Universal educational activities when working with statistics. Personal UUD in primary school. Formation of personal universal educational actions. Practical activities of students

Practical work No. 3

Completed by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

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 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 the 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, use a geographical map and a 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 the educational system, the following path is proposed that each 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 Standard 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 (UAL), aimed at developing the ability of the subject of learning for self-development and self-improvement through 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 make it possible to successfully form communicative educational systems:

1) the availability of special technical means, primarily 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 common 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 learning skills occurs in the process of performing practical tasks that involve working in pairs, as well as laboratory work performed by a 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 of the outside world, determines to a large extent the success of an individual in general and success in the educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional 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 each student is involved in an 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, research and acceptance of 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 on 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 independently acquire 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 activities, I pay special attention to the development of 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?

The technology of project activities contributes to 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.

Today the request is made not just for a person, but for a Personality, which must have a whole set of qualities:

Independence in decision making and choice;

The ability to be responsible for your decisions;

The ability to bear responsibility for oneself and for loved ones;

Willingness to act in non-standard situations;

Possession of teaching techniques and readiness for constant retraining;

Possession of a set of competencies, both key and in various areas of knowledge, etc.

It is clear that the task of raising a person with such qualities over the years of schooling is extremely difficult.

Achieving this goal becomes possible thanks to the formation of a learning learning system, mastery of which gives students the opportunity to independently successfully acquire new knowledge, skills and competencies based on the formation of the ability to learn.

So, what do universal learning activities provide?

The main types of UUD include:

Personal

Cognitive

Regulatory

Communication

Personal UUDs include:

Self-determination

Sensemaking

Moral and ethical standards

Regulatory UUDs include:

Goal setting

Planning

Forecasting

Control

Correction

Communicative UUDs include:

Interaction

Cooperation

Communication

Cognitive UUDs include:

General education UUD:

Searching for the necessary information to complete educational tasks using educational literature;

Use of symbolic means (graphs, models, diagrams, tables);

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

Focus on a variety of ways to solve problems;

Structured knowledge

Logical learning activities:

Basics of semantic reading (the ability to isolate essential information from texts of various types)

Ability to analyze objects (identify essential features)

Ability to compare, seriate and classify according to specified criteria

Ability to establish cause and effect relationships

The ability to build reasoning, evidence, put forward hypotheses and their justification

Statement and solution of the problem:

Formulation of the problem

Creating ways to solve a problem

Solution

In modern conditions, the teacher’s task is to show the student the path to knowledge, to teach him to learn. Therefore, the priority direction of new educational standards for both primary and basic education is the task of forming not only subject theoretical knowledge, but also the formation of universal educational activities as one of the ways to improve the quality of education.

Modern educational technologies in the aspect of implementation of the Federal State Educational Standard, ensuring the formation of cognitive universal actions

Technologies	Methods	Formed UUD
Problem-based learning	Creating a problem situation	Cognitive: general educational cognitive actions, problem formulation and solution
Pedagogy of cooperation	Joint activity, heuristic conversation, collective conclusion, comparison	Cognitive: logical universal actions
Individual - differentiated approach	Multi-level tasks
Competence-oriented training	Research work, project activities	Cognitive: general educational cognitive actions, formulation and solution of problems, logical universal actions
Information and communication technologies	Introduction to new material on a PC, testing, presentation, interactive whiteboard	Cognitive: logical universal actions, general educational cognitive actions.

The formation and development of cognitive learning skills in the classroom occurs through various types of tasks. :

. "Find the Differences"

. "Search for the odd one out"

. "Labyrinths"

. "Chains"

Drawing up support diagrams

Working with different types of tables

Diagram creation and recognition

Working with dictionaries

The result of the formation of cognitive learning tools will be the student’s ability to:

Identify the type of problems and ways to solve them;

Search for the necessary information needed to solve problems;

Distinguish between reasonable and unfounded judgments;

Justify the stages of solving an educational problem;

Analyze and transform information;

Conduct basic mental operations (analysis, synthesis, classification, comparison, analogy, etc.);

Establish cause-and-effect relationships;

Possess a general technique for solving problems;

Create and transform diagrams necessary to solve problems;

Select the most effective way to solve a problem based on specific conditions.

In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education. Successful education in primary school is impossible without the formation of educational skills in younger schoolchildren, which make a significant contribution to the development of the student’s cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process.

Measuring the level of UUD formation:

Performing specially designed diagnostic tasks (assessing the formation of a specific type of UUD)

Successful completion of educational and practical tasks using educational subjects

Successful completion of complex tasks on an interdisciplinary basis.

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

Personal actions provide students with value and semantic orientation (knowledge of moral standards, the ability to correlate actions and events with accepted ethical principles, 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 personal actions should be distinguished: :

Personal, professional, life self-determination;

- meaning making– the establishment by students of a connection between the purpose of educational activity and its motive, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? and be able to answer it;

- moral and ethical orientation, including assessment of the acquired content (based on social and personal values), ensuring personal moral choice.

Regulatory Actions provide students with the organization of their educational activities.

These include:

- 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- 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 level of knowledge acquisition, its time 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 actual action and its result;

- grade– highlighting 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.

Cognitive universal actions include: general educational, logical, as well as problem formulation and solution.

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 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;

Statement and formulation of the problem, 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 is the transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or symbolic-symbolic);

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

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;

Summarizing 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.

Communicative actions ensure social competence and consideration of the position of other people, communication partners or activities; 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.

Communicative actions include:

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

Questioning – proactive cooperation 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 a 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.

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development the indicated universal educational actions (their level of development corresponding to the “high standard”) and their properties.

The organization of joint work of students in a group is essential for the formation of universal communicative actions, as well as for the formation of the child’s personality as a whole. The following advantages of collaboration can be highlighted:

The volume and depth of understanding of the material being learned increases;

Less time is spent on developing knowledge, skills, and abilities than with frontal training;

Some disciplinary difficulties are reduced (the number of students who do not work in class or do homework is reduced);

School anxiety decreases;

The cognitive activity and creative independence of students increases;

Class cohesion increases;

The nature of the relationship between children changes, they begin to better understand each other and themselves;

Self-criticism increases; a child who has experience working together with peers assesses his capabilities more accurately and controls himself better;

Children who help their comrades have great respect for the work of the teacher;

Children acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior taking into account the position of other people.

In the context of educational objectives, the value of students mastering communicative actions and cooperation skills is dictated by the need to prepare them for the real process of interaction with the world outside of school life. Modern education cannot ignore the fact that learning is always immersed in a certain social context and must meet its requirements and needs, as well as contribute in every possible way to the formation of a harmonious personality.

These tasks include tolerance and the ability to live with others in a multinational society, which in turn involves:

Awareness of the priority of many things common to all members of society

problems over private ones;

Adhering to moral and ethical principles appropriate to the mission

modernity;

Understanding that civic qualities are based on respect for each other

friend and exchange of information, i.e. the ability to listen and hear each other;

The ability to compare different points of view before making decisions and choices.

The developmental potential of communicative educational activities is not limited to the sphere of its immediate application - communication and cooperation, but also directly affects cognitive processes, including the personal sphere of schoolchildren.

Without the introduction of appropriate pedagogical technologies, communicative actions and the competencies based on them will, as today, belong to the sphere of the student’s individual abilities (mostly not meeting modern requirements).

Levels of formation of educational actions (Repkin G.V., Zaika E.V.)

Levels	Indicators	Behavioral indicators
	Lack of educational activities as integral “units” of activity.	Performing only individual operations, lack of planning and control, performing actions by copying the teacher’s actions, replacing the educational task with the task of literal memorization and reproduction.
	Carrying out learning activities in collaboration with the teacher.	Explanations are needed to establish the connection between individual operations and the conditions of the task; independent execution of actions is possible only according to an already mastered algorithm
	Inadequate transfer of learning activities to new types of tasks.
	Adequate transfer of learning activities in collaboration with the teacher.

Characteristics of the results of the formation of UUD in elementary school at different stages of education according to educational methods (developmental education systems: L.V. Zankova, B.D. Elkonina-V.V. Davydova, programs: “School 2100”, “Perspective”)

Personal UUD

Regulatory UUD

Cognitive UUD

Communicative UUD

1. Appreciate and accept the following basic values: “goodness”, “patience”, “homeland”, “nature”, “family”.

2. Respect for your family, for your relatives, love for your parents.

3. Master the roles of the student; formation of interest (motivation) in learning.

4. Evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace under the guidance of a teacher.

2. Determine the purpose of completing tasks in class, in extracurricular activities, in life situations under the guidance of a teacher.

3. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

4. Use the simplest instruments in your activities: ruler, triangle, etc.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section.

2. Answer simple questions from the teacher, find the necessary information in the textbook.

3. Compare objects, objects: find commonalities and differences.

4. Group items and objects based on essential features.

5. Retell in detail what you read or listened to; determine the topic.

1. Participate in dialogue in class and in life situations.

2. Answer questions from the teacher and classmates.

2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.

3. Listen and understand the speech of others.

4. Participate in pairs.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”.

2. Respect for your people, for your homeland.

3. Mastering the personal meaning of learning, the desire to learn.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace independently.

2. Follow the regime for organizing educational and extracurricular activities.

3. Determine the purpose of educational activities with the help of a teacher and independently.

5. Correlate the completed task with the example proposed by the teacher.

6. Use simple tools and more complex devices (compasses) in work.

6. Correct the task in the future.

7. Evaluate your task according to the following parameters: easy to complete, encountered difficulties in completing it.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; define the circle of your ignorance.

2. Answer simple and complex questions from the teacher, ask questions yourself, find the necessary information in the textbook.

3. Compare and group items and objects on several grounds; find patterns; independently continue them according to the established rule.

4. Retell in detail what you read or listened to; make a simple plan.

5. Determine in which sources you can find the necessary information to complete the task.

6. Find the necessary information both in the textbook and in the dictionaries in the textbook.

7. Observe and draw independent simple conclusions

1.Participate in dialogue; listen and understand others, express your point of view on events and actions.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other."

2. Respect for one’s people, for other peoples, tolerance for the customs and traditions of other peoples.

3. Mastering the personal meaning of the teaching; desire to continue their studies.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values.

1. Organize your workplace independently in accordance with the purpose of completing tasks.

2. Independently determine the importance or necessity of performing various tasks in the educational process and life situations.

3. Determine the purpose of educational activities with the help of yourself.

4. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples.

6. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of actions at a certain stage.

7. Use literature, tools, and equipment in your work.

8. Evaluate your assignment according to parameters presented in advance.

select the necessary sources of information among the dictionaries, encyclopedias, and reference books proposed by the teacher.

3. Retrieve information presented in different forms (text, table, diagram, exhibit, model,

a, illustration, etc.)

4. Present information in the form of text, tables, diagrams, including using ICT.

5. Analyze, compare, group various objects, phenomena, facts.

1. Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette.

6. Be critical of your opinions

8. Participate in the work of the group, distribute roles, negotiate with each other.

2. Respect for one’s people, for other peoples, acceptance of the values of other peoples.

3. Mastering the personal meaning of the teaching; choice of further educational route.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values, and the values of a Russian citizen.

1. Formulate the task independently: determine its goal, plan the algorithm for its implementation, adjust the work as it progresses, independently evaluate it.

2. Use various means when completing a task: reference books, ICT, tools and devices.

3. Determine your own assessment criteria and give self-assessment.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your work to study unfamiliar material.

2. Independently assume what additional information will be needed to study unfamiliar material;

select the necessary sources of information among the dictionaries, encyclopedias, reference books, and electronic disks proposed by the teacher.

3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet).

4. Analyze, compare, group various objects, phenomena, facts.

5. Draw conclusions independently, process information, transform it, present information based on diagrams, models, messages.

6. Create a complex text plan.

7. Be able to convey content in a compressed, selective or expanded form

Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette; argue your point of view with facts and additional information.

6. Be critical of your opinions. Be able to look at a situation from a different position and negotiate with people from different positions.

7. Understand the other person's point of view

8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Formation of personal universal educational actions

An indicator of the success of the formation of UUD will be the student’s orientation towards performing actions expressed in the following categories:

I know/can

I do (Table 4).

Psychological terminology	Pedagogical terminology	Child's language	Pedagogical guideline (the result of pedagogical influence accepted and implemented by the student) I know/can, I want, I do
Personal universal learning activities.	Personality education (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to learn" "Learning to succeed" "I live in Russia" “Growing up as a good person” "In a healthy body healthy mind!"
Regulatory universal educational activities.	self-organization	"I can"	“I understand and act” “I’m in control of the situation” “Learning to evaluate” “I think, write, speak, show and do”
Cognitive universal learning activities.	research culture	"I'm studying".	"I search and find" “I depict and record” “I read, I speak, I understand” "I think logically" "I'm solving a problem"
Communicative universal learning activities	communication culture	"We are together"	"Always in touch" "Me and We."

In elementary school, it is necessary for younger schoolchildren to form personal universal learning activities, which are included in the following three main blocks:

self-determination – the formation of the student’s internal position – acceptance and development of the student’s new social role; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in one’s Motherland, people, history and awareness of one’s ethnicity; development of self-esteem and the ability to adequately evaluate oneself and one’s achievements, to see the strengths and weaknesses of one’s personality;

meaning making – search and establishment of personal meaning (i.e. “meaning for oneself”) of learning based on a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know” and the desire to overcome this gap;

moral and ethical orientation – knowledge of basic moral norms and orientation towards fulfilling norms based on an understanding of their social necessity; the ability for moral decentration - taking into account the positions, motives and interests of the participants in a moral dilemma when resolving a moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

Criteria for the formation of personal UUD, it can be argued that they are:

1) the structure of value consciousness;

2) level of development of moral consciousness;

3) appropriation of moral norms that act as regulators of moral behavior;

4) complete orientation of students to the moral content of a situation, action, moral dilemma that requires making a moral choice.

The educational subjects of the humanities cycle (and primarily literature) are most adequate for the formation of the universal action of moral and ethical assessment. Of significant importance are the forms of joint activity and educational cooperation of students, which open up the zone of proximal development of moral consciousness.

Thus, the systematic, purposeful formation of personal educational skills leads to an increase in the moral competence of younger schoolchildren.

It is expected that by the end of primary school the child will have developed the following personal skills:

the student’s internal position at the level of a positive attitude towards school; orientation to the meaningful moments of school reality;

the formation of a broad motivational basis for educational activities, including social, educational and cognitive, external and internal motives;

focus on understanding the reasons for success and failure in educational activities;

interest in new educational material and ways to solve a new particular problem;

the ability to self-assess based on the criterion of success in educational activities;

formation of the foundations of a person’s civil identity in the form of awareness of his “I” as a citizen of Russia, a sense of belonging and pride in his homeland and society; awareness of one's ethnicity;

orientation in the moral content and meaning of both one’s own actions and the actions of those around them;

development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

knowledge of basic moral norms and orientation towards their implementation, differentiation of internal moral and social (conventional) norms;

setting for a healthy lifestyle;

a sense of beauty and aesthetic feelings based on familiarity with world and domestic artistic culture;

empathy for other people's feelings.

Thus, when forming personal UUDs, the student’s emotional attitude to the topics being studied, his self-determination and finding personal meaning in each of the topics being studied is always taken into account.

Examples of tasks for the formation of personal universal educational actions in lessons in primary school.

Literacy lessons.

Formation of self-determination - a system of tasks that guides the primary school student to determine which models of linguistic units are already known to him and which are not (tasks like “Pose questions to which you know the answers”).

Formationmeaning formation and moral and ethical orientation - texts that discuss problems of love, respect and relationships between parents and children.

Russian language lessons.

Educational program “Promising Primary School”.

Formation of self-determination: a system of tasks aimed at decentering the primary school student, orienting him to take into account someone else’s point of view, to provide intellectual assistance to cross-cutting heroes who need it when solving difficult problems.

Tasks of type:

- “Help hero 1 explain something, or confirm her/his point of view, or prove something, or answer a given question.”

- “Do you agree with the hero?”

- “How will you answer the hero?”

- “Which judgment do you agree with:...”

- “Do you agree with the hero or do you want to clarify something?”

- “The hero says that these are the same form: “glass.” On what basis does he judge?

Municipal budgetary educational institution “Secondary school No. 41 named after. V.V. Sizova" Kursk

ESSENCE, TYPES OF UNIVERSAL LEARNING ACTIONS, METHODS OF THEIR FORMATION IN JUNIOR SCHOOLCHILDREN

Completed by:primary school teacherMBOU "Secondary school No. 41 named after V.V. Sizov" Kursk

Tsygankova Anna Nikolaevna

1. Introduction

3. Types of UUD

4. Connection of UUD with the content of educational subjects

5. Planned results in schoolchildren’s mastery of universal educational activities upon completion of primary education

6. Conclusion

7. Literature

Introduction

Federal State Educational Standards (FSES) represent a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation.

Federal state educational standards provide:
1) the unity of the educational space of the Russian Federation;
2) continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

Distinctive feature The new Federal State Educational Standard for primary school is its activity-based nature, which sets the main goal of developing the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

An integral part of the core The second generation standard is universal learning activities (ULA). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL).

An important element in the formation of universal educational activities students at the level of primary general education, ensuring its effectiveness is the orientation of junior schoolchildren in information and communication technologies (ICT) and the formation of the ability to use them competently (ICT competence).

The implementation of the program for the formation of UUD in primary schools is the key task of introducing the second generation Federal State Educational Standard (FSES-2).

The concept of “universal learning activities”

Functions of universal educational actions:

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

 creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Types of universal learning activities

As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: personal, regulatory (also including self-regulation actions), cognitive and communicative.

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

 personal, professional, life self-determination;

 meaning making, i.e., the establishment by students of a connection between the purpose of the educational activity and its motive, in other words, between the result of the learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and what meaning does the teaching have for me? - and be able to answer it.

 moral and ethical orientation, including assessment of the content being learned (based on social and personal values), ensuring personal moral choice.

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

 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 the event of a discrepancy between the standard, the actual action and its result; making changes to the result of one’s activities, based on the assessment of this result by the student himself, the teacher, and his friends;

 assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;

 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.

Cognitive universal learning activities include: general educational, logical educational activities, as well as formulation and solution of 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 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 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 an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or symbolic-symbolic);

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

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, representing chains of objects and phenomena;

 building a logical chain of reasoning, analysis; the truth of statements;

 proof;

 putting forward hypotheses and their substantiation.

Statement and solution of the problem:

 formulation of the problem;

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

Communicative universal learning activities ensure social competence and consideration of the position of other people, communication partners or activities; 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.

Communicative actions include:

 planning educational collaboration with the teacher and peers - determining the purpose, functions of participants, methods of interaction;

 asking questions - proactive cooperation in searching and collecting information;

 conflict resolution - identification, problem identification, search and evaluation of alternative ways to resolve the conflict, decision making and its implementation;

 managing the partner’s behavior - control, correction, evaluation of his actions;

 the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of these universal educational activities (their level of development corresponding to the “high norm”) and their properties.

Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age development.

The connection between universal educational activities and the content of educational subjects

The formation of universal educational actions in the educational process is carried out in the context of mastering various subject disciplines. The requirements for the formation of universal educational activities are reflected in the planned results of mastering the programs of the academic subjects “Russian Language”, “Literary Reading”, “Mathematics”, “The World Around us”, “Technology”, “Foreign Language”, “Fine Arts”, “Physical culture" in relation to the value-semantic, personal, cognitive and communicative development of students.

Academic subject "Russian language", ensures the formation of cognitive, communicative and regulatory actions. Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and establishment of cause-and-effect relationships. Orientation in the morphological and syntactic structure of the language and the assimilation of the rules of word and sentence structure, the graphic form of letters ensures the development of sign-symbolic actions - substitution (for example, a sound with a letter), modeling (for example, the composition of a word by drawing up a diagram) and model transformation (modification of a word) . Studying the Russian language creates conditions for the formation of a “linguistic sense” as a result of the child’s orientation in the grammatical and syntactic structure of the native language and ensures the successful development of age-appropriate forms and functions of speech, including generalizing and planning functions.

"Literary reading". Requirements for the results of studying an academic subject include the formation of all types of universal educational actions: personal, communicative, cognitive and regulatory (with the priority of developing the value-semantic sphere and communication).

Literary reading is a meaningful, creative spiritual activity that ensures the development of the ideological and moral content of fiction and the development of aesthetic perception. The most important function of the perception of fiction is the transmission of the spiritual and moral experience of society through the communication of a system of social personal meanings that reveal the moral significance of the actions of the heroes of literary works. At the stage of primary general education, an important means of organizing an understanding of the author’s position, the author’s attitude towards the characters of the work and the reality depicted is expressive reading.

The academic subject “Literary Reading” ensures the formation of the following universal educational actions:

 meaning formation through tracing the fate of the hero and the student’s orientation in the system of personal meanings;

 self-determination and self-knowledge based on comparison of the image of “I” with the characters of literary works through emotional and effective identification;

 the foundations of civic identity by becoming familiar with the heroic historical past of one’s people and one’s country and experiencing pride and emotional involvement in the exploits and achievements of its citizens;

 aesthetic values and aesthetic criteria based on them;

 moral and ethical assessment through identifying the moral content and moral significance of the characters’ actions;

 emotional and personal decentration based on identifying oneself with the characters of the work, correlating and comparing their positions, views and opinions;

 the ability to understand contextual speech based on recreating a picture of events and characters’ actions;

 the ability to freely and expressively construct contextual speech, taking into account the goals of communication, the characteristics of the listener, including using audio-visual means;

 the ability to establish a logical cause-and-effect sequence of events and actions of the characters in the work;

 ability to build a plan highlighting essential and additional information.

"Mathematics". At the stage of primary general education, this subject is the basis for the development of students’ cognitive actions, primarily logical and algorithmic, including sign-symbolic ones, as well as planning (sequences of actions to solve problems), systematization and structuring of knowledge, translation from one language to another, modeling, differentiation of essential and non-essential conditions, axiomatics, formation of elements of systems thinking and acquisition of the basics of information literacy. Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational activity.

The formation of modeling as a universal educational activity is carried out within the framework of almost all academic subjects at this level of education. Modeling includes sign-symbolic actions: substitution, encoding, decoding. Mastering modeling should begin with their mastery. In addition, the student must master the systems of socially accepted signs and symbols that exist in modern culture and are necessary both for learning and for its socialization.

"The world". This subject performs an integrating function and ensures that students develop a holistic scientific picture of natural andsocioculturalpeace, human relations with nature, society, other people, the state, awareness of one’s place in society, creating the basis for the formation of a worldview, life self-determination and the formation of a Russian civil identity.

In the sphere of personal universal actions, studying the subject “The World Around us” ensures the formation of cognitive, emotional, value and active components of civil Russian identity:

 the ability to distinguish between the state symbols of the Russian Federation and their region, describe the sights of the capital and native land, find the Russian Federation on the map, Moscow - the capital of Russia, their region and its capital; familiarization with the characteristics of some foreign countries;

 formation of the foundations of historical memory - the ability to distinguish between the past, present, future in historical time, orientation in the main historical events of one’s people and Russia and a sense of pride in the glory and achievements of one’s people and Russia, to record elements of the history of the family and one’s region in the information environment;

 formation of the foundations of environmental consciousness, literacy and culture of students, development of elementary norms of adequate natural behavior;

 development of moral and ethical consciousness - norms and rules of human relationships with other people, social groups and communities.

In the field of personal universal educational activities, the study of the subject promotes students’ acceptance of the rules of a healthy lifestyle, understanding of the need for a healthy lifestyle in the interests of strengthening physical, mental and psychological health.

Studying the subject “The World around us” contributes to the formation general cognitive universal educational actions:

 mastering the initial forms of research activity, including the skills of searching and working with information, including using various ICT tools;

 formation of substitution and modeling actions (using ready-made models to explain phenomena or identify the properties of objects and create models, including in an interactive environment);

 the formation of logical actions of comparison, subsuming concepts, analogies, classification of objects of living and inanimate nature based on external signs or known characteristic properties; establishing cause-and-effect relationships in the surrounding world, including on the diverse material of the nature and culture of the native land.

"Technology". The specificity of this subject and its significance for the formation of universal educational activities is due to:

the key role of subject-transformative activities as the basis for the formation of a system of universal educational actions;
the significance of the universal educational actions of modeling and planning, which are the direct subject of mastery during the performance of various tasks in the course (for example, in the course of solving design problems, students learn to use diagrams, maps and models that set a complete approximate basis for completing the proposed tasks and allow identifying the necessary system landmarks);
special organization of the process of systematically stage-by-stage development of subject-transformative activities of students in the genesis and development of psychological neoplasms of primary school age - the ability to carry out analysis, act in the internal mental plane; reflection as awareness of the content and grounds of the activity being performed;
widespread use of forms of group cooperation and project forms of work to implement the educational goals of the course;
formation of the initial elements of ICT competence of students.

The study of technology ensures the implementation of the following goals:

formation of a picture of the world of material and spiritual culture as a product of creative subject-transforming human activity;
development of sign-symbolic and spatial thinking, creative and reproductive imagination based on the development of the student’s ability to model and display an object and the process of its transformation in the form of models (drawings, plans, diagrams, drawings);
development of regulatory actions, including goal setting; planning (the ability to draw up an action plan and apply it to solve problems); forecasting (anticipating a future result under various conditions of action), control, correction and evaluation;
formation of an internal plan based on the stage-by-stage development of subject-transformative actions;
development of planning and regulating functions of speech;
development of communicative competence of students based on the organization of jointly productive activities;
development of aesthetic ideas and criteria based on visual and artistic constructive activities;
formation of motivation for success and achievements of junior schoolchildren, creative self-realization based on the effective organization of subject-transforming symbolic-modeling activities;
familiarizing students with the rules of life of people in the world of information: selectivity in the consumption of information, respect for the personal information of another person, for the process of learning learning;
familiarizing students with the world of professions and their social significance, the history of their origin and development as the first stage in the formation of readiness for preliminary professional self-determination.

"Physical Culture". This subject ensures the formation of personal universal actions:

the foundations of general cultural and Russian civic identity as a sense of pride in achievements in world and domestic sports;
mastering the moral standards of helping those who need it, the willingness to take responsibility;
development of achievement motivation and readiness to overcome difficulties based on constructive coping strategies and the ability to mobilize one’s personal and physical resources, resistance to stress;
mastering the rules of a healthy and safe lifestyle.
“Physical education” as an academic subject contributes to:
in the field of regulatory actions, developing the skills to plan, regulate, control and evaluate their actions;
in the field of communicative actions, the development of interaction, partner orientation, collaboration and cooperation (in team sports - the formation of skills to plan a common goal and ways to achieve it; agree on goals and methods of action, distribution of functions and roles in joint activities; constructively resolve conflicts; exercise mutual control; adequately assess your own behavior and the behavior of your partner and make the necessary adjustments in the interests of achieving a common result).

Planned results in schoolchildren’s mastery of universal educational activities upon completion of primary education.

Pedagogical guidelines: Personal development.

In the sphere of personal universal educational activities, graduates will have formed the internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation.

Pedagogical guidelines: Self-education and self-organization.

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

Pedagogical guidelines: Research culture.

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 techniques for solving problems.

Pedagogical guidelines: Culture of communication.

In the field of communicative universal educational activities, graduates will acquire the ability to take into account the position of the interlocutor, organize and carry out collaboration and collaboration 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.

“Conditions ensuring the development of UUD in the educational process.”

The teacher knows:

− the importance of forming universal educational actions for schoolchildren;

− essence and types of universal skills,

Pedagogical techniques and methods of their formation.

The teacher can:

Select content and design the educational process taking into account the formation of UDD

Use diagnostic tools for the success of UDD formation

Involve parents in jointly solving the problem of forming a school education system

Conclusion

The formation of universal educational activities is an important task of the educational process and forms an integral part of the fundamental core of general education.

The level of development of universal educational activities is reflected in the Requirements for the results of mastering the content of general education in accordance with the stages of the educational process. The development of universal educational actions constitutes the psychological basis for the success of students’ mastery of the subject content of academic disciplines.

To date, in the practice of school education, work on the development of universal educational actions, as a psychological component of the educational process, is carried out spontaneously. Only a small number of teachers are trying to implement the requirement for the formation of universal educational actions. The spontaneous and random nature of the development of universal educational activities is reflected in the acute problems of school education - in the low level of educational motivation and cognitive initiative of students, the ability of students to regulate educational and cognitive activities, insufficient formation of general cognitive and logical actions, and as a consequence of school maladaptation, the growth of deviant behavior . An alternative to the current situation should be the purposeful, systematic formation of universal educational actions with predetermined properties, such as awareness, rationality, a high level of communication and readiness for use in various subject areas, criticality, and mastery.

Literature:

1. L.P. Kezina, academician of the Russian Academy of Education; A.A. Kuznetsov, vice-president of RAO, academician of RAO; A.M. Kondakov, corresponding member of RAO. Federal state educational standard for primary general education. Final version dated October 6, 2009.

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

Enlightenment, 2010.

3. “Development and testing of technology for achieving the planned results of mastering primary school programs in the subjects “Russian Language”, “Reading”, “Mathematics”, “The World around us”. Project leaders: O. B. Loginova, V. V. Firsov, M. R. Leontyeva.

4. Planned results of primary general education / L. L. Alekseeva, S. V. Anashchenkova, M. Z. Biboletova, etc.; edited by G. S. Kovaleva, O. B. Loginova. – M.: Education, 2009.

5. The program for the formation of universal educational actions for students at the level of primary general education - Federal State Educational Standards of NEO.

6. Danilyuk A.Ya. Kondakov A.M. Tishkov V.A. The concept of spiritual and moral development and education of the personality of a Russian citizen. Educational edition. Series “Second Generation Standards” - M.: OJSC Publishing House “Prosveshcheniye”, 2009.

7. Formation of universal educational activities in primary school: from action to thought. System of tasks: a manual for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; edited by A.G. Asmolov. – M.: Education, 2010.

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 primary school changes in accordance with the Federal State Educational Standard for Primary General Education (FSES NOO).

The main goal of school education is to develop the ability to learn. The ability to learn means the ability to effectively collaborate with both the teacher and peers, the ability to conduct dialogue, look for solutions, and provide support to each other. Achieving this goal becomes possible thanks to the formation of a system of universal educational activities.

The concept of the development of universal educational actions 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 the group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the leadership of A.G. Asmolov.

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

The basic principles of Russian 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 of Modernization of Russian Education.

Modernization of a comprehensive school involves:

Focus not only on mastering the sum of knowledge, but also on 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:

Protecting and strengthening the physical and mental health of children;

Preservation and support of the child’s individuality;

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

These problems can be solved in a comprehensive manner only by creating 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 capabilities through the preservation of health, the development of intelligence and the emotional and sensory sphere, and the social and personal adaptation of each student.

It is very important to ensure that the learning process does not turn into a boring and monotonous activity for students. After all, students’ interest in a subject is a prerequisite for the emergence of a more complex variety of it – cognitive interest. And cognitive interest contributes to the activity of students in lessons 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 proven the need for theoretical development of this problem and its implementation in teaching practice.

Object of study: cognitive abilities of junior schoolchildren.

Subject of research: methods and techniques for developing cognitive Universal Learning Activities (ULA) in primary schoolchildren using modeling tools in technology lessons.

To characterize the theoretical aspects of the study of cognitive abilities in technology lessons in the project activities of junior schoolchildren.

Consider the problems of development of primary school age;

Conduct an experimental study on the use of the modeling method in projects in technology lessons as a means of developing cognitive learning skills.

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 in technology lessons can have a developmental impact on certain abilities of children, which together form the basis for the formation and development of learning skills.

The course work consists of 2 chapters, an introduction, a conclusion, a list of references and an appendix.

Chapter 1. Theoretical aspects of the study of cognitive abilities in technology lessons in the project activities of junior schoolchildren

The essence of the concept of “universal educational actions”

Over the past decades, society has undergone dramatic changes in its understanding of the goals of education and ways to implement them. 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, abilities and skills as the main results of education, there has been a transition to an understanding of learning as a process of preparing students for real life, readiness to take an active position, successfully solve life problems, be able to cooperate and work in a group, to rapid retraining in response to updating knowledge and labor market requirements.

In a broad sense, the term “universal learning activities” (UAL) 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. In a narrower (actually psychological) meaning, this term can be defined as a set of methods of action of a student (as well as associated learning skills) that ensure independent assimilation of new knowledge and the formation of skills, including the organization of this process.

The universal nature of educational activities is manifested in the fact that they are supra-subject, meta-subject in nature.

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.

Thus, mastering the ability to learn requires students to fully master all components of educational activity, including:

1) cognitive and educational motives;

2) educational purpose;

3) learning task;

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

Let's take a closer look at the functions of the UUD. Most sources indicate the following 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 the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

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

Ensuring continuity at all stages of the educational process;

The basis for the organization and regulation of any student’s activity, regardless of its special subject content;

They provide stages of mastering educational content and developing the student’s psychological abilities.

There are four types of universal educational actions:

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

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

Cognitive (general educational universal actions; logical universal actions; formulation and solution of problems);

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

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

Cognitive universal learning activities

The ability to compare consists of the following actions:

– highlighting the characteristics by which objects are compared;

– highlighting similarity features;

– highlighting signs of difference;

– highlighting the main and secondary in the object being studied.

– highlighting the essential features of the object.

The ability to analyze consists of the following actions:

– division of an object into parts;

– arrangement of parts in a certain sequence;

– 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 being studied;

– establishing the main cause of the phenomenon;

– a brief presentation of a statement connecting cause and effect.

The ability to schematize includes the following actions:

– dividing an object into parts;

– arrangement of parts in a certain sequence;

– determination of connections between parts;

– graphic design.

Regulatory universal learning activities

They are based on reflection. This is the ability to reflect on the course and result of one’s own activities, 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 identified as a specific component of regulatory actions. The following aspects of reflection are highlighted: personal (a person’s understanding of his inner world, his state and activities); intellectual (selection, analysis, correlation of one’s own actions with the objective situation, forecasting the development of the situation); communicative (definition of interpersonal perception and awareness by the acting individual of how he is perceived by his communication partner); cooperative (“exit” of the subject to an external position in relation to the activity, coordination of the positions and joint actions of participants in the collective activity).

In elementary school, the following ways of organizing and understanding one’s activities are formed:

– adequate self-perception;

– setting goals for activities;

– determination of the result of the activity;

– the relationship between the result and the purpose of the activity;

– identifying the presence of errors in one’s own actions;

– description of the lived situation

Communicative universal learning activities

Particular importance in training sessions should be given to the formation of communicative universal educational actions.

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

Secondly, these skills become even more important in the context of organizing different types of interactions between students (without which it is impossible to develop personal, regulatory and communication skills themselves). This requires the subjects of the educational process to have the ability 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 functions of participants;

– work in pairs based on given rules of interaction;

– the ability to find a partner;

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

– the ability to tolerate different opinions and strive to coordinate different 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 interests;

– the ability to speak without disturbing others (in a pair – in a whisper, and in a group – in a low voice);

– the ability to listen without interrupting a friend;

– compliance with the rules of activity in pairs and groups.

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

– listen, delve into the essence of what was heard and pose a question to what was heard;

– independently study literature (ability to read with understanding);

– express your thoughts in writing accurately, without distortion;

– express your thoughts orally accurately, without distortion.

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

– setting the purpose of listening, self-determination for listening;

– concentration of attention when listening;

– the emphasis in the listening text is clear and incomprehensible;

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

– highlighting semantic parts of the text;

– highlighting the main idea(s) of the text;

– understanding the communication situation (goals, motives, actions of communication participants) and adequate reaction,

– extracting information given explicitly from the text;

– extracting information from the text that is given in an implicit form;

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

- expressing your opinion regarding the text being listened to.

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

– set a reading goal;

– highlight key words in the text;

– highlight unclear words;

– interpret unclear words (using a dictionary, in context);

– highlight the understandable and the incomprehensible in the text;

– answer questions aimed at discussing the text;

– formulate a question about what is not clear in the text (question for understanding the text);

– formulate a question aimed at discussing the text;

– find confirmation of the proposed judgment in the text;

– confirm your judgment with examples from the text;

– determine the main idea(s) of the text;

– highlight semantic parts of the text;

– title paragraphs (semantic parts) of the text, draw up an outline of the text;

– extract information given explicitly from the text;

– extract information from the text that is given in an implicit form;

– formulate conclusions based on what you read;

– perform a brief retelling of what you read;

- perform a detailed retelling of what you read.

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

– determining the volume of utterance depending on the situation and purpose of communication;

– defining the boundaries of the topic’s content;

– formulating the title (topic) of your text clearly and compactly;

– maintaining the topic when expressing thoughts;

– maintaining a certain plan when expressing thoughts;

– the presentation is abstract;

– formulating conclusions from your own text;

– selection of relevant examples, facts, arguments for theses;

– use of primary sources;

– selection of appropriate means of expression for expressing 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 and compactly;

– determine the boundaries of the topic’s content;

– choose the volume of text depending on the situation and purpose of communication;

– draw up different types of plans (simple, complex, abstract);

– stick to the topic when expressing thoughts;

– adhere to a certain plan when expressing thoughts;

– formulate thoughts abstractly;

– select relevant examples, facts, arguments for the thesis;

– summarize available facts, examples, evidence and draw conclusions;

– select appropriate means of expression to express thoughts;

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

The formation of cognitive universal educational actions is associated with the content of educational subjects, methods and logic of 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 activities).

Thus, in primary school all four types of universal educational activities are formed.