MBOU "Kuedino Secondary School No. 2-

Basic school"

Teacher-psychologist: Nurtdinova T.A.

Diagnostics of meta-subject results

An important feature of the new generation of school standards is their focus on the formation of students’ personalities, their mastery of universal methods of learning activities that ensure success in school. cognitive activity at all stages of further education.

The traditional approach to education involved the transfer of knowledge, but now the goal is to teach children to acquire knowledge on their own, showing students the processes of developing scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge.

Therefore, in every educational institution, in accordance with the new standards, there must be a system for the formation and assessment of not only subject, but also meta-subject and personal results.

Meta-subject results include the development of the ability to plan speech and non-speech behavior; development of communicative competence; the ability to set goals and define tasks, plan sequential actions, predict work results, analyze the results of activities, draw conclusions, make adjustments, carry out self-observation, self-control, self-assessment in the process of communicative activities, etc.

It is the meta-subject results that are the bridges that connect all academic subjects, helping to overcome mountains of knowledge.

Meta-items are items that are different from traditional cycle items, this is a new educational form, which is based on the thought-activity type of integration of educational material and the principle of a reflexive attitude towards the basic organization of thinking. The student learns to learn in these lessons.

The universality of meta-subjects consists in teaching schoolchildren general techniques, schemes, techniques, methods, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material.

The main object for assessing meta-subject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such actions of students that are aimed at analyzing and managing their cognitive activity

Assessment of meta-subject results can be carried out during various procedures.

Monitoring of meta-subject educational activities is an important component of the overall education quality management system both at the level of an individual child and class, and at the level of the entire educational institution. The subject of the analysis is the monitoring data of meta-subject AUDs of each child, a group of children with the same results, and the class as a whole.

The development of UUD in primary school is a process that takes place in three main stages. The first stage is the implementation of a training action based on a model, the intuitive application of a method based on repeated applications of similar samples, analogies, etc. (stage “Presentation”). The second stage is the implementation of a method of action when performing a learning task (stage “Method”). The third stage is the application of the method in the context of educational activities (stage “Mastering UUD”). According to the requirements of the Federal State Educational Standard for Educational Education, by the end of the fourth grade it is necessary to develop a number of meta-subject skills in children at the third level. To do this, throughout the entire period of a child’s education in primary school, a system of work on the step-by-step formation of educational learning must be built, from mastering the method through a model to integrating a conscious method into the context of a specific educational activity.

At Kuedinsk secondary school No. 2, to assess meta-subject learning, we use the teaching materials “School Start”, “Learning to Learn” grades 1-3, authors T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya.The diagnostic kit includes a workbook and guidelines for conducting and processing the results.

This monitoring makes it possible to give an objective assessment of the development of UUD at each age stage.

The School Start diagnostic begins from the very first days of the child at school.

It is held in September for 1st graders, during the 3-4th week of training. We carry out tasks every day at the beginning of the second or third lesson for 10 minutes or highlight certain diagnostic lessons.

Diagnostic results allow you to obtain reliable information about whether the child is ready to study successfully; create the basis for the development of universal educational activities; provide an emotionally comfortable educational environment for each child; help to select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

These skills: ensure understanding of the textbook material and teacher’s instructions, allow you to engage in educational dialogue in the lesson, help organize activities in the lesson, etc.

A total of 17 skills have been identified, which are divided into 2 components: instrumental readiness and personal readiness. The instrumental component includes such blocks as: observation, thinking abilities, control skills, communication skills. The personal component includes motivation and value attitude to knowledge. During the practical task, we will get acquainted in detail with the diagnostics of instrumental readiness of first-graders.

Timely diagnosis of these skills allows the teacher to “tune” the educational process to the individual level of readiness of the student and the class as a whole.

The methodological manual for teachers provides detailed characteristics of each skill according to the following scheme: meta-subject teaching aids, in which learning situations they are necessary and examples of learning tasks.

Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

Principles of constructing notebooks and assignments.

1. One indicator - one task.
2. Subject-based nature of the assignments
3. Figurative level of information presentation
4. One page - one task
5. Group presentation of diagnostic tasks

All tasks are entertaining in nature and are built on the basis of color drawings, which makes them easier for children of this age to perceive.

All exercises are performed under the guidance of a teacher or psychologist. Methodological recommendations have been developed to help them. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain situations, how to respond to children’s questions.

All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis. In the tables, for convenience, the summed points are marked different colors, for example, cells with basic level scores are shaded green, low-red.

According to the data entered into the table, the teacher immediately sees the problems of the class as a whole and each student individually. Children who receive low results are observed by a psychologist and attend remedial classes. The results of the initial diagnostics will help the teacher organize work in the first months of training, and the next guidelines for work will be the data from monitoring meta-subject educational results.

Monitoring of meta-subject UUD in grades 1, 2 and 3.

The educational and methodological set “Learning to Learn and Act” is a program for monitoring the development of learning skills for students in grades 1–4. Currently, notebooks and guidelines for grades 1, 2 and 3 have been developed and published.

Diagnostic measures allow the teacher to identify the level of formation of the most important learning achievements at each stage of education and determine a pedagogical strategy for each child to achieve meta-subject learning achievements.

In the first grade, the teacher has the opportunity to study the level of formation of the 8 most important UUDs. When developing diagnostic tasks, we took into account the reading skills of first-graders and their speed of processing educational information, the ability to work with instructions independently, which are still just being formed.

Diagnostics are carried out in the month of April either for 8-10 minutes at the beginning of 2-3 lessons, or certain diagnostic lessons are highlighted.

In the 1st grade, the subject of monitoring the development of meta-subject learning tools is 8 skills. 2 regulatory (planning, assessment)

6 cognitive (analysis, synthesis, comparison, classification, generalization, establishment of cause-and-effect relationships)

Diagnostics in 1st grade is a fairy tale story, by participating in which children help forest school students, animals, and their teacher, Raccoon Enotovich.

Children complete all tasks (2 options) in an individual upside-down workbook.

Each option consists of 16 diagnostic modules, which

have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with a “chest” icon (this task is not graded).

Each page tells a different story.

First, the children, together with the teacher, complete a sample or training task. Then they complete three tasks independently.

Task A is aimed at studying the ability to practically carry out educational tasks, which are based on the skill diagnosed in this module. Task to complete.

Tasks B and C are aimed at studying the ability to focus on the essential conditions of the method that underlies the educational task. Orientation tasks.

After completion, all results are recorded on individual personal forms, which are stored in the portfolio or with the teacher. A class summary is also maintained. The skill rating is determined. Distribution into groups.

Monitoring meta-subject results “Learning to study and act” 2nd grade.

In the 2nd grade, the subject of monitoring the development of meta-subject learning tools is 13 skills.

Evaluate 3 regulatory skills: the ability to plan a sequence of educational actions in accordance with the task, the ability to evaluate the result of completing an educational task based on various evaluation criteria and the ability to independently monitor the completion of an educational task.

Monitor the formation of 7 pinformative UUD1. The ability to carry out the logical action “analysis” with the identification of essential and non-essential features. 2. The ability to carry out the logical action “synthesis”. 3. The ability to carry out the logical action “comparison” according to given characteristics. 4. The ability to carry out the logical action “classification” according to given criteria. 5. The ability to carry out the logical action “generalization”. 6. The ability to establish cause-and-effect relationships in the range of phenomena being studied. 7. The ability to build simple conclusions by analogy.

And 3 communicative UUDs1. The ability to construct a speech statement in accordance with the objectives of educational communication. 2. Ability to formulate a point of view. 3. The ability to ask questions to obtain the necessary information from the communication partner

In the process of monitoring meta-subject learning activities in 1st grade, students perform diagnostic tasks of two types. Tasks of the first type involve performing a meta-subject action according to the proposed model, tasks of the second type involve orientation in the method of action (finding errors, restoring the sequence of steps, etc.). In class 2 monitoring, along with tasks of these two types, there are tasks of the third type - to describe the method of action when performing a specific task. It is the presence of these tasks that makes it possible to evaluate the increase in the formation of those universal educational actions that are diagnosed in grades 1 and 2.

The workbook includes: – an introductory part, which contains an appeal to students, a description symbols and training tasks; – diagnostic modules for studying the level of development of meta-subject learning tools (for each skill, one diagnostic module has been developed, consisting of two stories compiled on the material various items); – a form for initial processing of results, which must be extracted from the notebook before the child completes monitoring tasks (only the teacher works with this form). All diagnostic stories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of history has its own specificity and purpose. In the introduction to each story, a plot-game situation is given, followed by a brief description of the sample and conditions for completing the tasks.

The following meta-subject UUDs are included in the monitoring of grade 3: (19)

Regulatory skills● The ability to determine the boundaries of one’s own knowledge and skills to set educational goals.

The ability to plan actions in accordance with the educational goal. ● Ability to independently monitor educational activities. ● The ability to adjust the plan of educational activities in accordance with changing conditions. ● The ability to use criteria proposed by adults to evaluate learning activities.Cognitive skills● Ability to carry out the logical action “analysis”. ● Ability to carry out the logical action “synthesis”. ● Ability to carry out the logical action “comparison”. ● Ability to carry out the logical action “classification”. ● Ability to carry out the logical action “generalization”. ● The ability to establish cause-and-effect relationships in the range of phenomena being studied. ● Ability to build simple conclusions by analogy. ● The ability to relate objects to known concepts. ● Ability to use data from charts and tables to answer a question. ● Ability to build inductive inferences.Communication skills● Ability to formulate and argue your point of view. ● The ability to ask questions to obtain the necessary information from the communication partner. ● The ability to construct a speech statement in accordance with the objectives of educational communication. ● Ability to find the answer to a question using information presented in several sources

Diagnosis of the development of meta-subject LADs can be carried out throughout the entire fourth quarter of grade 3 and even at the beginning of grade 4. Monitoring tasks must be completed during the most productive period of school time (from Tuesday to Thursday, in the 2nd or 3rd lessons).

Processing the results becomes more complicated as the number of UUDs has also increased, so regulatory UUDs are entered in a separate form, as well as communicative and cognitive ones.

More detailed information about diagnostics and evaluating the results can be found on the websites www.tochkapsy.ru and www.zankov.ru

Diagnostic data is stored by the teacher, psychologist, and in the child’s portfolio. Moreover, if the portfolio is freely accessible to strangers, then it is advisable to store only workbooks in it; it is better to keep the forms with the results with the teacher. The information should not be shared with other people (confidentiality of personal information); parents and the head teacher of the school can be informed.

What does the monitoring result give the teacher?

According to the data entered into the table, the teacher sees the problems of the class as a whole and each student individually, and can build a system of individual assistance necessaryassignments, forms of work, the required degree of independence for each student.

A summary statement of results for each class is provided to the deputy director for water management, which allows him to analyze the results in parallel,make adjustments to educational process in order to increase its effectiveness,exercise control over the formation of the UUD.

Parents get acquainted with diagnostic data at parent-teacher meetings and individual consultations with a psychologist, and they are given recommendations on the development of certain abilities in their children.

For a school psychologist, the data from this diagnosis are also of great importance.Children who receive low results are observed by him and attend correctional classes.Based on the results of monitoring, it is possible to identify children at risk who need correctional assistance and gifted children who, within the framework of new education standards, should receive attention from both a teacher and a psychologist.

Last year, monitoring results revealed that 15 first-graders needed help from a psychologist. Throughout the year, these children attended correctional classes with a psychologist. For this group of children, special programs were developed aimed at correcting and developing the cognitive sphere. Sand therapy, play therapy, art therapy, and various developmental tasks and exercises were used in working with these children. Positive developmental dynamics were monitored in 12 children. A group of children with high results of starting readiness was also identified. Developmental classes for gifted children were conducted with them, preparation for participation in Olympiads was organized Russian level, where students showed good results. If in the first grade the diagnosis of readiness for learning was properly carried out and, on its basis, the correction and individualization of the learning process was carried out, then the child has a better chance of successful learning activities. After all, children for whom optimal conditions were created at the beginning of their education adapt more easily to school life.

Monitoring students’ meta-subject learning activities is an important point in the teacher’s summing up the results of the year’s work and setting goals for the upcoming work. Comparison of monitoring results obtained in grades 1, 2 and 3 allows the teacher to see the dynamics of the development of educational competencies for each student. This is significant information for determining individual work strategies. Monitoring data will help the teacher once again evaluate the capabilities of his teaching and learning methods and the chosen teaching methodology in solving the problems of developing universal educational activities. Universal educational activities are an educational product. This means that they are the result of the teacher’s purposeful work, and monitoring allows him to see the success of his activities in this direction, to correlate his work strategy with real opportunities children.

Thus, this monitoring program allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets the requirements of the Federal State Educational Standard of the NEO.

Mastering methods for assessing meta-subject results of students' activities.

1. Update knowledge about meta-subject performance results.
2. Introduce methods for assessing meta-subject results.
3. Master in practice the diagnosis of meta-subject results.

Meta-subject results of activity – universal ways of activity – cognitive, communicative, regulatory.

Universal methods of activity are mastered by students on the basis of all academic subjects and are used by students both within the educational process and when solving problems in real life situations.

Practice-oriented project on the topic:

“System for assessing achievements of meta-subject results”

Educational program or system

Completed by teachers

primary classes

GOU boarding school No. 2

(7 species) Tver

Utkina Tatyana Nikolaevna

Tver 2011

Introduction………………………………………………………………………………….…2

I. Values primary education………………………..5

1.1. Goals, objectives and directions for the development of primary education.……..5

II. Methodological principles of meta-subject……..………….….10

2.1. The concept of meta-subjectivity…………………………………………..10

2.2. Features of assessing meta-subject results. ………….…....12

2.3. Forms, methods, tools for monitoring meta-subject results. …………………………………………………………………………………….….16

III. Forms of work to develop basic communicative competencies. ……………………………………………………………………………….19

3.1. Diagnostic tasks for assessing communicative universal educational activities. …………………………..……...…………21

3.2.Universal learning activities and learning success in primary school………………………………………………………………………………………………..29

Conclusion. ………………………………………………………..……...31

Used literature……………………………………...……….34

Appendix 1…………………………………………………………….……...……35

Introduction

At present, the school still continues to focus on learning, releasing into life a trained person - a qualified performer, while today's information society requires a learner, capable of independently learning and retraining many times over the course of an ever-lengthening life, ready for independent actions and decision-making. What is important for a person’s life and activity is not whether he has savings for future use, a stock of some kind of internal baggage of everything he has learned, but the manifestation and ability to use what he has, that is, not structural, but functional, activity-based qualities.

A measure of a person’s ability to engage in activity is a set of competencies. The following key competencies can be identified for school educational practice:

Mathematical competence – the ability to work with numbers, numerical information – mastery of mathematical skills;

Communicative (linguistic) competence – the ability to engage in communication in order to be understood, mastery of communication skills;

Information Competence - Proficiency information technology– ability to work with all types of information;

Autonomous competence - the ability of self-development - the ability for self-determination, self-education, competitiveness;

Social competence - the ability to live and work together with other people, loved ones, in a team, in a team;

Productive competence - the ability to work and earn money, the ability to create your own product, the ability to make decisions and bear responsibility for them;

Moral competence is the willingness, ability and need to live according to universal moral laws.

In other words, the school should: “teach the child to learn,” “teach to live,” “teach to live together,” “teach to work and earn money” (from the UNESCO report “Into the New Millennium”).

Unfortunately, to date these problems have not found a positive solution. We can talk about a rather low level of development of key competencies among students in our schools.

So far, at the stage of completing compulsory education, the majority of our students show very poor preparation for independent learning, for independently obtaining the necessary information; low level (below low) of skills to solve problems, find a way out of a non-standard situation. Graduates are not prepared for successful adaptation in the modern world. And as a result, after leaving school, young people will either remain unsuccessful in life, or will get lost and will not be able to “find themselves,” which can lead to negative social consequences.

That is why the problem of independent successful acquisition by students of new knowledge, skills and competencies, including the ability to learn, has become and remains urgent for schools. Great opportunities for this are provided by the development of universal learning activities (UAL). That is why the “Planned Results” of the Second Generation Education Standards (FSES) define not only subject, but meta-subject and personal results.

The significance and relevance of the identified problem determined the choice of this topic: “System for assessing the achievements of meta-subject results.”

Purpose work is to study the features of the system for assessing meta-subject results at the elementary level school education.

To achieve this goal, a number of decisions must be made tasks:

Consider the goals, objectives and directions of development of primary education

Study the psychological, pedagogical and theoretical-methodological foundations of meta-subject results;

Study the characteristics of personal, regulatory, cognitive, communicative, meta-subject results;

Select standard tasks to assess the level of formation of communicative educational actions.

I. Values ​​of primary education

1.1. Goals, objectives and directions for the development of primary education

The fundamental difference between school standards of the new generation is their focus on achieving not only subject-specific educational results, but, above all, on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

What should a school graduate be like? This question worries every teacher today who cares about his profession. The teaching aids represent a modern model of a student, with qualities characteristic of a 21st century personality. A modern person is required to act meaningfully in a situation of choice, competently set and achieve his own goals, and act productively in personal, educational and professional areas. Professionals of the 21st century are generalists, those for whom there are no barriers between related and completely non-related areas of knowledge, those who understand different professional languages, who, when solving complex complex problems, can enter into multi-professional interaction, who can easily move professionally in different fields of practice. As a result, there arise the following questions: what should a modern school be like, and what tasks does a modern teacher face today? This issue is being discussed at the highest level. In the message of the President of the Russian Federation Dmitry Anatolyevich Medvedev to the Federal Assembly on November 12, 2009, the main provisions of the national educational initiative “Our new school“, in particular, it was noted that the main result of school modernization should be the compliance of school education with the goals of advanced development; the school is required to give children the opportunity to discover their abilities and prepare for life in a high-tech competitive world. Thus, the school must solve the problems of today, but prepare students for their future life.

In the new federal state educational standard - the second generation standard - the results of mastering the program are considered from three points of view. Previously, educational results meant subject-specific results (the experience of activities specific to a given subject area acquired by students in the course of studying an academic subject in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements scientific knowledge). In the second generation standards, along with subject ones, personal standards are distinguished (the student’s readiness and ability for self-development, the formation of motivation for learning, cognition, the choice of an individual educational path, the value and semantic attitudes of students, reflecting their personal positions, social competencies; the formation of the foundations of civic identity) and meta-subject(universal learning activities mastered by students, ensuring mastery of key competencies that form the basis of the ability to learn and interdisciplinary concepts) results.

The previous traditional approach to education involves mainly the transfer of knowledge, but now purpose is to teach the child to acquire knowledge himself, showing students the processes of development of scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge. My study of existing second-generation textbooks for elementary school allowed me to draw the conclusion that the successful completion of any task proposed in the textbook requires students to use additional sources information such as encyclopedias, reference books, dictionaries. Thus, already from the first grade, the child learns to independently obtain and apply knowledge.

Working in an elementary school, one has to face a number of problems, first of all, a decrease in students’ motivation to study subjects, which is most clearly manifested when elementary school students move to the middle level of education and from middle to high school. Also V.A. Sukhomlinsky noted: “All our plans, all searches and constructions turn to dust if the student has no desire to learn.” One of the reasons for the decrease in motivation is the student’s inability to work with the ever-increasing amount of information that needs to be mastered, identifying the main thing from the abundance of information, systematizing and presenting information, hence the lack of understanding of how to retain all the educational material in the subjects in memory, the lack of understanding why this is necessary. As a result, the student develops a state of psychological discomfort and a desire to avoid, to isolate himself from the factors that cause it. The result is failure to complete assignments and a decrease in the quality of knowledge on the subject.

Many students are mistaken in thinking that only by memorizing a paragraph in a textbook can they become successful. Few of them think about what is really valuable is to determine the main idea of ​​the text, the ability to analyze how it is connected with previous topics, to be able to find connections with the topics of the following lessons, to draw conclusions, to understand how this can be useful in life, then, that the student must not only have knowledge, but also apply it in practice. We also encounter a situation where students know, but find it difficult to formulate a clear answer; they experience difficulties in independently setting goals, learning tasks, and most importantly, analyzing the results of their activities, what worked, what didn’t, why not, what needs to be done so that next time avoid failure, etc. Thus, to improve the quality of knowledge in a subject, it is necessary to increase students’ motivation to learn, create a psychologically comfortable atmosphere, which involves students mastering universal learning activities, and demonstrate the possible application of acquired knowledge and skills in the study of other subjects, in any life situations.

The new requirements for student results established by the standard necessitate changing the content of education based on the principles of meta-subjectivity as a condition for achieving high quality education. The teacher today must become a construct of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating students’ own products in mastering knowledge.

Existing today " Sample programs training" based on second generation standards, define the following learning objectives:

Development of communicative competence in the totality of its components: speech, language, sociocultural/intercultural, compensatory, educational and cognitive competence.

Personality development of students.

Formation and development of universal learning activities (UAL).

The expected learning outcomes include:

1. Subject results.

2.Personal results:

Formation of learning motivation;

Awareness of the possibilities of self-realization;

Commitment to improvement;

Formation of communicative competence;

Formation of general cultural and ethnic identity;

Tolerant attitude towards manifestations of another culture;

Willingness to defend national and universal values, one’s civic position.

Development of the ability to plan one’s speech and non-speech behavior;

Development of communicative competence;

The ability to clearly define the areas of the known and the unknown;

The ability to set goals and identify tasks whose solution is necessary to achieve set goals, plan sequential actions, predict work results, analyze the results of activities (both positive and negative), draw conclusions (intermediate and final), make adjustments, identify new ones goals and objectives based on performance results;

Development of research educational activities, including skills in working with information (extract information from various sources, analyze, systematize, present in various ways);

Development of semantic reading, including the ability to determine the topic, predict the content of the text by title/key words, highlight the main idea, main facts, establish a logical sequence of main facts;

Carrying out self-observation, self-control, self-assessment in the process of communicative activities.

Exactly meta-subject the results will be bridges connecting all subjects, helping to overcome mountains of knowledge.

2.Methodological principles of meta-subject.

2.1. The concept of metasubjectivity.

What are metasubjects and the principle of metasubjectivity? She has been dealing with issues of educational meta-subjects and meta-subject activities since the 1980s. Scientific school Andrey Viktorovich Khutorskoy. For example, in Andrei Viktorovich’s “Modern Didactics” there is a paragraph “Meta-subject content of education”, which sets out in detail the specifics of educational meta-subjects and meta-subject topics. Today, this issue is being addressed by a group of methodologists, led by Nina Vyacheslavovna Gromyko, Candidate of Philosophy, Deputy Director of the Institute of Innovative Strategies for the Development of General Education at the Moscow Department of Education, Marina Vadimovna Polovkova, Candidate of Psychological Sciences, Deputy Director of the Institute of Innovative Strategies for the Development of General Education at Department of Education of Moscow and Director of the Institute of Advanced Research named after. Schiffers, academician of the Russian Academy of Natural Sciences Yuri Vyacheslavovich Gromyko. They see the goal of developing a meta-subject approach in education and, accordingly, meta-subject educational technologies as solving the problem of disunity, fragmentation, isolation of different scientific disciplines and, as a consequence, educational subjects.

Meta-subjects are subjects that are different from the subjects of the traditional cycle, this is a new educational form that is built on top of traditional subjects, it is based on a mental-activity type of integration of educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons. Here the conditions are created for the student to begin to reflect on his own work process: what exactly he mentally did, how he moved, what results he came to.

Today at the research institute Innovation strategies Development of Education of the Moscow Department of Education has developed and is being tested in some regions of Russia such meta-subjects as “Knowledge”, “Sign”, “Problem”, “Task”:

Within the meta-subject “Knowledge”, the child learns to work with knowledge systems;

In the classes of the meta-subject “Sign”, schoolchildren develop the ability to schematize, they learn to express with the help of diagrams what they understand, what they want to say, what they are trying to think or envision, what they want to do;

By studying the meta-subject “Problem”, schoolchildren learn to discuss issues that are in the nature of open, still unsolvable problems, students master the techniques of positional analysis, the ability to organize and conduct multi-positional dialogue, they develop the ability to problematize, goal-setting, and self-determination;

Within the framework of the meta-subject “Task”, schoolchildren develop the ability to understand and schematize conditions, model the object of a task, design methods of solution, and build activity procedures for achieving a goal.

Meta-items "Meaning" and "Situation" are currently under development.

Summarizing the above, we can conclude that the child develops abilities such as understanding, imagination, thinking, reflection, and action.

The universality of meta-subjects consists in teaching schoolchildren general techniques, techniques, diagrams, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material. Principle meta-subject is to focus students on ways of presenting and processing information when studying a sufficiently large number of academic disciplines based on generalized methods, techniques and methods, as well as organizational forms of activity of students and teachers. The key competence should be considered the ability to learn, the individual’s ability to self-development and self-improvement through the conscious and active appropriation of new things. social experience, and not just students’ mastery of specific subject knowledge and skills within individual disciplines.

The second generation standards provide for the teaching of meta-subjects as separate disciplines, but today we can get ahead of the curve, prepare our students and ourselves for this new system of work, applying elements of the meta-subject approach in our lessons.

2.2. Features of assessing meta-subject results

Grade meta-subject The results are described as an assessment of the planned results presented in the sections:

“Regulatory educational actions”, “Communicative educational actions”, “Cognitive educational actions”.

Under meta-subject results universal methods of activity are understood - cognitive, communicative and ways of regulating one’s activities, including planning. Control and correction.

Their content is described in detail in the interdisciplinary program for the formation of universal educational activities, as well as the planned results presented in all sections of the interdisciplinary program “Reading: working with information”

Achieving meta-subject results is ensured due to the main components of the educational process, that is everyone educational subjects, basic plan and are used by students both within the educational process and when solving problems in real life situations.

Main object of assessment meta-subject results serves as the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such mental actions of students that are aimed at analyzing and managing their cognitive activity.

These include:

The ability to accept and maintain educational goals and objectives, independently transform a practical task into a cognitive one; the ability to plan one’s own activities in accordance with the task and the conditions for its implementation and look for means of its implementation; ability to control and evaluate your actions, make adjustments to their implementation based on assessment and taking into account the nature of errors, show initiative and independence in learning;

• ability to carry out information search, collection and selection of essential information from various information sources;
• the ability to use sign-symbolic means to create models of studied objects and processes, schemes for solving educational, cognitive and practical problems;
• logical operations of comparison, analysis, generalization, classification according to generic characteristics. Establishing analogies, referring to known concepts;
• ability to cooperate with the teacher and peers in solving educational problems. Take responsibility for the results of your actions.

In other words, the main content of assessing meta-subject results in primary school is built around learning skills.

Features of assessing meta-subject results are related to the nature of universal actions.

By virtue of their nature, being essentially indicative actions, meta-subject actions constitute a psychological basis and are an important condition for the success of students in solving educational problems. Accordingly, the level of their formation can be qualitatively assessed and measured.

Firstly, the achievement of meta-subject results can be verified as a result of performing specially designed diagnostic tasks aimed at assessing the level of formation of a specific type of learning achievement. (see method of Dolzhenko Yu.A.)

Secondly, achieving meta-subject results can be considered as instrumental basis(or as a means of solution) and as a condition for the success of completing educational and educational-practical tasks using educational subjects. That is, depending on the success of completing test tasks in the Russian language, mathematics, reading, the environment and other subjects, taking into account the mistakes made, one can conclude that a number of cognitive and regulatory actions of students are formed.

And finally, the achievement of meta-subject results can be manifested in the success of completing complex tasks on an interdisciplinary basis (see the final complex work at the end of the year in 1st grade).

Thus, the assessment of meta-subject results can be carried out during various procedures.

Of course, a number of communicative and regulatory actions are difficult or impossible to assess in standardized work. For example, the ability to work in a group, listen and hear the interlocutor, coordinate your actions with partners, etc.

In this case, during the internal assessment, recorded in the portfolio in the form of observation assessment sheets of a teacher or school psychologist, the achievement of such actions can be assessed.

Since the formation of UUD will be carried out through the introduction of interdisciplinary programs, as the standards are implemented and the composition and planned results are clarified, the procedures for assessing meta-subject results will also be clarified.

Primary education involves developing the student's ability to self-regulate and take responsibility for their actions. In elementary school, the following regulatory educational activities can be distinguished, which reflect the content of the leading activities of children of primary school age:

1. Ability to learn and the ability to organize one’s activities (planning, control, evaluation):

The ability to accept, maintain goals and follow them in educational activities;

Ability to act according to a plan and plan one’s activities;

Overcoming impulsiveness, involuntariness;

The ability to control the process and results of one’s activities, including the implementation of anticipatory

control in collaboration with the teacher and peers;

Ability to adequately perceive grades and grades;

The ability to distinguish between the objective difficulty of a task and the subjective difficulty;

The ability to interact with adults and peers in educational activities.

2. Formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties:

Determination and perseverance in achieving goals;

Willingness to overcome difficulties, developing an attitude to search for ways to resolve difficulties (coping strategy);

Forming the foundations of optimistic perception

2.3. Forms, methods, control toolsmeta-subject results

The main object of assessment of meta-subject results is the formation of students' regulatory, communicative and cognitive universal educational actions (hereinafter referred to as UAL).

Control methods: observation, design, testing

Forms of control: individual, group, frontal forms; oral and written survey; personalized and non-personalized

Control tools: UUD tasks, observation card, test, monitoring card, self-assessment sheet or diary

Meta-subject results
	Level 1	Level 2	Level 3
Regulatory	Ability to plan one’s own activities in accordance with the assigned task and the conditions for its implementation	The ability to control and evaluate one’s actions, make adjustments to their implementation based on assessment and taking into account the nature of errors	Acquiring self-regulation skills
Cognitive	The learner's ability to accept and maintain learning goals and objectives	Independently transform a practical task into a cognitive one; ability to carry out information search, collection and selection of essential information from various information sources	Show initiative and independence in learning The ability to use sign-symbolic means to create models of studied objects and processes, schemes for solving educational, cognitive and practical problems.
Communication	Ability to collaborate with teachers and peers when solving educational problems	Ability to listen and engage in dialogue; participate in a collective discussion of the problem.	The ability to integrate into a peer group and build productive interaction and cooperation with peers and adults; mastery of monologue and dialogic forms of speech; The ability to express and defend one’s point of view and accept another

ABOUT Features of assessing meta-subject results are related to the nature of universal learning activities. Achieving meta-subject results is ensured through the main components of the educational process - academic subjects. The main content of assessing meta-subject results is built around the ability to learn.

Assessment of meta-subject results can be carried out during various procedures (during final testing or comprehensive work in subjects; current, thematic or intermediate assessment, etc.

III. Forms of work to form basiccommunicative competencies

It can be seen that in a traditional school, communication difficulties are overcome very poorly and are preserved in the form of a negative communication style. In a significant number of children they become chronic, gradually turning into stable and unfavorable character traits. Thus, without the purposeful and systematic formation of basic communicative competencies (otherwise - the communicative component of universal educational actions) in the course of training, preschool education failures or negative individual characteristics cannot be overcome.

In this regard, it can be assumed that the creation at school of real conditions for overcoming an egocentric position, the successful formation (instilling) of skills for effective cooperation with peers (and, as a consequence, building more equal and emotionally favorable

relations with them) will serve as a powerful counteraction to numerous personality disorders in children.

The most significant contribution to the creation of a model of learning based on educational cooperation of students, belongs to D.B. Elkonin and V.V. Davydov, as well as their followers: V.V. Rubtsov and G.A. Zuckerman. Their studies not only convincingly show opportunity practical organization of effective forms of cooperation among primary and secondary school students aimed at mastering the educational content of school subjects, but also recorded positive impact of collaboration experience on the development of communication and speech.

Although the experimental experience of implementing the principles of educational cooperation cannot be directly transferred to the context of the existing education system, it nevertheless provides useful guidelines regarding the means and methods of stimulating the development of communicative actions.

In particular, such forms of work as the organization of mutual checking of assignments, mutual assignments of groups, educational conflict, as well as discussion by participants of their methods of action are very important. For example, during peer review, groups carry out those forms of review that

previously performed by the teacher. At the first stages of introducing this action, one group may note errors and shortcomings in the work of another, but later schoolchildren move only to meaningful control (identify the causes of errors, explain their nature).

Working in a group helps the child comprehend learning activities. At first, working together, students distribute roles, determine the functions of each group member, and plan activities. Later, everyone will be able to perform all these operations independently. In addition, working in a group allows you to give students emotional and meaningful support, without which many cannot join in the overall work of the class at all, for example, timid or weak students.

Group work for younger schoolchildren has its own rules: you cannot force children to work in group or express your displeasure to someone who does not want to work (later you need to find out the reason for the refusal); joint work should not exceed 10-15 minutes, in order to avoid fatigue and reduced efficiency; You shouldn’t demand absolute silence from children, but you need to fight shouting, etc.

In addition, special efforts by the teacher to establish relationships between children are often required.

Class time can be used for group work. However, other forms can be used, for example project assignments, special training sessions on the development of communication skills under the guidance of a school psychologist, etc. Age and social

psychologists have developed many programs aimed at developing communication skills in primary schoolchildren and adolescents (M.R. Bityanova, 2002).

Some of them are based on the widespread use of gaming methods and are intended to be carried out outside school hours. Others are included in the course “Russian language” or “Acquaintance with the outside world”. Still others can be done as independent classes.

However, the above forms of classes and other recommendations can only be useful if you create favorable general atmosphere in a separate class and in the school as a whole - atmosphere of support and interest.

It is necessary to encourage children to express their point of view, as well as to develop their ability to listen to other people and be tolerant of their opinions.

The decisive role in this belongs to the teacher, who himself must be an example of a non-authoritarian style of discussion and have a sufficient general communicative culture. The teacher should give students speech samples and assist them in conducting discussions, arguing, making arguments, etc.

The joint activity of younger schoolchildren will be effective if it is structured according to the type of jointly shared activity with role dynamics.

Formation of communicative universal

educational activities

It can be said without exaggeration that all primary school subjects have potential prerequisites for the development of communicative and speech actions due to their truly universal, i.e., maximally generalized nature. However, the realization of this potential is significantly hampered by the unconditional dominance of the individual form of organization of educational activities (teacher-student), which is characteristic of most school disciplines today. Nevertheless, many subject teachers have successful experience in organizing separate collaborative learning assignments, the specifics of which naturally involve active interaction between students, collaboration, exchange of information, discussion of different points of view, etc.

Traditionally, the first place in a number of school subjects that practice exchange of opinions, discussion, dialogue, etc., is occupied by “Literature” or in primary school - "Literary reading" . Literature lessons, organized in the form of dialogue or discussion, allow you to instill

students respect the opinion of their interlocutor, be it a teacher or a peer; the ability to clearly and competently express one’s thoughts, give reasons for one’s opinion and retreat from incorrect arguments, and accept the position of the interlocutor.

"The world around us" . For example, on the pages of relevant textbooks one often encounters such tasks as “prepare a story...”, “describe orally...”, “explain...”, etc. It is assumed that the student must complete such a task in the process of individual preparation (at home or in class). ).

Meanwhile, in essence, this task is of a purely communicative nature: the story is always addressed to someone (and may vary depending on who it is addressed to), the description or explanation also loses its meaning outside the situation of communication and interaction. In any case, for younger schoolchildren, real social mediation is necessary here. It is therefore advisable to practice performing at least part of this type of task by children united in pairs or micro groups of 3-4 people, when, for example, they must develop a common opinion or create a common

description... This technique will give these tasks a psychologically full-fledged character of the children’s activity, eliminating the painful artificiality of the need to “tell themselves.” This is also true for other school subjects.

Observation of schoolchildren performing tasks together: analyzing a word or sentence in a Russian language lesson, solving a mathematical problem, etc. - shows that in this form of work, children are attracted primarily by the fact that their communicative actions are allowed and even encouraged. Children can consult with each other suggest, argue, prove- in a word, act naturally, relaxed, “not like in a lesson” (V.V. Andrievskaya et al., G.S. Kostyuk et al.). In terms of its motivational content, this kind of educational work is close to gaming activity with its characteristic actualization of competitive motives, initiative behavior and active interaction. Naturally, students’ emotionally positive attitude towards this work sharply increases its effectiveness and thereby contributes to maintaining learning motivation and a positive attitude towards learning in general.

3.1. Diagnostic tasks for assessing communicative universal educational activities.

To facilitate orientation in the use of diagnostic tasks, criteria for assessing communicative universal educational activities are given in (Appendix 1).

At the beginning of the year

Task “Left and Right Sides”

(J. Piaget)

Target: identifying the level of formation of actions aimed at taking into account the position of the interlocutor (partner).

communicative actions.

Age: 6.5-7 years.

Evaluation method:

Description of the task: the child is asked questions to which he must answer, or offered tasks to which he must respond with actions.

Quests

1. (Sitting or standing facing the child.) Show me your right hand. Left. Show me your right leg. Left.

2. Same thing. Show me mine left hand. Right.

Show me mine left leg. Right.

V a r i a n t. Children stand with their backs to each other. One of the children is asked, without turning around, to show the left hand of a classmate standing behind him. Right. Touch his left leg. Right.

3. On the table in front of the child there is a coin and a pencil: the coin is on the left side of the pencil in relation to the child. Pencil on the left or right? What about the coin?

4. The child sits opposite an adult who has a coin in his right hand and a pencil in his left hand. Is the coin in your left or right hand? What about a pencil?

Evaluation criteria:

Understanding the possibility of different positions and points of view, orientation to the position of other people different from one’s own;

Correlating the characteristics or features of objects with the features of the observer’s point of view, coordinating different spatial positions.

Grading levels:

1. Low level: the child answers incorrectly in all four tasks;

2. Intermediate level: correct answers only in tasks 1 and 3; the child correctly identifies the sides relative to his own position, but does not take into account the partner’s position.

3. High level: The child performs four tasks correctly, i.e., takes into account the differences in the other person’s position.

At the end of the first half of the year

Task "Mittens"

(G.A. Tsukerman)

Target: identifying the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).

Assessed universal learning activities: communicative actions.

Age: 6.5-7 years.

Evaluation method: observing the interaction of students working in pairs in the classroom and analyzing the results.

Description of the task: children sitting in pairs are given one image of mittens each and asked to decorate them

equally, that is, so that they make a pair. Children can come up with a pattern themselves, but first they need to agree among themselves what pattern they will draw.

Each pair of students receives an image of mittens in the form of a silhouette (for the right and left hand) and identical sets of colored pencils.

Evaluation criteria:

Productivity joint activities is assessed

by the degree of similarity of the patterns on the mittens;

Children’s ability to negotiate, come to a common decision, ability to persuade, argue, etc.;

Mutual control during the implementation of activities:

Do children notice each other’s deviations from the original plan, and how do they react to them?

Mutual assistance during drawing;

Emotional attitude towards joint activities:

positive (they work with pleasure and interest), neutral (they interact with each other out of necessity)

or negative (ignore each other, quarrel, etc.).

Grading levels:

1. Low level: the patterns are clearly dominated by differences or no similarities at all. Children do not try to agree or cannot come to an agreement; everyone insists on their own.

2. Intermediate level: The similarity is partial - individual features (color or shape of some parts) are the same, but there are also noticeable differences.

3. High level: the mittens are decorated with the same or very similar patterns. Children actively discuss a possible pattern; come to an agreement on the method of coloring the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.

At the end of the school year

Method “Who is right?”

(methodology by G.A. Tsukerman and others)

Target: identifying the formation of actions aimed at taking into account the position of the interlocutor (partner).

Assessed universal learning activities: communicative actions.

Age: 8-10 years.

Evaluation method: individual conversation with the child.

Description of the task: The child is given the text of three tasks in turn and asked questions.

T e x t 1

Petya drew the Serpent Gorynych and showed the drawing to his friends. Volodya said: “That’s great!” And Sasha exclaimed: “Ugh, what a monster!”

Which one do you think is right? Why did Sasha say that? And Volodya? What was Petya thinking? What will Petya answer to each of the boys? What would you answer if you were Sasha and Volodya? Why?

T e x t 2

After school, three friends decided to prepare their homework together.

First, let’s solve the math problems,” Natasha said.

No, you need to start with an exercise in the Russian language, -

suggested Katya.

But no, first you need to learn the poem, -

Ira objected.

Which one do you think is right? Why? How did each girl explain her choice? What is the best thing for them to do?

T e x t 3

Two sisters went to choose a gift for their little one

brother for his first birthday.

Let’s buy him this lotto,” Lena suggested.

No, it’s better to give a scooter,” Anya objected.

Which one do you think is right? Why? How did each girl explain her choice? What is the best thing for them to do? What would you suggest as a gift? Why?

Evaluation criteria:

Understanding the possibility of different positions and points of view (overcoming egocentrism), orientation towards the positions of other people different from one’s own;

Understanding the Opportunity different reasons for evaluation

the same subject, understanding the relativity of assessments or approaches to selection;

Taking into account different opinions and the ability to justify your own;

Taking into account different needs and interests.

Grading levels:

1. Low level: the child does not take into account the possibility of different bases for evaluating the same object (for example, the depicted character and the quality of the drawing itself in task 1) or choice (tasks 2 and 3), accordingly, excludes the possibility of different points of view; child

takes the side of one of the characters, considering a different position to be clearly wrong.

2. Intermediate level: partially correct answer - the child understands the possibility of different approaches to assessing an object or situation and admits that different opinions right or wrong in their own way, but cannot justify their answers.

3. High level: the child demonstrates an understanding of the relativity of assessments and approaches to choice, takes into account the differences in the positions of the characters and can express and justify his opinion.

3.2.Universal learning activities and learning success in primary school

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 competencies, including social and personal ones.

Despite the recognition in pedagogical science and practice of the importance of meta-subject (general educational) actions and skills for the success of learning, until now, serious large-scale systematic work on their introduction into school education has not been carried out. The spontaneous development of universal educational activities is reflected in the acute problems of school education: a significant dispersion of academic performance, lack of formation of educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in voluntary regulation of educational activities, low level of general cognitive and logical actions, difficulties in school adaptation, growth deviant behavior. The concept of the development of universal educational activities for school education considers them as an essential psychological component of the educational process and recognizes their purposeful, systematic formation of universal educational activities as a key condition for increasing

the effectiveness of the educational process in the new socio-historical conditions of the development of society.

In conclusion, we list the main stages of implementation of the methodology and technology for the formation of universal educational activities in primary school:

Selection goals the formation of universal educational actions, their functions in the educational process, content and required properties, taking into account the age-psychological characteristics of students.

Determining the indicative basis of each of the universal educational actions, ensuring its successful implementation, and organization of orientation students during its implementation.

Organization stage-by-stage development universal educational actions, providing a transition from performing actions based on material resources To mental shape and from joint implementation actions (co-regulation with the teacher and peers) to independent implementation

(self-regulation).

Finding specific forms of universal educational action in relation to each educational subject, describing the properties of the action. Definition connections between universal educational activities and the content of subject disciplines.

Creation task systems , including subject-specific, general logical and psychological types (P.Ya. Galperin), the solution of which ensures the formation of the specified properties of universal educational actions.

Creation new type of textbooks , implementing the technology for the formation of specific types and forms of universal educational actions in a given subject discipline,

as well as the development of appropriate teaching aids for teachers .

Conclusion.

Thus, assessment of meta-subject results can be carried out during various procedures . For example, in final tests in subjects or in complex works on an interdisciplinary basis, it is advisable to assess (directly or indirectly) the formation of most cognitive educational actions and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.

During the ongoing, thematic, mid-term assessment, the achievement of such communicative and regulatory actions may be assessed that are difficult or impractical to verify during a standardized final assessment. test work. For example, it was during current assessment it is advisable to monitor the level of development of such skills as “interaction with a partner”: orientation towards the partner, the ability to listen and hear the interlocutor; the desire to take into account and coordinate different opinions and positions regarding an object, action, event, etc.

Assessment of the level of formation of a number of universal educational activities, the mastery of which is of decisive importance for assessing the effectiveness of the entire primary education system (for example, the level of “inclusion” of children in educational activities, the level of their educational independence, the level of cooperation and a number of others), is carried out in the form of non-personalized procedures.

Despite the recognition in pedagogical science and practice of the importance of meta-subject (general academic) actions and skills for the success of learning, until now, serious large-scale systematic work on their introduction into school education has not been carried out.

The spontaneous development of universal educational activities is reflected in the acute problems of school education: a significant dispersion of academic performance, lack of formation of educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in voluntary regulation of educational activities, low level of general cognitive and logical actions, difficulties in school adaptation, growth deviant behavior. Concept

development of universal educational actions for school education considers them as an essential psychological component of the educational process and recognizes their purposeful, systematic formation of universal educational actions as a key condition for increasing the effectiveness of the educational process in the new socio-historical conditions of the development of society.

Thus, we can highlight several generalizing positions and draw the main conclusions about the role of meta-subject results in the system of modern general secondary education:

1. 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 general logic age development.

2. The development of a system for assessing meta-subject results as part of personal, regulatory, cognitive and communicative actions that determine the development of an individual’s psychological abilities is carried out within the framework of the normative age-related development of the personal and cognitive spheres of the child.

3. The formation of meta-subject results is based on the “ability to learn,” which presupposes the full mastery of all components of educational activity (cognitive and educational motives; learning goal; learning task; educational activities and operations) and acts as a significant factor in increasing the efficiency of students’ mastery of subject knowledge, skills and the formation of competencies, an image of the world and the value-semantic foundations of personal moral choice.

4. In educational practice, there is a transition from teaching as the teacher presenting a system of knowledge to students to active problem solving in order to develop certain decisions; from mastering individual academic subjects to multidisciplinary (interdisciplinary) study of complex life situations; to the cooperation of students and teachers in the course of mastering knowledge, to the active participation of the latter in the selection of content and teaching methods.

And most importantly, the foundations for the formation of universal educational activities laid down in the Federal State Educational Standard of the second generation emphasize the value of modern education - the school should encourage young people to take an active citizenship position, strengthen personal development and safe social inclusion in the life of society.

In conclusion, I would like to give a small self-assessment of our educational activities within the framework of the training course. Working with the course materials, we became convinced that the emergence of the second generation standard was due to the demands of the time, the new goals that society sets for education. Studying on the course prepared us for a comprehensive analysis of the Federal State Educational Standard of second-generation general education; we can consider the issues of implementing the Federal State Educational Standard from the standpoint of administrative, legal, economic, methodological, and information support. It is safe to say that we are ready to work in accordance with the objectives of the standard and plan to further improve our activities taking into account the features of the second generation standard.

Literature used

1. Concept of federal state educational standards of general education: draft / Russian Academy of Sciences. education; edited by A.M. Kondakova, A.A. Kuznetsova. - M.: Education, 2008.

3. A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; edited by A.G. Asmolov. How to design universal educational activities in elementary school: from action to thought: a manual for teachers - M.: Education, 2008. - 151 p.

4. Valkova G., Zainullina F., Steinberg V. Logical-semantic models - didactic multidimensional technology / V. // SCHOOL DIRECTOR: scientific method. magazine for hands textbook institutions and educational authorities. - 2009. - No. 1. - P.49-54

5. Gromyko Yu.V. "Metasubject "Sign". - M., 2001. - 285 p.

6. Gromyko N.V. "Meta-subject "Knowledge". - M., 2001. - 540 p.

7. Gromyko Yu.V. "Metasubject "Problem". - M., 1998. – 376 p.

8. Kolesina K.Yu. Meta-project learning: theory and implementation technologies in the educational process: Abstract of thesis. diss. ... Dr. ped. Sciences: 13.00.01. Rostov-on-Don: Southern Federal University, 2009. 35 p.

9. Kuznetsov A.A. About school standards of the second generation / A.A. Kuznetsov. // Municipal education: innovation and experiment. - 2008. - No. 2 . - P. 3-6.

10. Kovaleva G.S., Krasnovsky E.A., Krasnyanskaya K.A., Loginova O.B., Tatur O.A. Model of a system for assessing the results of mastering general education programs. /www. standard. edu. ru/.

11. Fedorova S.Sh. Technology for appropriating metaknowledge /http://festival.1september.ru/articles/100689/.

12. Fomenko I.A. Creation of a system for the formation of new educational content based on the principles of meta-subjectivity/ fomenko.edusite.ru/p35aa1.html/.

13. Khutorskoy A.V. Heuristic type of education: results of scientific and practical research // Pedagogy. – 1999. - No. 7. – P.15-22.

Description of the presentation by individual slides:

1 slide

Slide description:

Municipal budgetary educational institution "Secondary school No. 3" Issues of diagnosing meta-subject achievements of students within the framework of the implementation of the Federal State Educational Standard of basic general education Salekhard, 2015 Prepared by: Chernetskaya I.G., methodologist, biology teacher MBOU Secondary School No. 3

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PROBLEMS OF RUSSIAN EDUCATION Russian schoolchildren are sharply inferior to their peers in many countries of the world: in the ability to work with information; in the ability to solve practical, socially and personally significant problems: make observations, build hypotheses based on them, draw conclusions and conclusions, test assumptions; in the ability to “link” one’s life experience with the system of knowledge acquired at school.

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Slide description:

Diagnostics of meta-subject results of Federal State Educational Standards LLC Since the 2013/2014 academic year, MBOU Secondary School No. 3 of Salekhard has been a municipal innovation platform on the problem of implementing the standards of Federal State Educational Standards LLC in educational institutions. The introduction of the second generation Standards (FSES) involves diagnosing not only subject, but meta-subject and personal results. In this regard, the school administration and psychologist prepared a diagnostic toolkit that allows identifying the levels of learning disabilities of 5th grade students at the initial stage of secondary education. To select diagnostic tools in our work, we were guided by a manual for teachers edited by A.G. Asmolov “Formation of universal educational actions in primary school: from action to thought”, Prosveshchenie, 2011, and a similar manual for primary school teachers. Some methods and texts are modified. All methods are intended for group work due to the significant workload and specific nature of the work of educational psychologists. Our activities are based on the principles of universality of methods, ergonomics of carrying out diagnostic measures, their compliance with the age characteristics of schoolchildren, rational use of time and labor resources.

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Evaluation of meta-subject results is an assessment of the achievement of the planned results of mastering the main educational program, presented in the sections “Regulatory universal educational actions”, “Communicative universal educational actions”, “Cognitive universal educational actions” of the program for the formation of universal educational actions, as well as the planned results presented in all sections of interdisciplinary curricula. The formation of meta-subject results is ensured through the main components of the educational process - academic subjects. The main object of assessing meta-subject results is: the ability and readiness to master systematic knowledge, their independent replenishment, transfer and integration; ability to collaborate and communicate; ability to solve personally and socially significant problems and putting the solutions found into practice; ability and willingness to use ICT for learning and development purposes; ability for self-organization, self-regulation and reflection. Assessment of the achievement of meta-subject results can be carried out during various procedures.

5 slide

Slide description:

The content of the activities of employees of the socio-psychological school in the context of the implementation of the Federal State Educational Standards LLC. Studying the theory about the requirements of the Standard for psychological support of the Federal State Educational Standard LLC. Analysis of the results of diagnostic activities in 4th grades Development of a work plan in 2013-2015 for the implementation of the Federal State Educational Standard LLC in 5th grades. Development of diagnostic tools, including the development of criteria and methods for assessing the formation of universal educational actions. Preparing student survey forms to form a portfolio Carrying out diagnostic activities Processing the results to identify shortcomings identified during the work, in the methods of implementation and selection of criteria. Educational work with subject teachers Carrying out corrective measures with students. Conducting group and individual work with parents Continuation of work on the formation of a psychological portfolio of students and the class Speech at the educational institutions of subject teachers, parent meetings to sum up the results of diagnostic activities, analyze the information received, and issue recommendations.

6 slide

Slide description:

In our diagnostic activities, we used modified methods: Diagnosis of civic identity (Vlasova M, Ermakov P,) Diagnostics of moral development - method of S.V. Molchanova “Justice-care” modified and simplified in accordance with periodization and level of development moral consciousness 5th grade students of L. Kolberg. Diagnostics for determining the level of formation of a responsible attitude towards learning, students’ readiness and ability for self-development and self-education, methodology by I.S. Dombrovskaya “Motivation of educational activities. Adapted version for grades 4-6." Methodology “Professional interests and inclinations: adapted version for grades 4-6” Verbal associative diagnostics of Environmental – “ESOP” technique S. Deryabo, V. Yasvin Diagnostics for determining the level of attitude towards health and awareness of a healthy lifestyle – “Attitude Index” technique to health" by S. Deryabo, V. Yasevich.

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Personal actions of UUD provide value-semantic orientation of students (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, three types of actions should be distinguished: 1) actions of meaning formation; 2) actions for self-assessment, self-determination; 3) actions of moral and ethical assessment of the acquired content. Personal UUD 1. “I-concept” UUD: actions aimed at determining one’s position in relation to the social role of the student and school reality, actions that establish the meaning of the teaching. 2. Methodology “Reflective self-assessment of educational activities.” UUD: personal actions of self-determination in relation to the standard of social role “good student”; regulatory actions of assessing one's educational activities. 3. Methodology “Determination of the level of school motivation (according to Luskanova)” UUD: actions aimed at determining one’s attitude towards learning in secondary education and school reality; actions that establish the nature of learning motivation. 4. Methodology “Moral dilemmas. “Evaluate the action”” UUD: actions of moral and ethical assessment, taking into account motives and intentions., mutual assistance in conflict with personal interests 5. Methodology Questionnaire of educational motivation Evaluated UUD: action of meaning-making aimed at establishing the meaning of educational activities for the student.

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Regulatory UUD Regulatory actions of UUD ensure that students organize their learning activities, actions to build life plans; regulation of educational activities; self-regulation of states. Methodology "Discipline". UUD: the ability to carry out actions according to verbal instructions in order to study the degree of expression of a strong-willed character trait - discipline. Methodology “Numerical tables” UUD: an action aimed at remembering and retaining instructions over time, the ability to start performing an action and finish it at the required time point, identifying the degree of fatigue, stability of attention, performance in dynamics (productivity, workability, mental stability). 3. Methodology “Coding” UUD: sign-symbolic actions – coding (substitution); regulatory actions of control 4. Methodology “Flag of my class” UUD: communicative speech actions (communicative UUD), actions aimed at the ability to work according to the verbal instructions of a partner, action aimed at the formation of voluntary regulation of behavior (regulatory UUD) 5. Method “We plan your day" UUD: action aimed at goal setting and building life plans in a time perspective, drawing up a plan and sequence of actions

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Cognitive learning tools Cognitive learning skills include research actions - the ability to work with information (in the text); actions to formulate options for solving problems (manifestation of elements of combinatorial thinking; actions to reveal the essence of concepts, implement proofs (demonstration of skills logical thinking). Methodology “Learning to ask questions” UUD - the ability to work with information (in the text); actions to reveal the essence of concepts, manifestation of skills in using logical thinking Methodology “Make a word from elements according to the rule” UUD: general educational actions: sign-symbolic, logical, modeling, universal logical - analysis of objects in order to identify features (essential and non-essential); synthesis - as the composition of a whole from parts, including independent completion, replenishment of missing elements. Methodology “Working with metaphors” UUD: actions aimed at processing and structuring information, working with text (semantic reading), determining basic and secondary information (understanding the meaning of a proverb) Methodology “GIT” (establishing analogies) UUD: ability to think by analogy Methodology “GIT” (determining the similarities and differences of concepts) UUD: the ability to analyze concepts, compare them based on identifying essential features Methodology “GIT” (following instructions) UUD: actions aimed at understanding simple instructions and their implementation

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Communicative UUD Communicative UUD 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 enter into dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. In this group of UUDs, three types of actions should be distinguished: 1) taking into account the positions of the interlocutor; 2) establishing working relationships in the group; 3) steps to use linguistic means, adequate to the tasks of communication (with attempts to describe a personal path). Methodology “Flag of my class” UUD: communicative speech actions (communicative UUD), actions aimed at the ability to work according to the verbal instructions of a partner, action aimed at the formation of voluntary regulation of behavior (regulatory UUD) Method “Moral dilemmas. “Evaluate the action” UUD: actions of moral and ethical assessment, taking into account motives and intentions, mutual assistance in conflict with personal interests Method “Apples” UUD - actions aimed at consciously orienting students to the positions of other people, the ability to integrate into a peer group and build productive interaction taking into account the position of other group members. To conduct group diagnostic work, we prepared questionnaires for the psychologist containing instructions for the methods, the methods themselves, and criteria for evaluating the results. In addition, individual forms for students were developed.

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An example of the results of diagnosing meta-subject results within the framework of classroom-generalizing control in 2013-2015

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Recommendations for teachers Methods of forming UUD in the educational process. - develop students’ ability to evaluate their work using the proposed algorithms. - pay attention to the developmental value of any task. - do not compare students with each other, but evaluate the achievements of each student within the framework of the success of his own activities. - connect educational tasks with the life experience of students. - explain new material in class, attracting children to discover additional knowledge. - teach techniques for working in groups, showing ways of making common decisions. - help resolve educational conflicts by showing possible solutions. - pay attention to self-examination. - teach schoolchildren the skills of working with information - retelling, drawing up a plan, introducing different sources used to search for information. - pay attention to the development of memory and logical operations of thinking. - teach how to work using an algorithm and using non-standard ways to solve educational problems. - use project forms of work in class and extracurricular activities. - learn to make moral choices in various life situations. - demonstrate the need for the ability to plan and predict one’s actions. - include students in constructive activities, involving them in organizing events and encouraging children’s initiatives. - give a chance to correct a mistake, teach children not to be afraid to make mistakes and strive to correct them - show and explain why this or that mark was given, teach children to evaluate work according to criteria and independently choose criteria for evaluation. - allow students to participate in the process of evaluating each other’s answers. - help the student find himself, modeling an individual educational route, providing support, creating a situation of success. - teach schoolchildren to set goals and look for ways to achieve them, as well as solve emerging problems. - learn to draw up an action plan before starting work. - convey positive values. - learn in various ways expressing your thoughts, the art of argument, defending your own opinion, respecting the opinions of others. - teach ways to effectively memorize and organize activities. - show how to distribute roles and responsibilities when working in a team - actively include everyone in the learning process, and also encourage learning collaboration between students. - organize work in shift pairs, constructive joint activities.

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Recommendations to the teaching staff: 1. When organizing the educational process, take into account the personal characteristics of students. 2. Closed, isolated students should be involved in paired and group work. Encourage initiative, celebrate achievements in competitive activities, teach to appreciate the successes of peers. 3. To increase school motivation: - it is important to compare the student’s successes with his own previous achievements and celebrate his efforts. - stop ridicule of classmates over failures and erroneous answers. - to form the habit of analyzing problems that arise in students’ own educational activities and conditions associated with different situations school life. 4. Teach children in a team to adequately respond to situations in which the weaknesses of their classmates appear.

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Memo for teachers How to help a student master AUD? Brief glossary: ​​Universal learning activities (UAL) - 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. Universal educational activities (UAL) are divided into four main groups: Communicative UAL - 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 collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Personal actions of UUD - provide the value-semantic orientation of students (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. Regulatory actions of the UUD - ensure that students organize their educational activities. These include: - goal setting; - planning; - forecasting; - control in the form of comparison of the method of action and its result; - correction; - grade. - volitional self-regulation. Cognitive UUDs include general educational, logical actions, as well as actions of posing and solving problems.

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Recommendations for the development of universal learning activities. Personal UUD: 1. Remember that each child is individual. Help me find his individual qualities in him personal characteristics. 2. In a child’s life, no matter what age he is, an adult is the person who “opens” the real world to him. Help to discover and develop in each student his strong and positive personal qualities and skills. 3. When organizing educational activities in the subject, take into account the individual psychological characteristics of each student. Use data psychological diagnostics. 4. Remember that the most important thing is not the subject you teach, but the personality you form. It is not the subject that shapes the personality, but the teacher through his activities related to the study of the subject. Cognitive UUD: 1. If you want children to learn the material, teach them to think systematically in your subject (for example, the basic concept (rule) - example - the meaning of the material) 2. Try to help students master the most productive methods of educational and cognitive activity, teach theirx to study. Use diagrams and plans to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells it that knows, but the one who uses it in practice. Find a way to teach your child to apply his knowledge. 4. Develop creative thinking through a comprehensive analysis of problems; Solve cognitive problems in several ways, practice creative tasks more often.

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Communicative UUD: 1. Teach your child to express his thoughts. As he answers the question, ask him leading questions. 2. Don’t be afraid of “non-standard lessons”, try it various types games, discussions and group work to master material in your subject. 3. Create an algorithm for students to retell the text of the material, for following which you will be awarded an additional point, for example. 4. When organizing group work or in pairs, remind the children about the rules of discussion and conversation. 5. Teach your child to ask clarifying questions about the material (for example, Who? What? Why? Why? Where? Etc.), ask again, clarify; 6. Study and take into account the life experiences of students, their interests, and developmental characteristics. Regulatory UUD: 1. Teach your child to control his speech when expressing his point of view on a given topic. 2. Teach the student: to control, to perform his actions according to a given pattern and rule. 3. Help your child learn to adequately evaluate the work he has done. Teach how to correct mistakes.

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Since registration for diagnostics in Moscow is carried out on a voluntary basis, the choice of types of diagnostics by schools, the data on which is shown in the diagram, may be of interest.
According to the Federal State Educational Standard, meta-subject learning outcomes should reflect students’ mastery of universal educational actions (cognitive, regulatory, personal and communicative) and interdisciplinary concepts that reproduce essential connections and relationships between objects and processes.
Measuring materials for assessing mastery of interdisciplinary concepts, competence in problem solving and diagnosing reading literacy are components of a toolkit for assessing metasubject learning outcomes. Mastery of interdisciplinary concepts is assessed separately within two educational areas: natural science subjects (biology, physics and chemistry) and social and humanitarian subjects (literature, history, social studies). Diagnostics of reading literacy checks the development of skills in working with literary and educational texts. Diagnosis of competence in the field of problem solving affects an important meta-subject result, formed within all academic subjects and in demand in everyday life. The development of measurement materials in these areas is based on the experience of international comparative studies PIRLS, TIMSS and PISA. Let us dwell on the main results of these new types of diagnostics.

Intersubject diagnostics
Mastering interdisciplinary concepts and patterns within the framework of the natural science cycle is aimed at students understanding the unity of matter, the forms of its movement, as well as the general laws of development of the material world. Three blocks of concepts were included in the diagnostics: energy, transformation and conservation of energy; mass and dimensions of bodies, law of conservation of mass; substance, structure and properties of substances, as well as the ability to use mathematical apparatus in situations of a natural science nature.
The subject of testing within the framework of diagnostics based on the social and humanitarian block were concepts of a high level of generalization that require specification (for example, “freedom”, “society”, “personality”, “enlightenment”, “traditions”); multi-sense concepts that require distinguishing their meanings in the contexts used; as well as concepts to which each of the humanitarian subjects contributes.
Table 1 provides generalized information about the participants in interdisciplinary diagnostics.
In diagnostics based on natural science subjects, successful mastery of certain skills has been recorded: the ability to distinguish between the names of types of energy, determine the approximate sizes and mass of various objects, distinguish models of the structure of matter in different states of aggregation, and apply the law of conservation of mass. But at the same time, serious deficits were identified when performing tasks constructed on an interdisciplinary context in comparison with tasks of similar expert difficulty, but created using the context of only one subject. This fact allows us to speak about both weak interdisciplinary connections in the used educational and methodological sets of natural science subjects, and about insufficiently effective interdisciplinary interaction within educational institutions.
Analysis of the diagnostic results shows that within the framework of natural science subjects, it is necessary to draw the attention of methodological associations to the joint work of teachers of physics, chemistry and biology to analyze the educational and methodological sets used and ensure interaction in the study of interdisciplinary concepts. The advanced training system should also not remain aloof from solving these interdisciplinary problems. The introduction of a special module into advanced training programs dedicated to the problems of interaction between teachers of the natural sciences to implement the requirements for the formation of meta-subject learning outcomes would be a very timely step today.
In diagnostics based on social and humanitarian subjects, students demonstrated an understanding of the content of the proposed texts, the ability to detail, and correctly interpret the text. They operate quite freely with basic concepts when working with literary and popular science texts at the level of general understanding and simple logical operations with concepts. Problematic tasks turned out to be those requiring detailed statements, disclosure of the specific historical and universal content of the studied concepts, formulation and argumentation of independent value judgments, explanations, conclusions, expression of one’s own point of view in relation to the social realities that specify the concept.
From the results obtained, it is obvious that within the framework of social and humanitarian subjects, measures are needed aimed at strengthening the consistency of the content of education in individual subjects, since interdisciplinary integration is the most important condition fulfilling the cognitive needs of schoolchildren, developing their personal qualities and a means of activating their cognitive activity.

Diagnosis of Problem Solving Competence
8,596 tenth graders from 429 classes in 347 Moscow schools took part in this diagnostic. Problem-solving competence refers to students' ability to use cognitive skills to solve cross-curricular, real-world problems in which the solution is not clearly stated at first glance. In the conditions of modern life, when the development of science, technology, various spheres human activity occurs at a faster pace, students' problem-solving competence serves as the basis for further learning. This gives them the opportunity to more effectively organize personal activities and navigate a wide range of life tasks and social relationships.
To assess this competence, tasks were offered in which students had to apply their abilities and skills in a new context, develop optimal approaches to solving problems, and demonstrate flexibility of thinking. Students completed assignments to solve three different types of problems:
1) system analysis of the situation and process planning;
2) analyzing the operation of the device, following the instructions and diagnosing problems;
3) choice optimal solution based on a combination of several conditions.
Based on the test results, three groups were distinguished according to the level of mastery of the tested competence: low, medium and high. The group of students who demonstrated a low level of problem-solving competence based on diagnostic results made up 17% of the total number of participants. Tenth graders with this level of preparation were not able to fully cope with any group of tasks for solving problems of various types. This group is most successful in completing tasks that identify the variables present in the problem and the relationships between them; decides which variables are related to the problem and which are not related to it. In individual tasks, students in this group can integrate information presented in different forms (diagram, table, text), but they have difficulty planning actions. In addition, these students are able to simultaneously take into account no more than two or three independent conditions. For problems related to process planning and problem diagnosis, this group demonstrated only ability to perform basic level problem identification tasks using text or flow chart analysis.
Based on the diagnostic results, students mastered methods of solving two types of problems: choosing the optimal solution, system analysis, and process planning. Significant difficulties arise for tenth-graders in completing tasks that test their ability to evaluate the proposed algorithm of actions from various points of view; draw up an algorithm of actions to determine the cause of a device malfunction and how to eliminate it.
Proportion of students demonstrating high level, accounted for 13% of the total number of diagnostic participants. This group successfully resolved all types of problems proposed in diagnostics: analyzing the situation and planning the process, choosing the optimal solution based on a combination of several conditions, analyzing the operation of the device and diagnosing problems. At the same time, they successfully analyze problems in which the solution method is not clearly defined at first glance: they identify connections between three or four variables present in the problem, integrate information presented in various forms, plan a sequence of actions and present the results in the form of a table or block. schemes. The most difficult tasks for this group turned out to be the analysis of problems with technical devices.
The diagnostic results show the need to expand the range of use of task models testing skills in the field of problem solving for diagnosing individual skills at earlier stages of education, as well as the introduction of tasks testing mastery of skills related to various types of solutions into diagnostic work carried out as part of in-school control problems.

Diagnostics of reading literacy
Reading literacy is understood as a person’s ability to understand and use written texts, think about them, engage in targeted reading to expand their knowledge and capabilities, and participate in social life. Students' mastery of reading skills is the most significant of all meta-subject learning outcomes. In diagnostic work based on artistic and educational text, three blocks of skills were tested: information search and general understanding of the text (the ability to highlight the main idea of ​​the text, answer questions using explicitly given information, understand the figurative meaning of words), transformation and interpretation of information (the ability to structure the text , transform information from one sign system to another, form a system of arguments based on the text), as well as critical analysis and evaluation of information (the ability to find arguments in defense of one’s own point of view, question the reliability of information, make value judgments).
Table 2 provides summarized information about the diagnostic participants.
When interpreting the test results, three levels of students' mastery of reading skills were identified - high, medium and low. The group of students who demonstrated a low level of training based on diagnostic results was 13%. They did not achieve a level of mastery in any of the reading skills. We can note the success of completing only individual tasks, constructed, as a rule, in the form of an answer to a question using information presented explicitly in the text. Comparatively better than others, this group of students performed tasks on constructing a sequence of described events.
Students who have achieved a high level of reading proficiency (10%) demonstrated mastery of all meta-subject skills tested in this diagnostic, not only at the basic level, but also at an increased level of complexity. This group of sixth-graders is able not only to discover arguments in the text in support of the theses put forward, but also to form a system of arguments based on the text to substantiate a judgment, to apply information from the text to solve educational-cognitive and educational-practical problems, to evaluate statements made in the text based on from their ideas about the world. Only students with a high level of preparation showed the ability to construct their own text according to the given parameters.
Comparing the results of diagnostic work in the 5th and 6th grades, we can state that an increase in reading skills is observed when determining the main topic of the text, arranging a sequence of events in the text, and working with information to identify the meaning of unknown words.
Based on the results of the diagnostic work, skills were identified that were not sufficiently mastered by students: the ability to compare text and extra-text components, apply information from the text (texts) to solve educational-cognitive and educational-practical problems, evaluate statements made in the text, construct their own text that reflects the meaning read text.
To overcome the identified shortcomings, it seems advisable to create a special module in advanced training programs for teachers of various subjects aimed at teaching effective strategies for working with text; include the problems of developing reading skills in lessons of various subject areas into intra-school control; to improve the activities of school libraries and extracurricular work of class teachers to promote reading and increase motivation for leisure reading.

Moscow Center for Quality Education, in accordance with the order of the Department of Education dated August 17, 2012 No. 225 r, in September 2012 for educational institutions, who are making the transition to the Federal State Educational Standards LLC as soon as they are ready, a starting diagnostic of the educational achievements of primary school graduates was organized. Diagnostics according to the Federal State Educational Standard were carried out with the aim of recording the level of preparation in mathematics, the Russian language and to assess the development of cognitive meta-subject skills, the mastery of which is a necessary condition for continuing education in primary school.

270 educational institutions with a total of 17,201 students took part in the diagnostics according to the Federal State Educational Standard. In accordance with the requests of schools, students of the same class could be tested several times.

The presented analytical materials based on the results of the entire sample of diagnostic participants are intended to help schools analyze their results and adjust the educational process in order to improve the quality of education.

Diagnostics according to Federal State Educational Standardscognitive meta-subject skills for 5th grade

Characteristics of the instruments

The content of diagnostic work on meta-subject skills was determined by the Codifier of cognitive meta-subject skills for primary general education, which was compiled on the basis of the section of the Federal component of the state standard of primary general education of 2004 “General educational abilities, skills and methods of activity” (Order of the Ministry of Defense of March 5, 2004 No. 1089) taking into account materials from the section “Planned results of mastering interdisciplinary programs” of the Second Generation Standard (2009, www.standart.edu.ru). In connection with the transition to new standards, changes were made to the approaches to the design of tools that are focused on the requirements for learning outcomes published in the approximate basic educational program for primary school.

To carry out the diagnostics, 4 versions of tests of equal average difficulty were prepared, the completion of which was designed to take 60 minutes (with a five-minute break).

The tasks, combined into groups and differing in context, were aimed at testing the main blocks of cognitive meta-subject skills:

• skills that underlie reading competence (reading and understanding written texts);
• skills in working with information (understanding information presented in various forms, converting information from one sign system to another);
• skills related to the development of general logical methods of cognition (comparison, modeling, classification, etc.);
• skills related to mastering various methods of cognition.

Each of the four versions of the test for initial diagnostics consisted of 25 tasks, differing in the form of presentation (13 tasks with a choice of answers, 6 tasks with a short answer and 6 tasks with a detailed answer), the level of complexity, which was characterized by the degree of mastery of the method of activity (mastery of the method of activity, application and transformation of the way of activity). Proper execution assignments were worth 1 or 2 points. The maximum score for completing all 25 tasks was 33 points.

Table 1 shows the content structure of each version of the test: the distribution of tasks by groups of skills being tested, the level of difficulty and the maximum score for a given group of tasks.

Table 1

Content structure of diagnostic work options

Code	Tested group of cognitive meta-subject skills	Number of tasks				Maximum score
		Total	I level	Level II	Level III
1	Methods of cognition	5	2	2	1	8
2	General logical skills	7	2	3	2	11
3	Reading skills	10	5	3	2	11
4	Working with information	3	2	1	—	3
	Total	25	11	9	5
	Maximum score		13	12	8	33

Levels of difficulty of tasks (degree of mastery of the method of activity):

Level 1 - mastering a method of activity (recognizing an algorithm, following a pattern, etc.)

Level 2 - application of a method of activity (use of known algorithms, combination of algorithms)

Level 3 - transformation of the method of activity (changing a known algorithm, independently establishing a sequence of actions when solving a learning problem).

This structure of diagnostic work provided the opportunity to:

• identifying the individual level of development of cognitive meta-subject skills (each option included tasks to test all blocks of skills);
• determining the average level of development of LPA both for a specific educational institution and for the entire sample as a whole.

In addition, based on the diagnostic results, three levels of students’ mastery of the spectrum of tested cognitive meta-subject skills were determined - high, medium and low.

Main results of initial diagnostics

13,668 students from 251 educational institutions making the transition to the Federal State Educational Standard LLC took part in the initial diagnostics of meta-subject skills.

The majority of students (68%) received from 10 to 22 points (average level) based on the results of completing assignments. Less than 10 points (low level) were received by 15% of tested students, and 17% of students received from 23 to 33 points (high level). At the same time, 4% of those tested coped only with individual tasks, receiving from 1 to 6 points, and 6% received from 26 to 33 points for completing tasks. The diagram shows that the majority of those tested (59%) completed the tasks, scoring from 14 to 24 points (medium and high level).

The generalized results of the initial diagnostics for the entire sample of participants are presented in Table 2.

Table 2

Levels of mastery of meta-subjects skills			% of students who demonstrated this level of preparation
High (from 23 to 33 points)			17%
Average (from 10 to 22 points)			68%
Low (less than 10 points)			15%
Structure of mastery of MPU students			Average percentage of tasks completed
1. Methodological skills			47%
2. Logic skills			44%
3. Working with text			53%
4. Working with information			62%
Average percentage of assignments completed
All test items	Level 1 quests	Level 2 quests		Level 3 quests
49%	66%	47%		27%

When interpreting the test results, MCCE specialists identified three levels of students’ mastery of the range of tested meta-subject skills - high, medium and low. In international studies of the quality of education, four to seven levels of functional literacy are used when analyzing results.

Low level shows that the student recognizes certain methods of action studied within the framework of the initial (basic) stage of education, but knows how to apply them only for known typical situations, i.e. operates at the level of simple reproduction of an action. A student with a low level of mastery of MPU may experience serious difficulties in the further learning process; he needs compensatory classes to master the entire range of general educational skills.

Intermediate level indicates that the student copes with the use of tested methods of activity in simple situations, meaningfully uses the studied algorithms of action at the level of their application. When fixing this level, it is necessary to analyze the student’s performance of each group of tasks in order to identify difficulties in mastering certain methods of action and carry out appropriate targeted correction.

High level shows that students are quite fluent in testable methods of activity, can combine studied algorithms in accordance with the requirements of a new situation, and draw up their own plans for solving educational problems.

Below is an analysis of the results of completing tasks by groups of tested skills.

1. Methodological skills

Currently, the task of forming an elementary, but holistic idea of ​​the process of scientific knowledge is very relevant for elementary school. A student graduating from primary school must have elementary representation about all empirical methods of knowledge (observation, experience, measurement). But he can independently use not the entire method, but only individual techniques of these methods.

Each version of the initial diagnostic included five tasks to test methodological skills. One of the tasks with a detailed answer tested the ability to independently describe studied objects according to a given plan. Four tasks were constructed based on a text describing the course of the experiment and its results.

One of the propaedeutic tasks of the surrounding world is the formation of techniques research activities, which are directly related to students’ understanding of the individual stages of conducting experiments and observations. That is why in the starting diagnostics for grade 5, each option included tasks to determine the level of development of the specified skill in students at the time of graduation from primary school. Below is an example of a group of tasks to test methodological skills based on a description of experience.

The first multiple-choice task proposed for describing the experience tested the ability to identify the purpose of the experiment; the other two tasks (with a short answer and with a multiple choice answer) tested the ability to navigate during the experiment. The most successful task was to determine the property to be tested by conducting an experiment or identifying a hypothesis of an experiment. In general, more than half of the fifth-graders were successfully able to identify individual stages during the experiment, identify actions that contradict the course of the experiment, or summarize information about the features of the experiment from the text part of the instructions and from the illustrations provided. Here, difficulties were caused by tasks to determine the purpose of one of the elements of the experimental setup.

When completing the last task from this group (with a detailed answer), students had to independently describe the procedure for conducting the experiment according to the proposed modified hypothesis or draw a conclusion about the results of the experiment with modified conditions. On average, only about 5% of participants were able to fully answer the question, formulating a conclusion based on the results of the described experience. So in the above example of task C, it was necessary to indicate two elements in the answer:

1) The air in the jar will be compressed

2) The ball will increase in size.

16% of students correctly indicated one of the two elements of the answer, and only 2% of students correctly indicated two elements.

By the fifth grade, students should know that air decreases in volume when cooled, and after carefully reading the description of the experiment, it was necessary to come to an analogy of this experiment with the case of expansion of a ball described in the text when the film is stretched.

The tasks testing the skills associated with mastering the description method consisted of independently compiling a description according to the specified characteristics. In elementary school, a description is required according to a given plan. Each option included a task in which it was proposed to compose a story of 3-4 sentences based on the photograph data according to the proposed plan.

Write a story of 3–4 sentences about a person as a special being. In your story, be sure to include:

– traits that characterize a person as a representative of living nature;

– features that distinguish a person from living nature;

- changes that humans have brought to living nature.

Much to our disappointment, many student responses did not contain a complete 3-4 sentence story, but rather a description of what was shown in each photograph.

Only 11% of students gave a complete answer containing a description of the plan, receiving two points for this. 30% of students completed the task partially correctly and received 1 point.

In general, the results of this task depended significantly on the object being described. Thus, students were most successful in describing the features of spring changes in nature; descriptions of the features of natural zones turned out to be a little more difficult. These results show that within subject teaching, “ the world around us“Undoubtedly, attention is paid to developing the ability to describe the objects being studied. However, students experience serious difficulties in transferring this skill to objects for which this activity was not organized in class.

It is also necessary to take into account that skills 3 and 4 (see Table 4) were tested in tasks with a detailed answer, in contrast to skills 1 and 2, which were controlled in tasks with a choice of answers and a short answer. This may partly explain the sharp difference in task performance. It should be noted that the level of completion of tasks to test methods of cognition is generally insufficient. This is most likely explained by the fact that in the lessons of the surrounding world there are few demonstration and laboratory experiments that help to form this group of skills.

1. General logical skills

To test general logical skills, seven tasks were included in the diagnostic tests. Short-answer tasks tested the ability to identify a common feature for grouping objects, analyze objects with the identification of essential and non-essential features, and use sign-symbolic means when solving practice-oriented problems. Tasks with a detailed answer tested the ability to compare objects according to the most characteristic features and formulate conclusions based on the comparison results, as well as the ability to correlate or propose an object that corresponds to a given model.

Table 5 below shows the average results of completing tasks for diagnosing general logical skills.

Table 5

Testable skills	Average percentageexecution
1. Systematization of objects according to the specified criteria. Classification according to specified criteria	50%
2. Carrying out analysis of objects highlighting essential and non-essential features	30%
3. Comparison of objects according to the most characteristic features, formulation of conclusions based on the comparison results	40%
4. Recognition of the model corresponding to a given object Independent construction of an object for a given model	70% 50%
5. Ability to navigate a variety of problem solving methods	26%
General logical skills	44%

As objects for selecting general classification characteristics, students were offered groups of plants, animals, substances or natural phenomena. At the same time, all the proposed objects and their main features were studied in lessons about the surrounding world. Below is an example of one such task.

Example 3.

For each group of natural phenomena from the first column, select from the second column a sign by which these phenomena can be combined into a group.

Write down the selected numbers in your answer.

A	B

Correct answer: 5 2, 4 0% completion, while partially correctly completed, receiving 1 point - 33%, completely (2 points) - 23%.

In this group of tasks, the results differed slightly, but still the most difficult for fifth-graders turned out to be the identification of common features for a group of phenomena, and the simplest was the same operation for animals. In general, taking into account the form of the proposed tasks, we can talk about the maturity of this skill.

To test the general logical ability to analyze objects with the identification of essential and non-essential features, diagnostic tests included tasks in which a list of statements was given that describe this object(in three versions - plants or animals, and in one version - the hardening procedure known to students). Students had to select from the general list of features only the essential ones that would describe the specified features of this object. A total of 8 statements were offered; it was necessary to select three correct features. Below is an example of one such task.

Example 4

It is known that stone fruit - perennial herbaceous shade-tolerant plant .

Select from the list below statements that describe data characteristics of this plant and circle the corresponding numbers.

1. Birds and small animals love to feast on drupes.
2. The plant has a lignified trunk and a powerful root system.
3. Drupe has a straight green stem, trifoliate leaves and white flowers.
4. In the first year, the plant forms a rosette of leaves. On next year Flowers form on the green stems, and then seeds, after which the plant dies.
5. It grows best in deciduous and pine forests under dense tree canopies.
6. IN folk medicine A decoction of leaves and stems is used for diseases of the gastrointestinal tract.
7. In the first year after seed germination, only a rosette of leaves is formed. In subsequent years, the plant blooms and produces fruits and seeds. During the winter, the above-ground part dies off, and in the spring the leaves grow back.
8. Found in open sunny places along the edges and in the meadows.

Write down the circled numbers in your answer, without separating them with commas.

Correct answer: 3 5 7 ,fulfillment was 25%, with 33% completing it partially correctly, receiving 1 point, and 9% completing it completely (2 points).

In order to make the right choice of characteristics, students had to understand that these characteristics describe the drupe as a perennial, herbaceous, shade-tolerant plant (these concepts are taught in the lessons of the surrounding world and the level of their assimilation is an important factor in the success of this task). In essence, the task requires the disclosure of a generalized concept studied in class using specific examples. For example, item 7 of the task describes a perennial plant, and item 5 describes a shade-tolerant plant.

Most of the errors were associated with the selection of statements that did not fit the concepts stated for selection, for example, in the above example - statement 1.

In general, this group of tasks stands out as causing the greatest difficulties. We can recommend that teachers include in the current control tasks for the assimilation of generalized concepts through their disclosure in the particular characteristics of certain objects.

The ability to compare objects was tested by tasks with a detailed answer based on text. All features of objects necessary for comparison were described in the text. Students had to independently identify four features to compare the specified objects, highlighting two similar and two different features. The tasks did not require formulating a conclusion for comparison, that is, the comparison operation as a whole was not affected, taking into account the generalization of information on individual characteristics. An example of one of the tasks is given below.

Example 5

Read the description of two natural phenomena.

frost - These are deposits of ice crystals formed in frosty, foggy weather and in low winds on thin long objects - branches and twigs of trees, wires. Droplets of fog freeze, forming a continuous ice cover on objects. It looks extremely beautiful and gives a forest or park an amazing elegance.

Frost - these are very small ice crystals, similar to tiny snowflakes, that cover loose soil, window glass, rough walls of a house, benches. Frost appears as beautiful white patches of ice with intricate patterns of tropical leaves or flowers. It is formed on frosty, clear nights and in light winds from water vapor in the air.

Compare hoarfrost and hoarfrost. In your answer, indicate two characteristics that are the same for both natural phenomena, and two characteristics in which they differ from each other.

Write down the answer on the back of the test form, making sure to indicate the task number - C3, and noting which features are similar and which are different.

Completion of this task was 29%, while it was partially completed correctly, receiving 1 point - 35%, completely (2 points) - 11%. The number of points students received for completing the task was determined by the number of correct signs they found to compare two objects. Most students were able to successfully identify two features for comparison, while distinctive features traditionally turn out to be simpler than similar ones. The increase in the number of correctly selected features turned out to be significantly dependent on the nature of the objects being compared.

So for two plants or two aquarium fish On average, about 30% of students identified all four features, 19% for two minerals, and only 11% for natural phenomena (see example 5).

When identifying features for comparison, students preferred to use their own existing knowledge about objects rather than the information that was offered in the text, which indicates a lack of understanding of how to complete the task.

The results of completing the tasks show that the fifth-graders coped very well with the task of choosing a scheme for parsing a word according to its composition for the specified word (89%). Completion of the task with a detailed answer was 40%. Only 32% of tested students successfully completed the task, fulfilling two conditions:

• chose a plural noun (the answers often contained both verbs and adjectives, about plural also forgotten by many);
• the selected word corresponded to the scheme for parsing the word according to its composition.

I was also surprised by the “richness” of the vocabulary of the fifth-graders, who sometimes constructed words not used in Russian.

As can be seen from Table 5, the lowest results were demonstrated by 5th grade students when completing tasks to test their ability to navigate a variety of ways to solve problems, which in this test tested on the basis of mathematics. In these tasks it was necessary not only to solve the problem, but also to use data from the table, i.e. the ability to work with graphic information was an integral part of the success of these tasks. Students had to identify the relationships between the information presented in different columns of the table, choose a way to solve the problem (different from the algorithms they knew), and demonstrate understanding by performing the corresponding calculation. The likelihood of a mathematical error in calculations was reduced because students were allowed to use a calculator during testing. Unfortunately, only a third of fifth-graders were able to fully cope with these tasks, and most of the errors were associated precisely with the wrong choice of solution method.

1. Working with information

The initial diagnostic work included 3 tasks testing this group of skills. One of the tasks tested the ability to select the approximate content of a book based on its title, and two tasks tested working with tabular information. At the same time, tasks on understanding tabular information and converting a table into a bar chart were complicated by the use of additional computational operations. Table 6 shows the average percentage of completion of the corresponding groups of tasks by fifth-graders.

Table 6

Below is an example of tasks for working with tabular data, which caused the greatest difficulties.

Example 7

Malvina opened a laundry. The cost of electricity consumed by a laundry depends on the day of the week and time. The table shows the cost of electricity for 1 hour, provided that one washing machine is continuously running.

In the first task, students experienced obvious difficulties not so much in identifying information from the table, but in counting the number of operating hours of the washing machine. In the second task, the main mistake was that fifth graders forgot to take into account the operation of two washing machines on Friday and chose the third answer (22%) instead of the correct first answer.

In general, we can note a sufficient level of development of skills in working with information, while recommending more often the use of contexts associated with practice-oriented situations in mathematics lessons.

1. Reading skills

Table 7

Testable skills	Average percentageexecution
1. Determining the main topic of the text	60%
2. Finding information and facts explicitly specified in the text	66%
3. Drawing up a simple plan for the text	64%
4. Formulation of conclusions based on the content of the text	66%
5. Understanding information presented in the text in an implicit form	57%
6. Finding examples in the text that explain the meaning of unknown words. Elementary justification for the expressed judgment.	54%
7. Formulating simple value judgments based on text	25%
Working with text	53%

Based on the diagnostic results, we can say that elementary school graduates have developed the ability to identify the main topic of a text, draw simple conclusions about the content of the text, reconstruct the outline of the text, and answer questions that require searching for explicitly specified information. For all of these skills, task completion rates exceed 60%.

On average, half of primary school graduates (54%) demonstrated the ability to independently explain the meaning of unknown words (or expressions), based on the content of the text. Here, the greatest difficulties were caused by tasks in which words were proposed, one of the meanings of which is often used in everyday speech, but in the text this word has a different meaning. An example of one such task is given below.

Example 8 (text “Not at a loss”)

While reading, you came across words that are used infrequently, but their meaning in this text is quite clear.

For each word from the first column, find the correct interpretation of its meaning from the second column, indicated by a letter.

Please indicate the correct answer.

1)

BG

2)

AB — 47%

3)

BV — 21%

4)

AG

In the text, the word “threshold” occurs in the meaning of a river threshold, which should have been noted. However, answer No. 2 (AB), in which the word “threshold” was interpreted in the usual everyday sense, was found more often than the correct answer No. 3 (BV).

The lowest rate in this group is the completion of tasks with a detailed answer (the last task in the test). In two versions of these tasks, it was necessary to choose from the three specified proverbs the one that most accurately reflected the main idea of ​​the text, and provide a justification for your choice. Below is an example of one such task.

Example 9 (text “Not at a loss”)

C6. (1 point – 28%, 2 points – 16%)

Which of the following folk proverbs most accurately reflects the main idea of ​​the text?

Indicate the number of the proverb you have chosen. Explain why.

Only 16% of students were able to choose the proverb “He who seeks will find” as the correct answer and give a related justification. 28% of fifth-graders, having chosen the correct proverb, could not justify their choice.

Many students accepted the proverb “What goes around comes around” as the correct answer, as it was most likely more familiar to them.

In the other two versions, these tasks contained a question about the proposed text, for which it was necessary to provide a coherent justification for a statement of 2-3 sentences, for which two points were awarded. Below is an example of such a task.

Example 10 (text “Miracle Island”)

Why do you think this miracle happened, and Alyosha and his father found so many vigorous boletuses?

It was assumed that from the text the students understood why Alyosha and his father, overcoming the difficulties of the journey, ended up on the island. The answer could contain the statement “They snuck onto the island to please their mother with beautiful branches. Nature rewarded them." (Of course, other formulations were allowed that did not distort the meaning). A fully justified answer (2 points) was given by 8% of students, and a partially justified answer (1 point) by 16%. In many cases, justification was given in the form of fragmentary phrases or judgments or was completely absent.

To successfully develop the ability to make value judgments, it is necessary in lessons when working with text to discuss with students the understanding of the author’s position, develop the ability to express their own value judgments, compare the author’s position with their own point of view, focus on the linguistic features and structure of the text, etc.

A comparative analysis of the results of completing tasks that test mastery of a method of activity at the second level allows us to conclude that only fifth-graders who study at school with mostly “excellent” grades have mastered the controlled skills at this level (a high level of school performance: they have four main subjects no more than one "B").

Conclusions

Initial diagnostics to assess the level of formation of cognitive meta-subject skills showed that the majority of primary school graduates (85%) have the tested skills at an average and high level, which is mainly confirmed by the level of school performance (87% of students in four main subjects have no more than one "3")

The results of the diagnostic work indicate that primary school graduates have mastered at the first level of mastering a method of activity (recognizing an algorithm, following a pattern, etc.) such skills as:

• identifying an idea (assumption) that is tested through observation or experiment;
• recognition of the model corresponding to a given object;
• determining the topic of a book by its title;
• finding information and facts explicitly specified in the text;
• formulating conclusions based on the content of the text;
• drawing up a simple outline for the text;
• determining the main topic of the text.

At the level of applying the method of activity (using known algorithms, combining algorithms), students with a high level of school performance demonstrated mastery of the tested skills in all four groups (methodological, logical, working with information and text)

Only 6% of students with a high level of school performance, who scored more than 26 points when performing diagnostic work, demonstrated mastery of skills at the level of transforming the way of activity:

• finding and formulating rules, patterns, conclusions based on the results of observations and experiments;
• analysis of objects highlighting essential and non-essential features;
• elementary justification for the expressed judgment;
• formulating simple value judgments based on text.

15% of 5th grade students demonstrated a low level of development of cognitive meta-subject skills and need the organization of appropriate correctional work, without which their further education is impossible.