Sections: elementary 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 |
Mathematics |
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 |
|
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. The new standard, having defined 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 primary 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 the development of 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.
Bibliography:
Asmolov A.G.. How to design universal learning activities in elementary school / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. – M.: Enlightenment, 2011.
Buneev R.N. Diagnosis of meta-subject and personal results of primary education / R.N. Buneev, E.V. Buneeva, A.A. Vakhrushev, A.V. Goryachev, D.D. Danilov. – M.. 2011
Galperin P.Ya. Methods of teaching and mental development of the child / P.Ya. Galperin. - M., 1985
Zavyalova O.A. Meta-subject activities in teaching: where should the teacher start? / O.A. Zavyalova. - M., 2012
Melnikova E.L. Problem lesson, or How to discover knowledge with students: A guide for the teacher / E.L. Melnikova E.L. - M., 2006
Mikheeva Yu.V. Lesson. What is the essence of the changes with the introduction of the Federal State Educational Standard of the IEO: (article) / / Nauch.- prakt. zhur. “Academic Bulletin” / Min. arr. MO CKO ASOU. - 2011. - Issue. 1(3). - With. 46–54.
Federal State Educational Standard of Primary General Education. / Ministry of Education and Science of the Russian Federation - M .: Education, 2010.
Designing the main educational program of an educational institution. – Academic book, 2010
Repkina G.V. Assessment of the level of formation of educational activity: to help the primary school teacher / G.V. Repkina, E.V. Stutterer. – Tomsk, 1993.
Tsukerman G.A. Introduction to school life / G.A. Zuckerman, K.N. Polivanova. - M., 1999.
Tsukerman G.A. Evaluation without mark: / G.A. Cukerman http:// exsperiment.lv/rus/biblio/cukerm_ocenka.htm
Good day, dear readers! Glad to see you on the blog pages.
Today I want to talk to you about UUD. Familiar abbreviation? I think not everyone. So I'm deciphering. Universal learning activities. This is what teachers are trying to teach our children, along with reading, writing, counting. These very UUDs are the core, the basis, the center of the new educational standard, in accordance with which children are taught in the elementary grades. Therefore, we parents need to know what UUD is in elementary school.
I propose to conduct a conversation in simple words, without confused pedagogical frills.
Lesson plan:
What it is?
Once again I give the decryption. UUD - universal learning activities. It turns out that these are the actions that the student must perform while studying something. Why universal? Well, apparently, because these actions are applicable to any school subject and to any life situation.
Our actions are always directed towards something. That is, we do something to achieve something.
If we want to get a pot of borscht, then we clean and cut vegetables, cook broth, etc. If in the morning we want to have clean boots, then in the evening we clean the shoes from dirt.
What did the school do? And the school made a "cunning knight's move"! She moved from an explanatory method of teaching to an action one. Teachers no longer give students ready-made knowledge. In order to learn something, students have to work hard, that is, to perform certain actions. For example, such as:
- putting forward a hypothesis;
- search for information;
- information analysis;
- substantiation of the result;
- providing evidence.
Why do you think that in modern school children are engaged in design and research activities so much? Precisely in order to learn cognitive universal actions. This will come in handy later in the middle classes, and in the seniors, and at the university too. So do not be upset about the fact that at home projects are asked to do all the time.
Communicative
These are communication activities. It is necessary to learn them, because we do not live on a desert island. What are these actions? And these:
- conducting a dialogue;
- expressing your point of view;
- defending one's point of view;
- listening to someone else's opinion;
- conflict resolution.
This can only be learned through practice. In fact, being in a peer group, the child is already learning to interact with people. Plus, often at school, children work on assignments in pairs or even in groups. Here, like it or not, you will have to express your opinion, and listen to someone else's, and negotiate.
Here they are, universal learning activities. Which will come in handy not only at school, but also in adulthood. And many adults should learn them.
Maybe then there would be fewer wars and conflicts on our land.
And in families - quarrels and scandals.
There would be fewer unhappy people.
And one more question. What would your child say if you asked him, “What is UUD?” It turns out there can be many options) Watch the video!
Friends, I wish your children to easily and simply master everything that elementary school is ready to give them.
Happiness to you and health!
Always yours, Evgenia Klimkovich.
Modern society is characterized by the rapid development of science and technology, the emergence of new information technologies. The rate of knowledge renewal is so high that a person has to repeatedly retrain and master new professions throughout his life.
The development of the media and the Internet leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the role of the school now? This role is to form the ability to learn (teach YOURSELF).
Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:
Set your own learning goals
Design ways to implement them
Monitor and evaluate your achievements
in other words, the formation ability to learn.
Achieving this goal becomes possible due to the formation of a system of universal educational activities (UUD, related concepts - "general educational skills", "general cognitive actions", "general methods of activity", over-subject actions). As the famous parable says, in order to feed a hungry person, you can catch him a fish. And you can do otherwise - teach how to fish, and then a person who has learned to fish will never be hungry.
Mastering universal learning activities give students the opportunity independent successful assimilation of new knowledge, skills and competencies based on the formation 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.
Universal learning activities can be grouped into four main blocks:
1) personal;
2) regulatory, including self-regulation;
3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.
Personal actions allow to make the teaching meaningful, provide the significance of solving educational problems, linking them with real life goals and situations. Personal actions 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 around you, yourself and your future.
Regulatory actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.
cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content, logical actions and operations, ways of solving problems.
Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other, cooperate effectively as a teacher, as well as with peers.
Consider how UUD were formed in the lesson:
personal actions. The children were asked to explain the various situations that they encounter in everyday life and encountered in previous lessons. They themselves conducted experiments, observed, drew conclusions. Someone wants to engage in research activities, and this will be the meaning of his life. Someone will change their attitude to the world around them and will treat it more carefully. And he will teach his children this.
Regulatory actions were formed during the planning of the stages of the lesson, the definition of the goals and objectives of the lesson, at the stage of monitoring their actions and the actions of their comrades (work in a notebook, conducting experiments), as well as when they assessed their participation and the participation of classmates in the course of work in the lesson.
cognitive actions were presented at the stage of the experiment, experiment, work with the textbook, when they chose more important information.
Communicative actions manifested themselves at the stage of work in a group, when the guys themselves spoke the rules of behavior in a group, and then tried to adhere to them.
The development of a concept for the development of universal educational activities in the system of general education meets new social demands and the goal of education is the general cultural, personal and cognitive development of students, which provides such a key competence as the ability to learn.
Due to the fact that the priority direction of new educational standards is the implementation developing potential of general secondary education, urgent task is to ensure the development of universal educational activities as psychological component of the fundamental core of education, along with the traditional presentation subject content of specific disciplines. The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are formed, applied and preserved in close connection with the active actions of the students themselves. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions.
You can learn more about the formation of UUD in the manual:
How to design universal learning activities in elementary school: from action to thought: teacher's guide / [, etc.]; ed. . - M.: Education, 2008. - 151 p.: ill. - ISBN.
The manual is devoted to one of the main provisions of the Concept of federal state educational standards of general education of the second generation - the formation of universal educational activities.
The manual reveals the types and age-specific features of the development of universal educational activities among primary school students.
Recommendations are given for the development of personal, cognitive, regulative and communicative universal educational activities aimed at developing the ability to learn in children. The main types of tasks for assessing the formation of universal educational activities are presented.
The manual is addressed to primary school teachers and parents.
UDC 37.01
BBK 74.202
ISBN 978_5_09_019148_7© Publishing house "Enlightenment", 2008
© Artwork.
Publishing house "Enlightenment", 2008
DIFFERENT FEATURES OF THE NEW FEDERAL STATE GENERAL EDUCATIONAL STANDARD OF GENERAL EDUCATION
The new state standard for general secondary education offers a new approach to designing the content of education. With this approach
Knowledge is not given in finished form, but as problem situation , which is transformed into learning situation - through the child's awareness of the limitations of his knowledge and the formulation learning task – “What should I learn to solve the problem?”;
The orienting basis of actions is formed at the theoretical level, as generalized way, or principle of action ;
Mastering the generalized mode of action provides the key to designing activities in typical and new life situations;
Theoretical scientific knowledge is included in the context of solving educational problems , significant for obtaining subject, meta-subject and personal results;
Teacher purposefully organizes student learning universal learning activities in accordance with mental neoplasms of the leading activity of each age ;
Implemented collectively distributed educational activity with a gradual transition to independent educational activity with elements of self-education and self-education, its organization and co-organization;
Meta-subject, personal and subject learning outcomes are subject to criteria-based assessment .
This approach is called in pedagogy system-activity developing.
PROCEDURE FOR A TEACHER TO DESIGN A LESSON BASED ON LEARNING TASKS
When preparing a lesson on a system-activity basis, the teacher needs to answer the following five questions:
1. What learning activities do students need to master?
2. How to formulate learning objectives (that is, connect learning activities with learning material)?
3. What is the order of actions of students in solving educational problems? In what types and forms of educational activities should students be involved in order to solve their educational problems?
4. What teaching methods are most suitable for this?
5. What educational material is needed for this?
PROJECTED BY THE TEACHER STUDENTS' ACTION TO SOLVE LEARNING PROBLEMS
1. general idea of the topic being studied;
2. familiarization with the purpose of studying the topic (in an activity form) and participation in
its definition (What will I learn? What will I learn to do?);
3. problematic situation that leads to awareness -
4. the boundaries of one's knowledge and ignorance - that is, the transformation of a problem situation into a learning one;
5. What should be done to solve the problem? - wording with
teacher learning task;
6. What will happen as a result of solving the educational problem? - what educational
product will be received? (let's make a plan, fill in the table ...);
7. By what criteria will we evaluate the educational product?
8. action planning;
9. execution;
10. assessment and self-assessment;
11. reflection - what worked, what did not work, tasks for the future.
OPERATIONAL STRUCTURE OF SOME UNIVERSAL LEARNING ACTIONS
ANALYZE- mentally divide an object into its component parts and highlight their features.
GROUP- mentally divide a lot of objects into groups according to any one attribute without a trace.
DEFINITION- reveal the meaning of an unfamiliar word with the help of familiar nearest concepts.
PROVE- using reasoning to establish the truth of something with the help of other statements, the truth of which has already been proven.
EXPLORE subject - to determine the features of the subject, to single out all of them mandatory, to determine their causal relationships with each other and with the function (purpose) of the subject.
CLASSIFY- mentally divide the volume of a certain concept into multistage, branched groups.
CONTROL- compare the result with the goal.
OBSERVE- deliberately, carefully and purposefully perceive reality in accordance with the goal.
EXPLAIN- to interpret the essence of one object (phenomenon) through another, which is understandable, reliable.
DESCRIBE subject - list a number of external features of the subject, both mandatory (essential) and optional (insignificant).
TO PLAN- Decide in advance how to do things.
UNDERSTAND- learn new things by including them in the system of existing knowledge and skills.
PROJECT- an image of the desired future.
SELF CONTROL- self-examination and self-assessment of the results obtained, comparing them with the goal.
SYNTHESIZE- mentally combine the parts of the object and their signs into a single whole.
COMPARE- set the goal of comparing objects, identify mandatory and / or optional (depending on the purpose of the comparison) features of the compared objects and compare them by the presence of similarities and differences, draw a conclusion.
CHARACTERIZE subject - list the internal, mandatory features of the subject.
PURPOSE- an image of the desired result.
Today, society and the state put forward more and more new requirements for the results of schooling. In the standards of the first generation, the goal of education was the direct transfer of knowledge from the teacher to the students, and the result, showing the results of learning, was the mastery of a system of knowledge, skills and abilities. In the standards of the second generation, the concept of "ZUNs" is no longer used. The purpose of education is also changing. Now schools should produce people who not only mastered a set of certain knowledge and skills, but also know how to get them on their own. It is understood that graduates must have certain universal learning activities (ULA).
The concept of universal learning activities
Universal learning activities- this is a set of ways of various actions that contribute to the active self-development of the student, helping to independently master new knowledge, master social experience, and form a social identity. What is UUD according to GEF, in simple terms? These are actions that help "teach a person to learn." Universality means:
- Metasubject, character. The concept of UUD does not refer to any one academic subject.
- Form the psychological abilities of students
- They are the basis of any activity of the student.
Universal learning activities perform the following functions:
- They create conditions for the comprehensive development of the individual on the basis of readiness for continuous education.
- They contribute to the successful formation of skills, competencies, the assimilation of knowledge in various subject areas.
- They provide the student with the opportunity to independently carry out the activities of learning, goal-setting, monitoring and evaluating the process and learning outcomes.
Universal learning activities include the following types:
- personal
- regulatory
- cognitive
- communicative
Personal universal learning activities
Personal UUD- these are actions that ensure the determination of the value-semantic orientation of students. They also contribute to the definition of a person of his place and role in society and the establishment of successful interpersonal relationships.
In educational activities, there are several types of actions:
- self-determination in different areas: professional, personal;
- meaning formation: awareness of the meaning and motive of learning, the connection between them;
- Moral assessment of the acquired material, the ability to make a personal moral choice based on social values.
To form personal UUD, it is proposed to use the following methodological techniques and tasks:
- Group projects. Students jointly choose an interesting and relevant topic, distribute roles within the group. Everyone contributes to the implementation of the project.
- Portfolio management. The diary of individual achievements contributes to the creation of a situation of success, thereby increasing self-esteem and establishing self-confidence. The portfolio encourages the desire for self-improvement, the formation of positive personality characteristics.
- Attraction of local history material for academic and extracurricular activities
- Creative tasks
Characteristics of regulatory universal learning activities
Regulatory universal learning activities are actions that provide organization and correction of learning activities. This group includes:
- goal setting: definition of the purpose and educational task;
- Planning: establishing a sequence of actions in accordance with the established goal and taking into account the expected result;
- Forecasting: the ability to predict the result and its characteristics;
- Correction: the ability to make changes to the plan in case of discrepancy with the standard;
- Grade: definition and awareness of what has been assimilated and still to be assimilated; assessment of what has been learned;
- Self-regulation: the ability to overcome obstacles and conflicts that have arisen;
For the formation of regulatory UUD, several methodological approaches are proposed. First of all, the student must establish and understand the purpose of studying a topic. Without this, successful mastering of the material is impossible. To form the objectives of the lesson, students at the beginning of the lesson can be offered the following table:
The last column can also be filled in at the end of the lesson, then its title should be changed: “What new and interesting things did I learn in the lesson?” Variations are possible in accordance with the topic of the lesson. For example, at the beginning of a history lesson on the topic “The Religion of the Ancient Greeks”, there may be work with such a table:
To form a planning UUD, it is advisable to use the following techniques:
- Planning
- Discussion of a plan for solving a learning problem
- Work with a deliberately changed (deformed by the teacher) plan, its adjustment
Characteristics of cognitive universal learning activities
Cognitive UUD These are general educational activities that include:
- Self-setting cognitive goals
- Finding and structuring the necessary information using various means
- semantic reading
- Modeling
In a number of cognitive UUDs, a group is distinguished logical universal actions. This:
- Creating hypotheses and testing them
- Establishing causal relationships
- Definition of logical reasoning
- Implementation of classifications, comparisons
The following techniques and methods contribute to the development of cognitive UUD: tasks for finding correspondences, compiling a cluster, a logical chain, developing test questions and answers to them, working with historical documents.
Communicative universal learning activities
Communicative UUD name the actions that provide social competence, contributing to the acquisition of skills for building a dialogue; enabling them to integrate into the social environment. These include:
- Finding a safe way out of conflicts
- Ability to formulate questions correctly
- Ability to express thoughts fully and accurately
- Control and correction of the partner's behavior in the group
For the development of communicative UUD, it is proposed to use such tricks:
- Drafting clarifying questions or questions to the speaker
- Making judgments
- Making presentations or messages in front of an audience
- Continuation and development of a classmate's judgment
Children really like the technique called “hot chair”. It is suitable for consolidating the material covered. Two people come to the board. One of them sits down on a chair called "hot" facing the class. He must not see the board. The second student writes a term or date on the board. The class must explain the meaning to the seated person, and he, in turn, should name the concept itself.
Such a simple technique as a story from an illustration also helps to develop communicative UUD. When compiling it, the student uses visual support, causing a passive vocabulary. In addition, illustrations can enliven the story itself, interest children, and encourage them to study the material.
An educational discussion occupies a prominent place among the means that form communicative UUD. This is the name given to the exchange of opinions on a particular problem. The discussion contributes to the acquisition of new knowledge, the development of the ability to defend one's opinion. There are many forms: forum, "court", debate, symposium, "round table", brainstorming, "aquarium" technique, "expert group meeting".
Criteria for the formation of UUD
To determine the degree of formation of the UUD, the following main criteria are used:
- Regulatory Compliance
- Compliance of the results of the development of UUD with the requirements prescribed in advance
- Consciousness, completeness and reasonableness of actions
- Criticality of actions
Contributing to the formation and development of UUD, the teacher helps students become active participants in the educational process. Having mastered the universal educational actions, the student will not get lost in the incessant flow of information, he will acquire a very important skill - “the ability to learn”.
The concept of "universal learning activities"
In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
The student's ability to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning activities as generalized actions open up students the possibility of broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.
Functions of universal learning activities:
- ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
Personal UUD provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:
- self-determination - personal, professional, life self-determination;
- meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;
- moral and ethical orientation - the action of moral and ethical evaluation of the content being assimilated, providing a personal moral choice based on social and personal values.
Regulatory UUD provide students with the organization of their educational activities. These include the following:
- goal-setting - as the setting of an educational task based on the correlation of what is already known and learned by the students, and what is still unknown;
- planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting - anticipation of the result and the level of assimilation; its temporal characteristics;
- control in the form of comparing the method of action and its result with a given standard in order to detect deviations from it;
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;
- assessment - the selection and awareness by the student of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;
- self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of a motivational conflict and to overcome obstacles.
Cognitive UUD include general educational, logical actions, as well as the actions of setting and solving problems.
General educational universal actions:
- independent selection and formulation of a cognitive goal;
- search and selection of the necessary information; application of information retrieval methods, including using computer tools;
- structuring knowledge;
- conscious and arbitrary construction of 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;
- semantic reading; understanding and adequate assessment of the language of the media;
- statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.
Sign-symbolic actions constitute a special group of general educational universal actions:
- modeling;
- transformation of the model in order to identify the general laws that define this subject area.
Boolean generic actions:
- analysis;
- synthesis;
- comparison, classification of objects according to selected features;
- subsuming under the concept, derivation of consequences;
- establishment of causal relationships;
- building a logical chain of reasoning;
- proof;
- hypotheses and their justification.
Statement and solution of the problem:
- problem formulation;
- independent creation of ways to solve problems of a creative and exploratory nature.
Communicative UUD provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and enter into a dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults. The types of communicative actions are:
- planning educational cooperation with the teacher and peers - determining the goals, functions of participants, ways of interaction;
- posing questions - proactive cooperation in the search and collection of information;
- conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;
- managing the partner's behavior - control, correction, evaluation of the partner's actions;
- the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, the possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
Development of the UUD system as part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual, is carried out within the framework of the normative - age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activities and thereby determines the zone of proximal development of the specified UUD - the level of their formation, corresponding to the normative stage of development and relevant to the "high norm" of development, and properties.
The criteria for assessing the formation of UUD in students are:
- compliance with age-psychological regulatory requirements;
- compliance of UUD properties with predetermined requirements.
Conditions for the development of UUD
The formation of UUD in the educational process is determined by the following three complementary provisions:
- The formation of UUD as the goal of the educational process determines its content and organization.
- The formation of UUD takes place in the context of the assimilation of different subject disciplines.
- UUD, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.
