Good day, dear readers! Glad to see you on the blog pages.
Today I want to talk with you about UUD. Familiar acronym? I think not to everyone. Therefore, I decipher. Universal learning activities. This is what the teachers are trying to teach our children, along with reading, writing, counting. These very UUDs are the core, the basis, the center of the new educational standard, in accordance with which children are taught in elementary grades. Therefore, we, the parents, need to know what UUD is in elementary school.
I propose to conduct the conversation in simple words, without the confused pedagogical tricks.
Lesson plan:
What it is?
Here is the transcript again. UUD - Universal Learning Activities. It turns out that these are actions that the student must perform while studying something. Why universal? Well, apparently, because these actions are applicable to any school subject and to any life situation.
Our actions are always directed towards something. That is, we do something to achieve something.
If we want to get a pot of borscht, then we clean and cut vegetables, cook broth, etc. If in the morning we want to have clean boots, then in the evening we clean the shoes of dirt.
What did the school do? And the school made a "cunning knight move"! She moved from an explanatory teaching method to an effective one. Teachers no longer give students knowledge in a finished form. In order to learn something, schoolchildren have to work hard, that is, to perform certain actions. For example, such as:
- putting forward a hypothesis;
- search for information;
- analysis of information;
- justification of the result;
- providing evidence.
Why do you think children in the modern school do so much project and research activities? It is in order to learn cognitive universal actions. It will come in handy later in the middle classes, in the senior classes, and in the university too. So do not get upset about what projects are asked to do at home all the time.
Communicative
These are actions related to communication. It is necessary to learn them, since we do not live on a desert island. What are these actions? And such:
- dialogue;
- expressing your point of view;
- protecting your point of view;
- listening to someone else's opinion;
- conflict resolution.
This can only be learned through practice. In fact, being in a peer group, a child is already learning to interact with people. Plus, children often work on assignments at school in pairs or even in groups. Here, like it or not, you will have to express your opinion, listen to someone else's, and negotiate.
These are they, universal educational actions. Which will be useful not only in school, but also in adult life. And many adults should learn them.
Maybe then there would be fewer wars and conflicts in our land.
And in families - quarrels and scandals.
There would be fewer unhappy people.
And one more question. And what would your child answer if you asked him: "What is UUD?" It turns out there can be many options) Watch the video!
Friends, I wish your children an easy and simple mastery of everything that primary school is ready to give them.
I wish you happiness and health!
Always yours, Evgenia Klimkovich.
Modern society is characterized by the rapid development of science and technology, the emergence of new information technologies. The rate of knowledge renewal is so high that a person has to repeatedly retrain and master new professions throughout his life.
The development of the media and the Internet leads to the fact that the school is no longer the only source of knowledge and information for the student. What is the role of the school now? This role is to form the ability to learn (teach YOURSELF).
Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:
Set educational goals independently,
Design ways of their implementation,
Monitor and evaluate your achievements,
in other words - formation learning skills.
Achievement of this goal becomes possible due to the formation of a system of universal educational actions (UUD, similar concepts - "general educational skills", "general cognitive actions", "general methods of activity", oversubject actions). As the famous parable says, in order to feed a hungry person, you can catch him a fish. Or you can do otherwise - teach how to fish, and then a person who has learned to fish will never go hungry.
Mastering universal learning activities empowers learners to independent successful assimilation of new knowledge, skills and competencies based on the formation learning skills. This opportunity is provided by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.
The universal learning activities can be grouped into four main blocks:
1) personal;
2) regulatory, including self-regulation;
3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.
Personal actions allow you to make the teaching meaningful, provide the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values \u200b\u200band meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future.
Regulatory actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.
Cognitive actions include actions of research, search, selection and structuring of the necessary information, modeling of the studied content, logical actions and operations, methods of solving problems.
Communicative actionsprovide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and consistently carry out joint activities, distribute roles, mutually control each other's actions, be able to negotiate, conduct a discussion, correctly express their thoughts, support each other, effectively cooperate as a teacher, and with peers.
Let's consider how the UUD were formed in the lesson:
Personal actions.The children were asked to explain the various situations they encounter in their daily life and have met in previous lessons. They themselves conducted experiments, observed, and drew conclusions. Someone wants to engage in research activities, and this will be the meaning of his life. Someone will change their attitude to the world around them and will treat it more carefully. And this will teach his children.
Regulatory actionswere formed during the planning of the stages of the lesson, determining the goals and objectives of the lesson, at the stage of monitoring their actions and the actions of comrades (working in a notebook, conducting an experiment), as well as when evaluating their participation and participation of classmates in the course of work in the lesson.
Cognitive actionswere presented at the stage of the experiment, experiment, work with the textbook, when they chose more important information.
Communicative actionsmanifested themselves at the stage of work in a group, when the guys themselves pronounced the rules of behavior in the group, and then tried to adhere to them.
The development of a concept for the development of universal educational actions in the general education system meets new social needs and the goal of education is the general cultural, personal and cognitive development of students, providing such a key competence as the ability to learn.
Due to the fact that the priority direction of the new educational standards is the implementation of developing potential of general secondary education, urgent taskbecomes the provision of the development of universal educational actions as proper psychologicalconstituent of the fundamental core of education, along with the traditional presentation subjectcontent of specific disciplines. The most important task of the modern education system is the formation of universal educational actions that provide schoolchildren with the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, abilities and skills (ZUN) are formed, applied and preserved in close connection with the active actions of the students themselves. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions.
You can learn more about the formation of the UUD in the manual:
howto design universal educational actions in primary school: from action to thought: a guide for a teacher / [, etc.]; ed. ... - M .: Education, 2008 .-- 151 p .: ill. - ISBN.
The manual is devoted to one of the main provisions of the Concept of federal state educational standards for general education of the second generation - the formation of universal educational actions.
The manual reveals the types and age characteristics of the development of universal educational actions in primary school students.
Recommendations are given for the development of personal, cognitive, regulatory and communicative universal educational actions aimed at developing children's learning skills. The main types of tasks for assessing the formation of universal educational actions are presented.
The manual is addressed to primary school teachers and parents.
UDC 37.01
BBK 74.202
ISBN 978_5_09_019148_7© Publishing House "Prosveshchenie", 2008
© Artistic design.
Publishing house "Education", 2008
DISTINCTIVE FEATURES OF THE NEW FEDERAL STATE EDUCATIONAL STANDARD OF GENERAL EDUCATION
The new state standard for general secondary education offers a new approach to the design of educational content. With this approach
Knowledge is not given in finished form, but as problem situation which transforms into learning situation - through the child's awareness of the limitations of his knowledge and formulation learning task - “What should I learn to solve the problem?”;
An indicative basis for action is formed at a theoretical level, as generalized way, or principle of action ;
Mastering the generalized mode of action provides the key to design activities in typical and new life situations;
Theoretical scientific knowledge is included in the context of solving educational problems significant for obtaining subject, metasubject and personal results;
Teacher purposefully organizes learning by students universal learning action in accordance with the mental neoplasms of the leading activity of each age ;
Implemented collectively distributed educational activity with a gradual exit to independent educational activity with elements of self-education and self-education, its organization and co-organization;
Metasubject, personal and subject learning outcomes are subject to criteria-based assessment .
This approach was called in pedagogy systemic developing.
PROCEDURE FOR THE TEACHER FOR DESIGNING THE LESSON BASED ON LEARNING TASKS
When preparing a lesson on a systemic activity basis, the teacher needs to answer the following five questions:
1. What educational activities do students need to master?
2. How to formulate learning objectives (that is, to combine learning activities with learning material)?
3. What is the order of actions of students to solve educational problems? What types and forms of learning activities need to involve students to solve learning problems?
4. What teaching methods are most suitable for this?
5. What training material is needed for this?
PROJECTED BY THE TEACHER ORDER OF STUDENTS 'ACTION TO SOLVE LEARNING PROBLEMS
1. general idea of \u200b\u200bthe topic being studied;
2. familiarization with the purpose of studying the topic (in an activity form) and participation in
its definition (What will I learn? What will I learn to do?);
3.a problem situation that leads to awareness -
4. the boundaries of their knowledge and ignorance - that is, the transformation of a problem situation into an educational one;
5. What should be done to solve the problem? - formulation using
teaching task teacher;
6. What will be the result of solving the educational problem? - what educational
product will be received? (draw up a plan, fill in the table ...);
7. What are the criteria for evaluating the educational product?
8. planning of actions;
9. execution;
10. assessment and self-assessment;
11. reflection - what worked out, what did not work out, tasks for the future.
OPERATIONAL STRUCTURE OF SOME UNIVERSAL LEARNING ACTIONS
ANALYZE- mentally dismember an object into its component parts and highlight their features.
GROUP- mentally divide many objects into groups according to any one criterion without a trace.
GIVE DEFINITION - to reveal the meaning of an unfamiliar word with the help of familiar nearest concepts.
To prove- using reasoning to establish the truth of something with the help of other statements, the truth of which has already been proven.
EXPLOREsubject - to determine the attributes of the subject, to single out all the obligatory ones, to determine their cause-and-effect relationships with each other and with the function (purpose) of the subject.
CLASSIFY - mentally divide the volume of a concept into multistage, branched groups.
TO CONTROL - to compare the result with the goal.
WATCH - deliberately, carefully and purposefully perceive reality in accordance with the set goal.
EXPLAIN - to interpret the essence of one object (phenomenon) through another, which is understandable, reliable.
To describesubject - list a number of external features of the subject, both mandatory (essential) and optional (non-essential).
TO PLAN - outline the order of actions in advance.
UNDERSTAND - to learn new things by including it in the system of existing knowledge and skills.
PROJECT - the image of the desired future.
SELF-CONTROL - self-examination and self-assessment of the results obtained, comparing them with the goal.
SYNTHESIS - mentally combine the parts of the object and their signs into a single whole.
COMPARE - set the goal of comparing objects, identify mandatory and / or optional (depending on the purpose of comparison) signs of compared objects and compare them by the presence of similarities and differences, draw a conclusion.
CHARACTERIZEsubject - list the internal, mandatory features of the subject.
TARGET- the image of the desired result.
Sections: elementary School
Currently, the main task of education is to educate a person who can study independently. This is important due to the high rates of renewal of scientific knowledge and technologies, when a person constantly has to learn and retrain. The standards of the second generation as the goal and the main result of education put forward "the development of students on the basis of their mastery of universal educational actions." In a broad sense, the term “universal learning actions” means the ability to learn, i.e. the ability of the subject for self-development and self-improvement through conscious and active appropriation of new social experience. The universal character of educational actions is manifested in the fact that they are of a supra-subject, metasubject nature, i.e. each academic subject, depending on its content and methods of organizing the educational activities of students, has opportunities for the formation of universal educational activities.
In other words, universal educational actions (hereinafter referred to as UUD) should provide students not only with the successful assimilation of knowledge, the formation of skills, skills, competencies in any subject area, but also with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and methods. their achievement, control and evaluate the process and results of activities.
In accordance with the Federal State Educational Standard, the main educational program presents four types of UUD: personal, communicative, regulatory and cognitive.
Personal actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.
Regulatory actions provide students with the ability to organize their educational and cognitive activities.
Cognitive actions provide the ability to cognize the surrounding world: the readiness to carry out directed search, processing and use of information.
Communicative actions provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account a specific situation.
The formation of UUD in the educational process is determined by three complementary provisions:
the formation of UUD as a goal determines the content and organization of the educational process;
the formation of UUD takes place in the context of the assimilation of various subject disciplines and extracurricular activities;
UUD can be formed on the basis of the use of technologies, methods and techniques for organizing educational activities, adequate to the age of students.
The task of the teacher is to learn how to organize the educational process in such a way that the mastering of basic concepts by students occurs simultaneously with the accumulation of experience of actions that ensure the development of the ability to independently seek, find and assimilate knowledge, that is, the competence “teach to learn”. The selection of the content of academic subjects, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of UUD.
Each academic subject, depending on the subject content, has certain possibilities for the formation of UUD. Consider priorities subject content in the formation of UUD.
Russian language |
Literary reading |
Maths |
The world |
Technology |
||
Personal. |
vital |
meaning formation |
moral and ethical orientation |
creative self-realization |
||
Regulatory. |
goal setting, planning, forecasting, control, correction, assessment, algorithmization of actions |
|||||
Cognitive |
modeling (translation of oral speech into writing) |
semantic reading, arbitrary and conscious oral and written statements |
modeling, formation of a general technique for solving problems, choosing the most effective ways to solve problems |
wide range of information sources |
Modeling and displaying a transformation object |
|
Cognitive logical. |
Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature |
Analysis, synthesis, comparison, grouping, causation, logical reasoning, proof, practical actions |
Formation of an internal plan based on a phased development |
|||
Communicative. |
Use of language and speech means for receiving and transmitting information, participation |
|||||
So, the connection between universal educational actions and the content of academic subjects is determined by the following statements:
UUD represent an integral system in which interrelated and mutually conditioning types of actions can be distinguished:
- communicative - providing social competence,
- cognitive - general educational, logical, associated with solving a problem,
- regulatory - ensuring the organization of their own activities,
- personal - determining motivational orientation.
The formation of UUD is a purposeful, systemic process that is implemented through all subject areas and extracurricular activities.
The UUD set by the standard determine the accents in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.
The scheme of work on the formation of specific ECDs of each type is indicated in thematic planning, technological maps.
Methods of taking into account the level of their formation - in the requirements for the results of mastering the curriculum for each subject and in the mandatory programs of extracurricular activities.
The pedagogical support of this process is carried out with the help of the Portfolio, which is a procedural way of assessing the achievements of students in the development of universal educational actions.
The results of mastering the UUD are formulated for each class and are a guideline in organizing monitoring of their achievement.
In each school, each teacher, the content of the ECD should vary depending on various conditions: from the age of students and their individual characteristics, from the class, from the pedagogical style and priority pedagogical approaches of the teacher, subject specificity, etc.
Consider the activities of students at each stage lesson and select those UUDs that can be formed with the right organizationlearning process.
1. Goal-setting.
The teacher leads the students to the awareness of the topic, purpose and objectives of the lesson and their formulation. It is important for learners to realize at this stage the boundaries of their knowledge and ignorance. This activity contributes to the formation of cognitive, regulatory (goal-setting), communicative (subject communication) and personal (motivation) UUD.
2. Planning.
Students plan ways to achieve the intended goal, and the teacher helps them in this, advises. At the same time, the learners develop regulatory ECD (planning).
3. Practical activity of students.
Students carry out educational activities according to the planned plan. Here you can use group work or individual. The teacher advises the students. At the same time, cognitive, regulatory, communicative ECDs develop.
4. Control.
Students exercise control themselves (this can be self-control, mutual control). The teacher also acts as a consultant.
UUD are formed: regulatory (control, self-control), communicative.
5. Correction of activities.
Students formulate difficulties and carry out their own correction. The teacher's task is to provide the necessary help.
UUD are formed: regulatory, communicative.
6. Assessment of students.
Students assess the performance based on its results (self-assessment, mutual assessment). The teacher advises.
UUD are formed: regulatory (assessments, self-assessments), communicative.
7. Lesson summary.
Reflection is carried out. In this activity, UUD are formed: regulatory (self-regulation), communicative, personal.
8. Homework.
It is useful to offer students a choice of tasks (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative ECDs are formed.
Of course, UUDs are presented here in generalized form. But it is this kind of work that helps to see at what stage of the lesson what metasubject results can be formed if the students' activities are properly organized.
And now we will consider more specifically what methods, techniques, teaching aids, forms of organizing students' activities can be used when conducting a lesson aimed at the formation of not only subject, but also metasubject results.
1. Goal-setting. Conducting a problematic dialogue.
2. Planning. Working with the lesson map.
3. Practical activity of students.
a) Group, pair, individual forms of organizing the activities of students.
b) Work on solving design problems.
c) Conducting role-playing games.
d) Working with the textbook. It is necessary to make maximum use of the capabilities of the main teaching tool - the textbook, because all textbooks have passed the examination for compliance with the requirements of the Federal State Educational Standard of the LEO and allow you to achieve the necessary results.
e) Application of dictionaries, reference books, encyclopedias, ICT technologies.
4. Control.
a) Application of the methodology of mark-free teaching ("magic rulers" - by GA Tsukerman).
b) Self-control and mutual control by in advance certain criteria.
5. Correction of activities.
a) Organization of mutual assistance;
b) the use of various memos.
6. Assessment of students.
a) Application of the method of mark-free teaching - by G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to the criteria determined in advance.
7. Lesson summary. Reflection using:
a) Reception "palm" (the higher the activity in the lesson, the higher the position of the pencil on the palm);
b) emoticons;
c) colored circles in feedback sheets, etc.
8. Homework.
a) The use of creative assignments, practical assignments;
b) the use of differentiated tasks.
Certainly, these are not the only possibilities for constructing a lesson aimed at the formation of a UUD. The new standard, defining the requirements for educational results, requires the teacher to build a lesson in a new way. However, if the methods of work used by the teacher before can work for new results, they certainly need to find application in the new educational environment.
So, the success of education in primary school largely depends on the formation of universal educational actions. The development of UUD ensures the formation of psychological neoplasms and abilities of the student, which, in turn, determine the conditions for high success in educational activities and the development of academic disciplines. If in elementary school students have universal learning actions fully formed, then it will be easy for them to learn in the main link of the school.
To control the mastery of the learners of UUD, it is important to diagnose them (twice a year). The criteria for assessing the formation of universal educational actions should take into account two components:
compliance with age-psychological regulatory requirements;
compliance of properties of universal actions with predetermined requirements.
Age-psychological standards are formed for each type of UUD, taking into account a certain stage of their development. The properties of actions to be assessed include: the level of performance of the action, completeness, consciousness, generalization, criticality and mastery.
Let us dwell on those positions that we diagnose when studying the level of formation of the UUD of younger students through the performance of tasks.
To study the formation of cognitive UUD, the following skills are diagnosed:
determine the need and sufficiency of information to solve the problem;
select the sources of information necessary to solve the problem;
extract information from their texts, tables, diagrams, illustrations;
compare and group facts and phenomena;
determine the causes of phenomena and events;
draw conclusions based on the generalization of knowledge;
present information in the form of tables, diagrams, diagrams.
To study the formation of regulatory ECD, skills are diagnosed :
independently formulate the goal of the activity;
draw up an action plan;
act according to plan;
check actions against the goal, find and correct mistakes;
check and evaluate the results of work.
To study the formation of communicative ECD, the following skills are diagnosed:
to read information given explicitly;
explain the meaning of words and phrases;
read information given implicitly;
understand the meaning of the text as a whole (main idea);
interpret the text (through creative retelling).
To study the formation of personal UUD, the following skills are diagnosed:
evaluate actions from the standpoint of moral values;
explain the assessment of an act from the standpoint of moral values;
define important rules of conduct for yourself and others;
choose behavior that complies with generally accepted rules;
to separate the assessment of the act from the assessment of the person himself;
define an act as ambiguous (it cannot be unequivocally assessed as good or bad).
It should be remembered that a personality-oriented approach to the diagnosis of UUD does not imply a comparison of the student's results with the results of his classmates, and personal results are not assessed individually, but only in the whole class.
The diagnostic results enable the teacher to determine the effectiveness of the implementation of the educational process, to adjust, if necessary, his own activities and the content of education, to see the possibilities of implementing an individual approach to the development of each student. Repeated diagnostics allows you to track the dynamics of the formation of universal educational actions and influence their further development.
In conclusion, it should be noted that if proper attention is not paid to the formation of ECD, this will lead to acute problems of school education: the lack of formation of educational and cognitive motives and low curiosity of a significant part of students, difficulties in the voluntary regulation of educational activities, a low level of general cognitive and logical actions, difficulties in school adaptation. , the growth of deviant behavior. It is the purposeful systematic work on the formation of the ECD that is the key condition for increasing the efficiency of the educational process in the new conditions of the development of society.
List of references:
Asmolov A.G.... How to design universal learning activities in primary school / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolova. - M .: Education, 2011.
Buneev R.N.Diagnostics of meta-subject and personal results of primary education / R.N. Buneev, E.V. Buneeva, A.A. Vakhrushev, A. V. Goryachev, D. D. Danilov. - M. 2011
Galperin P. Ya.Teaching methods and mental development of a child / P.Ya. Halperin. - M., 1985
Zavyalova O.A.Meta-subject activities in learning: where to start for a teacher? / O.A. Zavyalova. - M., 2012
Melnikova E.L.A problem lesson, or How to open knowledge with students: A guide for teachers / E.L. Melnikova E.L. - M., 2006
Mikheeva Yu.V.Lesson. What is the essence of the changes with the introduction of the Federal State Educational Standard of the LEO: (article) // Nauch.– Pract. zhur. "Academic Bulletin" / Min. Arr. MO TsKO ASOU. - 2011. - Issue. 1 (3). - from. 46-54.
Federal state educational standard of primary general education. / Ministry of Education and Science of the Russian Federation - M .: Education, 2010.
Designing the main educational program of an educational institution. - Academbook, 2010
Repkina G.V. Assessment of the level of formation of educational activity: to help the teacher of primary grades / G.V. Repkina, E.V. Stutterer. - Tomsk, 1993.
Tsukerman G.A. Introduction to school life / G.A. Tsukerman, K.N. Polivanov. - M., 1999.
Tsukerman G.A.Rating without mark: / G.A. Tsukerman http: // exsperiment.lv/rus/ biblio / cukerm_ocenka.htm
The Ministry of Education, in order to improve the educational process, constantly introduces some innovations into it, fills it with new terms and concepts. A simple layman, studying methodological literature or reading news about education, very often comes across an incomprehensible phrase UUD according to the Federal State Educational Standard. How does this abbreviation stand for and what does it mean in simple words?
Content:
The concept of "UUD"
UUD is a universal educational activity. It includes:
- Ability to learn and acquire new knowledge, ability to learn;
- A person's striving for self-improvement through the acquisition of new experience;
- Understanding the need to acquire knowledge and a conscious approach to the educational process;
- Understanding the essence of education itself and its constituent parts;
- Purposeful actions of a person to search for opportunities for a broad orientation both in different subject areas and in the structure of the educational activity itself;
- Comprehension of the target orientation of the educational process, its value-semantic and operational properties.
The development of UUD was carried out in the twentieth century in the Soviet Union. At that time, pedagogical science was undergoing active development and the foundation was laid for its new trends. The concept of "universal educational actions" has become very popular now, the scope of its application is wide enough and covers almost all possible levels and types of education. The development of the UUD is based on the activity approach, which was developed by L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P. Ya. Galperin, V.V. Davydov and other scientific schools.
Elkonin and Davydov are the founders of the theory of developmental learning, the key concept of which is UDD.
What is GEF?
This is the Federal State Educational Standard. It includes:
- List of requirements for state educational institutions;
- The Law "On Education" is the basis of the Federal State Educational Standard;
- The updated standard has been in effect in all schools since September 1, 2011 - GEF of primary general education (NOE).
FSES requirements relate to:
- Structures of the educational process. Every year it is necessary to draw up and approve a work plan aimed at the optimal advancement of students to acquire new knowledge, guided by this plan, periodically improve the educational and methodological complex (TMC) of disciplines.
- Implementation of the educational program. If the structure of the educational process lies in the area of \u200b\u200bresponsibility of the administration and methodological departments, then the teaching staff of schools is directly responsible for the implementation of the plan;
- Education outcomes. The progress of students is a clear demonstration and evidence of the success of the developed structure and education program, compliance with all requirements. The average score for the entire school is taken into account.
Basic UUD groups?
The requirements for UUD depend on which grade level - elementary, middle or senior - students are studying. Compliance with the requirements for the age of the children must be met. For all of them, the requirements for the use of computer technology and information technology in educational activities have been increasing recently.
There are the following basic groups of universal learning activities:
- Personal - aimed at finding opportunities for knowing oneself and comprehending one's own personality. Their goal is to form students' correct, adequate moral and ethical assessment of themselves;
- Cognitive - refer to the possibilities of forming basic skills and abilities of perception of information, its processing and analysis, on the basis of which certain conclusions and conclusions are drawn. The group of cognitive actions includes a system of general and logical educational actions, the process of posing and solving a problem;
- Communicative - contribute to the socialization of students, the formation of skills for effective interaction with others - classmates, teachers, friends and other people. At school, every child goes through the most important stage of social development. If problems arising in the process of communication are not resolved in time, they can move into adulthood and will remind of themselves for many years to come, even after graduation;
- Regulatory - aimed at developing the ability to draw up a plan of their actions and change it under the influence of various environmental factors. This useful skill, acquired within the walls of the school, will be useful in later life.
Pupils master UUD in the process of studying various subjects. The result of successful mastering is the formation of initiative, the desire of students to independently acquire knowledge and gain competence. Students should be able to independently organize the learning process without the help of adults.
The advantages and disadvantages of homeschooling
Homeschooling is an alternative to schooling. When the reason for this choice of parents is a medical condition (physical or mental illness), homeschooling is the best option. But in the event that parents are guided by other motives - fears of the child's socialization, reluctance to let their children go to school because they cannot independently solve school problems without a mom or dad - all this leads to the most unpredictable negative consequences.
Let's look at the advantages and disadvantages of home schooling.
|
pros |
Minuses |
|
Attacks, bullying from classmates are excluded, the child will not become an object of bullying |
Students lack motivation, in the classroom, students observe each other, compete, reach for each other, strive for a better result, have richer material for analysis |
|
Greater flexibility of the study schedule compared to school education, the ability to independently plan the number of lessons per day |
There is no opportunity to learn to interact with each other within the team, the world of building social relationships remains closed |
|
Assimilation of the material in a shorter period of time, since the student and teacher cooperate one-on-one |
They do not learn to make new acquaintances, defend their point of view, do not contact anyone other than family and close friends |
|
There is more free time that can be spent attending clubs and sports sections |
At the time of schooling at home, the child is in a comfort zone, and as soon as he is alone with himself, he becomes completely defenseless and does not know how to behave in a given situation |
|
The possibility of individual study with the child of all difficulties and weak points that arise in the course of mastering the curriculum |
Homeschooling excludes the possibility of the child developing effective ways to counter the infringement of their rights |
The impact of the UUD according to the Federal State Educational Standard on schoolchildren is controversial, since each child is a unique personality, individuality, each has different abilities and talents. UUD promotes the assimilation of moral norms and principles developed by society, which leads to the formation of an integral personality. At the same time, the Federal State Educational Standard restricts the child to rigid limits, does not allow to show initiative and love of freedom.
Important! UUD according to the Federal State Educational Standard is a set of requirements for the educational process. The development of standards is based on the desire to provide every child with the opportunity to receive and assimilate all the knowledge that will be useful to him in the future. The task of the school is to form such skills that will not only be useful in further education, but also ensure the normal life of every person in society.
In the public consciousness, there is a transition from understanding the social purpose of the school as the task of a simple transfer of knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but, first of all, on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.
Therefore, this chapter presents material revealing the types and functions of UUD, their formation in the process of teaching mathematics.
Types and functions of UUD. Formation of UUD in mathematics lessons
The concept of the development of universal educational actions was developed on the basis of the system-activity approach (L.S.Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, V.V.Davydov, A.G. Asmolov) by a group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the leadership of A.G. Asmolova. What meaning did they put into the concept of "universal educational actions".
In its broadest sense, the term “universal learning actions” means the ability to learn, i.e. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (strictly psychological) sense, this term can be defined as a set of methods of a student's action (as well as the skills of educational work related to them) that provide independent assimilation of new knowledge, the formation of skills, including the organization of this process.
On the official page of the Federal State Educational Standard, the following definition of this concept is presented: “universal educational actions - the ability of a subject to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.
Universal educational actions are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.
The student's ability to independently successfully assimilate new knowledge, form skills and competencies, including the independent organization of this process, i.e., the ability to learn, is ensured by the fact that universal educational actions as generalized actions open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. The ability to learn is an essential factor in increasing the efficiency of students' mastering of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.
In the composition of the main types of universal educational actions, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also self-regulation actions); 3) communicative; 4) cognitive.
Types of UUD presented in the fundamental core of the content of general education.
Personal LUDs provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships.
Fig. 1.
Regulatory ELMs ensure that learners organize their learning activities. These include the following:
Communicative UUD provide social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in a collective discussion of problems; integrate into a peer group and build productive interaction with peers and adults.
Fig. 2.
Fig. 3.
Cognitive ECDs will be discussed in detail in the second paragraph of this chapter.
Universal Learning Activities features include:
Providing opportunities for the student to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
Creation of conditions for the harmonious development of the individual and his self-realization based on readiness for continuous education, the need for which is due to the multiculturalism of society and high professional mobility;
Ensuring the successful assimilation of knowledge, skills and abilities and the formation of competencies in any subject area.
Students' mastery of universal educational actions characterizes the ability for self-development and self-improvement through the conscious appropriation of social experience. “... The school must teach how to learn, teach how to live, teach how to live together, teach how to work and earn money” (from the UNESCO report “Into the New Millennium”). Therefore, if earlier educational results meant only that which is related to objective results, now we are dealing with meta-subject and personal results that determine the motivation and direction of human activity.
Despite the fact that the result of education in the form of “the ability to learn” is extremely in demand today, one should not forget about the foundation of education - knowledge, skills and abilities, on the basis of which the “ability to learn” is formed and developed.
Mathematics is the science of the most general and fundamental structures of the real world, which provides the most important apparatus and source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Successful study of mathematics facilitates and improves the study of other academic disciplines.
Mathematics is a unique field of knowledge, which in itself can be considered both as content and as a technology for the formation of "the ability to learn". This is due to the fact that in the content and technologies of the subject itself there is an apparatus with the help of which a teacher can achieve significant educational, developmental and educational results.
In addition, there is not a single school discipline that would use such a variety of activities as mathematics in the disclosure of educational material: “Mathematical activity is highly instrumental; makes it easy for students to broadcast samples of activity by presenting educational tasks, during the solution of which these samples are realized. "
How does the formation of different types of universal educational actions occur in mathematics lessons?
It should be noted that the subject "Mathematics" is aimed, first of all, at the development of cognitive UUD. This will be discussed in more detail in the second paragraph of this chapter.
Thus, the analysis of the literature allows us to formulate the regulatory ECDs formed in the lessons of mathematics:
· The ability to distinguish properties in the studied objects and differentiate them;
· Mastering the methods of control and self-control of the assimilation of the studied;
· Work on the algorithm, with memos, rules - guidelines for the formation of general methods of educational activities for the assimilation of mathematical concepts.
Along with this all the obvious role of mathematics, the task of forming communicative ECD is also important. This is due to the fact that in the process of studying mathematics, students learn to read and write information about the world around them in the language of mathematics, build chains of logical reasoning and use them in oral and written speech for communication. In the course of mathematics, two closely interrelated areas of development of communication skills can be distinguished:
· Development of oral scientific speech;
· Development of a complex of skills on which competent effective interaction is based.
The formation of personal UUD is realized through interaction with mathematical content and teaches to respect and accept someone else's opinion. Thus, working with mathematical content allows you to raise students' self-esteem, to form their self-esteem, understanding of the value of their own and someone else's personality. Of course, historical material on mathematics has great potential in this activity. The technology of problem learning, research activities give the teacher the opportunity to demonstrate the beauty and harmony of mathematical proofs as a form of effective intellectual interaction.
The role of mathematics as the most important means of communication in the formation of speech skills is also inextricably linked with personal results. Because the basis for the formation of a person as a person is the development of speech and thinking. From this point of view, any task in mathematics is focused on achieving personal results. Let us formulate personal UUD formed by means of mathematics:
· Formation of value orientations (self-regulation, stimulation, achievement);
· Formation of mathematical competence.
Thus, mathematics presents more illustrative possibilities for the implementation of the idea of \u200b\u200bthe Federal State Educational Standard on Universal Learning Actions.