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

Definition of UUD

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

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

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

Reasons for changing teaching methods

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

In addition, most parents focus on intellectual development their children and completely ignore the moral and spiritual education. As a result, smart children are not able to develop communicative qualities, and at the same time, the desire to learn disappears. Pride, selfishness, and inability to cooperate with other people lead to detrimental consequences both in school and in adulthood.

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

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

Personal UUD

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

• Self-determination. Distinguish personal, life and professional. The child must grow up as an individual and learn to express his own opinion.
• Meaning formation. In essence, learners should be asking themselves this question: “What does learning mean to me?” They must see the connection between learning and the motive that prompts action.
• Moral and ethical orientation. Evaluation of the studied material, based on social and personal values. A personal choice is given based on moral principles.

Cognitive UUD

They include logical actions, general educational and sign-symbolic. These types of UUD contribute to the development of logical thinking in schoolchildren. What exactly is cognitive activity?

Logical actions cover the analysis of objects in order to detect certain features, as well as the choice of criteria for comparing and classifying objects. Finding a causal relationship and building a consistent chain of reasoning is required. Students can present their evidence and put forward hypotheses with personal justifications.

General educational activities include: independent setting of a cognitive goal, finding useful information, structuring the acquired knowledge. Students should be able to express their thoughts meaningfully and arbitrarily, both in writing and orally. It is necessary to solve the assigned tasks, finding your own algorithm and solving the problems that have arisen creatively and with the search for the necessary information.

It is necessary to develop cognitive abilities in schoolchildren with the help of UUD. Mathematics in primary school helps to develop logic in solving problems, while making diagrams. Short description The conditions of the problem give students a certain algorithm, which they can later use when solving more complex options.

Regulatory UUD

Regulatory qualities ensure that students organize their activities. In fact, they need to be able to organize themselves. To do this, you need to learn how to set goals and achieve them. IN learning activities some principles need to be applied.

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

Control, correction and evaluation of actions will help develop self-control abilities. Controlling and comparing his work with the proposed model, correcting his actions in accordance with the correct decision, the child learns to make decisions correctly and develop a specific plan of action. Self-regulation is also required - the ability to mobilize one's own forces and overcome obstacles that have arisen.

Communication qualities

Communicative UUDs provide social awareness and take into account the views of other people on the same issue. Children need to learn to listen and hear others, engage in dialogue and learn to discuss problems in a peaceful way, conduct discussions and build mutual relationships with peers and adults.

To cultivate such qualities, the teacher will need to create situations in which cooperation between students is envisaged. For example, you can apply UUD on technology: offer students joint work over the project by dividing the class into groups. For lower grades such tasks are given: “find the differences in the same objects made by different techniques” or “what tools are needed or not needed when performing a certain task”. You can come up with a lot of tasks, the main thing is that they develop the communication skills of each child in the class.

Federal state standard

For the development of educational skills and personal qualities in children, new standards have been introduced. The Federal State Educational Standard "School of Russia" is introduced on September 1, 2011 throughout the Russian Federation. It imposes a number of requirements on the teaching process in schools.

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

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

Along with the acquisition of standard learning skills and the education of the student's personality, a methodology is being introduced to guide younger students in information and communication technologies, as well as to develop the ability to use them with knowledge. What does it look like in practice?

Implementation of UUD in academic subjects

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

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

Innovations

The school's UUD program helps teachers to form the given skills in children with the help of modern teaching aids. The textbooks included special tasks that develop the ability of schoolchildren to independently formulate a learning task for a given topic or a specific lesson.

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

The textbooks contain new sections that help to reflect on the learned material: “What did you learn. What have we learned”, “Check ourselves and evaluate our achievements”. The sections "Our projects", "Pages for the curious" and "Express your opinion" will help teachers develop the necessary skills in younger students.

UUD by technology

What can be new and how to include the requirements of modern standards in the learning process? The experience of experienced teachers will help in this. What is the most important thing to form in elementary school students? UUD technology requires the teacher to be attentive to their students.

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

The teacher should involve children in the discovery of new knowledge. To do this, it will be necessary to discuss together what the task is for, how it can be applied in life.

Another point: it is the teacher of technology who is obliged to help children master cooperation in a group. This basic communication skill develops only when working together. Here it is necessary to teach children to discuss the task together, find a collective solution to issues and analyze the result.

For the formation of all kinds of skills, high-quality UUD planning will be required, especially with younger students. While the children have not yet learned anything, you can use various methods and tasks. For example, the favorite children's game "spot the difference". You can specify the number of differences, or you can have the kids find and share with classmates.

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

Grade 3 (FGOS) with UUD can already cope with more difficult tasks, including ordering, drawing up support schemes, working with various types of tables, correcting "intentional" errors, searching for the necessary information in the proposed sources, mutual control.

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

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

UUD in physical education

It may seem that in such a lesson as physical education, it is impossible to educate moral skills in children. But this is far from true. New methods of education and development of the right attitude to one's own health help to use UUD in physical education.

It is the coach who can induce to lead healthy lifestyle life. How to develop skills in children by doing physical education? Let's start with what universal abilities can be developed.

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

Which personal qualities will students buy? One can learn to communicate and cooperate with peers based on the principles of respect and benevolence, mutual assistance and empathy. It is equally important to be able to express the positive qualities of a person and manage their feelings in a variety of non-standard circumstances and conditions. These results will help to grow a balanced person. Physical education will contribute to discipline, diligence and perseverance in achieving the goals.

ISO

Each lesson of fine arts should be focused on solving subject problems and form certain qualities of the child. UUD on GEF on fine arts helps to develop the necessary skills in younger students.

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

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

For clarity, we give an example of joint creativity. The children were given the task to draw mittens on their hands in the group. How can you evaluate their joint work in terms of the actions they have taken? Grading levels are different.

• Low: Patterns are drawn with obvious differences or no resemblance at all. What happened? Children do not try to negotiate among themselves, everyone insists on their preferences.
• Medium: partial similarity - individual drawings are the same, but there are noticeable differences. The result of an inept contract, everyone wanted to stand out in some way.
• High: Mittens are decorated in the same way or with a very similar pattern. Children work with pleasure, lively discuss the available variations, compare and coordinate methods of action, build joint plans and monitor the implementation of their ideas. This option is the most The best way to show what UUD is, or rather its application in practice.

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

Science and education now go hand in hand, and teaching methods must also change in accordance with the needs of the new generation.

Report on MO "UUD" or "universal learning activities".

Our time is the time information technologies 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 last years, 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. This definition gives us methodical 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 orphanage and in extracurricular 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 motive, purpose, and outcome. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

The following conclusion can be drawn: 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 - comprehensively developed personality child, which is the goal of UUD development.

Universal learning activities can be grouped into four main blocks:

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).

cognitive universal learning activities (intellectual skills) - information processing

Ability to effectively THINK and work with INFORMATION in 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 a cognitive goal;

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

the ability to structure knowledge;

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

selection of the most effective ways 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 of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

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

Communicative universal actions (communication skills) - communication with people Ability 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.

The content of UUD formed in the process of intellectual games

The game is a powerful means of socialization of the child, introducing him to the norms and values ​​of society. The game develops empathy in the 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 technologies, 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 fieldpersonal UUD are formed:

The internal position of the student;

Personal motivation of educational activity;

Orientation to moral standards and their implementation.

Cognitive UUD are 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 UUD impossible 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 UUD are 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.

Of particular note is the development of information literacy in children in preparation for games. The most effective and widespread sources: subject encyclopedias, dictionaries and reference books, Internet tools.

Lesson example:

LESSON SUMMARY "DID YOU KNOW?.."

Name of the teacher: _____________________________________________________________________________

Full title OU:Municipal treasury educational institution for children - orphans and children left without care of ____ parents

Subject (class form ): intellectual and practical lesson for pupils of grades 3-5

Topic of the lesson (classes ): "Did you know?.."

Purpose of the lesson: formation of interest in new knowledge

Tasks: - Activate cognitive activity;

To contribute to the expansion of the horizons of pupils;

- To form the ability to analyze objects in order to highlight features (essential and non-essential);

Develop communication skills;

Develop attentiveness, observation;

- Develop the ability to work in a group;

Develop logical thinking;

- Acquaint with the practical skills necessary in life.

Date of the lesson ):

Formation of UUD:

Personal actions: To form internal motivation to find ways to solve the tasks set, to form a sense of purpose, a desire to improve, to realize oneself, to achieve success in life.

Regulatory actions: Determine the purpose of the activity, the plan for completing tasks, learn to adjust the execution of the task in accordance with the plan, evaluate your task, correct the emotional-volitional sphere.

cognitive activities: To be able to extract information presented in the form of text, illustrations, to be able to pose a problem and solve it.

Communication actions: To be able to work in a group, negotiate with each other, participate in a dialogue, in a collective discussion, listen and understand others, argue their opinion.

Equipment: a laptop, a screen (TV), 2 mirrors, a plastic bottle for each child, a camera, an iron, an ironing board, a glass jar, an awl, a magnifying glass.

lesson stages,

time

Universal learning activities

Teacher activity

Activities of pupils

Methods and techniques

1. Motivational stage

(2 minutes)

Regulatory UUD: organize your own workplace.

Greets the children and begins the session by asking the question “Do you want to know something interesting?”

Pupils are tuned in

work in a calm and creative atmosphere. Children are listening

teacher, reflect on the topic,

answer.

conversation

2. Stage

updating

knowledge

(5 minutes)

Personal UUD: analyze your feelings, fantasize.

Communicative UUD: participate in the dialogue; express your point of view; to formulate their thoughts in oral speech.

Regulatory UUD:

determine the purpose of the activity.

Cognitive UUD:

determine the circle of your ignorance; draw your own conclusions;building a logical chain of answers and questions;process new information.

Announces the topic of the lesson

"Did you know?.."Then I suggest you get acquainted today with one interesting property of ice cream.

He asks for a box of ice cream. They open the box, and instead of ice cream there are different things - three eggs, two mirrors, a magnifying glass, an apple, salt, two clean sheets,USB- carrier with voice recording.A terrible thing happened. Someone stole the ice cream.

The teacher invites the children to get acquainted with the information contained in theUSB-carrier.

Children try to determine what these things are for.

Pupils listen to the recordingUSB-carrier, reflect, offer solutions.Trying to solve the problem in a known way. Fix the problem.

creating a problem situation

discussion

3. Stage of discoveries

new knowledge

(30 min)

Regulatory UUD: determine the purpose of the activity; task execution plan;

assessment as the selection and awareness of what has already been mastered and what is still to be assimilated, awareness of the quality and level of assimilation; volitional self-regulation as the ability to mobilize forces and energy.

Cognitive UUD: perform work, analyze, control and evaluate the result; the ability to consciously build a speech statement in oral form.

Communicative UUD: build reasoning that is understandable to the interlocutor, the ability to listen and enter into a dialogue; proactive cooperation in the search and collection of information.

Personal UUD:

the ability to interact with comrades in the group in accordance with the norms; development of cognitive interests, educational motives.

The teacher readsfirst exercise. It is necessary to determine a boiled egg or raw.

Asking questions.

The teacher talks about how to identify a boiled or raw egg and asks the children to explain the reason for this behavior of the egg.

The teacher leads the children to solve the given question with the help of experience.

The teacher voicessecond exercise.

Where is it better to swim - in the sea or in the river?

Asking questions.

Talks about the difference in water in the seas and rivers.

Offers to experiment. (put an egg in fresh water, it lies at the bottom. Gradually add salt and stir, the more salt is added, the faster the egg floats)

The teacher voicesthird exercise.

It is necessary with the help of two mirrors to make three from one apple.

Asking questions.

Invites children to find a practical solution to the problem.

The teacher voicesfourth exercise.

Determine what is on the sheet.

The teacher explains that the imprint of the capillary lines of the finger is left on the sheet.

Children are told that capillary prints are individual and are encouraged to compare their fingerprints.

The photographed fingers of children are displayed on the screen, and it is proposed to determine where, whose finger.

The teacher focuses the attention of the children on the fact that after the previous task their hands were dirty and suggests making a washbasin from a plastic bottle.

The teacher voicesfifth exercise.

The teacher explains how to write an "invisible letter" using milk or lemon juice and how to read it afterwards.

Children are invited to draw the picture themselves with "invisible ink".

The teacher explains that in order to read, the text needs to dry. Invites you to come back and read what everyone wrote after 2-3 hours.

Children listen to the task.

Answer questions, offer their options, reflect.

Pupils closely follow the actions of the teacher.

They conduct an experiment and determine which egg is boiled and which is raw.

The children are listening.

Answer (offer options for answers and give arguments).

Pupils together with the teacher carry out the experiment.

Children observe, discuss and draw conclusions.

They are trying to find a solution to the problem.

They are included in the process of the experiment (they take mirrors, an apple and try to complete the task), they are happy when they managed to complete the task.

Pupils collectively discuss the task, compare, try to determine what kind of image it could be on a piece of paper and what it looks like. There is a discussion between the children.

Children listen, consider with the help magnifying glass capillary lines on your fingers.

Children study, compare and determine whose finger is shown in the photo.

Children listen, memorize the sequence of operations, do the work of making a washbasin.

Pupils examine the sheet, bring it to the light, try to see what is written. They cannot complete the task, they turn to the teacher for help.

Children, under the supervision of an adult, complete the task and see what is written there (the place where the ice cream is hidden is indicated). The pupils found ice cream.

Each student was given a blank sheet. Children write a phrase on a sheet.

reproductive,

verbal, partially search,

discussion

practical work, experiments

4. Reflection

(8 min)

Cognitive UUD:

perform logical operations: compare, synthesize; monitoring and evaluation of performance results; selection and formulation of the cognitive goal; development of cognitive interests, educational motives.

Personal UUD: respect for oneself as a person.

Before we finish our lesson, I would like to ask you:« What surprised youwhat task was the most interesting,what else would you like to know?"

After that, the children are allowed to eat what they found and the last entry is turned on, which reveals who was still there.Ice cream thief.

Formulate the final result of their work in the classroom. Children say what they learned today, thank each other and the teacher. They suggest that they also show interesting experiments.

Children expose the teacher.

verification, assessment of knowledge and skills acquired in the lesson, method of consolidation

Today's children have changed a lot compared to the time when the previously existing education system was created. It is quite natural that certain problems arose in the education and upbringing of the current young generation. .

Let's take a look at some of them:

There is a gradual washing out of preschool activities and their replacement by educational-type activities. Role-playing game does not occupy a leading place in the life of an older preschooler, which leads to developmental difficulties, arbitrariness of behavior, figurative thinking, motivational sphere, not providing the formation of psychological readiness for schooling;

Anxiety is caused by the orientation of adults solely on the mental development of the child to the detriment of spiritual and moral education and personal development. As a consequence of this process - loss of interest in learning;

Children's awareness has risen sharply. If earlier school and lessons were sources of information for a child about the world, man, society, nature, then today the media, the Internet are a significant factor in shaping a child's picture of the world, and not always positive;

Modern children read little, especially classical and fiction. TV, movies, videos are crowding out literary reading. Hence the difficulties in teaching at school, associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal plan of action; the difficulty of logical thinking and imagination;

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

The category of gifted and capable children in general education schools decreases, and the number of children who cannot work independently, "intellectually passive", children with learning difficulties, and simply problem children, is increasing.

That's why elementary education requires new approaches, which are embedded in state standards second generation.

Content Universalization general education in the form of highlighting the unchanging fundamental core of general education, it includes a set of the most significant ideas of science and culture, as well as the concept of the development of universal educational activities. .

The fundamental core of the content of general education is the basic document necessary to create curricula, programs, teaching materials and allowances. .

The main purpose of the Fundamental Core in the standards maintenance system is to determine:

1) the system of basic national values ​​that determine the self-consciousness of the Russian people, the priorities of the public and personal development, the nature of a person's relationship to the family, society, state, work, the meaning of human life;

2) a system of basic concepts related to the areas of knowledge presented in high school;

3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education. .

In this regard, the implementation of the developing potential of general secondary education becomes a priority for new educational standards. The development of the individual in the education system, in connection with the standards of the second generation, is ensured primarily through the formation of universal educational activities (UUD). In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development through the conscious and active appropriation of social experience.

In a narrower, strictly psychological sense, the term universal learning actions can be defined as a set of student actions, as well as related learning skills that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Universal learning activities are presented in each section of the Standard.

The program for the formation of UUD is presented in the planned results of the development of interdisciplinary programs of two levels: - the graduate will learn (zone actual development); - the graduate will have the opportunity to learn (zone of proximal development) /

As part of the system for assessing the achievement of planned results in primary school, UUD are presented both at the basic level (tasks for verification should be focused not only on subject competencies, but also on meta-subject ones), and on elevated level. The Standard presents four types of UUD, consider them in Figure 1:

Figure 1. Types of UUD

As can be seen from Figure (1), there are four types of universal learning activities. Let's dwell on each of them in more detail.

1) Personal UUD.

The Fundamental Core defines: "The block of personal universal learning activities includes:

Life, personal, professional self-determination;

The actions of meaning formation and moral and ethical evaluation, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination);

Knowledge of moral standards;

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. Personal universal learning activities reveal personal results, in this regard, the assessment of the achievement of personal results is carried out in the course of non-personalized procedures (the individual progress of the child is considered only at the request or with the permission of the parents).

2) Cognitive UUD.

The composition of cognitive universal educational activities includes:

General educational UUD;

Logical UUD and posing and solving problems, while in the general educational UUD section a special group of sign-symbolic UUD is singled out.

This block correlates not only with other blocks (regulatory), but also with other programs (Reading: working with information). General educational universal activities include:

Independent selection and formulation of a cognitive goal; - search and selection of the necessary information; application of methods

information retrieval, including with the help of computer tools; - structuring knowledge;

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

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

In cognitive UUD, two more sections stand out along with general educational ones - logical UUD posing and solving problems.

Boolean generic actions:

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 the missing components; - choice of grounds and criteria for comparison, seriation, classification of objects; - bringing under the concept, derivation of consequences;

Establishment of causal relationships;

Building a logical chain of reasoning;

Proof;

Hypotheses and their justification.

Statement and solution of the problem:

Formulation of the problem;

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

3) Regulatory UUD.

In the Fundamental core of the content of general education, regulatory actions are revealed from the point of view of the structure of educational activities: The block of regulatory actions includes actions that ensure that students organize their educational activities:

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

Planning - determining the sequence of intermediate goals, taking into account the final result;

Drawing up a plan and sequence of actions;

Forecasting - 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 case of discrepancy with the standard, the actual action and its result;

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;

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.

Regulatory learning activities include:

goal setting

Planning

Forecasting

Control (correction)

Self-regulation

4) Communicative UUD.

In the fundamental core of the content of general education, communicative UUDs are considered quite widely, from the point of view of socialization. elementary school student: "Communicative actions provide social competence and consideration of the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in a collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults" .

Communication activities include:

Planning educational cooperation with a teacher and peers: determining the goal, functions of participants, ways of interaction

Asking questions - proactive collaboration in seeking and gathering 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 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.

The composition of communicative learning activities includes planning educational cooperation with the teacher and peers, asking questions, resolving conflicts, managing partner behavior, and the ability to express one's thoughts.

Thus, universal educational activities are one of the most important parts of the Federal State Educational Standard for Primary General Education. The composition of the UUD is presented in the Federal State Educational Standard, definitions are given for each action.

PLAN:

1. The main tasks of education as an institution of socialization of a young person.

2. Basic guidelines for the design of modern education standards.

3. The concept of universal learning activities.

4. Functionsuniversal learning activities.

5. Types of universal educational activities.

a) personal;
b) regulatory;
c) cognitive;
d) communicative.

6. Conditions that ensure the development of universal educational activities.

BASIC CONCEPTS: value normative characteristics, universal learning activities,

In every society there are always ideas about ideal personality type which reflect a set of value normative characteristics applied to a person by society in a certain historical era. These characteristics of the ideal type of personality find their expression in value orientations. education as a leading institution of personality socialization aimed at forming a repertoire of social attitudes corresponding to these orientations, providing formation of personality as an ideal representative of civil society.

The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural and historical concept mental development School of L.S. Vygotsky. In the context of the cultural-historical system-activity approach, firstly, the main tasks of education as an institution of socialization are distinguished, and secondly, a set of value-based normative characteristics of the individual as an ideal representative of civil societies.

The main tasks of education as an institution of socialization include the following:

• introducing a new generation of children, adolescents and youth to the leading values ​​of national and world culture;
• mastery of universal methods of decision-making in various social and life situations at different stages age development personality;
• reducing the likelihood of risks of social maladaptation and health disorders of the younger generation.

Among the normative characteristics of the individual, which are projected through the education system, are the following social attitudes:

• the formation of civic identity, a person's awareness of himself as a citizen Russian society who respects the history of his Motherland and is responsible for its fate in the modern world;
• understanding and respect for the values ​​of other cultures, worldviews and civilizations; a person's awareness of his involvement in the fate of mankind;
• active promotion of the development of peacefulness and open dialogue, contributing to the strengthening of tolerance, solidarity and spiritual unity between people of different beliefs, national cultures, religions and states in the modern era;
• willingness to cooperate with other people, trust in other people, collectivism;
• respect for other people as an essential condition for the development of a person's self-respect;
• critical thinking, feeling dignity and experiencing the authenticity of one's Self;
• personal identity, the ability of a person to be himself and accept independent solutions in a variety of social, professional and personal situations;
• taking responsibility for one's own decisions, actions and deeds to oneself and other people;
• promoting the growth of competitiveness and prosperity of Russian civil society.

In accordance with the stated tasks and directions, the basic guidelines for the design of modern education standards are:

• highlighting the above-described value orientations of education, which reflect the requirements for education on the part of the family, society and the state;
• selection formation of motivation for learning, cognition and creativity throughout life and "competence to update competencies" as the leading goal of education in the information age;
• understanding of educational standards as conventional norms guaranteeing the availability, quality, effectiveness of education and fixing requirements for educational outcomes, to recruit educational areas And load volume at various levels and stages of education, taking into account the age and individual psychological characteristics of the development of students, to the terms of study, the structure of exemplary educational programs, control procedure for the educational achievements of students;
• designing variable psychological and pedagogical technologies for the formation universal action, ensuring the development of the individual and building the world at different levels of education, the achievement of the goals of education and the value orientations of education as an institution of socialization of the younger generations in the information age.

Appeal to the development of a program for the development of universal educational activities in the education system meets the new social demands, reflecting the transition of Russia from an industrial to a post-industrial society based on knowledge. The processes of globalization, informatization, the acceleration of the introduction of new scientific discoveries, the rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuing education. New social demands define the goals of education as general cultural, personal and cognitive development of students. These goals should provide such a key super-task of education as teach to learn.

The priority direction of new educational standards is the implementation developing education potential. current and new the task of education is to ensure the development of universal learning activities (UUD) as psychological component of the fundamental core of the content of education, along with the traditional presentation subject content of specific disciplines.

The most important task of the modern education system is the formation of a set of UUDs that provide learning ability, the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, since they are generated, applied and stored in close connection with the active actions of the students themselves.

The program for the development of universal educational activities is based on the provisions of the cultural-historical system-activity approach, integrating the achievements of pedagogical science and practice, including the competence-based approach and the approach based on knowledge, skills and abilities.

In a broad sense, the term "universal learning activities" means the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological) sense, this term can be defined as a set of student actions that ensure social competence, the ability to independently acquire new knowledge and skills, including the organization of this process, cultural identity and tolerance.

Functions UUD consist, firstly, in ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and methods of achieving, control and evaluate the process and results of activities,
secondly, in creating conditions for the development of the personality and its self-realization in the system of continuous education, the formation of “competence for the renewal of competencies” (Y.A. Kuzminov), tolerant attitudes of the personality that ensure its life in multicultural society, high social and professional mobility,
thirdly, in ensuring the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of ​​knowledge.

Among the main types of UUD, four blocks can be distinguished:

1. Personal.
2.Regulatory.
3.Cognitive.
4.Communicative.

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. In relation to educational activities, three types of actions should be distinguished:

• personal, professional, life self-determination;
• action meaning formation, those. 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 motivates 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 action evaluation digestible content, providing a personal moral choice based on social and personal values.

Regulatory UUD provide students with the organization of their learning activities. These include the following:

• 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; its temporal characteristics;
• control in the form of a comparison of the method of action and its result with a given standard in order to detect deviations from it;
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;
• grade- highlighting and understanding by students of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;
• strong-willed self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of a motivational conflict and to overcome obstacles.

cognitive UUD include general educational, logical actions, and staging actions And problem solution.

General education UUDs include:

• independent selection and formulation of a cognitive goal;
• search and selection of the necessary information; application of information retrieval methods, including using computer tools;
• sign-symbolic: modeling- transformation of an object from a sensual form into a spatial-graphic or sign-symbolic model, where the essential characteristics of the object are highlighted, and model transformation in order to identify general laws, defining this subject area;
• the ability to structure knowledge;
• 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; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
• statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

brain teaser UUD assume:

• analysis of objects in order to highlight features (essential, non-essential);
• synthesis as a compilation of a whole from parts, including independent completion, replenishment of missing components;
• choice of grounds and criteria for comparison, seriation, classification of objects;
• summing up under concepts, deducing consequences;
• establishment of causal relationships;
• building a logical chain of reasoning;
• proof;
• hypotheses and their justification.

In UUD setting and solving problems includes the following:

• problem formulation;
• independent creation of ways to solve problems of a creative and exploratory nature.

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

• planning educational cooperation with the teacher and peers - determining the goals, 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;
• managing the partner's behavior - control, correction, evaluation of the partner's actions;
• the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

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

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

• compliance with age-psychological regulatory requirements;
• co compliance of UUD properties with predetermined requirements.

Conditions for the development of UUD

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

• The formation of UUD as the goal of the educational process determines its content and organization.
• The formation of UUD takes place in the context of the assimilation of different subject disciplines.
• UUD, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.

The idea of ​​the functions, content and types of UUD should be taken as the basis for building a holistic educational process. The selection and structuring of the content of education, the choice of methods, the definition of forms of education - all this should take into account the goals of the formation of specific types of UUD.

Students master the main types of UUD (personal, regulatory, cognitive and communicative) in the process of studying different subjects. Of course, each academic subject reveals various opportunities for the formation of UUD, determined, first of all, by its function and subject content.

An important place in the teaching of school disciplines should be occupied by the so-called metasubject(i.e. "over-subject" or metacognitive) UUD. They are aimed at the analysis and management by students of their cognitive activity - whether it is value - moral choice in solving a moral dilemma, determining a strategy for solving mathematical problem, memorizing factual material on history or planning a laboratory experiment in physics or chemistry with other students.

Mastering UUD ultimately leads to the formation ability on your own successfully assimilate new knowledge, master skills and competencies, including independent organization of the assimilation process, i.e. ability to learn This ability is ensured by the fact that UUD are generalized actions that open up the possibility of a wide orientation students both in various subject areas and in the structure of the learning activities, including students' awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" involves the full development of all components of educational activity, which include:

• cognitive and educational motives;
• educational target;
• educational task;
• educational actions and operations(orientation, material transformation, control and evaluation).

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

The formation of UUD, providing a solution to the problems of general cultural, value-personal, cognitive development of students, is implemented as part of a holistic educational process in the course of studying the system of academic subjects and disciplines, in meta-subject activities, organizing forms of educational cooperation and solving important tasks life of students. Such UUD make it possible to move from educational activities carried out jointly and under the guidance of a teacher to activities of self-education and self-education.

The construction of the content of academic subjects and education with a focus on essential knowledge in certain subject areas, as well as the allocation of qualitative indicators of the formation of UUD in relation to the value-personal and cognitive development are essential conditions for their formation.

To date, in the practice of schooling, work on the development of UUD as a psychological component of the educational process is carried out spontaneously. Only a small number of teachers - innovators, who implement progressive educational technologies and share the thesis about the priority of the student's personal development as the goal of the educational process, are trying to implement the requirement for the formation of UUD. The spontaneous nature of the development of UUD is reflected in the acute problems of school education - in the low level of educational motivation and cognitive initiative of students, as well as the ability of students to regulate educational and cognitive activities, in the insufficient formation of general cognitive and logical actions and, as a result, in school maladjustment, growth deviant behavior. An alternative to the current situation should be the purposeful systematic formation of UUD with predetermined properties, such as awareness, reasonableness, a high level of generalization and readiness to use in various ny subject areas, criticality, mastery.

General recommendations for the formation of UUD in the course of the educational process are as follows.

1. The need to highlight the purpose of the formation of UUD, a clear allocation of their functions in the educational process, their content and required properties in relation to those determined by age psychological characteristics students.
2. Determination of the indicative basis of each UUD, ensuring its successful implementation, and organizing the orientation of students in its implementation.
3. Step-by-step development of universal UUDs, which ensures the transition, firstly, from performing an action based on material means to a mental form of performing an action and, secondly, from joint performance of an action with a teacher or peers to independent performance based on self-regulation.
4. Determination of the connection of each UUD with the subject discipline. Identification of subject disciplines that are the most adequate (favorable) for the formation of specific types of UUD and creating a zone of proximal development for them. Definition of a specific form of UUD in relation to the subject discipline, description of the properties of the action. Development of a system of tasks, including subject-special, general logical and psychological types (P. Ya. Galperin), the solution of which will ensure the formation of the specified properties of UUD.
5. Development of a system of recommendations developed fathers and authors of textbooks and teaching aids in school subjects in order to ensure the formation of specific types and forms of UUD in this subject discipline. Inclusion as a criterion peer review textbook and study guide the availability of recommendations and training tasks aimed at the formation of UUD.
6.Development teaching aids addressed to teachers in order to ensure the formation of UUD. If necessary, conduct special -psychological and pedagogical training within the framework of existing forms of teaching students of pedagogical universities and advanced training of specialists.

Literature

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Prepared by Arslanov F.G. - Department of Pedagogy and Psychology of the OGPU.

The general line of the Federal State Educational Standard is the development of the student's personality on the basis of universal educational activities. The purpose of the school is to teach children to learn independently and manage their own lives.

To understand how universal learning activities are formed, you must first understand what this concept is. To do this, we held a webinar in September « Universal learning activities: concept, types, technology for developing learning tasks for the development of UUD ".

The online seminar was conducted by Marina Rostislavovna Bityanova, an expert in the field of educational psychology, candidate of psychological sciences, associate professor and author of more than 100 publications in the field of modern education.

What is UUD? First, this action is an element of activity. To understand, Bityanova invites participants to compare three concepts:

• action;
• way;
• algorithm.

It seems that we understand well the meaning of these words, but how do they relate to each other?

Action - This activity element, whose content is determined by the target.

Way - a method in the performance of a task.

Algorithm - sequence of operations, the exact implementation of which allows you to solve certain problems.

Based on the definitions, we arrive at the following scheme:

The action includes a method and an algorithm, which leads to a working definition of ULD, which helps to develop tasks for their formation.

Universal learning action - way to achieve learning goal carried out according to the algorithm.

“Instructional” means that UUDs are formed in learning activities. Universality is manifested in the fact that UUDs are used in any school subject and in life situations.

- The ability to choose does not change in any way, flowing from a math lesson to a technology lesson, and then to real life, - explains Marina Bityanova. - And when people choose a profession, a husband or wife, a way of life and in which country to live, when people choose what to drink in the morning - tea or coffee, they use the same algorithm that they used when comparing angles.

Therefore, it is necessary to teach a universal action, regardless of the context.

Types of UUD

In accordance with the educational standard, UUDs are divided into 4 groups:

• educational,
• communicative,
• regulatory,
• personal.

Marina Bityanova offers another classification, on the basis of which specific tasks and educational situations are designed.

Structure cognitive modes of action:

• setting a learning goal that determines the need to apply a particular logical operation;
• implementation of a logical operation;
• conclusion.

The conclusion combines the learning goal and the result of performing a logical operation. Without setting a goal, a conclusion is impossible.

An example of a task for the formation of a cognitive mode of action

Information mode of action includes:

• learning goal that defines the task of working with information;
• selection and implementation of the necessary logical operation;
• conclusion about the achievement of the goal.

Informational universal methods may be based not on logical operations, but on techniques fixed in the culture and practice of working with information: graphical representation of information, transferring data from one form to another, and so on.

Communicative modes of action are also based on culturally established methods of organizing communication: argumentation, formulation of questions for understanding, for resolution conflict situations and others.

The structure of the communicative universal way:

• a learning goal that requests the need for communication;
• a communicative task and a method of organizing communication that helps to solve this task;
• conclusion.

An example of a task for the formation of a communicative mode of action

The main tool for the formation of universal modes of action is specially designed training tasks that are based on models of cognitive, informational and communicative modes of action.

Activity Elements- these are UUD, which help the implementation of educational activities at its different stages.

The elements of activity are regulatory UUD And regulatory and communicative UUD .

Regulatory UUD ensure the implementation of individual learning activities. The peculiarity of the structure of such UUD is that the first step in the algorithm will be the answer to the question: what was the content of the previous stage of activity? That is, the first step is to determine the character learning problem. Evaluation criteria are formulated by answering the question: what result should be reached? In the planning algorithm, the main step will be the answer to the question: what tasks need to be solved in order to obtain a result with such properties?

Regulatory and communicative UUD ensure the implementation of group activities: discussion and setting a common educational goal, distribution of responsibilities, choice of ways to achieve the goal, and so on. A communicative task appears in the structure of such UUD.

The main tool for the formation of activity elements is a specially designed educational situation that reproduces the entire structure of educational activity and allows you to improve the application. different ways actions.

Formation of UUD

Stages of formation of universal modes of action:

1. The teacher offers students a task that requires the use of a certain method of action that students do not yet own - students perform the task based on a model.
2. The teacher no longer sets a sample of performance, but directs students with questions: why are we doing this? What will we get as a result? What exactly do we need to do? At a certain moment, the teacher gives the name of the method of action, helps students to realize the main stages of its implementation, purpose. The result of the stage is the performance by students of a learning action built on a meta-subject method, with the help of leading questions from the teacher.
3. The teacher sets a learning task for the students and invites them to apply a known method of action to solve it. At this stage, students learn to see in a specific task the general patterns of applying the method, which do not depend on the subject content.
4. The teacher sets a learning task for the students and invites them to find and apply a method of action that is adequate to the task. Pupils independently choose and apply this or that method, focusing on the purpose of the task.

The formation of universal methods begins with elementary school and ends by the end of the main link of the school. In elementary grades, students go through the first and second stages of mastering universal methods. In high school, the last two are mastered. In the future, students use the formed UUD to solve problems that confront them in various types of educational and social activities: design, research, management, and so on.

Stages of formation of activity elements:

1. The teacher talks about the purpose of the lesson, the plan and stages of achieving the goal, explains the purpose of specific tasks that the students will complete on their own, then controls and evaluates the actions of the students. Student autonomy is minimal.
2. The student independently performs actions and monitors and evaluates the result.
3. To the activity of the student is added the planning of the order of actions, taking into account the purpose of the lesson.
4. The teacher presents the students with a problem situation. Students independently determine, on its basis, the goal, the procedure for action and go through all the stages of educational activity to solve the problem situation.

The first two stages are formed in the primary grades. In full, the elements of activity are mastered by students in the basic school.

For the formation of UUD in tasks, it should always be possible to draw a conclusion, for which a clear goal is set - the student must understand why he uses this or that logical operation, this or that technique.

Universal learning activities are tools of thinking, activity, communication or self-knowledge that help to set goals and achieve them, to be included in joint activities. Creating the conditions for phased formation UUD, teachers develop students' ability to learn, help them become independent in the educational process and in their own lives.

And what will change in the work of schools with the release of the new GEF COO? You can find out the answer to this question at the International Design Seminar-Training "Introduction of GEF SOO" , which will take place July 23-26. Come to our training seminar and you will get everything necessary tools and recommendations for the transition to the new standard.