Queen Maria Alexandrovna

The current state of the problem of the formation of UUD in teaching biology

Keywords: universal educational activities, formation of universal educational activities, new generation federal state educational standard, biology lesson.

Annotation: the article is devoted to the topical issue of introducing new educational standards and changing the main approaches to their implementation. In this regard, the results of the analysis of the concept of "universal learning activities" are presented. Significant attention is paid to the study of a number of problems that arise in connection with the formation of universal learning activities for students in biology lessons in school practice, and ways to solve them are also considered.

IN modern society highly specialized industries are rapidly losing their leadership positions. Each phenomenon, whatever it may be, today can (and even must) be considered polyfunctionally. Various terms and activities flow freely from one field of science to another, bringing them together, uniting, washing away the boundaries between them.

Accordingly, in order to be successful in such a situation, it is now not enough to have only a large amount of inert knowledge (by “inert” we mean invariant, fundamental knowledge accumulated in each of the fields of science). Today it is much more important to be able to quickly obtain this or that information, adjust to new circumstances, update your knowledge and skills in accordance with new requirements.

That is why so much attention from the scientific and pedagogical community was attracted by the category of "universal educational activities", declared in the Federal State Educational Standards of the latest generation, and caused a large number of discussions and disputes.

Considering this concept from different angles, modern figures in psychology, pedagogy and methodology offer various definitions of it.

The GEF Glossary gives the following definition, which focuses on the global significance of universal learning activities: universal learning activities - the ability of the subject to self-development and self-improvement through the conscious appropriation of new social experience.

A.G. Asmolov proposes to clarify and concretize this definition also in a narrow sense:

Universal learning activities - a set of student actions (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

M. Pak and A.N. Lyamin in his article speaks of universal learning activities as versatile and multifunctional learning activities of an integrative nature, suitable for achieving educational, as well as socially significant and vital goals.

The word "universal" in this concept reflects all the features discussed above. That is, multifunctionality, flexibility, variability, and even speed, relevance, modernity and timeliness.

The word "educational" in the context of this concept should be considered more as a process of appropriation of experience throughout life, and not as a process dedicated to learning in any educational institution.

And, finally, the word "action" implies the active participation of students in the educational process. Their transformation is largely from a passive "absorbent sponge", as many educators say, into a researcher, designer and controller of their cognitive activity.

What we invest today in the concept of "universal learning activities" should ensure the development of the ability of students not only to search for and select new knowledge, but also to form a readiness to appreciate and evaluate them. Consequently, universal learning activities should ensure the development of the need to acquire knowledge, distinguish the value of this or that information, critically evaluate its reliability, and select the knowledge that is necessary in a given situation.

Consonant with the requirements of the time and the modern goals of biological education, which consist not only in the transfer of knowledge, skills and abilities from teacher to student, but also in the transfer of their interaction to the level of competence formation. This will allow students to "learn how to learn", develop in them the ability for constant continuous self-education, the desire to search for new information from various sources, its comprehension and creative use in their activities.

In this regard, it seems important to us to study the current state of the problem of the formation of universal educational activities at school in the process of teaching biology.

As part of our study, 73 teachers of biology from schools in the city of Murmansk and the Murmansk region and schools in the city of St. Petersburg and the Leningrad region took part. The analysis of respondents' answers allows us to draw the following conclusions.

As the survey of teachers showed, 63% of the respondents incorrectly define the concept of "universal learning activities" or interpret it with errors. 13% of teachers left this question without any answer. Such indicators can be caused by the fact that familiarization of teachers with normative documents is often only formal. We can also assume the direct impact of the established negative attitude towards the changes and reforms in the educational sphere that exist in our country.

The data of the biology teachers surveyed indicate that it is often difficult for them to distinguish between the concepts of "universal learning activities" and "general learning" skills. Only 37% of respondents speak of their significant difference from each other. And 39% note that there are almost no differences. 16% of teachers left this question without any answer.

At the same time, the vast majority of teachers - 77% - believe that it is necessary to develop universal learning activities in biology lessons. Only 1% of respondents have a radically opposite opinion. One-sixth of the teachers surveyed believe that it will be enough to only occasionally address the issue of the formation of universal educational activities in biology lessons. And 6% found it difficult to answer, which may be due to a misunderstanding of the meaning of the concept of "universal educational activities", and, accordingly, its place in the educational process.

43% of teachers are guided by the principle of the formation of universal educational activities in practice systematically, and 39% carry it out only occasionally. 17% of respondents do not develop at all or find it difficult to answer. Comparing this information with the information received earlier, we can see that not all teachers who consider it necessary to develop universal learning activities in biology lessons carry out this activity in real practice. But the percentage of teachers who turn to this type of activity episodically increases significantly. But it is known that any activity can be formed only through systematic training and episodic treatment cannot be enough.

Most often, universal learning activities are divided into 4 groups: personal, regulatory, cognitive and communicative. They are formed as a result of the interaction of teaching all subjects, each of which is dominated by certain types of learning activities. When teaching biology, special attention, according to the respondents, should be paid to cognitive universal learning activities. This answer was chosen by 91% of the respondents. Almost two times fewer teachers consider it necessary to develop communicative and personal universal learning activities. The last place in terms of importance (23%) is given to regulative universal learning activities.

Such attention of teachers to the formation of cognitive universal learning activities in teaching biology can be explained by several reasons.

Firstly, the skills included in the group of cognitive universal educational activities are most conveniently developed within the framework of the subject "biology", based on its content, methods and teaching aids.

Secondly, the predominance of the cognitive group of universal educational activities can also be explained by the fact that for a long time the school performed the function, first of all, of a translator of ready-made knowledge, putting the cognitive aspect of activity above the rest.

In addition, there is no clear boundary dividing universal learning activities into groups. They are all interconnected, similar elements and operations are found in different groups of universal educational activities. Therefore, any tasks for the formation of personal, regulative and communicative universal educational actions, built on the material of the subject "biology", will also carry a cognitive aspect.

A significant backlog of the regulatory group may indicate that teachers are not yet ready to let go of the control of the educational activities of schoolchildren from their hands and transfer this initiative to the students themselves.

To the question: “What types of universal educational activities should be formed first of all when teaching biology in basic school?” - most teachers noted that it was essential to create activity algorithms in solving problems of an educational, research and creative nature, using information retrieval methods, including using computer tools, and analyzing the information received. Slightly less than half of the biology teachers surveyed indicated such types as self-selection and the formulation of a cognitive goal. Reflection on the methods and conditions of activity, control, evaluation and correction of the process and results of activity, as well as educational communication with the teacher and classmates - were indicated in the questionnaires by 43 and 41% of the respondents, respectively.

Slightly more than a third of the respondents singled out the planning of educational activities as a priority type of universal educational activities. Outsiders were the ability to correlate actions and events with accepted ethical principles and highlight the moral aspect of behavior. It should be noted that the leading positions again remained with those types of universal educational activities that belong to the cognitive group. The last place in importance was given to personal universal learning activities.

This situation can be caused by the fact that, understanding the need for the child's personal development and instilling generally accepted moral norms in him, teachers often do not find time for this directly in the lesson. This kind of work, in their opinion, first of all, should be carried out in extracurricular and extracurricular work, in the process of raising children in the family. As practice shows, these hopes often remain unjustified.

Developing universal learning activities in teaching biology, subject teachers rely primarily on practical work and research activities of schoolchildren. At the same time, they assign the main role to the traditional biology lesson and very rarely deviate from already established forms. Only 11% of respondents noted the importance of creative tasks, educational projects, workshops, lectures and seminars, smart lessons and the use of various pedagogical technologies as possible ways to form universal learning activities.

The category of universal educational activities was introduced into science and school practice relatively recently, so biology teachers face a number of difficulties in their formation. According to the results of the study, the main ones are: lack of time in the classroom, lack of special methods, operational algorithms for the formation and evaluation of universal educational activities. The problems of developing the motivational component of educational activity, the difficulties associated with establishing interdisciplinary connections in order to form universal educational activities were also noted. The teachers also referred to the lack of experience in a new perspective of activity for them.

Universal learning activities have a number of functions that Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A. and others. The most important of them, according to subject teachers, is the creation of conditions for the development of competence "the ability to learn"; one third less significant is the creation of conditions for the harmonious development of the individual and ensuring the successful assimilation of knowledge, the formation of skills and abilities. Less important, on the part of the respondents, was the function of enabling students to independently carry out learning activities.

Despite the large lag in the latter function, teachers note an increase in the independence of schoolchildren with full mastery of universal educational activities (significant - 69% and insignificant - 26%). 61% of teachers believe that it is effective to develop independence on the basis of universal learning activities.

As a result of the analysis of modern school textbooks on biology, approved by the Ministry of Education and Science of the Russian Federation for use in secondary schools, it was noted that not all of them include tasks focused on the development of universal educational activities. Educational books are still not infrequently dominated by issues of a reproductive nature aimed at reproducing knowledge; the number of tasks that contribute to the development of various types of students' activities is generally not large.

Thus, the analysis of psychological, pedagogical literature, the results of a survey of biology teachers and the organization of experimental training on the development of universal educational activities among schoolchildren led to the conclusion that the success of their formation is determined by the following methodological conditions:

1. motivation of students for the need to perform certain actions in the process of solving educational problems;
2. clarity and accessibility of tasks that students must solve in the course of educational activities;
3. organizing the activities of students in mastering individual actions based on the use of a system of tasks; including the inclusion of tasks of an interdisciplinary nature, allowing to "transfer" the educational action to a new content;
4. the presence of a clear and distinct idea of ​​the structure of the skill being formed and the ways of performing the activity; development and application for the development of universal educational actions of special algorithms that reveal the essence and sequence of operations, methodological "tips", etc.;
5. based on the internal mental mechanisms for the development of methods of activity, proposed by prominent psychologists - L.S. Vygodsky, P.Ya Galperin and others (the traditional methods of teaching biology are characterized by an emphasis on external factors that guide the process of mastering general educational and special skills);
6. a gradual increase in the level of independence of schoolchildren in the performance of educational activities;
7. a comprehensive assessment of the level of formation of universal actions, which includes an assessment of the formation of all its components: motives, goal-setting features, learning actions (operations), control and reflection.

It is important to note that universal educational activities can be formed only in the process of specially organized educational work with students based on the use of new technologies, methods and techniques for organizing educational activities by teachers. This means that it is necessary to pay considerable attention to educational work among teachers and to develop methodological manuals aimed at the formation of universal educational activities for schoolchildren in certain subject areas.

The results of a survey of biology teachers also convinced us of the need to include a system of tasks aimed at developing various universal educational activities in the content of school textbooks. At the same time, these tasks should act as one of the criteria for expert evaluation of the quality of a textbook or teaching aid. Appropriate recommendations for teachers and students can accompany and methodically support the development of universal learning activities. If necessary, it is advisable to carry out special psychological, pedagogical and methodological training of teachers within the framework of existing forms of advanced training or training on this issue.

Bibliographic list

1. GEF Glossary - URL:http://standart.edu.ru/catalog.aspx?CatalogId=313 (date of access: 11/12/2012)
2. How to design universal learning activities in elementary school: from action to thought: a teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. - M.: Enlightenment, 2008. - 151 p.
3. Pak M., Lyamin A.N. Formation of universal educational actions of a schoolchild in teaching chemistry // Concept. 2012. No. 6. URL:http://www.covenok.ru/koncept/article/94/2012_iyun_art12079.html (date of access: 23.03.2013)
4. Koroleva M.A. Formation of universal educational actions in teaching biology at school // Biological and environmental education: traditions and innovations: Collection of materials of the All-Russian scientific and practical conference November 26-29, 2012, Issue. 11, St. Petersburg. - St. Petersburg. Publishing house "TESSA", 2012. 241-244 p.
5. Koroleva M.A. Formation of universal learning activities in teaching biology // Development of pedagogical science in modern Russia: research results of postgraduate schools: Proceedings of the Internet conference / Ed. owls: T.B. Alekseeva, I.V. Smooth, N.M. Fedorova - St. Petersburg, Publishing house "Own publishing house", 2013. 67-70 p.

Publication date: 11/13/16

All-Russian competition
"Formation of UUD as a requirement of the Federal State Educational Standard"

PROBLEMS IN THE FORMATION OF UUD

Formulation of the problem

The school today is rapidly changing, trying to keep up with the times. The main change in society, affecting the situation in educationis the acceleration of the pace of development. Therefore, today it is important not so much to give the child as much specific subject knowledge as possible, but to equip the child with methods of action. This is what the standards of the second generation of the Federal State Educational Standards are talking about. In the Concept for the development of education in Russian Federation modern ideas about fundamental education are being formed - this is such education, thanks to which a person is able to work independently, learn and retrain. Today it is very important to equip the student with such ways of action that will help him develop and improve himself in a constantly changing society.

Task:

• demonstrate ways of forming universal educational activities in grade 1;
• learn to identify and find universal learning activities.

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, including mobile phones, leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the role of the school now? This role consists in the formation of the ability to learn (to teach YOURSELF). Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:

• set your own learning goals
• design ways to implement them,
• monitor and evaluate your achievements,

in other words - formation of the ability to learn .

The mastery of universal learning activities gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

Universal learning activities can be grouped into four main blocks:

1) personal;
2) regulatory, including self-regulation;
3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.

Personal actions make learning meaningful, provide the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future.

Regulatory actions provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's 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 the actions of research, search, selection and structuring of the necessary information, modeling of the studied content, logical actions and operations, ways of solving problems.

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts, support each other, effectively cooperate both with teacher as well as with peers.

The formation of UUD, providing a solution to the problems of general cultural, value-personal, cognitive development of students is implemented within the framework of a holistic educational process in the course of studying the system of academic subjects and disciplines, in meta-subject activities, organizing forms of educational cooperation and solving important problems of students' life.

The requirements for the formation of universal educational activities are reflected in the planned results of mastering the programs of the subjects "Russian Language", "Literary Reading", "Mathematics", "The World", "Technology" in relation to the value-semantic, personal, cognitive and communicative development of students .

the student will learn:

the student must be able to: work with a roommate carry out work on chain;

IN

The requirements for the results of studying the academic subject "Literary Reading" include the formation of all types of universal learning activities - personal, communicative, cognitive and regulatory with the priority of developing the value-semantic sphere and communication.

Expected results of the formation of UUD on literary reading by the end of the 1st year

In the region (general educational actions the student will learn: navigate in the textbook: read the language of the conventions; find the selected text fragment, selected lines and words on the page and spread; find in a specially selected section (end of the textbook) the desired illustration; work with two sources of information(educational book and "Workbook"; educational book and "Anthology"): compare the symbols of the textbook and the Workbook, textbook and Reader; find the desired section of the Workbook and Reader.

In the field of regulatory UUD the student will learn to understand that it is possible to answer the question in different ways, and try to appeal to the text to confirm the answer with which he agrees.

In the field of communicative UUD the student will learn: within the framework of initiative cooperation: work with a roommate: distribute work among themselves and a neighbor, do their part of the work, carry out mutual verification of the work performed; carry out work in a chain; within the framework of communication as interaction: see the difference between the two stated points of view, two positions and motivated to join one of them.

Expected results of the formation of UUD in the Russian language by the end of the 1st year of study.

In the field of cognitive UUD (general educational) the student will learn: navigate in the textbook: read the language of the conventions; find the selected text fragment, selected lines and words on the page and spread; find the necessary didactic illustration; get the initial skills of instrumental learning of the alphabet: to represent at the level of estimation which signs and groups of signs are at its beginning, end, middle; work with two sources of information(training book and "workbook"): compare textbook and workbook symbols;

In the field of communicative UUD the student must be able to: within the framework of initiative cooperation:work with a roommate: agree on the distribution of work between yourself and a neighbor, do your part of the work, try to check part of the work done by a neighbor; carry out work on chain; within the framework of communication as interaction:see the difference between the two stated points of view, two positions and understand the need to join one of them;

IN areas of regulatory UUD (control and self-control of educational activities) the student must: understand what is needed and possible to work on mistakes; work on mistakes with the help of an adult.

"Mathematics" in elementary school acts as the basis for the development of cognitive actions, primarily logical, including sign-symbolic, planning (chains of actions by tasks), systematization and structuring of knowledge, translation from one language to another, modeling, differentiation of essential and non-essential conditions, axiomatics, formation of elements of systemic thinking, development of computational skills. Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational action.

Expected results of the formation of UUD in mathematics by the end of the 1st year

In accordance with the requirements of the Federal State Educational Standard, the educational material of the course mathematics is aimed at creating conditions for the formation of personal and universal (meta-subject) learning activities.

Personal UUD. The student will learn (or be given the opportunity to learn) to manifest cognitive initiative in helping fellow students through a system of tasks that orients the younger student to help the heroes of the textbook (Masha or Misha) or his desk mate. Tasks like: "You can help Masha and Misha if you carefully look at the picture and..."

Regulatory UUD. The system of tasks that orients the younger student to validation completing a task according to a rule, algorithm, using a table, tools, drawings, etc. enable the student to learn or have the opportunity to learn control your activities in the course or results of the task. Tasks like: “Check your solution on the Addition Table” or “What rule will help you complete this task?”

Cognitive UUD. The student will learn or have the opportunity to learn:

• - bring under the concept(formulate a rule) based on the selection of essential features
• - master general problem solving techniques, performing tasks and calculations:
• a) perform tasks using material objects (counting sticks, pointers, etc.), drawings, diagrams
• b) perform tasks based on drawings and diagrams made independently:
• c) perform tasks based on the use of properties of arithmetic operations
• - comparison, seriation, classification, choosing the most efficient solution or the right solution (correct answer)
• - build an explanation in oral form according to the proposed plan:
• - use (build) tables, check against table
• - perform actions according to a given algorithm
• - build a logical chain of reasoning:

Communicative UUD. The student will learn or get the opportunity to learn how to interact (cooperate) with a desk mate, in a group through tasks like: Write down the answer to the problem that you came up with and solved. Invite a neighbor on the desk to come up with a problem that would result in the same answer. Check your solutions.

The universal educational action modeling includes sign-symbolic actions, with the development of which the mastery of modeling should begin. In almost all textbooks for elementary school, starting from the first grade, symbols are introduced to indicate the forms of work (do it individually, in pairs, collectively), the wording of tasks (draw a line, write in numbers, circle, color, etc.); the introduction of drawings to highlight objects and relationships between them, illustrations of concepts, designations of objects, the use of socially accepted symbols (arrows, diagrams, graphs, tables).

All skills can be conditionally divided into five groups: educational and logical, educational and communicative, educational and organizational, educational and managerial and educational and informational.

Educational and logical:

The ability to evaluate the effectiveness of the group and their work according to specified criteria;

Ability to act by analogy;

The ability to correlate the goal and the result;

The ability to highlight the main thing;

Ability to make generalizations, conclusions;

Ability to present information graphically;

The ability to define a concept by essential features, based on a model, etc.

Educational and communicative:

Ability to distribute roles in the process of joint educational activities;

The ability to pronounce the goal, objectives and proposed actions;

Ability to support and continue the thought of the interlocutor;

Ability to listen to each other;

Ability to work in shift teams;

Ability to ask questions during the lesson;

Ability to participate in educational dialogue, etc.

Educational and organizational:

Ability to independently prepare for the lesson;

The ability to get involved in the work, the ability to focus on the content of the lesson and keep attention until it is completed;

Design and maintenance of notebooks, etc.

Educational and managerial:

Be able to define a learning task;

Ability to compare the result with the learning task;

The ability to evaluate their own learning activities and the activities of classmates;

The ability to identify the problems of their own educational activities and establish their cause;

Ability to plan further actions to eliminate shortcomings.

Educational and informational:

Ability to give a complete or short answer;

Ability to answer questions on the merits;

Ability to predict educational information;

Ability to work independently with additional literature, etc.

Depending on the goals and objectives that the teacher sets for himself, there is a choice of those skills, the formation of which must either be checked, or continue to work on their formation, or form again.

According to psychologists, a child can consciously work at the same time over the formation of no more than five skills. Accordingly, the formation of skills can be explicit and hidden for the child, which means that the goals and objectives of the lesson for children and the teacher may coincide.

The lessons in the modern school are dominated by individual forms of organization of educational activities according to the “teacher-student” type: students in the lesson do not interact directly with each other, since the teacher always acts as an intermediary between the children. The appeal of children to each other for advice and help, the exchange of opinions between all students without the mediation of a teacher are rare, since they are forbidden to talk to each other, and mutual assistance in the lesson is called “prompting and cheating”. And it turns out that in teaching - in their main business at this age stage - they are deprived of the society of their peers. In fact, children learn side by side, but not together.

In particular, such forms of work as the organization of mutual verification of tasks, mutual tasks of groups, educational conflict, and discussion by participants of the methods of their action are very important. For example, in the course of peer review, groups perform those forms of review that were previously performed by the teacher. At the first stages of the introduction of this action, one group may note errors and shortcomings in the work of another, but in the future, students pass only to meaningful control (the causes of errors are identified, their nature is explained).

Working in a group helps the child to comprehend learning activities. At first, working together, students assign roles, determine the functions of each member of the group, and plan activities. Later, everyone will be able to perform all these operations independently. In addition, group work allows each child to be given emotional and meaningful support, without which many cannot get involved in the overall work of the class at all, for example, timid or weak students.

Group work of younger students implies its own rules. For example, when organizing group work, you cannot force or express displeasure if someone does not want to work in a group (later you need to find out the reason for refusing to work); joint work should not exceed 10-15 minutes, because if the work time is longer, then the participants get tired and efficiency decreases; absolute silence should not be demanded, but shouting, etc., should be fought. At the same time, special efforts of the teacher to establish relationships between children are often required.

However, the above forms of activities and other recommendations can only be useful if a favorable general atmosphere is created in the classroom and in the school as a whole - an atmosphere of support and interest in children expressing their point of view. You need to be tolerant of other opinions. The decisive role in this belongs to the teacher, who himself must be a model of a tolerant, non-authoritarian style of discussion and have a sufficient general communicative culture. The teacher gives speech patterns and assists in discussions, disputes, arguments, etc.

The joint activity of younger schoolchildren will be effective if it is built according to the type of joint-separated activity with the dynamics of roles. This type of activity can be recommended, first of all, for organizing classes on the course "Technology".

The main meta-subject UUD, formed in the 1st grade.

Personal UUD

Appreciate and accept the following basic values: "kindness", "patience", "homeland", "nature", "family". Respect for your family, for your relatives, love for your parents. 3. Master the roles of the student; formation of interest (motivation) in learning. Assess the life situations and actions of the heroes of literary texts from the point of view of universal norms.

• The student realizes the meaning of the teaching and understands personal responsibility for the future result
• The student is able to make a moral choice and give a moral assessment
• The student understands who he is in this world, his strengths and weaknesses, as well as what he wanted to do
• The child is reflexive
• The child has a learning motivation
• The child has an adequate self-esteem

Regulatory UUD

Organize your workplace under the guidance of a teacher. Determine the purpose of completing tasks in the classroom, in extracurricular activities, in life situations under the guidance of a teacher. Determine the plan for completing tasks in the classroom, extracurricular activities, life situations under the guidance of a teacher. Use the simplest instruments in your activities: a ruler, a triangle, etc.

Cognitive UUD

Orientate in the textbook: determine the skills that will be formed on the basis of the study of this section. Answer simple questions of the teacher, find the necessary information in the textbook. Compare objects, objects: find common and difference. Group items, objects based on essential features. Retell in detail what you have read or heard; define a topic.

Communicative UUD

Participate in dialogue in the classroom and in life situations. Answer questions from teachers and classmates. Follow the simple rules speech etiquette: say hello, say goodbye, thank you. Listen and understand the speech of others. Participate in a couple.

The lesson in the field of UUD formation has the following structure:

• Lesson topic
• Tasks
• Universal learning activities formed within the lesson
• The main methods and technologies for the development of UUD used in the lesson
• During the classes
• Description of possible difficulties that teachers may encounter when conducting a lesson
• Reminders, tasks that are offered to children
• How is assessment done in the classroom?

"Formation of UUD at the lesson of the Russian language in the 1st grade."

An example of a lesson.

I. Organizational moment.

Students formulate their own opinion and position, show interest in the new (communicative and personal UUD).

II. Statement of the problem, its solution.

Students search for the necessary information, speak orally (cognitive UUD).

III. Calligraphy.

Teacher. Underline in your work those letters that you think are well written. Tell us: what letters did not work out, what did not work out in them?

Children consider the spelling of letters and talk about what did not work out in them, adequately perceive the teacher's assessment (regulatory UUD).

Teacher. What do you guys think, will capital letters be useful to you and me today in the lesson?

The guys express their assumptions, build reasoning, allow the existence of different points of view, formulate their own opinion (communicative and cognitive UUD).

IV. Fizkultminutka. Didactic games build analogies and comparisons.

Students plan their actions, establish analogies (cognitive, regulatory UUD).

V. The use of new material in writing.

Teacher. What job can you suggest with these words?

Children. Divide the words into two columns:

Students analyze objects, highlight the main thing, classify according to various criteria (cognitive UUD).

The guys build reasoning about objects, speak orally (communicative and cognitive UUD).

VII. Work with the textbook.

Children make assumptions, own monologue and dialogic forms of speech (communicative and personal UUD).

Students generalize the acquired knowledge, formulate the rule themselves (cognitive and regulatory UUD).

VIII. Primary fastening.

Designing a sentence in writing. Highlight dangerous places.

Children take into account the action guidelines identified by the teacher, build reasoning, sum up the concept, establish analogies, and perform learning activities (cognitive, regulatory and communicative UUD).

IX. Reflection of activity.

Students are focused on understanding the reasons for success in their studies, on interest in new learning material, formulate their own opinion and position, use oral and written speech to regulate their actions (communicative, cognitive and personal UUD). At the Russian language lesson, first-graders find out the essential features, establish cause-and-effect relationships, build conclusions based on the information received, accept it or question it, recheck it. All tasks of the lesson should not be given in finished form, which allows you to work on the formation of universal learning activities (personal, communicative, cognitive and regulatory).

Formation of reflective abilities and evaluative independence of elementary school students

With the action of control and self-esteem, students meet literally from the first lessons. First, they are asked to determine with what mood they finish the lesson, the day. To do this, they must choose a drawing with the appropriate mood on the face and try to find the reason that caused such a mood.

"Mood Barometer"

Later, they are asked to evaluate their progress in a color scheme using an emotional traffic light or a cube that everyone has on the table.

One side of the cube is red, the other is yellow, and the third is green. If the student turned the cube with the green side towards the teacher, then this means: “I did it, I can move on”, yellow - “Difficult”, red - “I ask for help”.

The numbers 1, 2, 3 are written on the fourth, fifth and sixth sides. Later they can show the level of the task that the student has chosen. Initially, the teacher proposes a task and explains how much work everyone needs to do. If all students complete it, then you can move on. There is also an additional task, it is more difficult and requires a lot of effort. If the student completed it himself, then he can act as a teacher or teacher's assistant and explain what is incomprehensible to his comrades. After such an explanation, students choose a task according to their abilities, complete it, and then evaluate themselves with a color.

Evaluative independence - independent determination of the quality of one's work, its evaluation without outside influences or other people's help, based on one's own knowledge and skills.

The formation of evaluative independence in grade 1 begins during the period of literacy with work with standards, which is understood as an exact sample of the established unit of measurement, and with scales.

Work with standards can be carried out at minutes of calligraphy (Russian language and mathematics), where there are samples (standards) of writing letters, combining letters and numbers.

An example of a Russian lesson on the topic "Capital letter D".

After an explanation, a demonstration by the teacher and practical training, the students are given the task: "Write the capital letter D, observing the parameters of the standard (slope, height, width)." Pupils must already comply with several criteria included in the standard, i.e. work is carried out at a fairly high level of difficulty.

After the students have written the line on their own, the teacher gives the task: “Underline the letters (elements) that match the standard according to one or more criteria, and put the number of underlined letters (elements) into the fields.” During the test, the teacher performs similar work, i.e. underlines the letters (elements) corresponding to the standard, corrects the student's mistakes and puts his number of correctly written letters (elements) on the fields.

Working with standards is the basis of a student's meaningful assessment. Having taught students to work with standards of this kind, they will be ready to develop their own standards that will help to carry out an objective assessment of their work.

The discrepancy between the student's assessment and the teacher's assessment is a reason for reflection, which entails the conclusion which skill needs to be improved. It is no secret that many first-graders who are motivated to achieve good results have high self-esteem and inflate their educational achievements. In this case, you can use pair work in two ways:

1st assessment method: a desk mate evaluates a student sitting next to him immediately after doing independent work, justifies his assessment, points out shortcomings.

2nd method of assessment: the student first evaluates himself, then there is an exchange of notebooks and assessment in pairs.

If the scores match, then the neighbor's cross is circled. The discrepancy between the estimates is fixed by the cross of the neighbor taken in the circle.

By checking notebooks, the teacher can judge the adequacy of the assessment of students.

Particular attention should be paid to predictive assessment. To do this, you can use the signs: "+" - I know everything; "-" - Don't know; "?" - I doubt. Usually, after explaining and consolidating new material, the teacher asks the children if everything was clear in the lesson? Children are not yet able to adequately evaluate themselves, therefore, at the first stages of this work, they claim that they understood everything. A kind of test for this statement is just a predictive estimate. Students are given a small task on the topic they have just studied. After the students got acquainted with the work, they are invited to evaluate their capabilities in its implementation: put a “+”, “-”, or “?” sign on the margins of the notebook, which reflects the student's prognostic assessment. Further, the work is performed, checked and compared with the sample. If the child rated himself with a “+” sign and really made no mistakes, he circles him, he has an adequate assessment, he correctly assessed his readiness to solve a new educational task. If the result of the work does not correspond to the selected assessment, then the icon is surrounded by a triangle.

In the first grade, another technique can be used: when checking notebooks, the teacher does not correct the mistake, but only points to it in the margins with a stick. Thus, the student is given the opportunity to correct his mistake, for which the score is not reduced, but rather, the teacher praises the child for correcting it.

In written work, the teacher can use the signs "!" - "Well done!" or "?" - "There is a problem".

When evaluating themselves in reading lessons, students can use a ladder: if there is success, then a step is added up, on which the child draws a joyful face. If there is no progress, then the face should be sad. I use mountain

I will be here!

So the first grader takes the first steps in self-esteem, which will subsequently be improved. It does not matter if the students first put themselves on the highest rung. This is due to their age-related psychological characteristics and lack of understanding of the meaning of work. Quite quickly, children will learn and with pleasure begin to perform this work adequately.

By the end of the first year of study, a third of the students, having completed the task, try to evaluate their work without waiting for the teacher's reminder, and this assessment often coincides with the teacher's.

To develop self-control and self-esteem, the teacher should regularly ask questions: - What did you learn in the lesson?

What did you learn?

What can you praise yourself for?

What else needs to be worked on?

What tasks did you enjoy?

What tasks were difficult?

Did you achieve the goal you set at the beginning of the lesson?

At the end of the year, an “Achievements Folder” is prepared for parents with a child. You can put the best works in different areas into it: drawings, calligraphic writing samples, successful control tasks, etc. the student himself can write a little about what the first year of school life gave him.

To teach self-esteem at the initial stage, after the student's answer, the teacher should ask him:

What should be done in this assignment?

What was the goal, what was to be achieved?

Did you get a result?

Found a solution, an answer?

Handled completely correctly or with a minor error (what? in what?)? Did you do it on your own or with a little help? (who helped? in what?)? How do you rate your work?

Further, other students are invited to evaluate the answer of a classmate, and only after that they can evaluate the performance of the task themselves. Approximately two weeks are allotted for this detailed work. Further, the students can already quite independently assess themselves and their friend.

In the 1st grade, the child is able to evaluate himself according to the criteria developed jointly with the teacher, compare his assessment with the teacher's assessment, and find out the reasons for the disagreement. At this stage it is important individual work teacher with a child to correct the formation of skills.

Development of the student's reflective abilities based on questions

• What are my main results, what did I understand, what did I learn?
• Which tasks aroused the most interest for me and why?
• How did I complete the tasks, in what way? What did I feel about it?
• What were my main difficulties and how do I
• overcome them? etc.

Conclusion

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

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

“If you want to learn how to jump, you have to jump.” Also with universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.

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

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

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

Applications-reminders for the formation of UUD

List of UUD formation technologies.

• The teacher draws attention to the developmental value of any task, using specialized developmental tasks, asking questions.
• The teacher notes the progress of the child in comparison with his past results.
• The teacher shows why this or that knowledge is needed, how it is useful in life, unobtrusively broadcasting the meaning of the teaching to children.
• The teacher encourages children to discover new knowledge while mastering new material.
• The teacher teaches children how to work in groups, shows how to come to a common solution in group work, helps children resolve educational conflicts, teaching the skills of constructive interaction
• The teacher in the lesson gives great attention self-testing of children, teaching them how to find and correct a mistake, children learn to evaluate the results of the assignment according to the proposed algorithm, the teacher shows and explains why this or that mark was put, teaches children to evaluate work according to criteria and independently choose criteria for evaluation.
• The teacher evaluates not only himself, but also allows other children to participate in the assessment process, at the end of the assignment, at the end of the lesson, the teacher, together with the children, evaluate what the children have learned, what worked and what did not
• The teacher sets the goals of the lesson and works with the children in the direction of the goals - "in order to achieve something, each participant in the lesson must know the goal."
• The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, teaches them to use different sources used to find information.
• The teacher pays attention to the development of memory and logical operations of thinking, various aspects of cognitive activity
• The teacher draws attention to the general methods of action in a given situation and teaches children the use of generalized methods of action.
• The teacher uses project forms of work in the classroom and extracurricular activities.

Improving the quality of schoolchildren's education is one of the most urgent problems of pedagogy and methodology today. Unfortunately, shortcomings in the educational level of schoolchildren, including the level of their native language proficiency, are becoming more and more obvious. The “Fundamental Core of the Content of General Education” rightly notes: “In the system of school education, the Russian language is not only a subject of study, but also a learning tool that determines success in mastering all school subjects and the quality of education in general.” The global reform of the education system in Russia, the key idea of ​​which was the idea of ​​development, predetermines a change in the concept of education from a centric-knowledge approach to a systemic-activity approach. The problem of transition from "knowledge-dogma" to "knowledge-thinking" is brought to the fore. It is the successful and conscious knowledge of the Russian language that forms the basis for the formation, which, in turn, give rise to competencies, knowledge, skills, and therefore provide the education of a comprehensively developed, intellectual, spiritual personality, able to adapt to a complex modern world. [Fund. Kernel, p. 67]

In the last decade there has been an active search for rationality. As a result, in the system of primary and secondary education of the Russian Federation, the Russian language is taught in a number of educational complexes using traditional and developing technologies, author's and individual programs, the choice of which is provided to schools and gymnasiums. The relevance of the study of this work is due to the fact that at the moment the task of continuity becomes especially relevant during the transition of students from elementary school, in which they are already, to general education. Therefore, the definition of means for the formation of UUD for schoolchildren in grades 5-6 for teachers, and in particular, teachers of the Russian language, is an indisputable necessity today.

The object of study of this work is the process of formation of communicative UUD of schoolchildren in the lessons of the Russian language and literature. The subject of the research is the means of forming communicative UUD. The goal is to theoretically develop and determine the means of forming the UUD of schoolchildren in the Russian language lessons, to practically reinforce the effectiveness of this study.

To achieve this goal, a number of tasks have to be solved:

• to analyze the pedagogical literature on the problem of the formation of universal educational activities for schoolchildren;
• to develop means of forming communicative universal educational actions of schoolchildren in grades 5-6 in Russian language lessons;
• to confirm the effectiveness of the work of the Russian language teacher in the formation of communicative UUD of schoolchildren.

The practical novelty of this work lies in the fact that it can become the basis for creating your own teaching methodology for a Russian language teacher in a secondary school in the context of modernizing Russian education, and improve the efficiency of the learning process. The methodological recommendations proposed in this paper can be used by language teachers in Russian language lessons at school.

On the issue of UUD: significance

New federal state education standards declare as the main priority of the education system the formation of schoolchildren's general educational skills and abilities, as well as methods of activity, and not just the development by students of specific knowledge, skills and abilities within individual disciplines.

Personal development in the education system is ensured, first of all, through the formation of universal educational activities, which act as an invariant basis of the educational and upbringing process. Mastering UUD creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.

The developers of the Federal State Educational Standard have identified the main types of universal educational activities:

• personal (self-determination, meaning formation and the action of moral and ethical assessment),
• regulatory (goal setting, planning, control, correction, evaluation, forecasting),
• cognitive (general educational, logical and sign-symbolic) and communicative UUD.

Identification of the conditions for the development of universal educational activities in the educational process made it possible to formulate general recommendations for the formation of UUD in the course of the educational process, taking into account the specifics of educational subjects, which are enshrined in the following documents: "Federal State Educational Standard for Basic General Education", "Fundamental Core of the Content of General Education", “Exemplary basic educational program of an educational institution. Basic School.

At present, the school still continues to focus on learning, releasing into life a trained person - a qualified performer, while today's information society asks for a trained person who is able to independently learn and relearn many times over a constantly lengthening life, ready for independent actions and decision making. . For life, human activity, it is important not to have accumulations for the future, a stock of some kind of internal baggage of everything learned, but the manifestation and ability to use what is, that is, not structural, but functional, activity qualities. In other words, the school should teach the child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “To the New Millennium”).

In a broad sense, the term "UUD" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of student actions (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Such a student's ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, that is, the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up the possibility of a broad orientation of students, both in various subject areas and in the structure the educational activity itself, including the awareness by students of its target orientation, value-semantic and operational characteristics. Achieving the "ability to learn" involves the full development of all components of educational activities, which include:

• cognitive and educational motives;
• learning goal;
• learning task;
• learning activities and operations (orientation, transformation of material, control and evaluation)

“The ability to learn” is a significant factor in increasing the effectiveness of students mastering subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice.

UUD in the process of learning at school perform the following functions:

• ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
• creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
• ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

UUD is an integral system in which the origin and development of each type of educational activity is determined by its relationship with other types of educational activities and the general logic of age-related development. Communication is the basis for the differentiation and development of forms of mental activity in early ontogenesis. Thus, the origin of personal, cognitive and regulatory actions is determined by the development of communication and communication of the child with social (teacher) and close (parents) adults and peers. From communication and self-regulation grows the child's ability to regulate their activities. From the assessments of others, and first of all, the assessments of a close adult, an idea of ​​​​oneself and one's capabilities is formed, self-acceptance and self-respect appear, that is, the self-concept as a result of self-determination. The cognitive actions of the child are formed from situational-cognitive and extra-situational-cognitive communication.

The formation of UUD in the educational process is carried out in the context of the assimilation of various subject disciplines. The requirements for the formation of UUD are reflected in the planned results of mastering the programs of educational subjects: "Russian language", "Literature", in relation to the value-semantic, personal, cognitive and communicative development of students.

The universal nature of educational actions is manifested in the fact that they are of an over-subject, meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any activity of the student, regardless of its specially-subject content. UUD provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.

Possession of UUD allows students to successfully master information at all stages and leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, that is, the ability to learn.

State educational institution

"East Siberian State Academy of Education"

Pedagogical Institute

Department of Psychology and Pedagogy of Primary Education

Direction 050400

Psychological and pedagogical education

Profile Psychology and Pedagogy

primary education

bachelor qualification

part-time form of education

Course work

Formation of universal learning activities in younger students

Scientific adviser:

Performed:

IRKUTSK 2014

Introduction ………………………………………………………………………. 3

CHAPTER I
1.1. Formation of the ability to learn and the formation of general learning skills as the goals of primary general education………………………… ....6

1.2. Universal learning activities as the intended result of primary general education at the present stage………………………..9

1.3. Ways to form universal educational actions in younger students ……………………………………………………………………………………………………

Conclusions on Chapter I ……………………………………………………….... 16

Chapter 2

2.1. Methods of ascertaining experiment ………………………… 18

2.2. Description of the results of the ascertaining experiment …………..24

2.3. The program for the formation of universal educational activities for younger students……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.4. Description of the results of the control experiment ……………....35

Conclusions on Chapter II ………………………………………………………... 42

Conclusion ……………………………………………………………….. 44

Literature …………………………………………………………..……. 47

Introduction

The relevance of the work. To be in demand today, you need to show initiative, the ability to look at the problem in your own way, creative activity in any activity, originality, autonomy, uniqueness. All these are traits of a self-actualizing personality. The desire for self-actualization should become the main need and motive of human activity, then the ideal will be personal and professional individuality, the desire to realize oneself, thereby changing the world around in the direction of creation.

Since about the 30s of the last century, a fundamentally new understanding of child development has gradually established itself in the theory of Russian pedagogy. Its interpretation as the maturation of the abilities inherent in a person was replaced by the concept of the child's activity in the educational process.

Improving the system of primary education is aimed at solving a number of important tasks, among which it is necessary to highlight the creation of a solid foundation for subsequent education. This presupposes not only not only mastering the system of basic knowledge and skills by junior schoolchildren, but, above all, their active and successful inclusion in educational activities, the formation of educational independence. Primary school should help children learn effective means of managing educational activities, develop the ability to cooperate.

The main goal of primary general education, reflected in the Federal State Educational Standard, is the formation of the ability to learn, and one of the results of this stage of education is the formation of universal educational activities.

Purpose of the study: to study the state of formation of universal educational activities of junior schoolchildren and develop a program for the formation of universal educational activities.

An object research: the process of forming universal educational activities.

Subject of study: methods and techniques for the formation of universal educational activities of younger students.

Based on the goal, determined tasks research:

1. Analyze the specialized literature and reveal the essence of the concept and the question of the formation of universal educational activities.

2. To study the level of formation of universal educational activities of younger students.

3. Draw up and test a program for the formation of universal educational activities for younger students.

4. Evaluate the effectiveness of the experimental work.

Hypothesis research is the assumption that the universal learning activities of younger students can be formed with the help of evaluation activities.

Methodological basis works were system-activity and cultural-historical approaches (,), ideas and provisions of personality-activity (, etc.), system (, etc.), competence-based (, etc.) approaches.

During the study, the following methods And methods: observation, conversation and experiment; methods:

1. Methodology "Who am I?" (modification of M. Kuhn's technique)

2. Methodology "Diagnostics of the universal action of the general method of solving problems" (according to,)

3. Method "Test for attention" (and)

4. Methodology "Who is right?" ().

Research Base: MKOU "Secondary School No. 12 of the village of Shamanka". The study involved students of the 2nd grade in the amount of 16 people.

Work structure: course work consists of introduction, two chapters, conclusion, bibliography, application.

Chapter I. Theoretical foundations of the problem of formation of universal educational activities 1.1. Formation of the ability to learn and the formation of general learning skills as the goals of primary general education

In the process of education, the development of students is carried out from various sides: general cultural, personal and cognitive, thanks to which children acquire the ability to learn.

According to the Federal State Educational Standard for Primary General Education, the primary school is designed to form the ability to learn, as well as the ability to organize one's activities. The organization of activities includes the ability to accept, maintain goals and follow them, plan their activities, monitor and evaluate them, interact with the teacher and peers.

Such scientists as, etc., consider the ability to learn to be a universal characteristic of personality. The ability to learn determines the degree of learning, the development of voluntary cognitive processes, and upbringing. The formation of the ability to learn takes place throughout the school life of the child, but primary school plays a major role in the development of this skill. This is due to the fact that primary school age is the most susceptible to the skills and abilities acquired in the process of educational activities.

Personal self-development is determined by the ability to learn, to independently expand the boundaries of one's capabilities, having determined the limits of one's own skills, knowledge, abilities, to go beyond these limits, points out. The ability to learn includes reflexive actions that help to identify the problem as a new one, find out what means are missing to solve it, and answer the first question of self-learning: what to learn; as well as productive activities that help answer the second question of self-learning: how to appropriate the missing knowledge.

notes in his writings that the separation of the known from the unknown, knowledge from ignorance is provided by defining reflection - the central new formation of the educational activity of younger students. Thus, the first condition for the development of the ability to learn in children of primary school age is the purposeful, systematic formation of learning activities. This point of view is also supported by other authors.

Mastering by younger students of all components of educational activity, which include cognitive and learning motives, learning goal, learning activities and operations, in the opinion, determines the ability to learn. The ability to learn allows children to more effectively acquire knowledge, skills and abilities.

General learning skills, they note in their research and, are universal for various educational subjects ways of obtaining and applying knowledge that have the property of a wide transfer of action, in contrast to subject skills that are specific to a particular academic discipline. They are applicable in solving any problems, regardless of their content.

It should be noted that didactics does not provide a clear definition of the concept of "general learning skills and abilities". Moreover, various researchers, such as, etc., designate them with different terms: “special skills”, “supersubject skills”, “universal ways of obtaining and applying knowledge”, “basic skills of educational activity”, “primary skills”, “ ways of teaching”, “generalized skills”, “skills of educational work”, etc. The educational standards also do not provide an interpretation of the concept of “general educational skills and abilities”, however, its structure is considered.

He defines general skills and abilities as a cumulative component of educational competence, represented by a holistic, integrative ability of a student to be a subject of activity, which allows him to actively and consciously manage the course of his educational activity.

General skills are the basis of learning activities and are applicable to all school subjects. These skills are implemented in practice and theory, are a kind of regulators and contribute to the effectiveness of all educational activities.

A number of researchers, among whom, and others, tried in their writings to give an accurate definition of the concept of "general learning skills" and classify.

North Ossetian State University named after K.L. Khetagurova

Keywords

preschool educational institution, universal study actions, cognitive activity, pre-school establishment educational, universal study actions, cognitive activity

Article View

⛔️ (refresh the page if the article is not displayed)

Annotation to the article

The article deals with the development of cognitive activity of preschoolers through the formation of their ability to learn. The latter is carried out on the basis of the development of universal educational activities in the individual, characterized by the authors in the context of the educational process of the preschool educational institution. It is concluded that the formation of a complex of universal educational actions in a child provides him with the opportunity to master the skills and abilities for the implementation of the main activities.

Scientific article text

The admission of a child to the first grade marks his transition to the next age period, the beginning of a new, long journey, involving a radical change in the lifestyle of not only the youngest citizen, but also all family members. There are new requirements and new responsibilities associated with a whole range of restrictions, leaving much less room for childish carelessness and carelessness. Becoming a schoolchild, the child actively masters a new activity for him - educational, which captivates him, brings joy and a sense of satisfaction, contributes to the formation of the desire and ability to learn. In this regard, it is extremely important to form cognitive interests in children even before they enter school, which in every possible way contribute to the activation of their abilities. The cognitive activity of the child requires special scientific and practical interest, because in the course of its implementation, the formation of his intellectual, emotional and volitional qualities, character and abilities takes place, the formation of mental processes takes place: perception, voluntary attention, thinking, memory, imagination, speech. It is through this activity that the enrichment of his social experience, knowledge of the surrounding reality, mastery of knowledge, skills and abilities is carried out, which forms the basis for the formation of his personality. That is why the development of cognitive activity serves as the main tool for preparing a child for school. An integral part of the development of cognitive activity of preschoolers is the education of their cognitive interests as an important factor in the formation of the personality of each child. The correct approach to solving this complex and multifaceted problem is the key to the productivity of the educational process in a preschool educational institution (DOE). Of decisive importance in the organization of cognitive activity of preschoolers is the formation of their ability to learn through the implementation of a certain set of universal educational activities (UUD), which provides them with the opportunity for self-development and self-improvement by acquiring knowledge through practical activities, by consciously and actively acquiring new social experience. The complex of universal educational activities is being implemented. V pedagogical process educational institution through four blocks: personal, regulatory, cognitive, communicative. Let us characterize them in more detail in the context of the educational process of the preschool educational institution. The composition of personal actions is represented by such types of them as self-determination, meaning formation and moral and ethical assessment. Self-determination of a preschooler represents his inner position, expressed in his personal, professional, life definition. The child reflects on what he is, what he wants to become, what he can and knows what he strives for, etc. Sense formation is expressed in the comprehension by the future student of the meaning, meaning and motivation of educational and cognitive activity. Moral and ethical assessment involves the formation of the child's ability to correlate their actions with the moral and ethical norms and rules in force in society. As the main prerequisites for personal universal educational activities, one should indicate the development of children's skills: 1) awareness of their capabilities and qualities, 2) correlation of their actions with accepted moral principles, 3) orientation in the system of social roles and interpersonal relations. It is also important to cultivate such necessary personality traits as cognitive and social motivation, adequate self-esteem, tolerant attitude towards someone else's point of view, a set of moral guidelines (respect for others, love for loved ones, for a large and small homeland, respect for nature, etc.). d.). The main types of regulative universal educational actions are goal-setting, planning, forecasting, control, correction, evaluation. These UDD find expression, respectively, in the formation of the preschooler's ability to plan his actions based on the task, to foresee the result of his work, to control his own actions, to see and correct these errors, to assess the correctness or incorrectness of committed or observed actions. The block of cognitive universal learning activities is represented by such types as the child's ability to navigate in time and space, use rules, instructions and algorithms, and evaluate the results of their actions. Information cognitive UUD involves the development of preschoolers' skills in using school supplies, working with a book and orientation symbols in it, work with illustrations. The logical nature of cognitive UDD is ensured by the mastery of preschoolers at the elementary level by the following series of operations: classification, analysis, synthesis, comparison, generalization, seriation, exclusion of the superfluous, establishment of cause-and-effect relationships, and modeling. Among the communicative universal learning activities, there are skills associated with the interaction and cooperation of preschoolers with adults and peers, organizing joint activities in pairs or troupes, conducting a monologue and dialogue, answering questions, using verbal and non-verbal means of communication and constructing statements that are understandable. for the interlocutor. The main prerequisites for the formation of the described actions are represented by a certain set of capabilities and skills, consisting in the development of fine motor skills of the hands, the implementation of actions according to the rule or model, maintaining the set goal and holding the task in the course of the entire performance of the work, holding attention when listening to a short text or examining reproductions, readiness to choose an interesting occupation for oneself from several proposed ones and perform work according to the instructions of an adult. No less important, in our opinion, are such prerequisites as the child's desire to communicate with peers and adults, the ability to listen to a communication partner, a positive emotional attitude to the process of interaction and cooperation, a clear formulation of one's own opinion, one's own position. As the main means of formation of the actions in question for preschoolers, there are tasks that require in an elementary form to explain, verify, prove, evaluate, invent, choose, compare, select, find patterns, determine the correctness or incorrectness of statements, guess, observe, draw conclusions. etc. Such tasks are aimed at the performance by preschoolers of various educational operations that contribute to the development of the ability to set a goal and move towards its achievement. Analyzing certain objects, preschoolers identify essential and non-essential details in them, identify similar and different elements, compare, classify, reason, generalize, and on this basis construct fairly simple judgments about the observed objects, about their essence, their structures, features, etc. As a result of the systematic implementation of work on the formation of universal educational activities among preschoolers, a graduate of a preschool educational institution should have the following characteristics: in the context of personal UUD: the formation of basic physical qualities and the need for physical activity, compliance with the current set of rules designed to ensure healthy lifestyle life; curiosity and activity; emotional responsiveness; the presence of primary ideas about oneself, about family members, about society; in the context of regulatory UUD: the ability to manage one's own behavior and plan one's actions based on primary value ideas, compliance with behavioral rules and norms functioning in society, possession of the elementary foundations of educational activities; in the context of cognitive UUD: the ability to solve adequate preschool age intellectual and personal problems involving the creative use of acquired knowledge in solving or transforming methods for solving tasks, designing one's own idea and its embodiment in drawings, stories, buildings, etc.; in the context of communicative UUD: mastering the ways of interaction with peers and adults, ensuring the correct use of communication tools (verbal and non-verbal), choosing and changing the style of communication in accordance with the circumstances. Thus, the formation of the necessary set of UUD in a preschooler provides him with ample opportunities for mastering speech, visual, musical, labor and other skills as a solid basis for the optimal implementation of the main activities.