Sections: General pedagogical technologies

Schools today are changing rapidly, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for a life that it itself does not yet know about.

Therefore, today it is important not so much to give the child as much specific subject knowledge and skills as possible within the framework of individual disciplines, but to equip him with such universal methods of action that will help him develop and improve himself in a continuously changing society through the conscious and active appropriation of new social experience. That is, the most important task of the modern education system is the formation of a set of “universal educational actions” that ensure the competence “to teach how to learn.” This is exactly what the second generation standards are talking about.

The priority direction outlined in the new educational standard is the holistic development of the individual in the education system. It is ensured, first of all, through the formation of universal learning activities (ULA), which create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.

Universal educational actions – the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

The concept of universal learning activities considers competence as “knowledge in action”, the ability to use acquired knowledge and skills in practice. Thus, the proposed concept of universal educational actions relates to the general content of education and is a meta-concept.

The relevance of the formation of UDD is due to:

– new social demands, reflecting the transformation of Russia from an industrial to a post-industrial information society based on knowledge and high innovative potential;

– society’s demands for increased professional mobility and continuing education;

– social demands define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn”

Universalization of the content of general education makes it possible to realize the basic requirements of society for the educational system:

– Formation of cultural identity of students as citizens of Russia.

– Preservation of the unity of the educational space, continuity of levels of the educational system.

– Ensuring equality and accessibility of education at different starting opportunities.

– Achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of cultural identity and community of all citizens and peoples of Russia.

– Formation of universal educational actions that generate an image of the world and determine the individual’s ability to learn, cognition, cooperation, mastery and transformation of the surrounding world.

Personal development in the education system is ensured through:

– the formation of universal educational actions that act as an invariant basis for the educational and educational process;

– students’ mastery of universal learning activities that create the opportunity for independent successful acquisition of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn;

– universal educational actions, as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Functions of universal learning activities include:

• 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 universal nature of UUD is manifested in the fact that they:

• are supra-subject, meta-subject in nature;
• ensure the integrity of general cultural, personal and cognitive development and self-development of the individual;
• ensure continuity of all levels of the educational process;
• are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content;
• provide stages of mastering educational content and developing the student’s psychological abilities.

The formation of universal educational actions in the educational process is determined by three complementary provisions:

• The formation of universal educational actions as the goal of the educational process determines its content and organization.
• The formation of universal educational actions occurs in the context of mastering various subject disciplines.
• Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills; formation of the image of the world and the main types of competencies of the student, including social and personal competence.

Universal educational actions are identified on the basis of an analysis of the characteristics of educational activities and the process of assimilation, namely, in accordance with:

• with structural components of purposeful learning activities;
• with the stages of the assimilation process;
• with the form of implementation of educational activities - in joint activities and educational cooperation with the teacher and peers or independently.

Included main types of universal educational actions Five blocks can be distinguished:

– personal;

– regulatory (including also actions of self-regulation);

- informative;

– sign-symbolic;

– communicative

Personal universal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. These are actions of meaning-making, i.e., students establishing a connection between the goal of a learning activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it; the action of moral and ethical assessment of the acquired content, based on social and personal values, ensuring personal moral choice.

Regulatory universal 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 universal educational activities:

– general educational universal educational activities;

– logical universal educational actions.

• independent identification and formulation of a cognitive goal;
• search and selection of necessary information; application of information retrieval methods, including using computer tools;
• structuring knowledge;
• choosing the most effective ways to solve problems depending on specific conditions;
• reflection on methods and conditions of action, control and evaluation of the process and results of activity;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

General educational universal activities include:

• 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 (detailed, concise,
• 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).

• 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.

Universal logical actions:

• classification – assigning an object to a group based on a given characteristic;
• generalization - generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections;
• proof – establishing cause-and-effect relationships, building a logical chain of reasoning, proof;
• summing up the concept - recognizing objects, identifying essential features and their synthesis;
• conclusion of consequences;
• establishing analogies.

• provide specific ways to transform educational material, represent modeling actions that perform the functions of displaying educational material;
• highlighting the essential;
• separation from specific situational meanings; formation of generalized knowledge.

Sign-symbolic universal educational 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);
• model transformation – changing the model in order to identify general laws that define a given subject area.

Communicative universal actions ensure social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), 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 cooperation with peers and adults.

Communicative universal actions:

• 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.

Criteria for assessing the formation of universal educational activities

• compliance with age-psychological regulatory requirements;
• compliance of the properties of universal actions with predetermined requirements.
• the formation of students' educational activities, reflecting the level of development of meta-subject actions that perform the function of managing students' cognitive activity.

Action properties to be assessed include:

• level (form) of action execution;
• completeness (expansiveness);
• reasonableness;
• consciousness (awareness);
• generality;
• criticality:
• mastery (P.Ya. Galperin, 1998).

The action level can take three main forms of action:

• in the form of a real transformation of things and their material substitutes, a material (materialized - with substitutes - symbols, signs, models) form of action;
• action in verbal, or speech, form;
• action in the mind is the mental form of action.

The model for assessing the level of maturity of educational activities includes an assessment of the maturity of all its components:

• motives,
• features of goal setting,
• educational activities,
• control and evaluation.

When we want to convey to students a certain method of action, we need to:

– introduce students to a situation where they need to do something, but they don’t know how;

– develop together with them criteria (method) for assessing the result;

– give them the opportunity to build a method of action;

– ensure correct assessment of the result;

– analyze the reasons for the discrepancies between the required and actual results (identify the shortcomings of the implemented method);

– develop together with them the “correct” method of action (lead them to it);

– re-solve the problem (perform the action).

We, teachers, have to learn to organize the educational process in such a way that students master basic concepts simultaneously with the accumulation of experience in action, ensuring the development of the ability to learn, independently search, find and assimilate knowledge.

Literature

1. Alekseev N.A. Personally-centered learning: issues of theory and practice. – Tyumen, 1997.
2. Belova S. B. Pedagogy of dialogue: theory and practice of constructing humanitarian education. – M., 2006.
3. Borzenkov V.L. Pedagogical gaming technology. Methodology. Theory. Practice. – M., 2000.
4. Gadamer H.-G. Text and interpretation // Hermeneutics and deconstruction / ed. Stagmeier V., Frank X., Markova B.V. - St. Petersburg, 1999.
5. Danilchuk V. I. Humanitarianization of physical education in secondary school. Personal-humanitarian paradigm. – Volgograd, 1996.
6. Zanko S. F., Tyunikov Yu. S., Tyunikova S. M. Game and learning: in 2 hours - M., 1992.
7. Kolechenko A.K. Encyclopedia of educational technologies: a manual for teachers. – St. Petersburg, 2002.
8. Kudryavtsev V. T. Problem-based learning: origins, essence, prospects. – M., 1991.
9. Personally oriented education: phenomenon, concept, technology: monograph / rep. ed. V. V. Serikov. – Volgograd, 2000.
10. Psychological and pedagogical problems of specialized education for schoolchildren: collection of articles. scientific and methodological materials. – Stavropol, 2004.
11. V.V. Serikov “Teaching as a type of pedagogical activity: textbook. manual for students of higher educational institutions / V.V. Serikov; edited by V.A. Slastenina, I.A. Kolesnikova. – M.: Publishing Center “Academy”, 2008. – 256 p. – (Teacher professionalism).
12. Khutorskoy A.V. Methods of personality-oriented teaching: How to teach everyone differently. – M., 2005.
13. Yakimanskaya I. S. Technology of personality-oriented education // Library of the journal “School Director”. – 2000. – Issue. 7.

In today's society, saturated with the latest technology, the qualities and ability to learn require special efforts from both parents and teachers. In view of this situation, a new concept has been introduced into the learning process. What is UUD? How can you help your child learn to develop his own personality from an early age? How important are universal learning activities in modern society? We will try to give answers to these questions.

Definition of UUD

It may not be difficult for teachers to answer the question of what UUD is, but parents often do not understand the abbreviation, and the concept of “universal learning activities” is unfamiliar to them. Many still studied according to the standard scheme created in the USSR. Teachers imparted knowledge in lessons, and the process took place at home. But today the world has changed, which means that the methods of teaching children in educational institutions must also change.

This is the ability to learn, independently develop one’s abilities, as well as absorb new knowledge and apply it in practice. Essentially, this is a child’s ability for self-development and self-improvement. It is necessary to teach the student to independently set tasks, see ways to solve them, analyze the information received and draw the right conclusions.

Today, children are well versed in technology, but do not think about the basic rules of behavior. What caused this unbalanced development? Will the new standards introduced in the Russian Federation be able to cope with such a difficult task as raising young children as individuals?

Reasons for changing teaching methods

The 20th century was industrial, and the 21st is informative. Children today are well versed with mobile phones, tablets and computers. The flow of information flows like a river onto the still unformed child’s psyche. As a result, they are unable to process all the information they receive. As a result, children do not know how to study, conduct independent research and solve assigned problems.

In addition, most parents focus their attention on the intellectual development of their children and completely ignore moral and spiritual education. As a result, smart children are not able to develop communication skills and at the same time the desire to learn disappears. Pride, selfishness, and an inability to cooperate with others lead to detrimental consequences both in school and in adult life.

Today it is not fashionable to read books, especially classics. Children are more occupied with movies and video games, which do not contribute to the development of mental abilities. This results in learning difficulties, poor imagination, and inability to analyze the material read and think logically.

These are just some of the reasons why a review of the entire educational system is brewing. That is why the introduction of universal learning activities into secondary general education is required. Consideration of the four types of UUD will help to better understand what actions will be required from the student.

Personal UUD

Let's consider the types of UUD that relate to the development of personal qualities. They provide students with value-semantic orientation, that is, the ability to compare events and actions with existing moral principles and moral standards. Children must learn not to get lost in relationships with others and in social roles. What types of activities are included in this?

• Self-determination. There are personal, life and professional. The child must grow up to be an individual and learn to express his own opinions.
• Sensemaking. Essentially, students must ask themselves this question: “How does learning matter to me?” They must see the connection between learning and the motive that motivates action.
• Moral and ethical orientation. Evaluation of the material being studied based on social and personal values. Personal choice based on moral principles is provided.

Cognitive UUD

They include logical actions, general educational and symbolic ones. These types of UUD promote the development of logical thinking in schoolchildren. What exactly do cognitive activities involve?

Logical actions cover the analysis of objects in order to detect certain characteristics, as well as the selection of criteria for comparing and classifying objects. It requires finding a cause-and-effect relationship and building a consistent chain of reasoning. Students can provide their own evidence and put forward hypotheses with personal justifications.

General educational activities include: independent determination of a cognitive goal, finding useful information, structuring the acquired knowledge. Students should be able to express their thoughts meaningfully and freely, both in writing and orally. It is necessary to solve the assigned problems by finding your own algorithm and solving the issues that arise creatively and searching for the necessary information.

It is necessary to develop cognitive abilities in schoolchildren with the help of UUD. Mathematics in the primary grades helps develop logic when solving problems, while drawing up diagrams. A brief description of the problem conditions gives students a specific algorithm, which they can subsequently use when solving more complex options.

Regulatory UUD

Regulatory qualities ensure that students organize their activities. Essentially, they need to be able to organize themselves. To do this, you need to learn how to set goals and achieve them. You will need to apply some principles to your learning activities.

Goal setting teaches children to set learning goals and relate already known material to unfamiliar material. Next, planning is required - this means that the student must determine the sequence of actions in solving the given problem, develop a specific plan and follow it. Forecasting will help you see the preliminary result and degree of assimilation, as well as the timeline for obtaining the result.

Monitoring, correction and evaluation of actions will help develop self-control abilities. By monitoring and checking his work with the proposed model, correcting his actions in accordance with the correct decision, the child learns to make decisions correctly and develop a specific plan of action. Self-regulation is also required - the ability to mobilize one’s own strength and overcome obstacles that arise.

Communication skills

Communicative UUDs provide social awareness and consideration of other people's views on the same issue. Children need to learn to listen and hear others, enter into dialogue and learn to discuss problems peacefully, conduct discussions and build mutual relationships with peers and adults.

To develop such qualities, the teacher will need to create situations in which cooperation between students is provided. For example, you can use technology-based learning activities: invite schoolchildren to work together on a project, dividing the class into groups. For junior grades, the following tasks are given: “find differences in identical objects made using different techniques” or “what tools are needed or not needed when performing a certain task.” You can come up with a lot of tasks, the main thing is that they develop the communication abilities of each child in the class.

Federal state standard

To develop children's learning skills and personal qualities, new standards have been introduced. Federal State Educational Standard “School of Russia” is introduced on September 1, 2011 throughout the Russian Federation. It makes a number of demands on the teaching process in schools.

First of all, the requirements are imposed on the formation of the student’s personality, and not only on his acquisition of the necessary knowledge and skills. Thus, the system completely abandons the old training program. Secondary general education should shape the student’s personality. The consequence of learning is personal, meta-subject and subject results.

An integral part of the new standard is the introduction of universal learning activities. To introduce new methods, a UUD program was developed. A separate textbook has been compiled for each subject to help teachers develop the required skills.

Along with the acquisition of standard learning skills and the development of the student’s personality, a methodology is being introduced to orient younger schoolchildren in information and communication technologies, as well as to develop the ability to use them knowledgeably. What does this look like in practice?

Introduction of UUD into educational subjects

Thematic planning with UUD will allow you to see students as individuals with their own abilities from the very first lessons. Since the peculiarity of the new standards is not only the formation of the student’s personality, but also the introduction of modern technologies, the teacher will need good preparation. The requirements include, in addition to normal traditional writing skills, the introduction of keyboard typing on a computer. This will help the child quickly master new technologies and develop memory, logic and the ability to communicate with peers.

Today, a whole system of textbooks has appeared for the new standards of the Federal State Educational Standard “School of Russia”. They passed the federal examination and received positive reviews from the Russian Academy of Sciences. All textbooks are included in the recommended federal list. They have revised the approach to education. The materials explain what UUD is and how to apply it in practice. According to the new standards, textbooks are aimed at developing universal learning activities in students. They also contain methods for involving children in the educational process when studying all school subjects.

Innovations

The school’s UUD program helps teachers, with the help of modern teaching aids, develop given skills in children. The textbooks included special assignments that develop students’ ability to independently formulate an educational task for a given topic or a specific lesson.

The number of tasks and questions of an educational and exciting nature has been increased, as well as for working in groups or in pairs. They help the student focus on his own point of view and connect existing knowledge with real events.

The textbooks contain new sections that help you reflect on the material you have learned: “What you have learned. What have we learned”, “Let’s test ourselves and evaluate our achievements.” The sections “Our Projects”, “Pages for the Curious” and “Express Your Opinion” will help teachers develop the necessary skills in younger schoolchildren.

UUD by technology

What new things can be introduced and how can the requirements of modern standards be included in the learning process? The work of experienced teachers will help with this. What is the most important thing to develop in younger schoolchildren? UUD technology requires the teacher to be attentive to his students.

He will need to develop in children the ability to evaluate their own work; for this, an algorithm for evaluating their work should be developed. In this case, it is important not to compare students with each other, but to show the child’s success in comparison with his past work.

The teacher must involve children in the discovery of new knowledge. To do this, you will need to discuss together why the task is needed and how it can be applied in life.

One more point: it is the technology teacher who is responsible for helping children learn cooperation in a group. This basic communication skill only develops when working together. Here it is necessary to teach children to discuss the task together, find a collective solution to issues and analyze the result.

To develop all kinds of skills, high-quality educational planning will be required, especially with younger students. While children have not yet learned anything, you can use various methods and tasks. For example, the favorite children's game “find the differences”. You can indicate the number of differences, or you can let the kids find them themselves and share with their classmates.

There are different types of tasks that are aimed at developing universal learning activities. For example, participation in projects, summarizing the lesson, creative tasks, visual, motor and verbal perception of music.

3rd grade (FSES) with advanced learning skills can already cope with more complex tasks, including organizing, drawing up support diagrams, working with different types of tables, correcting “intentional” errors, searching for necessary information in the proposed sources, and mutual control.

To test knowledge, you can use CONOP (a test on a specific problem), interactive listening, tasks “prepare a story...”, “describe orally...”, “explain...”.

Technology can become a stronghold in the development of universal learning activities.

UUD in physical education

It may seem that a lesson such as physical education cannot teach moral skills in children. But this is far from true. New methods of education and development of the right attitude towards one’s own health help to use the UUD in physical education.

It is the trainer who can encourage you to lead a healthy lifestyle. How to develop children's skills through physical education? Let's start with what universal abilities can be developed.

• Firstly, the child must be able to organize his activities and selectively use means to achieve his goal.
• Secondly, be able to actively collaborate with the team, join forces with peers to achieve collective goals.
• Thirdly, only in physical education can you learn to present information simply, in an expressive and vivid form, in the process of communication and cooperation with classmates and adults.

What personal qualities will students acquire? You can learn to communicate and cooperate with peers, based on the principles of respect and goodwill, mutual assistance and empathy. It is equally important to be able to express positive personality traits and manage your feelings in a variety of unusual circumstances and conditions. These results will help raise a balanced person. Physical education will promote discipline, hard work and perseverance in achieving your goals.

ISO

Each fine arts lesson should be focused on solving subject problems and forming certain qualities of the child. UUD according to the Federal State Educational Standard for Fine Arts helps to develop the necessary skills in younger schoolchildren.

The example of a teacher can inspire students to be more willing to explain their impressions of the picture they saw, to choose words to express emotions, and to tell their elders and friends about what they saw.

The joint creativity of children, divided into pairs or groups of several people, allows them to quickly gain positive experience in solving communicative and regulatory problems: here children learn to conduct a conversation, and even defend their opinion, respect the opinion of their partner, focus on the end result, and not personal , but general. All this allows you to quickly join the team and acquire positive qualities.

For clarity, here is an example of joint creativity. The children were given the task of drawing mittens for their hands in a group. How can their teamwork be assessed by the actions they produced? Assessment levels are different.

• Low: The patterns are drawn with obvious differences or no similarities at all. What happened? Children do not try to negotiate with each other; everyone insists on their preferences.
• Medium: partial similarity - individual drawings are the same, but there are also noticeable differences. The result of an inept agreement, everyone wanted to stand out in some way.
• Tall: The mittens are decorated in the same way or with a very similar pattern. Children work with pleasure, animatedly discuss existing variations, compare methods of action and coordinate them, make joint plans and monitor the implementation of their ideas. This option is the best way to show what UUD is, or rather its application in practice.

In view of the requirements of new standards for teaching children new technologies, not only traditional fine arts are possible, but also the use of computer technologies in teaching children. For example, draw a picture not only on a landscape sheet, but also do it in a certain program. You can also teach children to take photographs, photo reports, and teach them how to use graphics programs correctly.

Science and education now go hand in hand and teaching methods must also change according to the needs of the new generation.