What give uud. Types of universal educational actions (based on materials of fgos noo). Reasons for changing teaching methods

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

ESSENCE, TYPES OF UNIVERSAL EDUCATIONAL ACTIONS, METHODS OF THEIR FORMATION IN YOUNGER PUPILS

Completed: atittel primary grades MBOU "School No. 41 named after V.V. Sizov" Kursk

Tsygankova Anna Nikolaevna

1. Introduction

3. Types of UUD

4. Relationship of UUD with the content of academic subjects

5. Planned results in the development of universal educational actions by schoolchildren upon completion primary education

6. Conclusion

7. Literature

Introduction

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

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

Distinctive feature the new GEF primary school is its activity character, which sets the main goal of the development of the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the formulations of the standard indicate the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, metasubject and subject outcomes.

An integral part of the core the second generation standard is Universal Learning Actions (ULE). UUD is understood as "general educational skills", "general methods of activity", "over-subject actions", etc. A separate program is provided for the UUD - the program for the formation of universal educational actions (UUD).

An important element of the formation of universal educational actions students at the stage of primary general education, ensuring its effectiveness are the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to use them competently (ICT competence).

The implementation of the program for the formation of UUD in elementary school is the key task of introducing the second generation FSES (FSES-2).

The concept of "universal learning activities"

In a broad sense, the term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The student's ability to independently successfully assimilate new knowledge, form skills and competencies, including the independent organization of this process, that is, 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. Thus, the achievement of the ability to learn presupposes a full-fledged mastering by students of all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material,control and evaluation). The ability to learn is 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.

Functions of universal learning activities:

 providing the student with the ability 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;

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

Types of universal learning activities

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

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

• personal, professional, life self-determination;

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

• moral and ethical orientation, including the assessment of the assimilated content (based on social and personal values), which provides a personal moral choice.

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

 goal-setting as a formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown;

• planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

 forecasting - anticipating the result and the level of assimilation of knowledge, its temporal characteristics;

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

• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result; making changes to the result of their activities, based on the assessment of this result by the student, teacher, comrades;

 assessment - highlighting and understanding by students what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation; performance evaluation;

 self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict) and overcome obstacles.

Cognitive universal learning activities include: general educational, logical educational actions, as well as the statement and solution of the problem.

General educational universal actions:

 independent selection and formulation of the cognitive goal;

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

 knowledge structuring;

 conscious and arbitrary construction of a speech utterance in oral and written form;

 selection of the most effective ways of solving problems, depending on specific conditions;

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

 semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

 statement and formulation of the problem, independent creation of algorithms for activity in solving problems of a creative and exploratory nature.

A special group of general educational universal actions are symbolic-symbolic actions:

 modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

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

Logical universal actions:

 analysis of objects in order to identify features (essential, insignificant);

 synthesis - making up a whole from parts, including independent completion with the replacement of missing components;

 selection of grounds and criteria for comparison, serialization, classification of objects;

 bringing under the concept, deriving consequences;

 establishment of cause-and-effect relationships, representation of chains of objects and phenomena;

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

 proof;

 putting forward hypotheses and their justification.

Problem statement and solution:

 problem formulation;

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

Communicative Universal Learning Activities ensure social competence and take into account the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in a collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults.

Communicative actions include:

 planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction;

 Asking questions - proactive cooperation in the search and collection of information;

• conflict resolution - identification, identification of the problem, search and assessment of alternative methods of conflict resolution, decision making and its implementation;

• partner behavior management - control, correction, assessment of his actions;

 the ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language, modern means of communication.

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

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

Connection of universal educational actions with the content of academic subjects

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of different subject disciplines... Requirements for the formation of universal educational actions are reflected in the planned results of mastering the programs of academic subjects "Russian language", "Literary reading", "Mathematics", " The world"," Technology "," Foreign language"," Fine arts "," Physical culture "in relation to the value-semantic, personal, cognitive and communicative development of students.

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

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

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

The academic subject "Literary reading" provides the formation of the following universal educational activities:

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

• self-determination and self-knowledge on the basis of comparing the image of the “I” with the heroes of literary works through emotionally effective identification;

 the foundations of civic identity through acquaintance with the heroic historical past of their people and their country and experiencing pride and emotional involvement in the exploits and achievements of its citizens;

 aesthetic values \u200b\u200band, on their basis, aesthetic criteria;

• moral and ethical assessment through the identification of the moral content and moral significance of the characters' actions;

• emotional-personal decentration based on identification with the heroes of the work, correlation and comparison of their positions, views and opinions;

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

 Ability to arbitrarily and expressively build contextual speech, taking into account the goals of communication, the characteristics of the listener, including using audio-visual means;

 the ability to establish a logical causal sequence of events and actions of the heroes of the work;

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

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

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

"The world". This subject performs an integrating function and ensures the formation of a holistic scientific picture of natural andsociocultural peace, human relations with nature, society, other people, the state, awareness of their place in society, creating the basis for the formation of a world outlook, life self-determination and the formation of the Russian civil identity of the individual.

In the sphere of personal universal actions, the study of the subject "The world around us" provides the formation of cognitive, emotional-value and activity components of civil russian identity:

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

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

 formation of the foundations of environmental awareness, literacy and culture of students, the development of elementary norms of adequate nature-friendly behavior;

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

In the field of personal universal educational actions, the study of the subject contributes to the adoption of the rules by students healthy way life, understanding the need for a healthy lifestyle in order to strengthen physical, mental and psychological health.

The study of the subject "The World Around" contributes to the formation general knowledge universal training actions:

 mastering the initial forms of research activities, including the ability to search and work with information, including using various ICT tools;

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

 formation of logical actions of comparison, summing up concepts, analogies, classification of objects of animate and inanimate nature on the basis of external signs or known characteristic properties; establishing causal relationships in the surrounding world, including on the diverse material of nature and culture of the native land.

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

• the key role of subject-transformative activity as the basis for the formation of a system of universal educational actions;
• the value of universal educational actions of modeling and planning, which are the direct subject of assimilation in the course of performing various tasks in the course (for example, in the course of solving design problems, students learn to use diagrams, maps and models that set a complete approximate basis for completing the proposed tasks and allowing to highlight the necessary system landmarks);
• by a special organization of the process of systematic-stage-by-stage development of the subject-transformative activity of students in the genesis and development of psychological neoplasms of primary school age - the ability to carry out analysis, to act in the inner mental plane; reflection as an awareness of the content and grounds of the performed activity;
• wide use of forms of group cooperation and project forms of work for the implementation of the educational objectives of the course;
• formation of the initial elements of students' ICT competence.

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

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

"Physical education"... This subject provides the formation of personal universal actions:

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

Expected results in the development of universal educational actions by schoolchildren upon completion of primary education.

Pedagogical guidelines: Personal development.

In the sphere of personal universal educational actions, graduates will form an internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation to moral norms and their implementation.

Pedagogical guidelines: Self-education and self-organization.

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

Pedagogical Landmarks: Research Culture.

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

Pedagogical guidelines: Culture of communication.

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

"Conditions ensuring the development of UUD in the educational process."

The teacher knows:

- the importance of the formation of universal educational actions of schoolchildren;

- the essence and types of universal skills,

Pedagogical techniques and methods of their formation.

The teacher can:

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

Use diagnostic tools for the success of the formation of UDD

To involve parents in a joint solution of the problem of the formation of UDD

Conclusion

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

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

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

Literature:

1.L.P. Kezina, academician of the Russian Academy of Education; A.A. Kuznetsov, Vice President of RAO, Academician of RAO; A.M. Kondakov, Corresponding Member of RAO. Federal state educational standard for primary general education. Final version dated October 6, 2009

2. How to design universal educational actions in primary school: from action to thought: A guide for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; ed. A.G. Asmolova. - M .:

Enlightenment, 2010.

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

4. Planned results of primary general education / L. L. Alekseeva, S. V. Anashchenkova, M. Z. Biboletova and others; ed. G. S. Kovaleva, O. B. Loginova. - M.: Education, 2009.

5. The program for the formation of universal educational actions among students at the stage of primary general education - FSES NOE.

6. Danilyuk A.Ya. A.M. Kondakov Tishkov V.A. The concept of spiritual and moral development and education of the personality of a citizen of Russia. Educational edition. Series "Standards of the second generation" - M .: JSC "Prosveshchenie Publishing House", 2009.

7. Formation of universal educational actions in basic school: from action to thought. System of tasks: a manual for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; ed. A.G. Asmolova. - M .: Education, 2010.

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 - Federal State Educational Standard 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 promotion 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 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 understanding 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, then they can move into adulthood and will remind of themselves for many years to come, even after leaving school;
• 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 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 the difficulties and weak points that arise in the course of mastering the curriculum	Homeschooling eliminates 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 strict 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 skills that will not only be useful in further education, but also ensure the normal life of every person in society.

Place of work, position: primary school teacher

The changes taking place in modern social life have caused the need to develop new approaches to the system of training and education.

Today's children have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation. Let's dwell on some of them:

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

· Alarming is the orientation of adults exclusively towards the mental development of the child to the detriment of spiritual and moral education and personal development. As a consequence of this process - loss of interest in learning;

· The awareness of children has sharply increased. If earlier school and lessons were sources for a child to receive information about the world, a person, society, nature, today the media, the Internet are an essential factor in the formation of a child's picture of the world, and not always positive;

· Modern children read little, especially classical and fiction literature. Television, films, video are replacing literary reading. Hence the difficulties in teaching at school, associated with the impossibility of a semantic analysis of texts of various genres; unformed internal action plan; difficulty in logical thinking and imagination;

· The life activity of modern children is characterized by limited communication with peers. Games, joint activities often turn out to be inaccessible to younger students due to the closed nature of society, which makes it difficult for children to assimilate moral norms and ethical principles;

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

So it is clear that elementary education requires new approaches that are incorporated in the state standards of the second generation.

The modern education system should be aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the worldview. Primary school education is the foundation of all subsequent education.

What is the role of the primary school teacher in the transition of schools to work according to the new educational standards?

The most important thing, in my opinion, is that the educational standard of the new generation sets new goals for the teacher. Now in elementary school, the teacher must teach the child not only to read, write and count, but also must instill two groups of new skills. First, there are universal learning activities that form the basis of learning. Secondly, to form children's motivation to learn. Come to the fore today educational outcomes oversubject, general educational nature.

In elementary school, studying various subjects, the student, at the level of his / her age, must master the methods of cognitive, creative activity, master communication and information skills, and be ready to continue education.

Most of the teachers will have to restructure their thinking, based on the new challenges posed by modern education. The content of education does not change much, but, implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child's personality, the need to form universal educational skills, without which the student cannot be successful at any subsequent stages of education. neither in professional activity.

Successful education in elementary school is impossible without the formation of educational skills in younger students, which make a significant contribution to the development of the student's cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specifics of the content, takes its place in this process.

For example, already in the first lessons of teaching literacy, the child is given educational tasks, and first together with the teacher, and then independently, he explains the sequence of educational operations (actions) that he carries out to solve them. So, conducting sound analysis, first-graders are guided by the word model, give its qualitative characteristics. To do this, they must know all the actions necessary to solve this educational problem: determine the number of sounds in a word, establish their sequence, analyze the "quality" of each sound (vowel, consonant, soft, hard consonant), designate each sound with an appropriate color model. At the beginning of the training, all these actions act as subject actions, but a little time will pass, and the student will use the action algorithm, working with any educational content. Now the main result of training is that the student, having learned to build a plan for the implementation of the educational task, will no longer be able to work differently.

In this regard, the role of the primary school teacher changes significantly in terms of understanding the meaning of the process of teaching and upbringing. Now the teacher needs to build the learning process not only as the process of mastering the system of knowledge, skills and competencies that constitute the instrumental basis of the student's educational activity, but also as a process of personality development, acceptance of spiritual, moral, social, family and other values.

Formation of universal learning actions (UUD).

What are “universal learning activities”? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for 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 methods of a student's actions that ensure his ability to independently assimilate new knowledge and skills, including the organization of this process.

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various academic disciplines. Each academic subject, depending on the subject content and methods of organizing the educational activities of students, reveals certain opportunities for the formation of UUD.

Functions of universal learning activities:

· Providing the student with the ability 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 personality and its self-realization based on readiness for continuous education; ensuring successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.

The universal nature of educational actions is manifested in the fact that they are of a supra-subject and metasubject nature, ensure the integrity of general cultural, personal and cognitive development, ensure the continuity of all stages of the educational process, underlie the organization and regulation of any student's activity, regardless of its specially-subject content.

As part of the main types of universal educational activities, 4 blocks can be distinguished.

Types of universal educational actions (based on the materials of the Federal State Educational Standard of the LEO)

Cognitive UUD - include general educational, logical, sign-symbolic.

These types of UUD are also formed in the process of studying various academic disciplines.

For example, in mathematics lessons, you can use supporting schemes to solve various types of problems. Such schemes are used by each teacher when drawing up a summary of the problems. Moreover, depending on the condition of the problem, the scheme is modified by the student himself. The use of such schemes has yielded positive results. Also, in your work, you can use a single algorithm for solving problems, "circular" problem schemes, sets of cards of bit numbers. The set includes cards of units 1-9, cards of 10-90 round tens and cards of 100-900 round hundreds. Similar cards can be used when working with multidigit numbers, as well as when counting.

In the Russian language lessons, various forms of presentation of educational content, educational tasks (symbols, diagrams, tables, algorithms) are widely introduced. A single memo "I write competently" is used. In addition, uses cards - spelling. Pupils quickly memorize difficult concepts, an algorithm for responding with a commented letter is formed.

All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows developing observation skills, forms the ability to analyze, compare, and draw conclusions.

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

General educational universal actions:

· Independent selection and formulation of cognitive goals;

· Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools;

· Structuring knowledge;

· Conscious and arbitrary construction of a speech utterance in oral and written form;

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

· Reflection of methods and conditions of action, control and assessment of the process and results of activity;

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

· Statement and formulation of the problem, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.

Regulatory ECDs ensure that students organize their learning activities (goal-setting, planning, forecasting, planning, control, correction, assessment, self-regulation).

Regulatory ELMs ensure that students are organized in their learning activities. These include:

• goal-setting - as the formulation of an educational task on the basis of correlating what is already known and assimilated by the students and what is still unknown;

Planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

· Forecasting - anticipation of the result and the level of assimilation; its temporal characteristics;

· Control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;

· Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;

· Assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, assessment of the quality and level of assimilation;

• self-regulation as the ability to mobilize strength and energy; the ability to volitional effort - choice in a situation of motivational conflict and to overcome obstacles.

Throughout primary school age, such a key competence as communicative is formed.

Communicative UUD - provide social competence and orientation towards other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive cooperation with adults and peers.

Therefore, on a daily basis, it is necessary to create conditions associated with the introduction of cooperation in training.

Lessons in technology, literary reading and the surrounding world can be carried out using the technology "Pedagogical workshops in primary school practice", which is based on the work of children in groups. Students jointly plan activities, distribute roles, functions of each member of the group, forms of activity, correct mistakes.

It is very important that in the classroom every child has the opportunity to express their opinion, knowing that this opinion will be accepted.

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

The types of communicative actions are:

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

· Asking questions - proactive cooperation in the search and collection of information;

· Conflict resolution - identification, identification of the problem, search and assessment of alternative ways of conflict resolution, decision making and its implementation;

· Partner behavior management - control, correction, evaluation of partner's actions;

· The ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.

Personal UUDprovide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. With regard to educational activities, three types of actions should be distinguished:

· Self-determination - personal, professional, life self-determination;

· Sense formation - the establishment by students of a connection between the goal of educational activity and its motive. In other words, between the result of teaching and what prompts the activity, for the sake of which it is carried out. The student should ask the question “what meaning, meaning does the teaching have for me”, and be able to find the answer to it;

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

It is known that at first it is very difficult to create a children's class collective. To instill the rules of moral norms, moral behavior, to establish interpersonal relationships, you need to do a lot of work: cool watch, individual conversations, organizing joint holidays, extracurricular activities, studying the interests of each, discussing certain actions from the standpoint of morality.

Thus, the formation of ECDs that ensure the solution of 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 school subjects, in metasubject activities, the organization of forms of educational cooperation for solving important problems of students' life. However, everything can be useful only if you create a favorable atmosphere in the classroom - an atmosphere of support and interest in each child. I believe that the main goal of primary education is to help a child awaken all the inclinations inherent in him with the help of educational activities, to understand himself, to find himself, in order to ultimately become a Human, at least want to conquer the negative in himself and develop the positive. The decisive role in this belongs to the teacher. Every teacher should understand what he is striving for in the upbringing and teaching of children.

The development of the UUD system as a part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of a person is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of the specified ECDs - the level of their formation corresponding to the normative stage of development and relevant to the "high norm" of development, and properties.

The criteria for assessing the formation of UUD in students are:

· Compliance with age-psychological regulatory requirements;

· Correspondence of UUD properties to predetermined requirements.

Conditions for the development of UUD

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

The formation of UUD as the goal of the educational process determines its content and organization.

The formation of UUD takes place in the context of the assimilation of various subject disciplines.

How to shape Universal Learning Actions?

List of technologies for forming UUD

The teacher pays attention to the developmental value of any task, using specialized developmental tasks, posing questions, for example, the taxonomy of educational tasks by D. Tollingerova.

The teacher marks the child's progress in comparison to his past performance.

The teacher shows what this or that knowledge is for, how it will be useful in life, unobtrusively transmitting the meaning of the teaching to children.

The teacher engages children in the discovery of new knowledge while assimilating new material.

The teacher teaches children how to work in groups, shows how to come to a common solution in group work, helps children solve educational conflicts by teaching them the skills of constructive interaction.

The teacher in the lesson pays great attention to the self-examination of children, teaching them how to find and correct the mistake, the 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 given, teaches children to evaluate the work according to the criteria and independently select criteria for assessment.

The teacher not only evaluates 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 towards the goals - “in order to achieve something, every participant in the lesson must know the goal”.

The teacher teaches children the skills that will be useful for them in working with information - retelling, making a plan, teaches how 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 pays attention to the general methods of action in a given situation.

The teacher uses project forms of work in the lesson and extracurricular activities.

The teacher teaches the child to make moral choices in the framework of work with value material and its analysis.

The teacher finds a way to captivate children with knowledge.

The teacher believes that the child must be able to plan and predict their actions.

The teacher includes children in constructive activities, collective creative activities, involving them in organizing events and encouraging children's initiatives.

The teacher always gives a chance to correct the mistake, shows that the mistake is normal. The main thing is to be able to learn from mistakes.

The teacher helps the child find himself by creating an individual route, providing support, creating a situation of success.

The teacher teaches the child to set goals and look for ways to achieve them, as well as solutions to emerging problems.

The teacher teaches the children to make a plan of action before starting to do something.

The teacher unobtrusively communicates positive values \u200b\u200bto children, allowing them to live them and, by their own example, be convinced of their importance and significance.

The teacher teaches different ways of expressing one's thoughts, the art of arguing, defending one's own opinion, respecting the opinions of others.

The teacher organizes activity forms within which children could live and appropriate the necessary knowledge and values.

The teacher teaches children how to effectively memorize and organize activities.

The teacher shows how to assign roles and responsibilities when working in a team.

The teacher actively includes everyone in the learning process, and also encourages learning collaboration between students, students and the teacher.

The teacher and the students work together to solve the learning problems that arise.

The teacher builds a lesson in the activity paradigm, relying on the structure of the formation of mental actions by P. Halperin.

The teacher in the class uses the interactive capabilities of ICT.

The teacher organizes work in pairs of a shift team, within the framework of training stations.

The teacher gives children the opportunity to independently choose tasks from the proposed ones.

The teacher teaches children to plan their leisure time.

The teacher organizes constructive joint activities.

One of the most effective techniques is the creation by each student of his own "Map of knowledge and achievements"

Achievement Map can help students:

Consciously choose the educational material that is necessary for solving educational and practical problems.

Allows you to designate and be aware of your individual path of movement in the academic subject.

Make assumptions about possible future advances.

"Map of Knowledge and Achievements" can be a tool:

Planning

Retention of subject logic during the academic year

Reflections of the individual path of movement in the academic subject

Connection of universal educational actions with the content of academic subjects

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various subject disciplines.

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

2. 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.

3. The scheme of work on the formation of specific ECDs of each type is indicated in the thematic planning.

4. 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 programs of extracurricular activities.

5. The results of assimilation of UUD are formulated for each class and are a guideline when organizing monitoring of their achievement.

Planned results on the formation of UUD for primary school graduates

Personal:

Personal development.

Understands the meaning of the concept of "family".

Understands the meaning of the concepts "good", "patience", "homeland", "nature", "family".

Knows how to assess life situations and actions of the heroes of literary texts from the point of view of universal human norms.

He mastered the role of a student. An interest (motivation) for learning is formed.

Has an internal position, adequate motivation for learning activities, including learning and cognitive motives.

Knows how to focus on moral standards and their implementation.

Communicative:

He actively interacts with peers and adults, participates in joint games, organizes them.

Has initial group work skills.

Knows how to plan educational cooperation with the teacher and peers: determines the goal, functions of the participants, the way of interaction.

Understands the meaning of plain text; knows and can apply the initial methods of searching for information (ask an adult, peer, look in the dictionary).

Knows how to search for information, be critical of it, compare it with information from other sources and existing life experience.

Shows wide curiosity, asks questions concerning close and distant objects and phenomena.

Knows how to ask educational questions.

Knows how to pose questions for proactive cooperation in the search and collection of information.

Able to negotiate, take into account the interests of others, restrain his emotions, shows benevolent attention to others.

Knows how to listen, take someone else's point of view, defend his own.

Owns ways to resolve conflicts:

Reveals, identifies the problem,

Finds and evaluates alternative ways to resolve the conflict,

· Makes a decision and implements it;

Discusses emerging problems and rules in the course of joint activities.

Knows how to negotiate.

Owns the methods of managing the partner's behavior: controls, corrects, evaluates his actions.

Maintain a conversation on an interesting topic for him.

Builds a simple speech utterance.

Is able to express his thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; owns monological and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.

Cognitive:

General educational

Highlights and formulates a cognitive goal with the help of a teacher.

He independently identifies and formulates a cognitive goal.

Searches and highlights specific information with the help of a teacher.

Searches and highlights the required information.

Finds information in a dictionary.

Applies information retrieval methods, including with the help of computer tools.

Structures knowledge.

Builds a speech statement orally with the help of a teacher.

Consciously and arbitrarily builds a speech utterance in oral and written form.

Shows independence in playing activity, choosing one or another game and methods of its implementation.

Selects the most effective ways to solve problems depending on specific conditions.

Is able to evaluate one type of activity in the lesson with the help of a teacher;

Carries out reflection on the methods and conditions of action, control and assessment of the process and results of activity.

Knows how to listen, understand and retell simple texts.

Listens and understands the speech of others, reads and retells expressively short texts.

Understands the purpose of reading and comprehends what was read.

Carries out the choice of the type of reading depending on the purpose.

Finds answers to questions using his life experience and various information.

Extracts the necessary information from the listened texts of various genres.

Defines primary and secondary information.

Freely orientates and perceives texts of artistic, scientific, journalistic and official business styles.

Understands and adequately evaluates the language of the media.

Knows how to work according to the plan suggested by the teacher.

He independently creates an algorithm of activity when solving problems of a creative and search nature.

Uses sign-symbolic actions.

Simulates the transformation of an object (spatial-graphic or sign-symbolic).

Knows how to use subject substitutes, and also knows how to understand images and describe what he saw and his attitude to it with visual means.

Transforms the model in order to identify the general laws that define the given subject area.

Regulatory

Knows how to show initiative and independence in various types of children's activities.

Accepts and saves the learning problem.

Knows how to set an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown.

Knows how to discuss emerging problems, rules.

Knows how to choose his occupation.

Takes into account the reference points of action identified by the teacher in the new educational material in cooperation with the teacher.

Highlights landmarks for action in new educational material.

Together with the teacher, he plans his actions in accordance with the task and the conditions for its implementation.

Knows how to plan, i.e. determine the sequence of intermediate goals, taking into account the final result; knows how to draw up a plan and determine the sequence of actions.

Able to build an internal plan of action in play.

Transfers the skills of building an internal action plan from play activities to educational ones.

Knows how to predict the result and the level of assimilation of knowledge, its temporal characteristics.

Mastering the rules of planning, control of the solution.

Knows how to make the necessary additions and changes to the plan and method of action in the event of a discrepancy between the standard, real action and its result

He masters the methods of the final, step-by-step control by the result.

Knows how to correlate the mode of action and its result with a given standard.

"The standard is based on the recognition of the value-moral and system-forming importance of education in the socio-cultural modernization of modern Russian society, meeting the current and future needs of the individual and society, developing the state, strengthening its defense and security, developing domestic science, culture, economy and social sphere."

This position can be considered as one of the strategic lines of long-term development russian education and, of course, it means the need to orientate today's learning process for tomorrow. It should be noted here which learning process can be considered relevant, that is, corresponding to the requirements of society, the state and the achievements of the psychological and pedagogical sciences. The actual learning process is called so because it changes the role of the student: from a passive, contemplating being who does not own the activities leading for this stage of life, he turns into an independent, critically thinking person.

Therefore, teaching should be structured as a process of "discovery" of specific knowledge by each student. The student does not accept it ready-made, and the activity in the lesson is organized in such a way that it requires effort, reflection, search from him. The student has the right to make a mistake, to collectively discuss the hypotheses put forward, the evidence put forward, analyze the causes of errors and inaccuracies and correct them. This approach makes the learning process personally significant and forms in the student, as psychologist A.N. Leontiev, "really acting motives."

This is what made them abandon the orientation of teaching methods to reproductive methods. The authors of the textbooks saw the main task in the development of research and search educational tasks: problem situations, alternative questions, modeling tasks, etc., contributing to the fact that the student becomes an equal participant in the educational process. This, of course, does not mean that the leading role of the teacher is decreasing, but it is hidden for the student. The manual is not limited to presenting a sample or instructions that need to be remembered and reproduced, but involves the organization of joint reflections, searches, observations (for an object of nature, a linguistic unit, a mathematical object, etc.) of independent constructions of algorithms, etc.

Teacher Memo

on the formation and development of universal educational activities.

Any action must be meaningful. This applies primarily to those who demand action from others.

Developing intrinsic motivation is an upward movement.

The tasks that we set for the child should be not only understandable, but also internally pleasing to him, that is, they should be significant for him.

FOR A FIRST CLASSMATE IT IS NECESSARY

Create an atmosphere of success.

Helping your child learn is easy.

Help build confidence in your abilities and abilities.

Do not skimp on encouragement and praise.

Become a creator and then every new step in your professional activity will become a discovery of the world of the child's soul.

List of references

1. A.G. Asmolova. How to design universal instructional activities in primary school. From action to thought. - M .: Education. 2008 r.

2. Federal state educational standard of primary general education. - M .: Education. 2010

Cognitive UUD

Introduction

Cognitive UUDare part of the main types of ELC, corresponding to the key goals of general education.

What does cognitive mean?

Let's turn to word-formation dictionary, which will help us get an answer to the question: from what word is the word cognitive derived? Cognitive-cognize-cognize-know.

Let's find in the explanatory dictionary the meanings of these words .

Know:

1.Haveinformation about something

2.Havesome knowledge ..

Know:

1. To comprehend, to acquireknowledge about something, learn completely ...

Cognition:

1.Acquisitionknowledge, comprehension of the laws of the objective world ...

Cognitive UUD -it is a system of ways knowledgethe surrounding world, the construction of an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.

Cognitive UUDinclude: general educational, logical learning actions, as well as formulation and solution of the problem.

General educational universal actions

· Independent selection and formulation of cognitive goals;

· Search and selection of the necessary information, including the solution of work tasks using ICT tools and information sources;

· Structuring knowledge;

· Conscious and arbitrary construction of a speech utterance in oral and written form;

· Selection of the most effective ways of solving problems, depending on specific conditions;

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

· Semantic reading as understanding the purpose of reading and the choice of the type of reading depending on the purpose, extracting the necessary information from the listened texts of various genres, determining the main and secondary information; understanding and adequate assessment of the language of the media;

· Statement and formulation of the problem, independent creation of algorithms of activity in solving problems of a creative and exploratory nature.

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

· Modeling-transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

· Transformation of the model in order to identify the general laws that define this subject area.

Logical UUD:

· Analysis of objects with the aim of identifying features (essential, insignificant);

Synthesis-compilation of a whole from parts, including self-completion with replenishment of missing components

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

· Summing up a concept, deriving consequences;

· Establishing causal relationships;

· Building a logical chain of reasoning, analysis of the truth of statements;

· Proof;

Putting hypotheses and their justification

Problem statement and solution:

· Formulation of the problem;

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

Having become acquainted with the types of cognitive ELE, we can conclude that the formation of cognitive ELE is directly related to the development of cognitive processes, primarily thinking and speech ...

Visual-figurative thinking,characteristic of children of primary school age, allows you to form a holistic but preliminary picture of the world, based on facts, phenomena, images and simple concepts. The development of intellectual skills is carried out under the guidance of a teacher in the 1-2 grade, and in 3-4, educational tasks are set, which the students learn to solve independently. By the end of elementary school, becoming abstract thinking allows you to start completing the picture of the world with facts, phenomena and abstract concepts from different objects.

Cognitive UUD at different stages of training

1.Focus in the tutorial	1.Focus in the textbook, define the circle their ignorance	1.Focus on the textbook, determine the circle of their ignorance, plan their work on the study of new material
2. Respond to simple questions teachers, find the information you need in the textbook	2. Respond to simple and complex questions of the teacher, ask yourself questions to find the information you need in the tutorial	2. Respond to simple and complex questions of the teacher, ask questions yourself, yourself supposewhat additional information will be needed to study unfamiliar material, take awaynecessary sources, extractinformation presented in different forms (text, table, model ...), representinformation in the form of text, tables, diagrams, including using ICT
3.Compare subjects, objects: find common and difference. Group based on essential features	3. Compare objects, objects: find common and difference. Group on several grounds; find patterns; continue them independently according to the established rule. Observe and draw conclusions.
4. Retell in detail read or listened to, determine the topic.	4. Retell in detail what you have heard or read, determine the topic, make a simple plan	4. Retell in detail what you have heard or read, determine the topic, make a complex plan. Be able to convey content in a compressed, selective or Expanded form

Through what will we form cognitive universal learning actions in the classroom?

1. Through the content of academic subjects

Each academic subject, depending on its content and methods of organizing the educational activities of students, reveals certain possibilities for the formation of an ELC, including cognitive. (Table on the slide)

Cognitive	Russian language	Literature. reading	Mathematics	Ambient
Cognitive general educational	Modeling nie (translation oral speech in writing)	Semantic reading, arbitrary and conscious utterances	Moderova choice, choice most effective ways	Wide range of sources information
Cognitive brain teaser	Formulation of personal, linguistic, moral problems. Independent creating solutions problems of search and creativity of a nature	Analysis, synthesis, comparison, grouping, causation, logical reasoning, evidence, practical actions

2. Productive tasks

In the methodological apparatus of the textbooks of the Educational System "School 2100", corresponding to the Federal State Educational Standard, such tasks are marked with dots of different colors depending on the results they are aimed at (personal - red, regulatory - orange, cognitive - blue, communicative - green). aimed at a subject result are indicated by gray dots.

Examples of typical tasks aimed at the development of cognitive EUL

Russian language

Grade 2, exercise 263, p. 169 Educational presentation (written creative work)

Grade 2, exercise 15.16, page 18

Mathematics

Grade 2, (1 part) No. 7 p.17

2nd class (1 part) No. 8.9, p.75

Literary reading

Grade 2 P. 40 (Questions and tasks for the "Tale of the Fisherman and the Fish")

The world

Grade 2 (1 part) P.8-9 Topic "General words and concepts"

Grade 2 (Part 1) p.23 (observe and make independent conclusions)

3. Activity-type educational technologies;

Working on the School 2100 Educational System, I use the technologies of problem dialogue, productive reading, project technology and assessment technology in my work.

Problem-dialogic technologygives a detailed answer to the question of how to teach students to pose and solve problems. In accordance with this technology, in the lesson of introducing new material, two links should be worked out: the formulation of the educational problem and the search for its solution.

Technology of forming the type of correct reading activityensures understanding of the text by mastering the techniques of its mastering at the stages before reading, during reading and after reading. This technology is also aimed at the formation of cognitive UUD - the ability to extract information from the text.

Design technology

Working on projects allows you to master cognitive UUD:

· Guess what information is needed

· Select the necessary dictionaries, encyclopedias, reference books ...

· Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, the Internet)

The work on the formation of the UAL should begin with monitoring. We looked at how well sign-symbolic cognitive actions are developed in first graders.

The role of this type of UUD for the student.

Cognitive UUD

Provide an opportunity for students

independently carry out exercise activities,

Set learning goals,

To seek and use the necessary means and methods of achievement,

· Monitor and evaluate the process and results of activities.

Cognitive UUD

Ensure the successful development of knowledge, skills and abilities in all subjects,

Form a picture of the world and competence in any subject area of \u200b\u200bknowledge,

· Create conditions for self-realization and personal development on the basis of readiness for lifelong education, for the formation of competence "to teach to learn", high social and professional mobility.

Practical work No. 3

Completed by D.A. Platonov IN-15.

1. UUD: definition, functions, types.

The concept of "universal learning activities"

In a broad sense, the term "universal learning actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The student's ability to independently successfully assimilate new knowledge, 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. Thus, the achievement of the ability to learn presupposes the full-fledged mastering by students of all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, material transformation, control and assessment). 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.

Functions of universal learning activities:

· Providing the student with the ability 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 personality and its self-realization based on readiness for continuous education; ensuring successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.

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. With regard to educational activities, three types of actions should be distinguished:

· Self-determination - personal, professional, life self-determination;

· Sense formation - the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning and what prompts the activity, for the sake of which it is carried out. The student should ask the question “what meaning, meaning does the teaching have for me”, and be able to find the answer to it;

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

Regulatory ELMs ensure that students are organized in their learning activities. These include the following:

• goal-setting - as the formulation of an educational task on the basis of correlating what is already known and assimilated by the students and what is still unknown;

Planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

· Forecasting - anticipation of the result and the level of assimilation; its temporal characteristics;

· Control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;

· Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;

· Assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, assessment of the quality and level of assimilation;

• self-regulation as the ability to mobilize strength and energy; the ability to volitional effort - choice in a situation of motivational conflict and to overcome obstacles.

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

General educational universal actions:

· Independent selection and formulation of cognitive goals;

· Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools;

· Structuring knowledge;

· Conscious and arbitrary construction of a speech utterance in oral and written form;

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

· Reflection of methods and conditions of action, control and assessment of the process and results of activity;

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

· Statement and formulation of the problem, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.

Sign-symbolic actions constitute a special group of general educational universal actions:

· Modeling;

· Transformation of the model in order to identify the general laws that define this subject area.

Logical universal actions:

· Analysis;

· Synthesis;

· Comparison, classification of objects according to the selected characteristics;

· Summing up a concept, deriving consequences;

· Establishment of causal relationships;

· Building a logical chain of reasoning;

· Proof;

· Putting forward hypotheses and their justification.

Problem statement and solution:

· Formulation of the problem;

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

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

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

· Asking questions - proactive cooperation in the search and collection of information;

· Conflict resolution - identification, identification of the problem, search and assessment of alternative ways of conflict resolution, decision making and its implementation;

· Partner behavior management - control, correction, evaluation of partner's actions;

· The ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of UUD formation in the educational process.

It is known that the formation of any personal neoplasms - skills, abilities, personal qualities, - is possible only in activity (L.S.Vygotsky). At the same time, the formation of any skills, including universal educational actions (ULE), goes through the following stages:

1. Primary experience of performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, use a map and a musical instrument, sing and draw. They must go through the same path in the formation of the UUD, but the algorithms of actions under study will no longer be narrowly subject, but over-subject in nature: mastering the norms of goal setting and design, self-control and correction of their own actions, searching for information and working with texts, communicative interaction, etc.

Therefore, in order to form in students any UUD in the educational system, the following path is proposed that each student takes:

1) at the beginning, when studying various academic subjects, the student develops a primary experience in the implementation of UUD and the motivation for its independent implementation;

2) based on the experience, the student develops knowledge about the general way of performing this EUL;

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

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

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

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

Consider all types of universal educational activities and their development in computer science lessons.

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

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that make it possible to successfully form communicative UUD:

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

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

3) it is in the lessons of informatics that active independent activities, the creation of their own, personally significant product can be naturally organized by the teacher;

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

The development of communicative ECDs occurs in the process of performing practical tasks involving work in pairs, as well as laboratory work performed by a group.

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

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

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

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

Ability to make decisions, take responsibility for yourself, for example, be the leader of a group project; make a decision in the event of a non-standard situation, let's say a failure in the system.

Carry out an individual educational trajectory.

It is very important that each student is involved in an active cognitive process, applying the knowledge gained in practice and clearly realizing where, how and for what purposes this knowledge can be applied by him. This contributes to the development of personal ECD in students, forms and maintains interest in teaching material, encourages the child to ask questions, which ultimately contributes to the development of a stable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this creates a desire for students to perform educational activities.

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

The action of meaning formation, that is, the establishment by students of the connection between the goal of educational activity and its motive, in other words, between the result of learning, and what prompts the activity, for the sake of which it is carried out;

The action of moral and ethical assessment of the assimilated content, based on social and personal values, providing a personal moral choice.

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

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

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

Knows how to cooperate, influence the behavior of a partner or a group (communicative UUD).

Personal actions allow you to make the teaching meaningful, provide the student with the importance of solving educational problems, linking them with real ones life goals and situations. Personal actions focus on awareness, exploration and acceptance life values and meanings, allow you to orient yourself in moral norms, rules, assessments, to develop your life position in relation to the world, people around you, yourself and your future. When teaching computer science, in our opinion, the formed personal UUD will look like this

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

In accordance with this description of universal educational actions and recommendations of the Federal State Educational Standard, one of the best teaching methods is the project method, which involves the receipt of a new product by students in the course of independent educational activities. In computer science lessons, the project method turns out to be convenient for use, since it allows you to teach the use of some specific information and communication technologies in solving practical problems. On the one hand, students independently acquire knowledge on one of the topics of the course "Informatics and ICT", and on the other hand, they master new technologies for working with software products. At the same time, additional motivation is not required to study the software required for work. Let's consider one of these projects in more detail.

Reception "Brainstorming"

While working, I draw attention to the hierarchy of questions that accompany each stage of the "Brainstorming":

topic "Numeral systems", 6th grade.

Level I

- What number systems are most common in life?

II level

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

III level

- What actions can be performed in different number systems?

For the formation of regulatory ECD I use various sheets of self-assessment, mutual assessment.

At the final stage of the implementation of the educational project, the student receives three equivalent grades: self-esteem, teacher grade and average grade.

This is how it works. First, the author comes forward with an analysis of his work, then the “defender” and “critic” appear: identifying the shortcomings and advantages of the work. All students participate in the discussion. The teacher analyzes the work last. At the end of the performance, all participants put their marks in the "score sheets".

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

In the block of universal actions of a cognitive orientation, I pay special attention to the development of the skills to compose texts of various genres, the choice of the most effective ways of solving problems, the ability to structure knowledge.

Essay Writing Technique

"The Internet. Friend or foe? "

You can endlessly answer this difficult question. And argue to the point of hoarseness who is right. Of course, for me the Internet is still my friend. He behaves like a friend. If I don't understand something, he will always explain. If I have a question, he will answer, and almost without thinking. I want to go to the cinema, theater - please, he's right there. Order tickets, choose a cinema or a movie.

An example of a task for universal logical actions.

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

Who took what place in the competition?

The technology of project activity contributes to the development of students' cognitive skills, the ability to independently design their knowledge and navigate in the information space.

For the implementation of the educational project, I consider the use of graphic methods as a good solution: a mental map, a Fishbone scheme, a denotational graph.

Informatics lessons and subject courses provide opportunities for cooperation - the ability to hear, listen to and understand a partner, carry out joint activities in concert, conduct a discussion, dialogue, seek solutions, provide support to each other, thus communicative actions are carried out.