Types of oud. What is UUD in children's education? Abbreviation deciphering. Conditions for the development of UUD

Universal learning activities

Explanatory note

The changes taking place in modern society require the accelerated improvement of the educational space, the definition of education goals that take into account state, social and personal needs and interests. In this regard, the priority direction is to ensure the development potential of new educational standards. Personal development in the education system is ensured primarily through the formation of universal educational activities (UUD), which act as an invariant basis of the educational and upbringing process. Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. This possibility is ensured by the fact that universal learning activities are generalized methods of action that open up a broad orientation of students in various subject areas.

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.

In a narrower (actually psychological) meaning, the term "universal learning activities" can be defined as a set of student's ways of action (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Functions of universal learning activities include :

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, the need for which is due to the multicultural society and high professional mobility;

Ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal educational activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of education, as well as building a holistic educational and educational process.

Mastering universal learning activities by students takes place in the context of different educational subjects and ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. the ability to learn.

This ability is ensured by the fact that universal learning actions are generalized actions that open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development of all components of educational activity, which include:

1) educational motives,

2) learning goal,

3) learning task,

4) educational activities and operations (orientation, transformation of material, control and evaluation).

An important place in the teaching of school disciplines should also be occupied by the so-called meta-subject learning activities. Meta-subject (i.e., “over-subject” or “metacognitive”) actions are understood as the mental actions of students aimed at analyzing and managing their cognitive activity, whether it is determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint (with others students) laboratory experiment in physics or chemistry.

Types of universal learning activities

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

1) personal;

2) regulatory (including also the actions of self-regulation);

3) cognitive;

4) communicative.

It is assumed that a clear allocation of these types of educational activities will allow them to be given priority in the study of specific academic subjects.

Let's present the named UUD blocks in a little more detail.

To the block personal universal educational actions include the 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. With regard to learning activities, two types of actions necessary in student-centered learning should be highlighted. This is, firstly, the action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result - the product of learning that stimulates activity, and what it is for. The student must ask himself: what meaning and meaning does the teaching have for me? - and be able to answer it. Secondly, this is the action of moral and ethical evaluation of the content being assimilated based on social and personal values.

To the block regulatory actions include actions that ensure that students organize their learning activities: goal-setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and 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 and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product; assessment - the selection and awareness by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict) to overcome obstacles.

In the block of universal actions cognitive orientation, it is advisable to distinguish between general educational and logical actions. The general educational ones include: independent identification and formulation of a cognitive goal, structuring knowledge, reflection of methods of action, monitoring and evaluation of the process and results of activities, focusing not only on the rules, but also on the conditions for their applicability, choosing the most effective ways to solve problems depending on specific conditions, extracting the necessary information from the listened texts of various genres, determining the main and secondary information; the ability to adequately, in detail, concisely, selectively convey the content of the text, comprehend the purpose of reading, choosing the type of reading depending on the purpose; freely navigate and perceive texts of artistic, scientific, journalistic and official & business styles; understand and appreciate

the language of the media; write texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.); pose and formulate a problem, independently create activity algorithms for solving a wide range of problems, including creative and exploratory ones, act with sign-symbolic means (replace, encode, decode, model), apply information retrieval methods, including using computer funds.

Along with general educational ones, universal logical actions are also distinguished: choose the grounds, criteria for comparison, comparison, evaluation and classification of objects; synthesize: to make a whole out of parts, including independently completing construction, replenishing the missing components; bring under concepts, recognize objects; establish causal relationships, build a logical chain of reasoning, prove; identify generic and situationally significant features.

Communicative abilities are based on the conscious orientation of students to the position of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, the ability to integrate into a peer group and build productive interaction with peers and adults, the ability to completeness and accuracy to express their thoughts. Accordingly, the composition of communicative actions includes: planning educational cooperation with a teacher and peers - determining the goal, 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; management of partner's behavior - control, correction, evaluation of partner's actions.

The key task of introducing the Federal State Educational Standards of the second generation is the implementation of the program for the formation of universal educational activities.

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.

In a narrower (actually psychological) sense, this term can be defined as a set of student's ways of action (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Such learner's ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. ability to learn ensured by the fact that universal learning activities as generalized actions open up the possibility of orientation students, as in various subject areas, and in the structure of the learning activities, including students' 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 educational activity, which include: 1) cognitive and educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations(orientation, material transformation, control and evaluation). “The ability to learn” is a significant factor in increasing the effectiveness of students mastering subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities include:

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, skills and competencies in any subject area.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

1) personal;

2) regulatory (including also actions self-regulation ) ;

3) informative ;

4) communicative .

Let's consider the mentioned UUD blocks in more detail.

Personal universal learning activities provide 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) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

Personal, professional, life self-determination;

Action meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask himself the question “what is the meaning, the meaning of the teaching for me”, and be able to find the answer to it.

The action of moral and ethical evaluation digestible content, based on social and personal values, providing a personal moral choice.

Evaluation criteria:

Motivation of educational activity;

Formation "internal position of the student"

Regulatory actions.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as a child's ability to build their behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct actions performed using appropriate means. Regulatory actions include:

- goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

P planning- determination of 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;

- the control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

- correction- making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product;

- grade- selection and awareness by students of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation;

Strong-willed self-regulation as the ability to mobilize forces and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles.

Evaluation criteria:

Cognitive universal actions include general educational, logical, actions of setting and solving problems .

1.General education generic actions:

Independent selection and formulation of a cognitive goal;

Search and selection of necessary information; application of information retrieval methods, including using computer tools:

Sign-symbolic - modeling- 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 model transformation in order to identify general laws that define this subject area;

Ability to structure knowledge;

The ability to consciously and voluntarily build a speech statement in oral and written form;

Choosing the most effective ways to solve problems depending on specific conditions;

Reflection of methods and conditions of action, control and evaluation of the process and results of activities;

Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; 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.

Universal brain teaser actions:

Analysis of objects in order to highlight features (essential, non-essential)

Synthesis as a compilation of a whole from parts, including self-completing, replenishing the missing components;

Selection of grounds and criteria for comparison, seriation, classification of objects;

Summing up under concepts, deducing consequences;

Establishing 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.

Evaluation criteria:

Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

species communicative actions are:

Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;

Asking 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; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

The development of a system of universal educational activities as part of personal, regulatory, cognitive and communicative activities that determine the development of the psychological abilities of an 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 educational activity and thereby determines zone of proximal development of these universal learning activities - their level of development, corresponding to the normative stage of development and relevant to the "high standard" of development, and properties.

The work of a psychologist, thus, becomes a necessary element of the educational process management system of the school, since the results of his activities imply an assessment of the quality of education at school according to a number of mandatory criteria. The introduction of these criteria determines the entire process of modernization of the psychological and pedagogical training of participants in the educational process.

Among the criteria for the success of psychological and pedagogical support are:

1) the success of the student;

2) carrying out activities without significant violations of physical and mental health;

3) satisfaction with their activities, their position;

4) linking their personal plans and interests with this activity in the future.

To implement the requirements that are laid down in the standards of education, it is also necessary to implement a competency-based approach to training and education, which puts in the first place not the awareness of the student (teacher, parent), but the ability to organize their work. The meaning of this approach is that the student must be aware of the setting of the task itself, evaluate new experience, control the effectiveness of their own actions. The psychological mechanism for the formation of competence differs significantly from the mechanism for the formation of conceptual "academic" knowledge. It is understood that the student himself forms the concepts necessary to solve the problem. With this approach, educational activity periodically acquires a research or practical-transformative character.

Psychological support for the implementation of the Federal State Educational Standard has a powerful potential, it is one of the means of increasing interest in innovation. Contributes to the analysis of the school environment in terms of the opportunities that it provides for the learning and development of the student, and the requirements that it imposes on his psychological capabilities and level of development; determination of psychological criteria for effective learning and development of schoolchildren, development and implementation of certain activities, forms and methods of work, which are considered as conditions for successful learning and development of schoolchildren.

The tasks of psychological support for the formation of universal educational actions in students.

identification of age characteristics for the formation of universal educational activities in relation to secondary education;

identification of the conditions and factors for the development of universal educational activities in the educational process and the preparation of psychological and pedagogical recommendations for their development;

selection of methods and means for assessing the formation of universal educational activities.

Directions of work of psychological support of universal educational actions.

Advising teachers on improving the educational process (supporting individual educational trajectories, assisting teachers in planning a lesson, taking into account the requirements of the Federal State Educational Standard).

Diagnostics in terms of the required competencies of students upon completion of a certain stage of training.

Enlightenment is the overcoming of false and far-fetched psychological knowledge that exists among both teachers and parents.

Expert evaluation of educational and training programs, projects, manuals, professional activities of specialists.

Development and correction.

Expected result of psychological support of universal educational activities.

In the field of personal universal educational activities, middle-level graduates will form the internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation.

In the field of regulatory universal learning activities, graduates will master all types of learning activities aimed at organizing their work in an educational institution and outside it, including the ability to accept and maintain a learning goal and task, plan its implementation (including internally), monitor and evaluate their actions, to make appropriate adjustments to their implementation.

In the field of cognitive universal educational activities, graduates will learn to perceive and analyze messages and their most important components - texts, use sign-symbolic means, including mastering the action of modeling, as well as a wide range of logical actions and operations, including general methods of solving problems.

In the field of communicative universal educational activities, graduates will acquire the ability to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information, display the subject content and conditions of activity in messages, the most important components of which are texts.

Difficulties of teachers in mastering new standards.

Negative attitude towards the Federal State Educational Standard due to the fear of the new inherent in many people. Teachers are afraid of change because it is associated with risk, uncertainty, lack of guarantee that changes will lead to better, and not worse. The essence of this phrase is quite accurately expressed in the well-known phrase of W. Shakespeare from Hamlet's monologue: "It is better to put up with familiar evil than to strive for unfamiliar good." There are objective reasons for the negative attitude towards standards due to the large number of shortcomings of the Federal State Educational Standards, which complicate the learning process for teachers. Restructuring of established beliefs, habits, methods, traditions, etc. in the work of a teacher, who has been formed by a person and a specialist, is a serious problem for the teachers themselves, and for school leaders, since there is an obvious or hidden resistance to learning new things. In addition, as a result of conservatism and fear of the new, unknown, unusual, some teachers begin to imitate the development of the Federal State Educational Standard.
Tired of endless pseudo-innovations in previous years. They gave rise to a persistent distrust of the pedagogical community in the new standards. Many teachers, without understanding the essence, considered the Federal State Educational Standard as another pseudo-innovation, interest in which, supposedly, will soon disappear. Many teachers and school leaders consider the introduction of new standards as another dirty trick on the part of the authorities. Hence the need for very difficult additional work of school leaders to motivate and stimulate teaching staff.
All teachers have an acute shortage of time. Excessive workload, classroom management, the creation of work programs, electronic journals, an increase in the flow of reports, monitoring, certificates in connection with the development of the Federal State Educational Standard - there was an acute shortage of time to prepare for lessons, to participate in methodological work. The lack of time for normal work, for life has become catastrophic, which is why teachers experience professional burnout - and as a result - psychoneurosis, depression, a sense of hopelessness and despair.

What is needed here is consistent work with educational authorities to free up teachers' time, a persistent struggle at all levels with the help of trade unions, labor inspections, and the naming of those responsible for overloading teachers. However, the desire to comprehend new educational standards is a more worthy path than profanation of work or imitation of innovative activity due to unwillingness to fight for the improvement of working conditions (primarily temporary conditions).

Lack of new textbooks that meet the requirements of the Federal State Educational Standard. We have to learn new standards from old textbooks - the content of the texts does not contribute to the formation of both meta-subject and personal results, since the tasks for these texts are mainly aimed at testing memory and reproducing what has been read.
Difficulties of teachers in self-diagnosis of professional problems associated with the development of the Federal State Educational Standard. - many teachers do not know their own professional defects, have no idea what they need to know, be able to successfully master the professional standard.
Poor knowledge of the theoretical foundations and, above all, the conceptual and terminological apparatus of the Federal State Educational Standard.
Misunderstanding of the essence of the system-activity approach in the organization of lessons and extracurricular activities.
Lack of understanding of the relationship between subject, meta-subject and personal results of education, their holistic, systemic nature.
Misunderstanding of the connection between the triune goal of teaching, upbringing and development in the classroom with obtaining specific subject, meta-subject and personal results of education.
Ignorance by the teacher of the essence and methods of organizing the design and educational and research activities of students, which implies the Federal State Educational Standard.
The impossibility of the formation in children of the Federal State Educational Standards skills and competencies, since the teacher himself does not own them. For example, the fulfillment of a mandatory requirement for a lesson: students offer assignments for the application of known knowledge only in an unfamiliar (new) situation.
The impossibility to assess the formation of meta-subject and personal results of education, allegedly due to the lack of an assessment system, criteria, control and measurement results, or at least control and evaluation materials to determine the degree of formation of meta-subject and personal results.
The absence in the standards of an accurate and clear mechanism for evaluating the meta-subject and personal results of education. The problem is that there is no such measurement mechanism (as teachers understand it) and cannot be for objective reasons, and the existing knowledge assessment system is not accurate and is not the result of measurements. At the same time, the teachers' claim does not negate the possibility of assessment.
The habit of considering control and evaluation work exclusively as the activity of only teachers without any participation of schoolchildren.
Lack of cooperation skills and methodological work of teachers.
Lack of conditions (shortage or complete absence of premises, lack of unified state funding, etc.) for organizing extracurricular educational activities required by the Federal State Educational Standard.
Inability to involve parents in helping teachers and children in mastering the GEF. We are talking about preparing and holding meetings of parents with informing them about the content of the new standards, a story about how their help to children in mastering UUD can be expressed, and involving parents in organizing extracurricular developmental activities.

Each of the reasons is very significant, their presence actually shifts all the worries about mastering the standards onto the shoulders of schools and teachers.

For the first time in the domestic practice of school management, not a strictly accurate (measured), but a framework principle for regulating the activities and relations of teachers and students is introduced.

The framework principle means: exemplary, indicative, assuming variations depending on the capabilities of a particular child, which before the interpretation of the word “standard” did not imply and did not allow and therefore gave rise to contradictions in assessing the quality of education of especially weak students, directly pushed teachers to falsifications, percentage mania.

In fact, the standard sets a classic design task for each teacher and school staff to optimize the educational process. It looks something like this:

Given: the time of study and the age of the trainees (curriculum for classes and groups), a certain set of subject knowledge and pedagogical technologies (an exemplary curriculum for the subject).

Required: to obtain at each level of education fixed subject, meta-subject and personal results of education for each student in the fork from the required minimum to the possible optimum. At the same time, the standard formulates the educational minimum as “learning will learn”, and the optimum - as “the student will have the opportunity to learn”. Subject results depend mainly on the student and his subject teacher, while meta-subject and personal results depend on the entire team of teachers working in this class with a particular student.

Thus, within the framework of the subject, the teacher independently and freely designs the means of education, upbringing and development necessary for the student to achieve the three groups of results defined by the standard.

What is the difficult new right and honorary duty of the teacher to be "free within the standard"?

1) He needs to decompose the final subject, meta-subject and personal results indicated by the Federal State Educational Standard for each level of education, into results by years, by sections and topics, and, finally, by lessons. The teacher will have to do this, guided by his own professional knowledge and experience, and at the same time, in agreement with his colleagues in the teaching team. In practice, this means: based on the results of the pedagogical consultation, the student and parents agree on expertly determined maximum possible (optimal) results (in grades, quality levels) that the student and teacher can achieve by the end of the reporting period (a quarter of a half year, a year). At the same time, the new standards (in contrast to the previous practice) proceed from the notion that each child has his own high, medium or low level of educational opportunities.

2) The teacher needs to find in his own psychological and pedagogical piggy bank all the necessary and sufficient (optimal) means to achieve all three groups of results together with each of his students in the lesson, outside the lesson, as a result of studying the topic, section, course.

3) The teacher should be a sharp-sighted analyst and constant self-controller and self-corrector of his psychological and pedagogical activity.

4) The teacher, together with colleagues, will have to determine which of the subject and personal results of education this year will be introduced for the first time in the lessons of which subjects, as well as in which subjects in the lessons, outside the lessons and in the educational space of the school, the meta-subject and personal results will be fixed and used already. as formed.

In the short term, all of the above means a deep reformatting of the current state of the GIA and the Unified State Examination, which are still focused on a tough test of memory and skills worked out by repeated exercises.

However, most practicing teachers point to a number of defects in the GEF. And one of them is how to implement new requirements and teach your subjects through means, most of which have a psychological basis. The standards fix a hypertrophied bias in the field of psychology. Many subject teachers are not ready to study their subjects based on psychological knowledge and solve purely psychological problems at the same time. Also, the standards do not take into account gender differences and the point that it is necessary to present the studied material in different ways and evaluate educational results also taking into account this factor.

In a number of advantages of the Federal State Educational Standard, it should be noted that it provides a real individualization of education by drawing up and implementing a trust agreement "school-family-student", which shows the optimal combination of full-time and distance learning, basic and additional education, budgetary and paid educational services . GEF expands the possibilities of varied education (basic, advanced, specialized, inclusive, etc.).

“The main advantage of the new standards is the fact that they directly and indirectly encourage teachers to specifically engage in the development of their intellect, erudition, raising the level of general culture, since with the current quality of training and advanced training of teachers it is impossible to master the standards.” (Director of gymnasium No. 147 in Omsk, candidate of pedagogical sciences Valentina Ivanovna Pogorelova).

Introduction

Relevance. In modern society, science and technology are rapidly developing, new information technologies are being created that radically change people's lives.

Education in elementary school is changing in accordance with the Federal State Educational Standard for Primary General Education (FGOS IEO).

The main goal of school education is the formation of the ability to learn. The ability to learn means the ability to cooperate effectively with both the teacher and peers, the ability to engage in dialogue, seek solutions, support each other. Achieving this goal becomes possible due to the formation of a system of universal educational activities.

The concept of the development of universal learning activities was developed on the basis of a system-activity approach (L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, V.V. Davydov, A.G. Asmolov) by a group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the direction of A.G. Asmolov.

Every teacher is a part of the huge system of Russian education and must be aware and understand their place and purpose in this system.

The main principles of Russia's educational policy are determined by the National Doctrine of Education and the Federal Program for the Development of Education and are embodied in the Concept for the Modernization of Russian Education.

Modernization of a comprehensive school involves:

Orientation not only to the assimilation of the amount of knowledge, but also to the development of the child's personality, his cognitive and creative abilities;

Formation of experience of independent activity;

The basic goals of primary education in the context of modernization are:

Protection and strengthening of the physical and mental health of children;

Preservation and support of the individuality of the child;

Formation in younger students of the desire and ability to learn.

To solve these problems in a complex can only be the creation of a new model of primary school, in which the main thing is the pedagogically organized process of developing the child's personality, ready for proper interaction with the outside world, for self-education and self-development.

Primary general education is the first stage of general education.

The task of the initial stage is the development of creative abilities through the preservation of health, the development of the intellect and the emotional-sensory sphere, the social and personal adaptation of each student.

It is very important to make sure that the learning process does not turn into a boring and monotonous activity for students. After all, the presence of students' interest in the subject is a prerequisite for the emergence of its more complex variety - cognitive interest. And cognitive interest contributes to the activity of students in the classroom and the growth of the quality of knowledge. All this reflects the relevance of the problem of developing the cognitive interest of schoolchildren for the modern construction of the educational process. Pedagogical science has proved the need for theoretical development of this problem and its implementation in teaching practice.

Object of study: cognitive abilities of younger students.

Subject of study: methods and techniques for the development of cognitive Universal Learning Activities (UUD) in younger students by means of modeling in technology lessons.

To characterize the theoretical aspects of the study of cognitive abilities in technology lessons in the project activities of younger students.

Consider the problems of the development of primary school age;

Conduct an experimental study on the use in projects of the modeling method at the technology lesson as a means of developing cognitive UUD.

Research methods:

– analysis of psychological, pedagogical and methodological literature;

– studying the experience of practicing teachers on this research topic.

Experimental method and mathematical processing of results.

Thus, the hypothesis is aimed at the fact that learning at the lessons of technology can have a developing effect on certain abilities of children, which together form the basis for the formation and development of UUD.

Course work consists of 2 chapters, introduction, conclusion, list of references and applications.

Chapter 1. Theoretical aspects of the study of cognitive abilities in technology lessons in the project activities of younger students

The essence of the concept of "universal learning activities"

Over the past decades, society has undergone dramatic changes in the understanding of the goals of education and the ways of their implementation. In accordance with the Federal State Educational Standards for Primary General Education (FSES IEO), changes are taking place in the educational process at school. From the recognition of knowledge, skills and abilities as the main outcomes of education, there has been a transition to an understanding of learning as a process of preparing students for real life, a willingness to take an active position, successfully solve life problems, be able to cooperate and work in a group, to rapid relearning in response to updating knowledge and labor market requirements.

In a broad sense, the term "universal learning activities" (ULE) 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. In a narrower (actually psychological) sense, this term can be defined as a set of student actions (as well as the skills of educational work associated with them) that ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

The universal nature of educational actions is manifested in the fact that they are of an over-subject, meta-subject nature.

The ability to learn is a significant 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.

Thus, mastering the ability to learn involves the full development of all components of educational activity by schoolchildren, including:

1) cognitive and educational motives;

2) learning goal;

3) learning task;

4) educational activities and operations (orientation, transformation of material, control and evaluation).

Let us consider in more detail what are the functions of the UUD. Most sources indicate the following functions of universal learning activities:

Ensuring the integrity of general cultural, personal and cognitive development and self-development of the individual;

Ensuring the continuity of all stages of the educational process;

The basis for the organization and regulation of any activity of the student, regardless of its specially-subject content;

They provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.

There are four types of universal learning activities:

Personal (personal, professional, life self-determination; meaning formation; moral and ethical orientation);

Regulatory (goal setting, planning, forecasting, control, correction, evaluation, self-regulation);

Cognitive (general educational universal actions; logical universal actions; setting and solving a problem);

Communicative (taking into account the position of the interlocutor or partner in activities; actions aimed at cooperation, cooperation; communicative speech actions that serve as a means of transmitting information to other people and developing reflection.

In the federal state educational standard and the exemplary basic educational program of general education, universal educational activities are formulated in a fairly generalized language. Let's imagine the elements of a specific composition of these actions:

Cognitive universal learning activities

The ability to compare consists of the following actions:

- selection of features by which objects are compared;

- highlighting signs of similarity;

– selection of signs of difference;

- selection of the main and secondary in the object under study.

- highlighting the essential features of the object.

The ability to analyze consists of the following actions:

- division of the object into parts;

- arrangement of parts in a certain sequence;

is a characteristic of a part of an object.

The ability to draw conclusions consists of the following actions:

- finding the main thing in the phenomenon or object under study;

– establishment of the main cause of the phenomenon;

- a short form of a statement linking cause and effect.

The ability to schematize includes the following actions:

- division of the object into parts;

- arrangement of parts in a certain sequence;

– determination of links between parts;

- design of a graphic image.

Regulatory universal learning activities

They are based on reflection. This is the ability to reflect on the course and result of one's own activity, the content of one's own consciousness and the consciousness of another person. But in order for reflection to become an effective means of forming other universal actions, reflexive skills should be singled out as a specific component of regulative actions. The following aspects of reflection are distinguished: personal (a person's understanding of his inner world, his state and activity); intellectual (identification, analysis, correlation with the objective situation of one's own actions, forecasting the development of the situation); communicative (definition of interpersonal perception and awareness by the acting individual of how he is perceived by a communication partner); cooperative (“exit” of the subject to an external position in relation to activity, coordination of positions and joint actions of participants in collective activity).

In elementary school, the following ways of organizing and comprehending their activities are formed:

- an adequate perception of oneself;

- setting the goal of the activity;

- determination of the result of activity;

- the ratio of the result to the purpose of the activity;

- identifying the presence of errors in their own actions;

- description of the situation

Communicative universal learning activities

Particular importance in the classroom should be given to the formation of communicative universal educational activities.

Firstly, the ability to correctly perceive information and communicate it to others is the basis for the active mental activity of students. The lack of speech action during the development of concepts often leads to the formation of false ideas in the student. Communication skills are the main means of mastering the content of educational subjects. After all, the success of training depends on the quality of communication of the participants in the classes, on the ability of the child to work with different types of texts (written and oral), first of all, the student has to deal with them in the learning process. Therefore, the formation of communication skills, in our opinion, should be a priority.

Secondly, these skills become even more important in the context of organizing various types of interactions between students (without which it is impossible to form personal, regulatory and communication skills themselves). This requires the subjects of the educational process to be able to interact, organize their own activities and the activities of others.

The skills to build productive interaction and cooperation with peers and adults include the following actions:

- determination of the purpose, rules and methods of interaction, distribution of the functions of participants;

- work in pairs based on the given rules of interaction;

- the ability to find a partner;

– work in small groups based on the given rules of interaction;

- the ability to allow different opinions and strive to coordinate various positions in cooperation;

- the ability to justify and defend one's own point of view;

- the ability to negotiate and come to a common decision in joint activities, including in situations of conflict of interest;

- the ability to speak without disturbing others (in a pair - in a whisper, and in a group - in an undertone);

- the ability to listen without interrupting a friend;

- compliance with the rules of activity in a pair, group.

Communication skills include four generalized skills, or otherwise - macro skills:

- listen, delve into the essence of what was heard and raise a question to what was heard;

- independently study literature (the ability to read with understanding);

- Express your thoughts in writing accurately, without distortion;

- express your thoughts orally accurately, without distortion.

The ability to listen, to delve into the essence of what is heard and to put a question to what is heard includes the following actions:

- setting the goal of the hearing, self-determination for the hearing;

- focusing attention when listening;

- selection in the listened text is understandable and incomprehensible;

- formulating a question to what is not clear in the text (question for understanding the text being listened to);

- highlighting the semantic parts of the text;

- highlighting the main idea (thoughts) of the text;

- understanding the situation of communication (goals, motives, actions of participants in communication) and an adequate response,

- extracting information from the text, given explicitly;

– extraction from the text of information given in implicit form;

- formulating a question aimed at discussing the text being listened to;

- expressing one's opinion about the text being listened to.

The ability to independently study literature (the ability to read with understanding) consists of the following actions:

- set a goal for reading;

- highlight key words in the text;

- highlight unfamiliar words;

- interpret incomprehensible words (using a dictionary, in context);

- highlight in the text understandable and incomprehensible;

- answer questions aimed at discussing the text;

- formulate a question to what is not clear in the text (question for understanding the text);

- formulate a question aimed at discussing the text;

- find in the text confirmation of the proposed judgment;

- support your opinion with examples from the text;

- determine the main idea (thoughts) of the text;

- highlight the semantic parts of the text;

- title the paragraphs (semantic parts) of the text, draw up a text plan;

- extract information from the text, given explicitly;

- extract information from the text given in implicit form;

- to formulate conclusions based on what has been read;

- make a short retelling of what has been read;

- Perform a detailed retelling of what has been read.

The ability to express one's thoughts orally accurately, without distortion, includes the following actions:

- determination of the volume of the statement depending on the situation and the purpose of communication;

- defining the boundaries of the content of the topic;

- formulating the title (topic) of your text clearly, compactly;

- maintaining the topic when presenting thoughts;

- maintaining a certain plan in the presentation of thoughts;

- the presentation is thesis;

- formulating conclusions from your own text;

- selection of appropriate examples, facts, arguments for the theses;

- use of primary sources;

- selection of appropriate expressive means for the presentation of thoughts.

The ability to express one's thoughts in writing accurately, without distortion, consists of the following actions:

- formulate the title (topic) of your text clearly, compactly;

- define the boundaries of the content of the topic;

- choose the amount of text depending on the situation and the purpose of communication;

- draw up different types of plan (simple, complex, thesis);

- stick to the topic when presenting thoughts;

- adhere to a certain plan when presenting thoughts;

- formulate thoughts concisely;

- select appropriate examples, facts, arguments for the thesis;

- summarize the available facts, examples, evidence and draw conclusions;

- select appropriate expressive means for expressing thoughts;

- grammatically correctly connect words in a sentence, sentences in a text.

The formation of cognitive universal educational activities is associated with the content of educational subjects, methods and logic of the transformation of educational material and is possible in the process of regular, time-distributed active involvement in specially organized situations (in all academic subjects and as part of extracurricular work).

Thus, all four types of universal learning activities are formed in elementary school.

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. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions. Forming the ability and readiness of students to implement universal learning activities will improve the efficiency of the educational process.

The concept of UUD is based on a system-activity approach that provides:

formation of readiness for self-development and continuous education;
designing and constructing the social environment for the development of students in the education system;
active educational and cognitive activity of students;
construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

The main functions of the UUD:

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.

Universal learning activities:

communicative,
educational,
regulatory,
personal.

Regulatory learning activities provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions, assessing the success of assimilation:

goal setting
planning,
forecasting,
the control,
correction,
grade,
self-regulation.

Personal actions allow you to make the teaching meaningful, linking them to real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values, allow you to orient yourself in moral norms and rules, develop your life position in relation to the world:

self-determination,
meaning formation,
moral and aesthetic assessment (“What is good, what is bad”).

cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content:

general educational universal actions,
logical universal actions,
setting and solving the problem.

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 and cooperate effectively as a teacher, and with peers:

planning,
asking questions,
conflict resolution,
control, correction of actions.

For the formation of educational and cognitive competence in mathematics lessons, various technologies are used depending on the type of lesson.

Table 1

Lesson type	Pedagogical technologies
Lesson of communication of new knowledge	ICT, problem-based learning technology
Knowledge consolidation lesson	ICT, collaborative learning, critical thinking technologies
repetition lesson	GAMES, group forms of work
Lesson of systematization of the studied material	ICT, project method, collaborative learning, group work
Combined lesson	All technologies can be used

For the formation of universal learning activities in mathematics lessons, 4 stages can be distinguished:

Stage 1 - introductory - motivational.

In order for the student to start “acting”, certain motives are necessary. In mathematics lessons, it is necessary to create problem situations where the student shows the ability to combine elements to solve the problem. At this stage, students should realize why and for what they need to study this topic, and explore what is the main learning objective of the upcoming work. (Problem learning technology is used.)

Stage 2 - the discovery of mathematical knowledge.

At this stage, methods that require independent research and stimulate the growth of cognitive needs are of decisive importance.

Stage 3 - formalization of knowledge.

The main purpose of the techniques at this stage is the organization of students' activities, aimed at a comprehensive study of the established mathematical fact.

Stage 4 - generalization and systematization.

At this stage, I apply techniques that establish a connection between the studied mathematical facts, bring knowledge into the system. The formation of all components of educational and cognitive competence occurs in the process of implementation of educational and cognitive activity, correlates with the stages of its formation, i.e., is of an activity nature.

The formation and development of UUD in mathematics lessons occurs with the help of various types of tasks.

table 2

Types of universal actions	Task types
Personal	Participation in projects Summing up the lesson Creative tasks with practical application Self-evaluation of events
cognitive	. "Find the differences" . "Search for Extras" . "Chains" Working with dictionaries
Regulatory	. "Deliberate Mistakes" Search for information in the proposed sources mutual control . "I'm looking for a mistake" Questionnaire for a specific problem
Communicative	Compose a task for a partner Feedback on a friend's work . "Prepare a story about..." . "Explain..."

Mastering UUD leads to the development of content that is significant for the formation of cognitive, moral and aesthetic culture, the preservation of one's own health, the use of skills in everyday life and practical activities of students.

The results of the formation of UUD.

The result of the formation of cognitive UUD will be the ability of the student:

identify the type of tasks and ways to solve them;
to search for the necessary information that is needed to solve problems;
to distinguish between reasonable and unreasonable judgments;
substantiate the stages of solving the educational problem;
to analyze and transform information;
carry out basic mental operations (analysis, classification, comparison, analogy, etc.);
establish causal relationships;
own a common method of solving problems;
create and convert schemes necessary for solving problems;
to select the most effective way to solve the problem based on specific conditions.

The main criterion for the formation of communicative actions can be considered the communicative abilities of the child, including:

the desire to make contact with others (the motivation for communication is “I want!”);
knowledge of the norms and rules that must be followed when communicating with others;
the ability to organize communication, including the ability to listen to the interlocutor, the ability to resolve conflict situations.

The ability to:

choose means for their behavior;
plan, control and perform an action according to a given pattern, rule, using norms;
plan the results of their activities and anticipate their mistakes;
start and end your actions at the right time.

The result of the formation of personal UUD should be considered:

the level of development of moral consciousness;
appropriation of moral standards, acting as a regulator of moral behavior;
completeness of students' orientation to the moral content of the situation.

Typical tasks in mathematics lessons aimed at the formation of personal UUD.

1. The role of mathematics as the most important means of communication in the formation of speech skills is inextricably linked with personal results, since the basis for the formation of a person as a personality is the development of speech and thinking. From this point of view, without exception, all the tasks of the textbook are focused on achieving personal results, since they offer not only to find a solution, but also to justify it, based only on facts (all tasks accompanied by the instructions “Explain ...”, “Justify your opinion ...” ).

Working with mathematical content teaches you to respect and accept someone else's opinion, if it is justified (all tasks accompanied by the instruction "Compare your work with the work of other guys"). Thus, work with mathematical content allows raising students' self-esteem, forming their self-esteem, understanding the value of their own and someone else's personality.

2. The presence in the course of mathematics of a large number of lessons built on problem-dialogical technology gives the teacher the opportunity to demonstrate to children the value of brainstorming as a form of effective intellectual interaction. In the event that children have learned to work in this way, they also develop an understanding of the value of human interaction, the value of a human community formed as a team of like-minded people, the value of the personality of each member of this community.

3. Since the course of mathematics is focused on the development of communication skills, situations of close interpersonal communication are planned at the lessons, which involve the formation of the most important ethical norms. These norms of communication allow you to teach the child to competently and correctly interact with others. Such work develops in children the idea of tolerance, teaches patience in relationships and, at the same time, the ability not to lose one's individuality when communicating, i.e., it also contributes to the formation of ideas about the value of the human person. (All tasks related to work at the stage of primary consolidation of the new, work with text tasks in the classroom, etc.).

Formation of regulative universal educational actions in mathematics lessons - typical tasks.

In mathematics lessons, work with any educational task requires the development of regulative skills. One of the most effective training tasks for the development of such skills is a text task, since working with it fully reflects the algorithm of work to achieve the goal.

The next stage in the development of organizational skills is the work on the system of learning tasks (learning task). To do this, in the 1st grade, problematic questions are proposed for discussion by students and conclusions that allow you to check the correctness of your own conclusions. Thus, students learn to compare their actions with the goal. All lessons in grades 2-4 include problem situations that allow students, together with the teacher, to choose the goal of the activity (to formulate the main problem of the “question” of the lesson). The problem situations of the mathematics course are based on the difficulty in completing a new task, the system of leading dialogues allows students to independently, based on their knowledge, derive a new algorithm of action for a new task, while setting a goal, planning their activities, and evaluate the result by checking his.

That is, the development of organizational skills is carried out through the problem-dialogical technology of mastering new knowledge, where the teacher is the "director" of the educational process, and the students, together with him, pose and solve the educational subject problem, while the children use these skills in the classroom. By the end of elementary school, the use of project activities both in school and outside of school. Project activity provides for both collective and individual work on an independently chosen topic. This topic involves solving vital-practical (often interdisciplinary) problems, during which students use the algorithm assigned to them for setting and solving problems. The teacher in this case is a consultant. By the end of elementary school, the student gradually learns to give his answers to ambiguous evaluation questions. So he slowly starts to grow the basics personal outlook.

Formation of cognitive universal learning activities in mathematics lessons - typical tasks.

Visual-figurative thinking, characteristic of children of primary school age, allows you to form a holistic, but preliminary picture of the world, based on facts, phenomena, images and simple concepts. The development of intellectual skills is carried out under the guidance of a teacher in grades 1-2, and in grades 3-4, learning tasks are set that students learn to solve on one's own. By the end of elementary school, the formation of abstract thinking allows you to start completing the picture of the world with facts, phenomena and abstract concepts from different subjects (sciences). In math class:

1. The age-related psychological characteristics of younger schoolchildren make it necessary to form modeling as a universal learning activity. For mathematics, this action seems to be the most important, since it creates the most important tools for the development of cognitive universal actions in children. So, for example, a large number of mathematical problems can be understood and solved by younger students only after creating an auxiliary model adequate to their perception. Therefore, tasks of the first grade introduce students to models generally accepted in mathematics, in grades 2-4, typical tasks teach children to independently create and apply models in solving subject problems.

2. Widespread use of productive tasks that require purposeful use and, as a result, the development of such important mental operations as analysis, synthesis, classification, comparison, analogy. (These are tasks like "Compare", "Divide into groups", "Find the true statement", etc.)

3. These are also tasks that allow students to learn how to independently apply knowledge in a new situation, that is, to form cognitive universal learning activities.

Formation of communicative universal educational actions - typical tasks in mathematics lessons.

The basic skills of various types of speech activity develop: speaking, listening. In the lessons, in addition to the frontal, a group form of organizing the educational activities of children is used, which allows you to use and improve their communication skills in the process of solving educational subject problems (tasks). Further development of the communicative skills of students by the end of elementary school begins to be carried out through the independent use by students of the assigned system of methods for understanding oral and written text. Communicative UUD are successfully formed if pair work is properly organized in the classroom. The use of this form of work allows all the children to participate in activities, to work, there are no unemployed children in the classroom.

It is most advisable to use work in pairs in the lessons of systematization and generalization of knowledge, since students already have a certain amount of knowledge on the topics or section covered. However, work in pairs can also be used in the lessons of mastering new knowledge, in the lessons of control.

Here you can give an example of the activity of children, leading to the development of communicative UUD: students receive a task under the same number: one student becomes a performer - he must complete this task, and the other - a controller - must check the correctness of the completed task. At the same time, the controller has detailed instructions for completing the task. When performing the next task, the children change roles: who was the performer becomes the controller, and the controller becomes the performer.

The use of a paired form of control allows us to solve one important problem: students, controlling each other, gradually learn to control themselves and become more attentive.

Pros of using group work in the lessons for the formation of communicative UUD:

Children are always ready to share what they know well.
The guys are engaged in a specific business that interests them, and not repeated work, the results of which have already been achieved.
Independence develops, efficiency increases, a sense of responsibility for the work done grows.
Knowledge is acquired better.
Group support creates a sense of security, and even the most timid and anxious children overcome fear.

Presentation of pedagogical experience

At present, there are still many questions related to the technology of forming UUD, and the specific model of work is not fully understood.

But one thing is clear - the formation of UUD is impossible if the educational process is organized in the old fashioned way. You can not teach a child to communicate, learn, organize their activities.

“If you want to learn, you have to learn” The same applies to universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.

Therefore, the implementation of educational standards of the second generation implies a new role for the teacher, as well as the use of "other" technologies, forms, methods that are adequate to the requirements.

Thus, the role of the teacher is changing - now he is the organizer of the development of the student, who understands and knows how not only to give knowledge to the child, but also to use the lesson to develop regulatory, communicative, cognitive and personal learning activities. The teacher is the main assistant of the child in mastering competencies, he goes along, creating conditions for development, and not just for mastering subject knowledge!

This can be achieved only through a special organization of the educational process.

To solve these problems, you can create a tutorial - the table "Universal learning activities for students".

Distribute all 4 groups of universal training actions by colors: cognitive - blue, communicative - green, regulatory - yellow and personal - red. Each child has 4 circles of these colors on the desk. From the Program for the formation of UUD, write out all UUD for the first grade and reformulate all educational activities into children's language. And at each stage of the lesson, setting a goal, the children rely on this table, while showing a circle of a certain color. This will enter the system, and the children will easily be able to say what will be formed at this stage of the lesson. We create the same table for other classes, taking into account the requirements of the UUD Formation Program.

Presentation of the lesson system

A fragment of the lesson using the created manual.

The textbook by V. G. Goretsky "ABC" allows solving the problems of forming the entire complex of UUD for students in grade 1, which are a priority in the content of education.

In accordance with the requirements of the Federal State Educational Standard, not only the study of each section, but also each lesson should begin with goal setting.

At the stage of the organizational moment, when it is necessary to prepare students for work, I set a specific goal: to provide an external favorable environment for work, to psychologically set the guys up for joint activities.

At this stage, the formation personal and regulatory UUD: meaning formation, students' organization of their activities, goal-setting.

Fragment 1

Personal UUD:

1. Psychophysical training, emotional mood for the lesson

I am glad to see your faces again, your eyes. And I think that today's lesson will bring us all the joy of communicating with each other. Good luck to you and good luck! How do you start the lesson? "Beep" me, please. (Children smile at me and at each other.)

2. Short rhymes that give a positive attitude to the lesson. For example: Rhymes help with this:

The lesson starts

He will go to the guys for the future.

Let's learn letters

Check it out buddy

Are you ready to start the lesson?

Is it all right

Book, pen and notebook?

Have you checked? Sit down!

Work diligently!

1. Statement of the educational task.

Let's guess what we're going to do in class today. Open the "ABC" of V.G. Goretsky on p. 4-5 (part 2)

Will we discover new knowledge or repeat what we have learned?

Let's set a goal for the lesson:

Consolidate your knowledge of the soft, deaf, consonant sound [h '].

2. Determining the type of generated UUD

Guys, what are we learning to do now? (plan your activities).

Circle these activities. (yellow) - regulatory UUD

Fragment 2

1. Composing words with the studied letter

guessing words by interpretation (including figurative) or by a common feature;
solving riddles;
game-tasks "I conceived a word", "Question - answer".

I came up with words with the [h'] sound. Guess them (Thicket, clock, bee, luck.)

(When you meet a word with a combination of CHA or CHU, skip the vowels).

2. Creating and solving a problem situation

Guys, what letters should I write in combinations CHA, CHU?

Make a conclusion. (Remember! CHA, CHU)

3. Determining the type of generated UUD:

Guys, what are we learning to do now?

(learned to build a speech statement)

Which circle we designate these actions (green circle) - communicative UUD. These questions are used to stimulate the mental activity of students. Answering questions, making peculiar small “discoveries” in the field of linguistics, schoolchildren are convinced of the practical significance of knowledge of the Russian language, the subject itself opens up for them in a new way. Behind the external simplicity (sometimes even the frivolity of the wording) of the questions lies a serious linguistic content: the students must explain the linguistic facts in "scientific language". Thus, when performing these tasks, the main thing is not the recognition of linguistic facts, but their explanation, that is, the skills and abilities of constructing a coherent statement in a scientific style are formed.

Tasks in this group include:

4. Consolidation of the learned rule

Listen to the story (acting):

Once upon a time there were hissing Ch and Shch in the world, and nearby lived the vowels U, Yu, A, Ya. They lived together. And then one day they decided to play hide-and-seek. Dropped to drive hissing. The rest ran to hide. Letters sit in secret places, waiting to be looked for. Hissing people looked into all the cracks, looking well, rustling - they had already found A and U. But they just couldn’t find the vowels Yu and Ya. And so, stumbling, offended, tired, hungry, decided to go home. They pass by a neighboring house and see that I and Yu, as if nothing had happened, are sitting, laughing, watching TV, drinking tea with gingerbread. The hissing ones were offended, since then they have been friends apart. They never stand together, but only like this: CHU-SHU, CHA-SCHA.

That's what the story says about it. And you guys, why do you not need to put the letters Y and Y after the letters H and W? Formulate a detailed coherent answer to the question.

So, our main goal today is to teach students the “ability to learn”, to provide any child in Russia with the level of development that will allow him to be successful in learning not only at school, but throughout his life. Therefore, the task of creating a bank of standard tasks and tasks aimed at the development of UUD becomes so important.

I believe that universal learning activities are the foundation for the formation of key competencies of students. It is important that children can feel like equal participants in the educational process. They try to teach themselves, independently obtaining knowledge, teach others. And, at the same time, it is important for them to know that in case of difficulty, the teacher can help them, direct their actions. Collaboration becomes the main thing in the lesson, mutual understanding arises between all participants, efficiency and motivation for learning increase. You need to work in this direction from the first school day of the child until he graduates from elementary school, and then in middle and high school.

Asmolov A. G. How to design universal educational activities in elementary school: from action to thought: a guide for the teacher. M., Education, 2008.
Asmolov A. G., Burmenskaya G. V., Volodarskaya I. A. Formation of universal educational activities in basic school: from action to thought. Job system. M., Education, 2011.
The fundamental core of the content of general education / Ros.acad. Sciences, Ros. acad. education; ed. V. V. Kozlova, A. M. Kondakova, fourth edition, M., Education, 2011 (series "Standards of the second generation").
Textbook V. G. Goretsky "ABC"
Gorev P. M., Utemov V. V. The development of universal educational activities of primary school students in the context of the implementation of new generation standards (FGOS): Educational and methodological manual. - Kirov: MCITO Publishing House, 2015. - 275 p.

In the public mind, there is a transition from understanding the social purpose of the school as a task of simply transferring knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' 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 fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity that ensure success in cognitive activity at all stages of further education.

Therefore, this chapter presents material that reveals the types and functions of UUD, their formation in the process of teaching mathematics.

Types and functions of UUD. Formation of UUD in mathematics lessons

In a narrower (actually psychological) sense, this term can be defined as a set of student actions (as well as the skills of educational work associated with them) that ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

The official page of the Federal State Educational Standard presents the following definition of this concept: “universal educational activities - the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.

Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.

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 actions as generalized actions open up the possibility for students to have a 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. 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.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also the actions of self-regulation); 3) communicative; 4) cognitive.

Types of UUD presented in the fundamental core of the content of general education.

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.

Fig.1.

Regulatory UUD provide students with the organization of their learning activities. These include the following:

Communicative UUD provide social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions with peers and adults.

Rice. 2.

Rice. 3.

Cognitive UUD will be discussed in detail in the second paragraph of this chapter.

Functions of universal learning activities include:

Ensuring the successful assimilation of knowledge, skills and abilities and the formation of competencies in any subject area.

The mastery of universal educational actions by students characterizes the ability for self-development and self-improvement through the conscious appropriation of social experience. “... The school should teach to learn, teach to live, teach to live together, teach to work and earn” (from the UNESCO report “To the New Millennium”). Therefore, if earlier by educational results they meant only what is connected with subject results, now we are dealing with meta-subject and personal results that determine the motivation and direction of human activity.

Despite the fact that the result of education in the form of “the ability to learn” is extremely in demand today, one should not forget about the foundation of education - knowledge, skills and abilities, on the basis of which the “ability to learn” is formed and developed.

Mathematics is the science of the most general and fundamental structures of the real world, providing the most important apparatus and source of fundamental ideas for all natural sciences and modern technologies. The entire scientific and technological progress of mankind is directly related to the development of mathematics. Successful study of mathematics facilitates and improves the study of other academic disciplines.

Mathematics is a unique field of knowledge, which in itself can be considered both as a content and as a technology for the formation of "learning skills". This is explained by the fact that the content and technologies of the subject itself contain an apparatus with which the teacher can achieve significant educational, developmental and educational results.

In addition, there is not a single school discipline that would use such a variety of activities as mathematics when disclosing educational material: “mathematical activity is highly instrumental, i.e. allows students to easily transmit patterns of activity by presenting educational tasks in the course of solving which these patterns are realized.

How is the formation of different types of universal learning activities in mathematics lessons.

It should be noted that the subject "Mathematics" is aimed primarily at the development of cognitive UUD. This will be discussed in more detail in the second paragraph of this chapter.

Thus, the analysis of the literature allows us to formulate regulatory ULDs formed in mathematics lessons:

the ability to identify properties in the objects under study and differentiate them;

mastering the methods of control and self-control of the assimilation of what has been studied;

· work according to the algorithm, with memos, rules - guidelines for the formation of general methods of educational activity for the assimilation of mathematical concepts.

Along with this obvious role of mathematics, the task of forming communicative UUD is also important. This is due to the fact that in the process of studying mathematics, students learn to read and write information about the world around them in the language of mathematics, build chains of logical reasoning and use them in oral and written speech for communication. In the course of mathematics, two closely interconnected directions for the development of communication skills can be distinguished:

development of oral scientific speech;

development of a set of skills on which competent effective interaction is based.

The formation of personal UUD is realized through interaction with mathematical content and teaches to respect and accept other people's opinions. Thus, work with mathematical content allows raising students' self-esteem, forming their self-esteem, understanding the value of their own and someone else's personality. Undoubtedly, historical material in mathematics has great potential in this activity. Problem-based learning technology, research activities give the teacher the opportunity to demonstrate the beauty and harmony of mathematical proofs as a form of effective intellectual interaction.

The role of mathematics as the most important means of communication in the formation of speech skills is also inextricably linked with personal results. Because the basis for the formation of a person as a person is the development of speech and thinking. From this point of view, any task in mathematics is focused on achieving personal results. Let's formulate personal UUD, formed by means of mathematics:

Formation of value orientations (self-regulation, stimulation, achievement);

formation of mathematical competence.

Thus, mathematics presents more obvious opportunities for implementing the idea of the Federal State Educational Standard on Universal Learning Activities.