Many scientists, philosophers, teachers, methodologists argue that the primary school plays the most important role in education and upbringing. Here the child learns to read, write, count, listen, hear, speak, empathize. What is the role of modern elementary school? Integration, generalization, comprehension of new knowledge, linking them with the child's life experience based on the formation of the ability to learn. Learning to teach oneself is the task in which there is no substitute for school today.
The priority goal of school education, instead of simply transferring knowledge and skills from teacher to student, is the development of the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process. Achievement of this goal becomes possible due to the formation system of universal educational activities (UUD)(FGOS 2nd generation for elementary school). Mastering universal learning activities gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.
Program for the formation of universal educational activities.
Explanatory note
up-to-date and new task, in accordance with the requirements of the Standard, is to ensure the development of universal educational activities as psychological component of the fundamental core of the content of education, along with the traditional presentation subject content of specific disciplines. Universal learning activities provide "the ability to learn", the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience.
All this necessitated the development of a program for the formation of universal educational activities.
The program is compiled on the basis of the requirements of the Second Generation Standard, to the personal and meta-subject results of mastering the main educational program elementary general education, an exemplary educational program of primary general education, methodological recommendations "How to design universal educational activities in primary school: from action to thought ": A guide for the teacher / A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others; Ed. A. G. Asmolova. - M.: Education, 2010.
The program is implemented in a comprehensive manner through studying proccess, extracurricular, extracurricular and extracurricular activities, continuity from preschool to primary general education.
Program goal: ensure the regulation of various aspects of the development of meta-subject skills, i.e. methods of activity applicable within the framework of both the educational process and in solving problems in real life situations.
Program objectives:
1. set values primary education;
2. determine the composition and characteristics of universal educational activities;
3.to identify universal educational activities in the content of subject lines and determine the conditions for formation in the educational process and in vital situations.
The program for the formation of universal educational activities includes:
· value orientations of the content of primary general education;
Characteristics of personal, regulatory, cognitive, communicative universal learning activities of students;
connection of universal educational activities with the content of the subjects of the compulsory part of the curriculum and the part formed by the educational institution (individual subjects and extracurricular activities);
· typical tasks of formation of personal, regulative, cognitive, communicative universal educational actions;
description of the continuity of the program for the formation of universal educational activities in the transition from preschool to primary and basic general education;
GEF primary general education defines the value orientations of the content of education at the level of primary general education as follows:
1. Formation of the foundations of a person's civic identity, including:
A sense of belonging and pride in their homeland, people and history;
Awareness of human responsibility for the welfare of society;
Perception of the world as one and whole with a variety of cultures, nationalities, religions;
Refusal to divide into “us” and “them”;
Respect for the history and culture of each nation.
2. Shaping psychological conditions development of communication, cooperation cooperation:
Goodwill, trust and attention to people,
Willingness to cooperate and friendship, to provide assistance to those who need it;
Respect for others - the ability to listen and hear a partner, recognize the right of everyone to their own opinion and make decisions taking into account the positions of all participants;
3. Development of the value-semantic sphere of the individual on the basis of universal morality and humanism:
Acceptance and respect for the values of the family and society, school and team and the desire to follow them;
Orientation in the moral content and meaning of actions, both one's own and those around them, the development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;
Formation of a sense of beauty and aesthetic feelings based on acquaintance with world and domestic artistic culture;
4. Development of the ability to learn as the first step towards self-education and self-education:
Development of broad cognitive interests, initiative and curiosity, motives for knowledge and creativity;
Formation of the ability to learn and the ability to organize their activities (planning, control, evaluation);
5. Development of independence, initiative and responsibility of the individual as a condition for its self-actualization:
Formation of self-esteem and emotionally positive attitude towards oneself;
Willingness to openly express and defend one's position;
Criticality in relation to their actions and the ability to adequately evaluate them;
Readiness for independent actions, responsibility for their results;
Purposefulness and perseverance in achieving goals;
Life optimism and readiness to overcome difficulties;
The ability to resist actions and influences that pose a threat to the life, health and safety of the individual and society within their capabilities.
The main values of the content of education, formed at the stage of primary general education
The value of the world | 1. as a common home for all the inhabitants of the Earth; 2. as a world community represented by different nationalities; 3. as a principle of life on Earth. |
The value of human life | as an opportunity to manifest, to realize humanity, positive traits and virtues, all values |
The gift of the word | as an opportunity to gain knowledge, communicate |
The value of nature | awareness of being part of the natural world. Careful attitude to nature as a habitat and human survival, as a source for experiencing a sense of beauty, harmony, its perfection |
Family value | as a community of relatives and friends, in which the language, cultural traditions of their people are transmitted, mutual assistance and mutual support are carried out |
The value of good | as a manifestation of the highest human abilities - love, compassion and mercy. |
The value of knowing the world | the value of scientific knowledge, reason, the realization of a person's desire to comprehend the truth |
The value of beauty | as perfection, harmony, alignment with the ideal, striving for it - "beauty will save the world" |
The value of labor and creativity | as a desire for creative activity aimed at creating conditions for the realization of other values |
The value of freedom of choice | as an opportunity to make judgments and actions within the framework of the norms, rules, laws of society |
The value of love for the motherland, the people | as a manifestation of a person's spiritual maturity, expressed in a conscious desire to serve the Fatherland |
A modern primary school graduate is a person:
· inquisitive, actively cognizing the world;
possessing the basics of the ability to learn;
Loving native land and country;
Respecting and accepting the values of the family and society;
ready to act independently and be responsible for their actions to the family and school;
benevolent, able to listen and hear a partner, able to express his opinion;
Obeying the rules of a healthy and safe lifestyle for yourself and others.
Universal educational activities in the teaching materials used by our school are considered as a set of pedagogical guidelines in the organization of the educational process in elementary school.
An indicator of the success of the formation of UUD will be the orientation of the student to perform actions expressed in the categories:
know/can
· want,
do
Psychological terminology | Pedagogical terminology | Child's language | Pedagogical landmark (the result of pedagogical influence adopted and implemented by the student)know/can, want, do |
Personal universal learning activities. | personality education (Moral development; and the formation of cognitive interest) | What is good and what is bad "I want to study" "Learning Success" "Live in Russia" "Growing up as a good person" "In a healthy body healthy mind!" |
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Regulatory universal learning activities. | self-organization | "I understand and act" "I'm in control" "Learning to evaluate" “I think, I write, I speak, I show and I do” |
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Cognitive universal learning activities. | research culture | "I'm studying". | "Seeking and Finding" "Picture and fix" "I read, I speak, I understand" "I think logically" "I solve a problem" |
Communicative universal learning activities | communication culture | "We are together" | "Always in touch" |
Formation of universal educational activities by means of the used teaching materials "Primary school of the 21st century"
The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various subject disciplines. The requirements for the formation of universal educational activities are reflected in the planned results of mastering the programs of the subjects "Russian language", " Literary reading”, “Mathematics”, “World around”, “Technology”, “Foreign language”, “ art”, “Physical culture” in relation to the value-semantic, personal, cognitive and communicative development of students.
Priorities of subject content in the formation of UUD
semantic UUD accents | Russian language | Literary reading | Maths | The world |
personal | vital self- definition | Meaning formation | moral and ethical orientation |
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regulatory | goal-setting, planning, forecasting, control, correction, evaluation, algorithmization of actions (Mathematics, Russian language, World around, Technology, Physical culture, etc.) |
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cognitive general education | modeling (translation of spoken language into written language) | semantic reading, arbitrary and conscious oral and written statements | modeling, selection of the most effective ways to solve problems | wide range of information sources |
cognitive logical | formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature | analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions |
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communicative | using the means of language and speech to receive and transmit information, participate in a productive dialogue; self-expression: monologue statements of various types. |
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Each subject, depending on its content and methods of organization learning activities students reveals certain opportunities for the formation of universal educational actions.
In accordance with the requirements of the Federal State Educational Standard, the structure and content of the system of textbooks "Primary School of the 21st Century" are aimed at achieving the following personal results of mastering the main educational program:
1) Formation of the foundations of Russian civil identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity, the formation of the value of a multinational Russian society, humanistic and democratic value orientations.
2) Formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions.
3) Formation of a respectful attitude to a different opinion, history and culture of other peoples.
To achieve these personal results, the system of textbooks "Primary School of the 21st Century" includes relevant sections and topics, texts of various forms and content, exercises, assignments, and tasks.
In "The World Around"- these are the topics "Nature of Russia", "Pages of the history of the Fatherland", "Native land - part big country”, “Modern Russia”, “Life in the city and the countryside”, “What is the Motherland?”, “What do we know about the peoples of Russia?”, “What do we know about Moscow?”, “Russia on the map”.
In the 1st grade, children get acquainted with the state symbols of Russia (coat of arms and flag).
In the course "Literary Reading" - these are the sections: “Oral Folk Art”, “Chronicles, Epics, Lives”, “Motherland”, “I Love Russian Nature”, “Poetic Notebook”, “Nature and We”, “From Russian Classical Literature”, “Literature foreign countries”, etc., as well as texts and assignments about our multinational country, about the traditions and customs of its peoples and the peoples of the world, about the diversity of nature and the need to treat it with care. The system of such tasks allows students to realize themselves as citizens of the country, to form a universal identity.
In the course "Russian language" exercises and tasks about the Motherland, about the defenders of the Russian Earth, about maintaining peace in their country and around the world are presented in a variety of form and content. Through texts, children get acquainted with the national values of our fatherland, ancient monuments and their creators, Russian craftsmen, whose hands created the Tsar Cannon and Tsar Bell, the Church of the Intercession on the Nerl, etc., learn about the great heritage of our people - the Russian language. In this regard, the texts of I.D. Turgenev, A.I. Kuprin, A.N. Tolstoy, D.S. Likhachev, M.M. Prishvin, I.S. Sokolova-Mikitova, K.G. Paustovsky and others, poetic lines of A.S. Pushkin, I.A. Bunina, M.Yu. Lermontov, N.M. Rubtsova, N.I. Sladkov, S.Ya. Marshak and others, convincing students of the beauty, imagery, richness of the Russian language. Pupils compose texts, stories about their small homeland - a region, a city, a village, about their sights, natural and cultural and historical features.
In "Mathematics"- in the plots of text tasks (for example, in grades 3 and 4) information from the historical past of our country is presented - about the duration of the Great Patriotic War and about victory in it, about the school museum of military glory and about helping veterans, about the age of the Russian fleet, about modern achievements of Russia in the field of cosmonautics; about industries, about the rich cultural heritage of the country (for example, about the years of the life of A.S. Pushkin, about the collected works of L.N. Tolstoy, about visiting museums, art galleries, etc.).
In "Music" works of domestic musical art are considered in the context of world artistic culture, the principle of dialogue of cultures is widely used. It involves the acquaintance of students with folk and professional music of various nationalities on the basis of its comparison and identification of common life content, moral and aesthetic issues, differences in styles, musical language, creative style of representatives of different eras and cultures.
In "Fine Arts" achievement indicated results is carried out thanks to the content of specific tasks and the cross-cutting principle of constructing teaching material, which is based on the idea of “from the native threshold to the world of great culture”.
The textbooks offer "Pages for the Curious" with tasks of a creative nature.
From the first grade, younger students learn not only to observe, compare, classify objects, reason, generalize, etc., but also to record the results of their observations and actions in various ways (verbal, practical, symbolic, graphic). All this forms the ability to solve problems of a creative and exploratory nature.
Connection of universal educational activities with the content of educational subjects
is defined by the following statements:
1. UUD is an integral system in which it is possible to single out interrelated and mutually conditioning types of actions:
communicative - providing social competence,
Cognitive - general educational, logical, related to problem solving,
personal - determining motivational orientation,
Regulatory - ensuring the organization of their own activities.
2. The formation of UUD is a purposeful, systematic process that is implemented through all subject areas and extracurricular activities.
3. The UUDs set by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.
4. The scheme of work on the formation of specific UUD of each type is indicated in thematic planning, technological maps.
5. Methods for taking into account the level of their formation - in the requirements for the results of mastering the PM for each subject and in the mandatory programs extracurricular activities.
6. Pedagogical support of this process is carried out with the help of the Universal Integrated, which is a procedural way of assessing the achievements of students in the development of universal educational activities.
7. The results of mastering UUD are formulated for each class and are a guideline in organizing monitoring of their achievement.
Forms of organization of the educational process aimed at
on the formation of universal educational activities
The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of these universal learning activities and their properties. Universal educational activities represent an integral system in which the origin and development of each type of educational activity is determined by its relationship with other types of educational activities and the general logic of age-related development.
The selection and structuring of the content of education, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of UUD.
Forms of educational activity as a condition for the formation of universal educational activities
Academic collaboration | The teacher sees the child as equal partner, an active, influential participant in the educational process, organizes communication, dialogue. Participants in the process are emotionally open and free in their statements. The child freely uses the help of a teacher or peers. With such cooperation, the teacher acts as an organizer who acts indirectly, and not direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources. Educational cooperation allows to form communicative, regulatory, cognitive and personal universal learning activities. |
Creative, design, educational and research activities | Artistic, musical, theatrical creativity, design, conception and implementation of socially significant initiatives, etc. Work on projects harmoniously complements class-lesson activities in the educational process and allows you to work on obtaining personal and meta-subject results of education in more comfortable conditions for this, not limited by the time frame of individual lessons. The focus of projects on the original end result in a limited time creates the prerequisites and conditions for achieving regulatory metasubject results. joint creative activity students when working on projects in a group and the necessary final stage of work on any project - the presentation (defense) of the project - contribute to the formation of meta-subject communicative skills. Personal results when working on projects can be obtained by choosing the subject of projects. |
Control and evaluation and reflective activity | Self-esteem is the core of a person's self-awareness, acting as a system assessments and ideas about oneself, one's qualities and capabilities, one's place in the world and in relationships with other people. The central function of self-assessment is regulatory function. The origin of self-esteem is associated with the communication and activities of the child. The development of self-esteem is significantly influenced by a specially organized educational action of evaluation. Conditions for the development of the action of evaluating educational activities: setting the task for the student to evaluate their activities (it is not the teacher who evaluates, the child is tasked with assessing the results of his activities); The subject of assessment is learning activities and their results; methods of interaction, own opportunities for carrying out activities; organization of objectification for the child of changes in educational activities based on a comparison of his previous and subsequent achievements; formation of a student's attitude to improve the results of their activities (assessment helps to understand what and how can be improved); the formation of the student's ability to cooperate with the teacher and independently develop and apply criteria for a differentiated assessment in educational activities, including the ability to analyze the causes of failures and highlight the missing operations and conditions that would ensure the successful completion of the educational task; organization of educational cooperation between the teacher and students, based on mutual respect, acceptance, trust, and recognition of the individuality of each child. |
Labor activity | Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops the positive qualities of a person: organization, discipline, attentiveness, observation. The work of younger students allows the teacher to get to know their individual characteristics better, to find out their creative possibilities, to develop certain abilities. Labor activity allows to form personal universal learning activities. |
sports activities | Mastering the basics of physical culture, familiarity with various sports, the experience of participating in sports competitions will help to form volitional personality traits, communicative actions, regulatory actions. |
Continuity in the formation of universal educational activities at the levels of general education
The organization of succession is carried out during the transition from preschool education to primary education, from primary education to basic education, from basic to secondary education. At each stage of the educational process, diagnostics (physical, psychological, pedagogical) of students' readiness for learning at the next stage are carried out. Starting diagnostics determines the main problems that are typical for most students, and in accordance with the characteristics of the stage of education for a certain period, a system of work on succession is built.
The problem of organizing the continuity of education affects all links of the existing educational system, namely: transitions from a pre-school educational institution (pre-school) to an educational institution that implements the main educational program of primary general education and then the main educational program of basic and secondary (complete) education, and, finally, to a higher educational institution. At the same time, despite the huge age-psychological differences between students, the difficulties they experience during transitional periods have much in common.
The main problems of ensuring continuity are associated with ignoring the task of purposeful formation of such universal educational actions as communicative, speech, regulatory, general cognitive, logical, etc.
The problem of succession is most acute at two key points - at the time children enter school (when they move from the pre-school level to the level of primary general education) and during the transition of students to the level of basic general education.
Research children's readiness for school during the transition from pre-school to primary general education, they showed that education should be considered as a comprehensive education, including physical and psychological readiness.
Physical readiness is determined by the state of health, the level of morphological and functional maturity of the child's body, including the development of motor skills and qualities (fine motor coordination), physical and mental performance.
Psychological readiness for school – complex system characteristic mental development a child of 6-7 years old, which implies the formation of psychological abilities and properties that ensure the adoption by the child of a new social position of the student; the ability to perform educational activities, first under the guidance of a teacher, and then the transition to its independent implementation; assimilation of the system scientific concepts; the development by the child of new forms of cooperation and educational cooperation in the system of relations with the teacher and classmates.
The formation of the foundation for the readiness for the transition to learning at the level of primary general education should be carried out within the framework of specific children's activities: plot-role-playing, visual activity, construction, perception of a fairy tale, etc.
All these components are present in the program for the formation of universal learning activities and are set in the form of requirements for the planned learning outcomes. The basis for the continuity of different levels of the educational system can be an orientation towards the key strategic priority of continuous education - the formation of the ability to learn, which should be ensured by the formation of a system of universal educational activities.
In the field of regulatory ECM, students will be able to master all types of learning activities, including the ability to accept and maintain a learning goal and task, plan its implementation, including internally, control and evaluate their actions, make appropriate adjustments to their implementation.
For the formation personal
· participation in projects;
Summing up the lesson
· creative tasks;
visual, motor, verbal perception of music;
mental reproduction of a picture, situation, video film;
self-assessment of the event, incident;
achievement diaries;
cognitive universal learning activities, the following types of tasks are appropriate:
Find the differences (you can set their number);
“What does it look like?”;
search for the superfluous;
"Labyrinths"
ordering;
"chains"
ingenious solutions;
drawing up schemes-supports;
· work with different kind tables;
drawing up and recognition of diagrams;
work with dictionaries;
For diagnosis and formation regulatory universal learning activities, the following types of tasks are possible:
"intentional errors";
search for information in the proposed sources;
Mutual control
"I'm looking for mistakes"
· CONOP (control survey on a specific problem).
For diagnosis and formation communicative universal educational activities, the following types of tasks can be offered:
Make up a task for a partner;
feedback on the work of a friend;
group work on the compilation of a crossword puzzle;
“Guess who we are talking about”;
Dialogue listening (formulation of questions for feedback);
· “prepare a story...”, “describe verbally...”, “explain...”, etc.
In the activities of the teacher in the formation of UUD, the following provision of the standard should attract attention.
“Primary education should guarantee “a variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creativity, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.”
Planned results for the formation of UUD
Personal results at different stages of learning
Classes | Evaluate situations and actions (value attitudes, moral orientation) | Explain the meaning of their assessments, motives, goals (personal self-reflection, ability for self-development, motivation for knowledge, study) | Self-identify in life values (in words) and act in accordance with them, being responsible for their actions (personal position, Russian and civil identity) |
1–2 grades – required level | Assess simple situations unambiguous actions as "good" or "bad" in terms of: – generally accepted moral rules of philanthropy, respect for work, culture, etc. (values); – the importance of playing the role of a “good student”; - the importance of caring for one's health and the health of all living beings; - the importance of distinguishing between "beautiful" and "ugly". Gradually understand that life is not like fairy tales and it is impossible to divide people into "good" and "bad" | REMEMBER Explain why specific unambiguous actions can be assessed as “good” or “bad” (“wrong”, “dangerous”, “ugly”) from the standpoint of known and generally accepted rules. SELF-AWARENESS Explain to yourself: What personal habits do I like and dislike (personal qualities), - what I do with pleasure and what I do not (motives), - what I do well and what I don't (results) | SELF-DETERMINATION Be aware of yourself valuable part of a large diverse world(nature and society). Including: explain what binds me: - with my relatives, friends, classmates; - with fellow countrymen, people; - with your homeland; - with all people; - with nature; to feel a sense of pride for "their" - relatives and friends. ACTIONS Choose an action definitely assessed situations based on: – well-known and simple generally accepted rules"kind", "safe", "beautiful", "correct" behavior; – empathy in joys and in troubles for "their" relatives, friends, classmates; – empathy feelings others not similar people on you responsiveness to adversity all living beings. Admit your bad deeds |
3-4 grades - required level (for grades 1-2 - this is an advanced level) | Evaluate simple situations and unambiguous actions as "good" or "bad" from the position: – universal human values (incl. justice, freedom, democracy); – Russian civilian values (important for all citizens of Russia); - the importance of learning and new knowledge; - the importance of caring for human health and to nature); - needs for "beautiful" and negation of "ugly». Separate evaluation of an act from the assessment of the person himself (bad and good are actions, not people). Note actions and situations that cannot be clearly assessed. how good or bad | REMEMBER Explain why specific unambiguous actions can be assessed as "good" or "bad" ("wrong", "dangerous", "ugly"), from the position universal and Russian civilian values. SELF-AWARENESS Explain to yourself: - what is good in me and what is bad (personal qualities, character traits), - what I want (goals, motives), What can I do (results) | SELF-DETERMINATION: Be aware of yourself Russian citizen, including: explain what connects me with the history, culture, fate of your people and all of Russia, feel a sense of pride for your people, your homeland empathize with them in joys and troubles and show these feelings in good deeds. Recognize yourself as a valuable part many-sided world, including respect other opinions, history and culture of other peoples and countries, do not allow them to be insulted, ridiculed. Formulate himself simple rules behavior, common to all people, all citizens of Russia (the foundations of universal and Russian values). ACTIONS Choose an act in unambiguously evaluated situations based on rules and ideas (values) important for: - all people, - their countrymen, their people, their homeland, including for the sake of "their own", but contrary to their own interests; – respect different people each other, their good neighborhood. answer for them(take punishment) |
Enhanced Level 3–4 grades | evaluate, including ambiguous, actions as "good" or "bad", resolving moral contradictions based on: – universal human values and Russian values; - the importance of education, a healthy lifestyle, the beauty of nature and creativity. Predict estimates of the same situations from the point of view of different people, differing in nationality, worldview, position in society, etc. Learn to notice and recognize discrepancies between their actions and their declared positions, views, opinions | REMEMBER Explain positive and negative ratings, including ambiguous actions, from the standpoint of universal and Russian civil values. Explain differences in grades the same situation, an act by different people (including yourself), as representatives of different worldviews, different groups of society. SELF-AWARENESS Explain to yourself: - some of their character traits; - their individual immediate goals of self-development; - their most notable achievements. | SELF-DETERMINATION To recognize oneself as a citizen of Russia and a valuable part of the many-sided changing world, including: Stand up (within your ability) humane, equal, civil democratic orders and prevent their violation; Search your position(grades 7–9 – gradually make your civic and cultural choices) in diversity social and ideological positions, aesthetic and cultural preferences; Aim for understanding with representatives of other cultures, worldviews, peoples and countries, based on mutual interest and respect; Carry out good deeds that are useful to other people, to your country, including giving up some of your desires for their sake. work out in controversial conflict situations rules of conduct that promote non-violent and equal conflict resolution. ACTIONS Define your action including in ambiguously assessed situations, based: - culture, people, worldview, to which you feel your involvement – basic Russian civic values, – universal, humanistic values, incl. values of peaceful good neighborly relations between people of different cultures, positions, worldviews Admit your bad deeds and voluntarily answer for them (accept punishment and self-punishment) |
Regulatory universal learning activities at different stages of learning
Classes | Determine and formulate the purpose of the activity. Draw up an action plan to solve the problem (task) | Take action to implement the plan | Correlate the result of your activity with the goal and evaluate it |
1 class - required level | Learn to determine the purpose of the activity in the lesson with the help of a teacher. Speak the sequence of actions in the lesson. Learn to express your guess (version) | Learn to work according to the proposed plan | Learn to jointly give an emotional assessment of the activities of the class in the lesson. Learn to distinguish the right task from the wrong |
Grade 2 - required level (for grade 1 - advanced level) | Determine the purpose of learning activities with the help of a teacher and independently. To learn together with the teacher to discover and formulate educational problem together with the teacher. Learn to plan learning activities in the classroom. Express your version, try to offer a way to check it | Working according to the proposed plan, use the necessary tools (textbook, simple instruments and tools) | Determine the success of your assignment in a dialogue with the teacher |
3–4 grades - required level
| Determine the purpose of educational activity with the help of a teacher and independently, look for means of its implementation. Independently formulate the objectives of the lesson after a preliminary discussion. Learn to identify and formulate a learning problem together with the teacher. Make a plan for completing tasks, solving problems of a creative and exploratory nature together with the teacher | Working according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher | In dialogue with the teacher, learn to develop evaluation criteria and determine the degree of success in the performance of one's work and the work of everyone, based on the existing criteria. Understand the reasons for your failure and find ways out of this situation |
Enhanced Level 3-4 classes | Learn to identify and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher. Create a project plan with the teacher | Working according to the plan, use along with the main and additional tools (reference books, sophisticated devices, ICT tools) | In dialogue with the teacher, improve the assessment criteria and use them in the course of assessment and self-assessment. During the presentation of the project, learn to evaluate its results |
Cognitive universal learning activities at different stages of learning
Classes | Extract information. Focus on your system of knowledge and realize the need for new knowledge. Make a preliminary selection of information sources to search for new knowledge. Obtain new knowledge (information) from various sources and in various ways | Process information to obtain the desired result, including the creation of a new product | Convert information from one form to another and choose the most convenient form for yourself |
1 class - required level | To distinguish the new from the already known with the help of a teacher. Navigate in the textbook (on the spread, in the table of contents, in the dictionary). Find answers to questions using the textbook, your life experience and the information received in the lesson | Draw conclusions as a result of the joint work of the whole class. Compare and group items. Find patterns in the arrangement of figures by the value of one attribute. Name a sequence of simple familiar actions, find the missing action in a familiar sequence | Retell small texts in detail, name their topic |
Grade 2 - required level (for class 1 - this is an advanced level) | Understand that additional information (knowledge) is needed to solve a learning problem in one step. Understand in what sources you can find the necessary information to solve the educational problem. Find the necessary information both in the textbook and in the dictionaries and encyclopedias proposed by the teacher | Compare and group items on several grounds. Find patterns in the arrangement of figures by the value of two or more features. Give examples of the sequence of actions in everyday life, in fairy tales. Distinguish statements from other sentences, give examples of statements, determine true and false statements. Observe and draw your own conclusions | Make a simple outline of a short narrative text |
3-4 grades - required level (for grade 2 - this is an advanced level) | Independently assume what information is needed to solve a learning problem in one step. Select the sources of information necessary for solving the educational problem among the dictionaries, encyclopedias, and reference books proposed by the teacher. Extract information presented in different forms (text, table, diagram, illustration, etc.) | Compare and group facts and phenomena. Relate objects to known concepts. Determine the constituent parts of objects, as well as the composition of these constituent parts. Determine the causes of phenomena, events. Draw conclusions based on the generalization of knowledge. Solve problems by analogy. Build similar patterns. Create models highlighting the essential characteristics of the object and presenting them in a spatial-graphic or symbolic form | Present information in the form of text, tables, diagrams, including using ICT |
Enhanced Level 3–4 grades | Independently assume what information is needed to solve the subject educational problem, which consists of several steps. Independently select for solving subject learning objectives necessary dictionaries, encyclopedias, reference books, electronic disks. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet) | Analyze, compare, classify and generalize facts and phenomena. Identify causes and effects of simple phenomena. Write conclusions in the form of “if …, then …” rules; for a given situation, compose short chains of rules “if ..., then ...”. Transform models in order to identify general laws that define a given subject area. Use the information received in project activities under the guidance of a teacher-adviser | Present information in the form of tables, diagrams, a reference summary, including with the help of ICT. Make a complex plan of the text. Be able to transmit content in a compressed, selective or expanded form |
Communicative universal learning activities at different stages of learning
Classes | Communicate your position to others, mastering the techniques of monologue and dialogic speech | Understand other positions (views, interests) | Negotiate with people, coordinating their interests and views with them, in order to do something together |
1-2 classes - required level | To formulate your thought in oral and written speech (at the level of one sentence or a small text). Learn by heart a poem, a prose fragment. | Listen and understand the speech of others. Engage in conversation in the classroom and in life | Jointly agree on the rules of communication and behavior at school and follow them. Learn to play different roles in the group (leader, performer, critic) |
3-4 grades - required level (for grades 1-2 - this is an advanced level) | To formulate their thoughts in oral and written speech, taking into account their educational and life speech situations, including with the help of ICT. Express your point of view and try to substantiate it, giving arguments | Listen to others, try to take a different point of view, be ready to change your point of view. - to separate the new from the known; - to highlight the main thing; - to make plan | Performing various roles in the group, cooperate in the joint solution of the problem (task). Learn to respect the position of another, try to negotiate |
Enhanced Level 3-4 classes | If necessary, defend your point of view, arguing it. Learn to back up arguments with facts. Learn to be critical of your own opinion | Understand the point of view of another (including the author). To do this, own the right type of reading activity; independently use learning reading techniques on various texts, as well as listening techniques | To be able to look at the situation from a different position and negotiate with people of other positions. Organize educational interaction in a group (distribute roles, negotiate with each other, etc.). Anticipate (predict) the consequences of collective decisions |
List of UUD formation technologies Teacher: 1. marks the child's progress in comparison with his past results 2. shows why this or that knowledge is needed, how it is useful in life, unobtrusively broadcasting the meaning of the teaching to children. 3. attracts children to the discovery of new knowledge while mastering new material. 4.Teaches children how to work in groups, shows how to come to a common solution in group work, helps children resolve educational conflicts, teaching the skills of constructive interaction 5. in the lesson, pays great attention to self-testing of children, teaching them how to find and correct a mistake, children learn to evaluate the results of the assignment using the proposed algorithm, the teacher shows and explains why this or that mark was put, teaches children to evaluate work according to criteria and choose criteria for evaluation. 6. evaluates not only himself, but also allows other children to participate in the assessment process, at the end of the assignment, at the end of the lesson, the teacher, together with the children, evaluate what the children have learned, what worked and what did not 7.sets the goals of the lesson and works with children towards the goals - "in order to achieve something, each participant in the lesson must know the goal." 8. teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, teaches them to use different sources used to find information. 9. draws attention to the development of memory and logical operations of thinking, various aspects of cognitive activity. 10. draws attention to general ways of acting in a given situation - and teaches children how to use generalized ways of acting. 11.uses project forms of work in the classroom and extracurricular activities 12. teaches the child to make a moral choice in the framework of work with valuable material and its analysis. 13.finds a way to get kids excited about knowledge. 14. believes that the child must be able to plan and predict their actions. 15. includes children in constructive activities, collective creative activities, involving them in organizing events and encouraging children's initiatives. 16. always gives a chance to correct a mistake, shows that a mistake is normal - the main thing is to be able to learn from mistakes. 17.helps the child find himself by completing an individual route, providing support, creating a situation of success. 18. teaches the child to set goals and look for ways to achieve them, as well as solve problems that arise. 19. the teacher teaches children to make a plan of action before starting to do something 20. unobtrusively transmits positive values to children, allowing them to live them and, by their own example, be convinced of their importance and significance. 21. teaches different ways of expressing one's thoughts, the art of arguing, defending one's own opinion, respecting the opinions of others. 22. organizes activity forms within which children could live and acquire the necessary knowledge and values. 23. teaches children how to effectively memorize and organize activities. 24.shows how to distribute roles and responsibilities when working in a team 25. Actively includes everyone in the learning process and also encourages learning collaboration between students, students and teacher. 26.and students together solve emerging learning problems. 27.uses the interactive features of ICT in the lesson 28. organizes work in pairs of shifts, within the framework of training stations 29. gives children the opportunity to independently choose tasks from the proposed ones. 30. teaches children to plan their leisure time. 31. organizes constructive joint activities. |
Universal learning activities (UUD)
Provide the student's ability to self-development and self-improvement
through the conscious and active appropriation of new social experiences
Functions of the universal learning activities "Learning in communication":
1. Regulation of educational activities
adoption and setting of educational goals and objectives,
search and effective application the necessary means and methods for the implementation of educational goals and objectives,
control, evaluation and correction of the process and results of educational activities
2. Creation of conditions for self-development and self-realization of the individual
readiness for continuous education based on the ability to learn ,
formation of civic identity and tolerance of life in a multicultural society,
development of high social and professional mobility
3. Ensuring the success of training
successful acquisition of knowledge, skills and abilities;
formation of a holistic picture of the world;
formation of competencies in any subject area of knowledge
Types of universal learning activities
Personal
Regulatory
general cognitive
Communicative
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UUD name |
document, program |
Student actions |
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GEF |
Approximate OOP |
Program "Formation of UUD" |
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cognitive |
general education; Brain teaser; Problem posing and solving |
Reflective reading; State the problem and argue its relevance; Independently conduct research, test hypotheses; Organize research to test hypotheses; Argument. |
general education, logical learning activities, setting and solving the problem. |
Make hypotheses: Prove or disprove the proposed hypothesis; Conduct an experiment, study Generalize subject concepts; Compare, analyze; Establish causal relationships; Structure the text, highlight the main, secondary; Uses various informational resources. |
|
Communicative |
Planning of educational cooperation; Asking questions; Construction of speech statements; Leadership and coordination of actions with a partner. |
Take into account different opinions and strive to coordinate different positions in cooperation; Formulate your own opinion and position, argue and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities; |
Planning learning collaboration with teacher and peers Raising questions, proactive cooperation in the search and collection of information; Conflict resolution, decision making and its implementation; Managing the partner's behavior - control, correction, evaluation of his actions; The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; |
Expresses his own opinion and position, establishes and compares different points of view, argues his own opinion, organizes, exercises mutual control, mutual assistance. Carries out control, correction, evaluation of the actions of the partner, uses adequate language means, displays the content of the actions performed in speech, fully conveys information to the partners. |
|
Regulatory |
goal setting; Planning; Forecasting; Control; Correction; |
Goal-setting, setting new goals, transformation of a practical task; Independently analyze the conditions for achieving the goal; Set target priorities; Be able to independently manage your time and manage it; Adequately self-assess the correctness of the action |
Goal-setting as setting a learning task based on the correlation of what is already known and learned by students, and what is still unknown; Planning - determining the sequence of intermediate goals, taking into account the final result; Forecasting - anticipation of the result and the level of assimilation of knowledge, Control Correction - making the necessary additions and adjustments Evaluation - the selection and awareness by students of what has already been learned and what still needs to be learned, Self-regulation |
Plan, reflect; Focus on the situation; predict the result; Designate a target; Make decisions; Correct; Carry out self-control; Evaluate their activities. |
|
Personal |
Meaning formation; Moral and aesthetic assessment; Self-knowledge and self-determination; |
formation: the foundations of the civic identity of the individual(including cognitive, emotional-value and behavioral components); foundations of social competencies(including value-semantic attitudes and moral standards, experience of social and interpersonal relations, legal awareness); Willingness and ability to transition to, including readiness to choose the direction of specialized education. |
Personal, professional, life self-determination; Sense formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, moral and ethical orientation, including the evaluation of the content being assimilated, providing a personal moral choice. UUD: formation... planned results for program formation UUD. For formation personal universal educational... Explanatory note The interdisciplinary program for the formation of universal educational activities at the stage of primary general education (hereinafter referred to as the program for the formation of uud) specifies the requirements of the fgos noo for personal and meta-subject results of mastering the main educational program of primary general education,Explanatory note... programs and serves as the basis for the development of exemplary programs subjects, courses, disciplines. Program formation UUD... and the nature of the species universal action. Program formation UUD for primary general education: establishes ... The program for the formation of universal educational activities for students at the stage of primary general education Explanatory note (2)ProgramProcess. Theoretical and methodological basis of design programs formation UUD in general, they are system-activity and ... way, quality and efficiency of implementation programs formation UUD The program for the formation of universal educational activities for students at the stage of primary general education of general educationProgramPrevention school difficulties. Target programs formation UUD regulation of the processes of mastering meta-subject skills ... sociological surveys). Quality and efficiency of implementation programs formation UUD largely dependent on awareness... | |
slide 1
slide 2
What is the mission of the school?
Formation in each child of the ability to learn - to teach YOURSELF.
slide 3
The priority goal of school education:
development of the student's ability to independently set a learning task, design ways to implement them, monitor and evaluate their achievements.
slide 4
slide 5
How to achieve this goal?
Thanks to the system of formation of universal educational activities
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inquisitive, actively and interestedly knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; loving his people, his land and his homeland; respecting and accepting the values of the family and society; ready to act independently and be responsible for their actions to the family and society; benevolent, able to listen and hear the interlocutor, justify his position, express his opinion; following the rules of a healthy and safe lifestyle for yourself and others. (FGOS NOO, p. 7, section I.)
"Portrait of an elementary school graduate"
Slide 9
sense-making actions
actions of moral and ethical assessment
Personal UUD
Actions of self-determination
Slide 10
provide value-semantic orientation of students and orientation in social roles and interpersonal relationships: personal, (professional), life self-determination; meaning formation, i.e. the establishment by students of a connection between the purpose of educational activity and its motive; moral and ethical orientation, including the evaluation of digestible content, providing a personal moral choice
slide 11
Personal universal actions
They allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real ones. life goals and situations. They are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future.
slide 12
Cognitive UUD
general educational, including special subject actions
logical, including sign-symbolic actions
posing and solving problems
slide 13
Cognitive universal actions
include: General educational universal actions: - self-selection and formulation of a cognitive goal; -search and selection of the necessary information; -structuring knowledge; - sign-symbolic modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted, and the transformation of the model in order to identify the general laws that define this subject area - the ability to consciously and arbitrarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities, etc.
Slide 14
Universal Boolean Actions
analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including with independent completion, replenishment of missing components; choice of grounds and criteria for comparison, seriation, classification of objects; summing up under concepts, deducing consequences; establishment of causal relationships; building a logical chain of reasoning; proof; hypotheses and their justification.
slide 15
Statement and solution of the problem:
problem formulation; independent creation of ways to solve problems of a creative and exploratory nature.
slide 16
cognitive actions
They include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.
Slide 17
Regulatory universal learning activities
Goal setting Planning Control Forecasting Correction
Volitional self-regulation
Slide 18
Regulatory learning activities of younger children school age: 1. The ability to learn and the ability to organize their activities (planning, control, evaluation): - the ability to accept, maintain goals and follow them in educational activities; - the ability to act according to a plan and plan their activities; - overcoming impulsiveness, involuntariness; - the ability to control the process and results of their activities, including the implementation of anticipatory control in cooperation with the teacher and peers; - the ability to adequately perceive grades and marks; - the ability to distinguish between the objective difficulty of the task and the subjective complexity; - the ability to interact with adults and peers in educational activities.
Slide 19
Regulatory learning activities
2. Formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties: - purposefulness and perseverance in achieving goals; - willingness to overcome difficulties, the formation of an attitude to find ways to resolve difficulties (coping strategy); - formation of bases of optimistic perception of the world.
Slide 20
Regulatory UUD
Regulatory UUD include self-control skills, the ability to solve a learning problem, the ability to work according to an algorithm, the level of development of combinatorial skills.
slide 21
Regulatory actions
They provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering.
slide 22
Communicative UUD
Planning for Learning Collaboration
Asking questions
Construction of speech statements
Leadership and coordination with a partner
slide 23
Communicative actions - interpersonal and business cooperation, a positive and responsible attitude towards the world of nature and culture, the small motherland and the Fatherland. These include: planning learning collaborations with the teacher and peers; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, search for solutions and its implementation; management of the partner's behavior - control, correction, evaluation of his actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
Regulatory UUD
1. The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity (FGOS OOO p. 10). Thus, as planned meta-subject results, it is possible, but not limited to the following, a list of what the student will be able to:
- analyze existing and plan future educational outcomes;
- identify own problems and determine the main problem;
- put forward versions of the solution to the problem, formulate hypotheses, anticipate the final result;
- set the goal of the activity based on a specific problem and existing opportunities;
- formulate learning objectives as steps to achieve the goal of the activity;
- justify targets and priorities with references to values, indicating and justifying the logical sequence of steps.
2. The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:
- determine the action(s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
- to substantiate and carry out the choice of the most effective ways of solving educational and cognitive problems;
- determine / find, including from the proposed options, the conditions for the implementation of the educational and cognitive task;
- build life plans for the short-term future (state targets, set adequate tasks for them and propose actions, indicating and justifying the logical sequence of steps);
- choose from those offered and independently seek means / resources to solve the problem / achieve the goal;
- draw up a plan for solving the problem (project implementation, research);
- identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
- describe your experience, formalizing it for transfer to other people in the form of a technology for solving practical problems of a certain class;
- plan and adjust your individual educational trajectory.
3. The ability to correlate their actions with the planned results, to monitor their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation (FGOS OOO p. 10). The student will be able to:
- determine, together with the teacher and peers, the criteria for the planned results and the criteria for evaluating their educational activities;
- to systematize (including choosing priority) criteria for planned results and evaluation of their activities;
- select tools for evaluating their activities, exercise self-control of their activities within the framework of the proposed conditions and requirements;
- evaluate their activities, arguing the reasons for achieving or not achieving the planned result;
- find sufficient funds to carry out educational activities in a changing situation and / or in the absence of a planned result;
- working according to its plan, make adjustments to current activities based on an analysis of changes in the situation in order to obtain the planned characteristics of the product/result;
- establish a relationship between the obtained characteristics of the product and the characteristics of the process of activity, upon completion of the activity, propose a change in the characteristics of the process to obtain improved product characteristics;
- compare your actions with the goal and, if necessary, correct errors yourself.
4. The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it (FGOS OOO p. 10). The student will be able to:
- determine the criteria for the correctness (correctness) of the educational task;
- analyze and justify the use of appropriate tools to complete the learning task;
- freely use the developed criteria for assessment and self-assessment, based on the goal and available criteria, distinguishing the result and methods of action;
- to evaluate the product of its activity according to predetermined and/or independently determined criteria in accordance with the purpose of the activity;
- justify the achievability of the goal in the chosen way based on an assessment of its internal resources and available external resources;
- fix and analyze the dynamics of their own educational results.
5. Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities (FGOS OOO p. 10). The student will be able to:
- observe and analyze their educational and cognitive activities and the activities of other students in the process of mutual verification;
- correlate the actual and planned results of individual educational activities and draw conclusions
- make decisions in a learning situation and be responsible for it;
- independently determine the reasons for their success or failure and find ways out of the situation of failure;
- retrospectively determine what actions to solve the learning problem or the parameters of these actions led to the receipt of the existing product of learning activities;
- demonstrate methods of regulation of psychophysiological/emotional states to achieve the effect of calming (eliminating emotional tension), the effect of recovery (weakening the manifestations of fatigue), the effect of activation (increasing psychophysiological reactivity).
Cognitive UUD
6. The ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (FGOS OOO p. 10 ). The student will be able to:
- select words subordinate to the keyword, defining its features and properties (sub-ideas);
- build a logical chain of a keyword and its subordinate words;
- highlight the sign of two or more objects or phenomena and explain their similarity;
- combine objects and phenomena into groups according to certain characteristics, compare, classify and generalize facts and phenomena;
- distinguish a phenomenon from the general range of other phenomena;
- to determine the circumstances that preceded the emergence of a connection between phenomena, to single out from these circumstances the determinants that can be the cause of this phenomenon, to identify the causes and consequences of phenomena;
- build an argument from general patterns to particular phenomena and from particular phenomena to general patterns;
- build a reasoning based on a comparison of objects and phenomena, while highlighting common features;
- present the information received, interpreting it in the context of the problem being solved;
- independently indicate information that needs to be verified, propose and apply a method for verifying the accuracy of information;
- verbalize the emotional impression made on him by the source;
- explain phenomena, processes, connections and relationships revealed in the course of cognitive and research activities (give an explanation with a change in the form of representation; explain, detailing or generalizing; explain from a given point of view);
- identify and name the causes of an event, phenomenon, including possible causes / most probable causes, possible consequences of a given cause, independently carrying out a cause-and-effect analysis;
- draw a conclusion based on critical analysis different points of view, confirm the conclusion with their own argumentation or independently obtained data.
7. The ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:
- designate an object and / or phenomenon with a symbol and a sign;
- determine logical connections between objects and / or phenomena, designate these logical connections using signs in the diagram;
- create an abstract or real image of an object and/or phenomenon;
- build a model/scheme based on the conditions of the problem and/or the method of solving the problem;
- create verbal, material and informational models highlighting the essential characteristics of the object to determine how to solve the problem in accordance with the situation;
- transform models in order to identify general laws that define this subject area;
- transfer complex (multi-aspect) information from a graphical or formalized (symbolic) representation into a textual representation, and vice versa;
- build a scheme, an action algorithm, correct or restore a previously unknown algorithm based on existing knowledge about the object to which the algorithm is applied;
- build evidence: direct, indirect, by contradiction;
- analyze / reflect on the experience of developing and implementing an educational project, research (theoretical, empirical) based on the proposed problem situation, the set goal and / or the specified criteria for evaluating the product / result.
8. Semantic reading (FGOS OOO p. 10). The student will be able to:
- find the required information in the text (in accordance with the goals of their activities);
- navigate the content of the text, understand the holistic meaning of the text, structure the text;
- establish the relationship of the events, phenomena, processes described in the text;
- summarize the main idea of the text;
- transform the text, "translating" it into another modality, interpret the text (fiction and non-fiction - educational, popular science, informational, non-fiction text);
- critically evaluate the content and form of the text.
Communicative UUD
9. Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend one's opinion (FGOS OOO p. 10). The student will be able to:
- identify possible roles in joint activities;
- play a role in joint activities;
- take the position of the interlocutor, understanding the position of the other, distinguish in his speech: opinion (point of view), evidence (arguments), facts; hypotheses, axioms, theories;
- identify their actions and the actions of a partner that contributed to or hindered productive communication;
- build positive relationships in the process of educational and cognitive activities;
- correctly and reasonably defend one's point of view, in a discussion be able to put forward counterarguments, rephrase one's thought (possession of the mechanism of equivalent replacements);
- be critical of your opinion, with dignity recognize the fallacy of your opinion (if any) and correct it;
- offer an alternative solution in a conflict situation;
- highlight a common point of view in the discussion;
- agree on the rules and issues for discussion in accordance with the task assigned to the group;
- organize educational interaction in a group (define common goals, distribute roles, negotiate with each other, etc.);
- within the framework of the dialogue, eliminate gaps in communication caused by misunderstanding / rejection on the part of the interlocutor of the task, form or content of the dialogue.
10. The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; fluency in oral and writing, monologue contextual speech (FGOS OOO p. 10). The student will be able to:
- determine the task of communication and, in accordance with it, select speech means;
- select and use speech means in the process of communication with other people (dialogue in pairs, in a small group, etc.);
- present in oral or written form a detailed plan of their own activities;
- observe the norms of public speech and the rules in the monologue and discussion in accordance with the communicative task;
- express and justify an opinion (judgment) and request the opinion of a partner within the framework of a dialogue;
- make a decision during the dialogue and coordinate it with the interlocutor;
- create written "clichéd" and original texts using the necessary speech means;
- use verbal means (means of logical connection) to highlight the semantic blocks of your speech;
- use non-verbal means or visual materials prepared/selected under the guidance of a teacher;
- make an estimated conclusion about the achievement of the goal of communication immediately after the completion of the communicative contact and justify it.
11. Formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies) (FGOS LLC p. 10). The student will be able to:
- purposefully seek and use information resources necessary for solving educational and practical problems using ICT tools;
- choose, build and use an adequate information model to convey their thoughts by means of natural and formal languages in accordance with the conditions of communication;
- highlight the informational aspect of the problem, operate with data, use a model for solving the problem;
- use Computer techologies(including the choice of software and hardware tools and services adequate to the task) for solving information and communication educational tasks, including: calculation, writing letters, essays, reports, abstracts, creating presentations, etc.;
- use information in an ethical and legal manner;
- create information resources of various types and for different audiences, observe information hygiene and information security rules.
Cognitive UUD
12. Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation (FGOS OOO p. 10). The student will be able to:
- determine their attitude to the natural environment;
- analyze the influence of environmental factors on the habitat of living organisms;
- conduct a causal and probabilistic analysis of environmental situations;
- predict changes in the situation when the action of one factor changes to the action of another factor;
- disseminate environmental knowledge and participate in practical activities to protect the environment;
- express their attitude to nature through drawings, essays, models, design work.
Sections: Primary School
At present, the main task of education is to educate a person who can learn independently. This is important due to the high rate of renewal of scientific knowledge and technology, when a person constantly has to learn and relearn. The standards of the second generation put forward “the development of students on the basis of their mastery of universal educational activities” as the goal and main result of education. In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. The universal nature of educational actions is manifested in the fact that they are of a supra-subject, meta-subject nature, i.e. each subject, depending on its content and ways of organizing the educational activities of students, has opportunities for the formation of universal educational activities.
In other words, universal learning activities (hereinafter - UUD) should provide students not only with the successful assimilation of knowledge, the formation of skills, abilities, competencies in any subject area, but also the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and methods. their achievements, monitor and evaluate the process and results of activities.
In accordance with the Federal State Educational Standard, the main educational program includes four types of UUD: personal, communicative, regulatory and cognitive.
Personal actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.
Regulatory actions provide students with the ability to organize their educational and cognitive activities.
cognitive actions provide the ability to cognize the world around: readiness to carry out directed search, processing and use of information.
Communicative actions provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account the specific situation.
The formation of UUD in the educational process is determined by three complementary provisions:
the formation of UUD as a goal determines the content and organization of the educational process;
the formation of UUD takes place in the context of the assimilation of various subject disciplines and extracurricular activities;
UUD can be formed on the basis of the use of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.
The task of the teacher is to learn how to organize the educational process in such a way that the mastering of the basic concepts by students occurs simultaneously with the accumulation of experience of actions that ensure the development of the ability to independently seek, find and assimilate knowledge, i.e. the competence to “teach to learn”. The selection of the content of educational subjects, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of UUD.
Each academic subject, depending on the subject content, has certain opportunities for the formation of UUD. Consider priorities subject content in the formation of UUD.
Russian language |
Literary reading |
Maths |
The world |
Technology |
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Personal. |
vital |
meaning formation |
moral and ethical orientation |
creative self-realization |
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Regulatory. |
goal-setting, planning, forecasting, control, correction, evaluation, algorithmization of actions |
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cognitive |
modeling (translation of spoken language into written language) |
semantic reading, arbitrary and conscious oral and written statements |
modeling, the formation of a common technique for solving problems, choosing the most effective ways to solve problems |
wide range of information sources |
Modeling and Displaying a Transformation Object |
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Cognitive logical. |
Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature |
Analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions |
Formation of an internal plan based on phased development |
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Communicative. |
Using the means of language and speech to receive and transmit information, participation |
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So, the connection of universal educational actions with the content of educational subjects is determined by the following statements:
UUD is an integral system in which it is possible to single out interrelated and interdependent types of actions:
- communicative - providing social competence,
- cognitive - general educational, logical, related to problem solving,
- regulatory - ensuring the organization of their own activities,
- personal - determining motivational orientation.
The formation of UUD is a purposeful, systemic process that is implemented through all subject areas and extracurricular activities.
The UUD specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.
The scheme of work on the formation of specific UUD of each type is indicated in thematic planning, technological maps.
Ways to take into account the level of their formation - in the requirements for the results of mastering the curriculum for each subject and in the mandatory programs of extracurricular activities.
The pedagogical support of this process is carried out with the help of the Portfolio, which is a procedural way of assessing the achievements of students in the development of universal educational activities.
The results of mastering UUD are formulated for each class and are a guideline in organizing monitoring of their achievement.
In each school, each teacher, the content of UUD should vary depending on various conditions: on the age of students and their individual characteristics, on the class, on the pedagogical style and priority pedagogical approaches of the teacher, subject specifics, etc.
Consider the activities of students at each stage lesson and select those UUDs that can be formed with the right organization learning process.
1. Goal setting.
The teacher leads students to understand the topic, purpose and objectives of the lesson and formulate them. It is important for students to realize at this stage the boundaries of their knowledge and ignorance. This activity contributes to the formation of cognitive, regulatory (goal-setting), communicative (objective communication) and personal (motivation) UUD.
2. Planning.
Students plan ways to achieve the intended goal, and the teacher assists them in this, advises. At the same time, students develop regulatory UUD (planning).
3. Practical activities of students.
Students carry out learning activities according to the planned plan. Here you can use group work or individual work. The teacher advises students. At the same time, cognitive, regulatory, communicative UUDs develop.
4. Control.
Students exercise control themselves (it can be self-control, mutual control). The teacher also acts as a consultant.
UUD are formed: regulatory (control, self-control), communicative.
5. Correction of activity.
Students formulate difficulties and carry out their own correction. The task of the teacher is to provide the necessary assistance.
UUD are formed: regulatory, communicative.
6. Assessment of students.
Students evaluate activities based on their results (self-assessment, mutual assessment). The teacher advises.
UUD are formed: regulatory (assessment, self-assessment), communicative.
7. The result of the lesson.
Reflection is underway. In this activity, UUD are formed: regulatory (self-regulation), communicative, personal.
8. Homework.
It is useful to offer students tasks to choose from (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative UUDs are formed.
Of course, the UUDs are presented here in a generalized form. But it is precisely this kind of work that helps to see at what stage of the lesson what meta-subject results can be formed if the activities of students are properly organized.
And now let's consider more specifically what methods, techniques, teaching aids, forms of organization of students' activities can be used when conducting a lesson aimed at forming not only subject, but also meta-subject results.
1. Goal setting. Conducting problematic dialogue.
2. Planning. Work with the lesson map.
3. Practical activities of students.
a) Group, pair, individual forms of organizing the activities of students.
b) Work on solving design problems.
c) Conducting role-playing games.
d) Work with the textbook. It is necessary to make maximum use of the possibilities of the main learning tool - the textbook, because all textbooks have been examined for compliance with the requirements of the Federal State Educational Standard of the IEO and allow us to achieve the necessary results.
e) Application of dictionaries, reference books, encyclopedias, ICT-technologies.
4. Control.
a) Application of the method of unmarked learning (“magic rulers” - author G.A. Tsukerman).
b) Self-control and mutual control by in advance certain criteria.
5. Correction of activity.
a) Mutual aid organization;
b) the use of various memos.
6. Assessment of students.
a) Application of the method of non-grading learning - author G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to criteria defined in advance.
7. The result of the lesson. Conducting reflection using:
a) Reception "palm" (the higher the activity in the lesson, the higher the position of the pencil on the palm);
b) emoticons;
c) colored circles in feedback sheets, etc.
8. Homework.
a) The use of creative tasks, practical-significant tasks;
b) the use of differentiated tasks.
Of course, these are not the only possibilities for constructing a lesson aimed at the formation of UUD. new standard, having determined the requirements for educational results, requires the teacher to build a lesson in a new way. However, if the methods of work used by the teacher before can work for new results, they certainly need to be applied in the new educational environment.
So, the success of education in elementary school largely depends on the formation of universal educational activities. The development of UUD ensures the formation of psychological neoplasms and abilities of the student, which, in turn, determine the conditions for the high success of educational activities and development academic disciplines. If in elementary school students develop universal learning activities to the full extent, then it will not be difficult for them to study in the main part of the school.
To control the mastery of UUD students, it is important to diagnose them (twice a year). The criteria for assessing the formation of universal learning activities should take into account two components:
compliance with age-psychological regulatory requirements;
compliance of properties of universal actions with predetermined requirements.
Age-psychological standards are formed for each type of UUD, taking into account a certain stage of their development. The properties of actions to be assessed include: the level of performance of the action, completeness, consciousness, generality, criticality and mastery.
Let us dwell on those positions that we diagnose when studying the level of formation of UUD of younger schoolchildren through the performance of tasks.
To study the formation of cognitive UUD, the following skills are diagnosed:
determine the need and sufficiency of information to solve the problem;
select sources of information necessary to solve the problem;
extract information from texts, tables, diagrams, illustrations;
compare and group facts and phenomena;
determine the causes of phenomena and events;
draw conclusions based on the generalization of knowledge;
present information in the form of tables, charts, diagrams.
To study the formation of regulatory UUD, skills are diagnosed :
independently formulate the purpose of the activity;
draw up an action plan;
act according to plan;
compare actions with the goal, find and correct errors;
check and evaluate the results of the work.
To study the formation of communicative UUD, the following skills are diagnosed:
read information given explicitly;
explain the meaning of words and phrases;
read information given in implicit form;
understand the meaning of the text as a whole (the main idea);
interpret the text (through creative retelling).
To study the formation of personal UUD, the following skills are diagnosed:
evaluate actions from the position of moral values;
explain the assessment of an act from the position of moral values;
determine important rules of conduct for yourself and others;
choose behavior in accordance with generally accepted rules;
to separate the assessment of the act from the assessment of the person himself;
define an act as ambiguous (it cannot be unambiguously assessed as good or bad).
It must be remembered that the student-centered approach to the diagnosis of UUD does not imply a comparison of the student's results with the results of his classmates, and personal results are not evaluated individually, but only in the class as a whole.
The results of diagnostics enable the teacher to determine the effectiveness of the implementation of the educational process, to adjust, if necessary, their own activities and the content of education, to see the possibilities for implementing an individual approach to the development of each student. Repeated diagnostics allows you to track the dynamics of the formation of universal learning activities and influence their further development.
In conclusion, it should be noted that if the formation of UUD is not given due attention, this will lead to acute problems of school education: lack of formation of educational and cognitive motives and low curiosity of a significant part of students, difficulties in arbitrary regulation of educational activities, a low level of general cognitive and logical actions, difficulties in school adaptation , growth of deviant behavior . It is purposeful systematic work on the formation of UUD that is the key condition for increasing the efficiency of the educational process in the new conditions of the development of society.
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