UDK 482 (07) BBK Ch 426. 13

Larisa Vitalievna Cherepanova,

doctor of pedagogical sciences, professor, Zabaikalsky State University(672039, Russia, Chita, Aleksandro-Zavodskaya str., 30), e-mail: [email protected]

Formation of universal educational activities in teaching the Russian native language in secondary school

The article raises one of the urgent problems of teaching the Russian native language in the context of the requirements of the Federal State Educational Standard for General Education of the second generation - the achievement of meta-subject and subject learning outcomes. Actualization of meta-subject results, expressed in the presence of functional literacy among graduates, the indicators of which are universal learning activities (ULA), determines the development of techniques, methods and technologies that allow the integrated formation of ULA and subject competencies (linguistic, linguistic, communicative and cultural studies) in schoolchildren . Some approaches to teaching are being updated, in particular, competence-based, activity-based and reflective. The competence-based approach focuses on gaining the ability to act in various problem situations; activity - to master the cognitive activity and actions of self-education; reflexive - on introspection, self-control, which are based on reflection. They also allow teaching students cognitive activities aimed at acquiring competencies.

The article also reveals a text-centric approach, characterizes the text as a means of forming subject competencies (linguistic, linguistic, communicative and cultural studies), general subject skills, skills and methods of cognitive activity, including UUD.

The article contains a description of various tasks, technologies, through which it is possible to achieve the subject and meta-subject requirements of the Federal State Educational Standard. Special attention paid to technologies of reflective teaching of the Russian language and "Language Portfolio".

Keywords: FSES OO of the second generation, universal learning activities, competence, competence-based approach, activity approach, reflective approach, reflective learning technology, "Language Portfolio".

Larysa Vitalievna Cherepanova,

Doctor of Pedagogy, Professor, Transbaikal State University (30 Aleksandro-Zavodskaya St., Chita, Russia, 672039), e-mail: [email protected]

The Development of the Universal Academic Habits While Teaching Russian as a Native Language at Secondary School

The article reveals one of the topical issues of teaching Russian as a native language according to the Federal state education standards for secondary education (the second edition), namely achieving academic outcomes in the subject and meta-subject areas. The meta-subject outcomes are seen in the school leavers" functional literacy that is indicated by their universal academic habits (UAH). Maintaining outcome theses requires the development of certain techniques, methods, and technologies capable of integrating the formation of school students" UAH and subject competencies (linguistic, lingual, communicative, and cultural). Moreover, competence, activity and reflexive teaching approaches are also maintained. The competence approach leads to developing the ability of problem solving; the activity approach is productive for cognitive activity and self-education; the reflexive teaching develops self-analysis and self-control, which are based on reflection. In addition, they enable schoolteachers to develop their students" cognitive activity aimed at obtaining basic competencies.

© Cherepanova L. V., 2015

The text-centered approach is also presented as well as the characteristics of the text as a means of developing subject competencies (linguistic, lingual, communicative and cultural), basic subject skills, habits and methods of cognitive activity, including the UAH.

The article describes various tasks and technologies whereby the subject and meta-subject requirements prescribed by the Federal state education standards could be met. Such technologies as reflexive Russian teaching and "Language portfolio" are specially emphasized.

Keywords: Federal state education standard for secondary education, universal academic habits, competence approach, activity approach, reflexive approach, technology of reflexive teaching, "Language portfolio".

Transition general education schools Russia on the federal state educational standards of the second generation leads to a new understanding of the goals and results of studying by schoolchildren subjects, in particular the Russian language. According to the Exemplary Russian Language Program, compiled in accordance with the second generation of the Federal State Educational Standard, one of the goals of studying the Russian language in a primary school is “mastering the most important general educational skills and universal educational activities (hereinafter referred to as UUD). Possession of them provides functional literacy - "a person's ability to adapt as quickly as possible in the external environment and actively function in it" .

UUD is understood as methods of action that provide the ability to independently master new knowledge and skills, including the organization of the process for their assimilation. This ability includes, in addition to learning activities and operations, motivation, goal setting. Therefore, the UUD system consists of the following blocks:

1. Personal UUD:

life, personal, professional self-determination;

Sense formation and moral and ethical assessment based on the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles);

Orientation in social roles and interpersonal relationships.

2. Communicative UUD:

Planning educational cooperation with the teacher and peers;

Asking questions;

Conflict resolution;

Managing the behavior of partners;

The expression is full and accurate of one's thoughts in accordance with the tasks and conditions of communication;

Possession of monologue and dialogic forms of speech in accordance with the grammatical norms of the native language.

3. Cognitive UUD:

Independent selection and formulation of a cognitive goal;

Search and selection of necessary information;

Application of information retrieval methods, including using computer tools;

Sign-symbolic actions;

Structuring knowledge;

Choosing the most effective ways to solve problems depending on specific conditions;

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

Semantic reading as understanding the purpose of reading, the choice of its type depending on communicative purpose;

Extracting the necessary information from various sources;

Adequate, detailed, concise or selective transmission of the content of the text;

Analysis, synthesis, classification;

Summing up under the concept, derivation of consequences;

Construction of reasoning, proof;

Hypotheses and their justification;

Create ways to solve problems of a creative and exploratory nature.

4. Regulatory UUD:

Goal-setting of the activity as a whole and its stages (intermediate goals) taking into account the final result;

Planning the sequence of actions and, if necessary, changing it;

Forecasting, that is, anticipating the results of activities;

Implementation of self-control, self-assessment and self-correction of activities.

The formation of UUD data in teaching the Russian native language determines the actualization of competence-based, activity-

th and reflexive approaches that allow developing ECM and subject competencies in an interconnected manner. The competence-based approach is that the result of learning is not the sum of the acquired information, but the ability of the graduate to act in various problem situations on the basis of the subject and universal knowledge, skills and methods of activity that he has. The activity approach involves the interconnected formation of subject and general subject knowledge, concepts, abilities, skills and methods of action, including UUD. This allows the teacher to form in students an idea of ​​learning as an activity of cognition, knowledge as a guideline and result of this cognitive activity, forms of knowledge and methods of obtaining it, as well as self-education and skills, without which self-organized cognition is impossible. As a result, schoolchildren develop the ability to develop their own cognitive strategies that allow them to carry out cognitive activities in changed and new conditions. The reflexive approach lies in the fact that language teaching purposefully gradually and systematically develops reflection in schoolchildren, in particular, reflection on the content of education and reflection on their own educational and cognitive activity.

UUD act as an invariant basis for the study of school subjects by schoolchildren, in relation to the Russian native language - the acquisition of subject competencies: linguistic, linguistic, communicative and cultural studies. The formation of cognitive UUD is associated with the content of educational subjects, methods and logic of the transformation of educational material. The formation of personal, regulatory and communicative actions is carried out mainly through various situations and procedures for the interaction of participants in the educational process, the use of special methods and forms of organizing the educational work of students.

One of the most important means of forming linguistic, linguistic, communicative and cultural competences is the text. It serves as a source of information and, therefore, a means of acquiring, expanding, correcting knowledge; helps schoolchildren to master the terminological and conceptual apparatus of the studied science; to master the concepts of norm and anti-norm; gain experience with units of language and speech; improve their own speech, master the types of speech activity; understand cultural

language function. In addition, the text is a means of interconnected formation and development of not only all groups of subject skills, skills and methods of cognitive activity, but also "an integral part of social memory, an integral system of meanings, which is an indicative basis for both cognitive activity and communication activities" . An important point is that the text develops linguistic reflection, which consists in understanding

a) the versatility and polysemy of language units (for example, words as a set of phonemes and morphemes, lexical, unit, part of speech, and, finally, as a member of a sentence);

b) the multifunctionality of a linguistic phenomenon as a grammatical, communicative and aesthetic phenomenon;

c) various (paradigmatic and syntagmatic, etc.) connections of linguistic units.

From the standpoint of psychology, the educational and scientific text is "a source of cognitive tasks or problems that must be able to detect and solve" . Consequently, work with the text will consist, on the one hand, in decoding the meaning and thereby solving a cognitive task, and on the other hand, in the implementation of such tasks in a speech work reproduced or created by a schoolchild. From the point of view of didactics, an educational and scientific text is understood as texts that “serve a special sphere of communication - teaching - and perform their inherent didactic functions. Therefore, they are always strictly addressed, that is, they take into account the age, psychological characteristics of the trainees. In such texts, scientific presentation is combined with accessibility, often entertaining. Theoretical provisions are illustrated with examples, accompanied by comments and conclusions. Information about the origin of the terms used in the text is given. Educational and scientific texts, as a rule, have a clear structure. From the point of view of linguodidactics, this is "a text designed to develop certain skills in a particular area of ​​phonetics, vocabulary, morphology, syntax and coherent speech" . If we characterize the educational and scientific text in terms of content, then it is “such a message, which necessarily reveals the content of the object under study, gives a set of its characteristics in a certain direction, reflecting the aspect of considering this object in a particular scientific discipline” .

Work with the text, aimed at developing, on the one hand, communicative and linguistic competencies, on the other hand, at the development of cognitive UUD, in particular, the actions of self-selection and formulation of a cognitive goal (to be able to set a goal before reading the text); search and highlight the necessary information (be able to write out key words from the text, determine the main idea of ​​the text); structuring knowledge (drawing up a plan, table and diagram according to the text read) - can be carried out when solving various problems. For example:

1. Analyze the wording of the tasks given below. Say which kind of reading should be used in each case:

Make a plan according to the text of the paragraph and prepare to answer it orally;

Find key words in the text;

Determine which part of the text of the paragraph corresponds to the scheme, table;

Determine the topic of the text;

Read the first sentence of each paragraph and write a title based on that.

2. Compare this plan with the information in the text of the paragraph "The concept of the verb". Fill in the gaps in the plan by reading the text. Define:

Does it match the given text?

Does the plan use keywords from the text;

Is the plan concretized with examples.

If necessary, fix any bugs you find. Answer the question, what type of reading did you use when completing this task, why? Make a chart according to the text of the paragraph.

1. The word "verb" in Ancient Rus' meant speech in general.

2. Definition of the verb.

3. General grammatical meaning of the verb.

Verbs name various_:

a) work-related;

b) related_

activity;

c) naming movement and position in space;

d) naming various_;

e) naming what happens in nature.

4 ._signs.

5. Syntactic signs.

3. Work with the text of the paragraph (see Table 1):

A. Restore the gaps in the table after reading the text of the paragraph "Spelling of personal verb endings".

B. Correct the inaccuracies in the table according to the text of the paragraph according to the following parameters:

Does it match the given text?

Is there a logical connection in the presentation of information;

Can the table help in retelling the text.

B. Answer the question, what type of reading did you use for this task, why?

Table 1

Conjugation

Verbs per 7 verbs per 4 verbs per

It-et-at

Allow etc. (except) see hate offend watch twirl endure hear breathe

All other verbs with unstressed endings belong to the I conjugation (read, perform, wash)

D. Make a scheme according to the first 7 paragraphs of the text of the paragraph.

4. Read the paragraph “Relative pronouns” of the textbook “Russian language. Theory". Find the essential features of the concept of relative pronouns. Describe this concept with the help of the features found. Justify your actions.

5. Make your own classification according to the studied section "Pronouns". Determine if you followed the classification requirements.

6. Read the first paragraph of the paragraph "The concept of the pronoun", find the concepts in it. Retell a paragraph to a classmate without using the concepts found. Did you manage to do it or not? Justify your answer.

7. Look up the meaning of the word personal in the dictionary. Explain why personal pronouns are called so.

8. Read the paragraph “Interrogative pronouns” of the textbook “Russian language. Theory". Find essential / non-essential features of the concept of interrogative pronouns. Justify your answer.

9. Carefully reread the paragraph " Demonstrative pronouns"textbook" Russian language. Theory". Write down all the concepts from this paragraph and prepare for an oral presentation on the topic “Demonstrative Pronouns”.

10. Complete this definition. Definitive pronouns - ... himself, all, everyone, everyone change according to ..., ..., ... For example .... The offer includes... Pronouns-adverbs are not ... and in the sentence they are. .

Work with text has a great potential for the formation of regulative UUD in schoolchildren. The following tasks are aimed at mastering the action of self-assessment:

1. Read the text of the paragraph of the textbook to yourself in such a way as to assimilate its content. Answer the questions. Determine how you learned the text by counting your points (as a percentage). If the percentage of assimilation of the text is above 50%, then you can read well.

What is the textbook section called? 5 %

What style is the text in? 15 %

What is the text about? 15 %

How many parts does it have? 10 %

What kind of reading did you use? 15 %

What new and useful things did you learn from the text? 20 %

Where can the acquired knowledge be applied? 20 %

2. Key words are highlighted in the text. Read them without reading the whole text. Formulate and write down the main idea of ​​the text. Read the text. Did you understand him correctly? What additional information did you get from it?

ALLITERATION

Alliteration is the repetition of consonant sounds in poetic speech.

Let us remember: "The ax pounded on the elastic roots." We seem to hear the sound of an ax on the trunks of a palm tree. In another case, alliteration helps to highlight the most important word: “Two wings, like two huge sorrows. and echoing the mournful sob "- the sounds of the word of grief are repeated in many words, as different instruments in the orchestra repeat the melody. Or: "Because of the cliff, because of the corner, they hit the eagle almost point-blank."

Thus, alliteration serves the expressiveness of speech.

3. Read the text once and retell it. To check if you managed to retell the text, answer the questions (put a "+" or "-" sign). Answer the question: what language - national, international, state - does N. G. Chernyshevsky speak about in his text?

Language and nation

What, in essence, determines the belonging of a person to a particular group,

to which he voluntarily belongs? His feeling: "These people are my people", the feeling of each of them about him: "He is our man." The strongest basis for this feeling is the sameness of language. My people are people who speak my language; the man who speaks our language is our man.

In a linguistic sense, a nation is made up of all people who speak the same language. They tend to regard themselves as one national entity. In this regard, language is perhaps the most significant feature of the differences between peoples. (N. G. Chernyshevsky)

1. Check if you have used all the key words.

2. Check if your retelling is on track.

1. What determines a person's belonging to a particular group?

2. What makes up the people?

4. Before listening to the text, guess the type of speech according to the plan. As you listen, determine if your guess is correct.

1. Vocabulary is constantly changing.

2. There are two ways to replenish vocabulary in the language

3. Word formation is the main way. The second way is borrowing.

How the vocabulary of the Russian language is replenished

The vocabulary of the Russian language is constantly changing. Many objects are falling into disuse, and the words for them are also disappearing. For example, the words flying, the droshki disappeared after these objects disappeared.

Why, despite the death of many words, the vocabulary of the Russian language not only does not decrease, but, on the contrary, expands? And the fact is that there are two ways of replenishment in the language vocabulary: word formation and borrowing.

Word formation is considered the main way. After all, five, fifty, one hundred and even more words can come from one word. For example, almost six hundred words were formed from the noun half.

The second way is borrowing words from other languages. According to scientists, approximately every tenth word in the Russian language is borrowed.

5. Suggest according to the plan in which part of the text the main idea can be concluded.

6. While listening, focusing on the type of speech, write down the key words and draw up a typological scheme. Compare your typological scheme with the sample. Do they match each other? If not, consider why.

Typological scheme - 1. Thesis. Explanation. Reasoning - Example,

proof

1) First proof. 2) Second proof"

However, the use of individual methods is not enough for students to master UUD. It is necessary to organize training within the framework of technologies. Thus, the technology of reflective learning determines such an organization of the student's work in the lesson, in which he himself sets the goals of the lesson and its individual stages, controls, corrects and evaluates his work.

Setting the objectives of the lesson can be carried out in different ways, one of which is the answers of schoolchildren to questions that can be written in a table (see Table 2), prepared in advance by the teacher on separate sheets or written on the board.

table 2

What should I know/understand (be aware of)?

What should I learn to do?

What should I master?

My objectives for the lesson Content Result

What should I know/understand (be aware of)? What is a dialogue? +

How is dialogue different from sentences with direct speech? +

How is the dialogue punctuated? +

What etiquette formulas should be used in dialogue in different situations? +

What should I learn to do? Define dialogue +

Distinguish dialogue and sentences with direct speech +

Punctuate the dialogue +-

Use etiquette formulas in the composed dialogue +-

Be proficient in: The method of action of compiling a dialogue using etiquette formulas +-

For example, on the topic "Dialogue" (6th grade according to the program of S. I. Lvova), a table with students' reflexive awareness of the goals of studying this topic can be as follows (see Table 3):

Table 3

Students refer to this table at all stages of the lesson, thereby exercising current self-control of educational and cognitive activity and determining the goals of a particular work in the lesson. For example, the task of exercise 129 of the textbook (come up with and write down a dialogue according to this scheme: the formula speech etiquette-question-answer (narration)-question-explanation-agreement-formula of speech etiquette) involves the development of the ability to compose a dialogue using communicatively and situationally justified formulas of speech etiquette. Therefore, students should clearly understand that the goal of completing this task (solving a communicative-speech task) is to master the method of action of compiling a dialogue using etiquette formulas and the ability to use etiquette formulas when compiling a dialogue. At the stage of generalization for the lesson, students correlate the goals defined at the beginning of the lesson with the results of the activities in the lesson and fill out the third column of this table. The filling option is presented in Table. 3. It means that students have established a good understanding of what dialogue is, how it differs from sentences with direct speech and how it is punctuated, what etiquette formulas should be used in dialogue in different situations; possession of the ability to define dialogue and distinguish it from sentences with direct speech. At the same time, the students were convinced of the lack of experience in the punctuation of dialogues, the use of etiquette formulas in the preparation of dialogues and the possession of the method of action of compiling a dialogue with etiquette formulas. This awareness will determine what students will do at home and in the next lesson. In fact, this is a prospective reflection of the content of future educational and cognitive activities.

Thus, with reflexive learning, each stage of the Russian language lesson is filled with the reflexive activity of students. The content of this activity is reflected in Table. 4:

Table 4

Stage of the lesson The content of the reflective activity of students

1. Communication of the goal of the lesson Determination of the goals of the work in the lesson

2. Verification of oral and written homework Definition of goals for checking homework and monitoring the achievement of goals

3. Purposeful repetition of previously studied material Determination of the goals of repetition of the studied material

4. Explanation of new material Definition of the purposes of listening to the teacher or reading the textbook; checking and monitoring the achievement of goals;

5. Consolidation of the studied material Defining the goals of performing exercises, solving problems and monitoring the achievement of the goals of consolidating the studied material

6. Assigning homework Setting goals homework

7. Generalization on the studied material Monitoring the achievement of the goals set at the beginning of the lesson

One of the methods of reflective learning is a linguistic reflective task - “a task that contributes to the formation of students' skills to comprehend and control mental activity, to search for the grounds for their own actions. One of the functions of the task is to draw the student's attention to how he thinks and to check the level of comprehension of the material. In the process of solving reflexive problems, the student develops critical thinking, skills of introspection, self-correction, UUD:

Critically treat each conclusion and step in the decision, argue them;

Make hypotheses and test their truth/falsity;

It is meaningful to build a sequence of one's own actions, chains of conclusions when solving a problem, constantly checking the course of one's own reasoning;

To link into a single whole various options for solving a problem, different approaches to solving;

Define and justify your own position.

Cognitive linguistic reflexive tasks are solved in several steps. The first step is to correctly identify the initial message of the solution. The correctness of the second action depends on this, which, in turn, determines the correctness of the next action. So,

solution of the cognitive linguistic reflexive task “Find words that are interesting for parsing by composition. Explain why they are interesting? involves the student's orientation in what a word may be interesting for parsing by composition, selecting such a word (that is, identifying a word that meets a certain criterion), justifying the choice.

Effective for the formation of UUD when teaching the Russian language is the technology "Language Portfolio of a Schoolchild". Thus, the reflexive "Language Portfolio" reveals the dynamics of its development, helps him to comprehend the effectiveness of his own educational and cognitive activity, both in quantitative and qualitative terms. Such a language portfolio is designed for the student to describe and evaluate the work done by him (what he knows and can do), and the teacher and parents see the educational increments, to understand how objective the student's self-assessment is. The purpose of the portfolio is to help students become aware of their own cognitive activity aimed at learning the Russian language, in particular, at acquiring all types of competence: linguistic (linguistics), linguistic, communicative and cultural studies.

Let us give as an example a fragment of the “Language Biography” of the reflexive portfolio and the task for it:

Evaluate your possession of skills (see Table 5). To do this, put a sign (for example, + or V) in the column corresponding to the criterion. Column 1 corresponds to the criterion "I find it difficult (can't) / find it difficult (can't)"; column 2 - "I can, with effort, / can, with effort"; column 3 - "I can easily, without difficulty / can easily, without difficulty."

After the students complete it, the assessment of the listed skills is carried out by the teacher. Compliance / discrepancy between the student's self-assessment and the student's assessment allows you to see personal increments, which may consist in mastering a certain skill, deepening it by working with more complex language material, etc. A systematic analysis of such increments, shortcomings helps the student to realize the efficiency of his own learning -cognitive activity, identify their own gaps and, perhaps, even outline steps to eliminate them with the help of a teacher. The teacher plans individual work aimed at increasing the level of knowledge and skills, mastering UUD.

Table 5

11 22 33 11 22 33

I can / I can Determine for myself the goals of working with a scientific concept and term

Distinguish between the concepts of "term" and "scientific concept"

Use the definition of concepts in speech

Distinguish between generic and specific features of a scientific concept

Highlight the generic and specific feature of the concept of pronoun

Identify essential / non-essential, common / distinctive properties of the concept for its definition

Carry out the operation of defining the concepts of personal pronouns, person, gender, number, case, using the features of the concept (generic, specific features, essential / non-essential, general / distinctive properties)

Analyze in different ways (etymological, morphemic analysis) the semantic meaning of terms

The thematic "Language Portfolio" helps the student to master cognitive UUD. Working with him involves either working on individual tasks prepared by the teacher, questions of different levels of complexity, reflecting different levels of thinking and cognition (reproductive, partially exploratory, problematic, research, etc.), developing knowledge, skills, abilities and methods of activity and UUD, or independent selection of tasks by students, their implementation and self-assessment. The teacher can direct such activities by the following tasks:

1. Formulate a question that would help a classmate realize that it is very important to know terms and concepts in Russian language lessons. Answer your own question.

2. Briefly describe each type of operation on the concept and term.

3. Formulate a question on the topic "Generic and specific features of concepts" and answer it.

4. Formulate a question that would help a classmate understand that not all concepts can be given a strict definition.

Let us give an example of tasks of a thematic language portfolio aimed at mastering linguistic terms, concepts and actions with them, including UUD (developed by undergraduate T. Kudrina):

1. Describe the pronoun using the following terms:

Pronoun, independent part speech, general grammatical meaning.

2. Define the concept of "pronoun". Find the generic and specific trait in this definition. Explain your decision.

3. Define the concepts of possessive pronouns, personal pronouns

in a possessive sense. Summarize these concepts.

4. Carry out the operation of limiting the concept of syntactic features.

5. Define the concept of a reflexive pronoun. Find similarities and differences between the concepts of a reflexive verb and a reflexive pronoun. Justify your answer.

6. What are morphological means of communication? Divide the concepts of means of communication of sentences in the text, pronouns.

7. Describe the concept of interrogative pronouns, based on these concepts: interrogative sentences; Russian grammar; morphological features of interrogative pronouns.

8. Complete the missing links of the classification.

Negative pronouns

pronouns-adverbs

9. Designate the essential / non-essential properties of the concept of definitive pronouns.

10. Look up in the dictionary the meaning of the word define. Answer the question "Why are attributive pronouns called that?"

11. Select examples for the following types of operations on concepts:

classification of concepts

definition of concepts based on the root

generalization of concepts

definition of concepts

Thus, the formation of UUD when teaching the Russian language should be ensured by an integral system that involves

Scientific notes. 2015. No. 6(65). Theory and methodology school education in the context.

the use of teaching methods, techniques and technologies, in the context of modern approaches that allow achieving both subject and

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Introduction

Relevance.Over the past decades, society has undergone dramatic changes in the understanding of the goals of education and the ways of their implementation. From the recognition of knowledge, skills and abilities as the main outcomes of education, there was a transition to an understanding of learning as a process:

preparing students for real life,

readiness to take an active position,

successfully solve life problems,

be able to cooperate and work in a group,

be prepared to retrain quickly in response to knowledge updates and labor market demands.

Therefore, already from this, 2011-2012 school year, teachers of the first classes had to rethink the goals and values ​​of modern primary education in terms of new standards.

Instead of simply transferring knowledge, skills and abilities from teacher to student, the development of the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements comes first. In other words, the formation of the ability to learn becomes the priority goal of school education. If we briefly formulate the task that the child must learn to set for himself throughout the entire course of study, it will sound like this: teach yourself! And in solving this problem, the main place is occupied by the formation of a system of universal educational activities (UUD). UUD is a set of methods of action that ensures the student's ability to independently assimilate new knowledge, including the organization of the assimilation process itself. The foundations of universal educational activities must be laid in elementary school in all lessons.

Let's dwell on the subject "Russian language" as one of the fundamental subjects elementary school. Success in learning the Russian language largely determines the results of a student's learning in other school subjects.

Language is the main means of self-knowledge, self-expression and development of creative abilities available to everyone. Mastering the system of language, the skills of speech activity helps to better understand oneself and others, to master the system of moral and aesthetic values. This is the main path to successful interpersonal and social interaction.

Consequently, the task of forming and developing skills of speech activity is reflected not only in the planned results in the Russian language and literary reading, but also permeates all subject areas. Literacy of oral and written speech is one of the indicators and the subject of assessment in all school disciplines.

Thus, the Russian language is not only a subject of study, but also a means of learning. And universal educational actions are the psychological component of the fundamental core of the content of education.

Research problem:what are pedagogical conditions formation of universal educational activities of younger schoolchildren as a means of effective teaching of the Russian language?

Based on the relevance of the problem, we chose the topic of the study "Formation of universal educational activities of younger students as a means of effective teaching of the Russian language."

Purpose of the study- to develop a system of exercises for the formation of universal educational activities for younger students in the Russian language lessons.

Object of studyis the activity of students in the lessons of the Russian language.

Subject of study:the formation of universal educational activities of younger schoolchildren in the lessons of the Russian language.

Research hypothesis:if, when teaching younger schoolchildren in Russian language lessons, a system of exercises for the formation of universal educational activities is systematically applied, this will help to increase the level of formation of universal educational activities of primary school students.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research topic.

Determine the essence, features, significance of universal educational activities of younger students.

Develop and implement a system of exercises for the formation of universal educational activities for younger students.

To identify the influence of the developed system of exercises on the formation of universal learning activities of students lower grades in Russian language lessons.

Research methods:analysis of literary sources; ascertaining, forming and control pedagogical experiments: testing (method "Test to determine the number of words in a sentence (S.N. Karpova)", technique "Attention test (P. Ya. Galperin and S. L. Kabylnitskaya)", technique " Joint sorting” - author GV Burmenskaya), mathematical processing of the research results. Base of the study: the study was carried out on the basis of the secondary school No. 64, students 3 "A" (22 people) - experimental class; students 3 "B" (22 people) - control class.

The practical significance of the study is determined by the ability to use the developed system of exercises in practical activities elementary school teachers on the problem of formation of universal educational activities of younger schoolchildren in Russian language lessons. literary textbook reading student

Chapter 1. Theoretical basis formation of universal educational activities of younger schoolchildren as a means of effective teaching of the Russian language

1.1 The importance of universal learning activities in the primary education system

At present, the school still continues to focus on learning, releasing into life a trained person - a qualified performer, while today's information society requires a trained person who is able to independently learn and relearn many times over a constantly lengthening life, ready for independent actions and decision-making. For life, human activity, it is important not to have accumulations for the future, a stock of some kind of internal baggage of everything learned, but the manifestation and ability to use what is, that is, not structural, but functional, activity qualities.

In other words, the school should teach the child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “To the New Millennium”).

Unfortunately, to date, these problems have not found a positive solution. We can still talk about a rather low level of their formation among students in our schools.

So far, at the stage of graduating from compulsory education, most of our students show very poor preparation for independent study, for independently obtaining the necessary information; low level (below low) of skills to solve problems, find a way out of unusual situation. Graduates are not ready for successful adaptation in modern world. And as a result, leaving the walls of the school, young people will either remain unsuccessful in life, or get lost, they will not be able to “find themselves”, which can lead to negative social consequences.

That is why the problem of independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn, has become acute and currently remains an urgent problem for the school. Great opportunities for this are provided by the development of universal educational activities (UUD). That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational outcomes, but, above all, on the formation of the personality of students, mastering them in universal ways learning activities that ensure success in cognitive activity at all stages of further education.

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

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

) cognitive and educational motives;

) learning goal;

) learning task;

) learning activities and operations (orientation, transformation of material, control and evaluation).

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

Universal learning activities in the process of learning in elementary school are performed following features:

) ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

) creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuing education, the need for which is due to the multicultural society and high professional mobility;

) ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

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

As the child's personal actions develop, the functioning and development of universal educational actions undergo significant changes. The regulation of communication, cooperation and cooperation projects certain achievements and results of the child, which secondarily leads to a change in the nature of his communication and self-concept. Cognitive actions are also an essential resource for achieving success and have an impact both on the effectiveness of the activity itself and communication, and on self-esteem, meaning formation and self-determination of the student.

The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various subject disciplines. The requirements for the formation of universal educational activities are reflected in the planned results of mastering the programs of educational 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.

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

The following stages of assimilation of educational material are distinguished: initial acquaintance, comprehension of the material, consolidation of the material and mastery of the material.

The initial stage of familiarization with educational material has great importance for the entire learning process. Equally important at this stage is what is to be perceived, namely apperception. It includes an active conscious attitude of the individual to the perceived, which is not limited to the content of ideas and is not reduced to their mass.

Mental work covers perception from all sides: anticipating it, including in it and building on it. Reflection is the second stage. He, entering the first, is the basis of the third stage - memorization.

Memorization (consolidation) of educational material is not only a constant comprehension, inclusion in new semantic connections, but also a rethinking of this material. Clarifying, formulating his thought, a person forms it; at the same time, he firmly imprints it. Two conclusions follow from this: students' own presentation should be specially provided for in the organization of educational activities, and it is especially important to prepare the first independent reproduction of the material being learned by students.

Mastering the material is the ability to operate it in various conditions, applying it in practice. At this stage of assimilation, mastery of knowledge is no longer aimed at teaching, but at other, practical, goals. This is a life context in which knowledge and skills acquire other qualities.

Possession of universal learning activities allows students to successfully master information at all stages.

So, the mastery of universal educational activities leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. the ability to learn. This ability is ensured by the fact that universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself.

1.2 Types of universal learning activities in pedagogy

universal language of instruction literacy

As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished:

) personal;

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

) informative;

) communicative.

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

b) meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out;

c) moral and ethical orientation, including the evaluation of the content being assimilated (based on social and personal values), which ensures a personal moral choice.

Regulatory actions provide students with the organization of their learning activities. These include:) goal-setting as the setting of an educational task based on the correlation of what is already known and learned by the students, and what is still unknown;

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

c) forecasting - anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;

d) 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;

e) 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;

e) assessment - the selection and awareness by the student of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

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

Cognitive universal actions include general educational, logical, as well as the formulation and solution of the problem.

A) General educational universal actions:) independent selection and formulation of a cognitive goal;

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

c) structuring knowledge;

d) conscious and arbitrary construction of a speech statement in oral and written form;

e) the choice of the most effective ways of solving problems, depending on the specific conditions;

f) reflection on the methods and conditions of action, control and evaluation of the process and results of activities;

g) semantic reading as understanding the purpose of reading and choosing 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; understanding and adequate assessment of the language of the media;

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

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

Modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted;

Model transformation to identify general laws defining this subject area.

B) Logical universal actions:) analysis of objects in order to highlight features (essential, non-essential);

b) synthesis - the compilation of a whole from parts, including independent completion with the completion of missing components;

c) choice of grounds and criteria for comparison, classification of objects;

d) subsuming under the concept, derivation of consequences;

e) establishment of causal relationships;

f) building a logical chain of reasoning;

g) proof;

h) hypotheses and their justification.

C) Statement and solution of the problem includes the following steps: the formulation of the problem and the independent creation of ways to solve problems of a creative and exploratory nature. In turn, the formulation and solution of the problem requires students to form the following actions:

Highlight the main problem;

Formulate a task;

Independently assume what information is needed to solve the educational problem;

Leave and select information obtained from various sources;

Independently offer various ways to solve the set search or creative task.

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

Communicative actions include:) planning educational cooperation with the teacher and peers - determining the goal, functions of participants, ways of interaction;

b) posing questions - proactive cooperation in the search and collection of information;

c) conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;

d) managing the partner's behavior - control, correction, evaluation of his actions;

e) the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Thus, the Federal State Educational Standard of Primary General Education distinguishes four types of universal educational activities: personal, regulatory, cognitive and communicative.

The considered system of universal educational actions allows using the principle of a controlled transition from activity in a learning situation to activity in a life situation in the educational process.

The learning process sets the content and characteristics of the child's learning activities and thereby determines the zone of proximal development of universal learning activities.

1.3 Connection of universal educational activities with the content of the subject "Russian language" of the primary level

The subject "Russian language" provides the formation of personal, cognitive, communicative and regulatory actions. Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and the 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) .

UUD in Russian language lessons in elementary school are:

the ability to use the language in order to search for the necessary information in various sources to solve educational problems;

the ability to navigate the goals, objectives, means and conditions of communication;

the ability to choose adequate language means for the successful solution of communicative tasks (dialogue, oral monologues, written texts), taking into account the characteristics of different types of speech and communication situations;

striving for a more accurate expression of one's own opinion and position; the ability to ask questions.

In elementary education, the subject "Russian language" occupies a leading place, since success in learning the Russian language largely determines the results of a student's learning in other school subjects, and also ensures the success of his "living" in children's society.

Let's consider each type of UUD separately.

Formation of personal UUD:

The student will learn or get the opportunity to learn how to take a cognitive initiative in helping fellow students (a task system that orients the younger student to help the heroes of the textbook and a neighbor on the desk).

Formation of regulatory UUD:

The student will learn or get the opportunity to learn how to control his activity in the course or results of completing the task (a task system that guides the younger student to check the correctness of the task according to the rule, algorithm, using a table, drawings in the Russian language lesson, etc.).

Formation of communicative UUD:

The student will learn or have the opportunity to learn to cooperate with a classmate, with a comrade in a group.

Formation of cognitive UUD:

The student will learn or have the opportunity to learn:

formulate a rule based on the selection of essential features;

perform tasks using material objects, schemes;

compare, classify, choosing the most effective solution or the correct answer;

build an oral explanation according to the proposed plan;

build a logical chain of reasoning

The results of mastering the Russian language program by elementary school graduates will be personal, meta-subject and subject results. Personal results: understanding of language as the main means of human communication; positive attitude to the study of the Russian language, understanding of its richness, recognition of oneself as a native speaker of this language; accepting the idea that correct, accurate verbal and written speech are indicators of human culture; the emergence of a desire to skillfully use the language, the emergence of elements of a conscious attitude to one's speech.

Metasubject results:

Regulatory UUD (provide the ability to regulate their activities): understand, accept and maintain the learning task; act according to the plan and plan their learning activities; control the process and results of activities, make adjustments; adequately assess their achievements, be aware of the difficulties that arise and try to look for ways to overcome them.

Cognitive UUD: seek, receive and use information: be aware of the cognitive task; read and listen, extracting the necessary information, correlate it with existing knowledge, experience; capture information in a variety of ways; understand information presented in different forms: pictorial, schematic, model; use various dictionaries, reference books available in the textbook; find the necessary information in them; perform logical actions with language material: analyze, synthesize, compare, classify, generalize; bring under the concept, prove, draw conclusions, etc.

Communicative UUD: to be aware of speech (speaking, listening, writing, reading) as a way of oral and written communication of people; participate in a dialogue, in a general conversation, following the accepted rules of speech behavior, culture of speech; understand the dependence of the nature of speech on the situation of communication, try to build their dialogic and monologue statements, choosing for them the means of language, taking into account this situation and specific speech tasks.

Subject results of mastering the course of the Russian language: mastering the initial ideas about the means of the language and the possibilities of their use in speech; mastering the basic concepts and rules from the field of phonetics, graphics, morphemics, grammar, spelling, speech culture, text theory (in the amount studied); the ability to find, compare, classify, characterize various units of the language (sounds, letters, words, sentences), while considering them from a specified point of view (for example, a word: in terms of sound-letter composition, structure, belonging to one or another part speech, role in the sentence); the ability to construct units of a higher level (words, phrases, sentences, texts), as well as to create their own statements for a specific communication situation, including small texts of certain genres (in the volume of the studied); the ability in the process of writing to punctuate correctly (within the mastered limits) to formulate thoughts, as well as to notice spellings, to be aware of one’s difficulties, to solve spelling problems (including using a dictionary), and in unknown cases, in a mastered way (using the “window”) “leave” from a spelling mistake; check what is written and carefully (if necessary) make adjustments.

Thus, we can draw the following conclusions:

1.Universal learning activities are defined as a set of student actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

.The federal state educational standard of primary general education distinguishes such types of universal educational activities as personal, regulatory, cognitive and communicative.

3.The subject "Russian language" occupies a leading place in primary education, since it is aimed at developing the functional literacy of younger students. Success in learning the Russian language largely determines the quality of a child's preparation in other school subjects. In particular, in the lessons of the Russian language there is an opportunity to most effectively organize the work on the formation and development of cognitive, regulatory and communicative universal actions.

4.The ability to learn is a significant factor in increasing the efficiency of students' mastering of subject knowledge, including knowledge of the Russian language, as well as the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Chapter 2. Experimental work on the formation of universal educational activities as a means of effective teaching of the Russian language

The second chapter describes the developed system of exercises in the Russian language, aimed at the formation of cognitive, regulatory and communicative universal educational activities, as well as analyzes the results of the study and draws conclusions.

2.1 Identification of the initial level of formation of universal educational actions of students in grade 3

Experimental work on the formation of basic universal educational activities in the lessons of the Russian language was carried out on the basis of the secondary school No. 64 in Ulyanovsk. The experiment was attended by students 3 "A" (22 people) - the experimental class and 3 "B" (22 people) - the control class, a total of 44 people during the 2011-12 academic year.

Experimental - experimental work included ascertaining, forming and control stages.

In order to carry out our experimental work, it is necessary to identify the main goal of the study: to determine the influence of the formation of cognitive, regulatory and communicative universal educational actions of a junior schoolchild on the success of teaching the Russian language.

The hypothesis of the study was the assumption that the formation of cognitive, regulative and communicative universal educational activities of a younger student affects the success of learning: during the younger school age, there is a dynamics in the development of self-esteem.

The object of the study were students of the 3rd grade of the secondary school in Ulyanovsk (experimental class 3 "A" and control class 3 "B").

The subject of the study was the formation of cognitive, regulative and communicative universal educational activities of younger schoolchildren in Russian language lessons.

Research objectives:

1. Determine the structural components of cognitive, regulatory and communicative universal educational activities, the criteria and indicators of their formation among younger students.

To identify methods and techniques for the formation of cognitive, regulative and communicative universal educational activities of younger students in the Russian language lessons.

To determine and test in practice the pedagogical conditions that ensure the success of the formation of cognitive, regulatory and communicative universal educational activities of younger students in the Russian language lessons.

Establish links between universal learning activities and the success of teaching the Russian language.

Analyze the results.

To achieve the goal of the study and solve the tasks set, a set of methods was used: analysis of philosophical, psychological and pedagogical literature on the topic of research, diagnostic pedagogical methods, pedagogical experiment, quantitative and qualitative processing of experimental data, graphical presentation of the results.

At the stage ascertaining experimentwork was carried out to identify the initial level of formation of cognitive, regulatory and communicative universal educational actions of students 3 "A" of the experimental and 3 "B" control classes.

1. To study the initial level of development of cognitive universal educational activities, we used the diagnostics "Test to determine the number of words in a sentence (S.N. Karpova)", designed to identify the child's ability to distinguish between objective and speech reality.

Diagnosed universal educational actions: sign-symbolic cognitive actions, the ability to differentiate the plan of signs and symbols and the subject plan.

Determine the number, sequence and place of words in a sentence.

Research material: It's warm days. It often rains in autumn. In winter, the wind howls sadly in the field.

Procedure and instructions: proposals are read. The child, after listening to the sentence, answers the question. The experimenter gives the instruction: “Listen carefully. How many words did I say? Say the first word, the second, etc.”

Evaluation criteria:

Orientation to speech reality

Levels of development of sign-symbolic actions:

level. Orientation to objective reality, there is no awareness of the special existence of speech reality as sign-symbolic. Children give the wrong answer, focus on objective reality, highlight words, listing nouns-objects.

level. Unstable orientation to speech reality. Children give a partially correct answer, correctly name the words, but without prepositions and conjunctions.

level. Orientation to speech reality as an independent one, differentiation of sign-symbolic and object plans. Children give a partially correct (name all the words, skipping either a preposition or conjunction) or a completely correct answer.

The results obtained are shown in Figure 1.

Quantitative indicators are given in table 5.

Diagnostics showed that the examined schoolchildren made mistakes in determining the number of words in a sentence. The greatest difficulties in determining the number of words were presented by sentences with prepositions. Many could not determine the place of words in a sentence. For example, Ilya G., when asked how many words are in the sentence “In winter, the wind howls sadly in the field,” answered: “A lot. Don't know. Three". When offered again, he refused to answer. The place of a word in a sentence was determined at random. Often distracted.

Fig.1. The results of diagnosing the level of development of cognitive universal educational activities at the initial stage

It can be seen from the diagram: the data obtained show that the level of formation of cognitive universal educational actions in the students of the 3rd "A" class of the experimental group was 18%, and in the control group of students of the 3rd "B" class it is 4% higher, i.e. - 20%. The average level of formation of cognitive universal actions of students in grade 3 "B" was 50%, and 4% more average level the formation of communicative universal educational actions of students of the 3rd "A" class, which amounted to 53%. The level of formation of communicative universal actions, which is considered below average, is the same in the experimental and control groups and amounted to 27%.

Table 1 presents quantitative data.

Table 1. Quantitative data for assessing the formation of cognitive UUD 3 "A" and 3 "B" classes at the ascertaining stage of the experiment

high medium low3 "A" 41263 "B" 5116

To diagnose the level of development of regulative universal actions, the method "Test for attention (P. Ya. Galperin and S. L. Kabylnitskaya)" was chosen, designed to identify the level of formation of attention and self-control.

Assessed ULD: regulatory action of control;

Age: primary education level (10.5 - 11 years).

Form and situation of assessment: frontal written survey.

Attention as an ideal, reduced, automated form of control (P. Ya. Galperin). In the studies of P.Ya.Galperin and S.L.Kabylnitskaya, it was shown that the 3rd grade is a sensitive period for the formation of attention, since children already have the skills of educational work, and inattention errors have not yet acquired a generalized character.

Instructions: Read this text. Check it out. If you find errors in it (including semantic ones), correct them with a pencil or pen.

The researcher fixes the time of working with the text, the characteristics of the child's behavior (whether he works confidently, how many times he checks the text, reads to himself or aloud, etc.).

Finding and correcting errors does not require knowledge of the rules, but attentiveness and self-control are necessary. The text contains 10 errors.

The old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them was an icy desert. In response, I nodded to him. The sun had reached the tops of the trees and was hiding behind them. Weeds are hardy and prolific. I was already asleep when someone called to me. There was a map of our city on the table. The plane is here to help people. I soon succeeded in my car.

Vegetables did not grow in the Far South, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Grchi build their nests in the trees. There were a lot of eggs on the Christmas tree. Rooks for chicks of worms in a clearing. Hunter in the evening from hunting. Rai's grades are good. The children were playing in the playground. The boy raced on a horse. A grasshopper is striding in the grass. In winter, an apple tree bloomed in the garden.

Evaluation criteria:

The number of missed errors is counted. The researcher should pay attention to the quality of missed errors: missing words

in a sentence, letters in a word, substitution of letters, continuous spelling of a word with a preposition, semantic errors, etc.

Attention levels:

2 - the highest level of attention,

4 - average level of attention,

more than 5 - low level of attention.

The results obtained are shown in Figure 2.

Quantitative indicators are shown in table 2.

After analyzing the results of the diagnosis of primary school students, I found that the actions and operations performed by 13% of the students are not controlled in any way, often turn out to be incorrect, the mistakes made are not noticed and are not corrected.

% of students often make mistakes even when performing well-known learning tasks. Some children do not know how to correct the mistake either on their own or at the request of the teacher, because. are not able to correlate their actions and their results with a given scheme of action and detect their compliance or inconsistency.

% of junior schoolchildren are uncritically related to the teacher's instructions and the correction of errors in their work, agree with any correction, including when it immediately changes to the opposite.

And only 4% of younger students independently detect errors and independently make adjustments.

The reason for the vast majority of errors is the low level of development of self-control skills among students.

Table 2. Quantitative data for assessing the formation of regulatory UUD 3 "A" and 3 "B" classes at the ascertaining stage of the experiment

high medium low3 "A" 41083 "B" 499

Rice. 2. The results of the level of development of regulatory UUD, namely the level of formation of attention and self-control

It can be seen from the diagram that the data obtained show that the level of formation of regulative universal educational actions among students, which is considered high, is the same in both the experimental and control groups, and amounted to 18%. The average level of formation of regulatory universal actions of students in grade 3 "B" was 43%, and 2% more in students of grade 3 "A", which amounted to 45%. The level of formation of regulatory universal actions, which is considered below the average among students of 3 "A" class, was 37%, and 2% more in 3 "B", i.e. 39%.

On average, the spread of indicators in the control and experimental classes is small.

3.On September 21, 2011, in the experimental (3 "A") and control (3 "B") classes, the task "Joint sorting" was organized (author G.V. Burmenskaya).

This diagnostic is carried out to identify the level of coordination of efforts in the process of joint activities.

Assessed universal learning activities: communicative universal activities to coordinate efforts in the process of organizing and implementing cooperation (cooperation).

Description of the technique: children sitting in pairs are given a set of chips for their sorting (distribution among themselves) according to the given conditions and instructions.

Task completion level indicators:

.low level - the task was not completed at all or the chips were divided arbitrarily, in violation of the specified rule; children do not try to negotiate or cannot come to an agreement, insist on their own, conflict or ignore each other;

.medium level - the task was partially completed: the chips belonging to each participant separately were correctly identified, but the children failed to agree on four common elements and 9 “extra” (draws); in the course of completing the task, the difficulties of children are associated with the inability to argue their position and listen to their partner;

.high level - as a result, the chips are divided into 4 piles:

a) general, where elements belonging simultaneously to both students are combined, i.e. red and yellow circles and triangles (4 chips);

b) a pile with red and yellow ovals, rhombuses and squares of one student (6 chips);

c) a pile with blue white and green circles and triangles (6 chips) of the second student;

d) a pile with "extra" elements that do not belong to anyone (9 chips - white, blue and green squares, ovals and rhombuses).

Evaluation criteria:

The productivity of joint activities is assessed by the correctness of the distribution of received chips;

Ability to negotiate in a situation of conflict of interest (the need to share chips that simultaneously belong to both children), the ability to find a common solution;

Ability to maintain a friendly attitude towards each other in a situation of conflict of interest;

The ability to argue your proposal, to convince, to yield;

Mutual control and mutual assistance in the course of the assignment;

Emotional attitude to joint activities: positive (children work with pleasure, interest), neutral (interact with each other out of necessity) or negative (ignore each other, quarrel, etc.).

Age: junior schoolchildren (10.5-11 years old)

Form (assessment situation): work of students in the class in pairs.

Evaluation method: observation of the interaction and analysis of the result.

The results obtained are shown in Figure 4.

Quantitative indicators for this method are presented in table 6.

Table 3 Evaluation of the formation of communicative universal educational actions of 3 "A" and 3 "B" classes at the ascertaining stage of the experiment

low medium high3 "A" 39103 "B" 4810

Rice. 3. Analysis of the performance of the task "Joint sorting"

The diagram shows that only 14% of students in the experimental class and 18% of students in the control class have a low level of development of communicative universal educational activities, i.e. 16%. At the middle level, the task was completed by 41% of the students in the experimental and 36% of the students in the control class, which is 39%. On the other hand, 45% of the students in the experimental class and 46% of the students in the control class showed a high level of development of communicative universal learning activities, which is 45% of all subjects. Based on the data obtained, it can be argued that almost half of the subjects coped well with the task and have a high level of development of communicative universal actions.

In general, we can conclude that at the ascertaining stage of the experiment, the initial level of formation of cognitive and regulative universal educational actions in students of the control and experimental classes is approximately at the same level and is not high. The level of formation of communicative universal educational actions in almost half of the subjects is at high level.

2.2 Development and implementation of a set of lessons on the formation of cognitive, regulatory and communicative universal educational activities of younger students in the Russian language lessons

At the stage formative experimentwork was carried out on the formation of cognitive, regulatory and communicative universal educational actions of students of the 3rd "A" experimental class in the Russian language.

The purpose of the formative experiment was the formation of communicative universal educational actions of students of the 3rd "A class".

You can find a lot of information about the traditional lesson. But with a change in the purpose and content of education, new means and technologies of education appear, but no matter what reforms are carried out, the lesson remains the eternal and main form of education. It kept the traditional and stands modern school. Whatever innovations are introduced, only in the classroom, like hundreds and thousands of years ago, participants in the educational process meet: a teacher and a student.

Currently, a primary school teacher solves very difficult tasks of rethinking his teaching experience, looking for an answer to the question "How to teach in new conditions?"

At present, the use of techniques and methods in teaching that form the ability to independently acquire knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming increasingly relevant in the educational process. And this means that modern student universal learning activities should be formed to ensure the ability to organize independent learning activities. A recognized approach to learning is a system-activity approach, i.e. a doctrine aimed at solving the problems of the project form of organizing training, in which it is important

the use of active forms of cognition: observation, experiments, educational dialogue, etc.;

creation of conditions for the development of reflection - the ability to realize and evaluate one's thoughts and actions as if from the outside, to correlate the result of activity with the goal, to determine one's knowledge and ignorance, etc.

Routing is a new type of methodological product that provides effective and high-quality teaching training courses in primary school and the possibility of achieving the planned results of the development of basic educational programs at the level of primary education in accordance with the second generation of the Federal State Educational Standard. Learning using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities), in accordance with the requirements of the second generation of the Federal State Educational Standards, significantly reduce the time to prepare a teacher for a lesson. The technological map is intended for designing the educational process by topic.

Flow chart structure:

· the name of the topic with an indication of the hours allotted for its study;

· planned results (subject, personal, meta-subject);

· interdisciplinary connections and features of the organization of space (forms of work and resources);

· stages of studying the topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation);

· control task to verify the achievement of planned results.

The technological map will allow the teacher to:

· implement the planned results of the second generation GEF;

· systematically form universal learning activities among students;

· design your activities for a quarter, half a year, a year by moving from lesson planning to theme design;

· in practice to implement interdisciplinary connections;

· to carry out diagnostics of the achievement of the planned results by students at each stage of mastering the topic.

At the first stage "Self-determination in activity"Stimulation of students' interest in studying a particular topic is organized through a situational task, identifying missing knowledge and skills for its implementation in the context of the topic being studied. The result of this stage is the self-determination of the student, based on the desire to master educational material, on the awareness of the need to study it and set a personally significant goal of activity.

At the second stage "Educational and cognitive activity"the development of the content of the educational topic necessary to complete the situational task is organized. This stage has content blocks, each of which includes a certain volume educational information and is only part of the content of the whole topic. The number of blocks is determined by the teacher, taking into account the principles of necessity and sufficiency for the realization of the set goal when studying a particular topic.

Each block represents a cycle of step-by-step execution of educational tasks for mastering specific content and includes: at step 1 - organizing the activities of students in mastering educational information at the level of "knowledge" - mastering individual terms, concepts, statements; at the 2nd step - organizing the activities of students to master the same educational information at the level of "understanding"; at the 3rd step - organizing the activities of students to master the same educational information at the level of "skill"; at the 4th step - organizing the activities of students upon presentation of the result of mastering the same educational information of this block.

The diagnostic task by its nature corresponds to the “skill” task, but its purpose is to establish the degree of mastering the content block.

Learning tasks for "knowledge", "understanding", "skill" are formulated taking into account the requirements of logical and informational correctness. Consistent performance of educational tasks creates conditions for mastering the content of the topic, the formation of skills to work with information that correspond to meta-subject (cognitive) skills. Successful completion of tasks serves as the basis for the transition to the development of the next content block. The result of this stage is the acquired knowledge and skills necessary to solve the situational task indicated at the first stage.

At the third stage "Intellectual and transformative activity"to complete a situational task, students choose the level of performance (informative, improvisational, heuristic), the mode of activity (individual or collective) and self-organize to complete the situational task. Self-organization includes: planning, implementation and presentation of a solution. The result of this stage is the execution and presentation of a situational task.

At the fourth stage "Reflexive activity"the result obtained is correlated with the set goal and self-analysis and self-assessment of one's own activities in fulfilling a situational task within the framework of the topic under study is carried out. The result is the ability to analyze and evaluate the success of their activities. Thus, the presented technology not only provides conditions for the formation of personal, meta-subject (cognitive, regulatory, communicative), but also the development of information and intellectual competence of younger students.

To conduct a formative experiment based on the presented learning technology, in accordance with the second generation of the Federal State Educational Standard, a technological map was developed for the subject "Russian language" on the topic: "Secondary members of the sentence", presented in Table 4 (Appendix A).

The developed technological map included teaching methods and techniques for the formation of cognitive, regulatory and communicative universal educational actions of students in the experimental 3 "A" class.

The purpose of this program for the formation of cognitive, regulatory and communicative universal educational activities: to ensure the regulation of various aspects of the development of meta-subject skills, i.e. methods of activity applicable within the framework of both the educational process and in solving problems in real life life situations.

It was planned to conduct 5 lessons on the subject "Russian language". Each lesson in time took no more than 35 minutes, during which a set of teaching methods and techniques was used aimed at developing cognitive, regulatory and communicative universal learning activities.

On the example of a Russian lesson on the topic “Minor members of a sentence. Definition” we will show that the requirements of the new generation standards for the formation of universal educational activities are already being fulfilled today in the course of educational activities. This process is purposeful, systematic, methodically developed, and therefore guaranteed to be effective.

give the concept of definition, its main properties;

develop the skill of independent work when summarizing the material;

to continue work on the development of students' speech, to cultivate tolerance, a sense of mutual assistance.

Type of lesson: problematic, staged.

Equipment: textbooks, notebooks, reference material, cards for group work, cards - tips of different levels of complexity, multimedia pictures as visual material .. Organizational moment.

Students sit in groups of 4 each. Thus, there were 7 tables - groups in the class.) At this stage, the planning of educational cooperation with the teacher and peers takes place - the definition of the goal, the functions of the participants, the methods of interaction - communicative UUD

Teacher's speech:

We have an unusual Russian lesson today. We have to solve a problem that concerns the topic of our lesson. Open notebooks and get to work (number, class work). Guys, skip one line to add the topic of our lesson later. And to cope with this task, let's check how you did your homework. Goal-setting as a setting of an educational task based on the correlation of what is already known and learned by the student, and what is still unknown - regulatory UUD. Checking the house. tasks.

Let's start with the theory.

What is the name of the minor member of the sentence that we studied in the last lesson? (Addition)

What does addition mean? (Item)

What questions does the add-on answer? (Questions of indirect cases)

And what cases do we call indirect? (All except nominative)

What words in the sentence explain the complement? (Main and minor members of the sentence)

What parts of speech can it be expressed in? (Nouns).

Analysis of objects in order to highlight features (essential, non-essential); synthesis - the compilation of a whole from parts, including independent completion with the completion of missing components;

choice of grounds and criteria for comparison, classification of objects; subsuming under the concept, derivation of consequences; establishment of causal relationships; building a logical chain of reasoning; proof - Boolean UUD

2. Check your homework.

You made suggestions for the schemes at home. Please read what happened. (2-3 people)

_____ ===== _ _ _ _ _ _ _ _ . (The guys were waiting for the arrival of starlings)

_ _ _ _ ====== _______ . (Bears live in the zoo). Modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (sign-symbolic UUD)

And how did you determine in the sentence that this word is an addition? Analysis of objects in order to highlight features (essential, non-essential); establishing cause-and-effect relationships - Logical UUD

III. Vocabulary work.

Game-competition "Who will remember more?"

Today we have to make new discoveries in the lesson, learn a lot of interesting things, and for this you must be very observant and have a good memory. Let's see if you have a good memory. Now let's find out how you remember dictionary words.

We turn to vocabulary and spelling work.

... ptek, in ... gon, to ... strulya, quarter ... rtira, zap ... d, tomorrow ... k, k ... rtina, n ... back, r ... chum, r ... wall. Reflection of methods and conditions of action, control and evaluation of the process and results of activities - General educational universal actions

Indicate the declension of nouns.

Mutual verification - a way to form communicative UUD

Exchange notebooks and check the written words with each other. 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 - regulatory UUD.

3. Acquaintance with a new word.

) Today we will get acquainted with one more dictionary word "good".

Write it down, emphasize it, underline the “dangerous places”. Name stressed and unstressed syllables.

2) How do you understand the meaning of this word? (In the Ozhegov dictionary) Hypotheses and their justification (Logical UUD)

Good - quite positive in its qualities, such as it should be, for example, an employee, voice, character.

) This word is Old Russian, meaning "beautiful" or "pure", it has been known since the 11th century. There are several versions regarding the origin of this word. According to one of them, the word was formed on the basis of the common Slavic root "clean", "removed". According to another, it was borrowed from the languages ​​of the inhabitants of the Caucasus. IN modern language the word is used in the sense of "that which does not harm, that which inspires confidence." Positive attitude to the study of the Russian language, understanding of its richness - personal UUD

) Pick up cognates, synonyms and antonyms for this word.

) Remember the proverbs in which this word is used. Ability to listen and engage in dialogue; participate in a collective discussion of problems - communicative UUD

Good work shines on its own. Good book - best friend. good speech better than honey.

Which one is right for us? Calligraphy.

Let's move on to a minute of cleansing.

) Guess the riddle: The Red Maiden walks in the sky. (Sun).

Spelling?

) Now we will determine which letter we will write in a minute of calligraphy. This letter means in the word "sun" a consonant, deaf, double, solid sound. Proposing hypotheses and their justification (Logical UUD).

(Letter "C") We will write it with the letters that are its neighbors in the alphabet.

On the screen record: s r t ss r t s R p. Find a pattern and continue recording. What elements added to the chain? The system of tasks that orients the younger student to check the correctness of the assignment according to the rule, algorithm, using a table, drawings in the Russian language lesson - regulatory UUD

Okay, we got the job done. And now we will proceed to the most important thing: you should think and say what the topic of today's lesson is. To do this, perform the following task. New material.

Attention to the screen.

Board: sun, spring, alley, illuminated.--?

) What unites all the words? (has a spelling)

Name spellings, select, if possible, test words (commenting).

) What is the difference between the words? (different parts of speech)

Prove it.

) Look at the board and make a sentence to this scheme (it consists of questions):

What?... 2. What?... 3. What did you do?... 4. What?... Let's write it down in a notebook and on the blackboard. (Under the diagram) - 1 student at the blackboard.

Parse the sentence into sentence members and parts of speech (explanation after completion).

What are the numbers under which the main members of the sentence stand (2,3).

What else do we call them? (Grammar basis of the sentence)

How to name all the other members in one word? (minor)

What famous minor member did we encounter? (Addition)

Is there another secondary term here? Is this an addition?

What minor member are we not familiar with? Who knows what it's called? Summing up under the concept, derivation of consequences; establishment of causal relationships; building a logical chain of reasoning; proof - Boolean UUD

What is the topic of the lesson? Let's write it down in a notebook. Formation of the topic by students

(W. term - definition)

2) We need to collect all the information about the definition. We work in groups. The group will receive an offer. Each of you will work in a card with him, parse syntactically. Teach each other, consult. Then exchange notebooks for peer review. Signal when you're ready. Planning educational cooperation with peers - determining the purpose, functions of participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation; partner behavior management - control, correction, evaluation of his actions

The diagrams are written on the blackboard. reverse side. I open the board, the students take turns coming out and making a conclusion. Monitoring activities in the course or results of completing a task (a system of tasks that guides a younger student to verify the correctness of completing a task according to a rule, algorithm, using a table, drawings)

The long-awaited spring has arrived!

A fox's tail flickered.

Is the earth covered with a green carpet?

Got something to say? Supplement?

Which member of the sentence agrees with the definition in sentences 1 and 2? (With subject)

With what other member of the sentence can the definition agree? (Addition).

Here's what else we discovered for ourselves. Now collect all the information about the definition and try to conclude what is called a definition? Evaluation - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation - regulatory UUD

Fizkultminutka.

And now the workout. I will name the phrase. If there is an addition in it, we all squat; if definition - clap. The process of self-regulation

Growing in the garden thick grass, thin ice, get rid of the ice, bask in the sun, have a good day.

Everyone stretched, inhale-exhale. We have concluded the definition, let's get acquainted with the theory in the textbook. Let's open page 83, read the rule and think about whether we were right.

What else did you learn about the secondary member of the sentence - the definition?

Sign of an object or phenomenon.

Denotes a definition.

"Whose?" and which?" the questions are simple.

The only thing missing is a wavy line.. Fixing.

) Exercise 438, find a sentence in which the definition answers the question "whose?". Write it down (with commentary).

The rest of the proposals in rows.

Exchange notebooks for peer review.

) Tell me, please, do we need definitions in speech? Will the meaning of the sentence be clear without definitions?

Let's work with ex. 443 and see what definitions are for. We read without definitions and with them. Working with text material in the textbook, monitoring and evaluating actions in working with texts in cooperation with the teacher, formulating conclusions - regulatory UUD

Let us conclude which text paints the picture more accurately: with or without definitions? And what is the name of the definition that creates a figurative representation of the subject, paints a picture? (Epithet)

) Let's write down a sentence under dictation. Writing as one of the ways people communicate - communicative UUD

Let's find definitions. How are they expressed? What word is being explained? Is there an epithet among them? Name.

) And now creative work. Write a 3-sentence mini-essay using the definitions. You already have the first offer. Creative attitude to the process of creating letters - personal UUD. Think about who will work according to which option: var 1 - I write myself, var 2 - I ask for help, var 3 - I ask for a lot of help. Who will go for option 3? Take hints. Who is 2 var? Formation of one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication (writing). Results.

What minor member did we meet today?

What, besides the adjective, can be expressed definition?

Why are definitions needed in speech?

What are figurative definitions called?

Children evaluate their work using circles of three colors: they want to know more; they know, but they can do more; find it difficult. Evaluation - the selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation (regulatory UUD). House. exercise.

With. 83 rule. Ex. 445. Either write a miniature about the awakening of spring nature.

Additional material:

Exercise 452 (verse by I. Bunin)

In general, the developed technological map for the formation of universal educational activities was positively accepted by the students of the experimental class.

Analysis of the results showed that in the learning process there are positive changes in the activities of students:

there is a stable motive for learning, which is characterized not only by the desire to learn new things, but also by the need to study it;

activity, confidence, independence, success of schoolchildren in the realization of their own needs are manifested;

more complex educational material is successfully mastered;

in the speech of students, a free presentation of their own judgment appears;

there is a desire to plan their activities and exercise self-control and mutual control;

there is a constructive communication of the student with peers and the teacher;

the acquired knowledge and skills are successfully used and adequately assessed as part of the development of the topic.

As part of experimental activities the effectiveness of new developments as a technological and methodological tool was studied. It is possible to identify the advantages of technological maps that allow the teacher to:

move from lesson planning to designing the educational process within the framework of the topic;

understand the algorithm of work on the topic from the introduction of the material to the final result;

organize a holistic and systematic study of the educational content of the topic;

see the level of disclosure of concepts in a given topic and correlate it with the studied material of the section;

determine the possibility of implementing interdisciplinary connections and the educational component of the topic;

determine skills (personal, meta-subject, subject) and provide conditions for their formation;

to organize conditions not only for independent activities of schoolchildren, but also for the use of acquired knowledge and skills in practical activities;

to carry out prompt and objective evaluation of the results of students in the development of the topic;

provide conditions for adequate self-assessment of the achievements of schoolchildren;

correlate the result with the goal of studying the topic.

2.3 Dynamics of the level of formation of cognitive, regulatory and communicative universal educational activities among students of the third grade

At the third stage, there was control experiment.Its purpose is to reveal the dynamics of the level of formation of cognitive, regulatory and communicative universal educational activities in students of the control and experimental classes. The objectives of the control experiment were to repeat the diagnosis and interpret the results. Also at this stage, the results of the study were processed, summarized and discussed, their quantitative and qualitative processing was carried out; theoretical interpretation of conclusions and provisions was carried out.

1.In the control and experimental classes, a repeated diagnosis of the level of development of cognitive universal educational activities was carried out. Their analysis is presented in Figure 4.

Fig.4. The results of diagnosing the level of development of cognitive universal educational activities at the final stage

The diagram shows that in the experimental class, in comparison with the control class, the level of formation of cognitive universal learning activities is higher: the high level of formation of cognitive universal learning actions in 3 "A" and 3 "B" classes is the same, and amounts to 23%. The average level of formation of cognitive universal educational activities in the control class is 55%, and in the experimental class it is 4% higher, 59%. The indicator of the low level of formation of cognitive universal educational actions in the experimental class is 4% lower than in the control class and is 18%.

Let's compare the results of the primary and final diagnostics of the level of development of cognitive universal educational activities for the experimental class (Figure 5).

Rice. 5. Analysis of the primary and final diagnostics of the level of development of cognitive universal educational activities for the experimental class

From diagram 5, it is obvious that there is an increase in the level of formation of cognitive universal educational actions among students in the experimental class. The number of students with a high level of formation of cognitive UUD was 23%, which is 5% more than in the initial testing. The number of students with a low level of formation of cognitive universal educational activities decreased by 10% and amounted to 18%. The number of students with an average level of formation of cognitive universal educational activities increased by 5% and amounted to 59%.

.In the control and experimental classes, a repeated technique "Test for attention" was carried out.

A comparative analysis of the results of the formation of regulatory ULD in the control and experimental classes is shown in Figure 6.

Fig.6. The results of the repeated methodology to identify the level of formation of regulatory universal educational activities in the control and experimental classes

From the diagram, we see that in the experimental class there is a higher level of formation of regulatory UUDs. In the control and experimental classes, the indicator of the development of regulative universal educational activities is at the same level and amounts to 27%. 50% of students in 3 "A" and 46% of students in 3 "B" have an average level. 4% lower low score in the experimental class compared to the control class (27%).

Let's compare the indicators of the level of formation of regulative universal educational actions in the experimental class at the ascertaining and control stages (Fig. 7).

According to the results of constructing diagram 7, we can conclude that in comparison with the initial level of regulatory UUD in the experimental class, the indicator has significantly improved: from 18% to 27% - the number of students at a high level. Half of the students of the 3rd "A" class have an average level, which is 5% more than the level at the ascertaining stage. Only 23% of students (14% less than at the initial level) have a low indicator of the formation of regulatory universal educational activities.

Rice. 7. Comparative analysis of the formation of regulatory universal educational activities in the experimental class

.Also in the experimental (3 "A") and control (3 "B") classes, the task "Joint sorting" was organized again (author G.V. Burmenskaya). The results of the task are shown in Figure 8.

Rice. 8. Analysis of the performance of the task "Joint sorting" at the final stage

It can be seen from the diagram that according to the results of the repeated execution of the task "Joint sorting" in the experimental class, the level of formation of communicative universal educational actions to coordinate actions among themselves is much higher and is: 55% (9% more than in the control class) - high level, 45 % - the average level in both classes. At the stage of the control experiment in the experimental class, there is not a single student who could not cope with the repeated execution of the task “Joint sorting”. In the control class, this figure was 9% (2 people).

For a more complete assessment of the effectiveness of the complex of works on the formation of communicative universal educational actions, a comparative analysis of the initial and final results obtained in the experimental class was carried out. Let's compare the initial and final performance of the task "Joint sorting" by the students of the experimental class. Graphically, the result is shown in Figure 9.

Fig.9. Comparison of the results of the task "Joint sorting" of students in the experimental class of primary and secondary diagnostics

According to the results obtained, shown in Figure 11, it can be seen that the level of communicative universal learning activities of students in the experimental class has increased significantly in comparison with the primary results: 55% of students completed the task at a high level (at the primary stage - 45%), 45% - at average level (39% - at the ascertaining stage). The number of students who did not cope with the task decreased from 16% to 0%, that is, at the stage of re-determining the level of formation of communicative universal actions, there is not a single student who did not cope with the task.

After analyzing the results of the experimental classes of the MOU secondary school No. 64 in Ulyanovsk, it should be noted that all basic types universal educational activities are at a high, above average, average level, and only 14% of students with a low level of formation of cognitive, regulatory and communicative universal educational activities.

Analyzing the results of the control classes, it should be noted that after the control diagnostics of the level of formation of cognitive, regulatory and communicative universal educational actions, changes also occurred in these classes, but not as significant as in the experimental classes. In our opinion, these are natural changes, and the improvement of universal educational activities occurs under any conditions.

Based on the statistical findings indicating an increase in the level of formation of cognitive, regulatory and communicative universal educational actions, we can say that they relate specifically to the formative influence itself, and not to background factors, natural development, change errors, etc., since under similar conditions, such changes were not recorded.

Thus, the data obtained on the formation of cognitive, regulatory and communicative universal learning activities based on the developed system of exercises (Technological map), during the formative experiment convincingly show that the developed and implemented activities are effective and confirmed the effectiveness of this approach to organizing the process of mastering universal learning activities. third grade students.

Therefore, we can conclude that cognitive, regulatory and communicative universal learning activities are an effective means of teaching the Russian language.

Conclusion

The relevance of the study of the problem of the formation of universal educational activities of younger schoolchildren is due to a change in the educational paradigm in accordance with the logic of the competency-based approach: from the goal of acquiring specific subject knowledge, skills and abilities by students within individual academic disciplines to the goal of developing personal, social, cognitive and communicative abilities of schoolchildren, providing they have such core competence as the ability to learn and conducive to their self-development and self-improvement. Achieving this goal becomes possible due to the formation of a system of universal educational actions among students as an effective means of teaching a subject.

The problem of the effective formation of universal educational actions of students is one of the complex and controversial problems of modern pedagogical science. On the one hand, it reflects the need of society, expressed in the educational order for students capable of full self-realization, independent acquisition of knowledge and effective implementation of various activities; reflects the interest of scientists in finding ways to form over-subject actions of schoolchildren. On the other hand, it shows that the modern system of school education with the traditional organization of the educational process and appropriate methodological support is not ready to cope with the objective factors that determine the formation of students' general cognitive actions, and competently, on scientific basis, to ensure the formation of over-subject actions of younger students in assessment activities.

During the theoretical and pilot study the following tasks were solved.

On the basis of the analysis of psychological, pedagogical, methodological literature on the problem under study and the study of the current state of the practice of education, the theoretical prerequisites for the formation of universal educational activities of younger schoolchildren were determined. The conducted research proved the significance of the problem under consideration and pointed to its insufficient study in the theory and practice of modern education.

A comparative analysis of the scientific literature on the research problem allowed us to clarify the content of the concept of "universal educational activities of younger students." By “universal educational actions of younger schoolchildren”, we mean a set of generalized actions of a student, as well as the skills and abilities of educational work associated with them, ensuring the ability of subjects to independently assimilate new knowledge, skills and competencies, to consciously and actively acquire new social experience, to self-development and self-improvement."

This work is based on the classification of universal educational activities proposed by the developers of the federal state educational standard of the second generation. According to this classification, an integral system of universal educational activities is a group of four interconnected types: 1) personal educational activities; 2) regulatory learning activities; 3) cognitive training; 4) communicative learning activities.

In the course of studying the scientific literature, it was found that the universal nature of educational activities is manifested in the fact that they: 1) are of a supra-subject and meta-subject nature; 2) ensure the continuity of all stages of the educational process; 3) underlie the organization and regulation of any activity of a student, regardless of its special-subject content; 4) provide the stages of mastering the educational content and the formation of the psychological abilities of the student; 5) ensure the integrity of general cultural, personal and cognitive development, self-development and self-improvement of the individual.

The integrative nature of the ability to self-development makes it possible to define the system of universal learning activities as a key competence that provides students with the “ability to learn”. The foundations for the formation of the “ability to learn” are laid during the period of the child’s primary education at school: the experience gained at this time largely determines the success of an individual’s education throughout his subsequent life, his development and formation.

The Russian language as a school subject plays a special role, being not only an object of study, but also a means of teaching all school disciplines. Not a single school problem can be solved if the student has a poor or insufficient command of the Russian language, since it is precisely native language- this is the basis for the formation and development of thinking, imagination, intellectual and creative abilities of students; skills of independent educational activity.

In particular, in the lessons of the Russian language there is an opportunity to most effectively organize the work on the formation and development of cognitive, regulatory and communicative universal actions.

The ability to learn is a significant factor in increasing the effectiveness of students mastering subject knowledge, including knowledge of the Russian language.

List of used literature

1. Federal state educational standard of primary general education of the second generation. M., 2009.

Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. M., 2009.

The fundamental core of the content of general education: project / Ed. V.V. Kozlova, A.M. Kondakov. M., 2009.

The program for the formation of universal educational actions // Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. M., 2009.

Types of universal educational activities // How to design educational activities in elementary school. From Action to Thought / Ed. A.G. Asmolov. M., 2010.

Sample Programs for Primary General Education: At 2 pm, Part 1 (Second Generation Standards). M., 2009.

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At the entrance, each teacher receives a flower of a different color.

(thus division into groups occurs)

presentation

slide 2

“The only way that leads to knowledge is activity” Bernard Shaw. And we will be engaged in such activities today.

1. I am very glad to see you at the master class today, but not as spectators, but as active participants in the activity. I hope that it will be interesting, useful, and most importantly, will bring you a lot of positive emotions and you will be satisfied with the work done. I wish us success.

2 . Motivation for the master class.

I propose to start our work not quite usually, namely with a cartoon. Do you love cartoons? So let's see an excerpt fromcartoon "Ship" based on the tale of Vladimir Grigorievich Suteev . But I ask you to look carefully. (View excerpt)On the desk you have hints UUD table (White card)

Determine what universal actions are formed among the heroes, and what do they need to learn?

(They know how to interact, solve problem situations in a team, cooperate in joint problem solving, plan activities, be a leader, apply knowledge in a new situation, use the necessary items in work, distribute roles, agree with each other) So we will learn interaction , cooperation.

Today it is very important to equip the student with such ways of action that will help him develop and improve himself in a constantly changing society.(Standards of the second generation of the Federal State Educational Standards).

Subject master class"Formation of UUD in the lessons of the Russian language" At the first stage, you are already familiar with these types of UUD and what opportunities the graduate will get after mastering this type of UUD.After analyzing the activities of students at each stage of the Russian language lessons, one can single out those universal learning activities that are formed during proper organization activities of students, as well as those methods, techniques, teaching aids, forms of organization of students' activities that contribute to the formation of UUD. The results of this analysis are shown in the table "Forms of organization of educational activities aimed at the formation of UUD" (white sheets on desks )

I present to you the UUD table

Of course, in the table, universal learning activities and methods, techniques, technologies are presented in a generalized form. There will be more specifics in the selection of tasks, forms of organization of activities and teaching aids for each stage of a particular lesson. And yet, this table allows the teacher, already when planning, to see at what stage of the lesson which UUDs are formed with the correct organization of students' activities

Lesson stages	Molded universal learning activities	Methods, techniques, teaching aids; forms of organization of students' activities; pedagogical technologies
1. Motivation for learning activities.	Personal	Emotional mood
2. Actualization and fixation of difficulties in the trial educational action.	Cognitive Communicative Regulatory Personal	Statement of a problematic issue, organization of a problematic situation
3. Identification of the place and cause of the difficulty.	Cognitive Regulatory Communicative Personal	Problem dialogue, technology of problem learning
4. Building a project to get out of the difficulty (goal, plan, method, means)	Regulatory Communicative cognitive Personal	Lesson map, interactive posters, presentation Project activities, tasks like: "Put questions to which you know the answers"
5. Implementation of the constructed project.	personal, Cognitive, Regulatory, Communicative	Project activities. Particularly search, research activities Conducting educational games. Working with interactive simulators. Application of encyclopedias, dictionaries, reference books, ICT technologies
6. Primary consolidation with pronunciation in external speech	Cognitive Regulatory, Communicative Personal	Group, pair work Working with a textbook, performing training tasks.
7. Independent work with self-testing against the standard.	Regulatory Personal, Cognitive	Use self-control, mutual control
8. Inclusion in the system of knowledge and repetition.	cognitive, communicative Personal	Group, pair work mutual aid, memory work
9. Reflection of educational activity in the lesson	Communicative Personal cognitive	Introspection, self-assessment Palm tricks, emoticons, feedback cards, etc.

Let's dwell in more detail on examples of the formation of specific UUDs.

An important role in the development of a child as a schoolboyplayregulatory UUD. To begin with, let's find out what species we will classify as regulatory UUD. ( Interactive board)

Types of regulatory UUD

goal setting

Planning

Implementation of learning activities

Forecasting

Control and self-control

Correction

Grade

Self-regulation

Let's work in groups and connect the type of UUD and the task itself (perform on desks) Connect them.Tasks for the formation of regulatory UUD

Kinds regulatory UUD	Tasks
goal setting	Finding an answer to a question “Why do you need to know (be able to)?”
Planning	“How to do it?”, “What and how should have been done to get the right result?”
implementation training action	"Write from memory ...", "Read aloud ...", "Read to yourself ...", searching for an extra word, highlighting two-syllable and three-syllable words, explaining how to act when dividing words into syllables, designating vowel sounds and comparing your results of dividing into syllables with designation of vowels (the number of vowels with the number of syllables)
Forecasting	“What do you think, what result can be obtained?”, “Do you think it is enough to know ... to complete the task?”, “What difficulties may arise and why?”
control and self-control	Tasks such as “A classmate said ... Check: is he right?”, “Is the result obtained as in the sample?”, “Is this done correctly?”; “Can you prove it?..”, “Swap notebooks, check each other’s work”, “Check in the dictionary ...”, “Check the conclusion in ...”
Corrections	"Put the correct order of the sentences in the text"
Ratings	The heroes have completed their mission. Evaluate their work...”, “Did the hero evaluate the performance of his task correctly?..”, “By what criteria did the heroes evaluate their work?”, “I liked it ...”, “I want to praise myself (or classmates) for ... ", "It was interesting to me…". However, systematic work is yielding results, and now the first words are “It seemed important to me ...”, “It was a discovery for me ...”, “Today it was difficult for me
Self-regulation	“You can read the encrypted word (reach the top of the mountain) by completing a series of tasks”), psychological training exercises (for example, the setting “One, two, three listen and look! Three, two, one - we will start now!”), breathing exercises.

Let's consider examples of tasks that form regulatory UUD.

slide 3

Task 1. Capital letters on the board: R N A K T

What can you say about these letters? What is extra? Write these letters in alphabetical order. (Students write in their notebooks.)

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

(Children look at the letters, check the spelling of the letters on the board, talk about what didn’t work out in them, adequately perceive the teacher’s assessment. What kindregulatory uud we form when performing this task? (Implementation of educational activities, correction, self-control)

Task 2. Underline the letters of soft consonants. Check your work with a sample on the board

seagull, heron, daughter, life

What type of UUD? (The ability to control the result of working with a standard on the board)

slide4

. For the development of regulatory UUD at the lesson of the Russian language " I use the following assignments:

« Deliberate errors";

Find and write out the words among the letters printed without spaces, correct possible errors in them.

3) VUKPRSABAKAJUTR (dog)

MIDVEDYFYUEYYU (bear)

What type of UUD are we forming? (The ability to control and correct)

I would like to give some recommendations on the development of regulatory universal learning activities:

1. Teach your child:

a) control their speech when expressing their point of view on a given topic;

b) perform their actions according to a given pattern and rule; algorithm

c) correct mistakes.

2. Help the child: learn to adequately evaluate the work done.

Slide 5.

Tasks aimed at the formation of cognitive UUD.

They include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content.

For the formationcognitive UUD The following types of tasks are appropriate:
- compare; - find the differences (you can set their number);
- what does it look like?;
- search for superfluous;
- labyrinths;
- drawing up schemes-supports; active use of technology for the development of critical thinking (cluster, cinquain)
- work with different types of tables;
- work with dictionaries;
slide 6.

During the lesson used didactic material allowing the student to choose the most significant type and form of the educational task for him. This helps to create an atmosphere of interest for each student in the lesson. For example, when studying the topic"Root of the word" onthe same for everyone students are asked to choose a task and complete it. Thus, we provide differentiated training

Woe, mountainous, grieve.

Water, water, lead.

Carry, nose bridge, nasal.

River, speech, district.

Marine, starve, sailor.

Pair work

Choose each option for completing the task

Task options: for three groups

1) Write off chains of words, find the “third extra”, designate the root.

2) Write off chains of words, find the “third extra”, continue a series of single-root words.

3) Pick up words with the same root to the “third superfluous”, designate all morphemes in them.

You can also offer a general task for all categories of students. (under number 4)

4) Formulate a task for this didactic material. Prepare a card for self-examination.

Sweet 7. Read transcriptions. Write the words of this task in letters.

[th "osh] - hedgehog, [boots" and] - boots, [l" issa] - fox, [table] - table.

_What types of oud do we form in this exercise? (When completing this task, cognitive UUD develops: sign-symbolic, the ability to find differences in pronunciation and spelling)

slide 8.

Task 3. Divide the text into sentences.

It's hot Igor and Sasha run to the beach on the waves a white sail floats sea ​​water washes the shore

- What UUD? ( Ability to find parts of the whole

Task 4.

Separate the words from each other and make a proverb out of them.

ALWAYS TAKE LABOR ONLY GIVES (WORK ALWAYS GIVES, AND LAZY ONLY TAKES). Exercises for sequencing events in a sentence chain

slide 9.
Task 5 Write out words with missing spellings and explain them graphically.

Complete the table with examples from the text:

On a rainy gray day in autumn, a deer scurried across the city.

He flew over the echoing red forest fired by the forest.

Noun	Adjective	Verb	Pronoun	Adverb

- What types of UUD do we form? To carry out synthesis as a compilation of a whole from its parts; compare. Understand the question asked, in accordance with it, build an answer orally; analyze the studied facts of the language with the allocation of their distinctive features; work with tables.

Tasks for classification both on the proposed and independently found grounds.

The purpose of performing such tasks is the ability to find essential features for generalization. Being engaged in classification, the student comes across many words in which he must recognize several spellings, offer several answers and at the same time comprehend the connections between individual linguistic phenomena.

Slide 10.

Group the words according to a certain attribute. Suggest several options for grouping.

Uncle, onlooker, great-grandfather, aunt, half-educated, crybaby, great-grandmother, sweetheart, old woman, crammer.

As a result, the proposed words are grouped: by the presence of voiced, voiceless consonants at the beginning of the word; by gender (general nouns, masculine and feminine); by the presence of spelling; by the number of syllables.

I offer a range of tasks in the Russian language aimed at the formation of communicative UUD

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other and cooperate effectively as a teacher, as well as with peers. Pair work is very effective. This is the execution of tasks on their own, followed by checking the results of each other. Sequential execution of a common task. Exchange of assignments: completion of assignments prepared by other students

slide 11

For the formation of communicative universal educational activities The following types of tasks can be offered:

- make a task for a partner;
- Imagine yourself as a teacher and make a task for the class;
- write a story on behalf of the hero;
- make up a story on behalf of an inanimate object (for example, on behalf of a school desk, on behalf of a dividing soft sign, etc.);
- feedback on the work of a friend;

slide 12

- group work on compiling a crossword puzzle; cluster, syncwine
- guess what part of speech we are talking about; describe verbally; explain.

Here is one of the tasks

slide 13.

Word game. Children work in pairs.

Task 1. Using the letters o, p, p. With. t, compose different words from 3 letters; 4 letters; 5 letters For example: with o r t.

Task 2. One student writes words with a hard consonant, the second - with a soft consonant and then check each other's work. Soap-crumpled, nose-carried, cat-whale

What types of communicative UUD do we form on this material? plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate.

Task 3.Pair work

- Guys, how is the beetle buzzing? [f-f-f] Take a breath and show how the bug buzzes, how the wolf howls

(Possession of certain verbal and non-verbal means of communication)

Communicative learning activities include the ability to evaluate yourself and each other. At the end of the lesson, students evaluate their work and each other's work.

Who would you give this mark to? Who didn't get it? Why?

Personal UUD aimed at awareness, research and acceptance of life values. They allow you to orient yourself in moral norms and rules, develop your life position in relation to the world.

For the formation of personal universal educational activities You can use the following types of tasks:
- participation in projects, researches; "What's in my name" "Strangers in the Russian language" "Lessons of literacy", "In the country of sciences"

- mental reproduction of a picture, situation, creative tasks;
- summarizing the lesson; self-assessment of the event, incident;

Developing Personal UUD it is important to form a positive motivation for learning activities. For example, the topic "Proper names"

Guys what do you like to do in free time, at a break? Of course, play. Let's play. The game is called "What is my name now. What will my name be?" My childhood name was Lena, and when I was just a baby, what was my name? Lenochka, what's your name now? And what is your name? Turn around and tell each other all your names. (pair work ). Is it true that they all have beautiful names? Let's try to write names.

What personal UUD do we form? ( Learn to interact with the teacher and with peers.)

Very important psychophysical training, emotional mood for the lesson - I'm glad to see your faces, your eyes again. And I think that today's lesson will bring us all the joy of communicating with each other. Good luck to you and good luck! How do you start the lesson? "Beep" me, please. (Children raise a card - "mood" in the form of a smiley) 2. Short rhymes that give a positive attitude to the lesson, an unusual greeting to each other. For example - Say hello with your elbows, smile with your eyes. Or For example: The sun has risen for a long time, Looked into our window. It hurries us to class, because we have Russian language! Everyone stood up at their desks beautifully, Greeted politely, Looked at each other, Smiled, sat down quietly.

Let's work in groups. You are given tasks, distribute and connect the task and the type of UUD. Exercise 1.

Regulatory UUD	Cognitive UUD	Communicative UUD	Personal UUD
Match objects and sound models of words.	In Russian, there are two words of the homonym LIST. Think about what reference literature you need to use to find out the meaning of the word	How would you explain to your classmate what related words?	Katya singled out some endings in words, Alyosha - others. And what do you think? Whose opinion do you agree with?

Task 2. "Deformed text."

Write off sentences, correcting mistakes. (cards)

Bushes grow in the yard, a red cat sneaks up to her, a small bird sits on a branch, Seryozha drives the kata away

For example, sentences are mixed up in the text. Students need to restore the logical sequence of events and write down the correct version.

- What UUD do we form when performing this task?

These assignments help:

Master all types of learning activities, including the ability to accept and maintain a learning goal and task;

plan its implementation

control and evaluate their actions, make appropriate adjustments to their implementation. Children take into account the guidelines of action identified by the teacher, build reasoning, establish analogies,

The formation of universal educational activities is not an easy task, but today it is a requirement of the time. And we must keep up with the times so that children are in demand, as modern society requires a person who is trained, capableself-learning and relearning many times throughout life.

The main thing for the teacher is to remember that all students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star wants to shine.

And I want to finish my master classcomplete with the words of I. Belyaeva about what therecipe for happiness

"Recipe for Happiness"

Take bowl of patience pour in her heart full of love, add two handfuls of generosity, sprinkle kindness splash some humor and add as much faith as possible. Everything is good stir . Smear for a piece of life allotted to you and suggest to everyone who will meet on his way.

Typical tasks for the formation of UUD in the lessons of the Russian language

• Performed
• teacher of Russian language and literature, MBOU secondary school No. 6, Pyt-Yakha
• Polishchuk A.K.

Types of UUD

• Personal (self-determination, meaning formation, moral and ethical orientation)
• Regulatory (goal setting, planning, forecasting, control, correction, evaluation, volitional self-regulation)
• Cognitive (general educational, logical, setting and solving problems)
• Communicative (Communication and interaction, group work)

Personal UUD

• Self-determination (internal position of the student, self-esteem)
• Meaning formation (formation of the motivational sphere of the personality)
• Moral and aesthetic orientation

• Task "Analysis of the text". The theme of the lesson is "Language and Speech" (review).
• Purpose: to come to an understanding of the need to protect one's native language, to value and protect it, to experience a sense of pride in the richness and inexhaustibility of the language.
• Read the statement, answer the question: How do you understand it?
• “In front of you is a mass - the Russian language! Deep pleasure calls you, pleasure to plunge into all its immensity and catch its wondrous laws. Gogol N.V.

Typical tasks for the formation of personal UUD (self-determination)

• "Look at the root"
• Once upon a time there was a pink elephant, and he was not like the others. All the elephants are gray and he is pink. The pink elephant was all alone. As a snow-white cloud wanders in the sky, so he wandered in search of food and friends. The gray elephants did not accept him because the pink elephant could not sing gray songs like they did. Dreaming of being with them, he thought: “The better I sing my pink song, the faster they will love me. He did not understand that pink songs and pink poems are not needed by gray elephants. They didn't want to know that there was pink in the world like happiness. Rejected, he went into the forest and, taking pink paint, painted a beautiful country. In this country, everything was pink, like cotton candy. Pale gold and pink clouds appeared above the blue of the sea, as if a fairy-tale country sparkled there too. Pink, like a good wizard, made everyone truly happy. It is a pity that the gray elephants did not understand this.
• Tasks.
• 1) How would you title the proposed text?
• 2) Why?
• 3) Who is closer to you: a pink elephant or a gray one?

Typical tasks for the formation of personal UUD (self-determination)

• Topic "Degrees of comparison of adjectives"
• Task "Questionnaire of friends"
• Create a "Questionnaire of Friends", Compose questions for the questionnaire, using the degrees of comparison of adjectives. Fill out the first page of “About Me” yourself, then pass the questionnaire on to friends and relatives.

Typical tasks for the formation of personal UUD (self-determination)

• Text analysis
• 1. Read the statement, answer the question: How do you understand it?
• “In front of you is a mass - the Russian language! Deep pleasure calls you, pleasure to plunge into all its immensity and catch its wonderful laws. Gogol N.V.
• 2. Give examples of the lexical, morphemic, syntactic richness of the Russian language.
• 3. Prove that you own a variety of lexical means for expressing thoughts. Continue the synonymous rows (who is more?). Which dictionary should be consulted in case of difficulty?

• Game task "My universe". Task description: students are asked to draw circles on the landscape sheet - one in the center, and eight around it. Then connect the central circle with the rest of the circles-planets with lines-rays. In the central circle write the letter "I", and in others - the endings of the following sentences:
• 1. My favorite pastime...
• 2.My favorite color...
• 3.My best friend...
• 4. My favorite animal...
• 5. My favorite time of the year...
• 6. My favorite literary hero ...
• 7. My favorite piece of music...
• 8. My favorite movie...
• Children compare their answers, a group discussion is held.
• Issues for discussion:
• - What have you learned about yourself?
• How can you benefit from what you learned today?

Typical tasks for the formation of personal UUD (meaning formation)

• Task "Interview for a youth magazine".
• Imagine that you have been assigned to interview a popular artist. And you are faced with the task of compiling such questions that allowed the readers of the magazine to get to know him and his work better. Find out how the artist achieved such success? Creativity of what famous people influenced his choice? What words would you use to describe your work, your music that you compose? What influences the choice of topic for writing lyrics?

Typical tasks for the formation of personal UUD (meaning formation)

• Topic "Spelling"
• Questions: Why do we need to know the rules of spelling? Where can they be useful to you in the future? Have you met with cases when adults did not know the rules of spelling? What were you thinking at that moment?

Typical tasks for the formation of personal UUD (meaning formation)

• Topic: "Spelling of verbs."
• Tasks: fill in the missing letters
• 1. Who loves to work ..sya, he (not) sits idle.
• 2. (Not) good for thin praises..sya.
• 3. The one who (does not) do nothing is not mistaken.
• 4. You will cure the ignorant with no l..karstva (not) ..
• Answer the questions:
• 1. What moral qualities of a person are mentioned in proverbs?
• 2. Why are these qualities valued by the people?
• 3. Which of the proverbs do you like best and why?

• Topic: "The main idea of ​​the text." Honest man.
• Have you ever heard adults say about someone: “A decent person”? And have you thought about what the word "decent" means? Maybe a person who loves order, is neatly dressed, does not scatter his things around the apartment, comes to work or school on time? Yes, the root of this word is "order". But we are not talking about a simple order, but about the structure of life itself. This order is loyalty, honesty, nobility, the ability to understand someone else's misfortune and rejoice in someone else's luck as if it were your own. The more such order will be around us, the happier people will live.
• Tasks:
• 1. What does a decent person mean, according to Yu. Yakovlev?
• 2. How do you understand the word "decent"?
• 3. In which sentence is the main idea of ​​the text formulated?

Typical tasks for the formation of personal UUD (moral and aesthetic orientation)

• Read the story of V.A. Oseeva "Bad".
• The dog barked furiously, falling on its front paws. Directly in front of her, nestled against the fence, sat a small disheveled kitten. He opened his mouth wide and mewed plaintively. Two boys stood nearby and waited to see what would happen.
• A woman looked out the window and hurriedly ran out onto the porch. She drove the dog away and angrily called out to the boys:
• - Shame on you!
• - What's embarrassing? We didn't do anything! the boys were surprised.
• - That's bad! the woman replied angrily.
• Buildings to the text:
• 1. What is the text about?
• 2. Why is the story called "Bad"?
• 3. Is a woman's reaction to the behavior of boys fair?
• 4. Has a similar situation happened to you or your friends?
• 5. What would you do if you were the boys in the story?

Typical tasks for the formation of personal UUD (moral and aesthetic orientation)

• Work on an essay based on the painting "Again deuce"
• Questions:
• What would you do in the place of the boy? Have you ever been in a similar situation? What feelings did you experience?

Typical tasks for the formation of personal UUD (moral and aesthetic orientation)

• Students are invited to answer the questions in free form in writing: - Who do you think can be called a good student? List the qualities of a good student. - Can you be called a good student? - How do you differ from a good student? What do you need to be able to confidently say to yourself: “I am a good student”?

Regulatory UUD

• goal setting
• Planning
• Control
• Correction
• Forecasting
• Volitional regulation

Typical tasks for the formation of regulatory UUD (goal setting)

• Lesson topic: "Spelling prefixes on z and s."
• Formulating the goal and setting the problematic question of the lesson.
• Reading the key words of the lesson: Prefix, spelling - consonant letter, deaf consonant, voiced consonant.
• Predict the purpose of the lesson.(Learn a new type of spelling, what spellings - consonant letters are, learn how to write a spelling - a consonant letter in a prefix.)
• Choose a suitable prefix for each segment of the word. Read the resulting words.
• ... delnik, ... order, ... tremble, ... final, ... complain, ... vanish
• And if you had to write down the words, what problem would you face? Why?

Typical tasks for the formation of regulatory UUD (goal setting)

• Topic: "Noun"
• Question: What could be the purpose of our lesson?
• All student responses are recorded on the board. Discussion, identification of the main.

Typical tasks for the formation of regulatory UUD (goal setting)

• Lesson topic: "Adjective as a part of speech."
• Task: choose from the proposed statements the one that reveals the purpose of our lesson:
• 1. Remember what parts of speech we know.
• 2. Determine independent and service parts of speech.
• 3. Learn to identify morphological features and the syntactic role of the adjective.

• Lesson topic: "Adjective as a part of speech."
• Tasks:
• 1. What morphological features of the adjective do you know?
• 2. The adjective has other features. Do your own observation of the paragraph and look for these signs.
• 3. Read the text, make a plan, retell it according to the plan.
• 4. Make a conclusion, correlate it with the definition of the textbook.

Typical tasks for the formation of regulatory UUD (planning)

• Task "Make a plan to achieve the learning goal." At the lesson, the goal was formulated: "We need to learn a new action: how to write words without errors with alternating vowels a-o in the root -lag-, -false-".
• Make a plan to achieve this goal. To do this, use the suggested actions: place them in order: 1, 2, etc.
• a) Recall the rule and procedure for checking the spelling of double consonant letters.
• b) Recall the rule and procedure for checking the spelling of letters of unstressed vowels in the root.
• c) Look in the textbook for the rule for choosing the letter a or o at the root -lag-, -false- to check your version.
• d) Observe the actions of the teacher - maybe he will tell you how to write correctly.
• e) Determine whether it is possible to check the spelling of the letters a–o at the root -lag-, -lozh
• f) Observe how words with alternating vowels a–o are spelled correctly at the root -lag-, -lie and try to see the pattern: in which case “a” is written, in which case - “o”.
• g) Ask the smartest excellent student how to write correctly.
• h) Based on the identified pattern, formulate a rule and procedure for checking spelling. Write down the procedure (plan): 1 2 3 4 5

Typical tasks for the formation of regulatory UUD (planning)

• Topic: “Parts of speech. Repetition"
• Task: make a plan for an oral story about any part of speech, check yourself in the textbook.

Typical tasks for the formation of regulatory UUD (planning)

• Task 1. "Tell everything you know about this part of the speech according to the plan"
• Lesson topic: "Noun"
• Purpose: to develop the ability to correlate the result obtained with the sample, to find and correct errors.
• Task: Tell everything you know about the noun according to the plan:
• 1. What does it mean?
• 2. What questions does it answer
• 3. Morphological features (permanent, non-permanent).
• 4. Syntactic role in the sentence.
• Is everything correct in your story? (Read the rule in the textbook).

• Task "Check knowledge with a neighbor." Lesson of systematization and generalization of knowledge in the section "Word formation and spelling".
• Plan.
• What is word formation?
• What word formation methods do you know? What is derivational parsing?
• What is a word chain?
• Practice Activity: Students receive activity cards that are also graded by a neighbor. Students explain their mistakes to each other. 2 people do this task on the closed side of the board (for later verification).
• Practice block:
• 1. Conduct a word-formation analysis: insensitive, sprout, exit, leaf, all-terrain vehicle, fly, snowless, fellow student, chair-bed, sunrise.
• 2. Compose a word-building chain of words: insensitivity, heating.

Typical tasks for the formation of regulatory UUD (control)

• Task: write off the text from the card, inserting the missing spellings and punctograms. Check yourself on the control card, put an assessment, make a list of topics that cause difficulties.

Typical tasks for the formation of regulatory UUD (control)

• "Check your knowledge with a neighbor."
• Theoretical task: compose an oral story according to the plan, tell it to a desk mate. After completing the task, several people present their answer to the class.
• Practical task: write off the text, highlight the verbs.
• Students explain their mistakes to each other. Two people do this task on the closed side of the board (for later verification).

• The topic of the lesson is "Noun".
• Task: write down vocabulary words and check their spelling in a spelling dictionary.

Typical tasks for the formation of regulatory UUD (correction)

• Task: Rewrite the words from the board, place the stress, check yourself in the spelling dictionary.

Typical tasks for the formation of regulatory UUD (correction)

• Theme: Alphabet
• On the slide are the names of the works of A.S. Pushkin. Task: Write them down in alphabetical order. Compare your work with the control slide.

• Exercise:
• 3. What difficulties may arise during parsing?

Typical tasks for the formation of regulatory UUD (forecasting)

• Subject: Obsolete words
• Suggestions given:
• The lady drew attention to the zeal of Gerasim. Just in case, Gavrila sent a postilion for the hozhal. A quarter of an hour later the lady rested soundly and peacefully.
• Exercise:
• What difficulties arise when reading these sentences?
• Why are some words unclear?
• What is special about these words?
• In which dictionary can you find the meaning of these words?

Typical tasks for the formation of regulatory UUD (forecasting)

• Task: Read the sentences.
• Talk about your feelings.
• As you say, so be it.
• Questions:
• What difficulties do you think might arise when writing these words?
• What do you think the spelling of these words will depend on?

Typical tasks for the formation of regulatory UUD (forecasting)

• Topic: "Phonetic analysis of the word."
• Exercise:
• 1. Perform phonetic analysis of the selected word.
• 2. Is it enough to know the order phonetic parsing?
• 3. What difficulties may arise when performing
• parsing?
• 4. What are the features of the sound composition of the selected word?

• Assignment: the teacher offers to listen to the musical composition "Music of summer rain" and verbally talk about an imaginary picture.

Typical tasks for the formation of regulatory UUD (volitional regulation)

• A slide show of bright rainbow pictures to the wonderful music of Igor Krutoy will create a positive mood for the guys.
• Task: Listen to a musical composition and verbally describe an imaginary picture.

Typical tasks for the formation of regulatory UUD (volitional regulation)

• Theme "Particle"
• Task "YES-NO"
• Answer the questions with the words YES and NO (questions on the slide):
• 1. A particle is a service part of speech.
• 2. Particles can only bring additional shades to sentences.
• 3. Particles are formative and semantic.
• 4. WHETHER, REALLY, REALLY - these are exclamatory particles.
• 5. There are parts of speech homonymous to particles.
• 6. NOT and NI are negative particles.
• 7. The particle is a member of the sentence.
• 8. - KA is a particle.
• 9. WOULD, LI, SAME are written separately.
• 10. Particles HARDLY, HARDLY express doubt.
• Look at the next slide, check yourself by putting a plus or a minus.

Typical tasks for the formation of regulatory UUD (volitional regulation)

• A presentation with music is turned on, and words of different parts of speech appear on the slides and students are invited to make sentences, describing their feelings when listening to the melody.

Cognitive UUD

• general educational
• brain teaser
• Problem posing and solving

• Topic: "Phonetic analysis of the word." Tasks:

Typical tasks for the formation of cognitive UUD (general educational)

• Topic: Polysemantic and single-valued words.
• Riddles given:
• They are usually for sewing,
• And I saw them at the hedgehog.
• Happen on a pine tree and a Christmas tree,
• And they are called ... (Needles)
• White flies flew
• They sat on the yards, on the roofs.
• Do not count the white flies,
• That fly like fluff. (Snowflakes)
• In a notebook, I am oblique and straight,
• In a completely different meaning
• I am a drafting board.
• And finally, sometimes I’ll line up everyone. (Ruler)
• Exercise:
• Solve riddles.
• Find the spellings in the clue words.
• What do these words have in common?
• What is their difference? Is there an extra word here?

Typical tasks for the formation of cognitive UUD (general educational)

• Determine the part of speech of homonymous words. Justify your answer. Write the conclusions in a notebook.
• The commander spoke simply and convincingly. “I was just blinded by the bright flash of light.
• Small spool but precious. - Long live peace on the planet!

Typical tasks for the formation of cognitive UUD (general educational)

• Topic: "Phonetic analysis of the word."
• Tasks:
• 1. Confirm with examples from the text that one letter can mean two sounds.
• 2. What letters and when can they represent two sounds?
• 3. In what cases can the number of letters and sounds not match?

• Lesson topic: "Indefinite pronouns."
• Task: Make up a fairy tale or a funny story using indefinite pronouns.

Typical tasks for the formation of cognitive UUD (logical)

• Tasks:
• 1. How is the sound composition related to orthoepy?
• 2. How is phonetics related to spelling?
• 3. Compose a story or fairy tale using dissimilar nouns.

Typical tasks for the formation of cognitive UUD (logical)

• Topic "Spelling of prefixes PRE-and PRI"
• Creative homework: write a fairy tale about how the prefixes PRE- and PRI- quarreled.

Typical tasks for the formation of cognitive UUD (logical)

• Come up with a fairy tale about morphemes on the theme "The Kingdom of morphemes." Once upon a time there were morphemes, and then one day ... ..
• Make up questions for the story.

• Task: Read to yourself the letters that came to the forest school. Choose the letter you like. Tell me why.
• Task: Read the text and guess who the author of the letter is.

Typical tasks for the formation of cognitive UUD (problem setting and solving)

• Divide the words into two groups:
• LOW, FAST, SLOW, LATE, LEFT, RIGHT, LEFT, RIGHT
• On what basis did you distribute adverbs? Tell us about your findings.
• Subject: Word Root
• Exercise:
• Why is it necessary to use the root of a word to explain the lexical meaning of a word?

• Theme "Proper names".
• Long-term homework: Do a mini-research on unusual proper names associated with your family. Present the results of the research in class.

Typical tasks for the formation of cognitive UUD posing and solving problems)

• one of the questions. Dictionaries and the following will help you do this.
• sources (recommended in each case)
• teacher).
• Do not forget to illustrate scientific positions and conclusions
• specific examples.
• 1. Are the words of the same root: piece, snack, bite, temptation, art, skillful?
• 2. Are the words with the same root: wasp, axis, aspen, donkey,
• 3. Is it true that the given words can be
• different parts of speech: evil, good, oven, know, mine, bark, glue, three?

Communicative UUD

• Communication and interaction
• Group work

• Task: Prepare a detailed answer - a study on
• one of the questions. Dictionaries and the following sources will help you do this (recommended by the teacher in each case). Do not forget to illustrate scientific positions and conclusions with specific examples.
• Discuss with classmates:
• 1. Are the words with the same root: wasp, axis, aspen, donkey,
• base, skeleton, island, sharp?
• 2. Is it true that the above words can be different parts of speech: evil, good, oven, know, mine, bark, glue, three?

Typical tasks for the formation of communicative UUD (communication and interaction)

• Task: Try to answer these questions on your own, then discuss in groups, and then read what the reference dictionaries tell us and draw the appropriate conclusions.
• - Why sometimes, characterizing a person, we say: “Lisa Patrikeevna”?
• - We all know about the Olympic Games, and why is imperturbable calm called Olympic?
• - Is it necessary to discuss an important issue, which in our time is often called a round table, at a round table?
• (Lisa Patrikeevna. Disapproved. Or ironic. About a cunning, two-hearted person, a deceiver.
• Olympian calm. Unruffled calm.
• Round table. Book. Meeting, discussion of something with equal rights of participants).

• Subject. Letters s-and after c. Grade 5
• Task 1. "Tell the rule." The first group discusses the rule for writing a letter s after c, and the second - the spelling of the letter And after c. Then the captains of both teams change places and tell their rule to another group in such a way that all members of the group can tell in front of the whole class. When the captains return to their seats, the teacher asks any of the team to give a full answer about the spelling of letters s-And after c.
• Functions in the group: 1) captain 2) time keeper; 3) speaker; 4) organizer of communication; 5) designer.

Typical tasks for the formation of communicative UUD (work in a group)

• Topic: "Phonetic analysis of the word" (work in pairs).
• Task: Prepare answers to the questions:
• What letters can represent two sounds?
• 2. In what cases do these letters represent two sounds? Give examples.
• 3. What consonants are called sonorants? What are their features?
• 4. Perform a phonetic analysis of the proposed words: sea, anchor, cabin, departure.
• The students listen to the answer of the neighbor in the desk and evaluate it. The whole class listens to several answers. Then the students exchange notebooks, check the correctness of the phonetic analysis of words and evaluate it.

Typical tasks for the formation of communicative UUD (work in a group)

• Group project "Portrait of one word"
• Instruction:
• 1. Break into 4 groups.
• 2. Choose a word to work with.
• 3. Find this word in various dictionaries and encyclopedias.
• 4. Find out how often and where this word is used now.
• 5. Combine the results of your searches into a presentation.
• 6. Select a speaker.
• 7. Present your project to classmates.

Report on the topic:

Formation of UUD at the lessons of the Russian language and literature

Prepared

teacher of Russian language

and literature

Karpova I.V.

2017

In our time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and relearn.

The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The main emphasis is on the development of communications, on the ability of children to establish contact to communicate with other people, the ability to analyze their actions and words, the development of horizons for the ability to interest an interlocutor or listener, as well as the development of logic for a competent and consistent presentation of thoughts.It is logical to call all these skills universal learning activities (UUD).

What is UUD, and what is their significance in education and upbringing? In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, it is a set of ways of a child's actions that allow him to independently acquire new knowledge and skills, to organize this process. Such a definition is given to us by the methodological literature. At the present time, the development of UUD in pedagogy is given great importance.

Functions of universal learning activities include:

Ensuring the child's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

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

The formation of UUD is possible not only in the classroom, but also during educational activities. In the materials of the Federal State Educational Standard, the concept of "extracurricular activities" is considered as an integral part of the educational process, and is characterized as educational activities, carried out in forms different from the class-lesson system. For its implementation, various forms:

Excursions, circles, sections, sports, conferences, disputes, olympiads, competitions, competitions, search and scientific and other types.Games, competitions, excursions, etc. are not just collective entertainment, but the main way to achieve certain learning objectives. They must also have a motivegoal and result. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

Can do following output : UUD is not only a formulation of the results of education, but also the results of extracurricular activities. The child must develop and replenish not only his intellectual field, but also develop, as well as the ability and readiness for cooperation, self-education, self-development. This is in the extracurricular activities. All forms of extracurricular activities contribute to the development of a comprehensively developed personality.

The result of education is achieved systematically: at first it is the activity of the teacher, then, together with the pupils, the society is included in the work.

As a result of effective educational activities, we get a positive result - a comprehensively developed personality of the child, which is the goal of the development of UUD.

Universal learning activities can be grouped intofour major block:

Personal UUD provide a 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, it is necessary to highlightthree types of action :

self-determination personal, professional, lifemeaning formation - the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;

moral and ethical orientation - the action of moral and ethical evaluation of the content being digested, providing a personal moral choice based on social and personal values

For the formationpersonal universal learning activities use the followingtypes of tasks:

participation in projects;

creative tasks;

visual, motor, verbal perception of music;

mental reproduction of a picture, situation, video film;

self-assessment of the event, incident;

achievement diaries. (Slide 16)

For the formation of personal universal learning activities in the classroomliterature you can use the following methods:

Let yourself be helped.

Going beyond.

Delayed response.

Catch the error.

Theatricalization.

question for the text.

Commented reading.

The perfect job.

Task "Main idea". 8th grade

Lesson topic: "One-part sentences"

Purpose: to learn to highlight the main idea, to come to an understanding of the need to know the history of your country.

Children receive printed text on task cards:

Read the text aloud:

Is it worth re-reading handwritten books, looking at frescoes blackened by time in long-abandoned churches, thinking about the meaning of an ornament carved on a mossy stone? Is it necessary to preserve log huts, homespun towels? Necessary. A person is not a one-day butterfly, merrily fluttering in the sun, not knowing what will happen tomorrow. In the fate of a person, the past, present and tomorrow are intertwined into a single knot. A person is the son of his time and his country, and the feeling of the Motherland is closely connected with the feeling of history.

(E. Osetrov)

Complete tasks:

Which sentence expresses the main idea of ​​the text?

How should a person relate to his history?

verbally highlight grammar basics in these sentences and determine whether they are two-part or one-part.

Regulatory universal educational activities (organization of skills) - organization of their affairs, problem solving.Ability to organize your work

They reflect the child's ability to build educational and cognitive activity, taking into account all its components (goal, motive, forecast, means, control, evaluation).

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

goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

Planning - determination of 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 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;

Grade - selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

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

Typical tasks for the formation of regulatory UUD.

Learning activities	Typical tasks
goal setting	Finding an answer to the question “Why do you need to know (be able)?”
Planning	“How to do it?”, “What and how should have been done to get the right result?”
Implementation of educational activities	"Write from memory ...", "Read aloud ...", "Read to yourself ...", search for an extra word
Forecasting	Regulatory forecasting “What do you think, what result can be obtained?”, “Do you think it is enough to know ... to complete the task?”, “What difficulties may arise and why?”
Control and self-control:	Regulatory control and self-control. Tasks like “A classmate said ... Check: is he right?”, “Is the result obtained as in the sample?”, “Is it done correctly?”, “Can you prove it?”, “Swap notebooks, check with each other”, "Check in a dictionary..."
Correction	Regulatory Corrections "Put the correct order of the sentences in the text"
Grade	Regulatory scores “Evaluate your work in the lesson”, “I liked ...”, “I want to praise myself (or classmates) for that ...”, “I was interested”, “It seemed to me important ...”, “It was a discovery for me ...”, “ Today it was difficult for me ... "
Self-regulation	Regulatory self-regulation. “You can read the encrypted word (reach the top of the mountain) by completing a series of tasks”), psychological training exercises (for example, the setting “One, two, three - listen and look! Three, two, one - we will start now!”) , breathing exercises

For the formationregulatory universal learning activities, the following types of tasks are possible:

"deliberate errors";

search for information in the proposed sources;

mutual control;

mutual dictation;

dispute;

learning material by heart in the classroom;

quiz on a specific issue.

Typical tasks for the formation of regulatory UUD
in Russian lessons

Task "Choose the purpose of the lesson from the proposed phrases." Grade 5

Purpose: the formation of the ability to determine the purpose of the lesson on the topic of the lesson.

The theme of the lesson is "The indefinite form of the verb."

Choose from the proposed phrases the one that, in your opinion, is the purpose of our lesson:

Define the verb.

I like to look for verbs in text.

Learn to identify verbs indefinite form, remember which endings an indefinite form can have.

The task "Tell me everything you know about this member of the plan proposal." Grade 5

Topics of the lessons "Subject", "Predicate", "Addition", "Circumstance", "Definition".

Purpose: to develop the ability to correlate the result obtained with the sample, to find and correct errors.

Task: Tell everything you know about the addition (definition, circumstance, etc.) according to the plan:

What it is?

What does it mean?

What question does it answer?

What parts of speech can be expressed?

How is it emphasized?

Is everything correct in your story? (children read the rule in the textbook).

cognitive universal learning activities (intellectual skills) - information processing

Ability to effectively THINK and work with INFORMATION in the modern world

The system of ways of knowing the world around us, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received

independent selection and formulation of the cognitive goal;

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

ability to structure knowledge ;

ability to consciously and voluntarily build a speech statement in oral and written form;

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

reflection of ways and conditions of action, control and evaluation of the process and results of activities;

semantic reading as understanding the purpose of reading and choosing 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;

- staging and formulation problems, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

For the formationcognitive universal learning activities, the following types of tasks are appropriate:

compare;

“find the differences” (you can set their number);

"what does it look like?";

search for excess;

"mazes";

ordering;

"chains";

clever solutions;

drawing up support schemes;

work with different types of tables;

charting and recognition;

work with dictionaries.

Methodological techniques for the formation of cognitive actions

in literature lessons

Reception of modeling.

Surprise.

Fantastic supplement.

Topic intersection.

We repeat with control.

Chain poll.

Poll-total.

Training games.

Yes and no.

Good bad.

Point of view.

Multiscreen layout.

Communicative universal actions (communication skills) - communication with peopleAbility to COMMUNICATE and interact with people

Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other and cooperate effectively as a teacher, as well as with peers;independent organization of speech activity in oral and written form.

For the formationcommunicative universal educational activities, the following types of tasks can be offered:

make a task for a partner;

imagine yourself in the role of a teacher and make a task for the class;

write a story on behalf of the hero;

make up a story on behalf of an inanimate object (for example, on behalf of a school desk, on behalf of a dividing soft sign, etc.);

feedback on the work of a friend;

group work on compiling a crossword puzzle;

"guess who we're talking about";

dialogue listening (formulation of questions for feedback);

"prepare a story...";

"describe orally...";

"explain..." etc.

For the formation of communicative UUD, it is advisable to use techniques aimed at comprehending the content of the text:"Reading with stops", "Reading with notes", "Clustering" .

"Reading with stops" opens the possibility of a holistic vision of the work. sample questions:

What associations do the names and surnames of the characters evoke in you? "Lilac bush" Kuprin, "Undergrowth" Fonvizin)

What did you feel when you read this part. What feelings did you have?

What expectations have been confirmed? What was unexpected?

How do you think the story will end? How would you finish it?

clustering;

discussion;

group form of work;

design and research activities;

theatricalization;

reflection;

portfolio

creation of literary works by students.

moral and ethical evaluation of digestible content,

The game is a powerful means of socialization of the child, familiarizing him with the norms and values ​​of society. The game develops empathy in a child - an understanding of the mental state of another person, the ability for an emotional response, empathy. The game also develops reflection, the ability to look at oneself from the outside. A game for children is a source of new emotions, an opportunity to show their ability to think in front of their peers in an informal setting, an opportunity to develop the ability to apply existing knowledge in new conditions, to obtain new interesting information. For a teacher, a game is also an opportunity to gain new knowledge, especially if this game is the author's. This is both a source of joy and satisfaction with the results of one's work, a source of discovering something new in one's students.

In our work we use different gaming technology, such as:

contests, role-playing games, disputes, tournaments, etc.

It is believed that intellectual games are an important and successful means of forming universal learning activities. What UUD do we develop during the game?

In the field of personal UUD, the following are formed:

The internal position of the student;

Personal motivation of educational activity;

Orientation to moral standards and their implementation.

Cognitive UUDare formed through the analysis of the situation, its assessment, the construction of logical chains of reasoning, the advancement of hypotheses, their justification and the choice of a single version from the team;the ability to consciously and voluntarily build a speech statement in oral and written forms; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts related to various genres; definition of primary and secondary information; through the formulation and formulation of the problem, the independent creation of activity algorithms for solving problems of a creative and exploratory nature

Communicative UUDimpossible without taking into account the position of the team members, the distribution of roles within the team, the ability to listen and engage in dialogue, participate in a collective discussion of the issue;integrate into a peer group and build productive interactions and collaborations with peers and adults.

Regulatory UUDare manifested in the ability to mobilize strength, mind and energy to overcome obstacles in the game, gather in a stressful situation, evaluate their actions after the game (“the pupils’ awareness of what has already been learned and what else needs to be learned”). In the process of preparing for the game and during the game itself, such UUDs as goal-setting, planning, distribution of roles, responsibilities, drawing up a plan and sequence of actions develop. Correction - making the necessary additions to the plan and method of action.

Mastering universal educational actions by students takes place in the context of different educational subjects. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the process of studying a particular subject, and cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of some types of UUD, in others - to the formation of others. But in general, on modern lesson All four types of universal educational activities are being formed. From the first minute of the lesson, students are included in the organization of their learning activities (regulatory UUD). These include goal-setting, as setting a learning task (What would you like to see our lesson? What qualities need to be shown to make such a lesson?) Further, students, having solved the puzzles, independently formulate the topic of the lesson.

Consistent work on the formation and development of UUD or "Learning skills" in children leads to an increase in the effectiveness of education in general, to a more flexible and durable assimilation of knowledge by students.

So, the main goal today is to teach students the “ability to learn”, to provide any child with the level of development that will allow him to be successful in learning not only at school, but throughout his life. Therefore, the task of creating a bank of standard tasks and tasks aimed at the development of UUD becomes so important.

The main thing for the teacher is to remember that all students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star wants to shine.