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Formation of universal learning activities (UAL) in primary school. article on the topic

Formation of universal learning activities (UAL) in primary school.

The processes of globalization, informatization, accelerating the implementation of scientific discoveries, rapid updating of knowledge and the emergence of new professions require increased professional mobility and continuous education. Of particular importance is the readiness of students to search and process information, awareness of mental activity, and the ability to transfer acquired skills to other areas.

In the text of the Fundamental Core of the Content of General Education we read: “The most important task of the modern education system is the formation of a set of “learning skills” that ensure the “ability to learn”, the individual’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the mastery of specific subject subjects by students knowledge and skills within individual disciplines.”

The emergence of the concept of “universal learning activities” is associated with a change in the paradigm of education: from the goal of acquiring knowledge, skills and abilities to the goal of developing the student’s personality.

In the Concept of Federal State Standards of General Education, UUD is understood as “... a set of ways of a student’s actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process”

“...the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience"

In traditional education, the educational process in the overwhelming majority of cases is based on the selection of information necessary for studying and the development of mental processes, and to a lesser extent on teaching effective techniques (operations) of both thinking and learning in general. This significantly reduces the overall effectiveness of the educational process and negatively affects personal development. In addition, the indicated approach reduces the level of responsibility and independence of students, without stimulating their self-development.

The universal nature of UUD is manifested in the fact that they are supra-subject, meta-subject in nature, realizing the integrity of personal, social, cognitive, and communicative development of the individual; ensure the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area; create conditions for students to solve life problems.

The learning outcomes declared by the Federal State Educational Standard are consistent with the model of a primary school graduate, defined as an individual with the basics of moral behavior and general educational skills necessary to continue education in primary school and ensuring the “ability to learn”; a person capable of joint activities with the teacher and classmates.

UUD functions:

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

creating conditions for personal development and self-realization based on readiness for lifelong education, “teaching how to learn” competence, tolerance of life in a multicultural society, high social and professional mobility;

ensuring the successful acquisition of knowledge, skills and abilities and the formation of a picture of the world and competencies in any subject area of cognition.

The implementation of the formation of UUD is aimed at achieving personal, meta-subject, subject results

Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of elementary school graduates, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of Russian civil identity.

Meta-subject results are cognitive, regulatory and communicative learning activities mastered by students.

Subject results are the experience acquired by students in the course of studying academic subjects in activities specific to each subject area to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.

The main types of universal educational actions include personal, regulatory (also including self-regulation actions), cognitive, communicative learning activities

Personal UUDs provide children with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory learning activities ensure the organization of educational activities (goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

planning – determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
forecasting – anticipation of the result and level of assimilation, its time characteristics;
control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product;
assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.
volitional self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive learning activities include general educational, logical, and problem-solving skills.

General Study Skills:

the ability to adequately, consciously and arbitrarily construct a speech utterance in oral and written speech, conveying the content of the text in accordance with the purpose (in detail, concisely, selectively) and observing the norms of text construction (compliance with the topic, genre, style of speech, etc.);
formulation and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature;
action with sign-symbolic means (substitution, encoding, decoding, modeling)

Logic skills:

comparison of concrete sensory and other data (in order to highlight identities/differences, determine common features and draw up a classification);
identification of concrete sensory and other objects (with the aim of including them in a particular class);
analysis – isolating elements and “units” from the whole; dismemberment of the whole into parts;
synthesis – composing a whole from parts, including independently completing, replenishing the missing components;
seriation – ordering of objects according to a selected basis.

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

planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
asking questions – proactive cooperation in searching and collecting information;
conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Formation of UUD in the context of educational activities.

When determining the methodological basis for the formation of elementary school students’ learning skills, the most valuable are the provisions of the theory of the gradual formation of mental actions, developed by P.Ya. Galperin and his followers. It was based on the idea of a genetic dependence between internal intellectual operations and external practical actions. Previously, this position was developed in the French psychological school (A. Walloc, J. Piaget). The main content of the theory is the analysis of the process and conditions for the transition of external, materialized actions to the internal, intellectual plane.

The process of forming universal educational actions is similar to the process of forming mental actions and consists of the following:

Familiarization with the composition of the future action in practical terms, as well as with the requirements (sample) that it must ultimately meet. This familiarization is the indicative basis for future action. OOD is a system of guidelines and instructions, information about all components of an action (object, product, means, composition and order of operations).
Performing an action in an external, material (or materialized) form with the deployment of all operations included in it. In this form, the indicative, executive, and control parts of the action are performed. This stage allows students to master the content of the action, and the teacher to exercise objective control over the implementation of each operation included in the action.
Performing an action without direct support on external objects and their substitutes. Transferring the action to the plan of loud speech.
Transfer of loud speech action to the internal plane. Freely pronounce the action entirely to yourself.
Performing an action in terms of internal speech with its corresponding transformations and abbreviations with the transition of the action, its process and details of execution from the sphere of conscious control to the level of intellectual abilities and skills (interiorization). At this stage, the action very quickly becomes automatic and becomes inaccessible to self-observation. Now this is already an act of thought, where the process is hidden, and only the product of this process is revealed to consciousness.

These stages must be taken into account by the teacher in the process of forming all universal educational actions without exception, taking into account the specifics of the educational subject or type of activity.

It should be emphasized that the use of the theory of the gradual formation of mental actions developed by P.Ya. Galperin, allows you to qualitatively teach children with different channels of perception. According to the rules of this theory, any mental action that a child has to master must first be demonstrated in detail, with explanations of particularly significant points, i.e. tell and show. In this form, information becomes accessible to auditory and visual learners. At the second stage, when students must perform appropriate actions with objects in the material plane, kinesthetic learners are involved in the work. Loudly pronouncing the algorithm of a future mental action promotes awareness, and therefore mastery of the action. Building a complete system of reference points not only minimizes the number of errors, but also provides the student with the opportunity to independently control the correct execution of a mental action at each stage of its formation.

When organizing the control part of an action, it is necessary to know what type of control should be provided - operational or for the final product, how often control should be carried out - when performing each task or only some of them. Finally, external control can be carried out by the student himself or by another person.

Monitoring research methods are:

survey;
collection of information;
interview;
pedagogical observation;
pedagogical analysis;
psychological diagnostics.

Monitoring tools:

questionnaires for parents and teachers;
observation cards of lessons and extracurricular activities;
incoming, intermediate and final control sections;
administrative controls and tests;
competency-based tasks;
social diagnostic situations, incl. psychological games
scorecards;
student portfolio.

tests to determine the level of anxiety and motivation.

System potential L.V. Zankov for the development of universal educational activities.

It is known that L.V. Zankov was against considering primary school as only a propaedeutic stage in the education of schoolchildren. He insisted that the elementary grades are a special, self-valuable stage in a child’s life, in which the foundations are laid not only for learning in middle and high school, but also for all subsequent human activity. The same idea is expressed in the new educational standards in the following words: “Education in primary school is the base, the foundation of all subsequent education. First of all, this concerns the formation of universal educational actions that ensure the ability to learn. Today, primary education lays the foundation for the formation of a child’s educational activity - the ability to accept, maintain, implement educational goals, plan, control and evaluate educational activities and their results.”

The Standard contains fundamentally new Requirements for the results of mastering the basic educational program of primary general education, in particular, for personal and meta-subject ones, including students’ mastery of universal educational activities.

Considering the capabilities of the educational and methodological set of the L.V. system. Zankov regarding the development of AUD, it can be argued that all AUD groups are simultaneously formed and improved in a child. To reveal this statement, it is necessary to accept as an axiom that the goal of education is the development of the child’s personality. This means, first of all, his conscious attitude to the process of cognition at each stage. It is motivation, the formation of a positive attitude towards learning, the ability to self-esteem, etc. constitute a group of personal UUDs.

Since in the L.V. system Zankov, the child is a subject of the process, then he learns to accept and maintain an educational task, independently plan his actions, carry out final and step-by-step control, make adjustments to actions, adequately perceive the teacher’s assessment, etc., that is, develops regulatory learning skills. Let us note once again that without the participation of some of the named actions it is impossible to carry out the learning process on a conscious level. You can perform actions according to the example without most of the listed operations.

The goal of the active child is recognition, discovery, mastery, therefore he performs a whole complex of cognitive educational activities: works with information, carries out analysis, synthesis, establishes cause-and-effect relationships, expresses himself orally and in writing, uses general techniques for solving problems, etc.

To solve a child’s educational problems and to work in his zone of proximal development, the teacher needs to create conditions for productive communication both between students and between students and the teacher in the classroom. It follows from this that some of the above-mentioned actions will be carried out by students in communication conditions. That is, during the learning process, they will control the actions of their partner, use speech to regulate their actions, negotiate, come to a common decision, take into account different opinions, strive for coordination, formulate their own opinions and positions, etc. This means that communicative UUDs will also develop.

Thus, the CMD system of L.V. Zankova has the potential necessary for the successful formation and development of universal learning activities in accordance with the requirements of the standard.

“...to improve educational outcomes in terms of developing the abilities and skills of students as subjects of cognition, there is no need to introduce a new subject into the curriculum or somehow radically change the content of existing curricula. The method of teaching must be changed..." Academician of the Russian Academy of Education V.S. Lazarev.

Techniques for the formation of cognitive learning tools in elementary school lessons

Dear friends, we are pleased to introduce you to Elena Aleksandrovna Leshchenko, a primary school teacher at Lyceum No. 3, Bratsk, Irkutsk region. Today Elena Aleksandrovna is pleased to bring to your attention techniques for developing cognitive learning skills in elementary school lessons. This material will be of interest to teachers and parents.

A short commentary on the article from Elena Alexandrovna:

“With the introduction of the second generation Federal State Educational Standards, the view of the primary education system as a whole has changed. The formation of cognitive UUD is one of the innovations that deservedly receives a lot of attention. My article can become a methodological recommendation for teachers starting to work according to the Federal State Educational Standard.”

Educational reading...

Techniques for the formation of cognitive learning skills in elementary school lessons.

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that radically transform people's lives. The priority goal of school education is to develop the ability to learn. The student himself must become the “architect and builder” of the educational process. Achieving this goal becomes possible thanks to the formation of a system of universal educational activities. In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the student’s ability to independently successfully acquire new knowledge, develop skills and competencies, including the independent organization of this process. Thus, achieving the ability to learn requires schoolchildren to fully master all components of educational activity, including: 1) cognitive and educational motives; 2) educational purpose; 3) learning task; 4) educational activities and operations (orientation, transformation of material, control and evaluation). All this is achieved through the conscious, active appropriation of social experience by students. The quality of knowledge acquisition is determined by the variety and nature of the types of universal actions. Universal educational activities are grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) educational.

Cognitive universal educational actions include: general educational actions, actions of posing and solving problems, and logical actions and provide the ability to understand the world around us: the readiness to carry out a directed search, processing and use of information.

Today, when preparing for a lesson, a teacher must ask himself the question: “What can I do to make the student want to learn? So that he clearly understands, while working on the educational material, why he needs this?” Interest ensures that the individual is focused on identifying the goals of the activity. Next to interest comes understanding. And understanding new material is possible when there is a basis in the form of existing knowledge. Therefore, a simple, understandable and attractive goal is set before the student, and in fulfilling this goal, he, willy-nilly, also carries out the educational action that the teacher plans. Increasing interest can be achieved by the following technique, which forms cognitive learning tools. 1. “Surprise! » It is well known that nothing attracts attention and stimulates the mind like something amazing: For example; The world around us “About water” 3rd grade. The lesson took place in December, when there was already snow. This lesson can be started with a riddle: “There is an amazing country where people walk on water, and it’s true.” You can listen to students’ guesses about which country we are talking about. “Look out the window! Don't you and I walk on water?

We are so accustomed to water that we don’t notice, and often don’t even know, its properties.” Sometimes the amazing not only attracts attention “here and now”, but also maintains interest for a long period of time. Technique: 2. “Delayed guessing” helps to achieve this. At the end of the lesson, the teacher gives a riddle, an amazing fact, the answer to which will be revealed when working on new material in the next lesson. For example: The world around us. “In the next lesson we will talk about a very dangerous animal? Which one do you think?” You can listen to students' guesses about what animal we are talking about. “No, this is not a predator. But it threatened the destruction of many animals of the entire continent.” But sometimes a situation arises: I want to surprise, but I have nothing with which to surprise. Then the following technique comes to the rescue: 3. “Fantastic supplement”. Teacher, complementing the real situation with fiction. They can come up with a fantastic plant, animal, transport a literary character back in time, and so on. 4. “Catch the mistake.” When explaining the material, the teacher intentionally makes mistakes. First, students are warned about this in advance. The teacher can even suggest “dangerous places” with intonation and gesture. You can offer students the role of a teacher (texts are distributed or analysis of a solution with specially made mistakes) 5. “Repeat with control.” Students make up a series of test questions for the material they have studied. Then some children ask their control questions, others answer them in pairs. Gradually, you can accustom students to the system of control questions covering the educational material. 6. “Your own examples.” Students prepare their examples for new material, Russian language: Lesson topic: “Dividing solid sign” The day before, children receive the task: “Find the word “Ъ” in the spelling dictionary.” Reception is best in weaker classes. 7. “Intersection of topics.” Students select their own examples, tasks, questions that connect the last studied material with any previously studied topic. For example: Russian language. “Find a few words with unstressed vowels in the work you are studying in your reading lesson.” 8. Game-based educational activities. Games - trainings. These games come to the rescue in difficult times, to relieve boredom and monotony. 9. Creative tasks: development of crossword puzzles, thematic collections of interesting facts, educational comics, fairy tales, fables, posters - reference signals, and so on. Remember that the most important thing is not the subject you teach, but the personality you form. It is not the subject that shapes the personality, but the teacher through his activities related to the study of the subject. Teach your child to express his thoughts. As he answers the question, ask him leading questions. Don't be afraid of "non-standard lessons", try different types of games, discussions and group work to master the material in your subject. Help your child learn to adequately evaluate the work he has done. Teach how to correct mistakes. Today, the student himself must become “an architect and builder of the educational process.”

Bibliography

1.Arefyeva O.M. “Features of the formation of communicative learning skills of junior schoolchildren” - magazine “Primary School” + ” “-” No. 2 / 2012.

2. Gorlenko N. M. et al. “The structure of UUD and the conditions for their formation” - magazine “Public Education” No. 4/2012, p. 153.

3. Klepinina Z. A. “Modeling in the UUD system” - magazine “Primary School” No. 1 / 2012, p. 26

4. Logvinova I.M. “Construction of a technological lesson map in accordance with the requirements of the Federal State Educational Standard,” magazine “Elementary School Management” No. 12 / 2011, p. 12.

5. Merkulova T. “Approaches to solving professional problems for the development of educational learning” - magazine “Elementary School” No. 2/2012, supplement to the newspaper “First of September”, p. 40.

6. Mironov A.V. “Lesson project as an indicator of a teacher’s readiness to work according to a new standard” - magazine “Primary School “+” “-” No. 4/2012, p.23

7.Usheva T.F. “Formation of reflective skills of primary school students”, magazine “Primary School” No. 11/2011, p. 65

8. Shkuricheva N.A. “Interaction of younger schoolchildren as a means of developing cognitive competence” - magazine “Primary School” No. 11/2012.