Burlakova M.V.
Federal state educational standards of the second generation for primary schools have been developed, tested and approved.
From 2011-12 academic year As a primary school teacher, I am trying to implement the requirements of the Federal State Educational Standard into the practice of my work; for this it is necessary to rethink the goals and values of modern primary education from the perspective of new primary standards general education.
What is the role of the primary school now? Integration, generalization, comprehension of new knowledge, linking it with the child’s life experience based on the formation of the ability to learn. Teaching yourself is a task for which there is no substitute for school today!
Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal of school education becomes the development of the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become the “architect and builder” of the educational process.
Achieving this goal becomes possible thanks to the formation systems of universal educational activities (UAL) . Mastering universal learning activities gives students the opportunity to independently successfully acquire new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that UDL are generalized actions that generate motivation for learning and allow students to navigate various subject areas of knowledge.
Today, UUD is given great importance. This is a set of ways of a student’s actions, which ensures his ability to independently assimilate new knowledge, including the organization of the assimilation process itself. Universal learning activities are skills that must be taught in all lessons in primary school. In a broad sense, the words “universal learning activities” mean self-development and self-improvement through conscious and active appropriation of new social experience.
Working in the School of Russia educational complex, I consider the main goal of my pedagogical activity to be the formation of a self-developing personality, that is, a personality willing and able to learn.
Students' mastery of universal learning activities occurs in the context of different educational subjects. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the process of studying a specific subject, and there cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of certain types of UUD, in others - on the formation of other UUD. But in general, in a modern lesson, all four types of universal educational actions are being formed.
From the first minute of the lesson I try to include students in the organization of their educational activities(regulatory UUD) These include:
Goal setting, like setting a learning task (What would you like our lesson to be like? What qualities must be demonstrated to make such a lesson happen?) Next, the students, having solved the puzzles, independently formulate the topic of the lesson.
When repeating the studied material, I pose a new problem to the students (communicative learning tools are formed). All groups need to choose the correct statements, for example, about the Moon, after which they must answer the questions: Do you think it can rain on the Moon? After the students’ assumptions, the joint discovery of something new begins.
Why does it rain on Earth? Each of the guys thinks differently, but experience helped us choose the correct answer (an experiment with commenting is carried out).
Thus, the guys independently drew a conclusion and compared it with the conclusion of scientists (reading the conclusion in a textbook). The children took an active part in the experiment. At this stage of the lesson, UUD developed in all areas:
Personal (interest formation)
Regulatory (setting educational tasks, finding ways to solve them, self-assessment)
Cognitive (observed and made conclusions, worked with a textbook, used simple objects to conduct experiments)
Communicative (participated in dialogue, answered questions, listened and understood the speech of others)
It is important to note such a regulatory universal educational action as reflection. Students' reflection of their actions presupposes their awareness of all components of educational activity.
The use of educational dialogue is very effective in the formation of UUD. Educational dialogue – subject - subjective interaction between the teacher and students, as well as the students themselves, which develops into productive cooperation during an intra-group or class discussion when setting and solving educational problems.
Educational dialogue arises only in the process of educational activity, which is directed and motivated by the need for self-change of the acting subject. This need is realized in solving educational problems, when general methods of action with objects and the foundations of conceptual knowledge (and not isolated definitions, facts, formulas, etc.) are mastered. The solution of educational problems is carried out by specific educational actions.
Educational activity requires a special form of its implementation - educational cooperation between children and adults in the form of discussions, encouraging its participants to understand and coordinate different points vision, to substantiate and test their hypotheses and conclusions.
Thus, educational dialogue has extensive educational potential, as it contributes to the formation of educational learning.
My experience in elementary school shows that modeling lessons on the formation of UUD is not an easy task, but today it is a requirement of the time. In mathematics lessons, a universal learning activity can be cognitive action(combining logical and sign-symbolic actions), which determines the student’s ability to identify the type of problem and the method of solving it. To this end, I offer students a series of tasks in which they need to find a diagram that displays the logical relationships between the known data and the desired one. The subject of orientation and the goal of solving a mathematical problem here is not a specific result, but the establishment of logical relationships between the data and the desired one. In this case, students solve the actual educational task, the task of establishing a logical model that establishes the relationship between data and the unknown. And this is an important step for students to successfully master the general method of solving problems, regardless of what subject material they will be presented on - mathematical, physical, chemical and others.
I often offer students paired tasks, where a universal learning activity serves communicative actions, which should provide opportunities for students to collaborate: the ability to listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions and be able to negotiate.
In order to form regulatory universal educational action – control actions, I often practice self-checking and mutual checking of texts. I offer students texts to check that contain various types of errors (graphic, punctuation, stylistic, lexical, spelling). And to solve this educational problem, together with the children, I compose text checking rules, defining action algorithm.
One of the effective methods for developing educational learning is project-based learning, which assumes a high degree of independence and initiative of students, and forms the development of social skills of schoolchildren in the process of group interactions.
In this regard, organizing group work for students is a special pedagogical task for me. The interaction “teacher – group of children acting together” is the initial form of educational cooperation in the classroom.
Conditions for the successful formation of universal educational actions in younger schoolchildren.
At different age levels, when forming a UUD, specific goals. Younger schoolchildren are just mastering the ability to learn, and it is for them that the primary goal is to develop motivation for further learning. After all, it is not without reason that there is an opinion: what a child was taught in elementary school is what he will go on with, and his success in the future depends on this. So, what are the conditions that ensure that younger schoolchildren formation of the foundations of the ability to learn and the ability to organize one’s activities?
First condition for the successful formation of UUD - the pedagogical competence of the teacher.
How to learn to set goals, plan activities, predict results, control, adjust and evaluate your activities? And most importantly, how to convince yourself of the need to return again and again to awareness, understanding and evaluation of your own teaching experience? Undoubtedly, this can only be learned through interaction with colleagues: to be ready to perceive innovative experience, understand the need for self-education and self-improvement, be able to collaborate with colleagues, sharing their experience and adopting the experience of other teachers.
Second condition for the successful formation of UUD - inclusion in educational activities , proper organization which consists in the fact that the teacher, based on the need and readiness of schoolchildren to master knowledge, knows how to set an educational task for them on a certain material, skillfully organizes the process of students performing educational actions (goal setting, planning, forecasting, control, correction, evaluation). In this way, I make the learning process attractive to my students:
I do not present students with new knowledge in a ready-made form, but organize the learning process so that they obtain this knowledge in the process of their own educational and cognitive activities, understanding and accepting the system of its norms;
I comply continuity between preschool education and the primary stage of education, taking into account the age-related psychological characteristics of children’s development;
I choose teaching tools that develop in students generalized system view about the world (nature, society, oneself);
I create friendly atmosphere when organizing educational interaction;
I develop in students the ability to analytical choice and adequate decision-making in a situation of choice;
I create conditions for students to gain experience creative activity ;
- I suggest the student has the opportunity to master the content of education in maximum for him level and I provide at the same time, its assimilation is at the level state standard knowledge.
WAYS, how I implement this condition are the following:
Fourth condition for the successful formation of UUD - diagnostics.
At a meeting of the school methodological association of teachers primary classes We have defined a model of a primary school graduate. It precisely contains the formation of all four types of UUD. In my class, starting from the second year of study, I diagnose the level of formation of components of educational activity, which allows, in the light of the new Federal State Educational Standards, to talk about the level of formation of regulatory educational activities. The development of this type of learning activity occurs as the student becomes a subject of educational activity; we can speak of a high level of formation of educational activity in the case of a student’s conscious and independent implementation of its components: motivational, target, performance and control-evaluative. The diagnostic results form part of the students’ portfolio, where everyone has the opportunity to track their personal growth.
Of course, I, a primary school teacher, cannot say that my students have fully developed all the components of educational activity. But with such an organization of the educational process, they have a solid foundation for its successful formation in primary school: the internal need and motivation to learn new things, the ability to learn in a team environment, and faith in their own strength. The child has the opportunity to realize his abilities, he learns to live in society. I am sure that my student will be interested, comfortable and happy in primary school. He will definitely be successful, and, therefore, happy.
Conditions and means for the formation of universal educational actions
Educational cooperation
At the level of basic general education, children are actively involved in joint activities. Although educational activities by their nature remain predominantly individual, nevertheless around(for example, during recess, in group games, sports competitions, at home, etc.), real cooperation between students often occurs: children help each other, carry out mutual control etc.
In conditions specially organized educational cooperation the formation of communicative actions occurs more intensively (i.e. in more early dates), with higher rates and in a wider range. The main components of organizing joint action include:
Distribution of initial actions and operations specified by the subject condition of collaboration;
Exchange of modes of action, due to the need to include different models of action for participants as a means to obtain a product of joint work;
Mutual understanding that determines the nature of inclusion for participants various models actions into a general way of activity (mutual understanding allows one to establish the correspondence of one’s own action and its product and the actions of another participant included in the activity);
Communication (communication), ensuring the implementation of the processes of distribution, exchange and mutual understanding;
Planning of general methods of work, based on the participants’ anticipation and determination of conditions for the course of activities that are adequate to the task and the construction of appropriate schemes (work plans);
Reflection, which ensures overcoming the limitations of one’s own action relative to the general scheme of activity.
Joint activities
Collaborative activity refers to the exchange of actions and operations, as well as verbal and non-verbal means, between the teacher and students and between the students themselves in the process of developing knowledge and skills.
Common feature joint activities is a transformation, a restructuring of the individual’s position both in relation to the learned content and in relation to one’s own interactions, which is expressed in a change in value systems, semantic guidelines, learning goals and the very methods of interaction and relationships between participants in the learning process.
Joint learning activities are characterized by the ability of each participant to set goals for joint work, determine ways of jointly performing tasks and means of control, rebuild their activities depending on the changed conditions of their joint implementation, understand and take into account the positions of other participants when performing tasks.
The teacher’s activities in the lesson involve organizing joint activities of children both within one group and between groups: the teacher directs students to jointly complete a task.
Goals of organizing group work:
Creation of learning motivation;
Awakening cognitive interest in students;
Developing a desire for success and approval;
Removing self-doubt, fear of making a mistake and being reprimanded for it;
Developing the ability to independently evaluate one’s work;
Formation of the ability to communicate and interact with other students.
To organize group work, the class is divided into groups of 3-6 people, most often 4 people. The task is given to the group, not to the individual student. Classes can be held in the form of a competition between two teams. Team competitions make it possible to actualize the motive of winning among students and thereby awaken interest in the activity being performed.
Three principles for organizing joint activities can be distinguished:
1) the principle of individual contributions;
2) the positional principle, in which the collision and coordination of different positions of group members is important;
3) the principle of meaningful distribution of actions, in which students are assigned certain models of actions.
The group can be composed of a student with a high level of intellectual development, a student with an insufficient level of competence in the subject being studied, and a student with a low level of cognitive activity. In addition, groups can be created based on the wishes of the students themselves: based on similar interests, work styles, friendships, etc.
The roles of students when working in a group can be distributed in different ways:
All roles are assigned in advance by the teacher;
The roles of the participants are mixed: for some of the students they are strictly defined and unchanged throughout the entire process of solving the problem, the other part of the group determines the roles independently, based on their desires;
Group members choose their own roles.
While students are working in groups, the teacher can occupy the following positions - leader, “director” of the group; act as one of the group members; be an expert who monitors and evaluates the progress and results of group work, an observer of the group’s work.
A special case of group joint activity of students is working in pairs. This form of educational activity can be used both at the stage of preliminary orientation, when schoolchildren identify (with the help of a teacher or independently) the content of knowledge that is new to them, and at the stage of practicing the material and monitoring the process of assimilation.
Options for working in pairs include the following:
1) students sitting at the same desk receive the same task; first, everyone completes the task independently, then they exchange notebooks, check the correctness of the result obtained and point out errors to each other if they are found;
2) students take turns performing a common task, using the specific knowledge and tools that each has;
3) exchange of assignments: each of the neighbors at the desk receives a sheet with assignments compiled by other students. They carry out tasks in consultation with each other. If both cannot cope with the tasks, they can turn to the authors of the tasks for help. After completing the assignments, students return the work to the authors for checking. If the authors find an error, they should show it to the students, discuss it and ask them to correct it. Students, in turn, can also evaluate the quality of the proposed tasks (difficulty, originality, etc.).
The teacher gets the opportunity to actually implement differentiated and individual approach to students: take into account their abilities, pace of work, mutual inclination when dividing the class into groups, give groups tasks of varying difficulty, pay more attention to weak students.
Multi-age cooperation
A special place in the development of communicative and cooperative competencies of schoolchildren may belong to such a form of educational organization as multi-age cooperation. In order to learn to teach oneself, that is, to master the activity of teaching, a student needs to work in the position of a teacher in relation to another (trying to teach others) or to himself (teaching myself). Multi-age educational cooperation assumes that younger adolescents are given a new place in the system of educational relations (for example, the role of a teacher in grades 1-2).
This work of students in the position of a teacher compares favorably with their work in the position of a student in motivational terms. The situation of educational cooperation of different ages is a powerful reserve for increasing educational motivation during the critical period of student development. It creates conditions for testing, analyzing and generalizing the means and methods of educational actions they have mastered, helps them independently (not only for themselves, but also for others) to build an algorithm for educational actions, and to select the necessary means for their implementation.
Project activities of students as a form of cooperation
The middle stage of school education is an extremely favorable period for the development of communication abilities and cooperation, cooperation between children, as well as for entering into project (productive) activities. The initial skills here can be: compliance with the agreement on the rules of interaction (one answers - the rest listen); assessing a friend’s answer only after completing his speech; rules for working in a group, pair; actions of students based on a given standard, etc.
It is useful to distinguish different types of cooperation situations.
1. Situation cooperation with peers with distribution of functions. The ability to formulate a question that helps to obtain information that is missing for successful action is a significant indicator of the student’s educational initiative, the transition from the position of a student to the position of teaching himself independently with the help of other people.
2. Situation cooperation with an adult with the distribution of functions. This situation differs from the previous one in that the student’s partner is not a peer, but an adult. This requires the student’s ability to take initiative in a situation of an uncertain task: using questions to obtain the missing information.
3. Situation interactions with peers without a clear division of functions.
4. Situation conflict interaction with peers. The last two situations make it possible to identify individual styles of cooperation characteristic of children: a tendency towards leadership, subordination, aggressiveness, individualistic tendencies, etc.
It has been established that students engaged in project activities have generally higher educational motivation for learning. In addition, with the help of project activities, school anxiety can be significantly reduced.
Discussion
The dialogue between students can take place not only orally, but also in writing. At a certain stage, an effective means of students working with their own and others’ points of view can be written discussion. In elementary school, for more than three years, students’ joint actions are built primarily through oral forms of educational dialogues with classmates and teacher.
Oral discussion helps the child form his own point of view, distinguish it from other points of view, and also coordinate different points of view to achieve a common goal. At the same time, in order to develop the ability for self-education, it is very important to develop a written form of dialogical interaction with others and oneself. The most convenient time for this is the main part of the school (grades 5-9), where the next step in the development of educational cooperation can take place - the transition to written forms of discussion.
The following stand out: functions of written discussion:
Reading and understanding the written point of view of other people as a transitional educational form from oral discussion, characteristic of the initial stage of education, to mental dialogue with the authors of scientific and popular science texts, from which older adolescents receive information about views on problems existing in different areas knowledge;
Strengthening the written expression of thoughts through the development of the speech of younger adolescents, the ability to formulate their opinions in such a way as to be understood by others;
Written speech as a means of developing a student’s theoretical thinking helps to record the most important points in the text being studied (defining a new problem, establishing a contradiction, expressing hypotheses, identifying ways to test them, recording conclusions, etc.);
Providing, when organizing a written discussion in a lesson, the opportunity for everyone to speak, even those children who, for various reasons (uncertainty, shyness, slow pace of activity, preference for the role of listener) do not participate in oral discussions, as well as an additional opportunity to concentrate children’s attention in the lesson .
Trainings
The most effective way of psychological correction of cognitive and emotional-personal components of reflexive abilities can be different shapes and programs trainings for teenagers. Training programs allow you to set and achieve the following specific goals:
Develop a positive attitude towards each other and the ability to communicate so that communication with you brings joy to others;
Develop group interaction skills;
Create a positive mood for further long-term interaction in the training group;
Develop non-verbal communication skills;
Develop self-knowledge skills;
Develop skills of perception and understanding of other people;
Learn to know yourself through the perception of others;
Gain an understanding of “miscommunications”;
Develop positive self-esteem;
Build a sense of self-confidence and self-awareness in a new capacity;
Introduce the concept of “conflict”;
Determine the characteristics of behavior in a conflict situation;
Teach ways to get out of a conflict situation;
Work out conflict prevention situations;
Strengthen skills of behavior in conflict situations;
Reduce the level of conflict among adolescents.
Group play and other cooperative activities
During the training, they develop the necessary skills of social interaction, the ability to submit to collective discipline and at the same time defend their rights. The training creates a specific type of emotional contact. The consciousness of group belonging, solidarity, and comradely mutual assistance gives the teenager a sense of well-being and stability.
During training of communicative competence of adolescents, it is also necessary to pay attention to issues of communication culture and the development of basic rules of politeness - everyday etiquette. It is very important that modern teenagers realize that a culture of behavior is an integral part of the system of interpersonal communication. Through role-playing, communication skills are successfully developed and etiquette knowledge is acquired.
General method of proof
Evidence can act in the learning process in a variety of functions: as a means of development logical thinking students; as a method of activating mental activity; as a special way of organizing knowledge acquisition; sometimes as the only possible form of adequate transmission of certain content, ensuring consistency and consistency of conclusions; as a means of forming and demonstrating search, creative skills and abilities of students.
The concept of evidence and its structural elements are considered from two points of view: as a result and as a process. Teaching proof at school involves developing skills in solving the following problems:
Analysis and reproduction of finished evidence;
Refuting the proposed evidence;
Independent search, construction and implementation of evidence.
The need for students to use evidence arises in situations where:
The teacher himself formulates this or that position and invites students to prove it;
The teacher poses a problem, during which students need to prove the correctness (truth) of the chosen solution path.
In these cases, in order to complete the proposed tasks, the student must master the activity of proof as one of the universal logical techniques of thinking.
Evidence in a broad sense is a procedure by which the truth of a proposition is established. The essence of proof is the correlation of a judgment, the truth of which is being proven, either with the real state of affairs, or with other judgments, the truth of which is undoubted or has already been proven.
Any evidence includes:
thesis- a judgment (statement), the truth of which is proven;
arguments(grounds, arguments) - already known certified facts used in the proof, definitions of initial concepts, axioms, statements from which the truth of the thesis being proven necessarily follows;
demonstration- a sequence of inferences - reasoning, during which a new judgment is derived from one or more arguments (grounds), which logically follows from the arguments and is called a conclusion; this is a provable thesis.
In order to ensure that students master the activity of proof in the work of teachers, along with teaching schoolchildren the specific proof of certain theorems, special attention should be paid to equipping students with the general ability to prove.
Reflection
In the broadest sense reflection is considered as a specifically human ability, which allows the subject to make his own thoughts, emotional states, actions and interpersonal relationships subject to special consideration (analysis and assessment) and practical transformation. The task of reflection is awareness of external and internal experience the subject and his reflection in one form or another.
Stand out three main areas existence of reflection. Firstly, this sphere of communication and cooperation, where reflection is a mechanism for reaching a position “above” and a position “outside” - positions that ensure coordination of actions and organization of mutual understanding between partners. In this context, reflective actions are necessary in order to recognize the problem as new, find out what tools are missing to solve it, and answer the first question of self-learning: what to learn?
Secondly, this sphere of thought processes, aimed at solving problems: here reflection is needed for the subject to understand the actions being performed and to highlight their reasons. Within the framework of research in this area, a widespread understanding of the phenomenon of reflection was formed as the focus of thinking on oneself, on one’s own processes and one’s own products.
Thirdly, this sphere of self-awareness, in need of reflection in self-determination of internal guidelines and ways of distinguishing between the Self and the non-Self. In concrete practical terms, students’ developed ability to reflect on their actions presupposes their awareness of all components of educational activity:
Awareness of the learning task (what is a task? what steps need to be taken to solve any problem? what is needed to solve this specific problem?);
Understanding the purpose of the learning activity (what did I learn in the lesson? what goals did I achieve? what else could I learn?);
Students' assessment of methods of action that are specific and invariant in relation to various academic subjects (identification and awareness of general methods of action, identification of the general invariant in various educational subjects, in performing different tasks; awareness of specific operations necessary to solve cognitive problems).
Accordingly, the development of reflection will be facilitated by the organization of educational activities that meet the following criteria:
Statement of any new problem as a problem with missing data;
Analysis of the availability of ways and means to complete the task;
Assessing your readiness to solve the problem;
Independent search for missing information in any “repository” (textbook, reference book, book, teacher);
Independent invention of the missing method of action (practically this is the translation of an educational task into a creative one).
Formation of habits among schoolchildren I will systematically expand- that verbal explanation of all actions performed(and this is only possible in conditions of joint activity or educational cooperation) contributes to the emergence reflections, in other words, the ability to consider and evaluate one’s own actions, the ability to analyze the content and process of one’s mental activity. “What am I doing? How am I doing? Why do I do this and not another?” - in the answers to such questions about one’s own actions, reflection. Ultimately, reflection enables a person to determine genuine grounds own actions when solving problems.
IN process of joint collectively distributed activity With the teacher and especially with classmates, children overcome their egocentric position and develop decentration, understood as the ability to build their action taking into account the actions of their partner, to understand the relativity and subjectivity of an individual private opinion.
Cooperation with peers not only creates conditions for overcoming egocentrism as a cognitive position, but also promotes personal decentration. Timely acquisition of decentration mechanisms serves as a powerful prevention of the egocentric orientation of the individual, i.e., a person’s desire to satisfy his desires and defend his goals, plans, views without proper coordination of these aspirations with other people.
Communication activities within the framework of specially organized educational cooperation students with adults and peers, accompanied by bright emotional experiences, leads to a complication of emotional assessments due to the appearance of intellectual emotions (interest, concentration, reflection) and, as a result, contributes to the formation empathic relationships to each other.
Pedagogical communication
Along with educational collaboration with peers, collaboration with the teacher plays an important role in the development of communicative actions, which determines a high level of requirements for the quality of pedagogical communication. Although the program content and forms of the educational process have undergone significant changes over the past 10-15 years, the teacher-student communication style has not undergone such significant changes. To a certain extent, the reason for this is the rigidity of pedagogical attitudes, which determine the authoritarian attitude of the teacher towards the student.
Analysis of pedagogical communication allows us to identify such types of pedagogical style as authoritarian (directive), democratic and liberal (permissive). Let us note that the concept of pedagogical style is considered quite broadly as a strategy for all pedagogical activities, where the actual style of communication with the student is only one of the components of the pedagogical style.
We can distinguish two main positions of the teacher - authoritarian and partner. The partnership position can be considered adequate to the age-psychological characteristics of a teenager, developmental tasks, primarily the tasks of forming self-awareness and a sense of adulthood.
Formation of universal educational actions in the educational process (practical advice).
The main task modern system education is the formation of “universal learning activities” (hereinafter referred to as UAL). UUD is the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.
The main types of UUD can be divided into four blocks:
1. Communicative actions - provide social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.
2. Personal actions - provide students with value and semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of 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, two types of actions should be distinguished: 1) the action of meaning formation; 2) the action of moral and ethical assessment of the acquired content.
3. Regulatory actions - ensure that students organize their learning activities. These include: goal setting, planning, forecasting, control in the form of comparison of the method of action and its result, correction, evaluation, volitional self-regulation.
4. Cognitive actions include general educational, logical actions, as well as actions of posing and solving problems.
The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of these universal educational activities and their properties. Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age development.
Conditions ensuring the development of UUD:
The formation of UUD in the educational process is determined by the following three complementary provisions:
· the formation of educational learning as a goal determines the content and organization of the educational process;
· the formation of UUD occurs in the context of mastering various subject disciplines and extracurricular activities;
· universal educational actions can be formed only when students perform academic work of a certain type based 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 educational content, determination of forms and methods of teaching - all this should take into account the goals of forming specific types of educational learning.
Examples of forms of educational activity as a condition for the formation of UUD:
Educational cooperation | Educational cooperation allows for the formation of communicative, regulatory, cognitive and personal universal learning activities. 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, which acts indirectly and not by direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources. |
Creative, design, educational and research activity | Artistic, musical, theatrical creativity, design, concept formation and implementation of socially significant initiatives, etc. Work on projects 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 achieving regulatory meta-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-subject communication skills. Personal results 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 is regulatory function. 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 the task of evaluating his/her activities (it is not the teacher who evaluates, the child is given the task of assessing the results of his/her activities); · the subject of assessment is learning activities and their results; · methods of interaction, own capabilities for carrying out activities; · organizing objectification for the child of changes in educational activities based on comparison of his previous and subsequent achievements; · formation in the student of an attitude towards improving the results of his activities (assessment helps to understand what and how can be improved); · developing in the student the 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 identify 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. |
Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops positive personality traits: organization, discipline, attentiveness, observation. Work for younger schoolchildren allows the teacher to better know their individual characteristics, find out their creative capabilities, and develop certain abilities. Labor activity allows the formation of personal universal learning actions. |
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Sports activities | Mastering the Basics physical culture, familiarity with various sports, experience in participating in sports competitions will allow you to form volitional personality traits, communicative actions, regulatory actions. |
Forms of organization of educational space that contribute to the formation of educational learning.
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Problem situation; Peer education; Free lesson; Multi-age lesson 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 team activity skills |
Conference, seminar | Form for summing up creative activity |
Individual lesson | Form of organizing activities to build individual educational trajectories |
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. |
How to create a UUD (list of UUD generation technologies)
1. To develop the ability to evaluate their work, children themselves learn to evaluate their task using the proposed algorithm
2. The teacher pays attention to the developmental value of any task.
3. The teacher does not compare children with each other.
4. The teacher shows why this or that knowledge is needed, how it will be useful in life
5. The teacher tells new material in class, attracting children to discover new knowledge.
6. The teacher teaches children how to work in a group
7. The teacher shows how you can come to a common decision when working in groups
8. The teacher intervenes in educational conflicts by speaking (directing, showing) a model
9. During the lesson, the teacher pays great attention to children’s self-test, teaching them how to find and correct a mistake.
10. The teacher sets goals for the lesson and works with children towards the goals.
11. The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, introduces various sources
12. The teacher pays attention to the development of memory and logical operations of thinking
13. The teacher pays attention to general methods actions in a given situation
14. The teacher uses project forms of work in the lesson and during extracurricular activities
15. The teacher prefers to form the necessary values, resorting to dialogical communication and including children in the process
16. The teacher teaches children to make moral choices as part of working with value-based material and its analysis
17. The teacher finds a way to captivate children with knowledge.
18. The teacher shows the meaning of the teaching, does it in the “correct” form
19. The teacher includes children in constructive activities, collective creative activities
20. The teacher gives a chance to correct the mistake.
21. The teacher shows and explains why this or that mark was given, teaches children to evaluate work according to criteria
22. The teacher allows other children to participate in the process of evaluating answers.
23. The teacher helps the child find himself by creating an individual route
24. The teacher teaches the child to set goals and look for ways to achieve
25. The teacher teaches children to draw up an action plan before starting to do something.
26. The teacher unobtrusively conveys positive values to children, allowing them to live them by their own example.
27. 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
28. The teacher organizes activity forms within which children could live and acquire the necessary knowledge
29. The teacher teaches children ways to effectively memorize and organize activities
30. The teacher unobtrusively conveys the meaning of the teaching to the children
31. The teacher shows how to distribute roles and responsibilities when working in a team
32. At the end of the task, at the end of the lesson, the teacher and the children evaluate what the children have learned, what worked and what didn’t.
33. The teacher uses specialized developmental tasks and questions during the lesson
34. The teacher and the child communicate from a position of “equals”
35. The teacher actively includes everyone in the learning process, encouraging learning collaboration between students, students and teacher
36. The teacher builds a lesson in the activity paradigm
37. The teacher uses the interactive capabilities of ICT during the lesson
38. The teacher organizes work in shift pairs
39. The teacher gives the children the opportunity to independently choose tasks from the proposed ones
40. The teacher organizes constructive joint activities
The material was compiled,
methodologist of the Resource Center
Literature used :
· How to design universal learning activities in primary school. From action to thought. A manual for teachers, edited, M.: "Prosveshchenie", 2010.
Internet resources:
· Federal State Educational Standard - for primary school in action (http://www. wiki. vladimir. i-edu. ru/index. php? title=%D0%A4%D0%93%D0%9E%D0%A1_%D0% B4%D0%BB%D1%8F_%D0%BD%D0%B0%D1%87%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%88% D0%BA%D0%BE%D0%BB%D1%8B_-_%D0%B2_%D0%B4%D0%B5%D0%B9%D1%81%D1%82%D0%B2%D0%B8% D0%B8!)
state budget professional educational institution
Rostov region"Zernograd Pedagogical College"
COURSE WORK
Topic: Pedagogical conditions for the formation of personal universal educational actions of junior schoolchildren
specialty: 050146 “Teaching in primary school»
Completed by: Head:
Student 3 “A” group Kovaleva E.I.
Nurieva Filyura Zhiyanshaevna
Admitted to defense
_____________________
Manager's signature
INTRODUCTION……………………………………………………………......3 CHAPTER I. THEORITICAL FOUNDATIONS OF THE PROBLEM OF FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS IN JUNIOR SCHOOLCHILDREN 1.1 The essence of the concepts of “universal” educational actions”, “personal universal educational actions”………………………………………………………..5 1.2 Age-related features of the formation of personal universal educational actions in primary school students……………………… …………8 CHAPTER II. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS IN PRIMARY SCHOOL CHILDREN 2.1 Technologies for the formation of personal universal educational actions in children of primary school age……………………………..11 2.2 Studying the experience of practical teachers on the problem under study………... ........................................................ ...........................................19
CONCLUSION……………………………………………………………..26
REFERENCES…………………………………………………….....28
APPLICATIONS
INTRODUCTION
With the entry into force in 2011 of the new federal state educational standard for primary education, the goal of education becomes the general cultural, personal, and cognitive development of students, which provides such competence as the ability to learn and therefore there is a need to closely study the new requirements that society and time put forward.
The Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) for primary general education has identified as the main results the formation of universal learning activities (hereinafter referred to as UAL), which provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, abilities and skills (hereinafter referred to as KAS) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.
Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge, the formation of skills, the image of the world and the main types of student competence, including social and personal. As a result of the development of personal universal actions, the student’s personal position, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation, and the ability for moral decentralization are formed.
Based on this, the topic “Formation of personal universal educational actions in primary schoolchildren” is relevant.
Object research is the process of formation of personal UUD of children of primary school age.
Subject research is the pedagogical conditions for the formation of personal educational skills of younger schoolchildren.
Purpose of the study- to identify the pedagogical conditions for the formation of personal educational skills of children of primary school age.
Hypothesis: the process of forming personal UUD will be more effective if following conditions:
The teacher understands the need for the child to master the UDL, knows how to correctly design lessons aimed at developing the UUD, and knows how to organize the activities of students, during which the formation of the UUD is carried out;
For the educational process, technologies for organizing educational activities will be selected that are characteristic of the age of the students;
The activities of the teacher in the formation of UUD for children of primary school age will be in the system.
The goal and hypothesis helped us form the following tasks:
To study the essence of the concepts “personal UUD”, “UUD”;
To study the age-related features of the formation of personal UUD;
Study and reveal technologies for the formation of personal UUD;
Describe the experience of practicing teachers in the formation of personal learning skills.
In our work we used the following methods:
Study and analysis of scientific literature;
Study and generalization of the experience of practicing teachers.
Coursework consists of an introduction, 2 chapters (theoretical and practical), conclusion, bibliography, appendix.
CHAPTERI. THEORITICAL FOUNDATIONS OF THE PROBLEM OF FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS IN JUNIOR SCHOOLCHILDREN- The essence of the concepts “universal learning actions”, “personal universal learning actions”
In our research work we will reveal basic concepts.
The key concepts in our research work are the concepts of “universal learning actions”, “personal universal learning actions”.
As A.G. Asmolov wrote, universal learning actions in a broad sense mean the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrow sense, UUD is a set of methods of action for students (as well as associated learning skills) that ensure independent acquisition of new knowledge and the formation of skills, including the organization of this process.
T.V. Vasilenko gives the following justification for the concept: “Universal educational activities (UAL) are the invariant basis of the educational and upbringing process. Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. ability to learn."
According to the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard), universal educational activities (hereinafter referred to as UAL) are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.
According to A. V. Fedotova, UUD is a generalized action that opens up the possibility of broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students’ awareness of its target orientation, value-semantic and operational characteristics "
A.G. Asmolov, T.V. Vasilenko, A.V. Fedotov distinguish the following UUD functions:
Ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
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 abilities, skills and competencies in any subject area.
A.G. Asmolov points to 4 blocks of UUD: personal, cognitive, regulatory, communicative.
Regulatory actions provide students with the organization of their educational activities. These include: (goal setting, planning, forecasting, control, evaluation, self-regulation)
Cognitive universal actions include: general educational, logical, independent, highlighting, searching for information, structuring knowledge.
Communicative actions include: (posing questions, resolving conflicts, identifying, identifying problems, managing a partner’s behavior, control, correction, evaluating his actions, the ability to express one’s thoughts.
Let us dwell in more detail on personal UUDs. A.G. Asmolov emphasizes that they provide value and semantic orientation in social roles and interpersonal relationships.
The value-semantic orientation of the student’s personality underlies subjective behavior and attitude towards the chosen activity, and is a sensitive period in the development of personality components associated with the formation of a worldview. In particular, the formation of a worldview is interconnected with the value-semantic sphere of the individual, which is stable in a given period. This manifests itself in the form of the age characteristics of the younger schoolchild, character traits, his interests, etc.
In relation to educational activities, three types of personal actions should be distinguished:
Personal, professional, life self-determination;
Meaning formation, i.e., 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 should ask the question: what is the meaning and meaning of
teaching for me? - and be able to answer it;
Moral and ethical orientation, including assessment of the acquired content (based on social and personal values), ensuring personal moral choice.
So, in the first paragraph, having studied the scientific literature, we revealed and analyzed the following concepts: “universal learning actions” and “personal universal learning actions”, proposed by such scientists as A.G. Asmolov, T.V. Vasilenko, A.V. Fedotova and found out that UUD is understood as a set of methods of action for students associated with their academic work skills, ensuring independent assimilation of new knowledge, the formation of skills, including the organization of this process, and also distinguishes 4 types of UUD: cognitive, regulatory, communicative and personal. Having studied personal UUD in more detail, we can say that for the formation of personal UUD it is necessary to ensure value and semantic orientation in social roles and interpersonal relationships.
UUD can be formed only in the field of new conditions of educational activity. In this regard, there was a need to study the age characteristics of primary school age.
- Age-related features of the formation of personal universal educational actions in primary school students
Due to the fact that we are considering the age-related features of the formation of personal learning abilities in younger schoolchildren, we need to consider psychological characteristics children of this age.
As O.B Darvish argued, junior school age is the pinnacle of childhood. In modern periodization of psychology, development covers from 6-7 to 9-11 years. At this age, there is a change in images and lifestyle: new requirements, a new social role for the student, a fundamentally new type of activity - educational activity. At school, he acquires not only new knowledge and skills, but also a certain social status.
V.S. Mukhina believes that primary school age is determined not only by an important external circumstance in the child’s life - entering school, but also by constant responsibilities associated with educational activities during the child’s transition to new system relationships with the people around him.
R.S. Nemov said that primary school age is the time to consolidate the motive for achieving success as a stable personal property of a person. Confidence and openness, obedience and diligence are important personal characteristics of younger schoolchildren. Formation of adequate self-esteem and normal level the child's aspirations. The awareness that success depends on diligence and effort rather than on existing abilities.
During this period, a major change in life awaits the child, and teaching becomes the leading activity.
For the further development of the personality of a junior schoolchild, the need for external impressions is especially significant, since it is on the basis of this need that new spiritual needs, including cognitive ones, quickly develop: the need to master knowledge, abilities, skills, and to penetrate into their essence.
I.P. Podlasy said that the formation of a schoolchild’s personality occurs under the influence of new relationships with adults, i.e. teachers and peers (classmates), new types of activities (learning) and communication, inclusion in the whole system of groups (school-wide, class). Junior school age provides great opportunities for the development of moral qualities of the individual. This is facilitated by the pliability and certain suggestibility of schoolchildren, their gullibility, tendency to imitate, and most importantly, the enormous authority that the teacher enjoys.
The psychological characteristics of children of primary school age include the internal position of the schoolchild, which is an age-related form of self-determination in older preschool age. The formation of a student’s internal position was studied by such scientists as M.R. Ginzburg, N.I. Gutkina, V.V. Davydov, A.Z. Zach, T.A. Nezhnova, K.N. Polivanova, D.B. Elkonin and others. Many studies have revealed the complex dynamics of the formation of a student’s internal position, which is reflected in the motivational and semantic sphere and in relation to school subjects.
Analyzing Internet sources, we learned that the internal position of a schoolchild is the child’s attitude towards activities related to the fulfillment of the student’s duties, which determines appropriate behavior in educational situation and is an age-related form of self-determination in older preschool age.
V.S. Mukhina identified the following criteria for the formation of a student’s internal position:
A positive attitude towards school, a feeling of the need to study, i.e. in a situation where school attendance is not compulsory, the child continues to strive for activities of specific school content;
Showing a special interest in the new, school-specific content of classes, which is reflected in the preference for school-type lessons over lessons preschool type, having an adequate meaningful understanding of preparation for school;
Preference for group classes over individual classes at home, a positive attitude towards school discipline aimed at maintaining generally accepted standards of behavior at school; preference for a social way of assessing one’s knowledge - marks to preschool methods of encouragement (sweets, gifts) (D.B. Elkonin, A.L. Wenger, 1988).
An adequate system of motives for primary school should be recognized as a combination of cognitive, educational, social motives and achievement motivation.
The development of educational and cognitive motives in primary school requires the teacher to organize the following conditions:
Creating problematic situations, activating students’ creative attitude to learning;
Formation of the student’s reflective attitude towards learning and the personal meaning of learning (awareness of the educational goal and the connection of the sequence of tasks with the final goal);
Providing for students necessary means solving problems, assessing the student’s knowledge taking into account his new achievements;
Organization of forms of joint educational activities, educational cooperation.
In A. V. Leontiev’s research on the role of educational activities in the development of self-esteem of a primary school student, it was shown that reflective self-esteem develops due to the fact that the student himself participates in assessment, in the development of assessment criteria and their application to different situations. In this regard, the teacher needs to teach the child to record his changes and adequately express them in speech.
According to the author A.G. Asmolov, personal self-regulation, based on the student’s self-esteem, is ensured by inclusion in the motivational and semantic sphere of the individual, the formation of a reflective attitude towards oneself during educational activities, the child’s moral and ethical assessment of his actions based on the assimilation of a system of moral norms; development of thinking, allowing to differentiate self-esteem.
So, we have studied the age characteristics of junior schoolchildren and we can say that junior school age is the most critical stage of school childhood and is the most favorable for the formation of universal educational actions.
Conclusion: In the first chapter, we revealed the concepts of “universal educational actions” and “personal universal actions”, and also studied and analyzed the age characteristics of children of primary school age and came to the conclusion that the formation of personal learning activities is a mandatory component of the educational process and should begin from the first stage, But when working on the formation of personal educational skills, it is necessary to take into account the age characteristics of a primary school student.
As a result, we came to the conclusion that in order to identify the pedagogical conditions for the formation of personal learning achievements in children of primary school age, it is necessary to consider the technologies for forming personal learning achievements, as well as analyze the experience of practicing teachers.
CHAPTER II. FEATURES OF THE ORGANIZATION OF FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS IN JUNIOR SCHOOLCHILDREN.
2.1 Technologies for the formation of personal universal educational actions in children of primary school age.
To successfully work with our problem, we need to consider technologies for the formation of personal universal educational actions.
Pedagogical technology (from ancient Greek τέχνη - art, skill, skill; λόγος - word, teaching) - a special set of forms, methods, methods, teaching techniques and educational means, systematically used in the educational process on the basis of declared psychological and pedagogical principles , always leading to the achievement of the predicted educational result with acceptable norm deviations.
To the modern teacher it is necessary to apply and variably use a variety of learning technologies to structure the learning process for schoolchildren in such a way as to develop in each child the interest and desire to learn, as well as to form in the child a set of universal educational actions that will allow him to independently carry out the process of cognition and ensure the ability to organize independent learning activities.
Each teacher must have the ability to purposefully design tasks that develop students' proficiency in various universal learning activities.
Literary reading is the most suitable discipline for the formation of personal universal learning activities. Since the key areas of the academic subject “Literary Reading” include:
Formation of correct, expressive and conscious reading skills, reading aloud and silently (which will allow you to develop communicative and speech skills);
Introducing to reading fiction, its moral, spiritual and aesthetic values (this is how younger schoolchildren will develop a moral and aesthetic attitude towards people and the world around them);
Forming in a beginning reader an interest in the book, in the history of its creation (helps broaden the horizons of young readers, show cognitive interests in choosing a work).
The most effective ways and means of developing universal learning activities in the context of literature lessons:
Educational cooperation
Formation of universal educational actions in the process of analyzing a literary text
Formation of universal educational actions in the process of research and project activities
Personal actions are formed in lessons through tracing the “fate of the hero”, based on comparing oneself with the heroes literary works, acquaintance with the heroic past of Russia with the exploits and achievements of its citizens. To form personal actions, it is necessary to use various teaching methods in a complex. At early school age, the assimilation of the rules of moral behavior occurs on the basis of imitation of adults, teachers, parents, through dramatizations of poems and stories on moral themes. It is important to teach children to evaluate their actions. And the teacher should be tactful in encouraging and reprimanding when discussing moral actions. When teaching children themselves to evaluate an action, it is important to teach them to identify the motive, that is, why, in the name of which this or that action is performed. It is easier for younger schoolchildren to understand the actions and motives of other people than their own.
The following technologies will be the most effective for the formation of personal learning skills in literary reading lessons:
1.Solution technology inventive problems.
The theory of solving inventive problems (hereinafter referred to as TRIZ) developed by G. S. Altshuller is one of innovative technologies, capable of increasing the effectiveness of education in the context of the implementation of the Federal State Educational Standard of Education.
TRIZ pedagogy is based on:
1.methods and technologies that allow you to master ways to remove psychological inertia (RTV - development of creative imagination);
2.problem solving methodology based on the laws of systems development, general principles for resolving contradictions and mechanisms for applying them to solving specific problems;
3.an educational system built on the theory of development of a creative personality.
TRIZ gives teachers the opportunity to:
Improve the methodology of teaching the subject;
Work with passion;
Make your subject interesting for children;
Create a unified worldview system among students;
Enjoy the trust of children and their parents.
The introduction of TRIZ-RTV technology into the practice of primary school teachers allows us to solve the following: pedagogical tasks:
1. Educational:
Forming in children the right attitude towards the world around them;
Developing in children independence, self-confidence, and the feeling that they can cope with any task;
2. Educational:
Increasing the level of general education of students;
Formation positive attitude children to the educational process;
Ability to analyze and solve inventive, practical and social objectives;
Purposeful development of systemic-dialectical thinking.
3. Developmental:
Development of memory, attention, logic and intelligence in general;
Development creativity(fluency, flexibility, originality of thinking);
Development of spatial thinking;
Speech development;
Ability to analyze, synthesize, combine;
Development of creative thinking.
The main direction in elementary school is the development of controlled creative imagination and fantasy and TRIZ propaedeutics, that is, preparing the child’s consciousness for further perception of TRIZ.
For this purpose they are used brainstorming, pictogram method, dichometry (narrowing the search field) and methods for creating speech creative products (riddles, metaphors, creative essays based on a picture)
2. Technology for developing critical thinking through reading and writing(hereinafter referred to as RKMP) was developed at the end of the 20th century in the USA. Its authors: D. Steele, K. Meredith, C. Temple.
RKMChP technology is a holistic system that develops skills in working with information in the process of reading and writing. It is aimed at mastering the basic skills of an open information space and developing the personality traits of an open society. Technology is suitable for solving many problems in the educational field.
RKMChP technology allows you to create an atmosphere of partnership, joint search and creative problem solving in the classroom. The development of critical thinking is important for a person in modern world, because new century requires creative activity. Critical thinking helps a person determine his own priorities in his personal and professional life, develops the ability to analyze and draw independent conclusions, predict the consequences of his decisions and take responsibility for them, and allows him to develop a culture of dialogue in joint activities.
Critical thinking is one of the types of human intellectual activity, which is characterized by high level perception, understanding, objectivity of approach to the surrounding information field.
Goals of the RCMCP technology:
1. Formation of a new style of thinking, which is characterized by openness, flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, and the alternative nature of decisions made.
2. Development of such basic personality qualities as critical thinking, reflexivity, communication, creativity, mobility, independence, tolerance, responsibility for one’s own choices and the results of one’s activities.
3.Development of analytical, critical thinking. The task is to teach schoolchildren:
Highlight cause-and-effect relationships;
Consider new ideas and knowledge in the context of existing ones;
Reject unnecessary or incorrect information;
Understand how different pieces of information are related to each other;
Identify errors in reasoning;
Draw a conclusion about whose specific value orientations, interests, ideological attitudes are reflected in the text or the speaking person;
Be honest in your reasoning;
Identify false stereotypes leading to incorrect conclusions;
Identify preconceived attitudes, opinions and judgments;
Be able to distinguish a fact, which can always be verified, from an assumption and personal opinion;
Question the logical inconsistency of spoken or written language;
Separate the main from the essential in a text or speech and be able to emphasize the first.
4. Formation of a reading culture, which includes the ability to navigate sources of information, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “weed out” unimportant information, critically evaluate new knowledge, draw conclusions and generalizations.
5. Stimulating independent search creative activity, launching mechanisms of self-education and self-organization.
The technology of RKMChP is supra-subject, penetrating, it is applicable in any program and subject.
The technology is based on a basic didactic cycle, consisting of three stages (stages).
Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage is “challenge,” during which students activate their previously existing knowledge, awaken interest in the topic, and determine the goals of studying the upcoming educational material.
The second stage - “comprehension” - is meaningful, during which the student directly works with the text, and the work is directed and meaningful. The reading process is always accompanied by student activities (labeling, making tables, keeping a diary), which allow you to track your own understanding. At the same time, the concept of “text” is interpreted very broadly: it includes a written text, a teacher’s speech, and video material.
The third stage is “reflection” - reflection. At this stage, the student forms a personal attitude towards the text and fixes it either with the help of his own text or his position in the discussion. This is where active rethinking takes place own ideas taking into account newly acquired knowledge.
In literature lessons within the framework of this technology, students master various ways of integrating information, learn to develop their own opinions based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.
3. Technology for productive reading.[ 15]
Technology for productive reading, developed by Professor N.N. Svetlovskaya. This technology is aimed at the formation of personal learning skills, providing the ability to interpret what is read and formulate one’s position, adequately understand the interlocutor (author), the ability to consciously read textbook texts aloud and silently, and the ability to extract information from the text. Thus, the formation of correct reading activity is built on the material of the textbook texts.
The technology of productive reading ensures understanding of the text by mastering the techniques of its development at three stages of working with the text.
Stage I. Working with text before reading
The goal is to develop such an important reading skill as anticipation, that is, the ability to assume and anticipate the content of the text. Before reading any work, effectively use the “forecasting” technique; students are offered indicative actions (look at the title, illustrations, pay attention to the genre, structure of the work). Children read the author's name, the title of the work, look at the illustration that precedes the text, then express their assumptions about the characters, theme, and content. Based on exciting research work, during which the students’ literary knowledge is replenished, and their attention, memory, thinking, and speech are improved, schoolchildren themselves formulate the topic of the lesson. Taking into account the topic and using supporting phrases, schoolchildren determine the goal of the lesson: “We will read the text, conduct a dialogue with the author, check our assumptions.” Thus, the technology of productive reading allows the teacher to organize children’s research work in such a way that they themselves “figure out” the solution to the key problem of the lesson and themselves can explain how to act in new conditions.
Stage II. Working with text while reading
The goal is to understand the text and create a reader’s interpretation of it. Primary reading of the text is organized in accordance with the characteristics of the text, age and individual capabilities of students. This could be independent reading in class, or reading-listening, or combined reading. Next comes the identification of primary perception, identifying the coincidence of students’ initial assumptions with the content and emotional coloring of the text read.
The main task of the teacher at this stage is to help the child see the author in the text (his attitude to the characters, to the situation, to solve the problem “writer and reality”), and this is only possible during repeated (analytical, studying, “slow”) reading.
Stage III. Working with text after reading
The goal is to correct the reader’s interpretation with the author’s meaning. The result of a collective discussion of the reading should be an understanding of the author’s meaning, identification and formulation of the main idea of the text.
In this technology, a teacher’s story about the writer and a conversation with children about his personality are recommended after reading the work, and not before, since it is after reading that this information will fall on prepared ground: the child will be able to correlate it with the idea of the author’s personality that he has formed in the past. reading process. In addition, a well-constructed story about the writer will deepen your understanding of the work you read.
At this stage, a repeated reference to the title of the work and illustration is provided. A conversation is held about the meaning of the title, its connection with the topic, main idea author. According to the illustration I use the following questions: what particular fragment of the text did the artist illustrate (or maybe this is an illustration for the entire text as a whole)? Is the artist accurate in detail? Does the author's vision match yours?
For the third stage of working with text, a creative task is provided.
So, in this paragraph, we examined the technologies for the formation of personal learning skills in literature lessons, such as: the technology for solving inventive problems, the technology for developing critical thinking through reading and writing, and the technology for productive reading. We can conclude that in order to form personal UUD it is necessary to use various technologies in combination.
2.2 Studying the experience of practicing teachers on the problem under study.
In the course of working on the problem of “formation of personal universal educational actions of junior schoolchildren,” we studied the experience of practicing teachers. We got acquainted with the work of I.V. Loskutova, primary school teacher, Sayanogorsk, MBOU Sayanogorsk Lyceum "Eureka".
In her opinion, one of the ways to form personal learning activities is educational activities that reflect in the system of value orientations of a primary school student, his attitude towards various aspects of the world around him, his internal position:
Positive attitude towards learning, cognitive activity,
Desire to acquire new knowledge, skills, improve existing ones,
Be aware of your difficulties and strive to overcome them,
Learn new activities
Participate in the creative, constructive process;
Awareness of oneself as an individual and at the same time as a member of society, recognition of generally accepted moral and ethical standards, the ability to self-assess one’s actions and actions;
Awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest and respect for other peoples;
Striving for beauty, willingness to maintain condition environment and your health.
To form personal universal educational actions, the teacher used the following types of tasks:
Participation in projects;
Visual, motor, verbal perception of music;
Mental reproduction of a picture, situation, video;
Self-assessment of an event, incident;
Diaries of achievements.
Irina Vladimirovna used these types of tasks in a literary reading lesson to form the correct type of reading activity, which is a three-stage process of purposeful individual comprehension and mastery of books by children (before reading, during reading and after reading). N.N. Svetlovskaya highlights the stages of working with text in the classroom:
Before you start reading
While reading
After reading (where problem-dialogical technology comes into play)
Based on the title, illustration and key words, children make their assumptions about the theme, characters of the work, and the sequence of events.
Creating a problematic situation with the help of a problematic question is the most optimal where in the process there is a conversation that helps to understand the author's intention, “hidden between the lines,” a story about the writer, about his personality based on the personal experience of the student.
Having studied the experience of Irina Vladimirovna’s work on the formation of personal universal educational actions in literary reading lessons, we saw that the teacher ensures the value-semantic orientation of students (knowledge of moral standards, the ability to relate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.
The formation of personal educational attainment is also actively implemented in extracurricular activities; extracurricular activities are included in the basic plan as an important component of the content of education, increasing its variability and adaptability to the interests, needs and abilities of schoolchildren. In addition, extracurricular activities contribute to a more comprehensive disclosure of the child’s individual characteristics, which are not always possible to consider in class, and to the development of children’s interest in various types activity, the desire to actively participate in productive, socially approved activities. In this regard, we studied the experience of I.E. Khokholina, primary school teacher, Municipal Educational Institution Gymnasium No. 33, Kostroma, who developed an insert for the school diary, which contributes to the formation of personal educational skills for the majority of students.
The purpose of this work is to teach children adequate self-esteem and self-control. It was just one sheet called “Educate Yourself.” And she and the boys decided together what qualities they should cultivate in themselves and what they needed to do to achieve this. All requirements were divided into three groups:
1.Healthy lifestyle;
2. Educational activities;
3. Good manners.
They then agreed on the form in which they would record their results. Assessment according to specified criteria took place weekly, during the quarter. Assessment is divided into two types of assessments: predictive and retrospective (real).
Children make a predictive assessment at the beginning of the week, as if guessing and at the same time setting themselves up for the best result according to the given criteria for the whole week. And then it is put in a separate column (prognostic assessment).
Evaluation takes place in a color system: red circle - always did it, yellow - tried, blue - failed.
During the week, children try to control their successes or failures according to all criteria of self-education.
At the end of the week, we analyzed and actually assessed ourselves according to the given criteria.
Based on the assessment results, reflection is carried out. Children, if they wish, share their successes or difficulties in one or another area of self-education.
Phrases that help in a reflective conversation can be:
It was easy...
Better than last week...
They helped me...
The hardest thing...
The most interesting...
I didn't expect...
I had to force myself...
Next week I...
I will try…
and others.
The work continues throughout the quarter.
At the end of the quarter, children summarize their results and, independently or with the help of their parents, draw conclusions and recommendations in the form of their own advice for the new stage of self-education - the new quarter.
This type of self-education, in the teacher’s opinion, is necessary for a junior student. The constant teachings of adults are sometimes not accepted by all children or are carried out without much desire. Working with the “Educate yourself” worksheet, seeing your success in one area or another, observing the growth of success, planning your activities, children involuntarily, as if playing, are brought up naturally and at ease. They get used to a healthy lifestyle, attentive and cultural communication, responsibility.
Referring to the standards of the new generation, Khokholina argues that in the sphere of personal universal educational actions the following should be formed:
The ability to self-assess based on criteria for the success of educational activities;
Installation on healthy image life and its implementation in real behavior and actions;
Adequate understanding of the reasons for the success/failure of educational activities;
The student’s internal position is at the level of a positive attitude towards school, orientation towards the meaningful aspects of school activities and acceptance of the model of a “good student”;
Orientation in the moral content and meaning of both one’s own actions and the actions of those around them;
Knowledge of basic moral standards and orientation towards their implementation.
Working with the “Educate Yourself” diary helps control the level of development of personal universal actions, in which it is not the teacher who puts marks, but the child who evaluates himself, monitors his progress, plans things and sometimes shares the most secret things with the diary. The diary with the score sheet contains a dictionary consisting of words denoting the qualities of people and their character traits. This is a kind of model of a healthy, educated citizen to which the student should strive.
Instructions for keeping a diary
Positive parting words for a child from a teacher
Calendar plan for recording tasks and important events with recording the results
Worksheet "Educate yourself"
Summarizing your work and writing down recommendations
Dictionary
So, we studied the experience of practicing teachers, teacher Loskutova I.V. MBOU Sayanogorsk Lyceum "Eureka" in the formation of personal UUD in literary reading lessons, we found out that in order to achieve personal results it is necessary to create a problematic situation using a problematic issue to ensure value- students’ semantic orientation, knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, and orientation in social roles. We also studied the experience of primary school teacher I.E. Khokholina, Municipal Educational Institution Gymnasium No. 33, Kostroma, in the formation of personal educational skills. The insert for the school diary, created by Irina Evgenievna, called “Educate yourself”, is the most successful, helping students set their own goals, strive to realize them, track their results and share their successes.
Conclusion: In the second chapter of our work, we examined the technologies for forming personal UUDs and concluded that for work to be effective, various technologies must be used in combination. In the same chapter, we examined the positive experience of practicing teachers: I.V. Loskutova and I.E. Khokholina on the problem under study “formation of personal UUD of junior schoolchildren”, and we can conclude that good results can be obtained through purposeful work on the formation of personal UUD not only in class activities, but also in extracurricular activities.
Based on the above, we can conclude that the formation of personal UUD is complex process, for the formation of which it is necessary to rely on the characteristics of the student’s personality and to form the subject’s ability for self-development and self-improvement through the conscious and active appropriation of social experience.
Our problem “Pedagogical conditions for the formation of personal educational skills of junior schoolchildren” requires further development.
CONCLUSION
At the present stage of reforming the education system, the issue of developing personal educational skills of junior schoolchildren is very relevant. The Federal State Educational Standard for primary general education has identified the formation of a learning educational system as the main results, providing schoolchildren with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students.
The object of the study is the process of formation of personal learning skills of children of primary school age.
The subject of the study is the pedagogical conditions for the formation of personal educational skills of junior schoolchildren.
The purpose of the study is to identify the pedagogical conditions for the formation of personal learning skills in children of primary school age.
At the beginning of our research, we set a goal, for the implementation of which a number of tasks were identified.
Solving the first problem, we found out the essence of the concepts “universal educational actions”, “personal universal educational actions”. We took as a basis the definition of A.G. Asmolova: “UUD” is a set of methods of action for students (as well as associated learning skills) that ensure independent assimilation of new knowledge and the formation of skills, including the organization of this process.
Solving the second problem, we revealed the age characteristics of primary school age and came to the conclusion that it is primary school age that is the most critical stage of school childhood and is the most favorable for the formation of UUD.
In solving the following problem, we examined the technologies for the formation of personal UUDs in literary reading lessons and came to the conclusion that for more effective work it is necessary to use different technologies for the formation of personal UUDs.
In solving the last problem, we analyzed the experience of practical teachers in the formation of personal UDL of junior schoolchildren Loskutova I.V. and Khokholina I.E., who created their own methodology for the formation of personal UUD. And we can conclude that good results can be obtained through targeted work on the formation of personal learning achievements not only in class activities, but also in extracurricular activities.
Thus, we believe that the goal of our research was achieved thanks to the implemented tasks.
We have put forward a hypothesis: the process of forming personal learning skills will be more effective if the teacher understands the need to develop children’s learning skills and knows how to organize lessons; for the educational process, technologies were chosen to organize educational activities, which found theoretical confirmation.
We plan to implement practical confirmation of the put forward hypothesis during pre-diploma internship.
GBOU secondary school No. 54 named after Yu.A. Gagarin
Sevastopol
PRACTICALLY SIGNIFICANT PROJECT
“Psychological and pedagogical conditions for the formation of universal educational actions”
Report prepared by: Fir T.M.
Sevastopol
Standard requirements for personalities and meta-subject results of mastering the basic educational program basic general education, complements, specifies and serves as the basis for the development of exemplary programs of academic subjects, courses, disciplines, as well as programs of extracurricular activities
Program for the development of universal learning activities.
Purpose of the program: ensuring schoolchildren’s ability to learn, further developing the ability for self-improvement and self-development, as well as the implementation of the system-activity approach that forms the basis of the Standard.
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. In educational practice, there is a transition from teaching as a presentation of a knowledge system to the active work of students on tasks directly related to problems real life. 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.
Characteristic
personal, cognitive, communicative, regulatory universal educational actions.
Personal UUD- the ability to independently make your choice in the world of thoughts, feelings, values and be responsible for this choice.
Priority directions in the formation of personal UUD:
basics of civil identity(including cognitive, emotional-value and behavioral components);
foundations of social competencies(including value-semantic attitudes and moral norms, experience of social and interpersonal relationships, legal awareness);
readiness and ability to transition to self-education, including readiness for choosing the direction of specialized education.
The value of UUD for training:
Acquisition by students of mutual and self-esteem skills, reflection skills.
Formation of professional self-determination of the student.
Student purchase practical experience designing life and professional careers.
Cognitive UUD- the ability to think effectively and work with information in the modern world.
Priority directions in the formation of cognitive UUD:
practical mastery by students of the basics of design and research activities;
development of strategies for semantic reading and working with information;
practical development of methods of cognition used in various areas knowledge and spheres of culture, the corresponding tools and conceptual apparatus;
the use of general educational skills, sign-symbolic means, a wide range of logical actions and operations.
The value of UUD for training:
Improvement by students of the skills of working with information acquired at the first stage and their replenishment.
Acquiring skills in working with texts, transforming and interpreting the information contained in them.
Students acquire the skills of systematization, comparison, analysis, summarizing information, highlighting main and redundant information, performing semantic condensation of selected facts, thoughts, providing information in a concise verbal and visual-symbolic form.
Communicative UUD- the ability to communicate, interact with others, establish constructive communication.
Priority directions in the formation of communicative UUD:
organizing and planning educational collaboration with the teacher and peers;
practical development of skills that form the basis of communicative competence;
development of speech activity.
The value of UUD for training:
Students acquire the ability to work in a group and gain experience in such work.
Practical development by students of moral and ethical psychological principles of cooperation.
Regulatory UUD- ability to organize your activities.
Priority directions in the formation of regulatory control systems:
setting new educational goals and objectives;
planning their implementation, including internally;
choosing effective ways and means to achieve goals;
control and evaluation of one’s actions both by result and method of action;
adjustment of their implementation.
The value of UUD for training:
Acquisition by students of skills in organizing educational activities.
Formation of design ability.
The development of the UUD system, which determines the development of an individual’s psychological abilities, is carried out taking into account the age-related characteristics of the development of the personal and cognitive spheres of a teenager. UUD is an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age-related development.
As the student’s personal actions (meaning formation and self-determination, moral and ethical orientation) are formed in the primary grades, the functioning and development of educational activities (communicative, cognitive and regulatory) in the primary school undergo significant changes. The regulation of communication, cooperation and cooperation design certain achievements and results of a teenager, which secondarily 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 learning activities take on priority in the development of learning skills during this period.
Ensuring the implementation of a system-activity approach in educational process possible using various modern educational technologies. Among the wide variety, the priority in use is those technologies that will allow organizing active cognitive activity student (both individual and in the form of different types of cooperation).
List of UUD formation technologies
Technology of developmental education.
Project technology.
Communication technology.
Problem-search technology.
Activity technology.
Self-determining technology.
Reflexive technology.
Meta - technology.
One of effective ways increasing the effectiveness of educational activities in primary schools is to involve students in design and research activities. This happens for my students. as follows:
5th grade – group projects for the wall newspaper competition “Holidays” (Knowledge Day, New Year, March 8);
6th grade – a fairy tale of the peoples of the world as a fractal;
7th grade – city festival: “English-speaking countries. Australia. Safe Internet";
8th grade – participation in the municipal design competition in philology;
9th grade - participation in an international conference. Mathematics. Computer. Education;
Grade 10 – publications in specialized publications.
Using various shapes of this type of activity, the teacher has the opportunity to work on the formation of all types of universal educational actions of students. Let's show this using the example of a specific project that was carried out by 8th graders of our gymnasium.
| General components of the structure of design and research activities | Species |
|
| Analysis of the relevance of the ongoing research (project) Goal setting Statement of objectives | 1.Humanitarian, ideological – broadening one’s horizons, developing an understanding of the role foreign language. 2. Cognitive, developmental - acquisition of new knowledge. 3. Training in working with information. Educational and psychological: education of certain personality qualities; creating and maintaining in microgroups a psychological atmosphere conducive to work; overcoming the barrier of speaking in front of a large audience; development of oral speech; compliance with the rules of etiquette. | |
| Selection of means and methods | A collective decision was made that the work will be performed as reports with a presentation or accompanied by any other form of visual presentation of information. Working groups were created and leaders of each of them were selected. | Communication Regulatory Personal |
| Planning work, determining deadlines and sequence of actions | The Leadership Council draws up a work plan: distribution of responsibilities in the microgroup; determining the sequence of actions; determination of deadlines. | Communication Regulatory Personal |
| Carrying out design and research work | Work on collecting and processing information. Discussion of the obtained data. | Cognitive Communication Regulatory |
| Presentation of results | Participation in the municipal competition of educational and research projects in philology. | Cognitive Communication Regulatory Personal |
| Reflection | Summing up, analysis. | Communication Regulatory Personal |
Project activities make it possible to organize work taking into account the interests and abilities of each child, so children participate in such work with pleasure.
A foreign language is one of the most difficult subjects in school; to move to the competency stage, you need to gain solid knowledge, stable skills and abilities that require routine work. Project activities allow you to gain new knowledge at a high level emotional level, learn the role of a foreign language in other sciences, give students the opportunity to independently “obtain” new knowledge and introduce their friends to it.
Here you can show yourself in an unexpected way, demonstrate your success not only in the subject of a foreign language, but also in other areas of knowledge and competencies. Working on their topic in a group, children gain experience working in a team, learn to adjust and evaluate their actions both by the result and by the method of action, and also gain invaluable experience in moral, ethical and psychological principles of communication.
It seems important that in the process of such work, students acquire the skills of systematization, comparison, analysis and generalization when working with textual information, learn to present it in a concise verbal and visual-symbolic form.
Thus, project technology is one of the priorities, providing a systemic and activity-based approach to learning a foreign language in secondary school.
