson L.G. notes that in order to develop any universal educational action in students, it is necessary to: form the primary experience of performing this action when studying various academic subjects; based on existing experience, form an understanding of the method (algorithm) of performing the corresponding universal educational action; to develop the ability to perform a learned universal educational action by including it in the practice of teaching on the subject content of various academic disciplines, to organize self-monitoring of its implementation and, if necessary, correction; organize control of the level of formation of this universal educational action.
According to V.S. Lazarev, in order to improve the results of education in terms of developing the abilities and skills of students as subjects of knowledge, there is no need to introduce a new subject into the curriculum or somehow radically change the content of existing curricula. The way of teaching must be changed. When you need to convey to students a certain method of action, you should: introduce students to a situation where they need to do something, but they do not know how; develop together with them criteria for assessing the result; give them the opportunity to construct a mode of action; ensure correct assessment of the result; analyze the reasons for discrepancies between the required and actual results; develop together with them the “correct” way of action; re-solve the problem.
Forming universal educational actions based on the technology of the activity method, the teacher performs certain steps depending on the type of lesson. For example, in a lesson on presenting new material, the developers recommend the following steps: motivating learning activities, updating knowledge and recording difficulties in individual activities, identifying the location of the difficulty, constructing a project for getting out of the difficulty, primary consolidation in external speech, self-control with self-test according to the proposed standard, inclusion in knowledge system, reflection of educational activities.
Thus, a certain logic of development of children’s activities can be traced: from motivation, setting an educational task to the conscious performance of various actions, to control and self-control.
Each academic subject, depending on its content and methods of educational activity of students, reveals certain opportunities for the formation of universal educational actions.
Students' mastery of universal learning activities occurs in the context of different academic subjects. In a modern technology lesson, all four types of universal educational actions are being formed. One of effective methods the formation of universal educational actions in technology lessons is project-based learning, which assumes a high degree of independence and initiative of students, forms the development of social skills of schoolchildren in the process of group interactions. During the implementation of projects, the following are formed and practiced: skills of collecting, systematizing, classifying, analyzing information, public speaking skills, the ability to present information in an accessible, aesthetic form, the ability to express one’s thoughts, prove one’s ideas, draw conclusions, the ability to work in a group, in a team , ability to work independently, make choices, make decisions.
At the same time, universal educational actions are also formed within the framework of a traditional technology lesson at its various stages. It is recommended to form universal educational actions step by step in relation to the age and psychological characteristics of students and determine their specific form in relation to the subject discipline, describing the properties of the action.
Universal educational activities should be highlighted by the technology teacher in the thematic planning of each section of the subject and clarified lesson by lesson in the calendar and thematic planning. Universal learning activities should be a tool or a way to achieve the goal and objectives of each lesson. At the same time, the technology teacher must master the types and content of each of the universal educational actions and know the connections between them.
When planning his work, the technology teacher must:
1. Select universal learning activities in accordance with the purpose of the lesson, specifics academic subject, age characteristics of students.
2. Allocate time for the formation of universal educational actions within the boundaries of an educational session or lesson.
3. Determine techniques, methods, ways and forms of organizing students’ activities for the development of universal educational activities.
4. Design the content of students’ activities to form universal educational actions through the use of a system of various tasks and means of solving them.
5. Plan reflective forms of control and self-control of students to determine the level of mastery of educational material and universal educational activities.
6. Use a system of educational tasks and situations to form universal educational actions (orientation, transformation of material, control and evaluation)
For example, for the formation of personal universal learning activities are offered the following types assignments: participation in projects; summing up the lesson; creative tasks; mental reproduction of a presentation, situation, video; self-assessment of the event, etc.
For formation of cognitive For universal learning activities, the following types of tasks are appropriate: “find the differences” (you can set their number); “what does it look like?”; search for the superfluous; "labyrinths"; ordering; clever solutions; drawing up reference diagrams; working with different types of tables; diagramming and recognition; working with dictionaries, etc.
For formation of regulatory universal learning activities, the following types of tasks are possible: “deliberate errors”; information search; mutual control; mutual technological dictation; dispute; learning material by heart in class; “looking for mistakes”; quiz on a specific problem, etc.
For formation of communicative For universal learning activities, you can offer the following types of tasks: compose a task for your partner; review of a friend's work; group work on creating a crossword puzzle; working on a project; work in a team; division of labor; “guess what we’re talking about”; dialogue listening; “prepare technical specifications for...”, “describe the manufacturing process...”, “explain...”, etc.
It is possible to form universal learning activities in technology lessons using the following forms and methods of teaching: frontal questioning, work in groups, written questioning, written and computer testing, work with cards, work at the board, discussion, watching a video, excursion/video tour, report, message, presentation, acting out a skit, team competition, “own game”, “what? Where? when?”, “brain ring”, information tent, educational lotto, auction, master class, etc.
A technology teacher can use tasks such as: find differences, create a classification, identify an extra element, distribute into groups, write in the missing word, answer a question, complete a sentence, choose the correct answer, find an error, is the statement true, establish the correct one sequence, insert the missing stage of the operation, match the term and definition, fill out the table, make a diagram, write a report, etc.
The implementation of each exercise can be aimed at developing one or several types of universal educational actions. However, when planning lessons, the technology teacher must know exactly what type of universal educational actions is formed when performing a given task.
Let us consider, as an example, the formation of personal universal actions, for example, when studying the topic “Traditions, rituals and holidays.” Students need to identify the value guidelines of followers of the teachings of Feng Shui and create a table of color symbolism describing the meanings of each color. Then it is necessary to compare the color meanings adopted by the inhabitants of the East and the inhabitants of Russia. As a task, you need to complete a collage, reflecting color symbolism in it. Personal universal actions in this case form the abilities of empathy, tolerance and moral and ethical orientation (color incl. 10, Fig. 10.1).
To form cognitive universal learning activities, students can be asked to find information about the use of fabrics in Asian clothing style, compose their characteristics and arrange them in the form of a collage. Students make a sketch of a model of an Asian costume and a collage of fabrics selected for it. When performing this exercise, such subtypes of cognitive universal educational activities are formed, such as general educational (students learn to obtain information from various sources, including the Internet, set educational goals for themselves), logical (students acquire the ability to analyze the information received about materials and their properties, synthesize it) (color incl. 10, Fig. 10.2).
To form regulatory universal educational actions, for example, in an embroidery lesson, students must make a classification of the ornaments of the indigenous peoples of the Amur region, then compare them in class with the correct version of the classification, make the necessary adjustments and evaluate their activities in accordance with the criteria proposed by the teacher. As a creative task, students perform embroidery of one of the types of ornaments. Regulatory universal educational actions in this case form students’ abilities to set goals, plan their work on drawing up a classification and performing embroidery, making adjustments to the compiled classification of ornaments if necessary, as well as objectively assessing their activities (color incl. 10, Fig. 10.3).
To form communicative universal educational actions, in a lesson on studying clothing styles, students are invited to break into micro groups, study modern clothing styles, jointly develop a collection of models based on the chosen image and present the results of their work in the form of a presentation. Each group member develops his own model, but in the same color scheme, style and design with the whole group. To do this, a specific style of clothing, an image on the basis of which the collection will be created, a color scheme, materials and sketching technique are first selected. For example, the collection “Chess steps”, where the casual style is considered and the image of chess pieces is taken as an associative basis: pawn, rook, knight, bishop, queen and king. As an alternative, the following associative themes can be suggested: seasons, 4 elements, architectural structures, the work of Salvador Dali, the ocean, masquerade, flowers, etc. When completing this task, students acquire skills to work in a group, learn to participate in a collective discussion of the choice of clothing style and associative image, technique, color and materials, express their own opinion, defend it, giving arguments, listen to partners and take into account their opinion, perhaps opposite to its own (color incl. 10, Fig. 10.4).
Thus, the formation of universal educational actions for schoolchildren in technology lessons can be carried out at any stage of the lesson on any topic of the work program. Students' mastery of universal learning activities in technology lessons leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. the ability to learn.
The changes taking place in modern social life have necessitated the development of new approaches to the system of education and upbringing. Children today have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation. Let's look at some of them:
There is a gradual washout of preschool activities and their replacement with educational activities. Role-playing play does not occupy a leading place in the life of an older preschooler, which leads to difficulties in the development of arbitrary behavior, imaginative thinking, motivational sphere, without ensuring the formation of psychological readiness for schooling;
What is alarming is that adults focus exclusively on mental development child to the detriment of spiritual and moral education and personal development. As a consequence of this process - loss of interest in learning;
Children's awareness has increased sharply. If earlier school and lessons were sources for children to obtain information about the world, people, society, nature, today the media and the Internet turn out to be a significant factor in the formation of a child’s picture of the world, and not always positive;
Modern children read little, especially classic and fiction literature. Television, films, and videos are replacing literary reading. Hence the difficulties in learning at school associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal action plan; difficulty in logical thinking and imagination;
The life activities of modern children are characterized by limited communication with peers. Games and joint activities are often inaccessible to younger schoolchildren due to the closed nature of society, which makes it difficult for children to learn moral norms and ethical principles;
Category of gifted and capable children in secondary schools is decreasing, but the number of children who cannot work independently, “intellectually passive”, children with learning difficulties, and simply problem children is increasing.
So it's obvious that primary education requires new approaches, which are embedded in the second generation state standards. Modern system Education should be aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the world. Primary school education is the foundation of all subsequent education.
What is the role of a primary school teacher in the transition of a school to work according to new educational standards?
The most important thing is that educational standard The new generation sets new goals for teachers. Now in primary school a teacher must teach a child not only to read, write and count, but also must instill two groups of new skills. Firstly, these are universal learning activities that form the basis of the ability to learn. Secondly, to develop children’s motivation to learn. Today, educational results of a supra-subject, general educational nature come to the fore. In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education. Most teachers will have to restructure their thinking based on the new challenges posed by modern education. The content of education does not change much, but when implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child’s personality, the need to develop universal educational skills, without which the student will not be able to be successful at the next stages of education, neither in professional activity. Successful education in primary school is impossible without the formation of educational skills in younger schoolchildren, which make a significant contribution to the development of the student’s cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process. For example, already in the first literacy lessons, the child is given educational tasks, and first, together with the teacher, and then independently, he explains the sequence of educational operations (actions) that he carries out to solve them. Thus, when conducting sound analysis, first-graders focus on the model of the word, give it qualitative characteristics. To do this, they must know all the actions necessary to solve this educational task: determine the number of sounds in a word, establish their sequence, analyze the “quality” of each sound (vowel, consonant, soft, hard consonant), designate each sound with the corresponding color model. At the beginning of training, all these actions act as subject-specific ones, but a little time will pass and the student will use the action algorithm when working with any educational content. Now the main result of training is that the student, having learned to build a plan for completing a learning task, will no longer be able to work differently. In this regard, the role of the primary school teacher changes significantly in terms of understanding the meaning of the process of teaching and education. Now the teacher needs to build the learning process not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student’s educational activity, but also as a process of personal development, the adoption of spiritual, moral, social, family and other values. Therefore, along with traditional question“What to teach?”, the teacher must understand, “How to teach?” or, more precisely, “How to teach in a way that triggers children’s own questions: “What do I need to learn?” and “How do I learn this?”
First of all, this concerns the formation of universal learning activities (ULA).
What are “universal learning activities”? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines. Each academic subject, depending on the subject content and ways of organizing students’ educational activities, reveals certain opportunities for the formation of educational learning.
Functions of universal educational actions:
‒ ensuring the student’s ability to independently carry out learning activities, set educational goals, search for and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
‒ creating conditions for the harmonious development of the individual and his self-realization based on readiness for continuous education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.
The universal nature of educational activities is manifested in the fact that they are supra-subject, meta-subject in nature; ensure the integrity of general cultural, personal and cognitive development; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
As part of the main types of universal educational activities, 4 blocks can be distinguished.
Types of universal learning activities
Cognitive UUD– include general educational, logical, sign-symbolic.
These types of UUD are also formed in the process of studying various academic disciplines.
For example, in mathematics lessons I use support diagrams to solve various types of problems. Every teacher uses such diagrams when compiling short notes for tasks. Moreover, depending on the conditions of the task, the scheme is modified by the student himself. The use of such schemes brings positive results. Also, teachers in their work use a unified algorithm for solving problems, “circular” problem diagrams, and sets of place value cards. The set includes units cards 1-9, tens cards 10-90 and hundreds cards 100-900. Similar cards can be used when working with multi-digit numbers, as well as when counting.
In Russian language lessons they widely introduce different shapes presentation of educational content, educational tasks (symbols, diagrams, tables, algorithms). They use a single reminder “I write correctly.” In addition, we use spelling cards. Students remember difficult concepts faster, and an algorithm for answering a commented letter is formed.
Cognitive educational activities include general educational, logical actions, as well as actions of posing and solving problems.
General educational universal actions:
independent identification and formulation of a cognitive goal;
search and selection of necessary information; application of information retrieval methods, including using computer tools;
- structuring knowledge;
conscious and arbitrary construction of a speech utterance in oral and written form;
selection of the most effective ways to solve problems depending on specific conditions;
reflection on the methods and conditions of action, control and evaluation of the process and results of activity;
- semantic reading; understanding and adequate assessment of the language of the media;
formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
Regulatory UUD– ensure that students organize their educational activities (goal setting, planning, forecasting, drawing up a plan, control, correction, evaluation, self-regulation).
Regulatory learning activities ensure that students organize their learning activities. These include the following:
goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;
planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
forecasting – anticipation of the result and level of assimilation; its temporal characteristics;
- control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;
correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;
assessment – the student’s identification and awareness of what has already been learned and what still needs to be learned, assessing the quality and level of learning;
- self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.
Communicative UUD– provide social competence and orientation towards other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive cooperation with adults and peers. To achieve this, teachers create daily necessary conditions related to the introduction of collaboration in learning.
Lessons on technology, literary reading and the surrounding world are conducted using the “Pedagogical workshops in primary school practice” technology, which is based on the work of children in groups. Students jointly plan activities, distribute roles, functions of each group member, forms of activity, and correct mistakes.
For example: a lesson on the surrounding world on the topic “Animal Life” is conducted in the form of a press conference.
We have a visiting bear. (class student). He answers questions from journalists and press representatives (class students divided into groups).
Questions from journalists:
What is your name?
Where do you live?
What do you eat? etc.
At the same time, it is very important that in lessons every child has the opportunity to express his opinion, knowing that this opinion will be accepted.
Communicative UUDs provide social competence and consideration of the position of other people, a communication or activity partner, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Types of communicative actions are:
planning educational cooperation with the teacher and peers - determining the goals, functions of participants, methods of interaction;
asking questions – proactive cooperation in searching and collecting information;
conflict resolution – identification, problem identification, search and evaluation of alternative ways to resolve the conflict, decision making and its implementation;
management of the partner’s behavior – control, correction, evaluation of the partner’s actions;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:
self-determination - personal, professional, life self-determination;
- meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;
moral and ethical orientation - the action of moral and ethical assessment of the acquired content, ensuring personal moral choice based on social and personal values
It is known that at first it is very difficult to create a children's class team. To instill the rules of moral standards, moral behavior, and establish interpersonal relationships, teachers spend a lot of work: class hours, individual conversations, organizing joint holidays, extracurricular activities, studying everyone’s interests, discussing certain actions from a moral standpoint.
In Russian language lessons, various forms of presenting educational content and educational tasks (symbols, diagrams, tables, algorithms) are widely introduced. They use a single reminder “I write correctly.” Students remember difficult concepts faster, and an algorithm for answering a commented letter is formed.
All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows him to develop observation skills, and develops the ability to analyze, compare, and draw conclusions.
Thus, the formation of educational learning systems that ensure the solution of problems of general cultural, value-personal, cognitive development of students is implemented within the framework of an integral educational process, during the study of the system of educational subjects, in meta-subject activities, the organization of forms of educational cooperation in solving important problems in the life of students. However, everything can be useful only if you create favorable atmosphere in the classroom - an atmosphere of support and interest in every child. I believe that the main goal of primary education is to help a child awaken all the inclinations inherent in him through educational activities, to understand himself, to find himself, in order to ultimately become a Human Being, at least to want to overcome the negative in himself and develop the positive. The decisive role in this belongs to the teacher. Every teacher should understand what he strives for in raising and teaching children.
The development of the UUD system as part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the specified learning activities - the level of their formation, corresponding to the normative stage of development and relevant " high standard» development, and properties.
The criteria for assessing the development of students’ learning skills are:
compliance with age-psychological regulatory requirements;
compliance of the UUD properties with pre-specified requirements.
Conditions ensuring the development of UUD:
1. The teacher pays attention to the developmental value of any task, using specialized developmental tasks, asking questions, for example, D. Tollingerova’s taxonomy of educational tasks.
2. The teacher notes the child’s progress in comparison with his past results.
3. The teacher shows why this or that knowledge is needed, how it will be useful in life, unobtrusively conveying the meaning of the teaching to children.
4. The teacher involves children in the discovery of new knowledge when mastering new material.
5. The teacher teaches children how to work in groups, shows how to come to a common decision in group work, helps children resolve educational conflicts, teaching constructive interaction skills
6. During the lesson, the teacher pays great attention to self-testing of children, teaching them how to find and correct a mistake, children learn to evaluate the results of completing a task using the proposed algorithm, the teacher shows and explains why this or that mark was given, teaches children to evaluate work according to criteria and independently choose criteria for evaluation.
7. The teacher evaluates not only himself, but also allows other children to participate in the evaluation process; at the end of the task, the end of the lesson, the teacher and the children evaluate what the children have learned, what worked and what did not.
8. The teacher sets the goals of the lesson and works with the children towards the goals - “in order to achieve something, every participant in the lesson must know the goal.”
9. The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, teaches them to use different sources used to search for information.
10. The teacher pays attention to the development of memory and logical operations of thinking, various aspects of cognitive activity
11. The teacher pays attention to general methods of action in a given situation - and teaches children to use generalized methods of action.
12. The teacher uses project forms of work in class and extracurricular activities
13. The teacher teaches the child to make moral choices as part of working with value-based material and its analysis.
14. The teacher finds a way to captivate children with knowledge.
15. The teacher believes that the child must be able to plan and predict his actions.
16. The teacher includes children in constructive activities, collective creative endeavors, involving them in organizing events and encouraging children’s initiatives.
17. The teacher always gives a chance to correct a mistake, shows that a mistake is normal - the main thing is to be able to learn from mistakes.
18. The teacher helps the child find himself by building individual route, providing support, creating a situation of success.
19. The teacher teaches the child to set goals and look for ways to achieve them, as well as solve problems that arise.
20. The teacher teaches children to draw up an action plan before starting to do something.
21. The teacher unobtrusively conveys positive values to children, allowing them to live them and be convinced by their own example of their importance and significance
22. The teacher teaches different ways of expressing one’s thoughts, the art of argument, defending one’s own opinion, and respecting the opinions of others.
23. The teacher organizes activity forms within which children could live and acquire the necessary knowledge and value range.
24. The teacher teaches children ways to effectively memorize and organize activities.
25. The teacher shows how to distribute roles and responsibilities when working in a team
26. The teacher actively includes everyone in the learning process, and also encourages learning cooperation between students, students and the teacher.
27. The teacher and students solve educational problems together.
28. The teacher builds a lesson in an activity paradigm, based on the structure of the formation of mental actions by P. Galperin
29. The teacher uses the interactive capabilities of ICT during the lesson
30. The teacher organizes work in pairs of shifts, within the framework of training stations
31. The teacher gives children the opportunity to independently choose tasks from the proposed ones
32. The teacher teaches children to plan their leisure time
One of the most effective techniques is for each student to create their own “Map of Knowledge and Achievements”
This is a specially designated place in the classroom (stand), a special children's notebook, where the achievements of students in a particular field of activity are reflected in a schematic form.
The Achievement Map can help students:
Consciously select the educational material that is necessary to solve educational and practical problems.
Allows you to designate and realize your individual path of movement in an educational subject
Make assumptions about possible future advancements
The “Map of Knowledge and Achievements” can become a means of:
Planning
Maintaining subject logic for academic year
Reflections on an individual path of movement in an educational subject
The formation of universal educational actions in the educational process is carried out in the context of mastering various subject disciplines.
1. The formation of UUD is a purposeful, systematic process that is implemented through all subject areas and extracurricular activities.
2. The UUDs specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.
3. The scheme of work on the formation of specific UUDs of each type is indicated in the thematic planning.
4. Methods of taking into account the level of their formation - in the requirements for development results curriculum in each subject and in extracurricular activity programs.
5. The results of mastering the UUD are formulated for each class and serve as a guideline for organizing monitoring of their achievement
Continuity of formation of universal educational actions.
The problem of continuity is most acute at two key points - at the moment children enter school (during the transition from preschool to primary general education) and during the transition of students to the level of basic general education.
The readiness of children to study at school during the transition from preschool to primary general education must be considered as a comprehensive education, including physical and psychological readiness.
Physical readiness is determined by the state of health, including the development of motor skills and qualities (fine motor coordination), physical and mental performance.
Psychological readiness includes emotional-personal, intellectual and communicative readiness.
The continuity of the formation of universal educational activities at the levels of general education is ensured through:
‒ orientation towards the key strategic priority of lifelong education – the formation of the ability to learn.
‒ a clear idea of the planned learning outcomes at the training level;
‒ purposeful activities to implement the conditions that ensure the development of educational learning in the educational process.
In the activities of the teacher in the formation of educational attainment, attention should be paid to the following provision of the standard: “Primary education must guarantee “the diversity of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.”
It is no secret that the class of primary schoolchildren is not homogeneous: some came to school reading fluently, while others do not even know letters; one student has a rich imagination and good speech, while the other cannot connect two words; one easily enters into communication, the other experiences great difficulties in this process. Is it possible to achieve the goal of development of all students with such different abilities? This goal can actually be achieved if the learning process is organized as differentiated.
Discussion of the problem of differentiating the educational process in accordance with the characteristics and capabilities of the child, i.e., individualizing the learning process, is an “on-duty” pedagogical problem: it has been discussed as long as the science of pedagogy has existed. Let us recall that the Convention on the Rights of the Child (1989) defines the priority of the interests of children over the interests of society and condemns any form of discrimination in the field of upbringing and education. Special articles of the “Convention” legally establish the child’s right “to preserve his individuality” and to receive a certain level of education and training in accordance with his characteristics and capabilities.
The basis for differentiation was taking into account the maturity of the student’s educational activity, the teacher’s knowledge of which components of it are not developed in the child, and on this basis ensuring that the gaps are filled and the difficulties that arise are eliminated. Naturally, this kind of differentiation requires special methodological techniques, educational tasks, and exercises that would reasonably and expediently complement the educational process without destroying its integrity. Assignments should be multi-level, so as not to slow down the development of strong students and help weak ones overcome learning difficulties. Moreover, each student has the opportunity to try to solve any problem, even with the help of others (teacher or peers), i.e., located in the zone of proximal development. Moreover, the presence of learning content that expands the boundaries of program requirements allows for the future development of students.
For example, first-graders choose at their own discretion a task from a workbook. One task is not difficult: you need to determine from the drawings which drawn objects are ancient and which are modern. Another task is more difficult: the student must complete the sentences. Let's imagine that there are three students in the class who will not start the second task or will complete it incorrectly. But the fact of their participation in the discussion led by successful children will give them the opportunity to understand their mistakes and correct them right there in the lesson. The presence of multi-level tasks solves another “invisible” problem of elementary school. Thus, it became clear that for many years the teacher’s work was oriented toward aligning everyone with average performance. The orientation of the educational process towards average results highlights very important problem average students. It is this category of schoolchildren (by the way, the most numerous) that actually falls out of the teacher’s attention zone. Each of us has probably noticed how many “averages” there are around us - those who perform their duties with a C grade, do not show initiative, and prefer to obey rather than lead. Such people do not come up with original ideas; their work lacks creativity.
Psychologists say that abilities can be developed if conditions are created that take into account the child’s capabilities, passions and interests. Therefore, low-ability schoolchildren (here they are, average!) are children whose abilities are still “dormant”, not in demand, not revealed. This is where a specially thought-out system of gradually more difficult tasks comes to the rescue of the teacher, which gives the average person a chance to move forward.
The peculiarity of the differentiated work methodology is that it, first of all, eliminates the causes of difficulties in learning, forms mental qualities, the lack of development of which prevents the assimilation of educational material (for example, insufficient level of attention, logical thinking, spatial perception, phonetic hearing, etc. )
Another important provision of the second generation standard: “The standard is based on the recognition of the value-moral and system-forming importance of education in the sociocultural modernization of modern Russian society, meeting current and future needs of the individual and society, developing the state, strengthening its defense and security, developing national science, culture, economy and social sphere.” This provision can be considered as one of the strategic lines for the long-term development of Russian education and, of course, means the need to orient today's learning process to tomorrow. Here it is necessary to note what kind of learning process can be considered relevant, that is, corresponding to the requirements of society, the state and the achievements of psychological and pedagogical sciences. The current learning process is called so because it changes the role of the student: from a passive, contemplative being who does not master the activities leading to this stage of life, he turns into an independent, critically thinking person. Therefore, learning should be structured as a process of “discovery” of specific knowledge by each student. The student does not accept it ready-made, and the activities in the lesson are organized in such a way that it requires effort, reflection, and search from him. The student has the right to make mistakes, to have a collective discussion of the hypotheses put forward, evidence put forward, analysis of the causes of errors and inaccuracies and their correction. This approach makes it personal significant process teaching and shapes it in the student, as psychologist A.N. Leontyev, “really operating motives.” This is what forced us to abandon the orientation of teaching methods towards reproductive methods. The authors of the textbooks saw the main task in the development of research and exploratory educational tasks: problem situations, alternative questions, modeling tasks, etc., which contribute to the fact that the student becomes an equal participant in the educational process. This, of course, does not mean that the leading role of the teacher is reduced, but it is hidden for the student. Guidance does not boil down to the presentation of a sample or instruction that needs to be remembered and reproduced, but involves the organization of joint reflection, search, observation (of a natural object, a linguistic unit, a mathematical object, etc.), independent construction of algorithms, etc.
Memo for teachers on the formation and development of universal educational activities.
Any actions must be meaningful. This applies primarily to those who demand action from others.
The development of internal motivation is an upward movement.
The tasks that we set for the child must not only be understandable, but also internally pleasant to him, that is, they must be significant for him.
For a first grader you need:
Create an atmosphere of success
Helping your child learn easily
Help you gain confidence in your strengths and abilities
Do not skimp on encouragement and praise
Become a creator and then every new step in your professional activity will become a discovery of the world of the child’s soul.
Formation of universal educational actions.
In the context of new requirements, taking into account the introduction of the Federal State Educational Standard, LLC, life in constantly changing conditions becomes the new norm, which requires a person to be able to solve constantly emerging new, non-standard problems. A modern person needs to be prepared for the fact that he will have to repeatedly change his field of employment in his life and master new professions, therefore qualities such as professional mobility and the ability to continue education acquire special significance. There are also increased demands for communicative interaction and cooperation, and tolerance.
An important condition for the formation of such personality qualities in a modern school isproductive education, which involves a shift in emphasis from the teaching activities of the teacher to the independent productive educational and extracurricular activities of the student, the transition from school as a means of transferring knowledge to the school of self-determination and self-development of the student. It is within the framework of productive education that it is possible to develop in schoolchildrenhigh level
universal learning activities, providing the ability to self-educate throughout life, to master new technologies and understand the possibilities of their use, to solve problems and make independent decisions, to adapt in the social and professional sphere, and to work in a team.
The Federal State Educational Standard significantly expands the idea of educational results. The purpose and meaning of education is the development of the personality of students, and a new educational result in this document is understood as both cognitive (educational) results and results relating to other aspects of the personality of schoolchildren, formed in the process of education - civic position, level of their socialization, value system relationships and orientations. The most important task of the modern education system is the formation of a set of “universal learning activities” (UAL), ensuring not only that students master specific subject knowledge and skills within the framework of individual disciplines, but also the competence to “teach to learn”, the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience.
As it forms in primary school student’s personal actions (meaning formation and self-determination, moral and ethical orientation); the functioning and development of educational activities (communicative, cognitive and regulatory) in primary school undergo significant changes. The regulation of communication, cooperation and cooperation projects certain achievements and results of a teenager, which leads to a change in the nature of his communication and self-concept. Based on the fact that in adolescence the activity of interpersonal communication becomes leading, communicative educational activities take on priority in the development of educational skills during this period .
The task of the primary school is “to teach the student to learn”, the task of the secondary school is “to teach the student to learn through communication”,“initiate educational collaboration.”
In the context of the implementation of the Federal State Educational Standard, the teacher not only transfers objective knowledge to students, but also promotes the development of their initiative and independence, organizes the activities of students in such a way that everyone can realize their abilities and interests, that is, in fact creates conditions in which it becomes possible for students to develop their intellectual and other abilities, experience in applying acquired knowledge in different situations(cognitive, social), i.e. development of their competence.
One of the effective ways to increase the effectiveness of educational activities in a primary school is to involve students in design and research activities. Using various forms of this type of activity in classes and in extracurricular activities, the teacher has the opportunity to work on the formation of all types of universal educational actions of students. Organization of design and research activities is a priority area of the school’s work in the development of UUD.
Formation of UUD based on the use of design and research activities
| General components of the structure of design and research activities | Formed types of UUD (by priority) | Final results of participation in project and research activities |
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| Teamwork | Individual work |
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| Analysis of the relevance of the ongoing research (project). Goal setting. Problem formulation. Selection of means and methods. Planning work, determining deadlines and sequence of actions. Carrying out design and research work. Presentation of results. Presentation of results | Communicative UUD Regulatory UUD Cognitive UUD Personal UUD | Regulatory UUD Cognitive UUD Personal UUD Communicative UUD | Intellectual and personal development schoolchildren. Increasing their competence in the chosen topic. Developing the ability to collaborate in a group. Formation of the ability to work independently. Understanding by students the essence of research and project activities. |
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When forming universal educational activities, along with traditional methods, it is advisable to widely use digital tools and the capabilities of the modern information and educational environment. Orienting schoolchildren in information and communication technologies (ICT) and developing the ability to use them competently (ICT competence) are one of the important elements formation of universal educational actions of students.
ICT should be widely used in assessing the formation of universal learning activities. For their formation, the use of an information and educational environment in which teachers and students plan and record their activities and results is of utmost importance. Thus, information- communication technologies are tools for universal educational activities.
The technology of forming correct reading activity (productive reading technology) ensures understanding of the text by mastering the techniques of its development at the stages before reading, during reading and after reading. This technology is aimed at the formation of communicative universal educational actions, providing the ability to interpret what is read andformulate your position, adequately understand the interlocutor (author),the ability to consciously read texts from textbooks aloud and silently; cognitive universal educational actions, for example, skillsextract information from text.
The formation and development of UUD is based on a system-activity approach. In accordance with it, it is the student’s activity that is recognized as the basis for achieving the developmental goals of education - knowledge is not transmitted in a ready-made form, but is obtained by the students themselves in the process of cognitive activity. Recognition of the active role of the student in learning leads to a change in ideas about the content of the student’s interaction with the teacher and classmates. It takes on the character of cooperation. The sole leadership of the teacher in this collaboration is replaced by the active participation of students in the choice of teaching methods. All this gives particular relevance to the task of developing universal educational activities in the basic school.
The development of educational learning in primary and secondary schools is advisable within the framework of using such opportunities of the modern information educational environment as:
. teaching aids that increase the efficiency and quality of training of schoolchildren, organizing operational consulting assistance in order to create a culture of educational activities in educational institutions;
. cognitive tools responsible for developing research skills by modeling the work of scientific laboratories, organizing joint educational and research work of students and teachers, the ability to quickly and independently process the results of experimental activities;
. telecommunications tools that develop skills in obtaining the necessary information from a variety of sources;
. means of personal development that ensure the formation of communication culture skills;
. effective tool control and correction of the results of educational activities.
The solution to the problem of developing universal educational activities occurs not only in classes in individual academic subjects, but also during extracurricular activities, as well as within the framework of over-subject programs of courses and disciplines (electives, clubs, elective courses).
Formation of UUD taking into account the forms of organization of design and research activities
| Forms of organization of design and research activities | Formed UUD (priority) |
| During lessons: Lesson - research Lesson - laboratory Lesson - creative report Lesson - a story about scientists Lesson - Defense of Research Projects A Lesson in Open Minds Educational experiment | Regulatory, cognitive, communicative, personal UUD Communicative, cognitive, regulatory, personal UUD Communicative, cognitive, regulatory, personal UUD Regulatory, communicative, cognitive, personal UUD |
| During extracurricular activities: Research practice Educational expeditions (hikes, trips, excursions) | Personal, regulatory, communicative, cognitive UUD Personal, cognitive, communicative, regulatory UUD |
Ensuring the implementation of a system-activity approach to the educational process is possible using various modern pedagogical technologies. Among the wide variety, priority in use are such technologies that will allow organizing active cognitive activity of the student (both individual and in the form of different types of cooperation):
technology development critical thinking through reading and writing;
technology of student project activities;
research method;
ICT - technologies;
discussion technology;
collective way of learning;
case technology.
Use of innovative pedagogical technologies
| Educational technologies | Priority types of formed UUDs | Academic subjects (subject areas) on the priority use of pedagogical technologies |
| Project-based learning technology | Communicative UUD Cognitive UUD Regulatory UUD Personal UUD | Technology Foreign (English) language Science subjects Physical culture and basic life safety |
| Technology of problematic presentation of educational material | Cognitive UUD. | Mathematics and computer science Science subjects Philology life safety |
| Research technology | Cognitive UUD Regulatory UUD Personal UUD | Science subjects Philology Mathematics and computer science |
| Communication and dialogue technologies | Communicative UUD Regulatory UUD | Philology Art Mathematics Science subjects |
| Technology for developing critical thinking | Cognitive UUD Communicative UUD | Science subjects Philology Mathematics and computer science |
| Modular learning technology | Cognitive UUD Regulatory UUD | Chemistry Social science subjects |
| Case - technology | Cognitive UUD Regulatory UUD Communicative UUD | Social science subjects |
| Educational game technology | Communicative UUD Regulatory UUD | Physical culture |
The main principles of educational activities should be scientificity, accessibility, strength, visibility, connection between theory and practice, consciousness and activity, result orientation, cooperation, consistency, continuity.
The formation and further development of various types of universal educational activities does not occur within the framework of individual academic subjects. Compliance with a certain system of conditions, as well as the organization of various types of student activities to solve the same types of problems, will allow each subject teacher to work on the formation of all types of UUD.
The main ways, methods and technologies for forming a student’s UUD
| UUD | Methods and technologies for forming this UUD |
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| Regulatory | Psychological trainings. Business games. Technology of productive learning. Case technology. | Project technologies. Master class technology. Portfolio technology. Enrichment learning technology |
| Cognitive | Collaboration technology. Completing written work (reports and communications, analytical and reflective essays). Business games. Group work technologies. Innovation laboratories. Participation in competitions, olympiads and research and development competitions. | Technology of critical thinking. Development of innovative projects. Master class. Problem-based learning technology. Developmental education technology |
| Communication | Psychological games. Solving communicative speech problems. Work in pairs. Discussions. Skill trainings. Problem-based learning. | Lectures with feedback. Active listening technique. Paraphrasing technique. Seminars. Project and group activities |
| Personal | Method of supporting notes by V.F. Shatalova. Psychological trainings. Business games. Distance learning technology. Case technology. TRIZ technology. | Problem-based learning technology. Project technologies. Self-education technology. Technology of collective creative work. Portfolio technology |
Forms of educational activities as a condition for the formation of universal educational actions
| Educational cooperation | The teacher perceives the child as an equal partner, an active, influential participant in the educational process, and organizes mutual communication and dialogue. Participants in the process are emotionally open and free in their statements. The child freely uses the help of a teacher or peers. With such cooperation, the teacher acts as an organizer who acts indirectly and not with direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources. Educational cooperation allows you to formcommunicative, regulatory, cognitive and personal universal learning activities. |
| Creative, design, educational - research activities | Artistic, musical, theatrical creativity, design, concept formation and implementation of socially significant initiatives, etc. Work onprojects harmoniously complements classroom activities in the educational process and allows you to work on obtaining personal and meta-subject educational results in more comfortable conditions for this, not limited by the time frame of individual lessons. The focus of projects on an original final result in a limited time creates the prerequisites and conditions for achievingregulatorymeta-subject results. The joint creative activity of students when working on projects in a group and the necessary final stage of work on any project - presentation (defense) of the project - contribute to the formation of meta-subjectcommunicativeskills. Personalresults when working on projects can be obtained by choosing the topics of the projects. |
| Control - evaluation and reflective activity | Self-esteem is the core of a person’s self-awareness, acting as a system of assessments and ideas about oneself, one’s qualities and capabilities, one’s place in the world and in relationships with other people. The central function of self-esteem isregulatoryfunction. The origin of self-esteem is related to the child's communication and activities. The development of self-esteem is significantly influenced by specially organized educational assessment activities. Conditions for the development of the action of assessing educational activities: *setting the student with the task of evaluating his/her activities (it is not the teacher who evaluates, the child is given the task of evaluating the results of his/her activities); *the subject of assessment is educational activities and their results; *the subject of assessment is educational activities and their results; methods of interaction, one’s own capabilities for carrying out activities; *organization of objectification for the child of changes in educational activities based on comparison of his previous and subsequent achievements; *forming in the student an attitude towards improving the results of his activities (assessment helps to understand what and how can be improved); *developing the student’s ability to cooperate with the teacher and independently develop and apply criteria for differentiated assessment in educational activities, including the ability to analyze the causes of failures and highlight the missing operations and conditions that would ensure the successful completion of the educational task; *organization of educational cooperation between teachers and students, based on mutual respect, acceptance, trust, and recognition of the individuality of each child. |
| Labor activity | Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops positive personality qualities: organization, discipline, attentiveness, observation. The work of schoolchildren allows the teacher to get to know them better individual characteristics, find out their creative capabilities, develop certain abilities. Labor activity allows you to formpersonal universallearning activities. |
| Sports activities | Mastering the Basics physical culture, familiarity with various sports, experience in participating in sports competitions will allow you to formvolitional personality traits, communicative actions, regulatory actions. |
Forms of organizing educational space that contribute to the formation of educational learning.
| Lesson: Problem situation; Dialogue; Peer education; Free lesson; Lesson on multi-age cooperation, etc. | Form of educational activity for setting and solving educational problems |
| Training session | Place of various group and individual practices |
| Advisory session | Form for resolving problems of a junior schoolchild at his request to the teacher |
| Creative workshop | To organize creative skills collective activity |
| Conference, seminar | Form for summing up creative activity |
| Lesson at the small academy | Aimed at developing skills in project activities in subjects |
| Individual lesson | Form of organizing activities to build individual educational routes |
| Extracurricular forms | A place for realizing personal goals and interests of younger schoolchildren. The teacher’s task as an educator is to support children’s good initiatives and provide opportunities for their implementation. |
UUD is formed through lessons, extracurricular activities, trainings, consultations, debates, non-traditional forms of lessons, olympiads, competitions, exhibitions, festivals, clubs, elective courses, group classes, seminars, scientific societies, student groups, projects, research, excursions.
At the level of basic general education, children are actively involved in joint classes, which makes it possible to organize the learning process at this level in accordance with the main task of the basic school “to teach students to learn through communication.” The use of various types of cooperation, taking into account the age characteristics of students, will allow organizing work to solve this problem.
Using different types of cooperation to form a UUD
| Form of cooperation | Main components of cooperation | Formed type of UUD |
| Educational cooperation | Distribution of initial actions and operations specified by the subject condition collaboration. Exchange of methods of action. Understanding. Communication. Planning general ways of working. Reflection. | Communicative UUD |
| Joint activities | Joint setting of work goals. Collaboratively determine how to get work done. Restructuring your own activities taking into account changing working conditions. Understanding and taking into account the position of other participants in the work. | Personal UUD Regulatory UUD |
| Multi-age cooperation | Working from the position of a teacher in relation to another. Testing followed by analysis and generalization of means and methods of educational activities. | CommunicativeUUD |
| Project activity (as a form of cooperation) | Distribution of responsibilities. Rating your friend's answer. Following the rules of working in a group. Transition from the position of a student to a teacher of oneself. Developing individual collaboration styles | CommunicativeUUD Regulatory UUD Cognitive UUD Personal UUD |
| Discussion | Forming your own point of view. Coordinating the points of view of others and then formulating a conclusion. Formulating your own opinion with appropriate formatting in oral or written speech. Conducting a mental dialogue with the authors of scientific texts (in a situation of written discussion) with subsequent obtaining information about views on problems. | Personal UUD Regulatory UUD Communicative UUD Cognitive UUD |
| Educational evidence (as a special way of organizing knowledge acquisition) | Proposing a thesis (statement). Providing arguments. Drawing conclusions (reasoning during which a new judgment is born). | Cognitive UUD Communicative UUD |
| Reflection | Formulation of a new problem as a problem with missing data. Analysis of the availability of ways and means to complete a task. Assessing your readiness to solve the problem. Independent search for missing information. Independent invention of the missing method of action. | All types of UUD |
Universal educational actions can be formed only withstudents performing educational work of a certain typebased on the use by teachers of technologies, methods and techniques for organizing educational activities that are adequate to the age of students. Selection and structuring of the content of education, determination of forms and methods of educational activities - all this should take into account the goals of forming specific types of educational activities.
Pedagogical techniques for the formation of UUD| Universal learning activities | Pedagogical techniques | Results of UUD development |
| Personal | Array assignment. Going beyond. Delayed reaction. Catch the mistake. Theatricalization. | Meaning formation is the establishment by students of a connection between the purpose of educational activity and its motive. |
| Regulatory | "Protection sheet". We discuss homework. Resume. Login to the lesson. The perfect survey. Rating. Question about the text. Delayed reaction. Repeat with control. Get to know the criteria. Organization of work in groups. Login to the lesson. A revealing answer. Traffic light | Self-regulation as the ability to overcome obstacles. |
| Cognitive | Your own examples. Surprise. Fantastic supplement. The intersection of topics. Repeat with control. Say “Yes” and “No”. Chain survey. | Search and selection of necessary information; reflection on methods and conditions of action, control and evaluation of the process and results of activity. |
| Communication | Mutual survey. Organization of work in groups. Take advice | Planning educational cooperation with peers, asking questions - proactive cooperation in searching and collecting information, the ability to fully and accurately express one’s thoughts. Planning educational cooperation with the teacher, proactive cooperation in searching and collecting information |
1.
The teacher can assign any level of homework in an array.
For example, a teacher gives ten problems (or, say, poems), from which the student must choose and solve (learn) at least the pre-agreed minimum amount of the task.
Example.
For each lesson, the children learned new words from the Russian-German phrasebook. The number was not limited: ten words - excellent, from five to ten - good. An important detail: during the lesson you need to speak not individual words, but ready-made conversational phrases. First in Russian, then in German. They came to the table at will.
2. A large array of tasks is assigned at once - within the framework of a large topic being studied or repeated.For example, out of 60 problems, a student must solve at least 15, the rest are optional. And to stimulate this desire with relay control works composed of tasks from this array. The more you solve, the greater the likelihood of encountering a familiar problem and saving time and effort. Such an array is not set for the next lesson, but for a longer period of time.
Important psychological effect: independent choice assignments provide an additional opportunity for self-realization, because it is known how students lack this in the conditions of our school, especially in adolescence. And the academic subject, in turn, becomes more interesting to them.
Delayed reaction
Teacher after the question asked takes the time to question students. A certain amount is maintainedpause . This allows those smart guys who, due to their personal qualities, are slower to react to changes learning situation. In elementary school, the student is often in a hurry to expressown self : pulls his hand up, sometimes without even having a ready answer to the question posed by the teacher. At the same time, a phlegmatic student (outwardly slow-witted), upon reflection, can give us a brilliant answer.
Catch the mistake!1. When explaining the material, the teacher intentionally makes mistakes.
First, students are warned about this in advance. Sometimes, especially in the lower grades, they can even be told “dangerous places” by intonation or gesture. It is important to teach children to react quickly to mistakes.
2. The student receives a text with deliberate errors - let him “work as a teacher.” Texts can be prepared in advance by other students, including older ones.
Traffic lightIn many ways, the problem of increasing the effectiveness of oral questioning is solved by a technique that we will call: “Traffic light”
A “traffic light” is just a long strip of cardboard, red on one side and green on the other.
FORMULA: when questioning, students raise the “traffic light” with the red or green side towards the teacher, signaling their readiness to answer.
The way the traffic light is used depends on the type of survey.
A red signal means “I don’t know!” This is an alarm. It’s as if the student gives himself a bad grade, even if it doesn’t go into the journal.
Green signal - “I know!”
Going beyond:
In the course of constructing a lesson, the teacher goes beyond the boundaries of the textbook, the subject, harmoniously weaving into the fabric of the lesson the latest events, examples from the surrounding reality, scenes from popular cartoons (for example, when studying the topic “Healthy lifestyle”, one of the episodes of the cartoon “Smeshariki” is discussed) or children's series.
Ideal task: The teacher offers to do homework of the students' choice.
Theatricalization. Acting out skits on an educational topic.
"Protection sheet" Before each lesson, always in the same place, there is a “Protection Sheet”, where each student can enter his last name without explanation and be sure that he will not be asked today. But the teacher, by filing these sheets, keeps the situation under control.
Discussing homework . The teacher, together with the students, discusses the question: what should the homework be like so that the new material is well reinforced? At the same time, naturally, the studied material is reviewed again. When used regularly, it significantly increases the awareness of doing homework. This technique works especially well when the methods and types of homework that the teacher usually gives are quite varied.
Resume : Students answer questions in writing that reflect their attitude to the lesson, subject, teacher
Login to lesson The teacher begins the lesson with “setting up”.For example, let's introduce a lesson plan. This is best done in a half-joking manner. For example: first we will admire together deep knowledge- and for this we will conduct a small oral survey. Then we’ll try to answer the question: (lesson topic in question form). Then we will train our brains - solving problems. And finally, let’s pull out the most valuable things from the recesses of memory (repetition theme). If technically possible, the lesson can begin with a short musical phrase. It can be major-exciting, like Khachaturian’s “Sabre Dance” or Ravel’s “Bolero”. Or minor-calming, like Sviridov’s romance... From the traditional analysis of homework. As an intellectual warm-up - two or three not too difficult questions to think about. From a traditional oral or short written survey. A simple survey - because its main goal is to get the child ready to work, and not to stress him out with a headache... There may be other options for “entering” the lesson.
Ideal survey : Students themselves assess the level of their preparation and report this to the teacher.
Question to the text:
When studying a scientific text, students are given the task of making a list of reproductive, expanding, and developmental questions for it. Then they are divided into groups: -questions that can be answered in class;
- questions to which no one may yet know the answer.
Let yourself help : The teacher makes the most of situations in which students can help him. He invites students (on a voluntary basis!) to develop material that can be used for further use in class (this could be assignments for a test, a crossword puzzle for repetition).
Organization of work in groups , Moreover, groups can receive either the same thing or different ones, but working towards the overall result of the task.
"Yes" and "No". The game puts students in an active position. This game "teaches":
connect disparate facts into a single picture;
systematize existing information;
listen and hear students.
The essence of the game: the teacher wishes for a number, an object, a literary or historical character, etc. Students must find out what the teacher wished for. To do this, they ask questions to which the teacher answers only with the words “yes”, “no”, “and yes”, “and no”.
Consult:
the teacher consults with students, discussing, for example, problems
relationships. He convinces students that their opinion is important to him, but warns: the last word remains with the teacher. It is important to thank students for discussing together.
Faces : Students signal their emotional state using cards with pictures representing a good, calm, or bad mood.
Blitzcontrol : The teacher conducts a written survey at a fast pace for 7-10 minutes to determine the degree of mastery of the learning skills necessary for further successful study. The work is handed in to the teacher, or a self-test is carried out (the teacher dictates or shows the correct answers). In this case, it is important to set assessment standards (for example, if out of seven tasks six or seven are completed correctly, then a mark of 5 is given, 5 tasks - 4, etc.).
Get to know the criteria : The teacher introduces schoolchildren to the criteria by which marks are given for different types of work.
Rating
(from the English right - correctly): having completed the work, the student sets himself
mark. She is then assessed by the teacher. A fraction is written. For example: 4/5, where 4 is the student’s mark, 5 is the teacher’s mark. This technique is used to agree on marking criteria. After some time, the numerator and denominator increasingly coincide. Another goal of using this technique is to develop the ability to regularly evaluate your work.
The activity-type technologies used at school provide for work in small groups, pairs and other forms of group work. This is due to its importance as a basis for the formationcommunicativeuniversal educational activities.Not only cooperation in the classroom, that is, among peers, but also cooperation across ages is very effective. It promotes the development of the ability to understand and take into account the intellectual and emotional position of another person.Character also plays a significant role in the development of students’ communicative activities.cooperation with the teacher. Achieving research and intellectual skills can be ensured by a system of conditions, which include the following:
.creating conditions for students to have questions and problems (stimulating the thinking process);
.reflection of the thought process, achieving a high level of understanding of the solution;
.ensuring the emotional well-being of children;
.satisfaction of cognitive needs;
.meeting the need for interpersonal communication;
.development of the ability to self-manage one’s activities—reflexive self-regulation;
.differentiation and individualization of training content;
The Federal State Educational Standard for Primary General Education sets requirements for the results of mastering the basic educational program primary general education - personal, meta-subject and subject. These requirements will have to be implemented within the framework of classroom and extracurricular activities.
One of the priority tasks of primary education at all times has been the task of “teaching how to learn.” That is, to equip children with generalized methods of learning activities that would ensure a successful learning process in secondary school. In the 2004 edition of the State Educational Standard, it was about the formation of general educational skills, skills and methods of action, primarily educational-managerial and educational-informational. The Federal State Educational Standard of Education puts forward requirements for the formation of meta-subject results in schoolchildren - universal educational actions (personal, cognitive, regulatory and communicative), which should become the basis for mastering key competencies that “constitute the basis of the ability to learn.”
The requirements of the new standard are not something completely new for practicing teachers. And yet, for many teachers they caused anxiety and lack of confidence in their abilities. How to design a lesson that would form not only subject, but also meta-subject results? Which of the tasks proposed in the textbook would be appropriate to select for the lesson? What methods and techniques will be effective? What forms of organizing student activities should be used? And, finally, is it necessary to completely abandon the forms of work with students accepted in traditional teaching methods? These are not all the questions that are asked today by teachers implementing the Federal State Educational Standard of Educational Education.
In September 2009, I accepted first-graders to teach. At that time, the Federal State Educational Standard of the NEO had not yet been approved, but its draft was accepted by teachers of pilot schools as a guide to action. Today, working with third graders, I can talk about some of the results of my work. Based on the conclusions of analytical and practical activities, I tried to compose a memo for elementary school teachers on lesson design from the position of developing universal educational actions in students.
Studying the contents of a number of books in the series “Standards of the Second Generation” published by the publishing house “Prosveshcheniye”, you understand that new forms of organizing the educational process must be introduced at school. The teacher’s manual “Project tasks in elementary school”, edited by A.B. Vorontsov, talks about the need to create different educational spaces (lesson as a collective action; training session; lesson - workshop; lesson - consultation; lesson - presentation; lesson on solving design problems ). This is required by the system-activity approach, which underlies the new standard.
But the main form of teaching in primary school today is still the traditional lesson. This is explained by the fact that most of the teachers are teachers who have worked at school for decades, and therefore adhere to the traditional classical teaching methodology. In any business, it is not easy for a person to change his mind. Likewise, a teacher needs time and conditions in order to learn to work in a new way.
A lesson, its planning and implementation is what the teacher deals with every day, this is what he understands. Therefore, it makes sense to first consider the lesson from the perspective of the requirements of the second generation standard in comparison with the lesson of the post-Soviet period. See the difference in didactic requirements for these lessons. Then it will become clear what needs to be changed when preparing and conducting the lesson. modern type in the activities of teachers and students.
As you know, the most common lesson type – combined. Let's consider it from the perspective of basic didactic requirements, and also reveal the essence of the changes associated with conducting a modern lesson:
|
Lesson requirements |
Traditional lesson |
Modern type lesson |
|
Announcing the topic of the lesson |
The teacher tells the students |
|
|
Communicating goals and objectives |
The teacher formulates and tells students what they should learn |
|
|
Planning |
The teacher tells the students what work they must do to achieve the goal |
|
|
Under the guidance of the teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used) |
Students carry out educational activities according to the planned plan (group, individual methods), teacher consulting |
|
|
Exercising control |
The teacher monitors students' performance practical work |
Students exercise control (forms of self-control and mutual control are used), teacher consulting |
|
Implementation of correction |
The teacher makes corrections during the implementation and based on the results of the work completed by the students. |
Students formulate difficulties and implement correction yourself, teacher advises, advises, helps |
|
Student assessment |
The teacher evaluates students' work in class |
Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades), teacher consulting |
|
Lesson Summary |
The teacher asks the students what they remember |
Reflection is being carried out |
|
Homework |
The teacher announces and comments (more often the task is the same for everyone) |
This table allows us to conclude: what differs, first of all, is the activity of the teacher and students in the lesson. The student, from being present and passively following the teacher's instructions in a traditional lesson, now becomes the main actor. “It is necessary that children, if possible, learn independently, and the teacher guides this independent process and provides material for it” - words of K.D. Ushinsky reflect the essence of a modern lesson, which is based on the principle of a system-activity approach. The teacher is called upon to carry out hidden control of the learning process and to be an inspirer of students. The words of William Ward now become relevant: “The mediocre teacher expounds. A good teacher explains. An outstanding teacher shows. A great teacher inspires.”
How to design a lesson based on a combined type lesson , which will solve problems on the formation of not only subject, but also meta-subject results? In the Federal State Educational Standard of Education, meta-subject results are “universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn.”
Let's analyze student activities at each stage of the lesson and select those universal learning activities(UUD), which, with the correct organization of student activities, are formed:
|
Requirements for the lesson |
Lesson modern type |
Universal learning activities |
|
Announcing the topic of the lesson |
Formulated by the students themselves (the teacher guides the students to understand the topic) |
Cognitive general educational, communicative |
|
Communicating goals and objectives |
The students themselves formulate, defining the boundaries of knowledge and ignorance. (the teacher leads students to understand goals and objectives) |
Regulatory goal setting, communicative |
|
Planning |
Students planning ways to achieve the intended goal (teacher helps, advises) |
Regulatory planning |
|
Practical activities of students |
Students carry out educational activities according to the planned plan (group and individual methods are used) (teacher consulting) |
|
|
Exercising control |
Students exercise control (forms of self-control and mutual control are used) (teacher consulting) |
|
|
Implementation of correction |
Students formulate difficulties and make corrections independently (teacher advises, advises, helps) |
|
|
Student assessment |
Students evaluate activities based on their results (self-assessment, assessment of the performance of peers) (teacher consulting) |
|
|
Lesson Summary |
Reflection is being carried out |
|
|
Homework |
Students can choose a task from those proposed by the teacher, taking into account individual capabilities |
Of course, the table presents universal learning activities in a generalized form. There will be more specifics when selecting tasks, forms of organizing activities and teaching aids for each stage of the lesson. And yet, this table allows the teacher, even during planning, to see at what stage of the lesson what meta-subject results are formed with the correct organization of students’ activities.
So, education children goal setting, formulation of lesson topics possible through the introduction to the lesson problematic dialogue, it is necessary to create a problematic situation for students to determine the boundaries of knowledge - ignorance. For example, in a Russian language lesson in 2nd grade on the topic “Dividing soft sign,” I invite students to fill in the missing words “Tanya ... (water) flowers in the sentences. We made... (flight) on an airplane.” After walking around the class and looking at the notes in the notebooks, I write down the spellings of the words on the board (of course, there are both correct and incorrect ones among them). After the children read what they wrote, I ask questions: “Was there one task? (“One”) What were the results? (“Different”) Why do you think?” We come to the conclusion that due to the fact that we don’t know something yet, and further, we don’t know everything about the spelling of words with a soft sign, about its role in words. “What is the purpose of our work in the lesson?” - I address the children (“Find out more about soft sign"). I continue: “Why do we need this?” (“To write words correctly”). Thus, through creating a problem situation and conducting a problem dialogue, students formulated topic and purpose lesson. In general, the technology of conducting a problem lesson, developed by E.L. Melnikova, gives the teacher the opportunity to discover knowledge with students in a new way.
Educate children work planning in a lesson, perhaps as early as first grade. So, in mathematics lessons I organize work using an interactive poster(in the program Power Point). On the topic “Commutative law of addition” at the beginning of the lesson, we review with the children an interactive poster, textbook and workbook material and determine the sequence of our work.
I teach students to analyze the proposed educational material, select those tasks that will contribute to achieving the set goal, and determine their place in the lesson. Thus, the teacher only assumes what plan the lesson will follow. But the main figures in the lesson, even at the planning stage, are children.
Having decided on the tasks that can be completed by students in the lesson
(one should take into account the invariant and variable parts of the textbook, the differentiation of students by level of preparation and pace of activity, etc.), one should consider forms of organizing practical activities of students.
A math task of the following type: “Look at the picture. Pick the numbers. Come up with a problem. Offer to solve it to a friend. Check the correctness of the solution. What other problem can you create? Draw a diagram. Select the numbers and solve the problem” involves organizing work in pairs. Work in pairs– a form of organizing students’ activities in the classroom, which is necessary in order to teach educational cooperation. But, before introducing it, you should, together with students, determine the main positions of effective interaction. Already in the process of developing the basic rules under the guidance of the teacher, the children will learn to listen to each other and jointly develop a common solution. Before introducing this form of organization of activity into the lesson, I conducted several cool hours on the topic “Learning to work together,” during which the basic rules for working in pairs were formulated. Rules for working together: speak in turns, do not interrupt each other; listen carefully to the one who is speaking; If what they say is not entirely clear, you should definitely ask again and try to understand. She used the recommendations of practicing psychologists N.V. Pilipko, M.Yu. Gromova, M.Yu. Chibisova. on creating favorable conditions for the adaptation of first-graders from the book “Hello, school! Adaptation classes with first-graders."
Work in pairs at the lesson stage to consolidate subject knowledge by students can be organized in the form educational practice-oriented project. Today there is a lot of talk about project activities in the educational process. Educational projects can become a tool that will allow both to maintain learning motivation and to form universal learning activities in students. You can dedicate an entire lesson to students completing project tasks. But you can find time for a project in a combined lesson. Then it will be a mini-project, but in essence it will remain significant and practice-oriented. Thus, when studying the topic “Numbers from 1 to 9,” first-graders made cards for the game “Mathematical Dominoes.” In the following lessons, the sets were used to practice counting skills.
It has been proven by pedagogical practice that learning effectiveness associated with learning motivation. And motivation directly depends on understanding the significance of knowledge. When designing a lesson, the teacher should give preference to such types of student activities in the lesson that simulated would life situations. For example, in a mathematics lesson in 1st grade, you can conduct role-playing game- simulate a situation in which children are invited to go on a virtual train journey. To get to your destination, you need to purchase a train ticket that costs 7 rubles. A purchase occurs (each student has real coins in their wallet in denominations of 1 ruble, 2 ruble, 5 ruble, 10 ruble). Several children act as cashiers. The game is aimed not only at the formation of subject results (composition of the number 7, addition and subtraction within 10). There is a process of formation of regulatory, cognitive and communicative universal educational actions necessary for students to master key competencies.
Teach self-control and self-esteem Students need to participate in their activities in the classroom from the first grade. Having studied the technique grade-free training, proposed by G.A. Tsukerman (“magic rulers”), I introduced it into the practice of my work already in the eleventh lesson of mathematics in the first grade with the help of a fairy tale about a forest school and its students - Little Fox and Bunny.
We determine with the children which of the animals did their job better, according to the following criteria (K - beauty, P - correctness, B - speed). On the “magic rulers”
determine the location of the cross (than better job, the higher we put the cross).
At the next lesson, the fairy tale was continued, as was training in working with “magic rulers” - segments.
By the end of the school year, almost all the children learned to give an objective assessment of their written work. And in the second grade, after explaining the criteria for assessing written work and assigning marks on a five-point scale, even the parents noted that the transition to the marking system for the children passed without any stress.
From the second grade, along with the five-point mark, work with “evaluative segments” continued. Now she began to wear prognostic nature. For example, before writing a vocabulary dictation, I ask the children to guess how they will cope with this type of work and mark their literacy level on the segment. At the end of the work, students have the opportunity, after self-testing, to see “gaps” in knowledge and outline ways to correct them.
One of the forms knowledge correction Students of the class on the topic “Words with unverifiable spelling” in the 2nd grade became a collective practice-oriented project “Picture Dictionary”. Its essence is to make an associative picture for a word, including a letter for memorization. Gradually, drawing went beyond the scope of the lesson; the children began to make drawings at home and bring them to class. During the lesson, these drawings were presented (defended) by the authors. By the end of the school year, there were about 90 such drawings in the album (including 60 words). The work of correcting knowledge gradually grew into the work of preventing errors.
Assessment training It is also advisable to start oral answers from the first grade. So, I invite the children to express their opinion about a poem recited by heart or a passage read according to the criteria (loudly - quietly, with hesitations - without hesitations, expressively - no, liked it - no). At the same time, it is necessary to explain to the children that when evaluating classmates’ answers, they must, first of all, note the positive, and speak out about shortcomings from the perspective of their wishes. As a result of organizing such activities, children learn to listen carefully to the speaker and objectively evaluate his answer. Children often accompany their excellent recitation of poems by heart with applause, which creates a friendly, friendly atmosphere in the team.
From the second grade, such a form of work is introduced as peer assessment of written work. An indispensable condition the organization of such work should become pre-agreed norms and evaluation criteria. It is not particularly difficult for children to objectively evaluate, for example, a classmate’s arithmetic or vocabulary dictation.
Stage reflections in a lesson, when properly organized, contributes to the formation of skills analyze activities in the lesson (your own, classmate, class). At the end of the lesson, students answer questions (the topic of the lesson, types of activities determine the content of the questions), after which they mark in the feedback sheets with a colored circle their opinion about their work in the lesson:
Green color – “Everything was clear to me during the lesson. I completed all the tasks on my own.” Yellow color - “In the lesson, almost everything was clear to me. Not everything worked out right away, but I still completed the tasks.” Red color – “Help! There's a lot I don't understand! I need help! The basis for this type of activity is the work of students in the diaries of the School 2100 educational complex.
Students' work with feedback sheets allows the teacher to immediately identify those children who need help and provide it in the next lesson.
Also, in the feedback sheets, students use one of the emoticons to mark their well-being before and after classes. This helps the teacher at the beginning of the working day to notice children who cannot immediately engage in work at full capacity and take this into account when organizing work with them, in case of a negative mood ( feeling unwell) the child, at the end of the lessons, figure out what could be the reason and provide him with support. Parents also see feedback sheets. By receiving advice from a teacher, they can also provide timely help and support to their child.
One of the techniques that allows students to evaluate activity level
in a lesson (one’s own, a classmate’s, a class) is called “palm” (the higher the activity in the lesson, the higher the position of the pencil). Activity levels - high, medium, low.
With the systematic application of the methods described above for assessing one’s own activities and the activities of classmates, one can talk about the formation of an objective attitude of the child towards himself and others, which is important when it comes to the formation of a group of personal results.
When designing any lesson, including a combined type, aimed at developing universal educational actions in students, it is necessary to make maximum use of the capabilities of the main teaching aids - textbooks. The textbook at school was and still remains the main source of knowledge. Almost all textbooks for primary schools have been examined for compliance with the requirements of the Federal State Educational Standard of NOO. This means that both the content, the structure, and the system of tasks contain ideas that make it possible to achieve the results required by the standard. Therefore, at the lesson planning stage, it is necessary to carefully study what types and types of tasks the authors suggest textbook, figure out, for the formation what UUD They directed.
It can be a great help for the teacher when selecting tasks for a lesson. table with typical tasks indicating the planned results for each type of UUD. A teacher can compile such a table independently (for example, when developing work programs) by analyzing the author’s materials (textbooks, manuals, teaching materials) using which he organizes students’ educational activities in the classroom.
After analyzing the materials Educational complex "Planet of Knowledge", I made a table "Typical tasks". Below is part of the table, which defines typical tasks aimed at formation of regulatory universal educational actions:
|
Indicators (characteristics) of planned results |
Typical tasks (tasks) |
|
Goal setting: knows how to formulate and maintain a learning task. |
Regulatory goal setting involve establishing a connection between the content of educational material and the purpose of its provision, the completion of tasks (the answer to the question “Why is it necessary to know (be able)?”) |
|
Planning: knows how to follow instructions, accurately follow patterns and simple algorithms; independently establish a sequence of actions to solve a learning task. |
Regulatory planning. This group of typical tasks involves establishing relationships between elements (objects) and determining the sequence when carrying out a practical task. For example, to determine “What did the hero do first, what then?”, “How to do this?”, “What and how did the hero need to do in order to achieve correct result?» |
|
Implementation of educational activities : performs educational activities in various forms; regulates his actions with the help of speech |
Regulatory implementation of educational activities . provide for students to establish a connection between a given condition and the use of a certain form to complete the task. This group of tasks involves completing the tasks “Write from memory...”, “Read aloud...”, “Read to yourself...” |
|
Forecasting: can anticipate the result of its activities; can determine a possible answer and the level of knowledge acquisition. |
Regulatory Forecasting are aimed at anticipating the result, taking into account existing knowledge, as well as identifying and predicting the causes of difficulties. This group includes tasks with missing and extra data, as well as answers to questions “What do you think the result can be?”, “Do you think it’s enough to know... to complete the task?”, “What difficulties may arise and why?” |
|
Control and self-control: knows how to carry out step-by-step control over the execution of an action, control over the result of work according to established rules, an established pattern. |
Regulatory control and self-control. This group of typical tasks is aimed at using in various ways exercising control over the activities of oneself and one’s comrades. Tasks like “The hero said... Check: is he right?”, “Which of the heroes is correct...?”, “Is the result obtained the same as in the sample?”, “Is this being done correctly?”; “Can you prove it?..”, “Swap notebooks, check each other’s work,” “Check it in the dictionary...”, “Check the conclusion in...” |
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Correction: makes the necessary additions and changes to the plan, method and result of the action based on its assessment and taking into account the mistakes made; adequately perceives suggestions from adults and friends to correct mistakes. |
Regulatory adjustments are aimed at assisting cross-cutting heroes in correcting errors in their actions, the results of actions, as well as working with deformed sentences, texts, establishing the correct order in following events stories, phenomena, etc. Typical tasks “Help the hero correct mistakes”, “Establish the correct order of sentences in the text”, “Help restore the correct order of events in the fairy tale...” |
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Grade: knows how to determine the quality and level of work and knowledge; understands what has been learned and what still needs to be learned; establishes compliance of the obtained result with the stated goal; correlates the correctness of choice, planning, execution and result of an action with the requirements of a specific task. |
Regulatory assessments are aimed at carrying out assessment and self-assessment of activities adequate to the result obtained, as well as the process of completing the task. Students are invited to evaluate the result of an activity or the process of its implementation using ready-made criteria or those developed in joint activities with the teacher. These are like this typical tasks, something like “The heroes completed the task. Evaluate their work...", "Did the hero correctly evaluate the completion of his task?..", "By what criteria did the heroes evaluate their work?" |
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Self-regulation: able to concentrate the will to overcome intellectual difficulties and physical obstacles; can stabilize his emotional state to solve various problems. |
Regulatory self-regulation. These typical tasks are based on the cognitive interest of students (for example, “You will be able to read the encrypted word (get to the top of the mountain) by completing a series of tasks”), as well as on training exercises psychological nature(for example, the setting “One, two, three - listen and watch! Three, two, one - we’ll start now!”), breathing exercises. |
When selecting textbook assignments for organizing lesson activities, one should take into account its invariant and variable parts, the differentiation of students by level of preparation and pace of activity, as well as other characteristics of students in the class.
One more effective means upon achieving the planned meta-subject results, work with systematically organized in the lesson becomes reference materials. Frequent reference to dictionaries and reference books forms students' informational cognitive learning skills. You can find this or that word, for example, in the dictionaries located at the end of the Russian language textbook (spelling, spelling, explanatory). Organizing work within the framework of the research project “Such different dictionaries” will help students understand the purpose of dictionaries and reference books of various types. Systematic use of tasks that require reference to the dictionary at any stage of the lesson will develop in children the habit of constantly referring to them outside of the lesson. To teach students to work with reference literature in the process of joint activities in the lesson, it is necessary to create a reminder “How to work with a dictionary.” It’s good when there are a lot of dictionaries in the class and they are presented not only in textbooks, but also in separate publications. It is important that they meet the requirements for publications for primary school students, have the appropriate font, illustrations, etc. When planning work in a lesson, you also need to include student work with encyclopedic publications. And if the class is equipped with computer equipment, then in grade 3 (4) it is necessary to organize student activities to develop an algorithm of actions in the process of searching for the necessary information on the Internet.
Teachers with extensive teaching experience remember Soviet textbooks, at the end of which not only dictionaries were given, but also memos. They also began to appear in new textbooks. Is it a coincidence? It is common to see the following in tasks: “write down”, “learn”, “make a plan”, “solve a problem”, etc. How is it to copy it, learn it, solve it? For a child, these words are a guide to action. But how to perform this action? Teaching these actions will contribute to the formation of general educational universal actions. It is necessary to allocate time during the lesson to develop a general algorithm of actions when completing tasks with standard formulations (in joint activities, create reminders such as “How to copy a text correctly”, “Stages of solving a problem”, “How to learn a poem”), which will allow students to complete such tasks avoid many mistakes. If a child has made a mistake, it is necessary to refer to the memo, identify at what stage it was made and implement correction of your actions. This is training aimed not only at subject, but also at meta-subject results.
What about traditional types of work students in class? After all, they made it possible to generate stable substantive results, which no one canceled in the new standard. I think we need to figure out how these types of work can be aimed at forming a UUD. For example, consider this type of work in a mathematics lesson, such as arithmetic dictation. What is formed in students when they write answers to tasks like: “Calculate the sum of 23 and 5”? When he translates a verbal formulation into a sign-symbolic one, cognitive sign-symbolic UUDs are formed, and when he performs calculations, a substantive result is obtained.
In the context of the introduction into practice of the primary school of the Federal State Educational Standard of Education, the teacher needs to learn how to plan and conduct lessons aimed at developing not only subject, but also meta-subject results. The system-activity approach underlying the standard involves conducting lessons of a new type. Teachers have yet to master the technology of conducting such lessons. Today, a teacher, using the capabilities of a traditional lesson, can also successfully develop both subject and meta-subject results in students. To do this, it is necessary to reconsider the lesson from the standpoint of the effectiveness of using methods, teaching techniques and ways of organizing students’ learning activities in the lesson. Introduce innovative technologies developed by science and practice into work practice.
Thus, when designing and conducting a combined type lesson aimed at developing not only subject, but also meta-subject results, the teacher can use the following methods, techniques, teaching aids, forms of organizing student activities, as well as pedagogical technologies:
|
Requirements for a combined lesson |
Molded universal learning activities |
Methods, techniques, teaching aids; forms of organizing student activities; educational technologies |
|
Announcing the topic of the lesson |
Cognitive general educational, communicative |
|
|
Communicating goals and objectives |
Regulatory goal setting, communicative |
|
|
Planning |
Regulatory planning |
Working with a lesson map, with an interactive poster (for example, in the program power point) |
|
Practical activities of students |
Cognitive, regulatory, communicative |
Group, pair, individual forms of organizing student activities. Work on solving design problems. Conducting role-playing games. Working with a textbook (taking into account the variable and invariant parts). Use of dictionaries, reference books, ICT technologies. |
|
Exercising control |
Regulatory control (self-control), communicative |
Work on self- and mutual control of oral and written answers (according to predetermined criteria, samples). |
|
Implementation of correction |
Communicative, regulatory corrections |
Using reminders. Mutual aid organization. |
|
Student assessment |
Regulatory assessments (self-assessments), communicative |
Application of the method of grade-free learning (author G.A. Tsukerman) Work on self- and mutual assessment of oral and written answers (according to predetermined criteria). |
|
Lesson Summary |
Regulatory self-regulation, communicative |
Conducting reflection using: questions, symbols - circles in feedback sheets, emoticons, the “palm” technique |
|
Homework |
Cognitive, regulatory, communicative |
Differentiation of tasks. Application creative tasks, practically significant tasks. |
The teacher is called to be the creator of his lessons. The new standard, having outlined the requirements for educational results, provides the basis for new ideas and new creative discoveries. But if the teacher knows that previous methods of work help to implement the requirements of the new standard, there is no need to discard them completely. It is necessary to find a use for them along with new pedagogical technologies in a new educational environment.
References:
1.Melnikova E.L. Problem lesson, or How to discover knowledge with students: A manual for teachers. – M., 2006.
2. Mikheeva Yu.V. Lesson. What is the essence of the changes with the introduction of the Federal State Educational Standard for primary general education: (Article) // Scientific. - practical zhur. "Academic Bulletin" / Min. arr. MO TsKO ASOU. – 2011. – Issue. 1(3). – pp. 46-54.
3.On the education of man and the organization of society: Aphorisms and instructive sayings in world literature. – Novosibirsk: Publishing House SB RAS. Scientific and Publishing Center OIGGM SB RAS, 1997.
4. Design of the main educational program of an educational institution. – M.: Akademkniga, 2010.
5.Project tasks in elementary school. Edited by A.B. Vorontsov. – M.: Education, 2010.
6.Pilipko P.N., Gromova M.Yu., Chibisova M.Yu. Hello school! Adaptation classes with first-graders: Practical psychology for teachers. – M.: TC “Perspective”, 2002.
7.Federal educational standard for primary general education. – M.: Education, 2010.
8. Tsukerman G.A. Rating without a mark: http://experiment.lv/rus/biblio/cukerm_ocenka.htm
Yulia Mikheeva,primary school teacher at secondary school named after V.M. Komarov with in-depth study of the English language in Star City, Moscow region
When determining the methodological basis for the formation of elementary school students’ learning skills, the most valuable are the provisions of the theory of the gradual formation of mental actions, developed by P.Ya. Galperin and his followers. It was based on the idea of a genetic dependence between internal intellectual operations and external practical actions. Previously, this position was developed in the French psychological school (A. Walloc, J. Piaget). The main content of the theory is the analysis of the process and conditions for the transition of external, materialized actions to the internal, intellectual plane.
The process of forming universal educational actions is similar to the process of forming mental actions and is as follows:
1. Familiarization with the composition of the future action in practical terms, as well as with the requirements (sample) that it must ultimately meet. This familiarization is the indicative basis for future action. OOD is a system of guidelines and instructions, information about all components of an action (object, product, means, composition and order of operations).
2. Performing an action in an external, material (or materialized) form with the deployment of all operations included in it. In this form, the indicative, executive, and control parts of the action are performed. This stage allows students to assimilate the content of the action, and the teacher to exercise objective control over the implementation of each operation included in the action.
3. Performing an action without direct support on external objects and their substitutes. Transferring the action to the plan of loud speech.
4. Transfer of loud speech action to the internal plane. Freely pronounce the action entirely to yourself.
5. Performing an action in terms of internal speech with its corresponding transformations and abbreviations with the transition of the action, its process and details of execution from the sphere of conscious control to the level of intellectual abilities and skills (interiorization). At this stage, the action very quickly acquires an automatic flow and becomes inaccessible to introspection. Now this is already an act of thought, where the process is hidden, and only the product of this process is revealed to consciousness.
These stages must be taken into account by the teacher in the process of forming all universal educational actions without exception, taking into account the specifics of the educational subject or type of activity.
It should be emphasized that the use of the theory of the gradual formation of mental actions developed by P.Ya. Galperin, allows for high-quality training children with different channels of perception. According to the rules of this theory, any mental action that a child has to master must first be demonstrated in detail, with explanations of particularly significant points, i.e. tell and show. In this form, information becomes available to auditory And visuals. At the second stage, when students must perform appropriate actions with objects in material terms, they are involved in the work kinesthetics. Loudly pronouncing the algorithm of a future mental action promotes awareness, and therefore mastery of the action. The construction of a complete system of reference points not only minimizes the number of errors, but also provides the ability for the student to independently control the correct execution of a mental action at each stage of its formation.
When organizing the control part of an action, it is necessary to know what type of control should be provided - operational or for the final product, how often control should be carried out - when performing each task or only some of them. Finally, external control can be carried out by the student himself or by another person.
Methods monitoring studies are:
· questioning;
· collection of information;
· interview;
· pedagogical observation;
· pedagogical analysis;
· psychological diagnostics.
Monitoring tools:
· questionnaires for parents and teachers;
· observation cards of lessons and extracurricular activities;
· incoming, intermediate and final control sections;
· administrative controls and tests;
· competency-based tasks;
· social diagnostic situations, incl. psychological games
· scorecards;
· student's portfolio.
tests to determine the level of anxiety and motivation.
Today, primary education lays the foundation for the formation of a child’s educational activity - the ability to accept, maintain, implement educational goals, plan, control and evaluate educational activities and their results.”
Fundamentally new in the Standard are the Requirements for the results of mastering the basic educational program of primary general education, in particular for personal And meta-subject, including students' mastery universal educational activities.
Considering the capabilities of the educational and methodological set of the L.V. system. Zankov regarding the development of AUD, it can be argued that all AUD groups are simultaneously formed and improved in a child. To reveal this statement, it is necessary to accept as an axiom that The purpose of education is the development of the child’s personality. This means, first of all, his conscious attitude to the process of cognition at each stage. It is motivation, the formation of a positive attitude towards learning, the ability to self-esteem, etc. make up a group personal UUD.
Since in the L.V. system Zankov, the child is a subject of the process, then he learns to accept and maintain an educational task, independently plan his actions, carry out final and step-by-step control, make adjustments to actions, adequately perceive the teacher’s assessment, etc., that is, he develops regulatory UUD. Let us note once again that without the participation of some of the named actions it is impossible to carry out the learning process on a conscious level. You can perform actions according to the example without most of the listed operations.
The goal of the acting child is recognition, discovery, mastery, so he performs a whole complex cognitive UUD: works with information, carries out analysis, synthesis, establishes cause-and-effect relationships, expresses itself orally and in writing, uses general techniques for solving problems, etc.
To solve a child’s educational problems and to work in his zone of proximal development, the teacher needs to create conditions for productive communication both between students and between students and the teacher in the classroom. It follows from this that some of the above-mentioned actions will be carried out by students in communication conditions. That is, during the learning process, they will control the actions of their partner, use speech to regulate their actions, negotiate, come to a common decision, take into account different opinions, strive for coordination, formulate one’s own opinion and position, etc. This means that they will develop and communicative UUD.
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