There cannot be universal ways of doing things. Universal learning activities. Federal State Standards requirements Reasons for changing teaching methods

Sections: Primary School

Currently, 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 second generation standards put forward “the development of students based on their mastery of universal learning activities” as the goal and main result of education. In a broad sense, the term “universal learning activities” and means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience. The universal nature of educational actions is manifested in the fact that they are supra-subject, meta-subject in nature, i.e. each academic subject depending on its content and methods of organization educational activities has students opportunities for the formation of universal educational actions.

In other words, universal learning activities (hereinafter referred to as UAL) should provide students with not only the successful acquisition of knowledge, the formation of abilities, skills, competencies in any subject area, but also the opportunity to independently carry out learning activities, set learning goals, search for 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 presents four types of educational activities: personal, communicative, regulatory and cognitive.

Personal actions reflect a system of value orientations junior school student, his attitude to various aspects of the surrounding world.

Regulatory actions provide students with the ability to organize their learning cognitive activity.

Cognitive actions provide the ability to understand the world around us: the readiness to carry out a directed search, processing and use of information.

Communication actions ensure 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 occurs in the context of mastering various subject disciplines and extracurricular activities;

UUD can be formed based on the use of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.

The teacher’s task is to learn to organize the educational process in such a way that students master basic concepts simultaneously with the accumulation of experience in actions that ensure the development of the ability to independently search, find and assimilate knowledge, i.e. the competence to “teach to learn.” Content selection educational subjects, determination of forms and methods of teaching - all this should take into account the goals of forming specific types of educational instruction.

Each academic subject, depending on the subject content, has certain opportunities for the formation of UUD. Let's consider priorities subject content in the formation of UUD.

	Russian language	Literary reading	Mathematics	The world		Technology
Personal.	vital self-determination		meaning making	moral and ethical orientation		creative self-realization
Regulatory.	goal setting, planning, forecasting, control, correction, evaluation, algorithmization of actions (mathematics, Russian language, the world around us, technology, physical education, etc.)
Cognitive general education.	modeling (translation of oral speech into written speech)	semantic reading, voluntary and conscious oral and written statements	modeling, formation of a general method for solving problems, selection of the most effective ways problem solving	wide range of information sources	Modeling and Displaying a Transformation Object in the form of models
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 step-by-step development subject-transformative actions
Communicative.	Using language and speech to receive and transmit information, participation in joint productive activities and productive dialogue; self-expression: monologue statements of various types.

So, the connection between universal educational actions and the content of educational subjects is determined by the following statements:

UUDs represent an integral system in which interrelated and interdependent types of actions can be distinguished:
– communicative – providing social competence,
– cognitive – general educational, logical, related to problem solving,
– regulatory – ensuring the organization of its own activities,
– personal – determining motivational orientation.

The formation of UUD is a purposeful, systematic process that is implemented through all subject areas and extracurricular activities.

The UUDs 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 UUDs of each type is indicated in thematic planning, technological maps.

Ways to take into account the level of their development are in the requirements for the results of mastering the curriculum for each subject and in the mandatory programs of extracurricular activities.

Pedagogical support for this process is carried out with the help of a Portfolio, which is a procedural way of assessing student achievements in the development of universal learning activities.

The results of mastering UDL are formulated for each class and serve as a guideline for organizing monitoring of their achievement.

In each school, by each teacher, the content of the UUD should vary depending on various conditions: from the age of the students and their individual characteristics, from the class, from pedagogical style and priority pedagogical approaches of the teacher, subject specificity, etc.

Let's consider the activities of students at each stage lesson and highlight those UUDs that can be formed with proper 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 (substantive communication) and personal (motivation) UUD.

2. Planning.

Students plan ways to achieve the intended goal, and the teacher assists them in this and advises them. 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 it is possible to use group work or individual work. The teacher advises students. At the same time, cognitive, regulatory, and communicative UUDs develop.

4. Control.

Students exercise control themselves (this can be self-control, mutual control). The teacher also serves as a consultant.

UUDs are formed: regulatory (control, self-control), communicative.

5. Correction of activity.

Students formulate difficulties and make corrections on their own. The teacher's task is to provide the necessary help.

UUD are being formed: regulatory, communicative.

6. Assessment of students.

Students evaluate activities based on their results (self-assessment, mutual assessment). The teacher advises.

UUDs are formed: regulatory (assessment, self-assessment), communicative.

7. Lesson summary.

Reflection is carried out. In this activity, UUDs 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 UUD 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 students’ activities are properly organized.

Now let’s look more specifically at what methods, techniques, teaching aids, and forms of organizing students’ activities can be used when conducting a lesson aimed at developing not only subject, but also meta-subject results.

1. Goal setting. Conducting a problematic dialogue.
2. Planning. Working with the lesson map.
3. Practical activities of students.

a) Group, pair, individual forms of organizing students’ activities.
b) Work to solve design problems.
c) Conducting role-playing games.
d) Working with the textbook. It is necessary to make maximum use of the capabilities of the main teaching tool - the textbook, because all textbooks have been examined for compliance with the requirements of the Federal State Educational Standard of NEO and allow one to achieve the necessary results.
e) Use of dictionaries, reference books, encyclopedias, ICT technologies.

4. Control.

a) Application of the method of markless learning (“magic rulers” - author G.A. Tsukerman).
b) Self-control and mutual control in advance certain criteria.

5. Correction of activity.

a) Organization of mutual assistance;
b) use of various reminders.

6. Assessment of students.

a) Application of the method of grade-free training - author G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to criteria determined in advance.

7. Lesson summary. Conducting reflection using:

a) “Palm” technique (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 tasks;
b) use of differentiated tasks.

Of course, these are not the only possibilities for constructing a lesson aimed at developing UUD. The new standard, having defined the requirements for educational results, requires the teacher to structure the lesson in a new way. However, if the methods of work that the teacher used before can work for new results, they certainly need to find application in the new educational environment.

So, the success of training in primary school largely depends on the formation of universal educational actions. The development of educational learning ensures the formation of psychological new formations and abilities of the student, which, in turn, determine the conditions for high success of educational activities and mastery of academic disciplines. If in elementary school students’ universal learning activities are fully formed, then it will not be difficult for them to study in the main level of school.

To monitor students’ mastery of AUD, it is important to diagnose them (twice a year). Criteria for assessing the formation of universal educational actions should take into account two components:

compliance with age-psychological regulatory requirements;

compliance of the properties of universal actions with predetermined requirements.

Age and psychological standards are formed for each type of UUD, taking into account a certain stage of their development. Properties of actions to be assessed include: level of action execution, completeness, consciousness, generality, criticality and mastery.

Let us dwell on those positions that we diagnose when studying the level of formation of the UUD of younger schoolchildren through the completion of tasks.

To study the formation of cognitive learning skills, 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 generalization of knowledge;

present information in the form of tables, charts, diagrams.

To study the formation of regulatory control systems, 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 work results.

To study the formation of communicative learning skills, the following skills are diagnosed:

read information given explicitly;

explain the meaning of words and phrases;

read information given in an implicit form;

understand the meaning of the text as a whole ( main idea);

interpret the text (through creative retelling).

To study the formation of personal UUD, the following skills are diagnosed:

evaluate actions from the perspective of moral values;

explain the assessment of an action from the position of moral values;

determine important rules of behavior for yourself and others;

choose behavior that corresponds to generally accepted rules;

separate the assessment of an action from the assessment of the person himself;

define an action as ambiguous (it cannot be unambiguously assessed as good or bad).

It must be remembered that a personality-oriented approach to diagnosing UUD does not involve comparing a student’s results with the results of his classmates, and personal results are not assessed individually, but only as a whole in the class.

The diagnostic results enable the teacher to determine the effectiveness of the implementation of the educational process, adjust, if necessary, their own activities and the content of education, and see the possibilities of implementing an individual approach to the development of each student. Repeated diagnostics make it possible to monitor the dynamics of the formation of universal educational actions and influence their further development.

In conclusion, it should be noted that if due attention is not paid to the formation of educational learning, this will lead to acute problems in school education: unformed educational and cognitive motives and low curiosity of a significant part of students, difficulties in voluntary regulation of educational activities, low level of general cognitive and logical actions, difficulties in school adaptation , the growth of deviant behavior. It is the targeted, systematic work on the formation of educational learning that is the key condition for increasing the efficiency of the educational process in the new conditions of social development.

Bibliography:

Asmolov A.G.. How to design universal learning activities in elementary school / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; edited by A.G. Asmolov. – M.: Education, 2011.

Buneev R.N. Diagnostics 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. Teaching methods and mental development of a child / P.Ya. Galperin. – M., 1985

Zavyalova O.A. Meta-subject activities in teaching: where should a teacher start? / O.A.Zavyalova. – M., 2012

Melnikova E.L. Problem lesson, or How to discover knowledge with students: A manual for teachers / 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 NEO: (article)// Scientific-practical. zhur. “Academic Bulletin” / Min. Arr. MO TsKO ASOU. – 2011. – Issue. 1(3). - With. 46–54.

Federal state educational standard for primary general education. / Ministry of Education and Science of the Russian Federation - M.: Education, 2010.

Design of the main educational program educational institution. – Akademkniga, 2010

Repkina G.V. Assessing the level of formation of educational activities: to help the teacher primary classes/ G.V. Repkina, E.V. Stutterer. – Tomsk, 1993.

Tsukerman G.A. Introduction to school life / G.A Tsukerman, K.N. Polivanova. – M., 1999.

Tsukerman G.A. Rating without mark: / G.A Tsukerman http:// exsperiment.lv/rus/ biblio/cukerm_ocenka.htm

The concept of “universal learning activities”

In a broad sense, the term “universal educational actions” means the ability to learn, i.e. the subject’s ability 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, develop skills and competencies, including independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal educational actions as generalized actions open up students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation). The ability to learn is a significant factor in increasing the efficiency of students’ mastery of 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 educational actions:

ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
creating conditions for the harmonious development of personality and its self-realization based on readiness for continuing education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Personal UUD provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), 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 is 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 the question “what meaning does the teaching have for me,” and be able to find an answer to it;
moral and ethical orientation is the action of moral and ethical assessment of the acquired content, ensuring personal moral choice based on social and personal values.

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

goal setting - like setting educational 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 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 actual product;
assessment – the student’s identification and awareness of what has already been learned and what still needs to be learned, assessing the quality and level of learning;
self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive UUD include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

independent identification and formulation of a cognitive goal;
search and selection of necessary information; application of information retrieval methods, including using computer tools;
structuring knowledge;
conscious and voluntary construction of a speech utterance in oral and written form;
choosing the most effective ways to solve problems depending on specific conditions;
reflection on methods and conditions of action, control and evaluation of the process and results of activity;
semantic reading; understanding and adequate assessment of the language of the media;
formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

modeling;
transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

analysis;
synthesis;
comparison, classification of objects according to selected characteristics;
summing up the concept, deriving consequences;
establishing cause-and-effect relationships;
building a logical chain of reasoning;
proof;
putting forward hypotheses and their substantiation.

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, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Types of communicative actions are:

planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;
asking questions – proactive cooperation in searching and collecting information;
conflict resolution – identification, problem identification, search and assessment alternative ways conflict resolution, decision making and its implementation;
managing the partner’s behavior – monitoring, 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, mastery of monologue and dialogic forms of speech in accordance with grammatical and syntactic rules 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, it is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the specified learning activities - the level of their formation, corresponding to the normative stage of development and relevant “ high standard» development, and properties.

The criteria for assessing the development of students’ learning skills are:

compliance with age-psychological regulatory requirements;
compliance of UUD properties with predetermined requirements.

Conditions ensuring the development of UUD

The formation of UUD in the educational process is determined by the following three complementary provisions:

The formation of UUD as the goal of the educational process determines its content and organization.
The formation of UUD occurs in the context of mastering various subject disciplines.
UUD, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.

Universal learning activities (ULA) are a set of various actions aimed at independent acquisition of knowledge, active self-development, acquisition of new practical and cognitive-research experience. UUD according to Federal State Educational Standards- a basic component of the ability to learn, providing the opportunity for successful self-development.

General educational skills are of a meta-subject nature, and therefore can be used to master any school subject.
Any student’s activity is based on them.
UUDs allow you to shape the child’s psychological abilities.

UUD according to Federal State Educational Standards

Before the advent of the Federal State Educational Standard, modern educational process relied more on collecting the information necessary to study the topic and developing mental processes, less often the priority was the practice of effective study and thinking techniques. This approach had a negative impact on the development of personality and the effectiveness of the school educational process, reducing the motivation of students and the level of their responsibility. The introduction of the standard has changed the approach to learning, and at the same time the model of a junior school graduate, who is now defined as a student with the basics of general academic skills and a base of moral behavior, capable of interacting with peers and teachers, and open to acquiring knowledge and skills. The goal of the current education strategy is to teach everyone to learn first under the guidance of a teacher, mentor, and then independently. The basis for the continuity of different levels of the educational system should be an orientation towards the key strategic priority of lifelong education - the formation of the ability to learn throughout life. Designing and implementing a UUD development program is the task of every teacher who will work in a new school.

Keep this for yourself so you don't lose it:

- Six new methods for diagnosing communicative learning disorders in schoolchildren (formation criteria)
- Identify meta-subject and personal UUDs (lesson analysis sheet)

UUD according to the Federal State Educational Standard is the ability for independent development, supra-subject actions, general educational skills, the definition of which covers all areas of the child’s personality development. According to the federal standard, formal skills and knowledge become secondary, since the measure of learning effectiveness becomes the types of activities that students master during the year. A primary school student must learn to read and write, but much more important is motivation to study and the development of meta-subject methods of action.

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UUD acquires particular importance in primary school, when children develop the ability to learn independently and consciously, expanding their own competencies in order to subsequently transfer them to other areas. Having mastered the ability to learn, children will be able to transfer this skill to any component of educational activity, increasing its effectiveness.

Functions of supra-subject methods of action:

promote the comprehensive development of schoolchildren through lifelong education, tolerance and flexibility of views;
create conditions for independent study, formation of educational goals, search for means and methods of achieving them, self-analysis and self-control;
provide conditions for effective learning through the acquisition of general educational competencies;
stimulate the formation of a picture of the world, tolerance in the context of a multicultural society and competence in various subject areas.

Types of UUD according to Federal State Educational Standards

Over-subject actions motivate and allow children to independently organize the process of learning and perception of educational material. Despite the general educational nature of universal actions, there are four UUD type according to the Federal State Educational Standard presented in the table.

Personal	Thanks to personal learning activities, children learn to navigate interpersonal relationships, social roles, relate moral norms, ethical principles with the behavior of others, drawing appropriate conclusions. Personal UUD according to Federal State Educational Standards in primary school they are divided into: professional and personal self-determination; correlation between the goals of study and the results achieved; making a moral choice, moral and ethical self-determination.
Regulatory	Each of the regulatory actions is necessary to organize an independent educational process: the student evaluates his knowledge, determines the boundaries of what is known and sets a learning task (goal setting); taking into account the set goal, the sequence of work on its implementation is planned; the child must predict intermediate and final results of educational activities; if intermediate results do not correspond to those planned, it is necessary to adjust the plan and methods of action; self-esteem and awareness of the real results of educational activities ensure effective goal setting. In the process of mastering regulatory control systems, the ability for self-motivation, volitional effort and mobilization of moral and physical strength aimed at overcoming difficulties is important for students.
Cognitive	Cognitive general educational activities involve formulating and solving a problem through logically structured actions. Students determine a cognitive goal, collect the necessary materials, resources and information, put knowledge into a structure, select ways to achieve the goal in the context of the current conditions, and then conduct self-assessment and reflection on cognitive activity. Separate subgroups of cognitive methods of action include: Sign-symbolic - involve modeling objects and symbols in space based on the characteristics of the object, transforming it into a model to search for laws that systematize this subject area. Logical - children analyze the essential and non-essential features of objects, evaluate the whole and its component parts, and based on the information received, classify objects into classes or concepts, forming cause-and-effect relationships between phenomena and objects. When building a logical chain, they rely on conclusions, evidence and facts.
Communication	General educational activities are aimed at acquiring the skills to hear and listen to an interlocutor, social competence, communication skills, the ability to establish productive cooperation with peers and interaction with teachers. Communication UUD according to Federal State Educational Standards mean: defining goals, objectives and ways of interacting with students and teachers; collective work to collect and systematize information; successful overcoming conflict situations through the search for compromises, alternative solutions, problem identification; maximum interaction with classmates - assessment, correction and control of their actions; communication skills and eloquence - the ability to express one’s thoughts orally and in writing concisely and to the point, master the skill of conducting competent dialogue and monologue.

UUD according to the Federal State Educational Standard in elementary school

Surprisingly, universal learning activities used to master educational subjects are formed in the learning process. Depending on the content of the academic subject and topic, special prospects for mastering certain UUDs are created. The teacher should take into account the health status of students, their level of speech development and ability to control their behavior, children’s communication skills, their motivation to study, learning to ask questions, listen and hear in class. Without taking into account these features, mastering educational activities will be difficult for both students and teachers. Which will ultimately lead to a loss of time and effort, and simply calls into question the competence of a primary school teacher.

To achieve effective mastery, class teachers and subject teachers use a set of measures, during the implementation of which teachers focus on the actual achievements of students, and not on comparing students with each other.

Self-analysis and self-examination are important, which teach children to find and promptly correct their mistakes, which helps them learn new things. The teacher also evaluates the children's educational success, explaining his choice, while at the same time teaching schoolchildren to evaluate activities according to criteria and choose criteria for evaluation.
Motivating students to study, teachers explain the practical value of new knowledge and the developmental significance of a particular exercise. The emphasis is on those types of work with materials and data that will be required in educational activities, effective memorization is practiced, which has a positive effect on children’s logic and memory.
It is important for the teacher to teach children to work in groups and pairs, and if conflicts arise, to effectively eliminate them by finding compromises. Through problematic situations, gaps in knowledge or their inconsistency classroom teacher helps children name the purpose of the lesson and draw up an action plan.
Children should be able to make moral choices, express their thoughts freely and competently, be able to defend their own opinions using arguments, not rudeness, and demonstrate respect for their interlocutor. Student interaction is encouraged.
The teacher and children interact on the principles of cooperation; they jointly solve problem areas, distribute responsibilities, and learn to plan work and leisure. Students can choose tasks from several offered.

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Update knowledge about regulatory regulation educational activities OO, requirements for the qualifications of a teacher (teacher), development of basic educational programs educational organization training according to the program will help

Methodology for the phased formation of UUD, proposed by P.Ya. Galperin and his associates, relies on the internal dependence between practical execution and intellectual operations. According to this theory, general subject actions are formed by analogy with mental ones and involve several stages:

It is necessary to study the sample and composition of the future action, use the information and instructions of all its components. Children are shown and explained a pattern of mental action that they need to master, which is indispensable for visual and auditory students.
The action is performed taking into account all the operations that are included in it, thus mastering the essence of the action and exercising self-control of each stage, which is important for kinesthetic children.
Repeatedly performing an action without relying on a model.
To understand the sequence of stages, the action algorithm is spoken out loud, and then transferred to the internal plane, spoken to oneself.
The action is performed in the context of internal speech in terms of conscious control, which allows for the development of automatic execution, in which the mode of action is an act of thought, striving for the final product of the process.

Successful study at school is impossible without mastering UUD according to Federal State Educational Standards by class initial level. To develop meta-subject actions, teachers use the following types of activities and methodological tasks:

UUD	Types of jobs
Personal	Group projects are indispensable in the process of forming personal learning achievements, since they allow students to collectively choose a topic for work, distribute roles taking into account the children’s abilities so that everyone makes an important contribution to the implementation of the project. Creative work helps to expand one’s horizons and sphere of interests, improve the abilities and talents necessary for personal and professional self-determination. Portfolio of individual achievements - recording a situation of success, giving self-confidence and increasing self-esteem, stimulating self-education and improvement personal qualities.
Regulatory	Acquisition UUD according to Federal State Educational Standards in 2019 is based on the students’ formulation of the purpose of studying the educational material. Without goal-setting, full mastery of the topic is impossible, and therefore children in the first stage of the lesson are asked to answer the questions: What do I already know? What can I find out? What subject areas will be needed for this? At the end of the lesson, they ask you to find the answer to another question: What did I learn new in the lesson? What was the most interesting for me? In addition to goal setting, teachers use techniques for working with a deliberately incorrect plan, which students should correct, and suggest drawing up and discussing a plan for implementing educational tasks.
Cognitive	To form general educational activities teaching practice uses the principles of creating a logical sequence or cluster, exercises to find matches or differences, asking test questions and finding answers to them.
Communication	The formation of communication skills and the development of communication skills are facilitated by: working with clarifying questions to the student who is speaking, which develops children’s thought processes, the skill of composing a question, and conducting a discussion with peers; speaking in front of the class with a message or report - developing the ability to express one’s opinions, argue one’s own opinion, practice monologue speech; continuation of a classmate's judgment or search for counterarguments - a technique that involves the development of eloquence and thinking, the ability to listen and hear classmates, skills in constructing a statement; educational discussion (brainstorming, round table, debate) is an effective technique for developing communication skills, which provides new knowledge and skills in conducting respectful dialogue, defending one’s own opinion, and using arguments.

UUD according to the Federal State Educational Standard: relationship with academic subjects of primary school

The development of supra-subject actions in students in grades 1-4 occurs according to age development. The educational process regulates the prospects for mastering UUD and the essence of learning. Obtaining skills in meta-subject methods of action in each discipline is interconnected with other subjects and actions and is subject to the principles of age-related development. In the context of studying various subjects, a complex is formed UUD according to the Federal State Educational Standard in elementary school, which is confirmed by the table of the relationship between meta-subject actions and academic disciplines.

Subject and UUDs developed by it	Description of meta-subject actions
Russian language - regulatory, communicative and cognitive	By reading and analyzing texts, children practice making comparisons, performing logical evaluations, and establishing cause-and-effect relationships. Modeling and sign-symbolic actions, imagination develops in the course of working with the graphic implementation of letters, word structure, language syntax and morphology. Learning Russian within age characteristics The student develops not only speech function and the so-called “linguistic sense”, but also prognostic and generalizing functions.
Literary reading - helps to develop all types of UUD according to the Federal State Educational Standard (the key role of the communicative and regulatory spheres)	Junior schoolchildren master the aesthetic, ideological and moral significance of works, transferring spiritual and social experience to understand the actions of the characters and analyze the author's position. During the lessons, students: learn self-knowledge through comparing themselves with characters in literary texts; trace the actions and personal orientations of the heroes of the works; get acquainted with the aesthetics of texts; receive the basics of patriotic education and civic identity through studying the history of the Motherland; practice moral and aesthetic assessment of the actions of heroes; learn to recognize and create contextual speech based on the actions and words of literary characters; establish cause-and-effect relationships and build logical chains of events; learn to distinguish the main and the secondary.
Mathematics - educational UUD	In mathematics lessons, children learn to plan actions, structure and systematize knowledge, differentiate concepts, model, and practice algorithmic and logical actions. Within UUD programs according to the Federal State Educational Standard mathematics plays a key role, promoting systematic thinking, modeling and symbolic actions that are relevant in other school subjects. Children master a system of generally accepted symbols and signs that are relevant in the process of socialization and further education.
The world around us - the development of personal and cognitive ways of acting	Classes on “The World Around us” help primary schoolchildren form a picture of the sociocultural and natural world, master the relationships between nature and people, the relationship between the individual and society, the concept of the state and its place in the world. This discipline is indispensable for the formation of the civic identity of students, the worldview of the younger generation, the formation of emotional, value and cognitive components. The development of general subject skills includes: familiarity with the symbols of Russia, the ability to talk about your country, the sights of the region, familiarity with the geography and characteristics of other countries; base historical memory- knowledge of key events and iconic personalities for the history of Russia; obtaining a base of nature-conforming behavior and the foundations of environmental knowledge; understanding the principles of relationships between communities and different social strata of people. In addition to personal methods of action, “The World Around us” forms cognitive learning tools through: use of basic research skills, including the use of ICT and various types information; modeling and substitution practices; application of logical actions of classification, comparison, drawing analogies between natural and man-made objects, phenomena and properties, building cause-and-effect relationships.
Technology - cognitive and communicative UUD	In “Technology” classes, the key activity is subject-transformative work, forecasting and modeling, which play a dominant role in the development of UUD. Children analyze, reflect, work in groups and in pairs, using various shapes cooperation, receive the basics of ICT competence. Lessons provide: development of sign-symbolic, reproductive, creative and spatial thinking in children; practice of goal setting, forecasting and work planning with subsequent self-control and self-assessment; practice of communication through joint and productive work in the classroom; stimulating creative self-realization and motivation to acquire new knowledge and academic achievements; developing respect for other people's personal information, becoming familiar with the selectivity of information.
Physical Culture- personal, communicative and regulatory methods of action	Systematic physical exercises for primary school students become a motivating factor to overcome difficulties, resistance to stress, and a source of knowledge about modern sports. Children are introduced to civic and general cultural identity, learn to use physical and moral resources to achieve their goals, and follow rules healthy image life. In addition, the discipline “Physical Education” develops in children the skills to regulate, plan, analyze their actions, promote the ability to interact with classmates, cooperate and work in pairs, and in team games - set a goal, distribute functions, plan and achieve results. Children learn to evaluate behavior in class and perform mutual control.

UUD according to the Federal State Educational Standard in 2019. Results of development

The fundamental importance of all types of UUD according to Federal State Educational Standards as the core of general education - the basis for the implementation of the federal standard. Not only the psychological component of the success of mastering academic disciplines, but also the implementation of the Requirements for the results of mastering general education depends on the degree of formation of meta-subject actions.

The level of mastery of meta-subject actions is assessed according to several parameters:

Personal development. At the end of 4th grade, children should be motivated for further educational and cognitive activities, have a clearly formed internal position, and be guided by moral standards, following them.
Organized and motivated to study. Students master all types equally UUDaccording to Federal State Educational Standards from the table primary school, using them for organizing educational activities, setting, accepting and fulfilling educational tasks, planning work, self-assessment of activities with the possible introduction of adjustments as necessary.
Subject activity. Students acquire experience in each subject area, seeking to obtain, transform and apply the acquired knowledge and skills, taking them into account in the formation of their own picture of the world.
Research activities. Children must be able to work with symbolic means and texts, analyze and perceive them, carrying out cognitive and logical activities in the process of modeling or solving problems.
Communication culture. Junior schoolchildren should be able to communicate tolerantly with peers and elders, take into account the opinion and position of the interlocutor, cooperate and interact to solve educational problems, distribute roles in teamwork, perceive and transmit information, adequately resolve conflict situations, consciously and adequately build their written and oral speech.

Despite the obviously significant and rapidly growing role of general educational methods of action, work on mastering educational methods in most schools is carried out spontaneously and unsystematically, therefore only selected teachers strive to form universal actions in schoolchildren, which is expressed in an insignificant level cognitive activity and motivation to study among schoolchildren, the ability of children to plan and carry out cognitive and educational activities, provoking deviant behavior and school maladjustment. To avoid this, it is necessary to systematically and systematically promote the formation UUD according to Federal State Educational Standards 2019, and at the same time reasonableness, awareness, and logic of the educational process.

Practical work No. 3

Completed by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

The concept of “universal learning activities”

The ability of a student 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 students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation). The ability to learn is a significant factor in increasing the efficiency of students’ mastery of 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 educational actions:

· ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;

· creating conditions for the harmonious development of personality and its self-realization based on readiness for continuous education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Personal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), 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 motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;

· moral and ethical orientation - the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.

Regulatory learning activities ensure that students organize their learning activities. These include the following:

· goal setting - as setting an educational 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 level of assimilation; its temporal characteristics;

· control in the form of comparison of 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 actual product;

· assessment – identification and awareness by the student of what has already been learned and what still needs to be learned, assessing the quality and level of learning;

· self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive educational activities include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

· independent identification and formulation of a cognitive goal;

· search and selection of necessary information; application of information retrieval methods, including using computer tools;

· structuring knowledge;

· conscious and voluntary construction of a speech utterance in oral and written form;

· selection of the most effective ways to solve problems depending on specific conditions;

· reflection on methods and conditions of action, control and evaluation of the process and results of activity;

· semantic reading; understanding and adequate assessment of the language of the media;

· formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

· modeling;

· transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

· analysis;

· synthesis;

· comparison, classification of objects according to selected characteristics;

· summing up the concept, deriving consequences;

· establishing cause-and-effect relationships;

· building a logical chain of reasoning;

· proof;

· putting forward hypotheses and their substantiation.

Statement and solution of the problem:

· formulation of the problem;

· independent creation of ways to solve problems of a creative and exploratory nature.

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

· planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;

· asking questions – proactive cooperation in searching and collecting information;

· conflict resolution – identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

· management of 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, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of formation of UUD in educational process.

It is known that the formation of any new personal formations - skills, abilities, personal qualities - is possible only in activity (L.S. Vygotsky). At the same time, the formation of any skills, including universal learning activities (ULA), goes through the following stages:

1. Initial experience in performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, and use geographical map And musical instrument, sing and draw. They must follow the same path when forming a UUD, but the action algorithms being studied will no longer have a narrowly subject-specific, but a supra-subjective nature: mastering the norms of goal setting and design, self-control and correction of one’s own actions, searching for information and working with texts, communicative interaction, etc.

Therefore, in order to form any UUD in students educational system proposed next way which every student goes through:

1) first, when studying various academic subjects, the student develops primary experience in performing UUD and motivation to perform it independently;

2) based on existing experience, the student acquires knowledge about the general method of performing this UUD;

4) finally, control of the level of formation of this UUD and its systematic practical use in educational practice, both in lessons and in extracurricular activities, is organized.

3. Technologies for the formation and development of UUD in teaching computer science. Formation of regulatory, communicative, personal and cognitive educational activities based on the didactic system of the activity-based teaching method in computer science lessons

According to the Federal State Educational Standards LLC, the content section of the main educational program determines the general content of education and includes educational programs, focused on achieving personal, subject and meta-subject results, which are achieved in the process of forming universal learning activities (ULA), aimed at developing the ability of the subject of learning for self-development and self-improvement through the conscious and active appropriation of new social experience. The development of the foundations of the ability to learn (the formation of universal educational actions) is defined by the Federal State Educational Standard as one of the most important tasks of education.

In the process of forming educational learning, schoolchildren learn to independently pose educational problems, find ways to solve them, monitor and evaluate the process and results of activities, which ensures the successful assimilation of knowledge, the formation of skills and competencies in any subject area and thereby creates the opportunity for the successful implementation of students in their future professional activities.

Let's consider all types of universal learning activities and their development in computer science lessons.

Communicative learning activities provide students with social competence and conscious orientation to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that allow the successful formation of communicative learning skills:

1) availability of special technical means, first of all, a personal computer for each student, as well as office equipment and multimedia devices involved in the educational process;

2) the computer class in which lessons are held is organized in a special way: each student has not only an individual workplace, but also access to shared resources; Answers at the board are practiced much less often than in other lessons;

3) it is in computer science lessons that active independent activity, the creation of one’s own, personally significant product, can be naturally organized by the teacher;

4) the subject of computer science is distinguished by the initial high motivation of students.

The development of communicative UUD occurs in the process of execution practical tasks that involve working in pairs, as well as laboratory work performed by the group.

To diagnose and formulate communicative universal educational actions, the following types of tasks can be offered: drawing up tasks for a partner; review of a friend's work; group work on developing presentations; group work on drawing in graphic editors, various games and quizzes.

Regulatory learning activities provide the ability to manage cognitive and educational activities through setting goals, planning, monitoring, correcting one’s actions and assessing the success of learning. The ability to set personal goals, understand and realize the meaning of one’s activities, while correlating it with the requirements outside world, determines to a large extent the success of an individual in general and success in educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for the future vocational education and self-improvement.

So, in activity form, the essence of regulatory actions can be represented as follows:

The ability to formulate your own educational goals - the goals of studying a given subject in general, when studying a topic, when creating a project, when choosing a topic for a report, etc.

The ability to make decisions, take responsibility, for example, be the leader of a group project; make a decision in the event of a non-standard situation, let’s say there is a system failure.

Implement an individual educational trajectory.

It is very important that every student is involved in active cognitive process, applying the acquired knowledge in practice and clearly realizing where, how and for what purposes this knowledge can be applied to them. This contributes to the development of personal learning skills in students, forms and maintains interest in the educational material, encourages the child to ask questions, which ultimately contributes to the development of a sustainable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this creates in students the desire to carry out learning activities.

Personal UUD - provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

The action of meaning-making, 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 action of moral and ethical assessment of the acquired content, based on social and personal values, ensuring personal moral choice.

The personal development of a student implies, first of all, the formation of a person as an autonomous bearer of universal human experience, forms of behavior and activity, who:

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbolic universal educational actions);

Proficient in the techniques of volitional self-regulation, goal setting and planning (regulatory UUD);

Able to collaborate and influence the behavior of a partner or group (communicative control skills).

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at awareness, exploration and acceptance life values and meanings, allow you to navigate moral norms, rules, assessments, and develop your life position in relation to the world, the people around you, yourself and your future. When teaching computer science, in our opinion, the personal UUDs being formed will look like this:

Cognitive UUD - cognitive actions include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems. Based this definition, we can conclude that these are the main actions formed in computer science lessons, the main goal of which is to teach how to effectively select and process information from different sources

In accordance with this description of universal educational activities and recommendations of the Federal State Educational Standard LLC, one of the optimal teaching methods is the project method, which involves students obtaining some new product in the course of independent learning activities. In computer science lessons, the project method turns out to be convenient for use, as it allows you to teach the use of specific information and communication technologies when solving practical problems. On the one hand, students gain independent knowledge on one of the topics of the “Informatics and ICT” course, and on the other hand, they master new technologies for working with software products. At the same time, no additional motivation is required to learn the software necessary for the job. Let's look at one of these projects in more detail.

Brainstorming Technique

When working, I pay attention to the hierarchy of questions that accompany each stage of Brainstorming:

topic “Number systems”, 6th grade.

I level

– What number systems are most common in life?

Level II

– What number system does the computer work with and why?

Level III

– What actions can be performed in different number systems?

To formulate regulatory UUDs, I use various self-assessment and mutual assessment sheets.

At the final stage of completing an educational project, the student receives three equivalent assessments: self-assessment, teacher assessment and class average assessment.

This is how it works. First, the author speaks with an analysis of his work, then the “defender” and “critic” speak: identifying the shortcomings and advantages of the work. All students participate in the discussion. The teacher is the last to analyze the work. At the end of the performance, all participants give marks on “score sheets”.

Regulatory actions provide the ability to manage cognitive and educational activities. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

In the block of universal cognitive actions Special attention I focus on developing skills in composing texts of various genres, choosing the most effective ways to solve problems, and the ability to structure knowledge.

Essay Writing Technique

"Internet. Friend or foe?

The answer to this difficult question can be endless. And argue until you are hoarse about who is right. Of course, the Internet is still my friend. He acts like a friend. If I don’t understand something, he will always explain it. If I had a question, he would answer, almost without thinking. I want to go to the cinema, the theater - please, it’s right there. Order tickets, choose a cinema or film.

An example of a task on universal logical actions.

Five athletes took part in the running competition. Victor failed to take first place. Grigory was overtaken not only by Dmitry, but by another athlete who was behind Dmitry. Andrey was not the first to reach the finish line, but not the last either. Boris finished immediately after Victor.

Who took what place in the competition?

Technology project activities promotes the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space.

To complete an educational project, I consider the use of graphical methods to be a good solution: a mental map, a Fishbone diagram, a denotation graph.

Computer science lessons and subject courses provide opportunities for cooperation - the ability to hear, listen and understand a partner, carry out joint activities in a coordinated manner, conduct a discussion, dialogue, look for solutions, provide support to each other, thus carrying out communicative actions.

Children today have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation. .

Let's look at some of them:

There is a gradual washout preschool types activities and replacing them with educational-type activities. Role-playing game does not occupy a leading place in the life of an older preschooler, which leads to developmental difficulties, arbitrariness of behavior, imaginative thinking, motivational sphere without ensuring the formation of psychological readiness for schooling;

The focus of adults exclusively on the mental development of the child to the detriment of spiritual and moral education and personal development is alarming. As a consequence of this process - loss of interest in learning;

Children's awareness has increased sharply. If earlier school and lessons were sources of information for a child about the world, man, society, nature, today the media and the Internet turn out to be a significant factor in the formation of a child’s picture of the world, and not always positive;

Modern children read little, especially classical and fiction. Television, films, videos are being replaced literary reading. Hence the difficulties in learning at school associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal action plan; difficulty logical thinking and imagination;

The life activities of modern children are characterized by limited communication with peers. Games and joint activities are often inaccessible to younger schoolchildren due to the closed nature of society, which makes it difficult for children to learn moral norms and ethical principles;

Category of gifted and capable children in secondary schools is decreasing, and the number of children who cannot work independently, “intellectually passive”, children with learning difficulties, and simply problem children is increasing.

That's why elementary education requires new approaches that are embedded in state standards second generation.

Universalization of the content of general education in the form of identifying an unchangeable fundamental core of general education includes a set of the most significant ideas of science and culture, as well as the concept of the development of universal educational activities. .

The fundamental core of the content of general education is the basic document necessary to create curricula, programs, educational materials and benefits. .

The main purpose of the Fundamental Core in the standards maintenance system is to determine:

1) systems of basic national values that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person’s relationship to family, society, state, work, the meaning of human life;

2) a system of basic concepts related to areas of knowledge presented in secondary school;

3) systems of key tasks that ensure the formation universal species educational activities that meet the requirements of the standard for educational outcomes. .

Due to this priority direction new educational standards become the realization of the developmental potential of general secondary education. Personal development in the education system, in connection with second generation standards, is ensured, first of all, through the formation of universal learning activities (UAL). In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject's ability for self-development through the conscious and active appropriation of social experience.

In a narrower, actually psychological meaning, the term universal educational actions can be defined as a set of methods of action of the student, as well as the skills associated with them academic work ensuring his ability to independently acquire new knowledge and skills, including the organization of this process.

Universal learning activities are presented in each section of the Standard.

The UUD formation program is presented in the planned results of mastering interdisciplinary programs at two levels: - the graduate will learn (zone of actual development); - the graduate will have the opportunity to learn (zone of proximal development)/

As part of the system for assessing the achievement of planned results in primary school, UUDs are presented as follows: basic level(tasks for testing should be focused not only on subject competencies, but also on meta-subject ones), and elevated level. The Standard presents four types of UUD, consider them in Figure 1:

Figure 1. Types of UUD

As can be seen from Figure (1), four types of universal educational actions are distinguished. Let's look at each of them in more detail.

1) Personal UUD.

The Fundamental Core defines: “The block of personal universal learning actions includes:

Life, personal, professional self-determination;

Actions of meaning formation and moral and ethical assessment, implemented on the basis of the value and semantic orientation of students (readiness for life and personal self-determination);

Knowledge of moral standards;

The ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles;

Orientations in social roles and interpersonal relationships. Personal universal educational activities reveal personal results, in this regard, assessment of the achievement of personal results is carried out during non-personalized procedures (the child’s individual progress is considered only at the request or with the permission of the parents).

2) Cognitive UUD.

The composition of cognitive universal educational actions includes:

General educational educational institutions;

Logical UUDs and the formulation and solution of problems, while in the general educational UUD section a special group of sign-symbolic UUDs is distinguished.

This block correlates not only with other blocks (regulatory), but also with other programs (Reading: working with information). General educational universal actions include:

Independent identification and formulation of a cognitive goal; - search and selection of necessary information; application of methods

information retrieval, including using computer tools; - structuring knowledge;

Conscious and voluntary construction of speech utterances in oral and written form;

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

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

Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

Extracting the necessary information from listened texts of various genres; identification 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; - formulation and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

In cognitive UUD, along with general educational ones, two more sections are distinguished - logical UUD, formulation and solution of problems.

Logical universal actions:

Analysis of objects in order to identify features (essential, non-essential); - synthesis - composing a whole from parts, including independent completion with the completion of missing components; - selection of bases and criteria for comparison, seriation, classification of objects; - summing up the concept, deriving consequences;

Establishing cause-and-effect relationships;

Construction of a logical chain of reasoning;

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

Formulating the problem;

Independent creation of ways to solve problems of a creative and exploratory nature.

3) Regulatory UUD.

In the Fundamental Core of the Content of General Education, regulatory actions are revealed from the point of view of the structure of educational activities: The block of regulatory actions includes actions that ensure students organize their educational activities:

Goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown;

Planning - determining the sequence of intermediate goals, taking into account the final result;

Drawing up a plan and sequence of actions;

Forecasting - anticipation of the result and level of knowledge acquisition, its time characteristics;

Control in the form of comparison of 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 case of discrepancy with the standard, the actual action and its result;

Assessment is the identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

Self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles."

Regulatory training activities include:

Goal setting

Planning

Forecasting

Control (correction)

Self-regulation

4) Communicative UUD.

In the Fundamental Core of the Content of General Education, communicative educational activities are considered quite broadly, from the point of view of the socialization of a junior schoolchild: “Communicative actions ensure social competence and consideration of the position of other people, communication partners or activities; 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."

TO communicative actions relate:

Planning educational collaboration with the teacher and peers: determining the purpose, functions of participants, methods of interaction

Questioning - proactive collaboration in searching and collecting information

Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation

Managing your partner’s behavior - control, correction, evaluation of his actions

The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

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

Communicative learning activities include planning educational collaboration with the teacher and peers, asking questions, resolving conflicts, managing a partner’s behavior, and the ability to express one’s thoughts.

Thus, universal educational activities are one of the most important parts of the Federal State educational standard primary general education. The Federal State Educational Standard presents the composition of the UUD and provides definitions for each action.