Topics Wood. List of planned meta-delicent results of the development of the educational program

Regulatory Wood

1. The ability to independently identify the goals of their training, to put and formulate new tasks in studying and cognitive activity, develop the motives and interests of their cognitive activity (GEF LLC p. 10). Thus, as planned meta-delimited results, it is possible, but is not limited to the following, the list of what the student will be able to:

• analyze existing and plan future educational results;
• identify your own problems and determine the main problem;
• put forward the solutions of the problem, formulate hypotheses, anticipate the final result;
• set the goal of activities based on a certain problem and existing opportunities;
• formulate learning tasks as steps to achieve the goal of the activity;
• justify target landmarks and priorities with references to values, indicating and justifying the logical sequence of steps.

2. The ability to independently plan ways to achieve goals, including alternative, consciously choose the most effective ways to solve educational and cognitive objectives (GEF LLC p. 10). The student will be able to:

• to determine the action (s) in accordance with the educational and cognitive task, to draw up an algorithm of actions in accordance with the educational and cognitive task;
• justify and make the choice of the most effective ways to solve educational and cognitive objectives;
• define / find, including from the proposed options, conditions for the implementation of the educational and cognitive task;
• lifestify life plans for a short-term future (to declare targets, put the tasks adequate to them and offer actions, indicating and justifying the logical sequence of steps);
• choose from the proposed and independently search for funds / resources to solve the task / achievement;
• make a plan to solve the problem (project execution, research);
• identify potential difficulties in solving an educational and cognitive task and find funds to eliminate them;
• describe your experience, making it up for transmission to other people in the form of technology solving practical tasks of a certain class;
• plan and adjust your individual educational trajectory.

3. The ability to relate their actions with the planned results, to monitor its activities in the process of achieving the result, determine the ways of action within the proposed conditions and requirements, adjust its actions in accordance with the changing situation (GEF LLC p. 10). The student will be able to:

• to determine together with the teacher and peer criteria for the planned results and the criteria for assessing their learning activities;
• systematize (including choosing priority) criteria for planned results and evaluating its activities;
• select tools for assessing their activities, carry out self-control of its activities in the framework of the proposed conditions and requirements;
• evaluate their activities, arguing the reasons for the achievement or absence of the planned result;
• find sufficient means to perform academic actions in a changing situation and / or in the absence of a planned result;
• working in its plan, make adjustments to current activities based on the analysis of changes in the situation to obtain the planned product characteristics / result;
• establish the connection between the obtained characteristics of the product and the characteristics of the process of activity, upon completion of the activities, to propose a change in the characteristics of the process to obtain improved product characteristics;
• check your actions with the goal and, if necessary, correct errors yourself.

4. The ability to evaluate the correctness of the implementation of the learning task, its own capabilities of its decision (GEF LLC p. 10). The student will be able to:

• identify the criteria for the correctness (correctness) of the learning task;
• analyze and justify the application of the appropriate toolkit to perform a learning task;
• freely use the evaluation and self-assessment criteria, based on the purpose and existing criteria, distinguishing the result and methods of action;
• evaluate the product of its activities on specified and / or independently defined criteria in accordance with the aim of activities;
• justify the reachability of the target with the chosen way based on the assessment of its internal resources and available external resources;
• fix and analyze the dynamics of your own educational results.

5. Ownership of the foundations of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activity (GEF LLC (10). The student will be able to:

• observe and analyze their educational and educational activities and the activities of other students in the process of mutual test;
• relate real and planned results of individual educational activities and draw conclusions;
• make a decision in an academic situation and bear responsibility for him;
• independently determine the causes of their success or failure and find ways to exit the situation of failure;
• retrospectively determine what actions to solve the learning task or parameters of these actions led to the existing product of educational activities;
• to demonstrate the techniques for the regulation of psychophysiological / emotional states to achieve the effect of soothery (eliminate emotional tensions), the effect of recovery (weakening the manifestations of fatigue), the effect of activation (increase in psycho-physiological reactivity).

Cognitive Uud.

6. The ability to identify the concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for the classification, to establish causal relationships, to build a logical reasoning, conclusion (inductive, deductive and by analogy) and draw conclusions (GEF LLC p. 10 ). The student will be able to:

• select the words integralized by the keyword defining its signs and properties (under-ideas);
• build a logical chain of a key word and the words coincided;
• allocate a sign of two or several items or phenomena and explain their similarity;
• combine objects and phenomena in the group by certain features, compare, classify and summarize facts and phenomena;
• allocate a phenomenon from a total number of other phenomena;
• determine the circumstances that preceded the occurrence of communication between phenomena, from these circumstances, to identify the defining capable of being the cause of this phenomenon, to identify the causes and consequences of phenomena;
• build reasoning from general patterns to private phenomena and from private phenomena to general laws;
• build reasoning based on comparison of items and phenomena, while highlighting general features;
• express the information obtained by interpreting it in the context of the task being solved;
• independently indicate information in need of verification, to offer and apply a way to verify the accuracy of the information;
• verbalize the emotional impression rendered on it to the source;
• explain the phenomena, processes, communications and relationships detected in the course of cognitive and research activities (give an explanation with a change in the form of submission; explain, detailing or summarizing; explain from a given point of view);
• identify and call the causes of events, phenomena, including the possible causes / most likely causes, possible consequences of a given reason, independently carrying out causal analysis;
• making a conclusion based on a critical analysis of different points of view, to confirm the conclusion of its own argument or independently obtained data.

7. Ability to create, apply and convert signs and symbols, models and schemes for solving educational and informative tasks (GEF LLC § 10). The student will be able to:

• denote the symbol and sign subject and / or phenomenon;
• identify logical connections between objects and / or phenomena, denote data logical connections using signs in the scheme;
• create an abstract or real image of the subject and / or phenomenon;
• build a model / diagram based on the conditions of the problem and / or method of solving the problem;
• create verbal, real and information models with the allocation of the essential characteristics of the object to determine the method of solving the problem in accordance with the situation;
• convert the models to identify general laws defining this subject area;
• translate complex in composition (multidimensional) information from graphic or formalized (symbolic) submission to textual, and vice versa;
• build a scheme, an action algorithm, correct or restore an unknown algorithm based on the existing knowledge about the object to which the algorithm is used;
• build proof: Direct, indirect, from no other;
• analyzing / reflecting the experience of developing and implementing a training project, research (theoretical, empirical) based on the proposed problem situation, the goal and / or given criteria for product evaluation / result.

8. Semantic reading (GEF LLC p. 10). The student will be able to:

• find the required information in the text (in accordance with the objectives of its activities);
• navigate the content of the text, understand the holistic sense of the text, structure the text;
• establish the relationship of the events described in the text, phenomena, processes;
• summarize the main idea of \u200b\u200bthe text;
• converting text, "translating" it into another modality, interpret the text (artistic and non-educational - educational, scientific and popular, informational, text Non-Fiction);
• critically evaluate the content and form of text.

Communicative Woods

9. Ability to organize educational cooperation and joint activities with teacher and peers; Work individually and in the group: to find a general decision and resolve conflicts based on coordination of positions and accounting interests; Formulate, argument and defend your opinion (GEF LLC p. 10). The student will be able to:

• identify possible roles in joint activities;
• play a role in joint activities;
• take the position of the interlocutor, understanding the position of the other, distinguish between his speech: opinion (point of view), proof (arguments), facts; hypothesis, axioms, theory;
• identify their actions and actions of the partner who contributed or prevented productive communication;
• build positive relations in the process of educational and cognitive activity;
• correctly and reasonably defend their point of view, in the discussion to be able to put forward counter-arguments, to rephrase their idea (possession of the equivalent substitution mechanism);
• critically refer to their opinion, with dignity to recognize the fallacy of his opinion (if it is) and adjust it;
• offer an alternative solution in a conflict situation;
• allocate a common point of view in the discussion;
• negotiate the rules and questions for discussion in accordance with the task set before the Group;
• organize educational interaction in the group (define common goals, distribute the roles, negotiate with each other, etc.);
• eliminate in the framework of the dialogue of discontinuities in communication, due to misunderstanding / rejection by the interlocutor of the task, forms or content of the dialogue.

10. The ability to consciously use voice resources in accordance with the task of communication to express their senses, thoughts and needs; planning and regulation of their activities; Possession of oral and written speech, monologue contextual speech (GEF LLC, paragraph 10). The student will be able to:

• identify the task of communication and in accordance with it select speech tools;
• select and use speech tools in the communication process with other people (dialogue in a pair, in a small group, etc.);
• present in oral or writing a detailed plan of own activities;
• comply with the norms of public speech and the regulations in a monologue and discussion in accordance with the communicative task;
• to express and justify the opinion (judgment) and request the opinion of the partner in the framework of the dialogue;
• make a decision during the dialogue and coordinate it with the interlocutor;
• create written "Clistens" and original texts using the necessary speech funds;
• use verbal means (logical means) to highlight the semantic blocks of their speech;
• use non-verbal funds or visual materials prepared / selected under the guidance of the teacher;
• to make an appraisal conclusion about achieving the goal of communication immediately after the completion of communicative contact and justify it.

11. Formation and development of competence in the use of information and communication technologies (hereinafter - ICT competences) (GOS LLC p. 10). The student will be able to:

• purposefully search and use the information resources necessary to solve educational and practical tasks using ICT funds;
• choose, build and use an adequate information model to transfer its thoughts by means of natural and formal languages \u200b\u200bin accordance with the terms of communication;
• allocate the information aspect of the task, operate with data, use the problem solving model;
• use computer technologies (including the choice of adequate task of instrumental software and hardware and services) for solving information and communication learning tasks, including: calculation, writing letters, writings, reports, abstracts, creation of presentations, etc.;
• use information taking into account ethical and legal norms;
• create informational resources of different types and for different audiences, comply with information hygiene and information security rules.

Cognitive Uud.

12. The formation and development of environmental thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation (GEF LLC p. 10). The student will be able to:

• determine their attitude towards natural environment;
• analyze the effect of environmental factors on the habitat of living organisms;
• conduct and probabilistic analysis of environmental situations;
• predict changes in the situation when changing the action of one factor on the action of another factor;
• disseminate environmental knowledge and participate in practical environmental protection issues;
• express your attitude towards nature through drawings, essays, models, design work.

Slide 1.

Slide 2.

What is the task of the school?

The formation of each child's ability to learn is to teach yourself.

Slide 3.

The priority goal of school education:

the development of the student of the ability to independently put the learning task, design ways to implement them, control and evaluate their achievements.

Slide 4.

Slide 5.

How to achieve this goal?

Thanks to the system of forming universal educational actions

Slide 6.

inquisitive, actively and interested in the knowledge of the world; owning the ability to learn capable of organizing their own activities; loving his people, their land and their homeland; Resperating and receiving family and society; Ready to act independently and respond to your actions in front of the family and society; Friendly, who knows how to listen and hear the interlocutor, justify his position, express his opinion; Performing the rules of healthy and safe for yourself and the surrounding lifestyle. (GEF NOO, page 7, Section I.)

"Portrait of an elementary school graduate"

Slide 9.

actions of sense formation

the actions of moral and ethical estimation

Personal Wood

Self-determination actions

Slide 10.

provide value-semantic orientation of students and orientation in social roles and interpersonal relations: personal, (professional), life self-determination; Modeling, i.e. Establishing students' communication between the purpose of educational activities and its motive; moral and ethical orientation, including the estimation of the digestible content, providing a personal moral choice

Slide 11.

Personal Universal Actions

Allow to make a teaching meaningful, provide a student to the importance of solving educational tasks, linking them with real life goals and situations. Aims are aimed at awareness, research and adoption of life values \u200b\u200band meanings, allow you to navigate in moral norms, rules, assessments, develop our own position in relation to peace, people, yourself and their future.

Slide 12.

Cognitive Uud.

generally educational, including special and subject actions

logical, including iconic symbolic actions

setting and solving problems

Slide 13.

Cognitive universal actions

include: general educational universal actions: -Moping and formulating a cognitive goal; -Poysk and allocation of the necessary information; -ructuring knowledge; - Symbolic modeling - transformation of an object from a sensual form in a model where the essential characteristics of the object (spatial-graphic or iconic-symbolic), and the conversion of the model in order to identify general laws that determine this subject area - the ability to conscious and arbitrarily build a speech statement oral and writing; Choosing the most effective ways to solve problems depending on the specific conditions; Reflection of methods and conditions of action, control and evaluation of the process and results of activities, etc.

Slide 14.

Universal logic actions

analysis of objects in order to allocate signs (significant, insignificant); Synthesis as a compilation of a whole of parts, including with independent completion, replenishing the missing components; Choosing grounds and criteria for comparison, serialization, classification of objects; Summing up for the concepts, deregulation; establishment of causal relationships; constructing a logical chain of reasoning; evidence; Advance hypotheses and their rationale.

Slide 15.

Staging and solving the problem:

formulating the problem; Independent creation of ways to solve problems of creative and search nature.

Slide 16.

Cognitive actions

Include the actions of the study, search and selection of the necessary information, its structuring; Simulation of the studied content, logical actions and operations, ways to solve problems.

Slide 17.

Regulatory Universal Training Actions

Icobalization Planning Control Forecasting Correction

Vollage self-regulation

Slide 18.

Regulatory training of children of primary school age: 1. The ability to learn and the ability to organize its activities (planning, control, evaluation): - the ability to take, maintain goals and follow them in training activities; - the ability to act according to plan and plan their activities; - overcoming impulsiveness, involuntary; - the ability to control the process and results of its activities, including the implementation of anticipating control in cooperation with the teacher and peers; - the ability to adequately perceive the estimates and marks; - the ability to distinguish the objective difficulty of the problem and subjective complexity; - The ability to interact with adults and with peers in training activities.

Slide 19.

Regulatory training

2. Formation of purposefulness and perseverance in achieving goals, vital optimism, readiness for overcoming difficulties: - purposefulness and perseverance in achieving goals; - willingness to overcome difficulties, the formation of the installation on the search for the methods of permission of difficulties (strategy of consolation); - Formation of the foundations of the optimistic perception of the world.

Slide 20.

Regulatory Wood

Regulatory URUs include self-control skills, the ability to solve the learning task, the ability to work according to the algorithm, the level of development of combinatorial skills.

Slide 21.

Regulatory actions

Provides the ability to control cognitive and educational activities through the setting of goals, planning, control, correction of their actions and assess the success of assimilation.

Slide 22.

Communicative Woods

Planning training cooperation

Setting issues

Building speech statements

Leadership and coordination of actions with a partner

Slide 23.

Communicative actions - interpersonal and business cooperation, positive and responsible attitude towards the world of nature and culture, a small homeland and Fatherland. These include: planning educational cooperation with teacher and peers; formulation of issues - initiative cooperation in the search and collection of information; resolution of conflicts - identification, search for solutions and its implementation; Management of partner behavior - control, correction, assessment of its actions; Skill with sufficient completeness and accuracy to express their thoughts in accordance with the tasks and conditions of communication

Many scientists, philosophers, teachers, methodists argue that the most important role in training and education is the primary school played. Here the child learns to read, write, count, listen, hear, speak, empathize. What is the role of modern elementary school? Integration, generalization, understanding of new knowledge, linking them with a child's life experience based on the formation of the ability to learn. Learning to teach yourself - this is the task, in the decision of which there is no replacement today.

The priority goal of school education, instead of a simple transfer of knowledge, skills and skills from the teacher to the student, becomes the development of the student's ability to independently put training goals, design ways of their implementation, control and evaluate their achievements, in other words - the formation of the ability to learn. The student himself must become an "architect and builder" of the educational process. Achieving this goal becomes possible thanks to the formation universal Training Systems (Wood)(GEF 2 generation for elementary school). Mastering universal learning actions gives students the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn. This feature is ensured by the fact that UUD is generalized actions that generate motivation to learning and allow students to navigate in various subject areas of knowledge.

The program for the formation of universal training actions.

Explanatory note

Actual and new task, in accordance with the requirements of the standard, becomes ensuring the development of universal educational actions as actually psychological component of the fundamental nucleus of the content of education along with the traditional presentation subject Concrete disciplines. Universal training activities provide "ability to learn", the ability of the personality to self-development and self-improvement through conscious and active assignment of new social experience.

All this led to the need to develop a program for the formation of universal educational actions.

The program is drawn up on the basis of the requirements of the second generation standard, to personal and meta-certificate results of the development of the basic educational program of primary general education, an exemplary educational program of primary general education, methodical recommendations "How to design universal training in elementary school: from the action to thought": teacher manual / A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya et al.; Ed. A. G. Asmolov. - M.: Enlightenment, 2010.

The implementation of the program is carried out comprehensively through the educational process, extracurricular, extracurricular and extracurricular activities, continuity of preschool to primary general education.

The purpose of the program: Ensure the regulation of various aspects of the development of meta-delta skills, i.e. methods of activity applicable within the framework of both the educational process and in solving problems in real life situations.

Program tasks:

1. establish the value guidelines of primary education;

2. determine the composition and characteristics of universal training actions;

3.to identify in the content of subject lines universal learning actions and determine the conditions for the formation in the educational process and vital situations.

The program of formation of universal training actions presents:

· The value guidelines for the content of primary general education;

· Characteristics of personal, regulatory, cognitive, communicative universal educational actions;

· Communication of universal training with the content of educational items of the mandatory part of the curriculum and part of the educational institution formed by the educational institution (individual items and extracurricular activities);

· Typical tasks of the formation of personal, regulatory, educational, communicative universal training actions;

· Description of the continuity of the program for the formation of universal educational actions when moving from preschool to primary and basic general education;

GEF primary general educationdetermines the value guidelines for the content of education at the stage of initial general education as follows:

1. Formation of the basics of civil identity identity, including:

Feeling of routine and pride for their homeland, people and history;

Awareness of human responsibility for the welfare of society;

The perception of the world as a single and holistic in the diversity of cultures, nationalities, religions;

Refusal to divide on "their" and "strangers";

Respect for the history and culture of every nation.

2. Formation of psychological conditions for the development of communication, cooperation cooperation:

Goodwill, trust and attention to people,

Willingness to cooperate and friendship, to assist those who need it;

Respect for others - the ability to listen and hear a partner, recognize the right of everyone to their own opinion and make decisions taking into account the positions of all participants;

3. Development of value-semantic personality on the basis of universal morality and humanism:

The adoption and respect of the values \u200b\u200bof the family and society, schools and the team and the desire to follow them;

Orientation in the moral content and sense of actions, both own and surrounding people, the development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

Formation of a sense of excellent and aesthetic feelings based on acquaintance with world and domestic artistic culture;

4. Development of ability to learn as the first step to self-education and self-education:

Development of broad cognitive interests, initiatives and curiosity, motives of knowledge and creativity;

The formation of the ability to learn and the ability to organize its activities (planning, control, evaluation);

5. Development of independence, initiatives and liability of the individual as the conditions for its self-actualization:

Formation of self-esteem and emotionally positive attitude towards himself;

Readiness to openly express and defend your position;

Criticity in relation to their actions and the ability to adequately evaluate them;

Readiness for independent actions, responsibility for their results;

Dedication and perseverance in achieving goals;

Life optimism and readiness for overcoming difficulties;

The ability to confront the actions and influences representing the threat of life, health and personality security and society within their capabilities.

The main values \u200b\u200bof the content of education, formed at the initial general education steps

Value of the world	1. As a shared house for all residents of the Earth; 2. As the world community submitted by different nationalities; 3. As a principle of life on Earth.
Value of human life	as an opportunity to exercise, implement humanity, positive qualities and virtues, all values
Gift words	as an opportunity to get knowledge, communicate
Nature value	awareness of themselves as part of the natural world. Careful attitude towards nature as to the habitat and human survival, as a source for experience in feeling beauty, harmony, its perfection
Value of family	as the generality of relatives and close people, in which the language, cultural traditions of their people are transmitted, mutual assistance and mutual support
Value of good	as a manifestation of higher human abilities - love, compassion and mercy.
Value to the knowledge of the world	value of scientific knowledge, mind, the implementation of man's desire to comprehend the truth
Value of beauty	as perfection, harmony, bringing in line with the ideal, the desire for it- "Beauty will save the world"
Labor and creativity value	as a desire for creative activities aimed at creating conditions for the implementation of other values
Value of freedom of choice	as an opportunity to commit judgments and actions within the framework of norms, rules, laws of society
Value of love for homeland, people	as a manifestation of human spiritual maturity, expressed in a conscious desire to serve the Fatherland

Modern graduate elementary school is a person:

· Inquisitive, actively knowing the world;

· Welfing the ability to learn;

· Loving native land and its country;

· Resperating and accepting value of family and society;

· Ready to act independently and respond to your actions before family and school;

· Friendly, who knows how to listen and hear a partner who knows how to express his opinion;

· Performing the rules of a healthy and safe lifestyle for yourself and others.

Universal learning activities in our school used by our school are considered as a combination of pedagogical landmarks in organizing the educational process in elementary school.

An indicator of the success of the formation of URU will be the orientation of a schoolboy to perform actions expressed in categories:

· I know / can,

· want,

· Doing

Psychological terminology	Pedagogical terminology	Child language	Pedagogical landmark (the result of pedagogical impact, adopted and implemented by a schoolboy)i know / I can, I want to do
Personal universal learning activities.	Parenting personality (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to study" "I study success" "Live in Russia" "Rasta a good man" "In a healthy body healthy mind!"
Regulatory universal learning actions.	self-organizing		"I understand and act" "Control the situation" "I study evaluate" "I think I'm writing, I say, show and do"
Cognitive universal learning actions.	research culture	"I'm learning".	"I am looking for and finding" "I depict and fix" "I read, I say, I understand" "I think logically" "I solve the problem"
Communicative universal learning actions	culture communication	"We are together"	"Always in touch"

Formation of universal training actions by means of UKC "Primary School of the 21st Century"

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various subject disciplines. Requirements for the formation of universal educational actions are reflected in the planned results of the development of programs of training items "Russian", "Literary reading", "Mathematics", "Enough Peace", "Technology", "Foreign Language", "Fine Art", "Physical Culture "in relation to the value-semantic, personal, cognitive and communicative development of students.

Priorities of substantive content in the formation of a Wood

Semantic accents Uud.	Russian language	Literary reading	Mathematics	The world
personal	life self- definition		Measiacy	moral and ethical orientation
regulatory	department, planning, forecasting, control, correction, assessment, action algorithm (mathematics, Russian, surrounding world, technology, physical culture, etc.)
cognitive general educational	modeling (oral speech translation in writing)	semantic reading, arbitrary and conscious oral and written statements	modeling, choosing the most effective ways to solve problems	wide range of sources of information
cognitive logical	formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of search and creative nature		analysis, synthesis, comparison, grouping, causal relationships, logical reasoning, evidence, practical actions
communicative	use of language and speech tools for obtaining and transmitting information, participation in the productive dialogue; Improving: monologic statements of different types.

Each learning subject, depending on its content and methods of organizing educational activities, discloses certain opportunities for the formation of universal trainingactions.

In accordance with the requirements of the GEF, the structure and content of the system of textbooks "Primary School of the 21st Century" are aimed at achieving the following personal results of the development of the main educational program:

1) The formation of the foundations of Russian civil identity, the feelings of pride in their homeland, the Russian people and the history of Russia, the awareness of their ethnic and nationality, the formation of the value of multinational Russian society, humanistic and democratic value orientations.

2) the formation of a holistic, socially-oriented view of the world in its organic unity and a variety of nature, peoples, cultures and religions.

3) the formation of a valid attitude to other opinions, history and culture of other peoples.

To achieve these personal results, the relevant sections and themes and themes, and tasks, tasks, tasks were introduced into the system of textbooks "Primary School of the 21st Century".

In the course "Enough Peace" - These are the themes "Nature of Russia", "Pages of the History of the Fatherland", "Native Territory - part of a large country", "Modern Russia", "Life of the city and village", "What is the Motherland?", "What do we know about the people of Russia? "," What do we know about Moscow? "," Russia on the map ".

In grade 1, children get acquainted with state symbols of Russia (coat of arms and flag).

In the course "Literary reading" - These are sections: "Oral folk creativity", "Chronicles, epics, lives", "Motherland", "I love the nature of Russian", "Poetic notebook", "Nature and we", "from Russian classical literature", "Literature of foreign countries" et al., as well as texts and tasks about our multinational country, on the traditions and customs of its peoples and peoples of the world, about the variety of nature and the need for her relationship. The system of such tasks allows students to be aware of themselves by citizens of the country, to form universal identity.

In the course "Russian language" Presented various in the form and content of exercises and tasks about the Motherland, about the defenders of the Russian Earth, on the preservation of the world in their own country and throughout the world. Through the texts, children get acquainted with the national values \u200b\u200bof our fatherland, monuments of antiquities and their creators, Russian craftsmen, the hands of which the king cannon and the tsar-bell were created, the Church of the Intercession to Nerlie, etc., learn about the great heritage of our people - Russian. In this regard, the texts of ID are given. Turgenev, A.I. Kupina, A.N. Tolstoy, D.S. Likhacheva, M.M. Svtain, I. S. Sokolova-Mikitova, K.G. Powesty and others, poetic lines A.S. Pushkin, I.A. Bunina, M.Yu. Lermontova, N.M. Rubtsova, N.I. Sladkov, S. Ya. Marshaka, and others, convincing students in beauty, imagery, richness of the Russian language. The disciples make up texts, stories about their small homeland - the region, city, village, about their attractions, natural and cultural and historical features.

In the course "Mathematics" - in the plots of text tasks (for example, in 3 and 4 cl.) Information from the historical past of our country is presented - about the duration of the Great Patriotic War and the victory in it, about the school museum of combat fame and the help of veterans, the age of the Russian fleet, modern achievements of Russia in the field of cosmonautics; On industry industries, about the rich cultural heritage of the country (for example, about the years of A.S. Pushkin, about the collection of works L.N. Tolstoy, about visiting museums, art galleries, etc.).

In the course "Music" The works of domestic musical art are considered in the context of world artistic culture, the principle of culture dialogue is widely used. He involves acquaintance with students with folk and professional music of various nationalities based on its comparison and identification of the community of life content, moral and aesthetic issues, differences in styles, music language, creative hand writing of representatives of different eras and cultures.

In the course "Fine Arts" The achievement of these results is carried out due to the content of specific tasks and the end-to-end principle of building a training material, which is based on the idea "from the native threshold to the world of great culture."

The textbooks are offered "pages for curious" with the tasks of a creative nature.

From first class, younger schoolchildren learn not only to observe, compare, perform classification of objects, arguing, conducting generalizations, etc., but also to record the results of their observations and actions in different ways (verbal, practical, iconic, graphic). All this forms the ability to solve the tasks of a creative and search nature.

Communication of universal training with the content of educational items

determined by the following statements:

1.Whud is a holistic system in which we can allocate interconnected and interdepending actions:

· Communicative - providing social competence,

· Cognitive - general educational, logical associated problems,

· Personal - defining motivational orientation,

· Regulatory - providing organizations of their own activities.

2. Wood is a targeted, systemic process that is implemented through all subject areas and extracurricular activities.

3. The Wood has determined emphasis in the selection of content, planning and organizing the educational process, taking into account age-psychological characteristics of students.

4. The work on the formation of specific Woods of each species is indicated in thematic planning, technological maps.

5. Adjusts the level of their formation - in the requirements for the results of the development of the UE for each subject and in the required programs of extracurricular activities.

6. Pedagogical support of this process is carried out using a universal integrated, which is a procedural way to assess the achievements of students in the development of universal educational actions.

7. The results of the assimilation of the Wood are formulated for each class and are a guideline in organizing monitoring them to achieve.

Forms of the organization of the educational process aimed at

on the formation of universal training actions

The learning process sets the content and characteristics of the learning activity of the child and thereby defines the zone of the nearest development of these universal training actions and their properties. Universal training actions are a holistic system in which the origin and development of each type of educational action is determined by its attitude with other types of educational actions and the overall logic of age development.

Selection and structuring of the content of education, the definition of forms and methods of training - all this should take into account the objectives of the formation of specific types of Wood.

Forms of training activities as a condition for the formation of universal educational actions

Educational cooperation	The teacher perceives the child as an equal partner, an active, influential participant in the educational process, organizes interconnection, dialogue. The process participants are emotionally open and free in their statements. The child freely uses the assistance of a teacher or peers. With such cooperation, the teacher acts as an organizer who is acting indirectly, and not direct instructions. Such communication is as close as possible to the child. Organization of work in a pair, group, independent work using additional information sources. Educational cooperation allows you to form communicative, regulatory, educational and personal universal learning activities.
Creative, project, educational and research activities	Artistic, musical, theater creativity, design, formation of the plan and the implementation of socially significant initiatives, etc. Work on projectsharmoniously complements in the educational process cool-urgent activity and allows you to work on obtaining personal and meta-delicious results of education in more comfortable conditions for this, not limited to the temporary framework of individual lessons. The focus of projects on the original end result in a limited time creates prerequisites and conditions for achieving regulatory metaPered results. Joint creative activities of students when working on projects in the group and the necessary final stage of work on any project - a presentation (protection) of the project - contribute to the formation of meta-subhead communicative skills. Personal results when working on projects can be obtained when choosing the subjects of projects.
Control - estimated and reflective activity	Self-esteem is the core of identity identity, speaking as a system estimates and ideas about yourself, their qualities and opportunities, in the world and in relations with other people. The central function of self-esteem is regulatory function. The origin of self-assessment is associated with the communication and activities of the child. A specially organized educational action assessment has a significant impact on the development of self-assessment. Terms of development of the assessment of educational activities: · Staging to the student of the task of assessing their activities (not a teacher assesses, the task of assessing the results of its activities is set to the child); · The subject of assessment is training actions and their results; · Methods of interaction, their own activities; · Organization of objectives for a child of changes in training activities based on the comparison of its preceding and subsequent achievements; · Formation of a student installation to improve the results of its activities (the assessment helps to understand what and how to improve); · Formation of a learning skill to cooperate with the teacher and independently generate and apply the criteria for differentiated assessment in training activities, including the ability to analyze the causes of failures and allocate missing operations and conditions that would ensure the successful implementation of the learning task; · Organization of educational cooperation of the teacher with students based on mutual respect, acceptance, trust, and recognizing the individuality of each child.
Labor activity	Self-service, participation in socio-beneficial work, in socially significant labor promotions. Spare work develops positive identity qualities: organization, discipline, attentiveness, observation. The labor of younger schoolchildren allows the teacher to better recognize their individual characteristics, find out their creative opportunities, develop certain abilities. Labor activity allows you to form personal universal Training actions.
Sports activities	Mastering the foundations of physical culture, acquaintance with various sports, the experience of participation in sports competitions will allow village qualities of personality, communicative actions, regulatory actions.

Continuity of the formation of universal educational actions on the steps of general education

The organization of continuity is carried out in the transition from preschool education to primary education, from primary education to basic education, from the main to the average full formation. At each stage of the educational process, diagnosis (physical, psychological, pedagogical) readiness of students for learning is carried out at the next step. Starting diagnostics Determines the main problems characteristic of most students, and in accordance with the peculiarities of the learning step for a certain period, a system of continuity work is lined up.

The problem of organizing the continuity of learning affects all the links of the existing educational system, namely: transitions from a pre-school educational institution (predges) into an educational institution that implements the main educational program of primary general education and further the main educational program of the main and secondary (full) education, and finally to a higher educational institution. At the same time, despite the huge age-psychological differences between students who experienced the difficulties of transitional periods have a lot in common.

The main problems of ensuring continuity are associated with ignoring the task of targeted formation of such universal educational actions, as communicative, speech, regulatory, general consumer, logical, etc.

The most acute problem of continuity is in two key points - at the time of the receipt of children to school (when moving from the pre-school link to the stage of primary general education) and during the transition of students to the level of basic general education.

Research preparedness of children to school training when moving from pre-school to initial general education, it was shown that training should be considered as a comprehensive education, including physical and psychological readiness.

Physical readiness it is determined by the state of health, the level of morphofunctional maturity of the body of the child, including the development of motor skills and qualities (fine motor coordination), physical and mental performance.

Psychological readiness for school - a complex systemic characteristic of the mental development of a child of 6-7 years, which involves the formation of psychological abilities and properties that adopt a new social position of the schoolboy; The ability to fulfill their training activities first under the guidance of the teacher, and then the transition to its independent implementation; assimilation of the system of scientific concepts; Mastering the child of new forms of cooperation and training cooperation in the system of relations with the teacher and classmates.

The formation of the foundation of the preparedness of the transition to training at the stage of primary general education should be carried out within the framework of specific children's activities: plot-role-playing games, visual activities, design, fairy tale perception, etc.

All of these components are present in the formation of universal training actions and are asked in the form of requirements for the planned learning. The basis of the continuity of different levels of the educational system can be the orientation of the key strategic priority of continuous education - the formation of the ability to learn, which must be ensured by the formation of a system of universal educational actions.

In the field of regulatory URU students will be ablesend all types of training actions, including the ability to accept and maintain a training goal and the task, plan its implementation, including in the internal plan, to control and evaluate their actions, to make appropriate adjustments to their implementation.

For formation personal

· participation in projects;

· Summing up the lesson;

· Creative tasks;

· Spectatic, motor, verbal perception of music;

· Mind playback of paintings, situations, video;

· Self-esteem events, incident;

diaries of achievements;

cognitive universal educational actions are advisable to the following types of tasks:

· "Find differences" (you can set their number);

· "What does it look like?";

· Search for extra;

· "Labyrinths";

· Ordering;

· "Chains";

· Crystal solutions;

· Drawing up a support scheme;

· Work with different types of tables;

· Compilation and recognition of diagrams;

· Work with dictionaries;

For diagnosis and formation regulatory universal training actions are possible the following types of tasks:

· "Intentional errors";

· Search for information in the suggested sources;

· Interconnection;

· "I am looking for errors"

· Konop (control survey on a certain problem).

For diagnosis and formation communicative universal academic actions can be offered the following types of tasks:

· Make an assignment to a partner;

· Feedback to work comrade;

· Group work on the compilation of crossword;

· "Guess, about com";

· Dialogue (formulating issues for feedback);

· "Prepare a story ...", "describe orally ...", "explain ..." and so on.

In the activities of the Teacher on the formation of UUD, the following status of the standard should pay attention to.

"The primary education should guarantee the" diversity of individual educational trajectories and the individual development of each studying (including gifted children and children with disabilities), which ensure the growth of creative potential, cognitive motives, enrichment of the forms of training cooperation and the expansion of the nearest development zone. "

Planned results for the formation of a Wood

Personal results at different stages of training

Classes	Evaluate situations and deeds (value installations, moral orientation)	Explain the meaning of its assessments, motives, goals (personal self-reflection, self-development ability, motivation for knowledge, study)	Self-determination in life values \u200b\u200b(in words) and come in accordance with them, responsible for their actions (personal position, Russian and civil identity)
1-2 classes – necessary level	Evaluate simple situations and unambiguous Actions as "good" or "bad" from the position: – generally accepted moral rules of philanthropy, respect for labor, culture, etc. (values); - the importance of execution of the role of a "good student"; - the importance of careful attitude towards their health and health of all living beings; - The importance of distinguishing the "beautiful" and "ugly". Gradually understand that life is not like "Fairy Tales" And it is impossible to divide people on "good" and "bad"	Remove Explain why concrete unambiguous Acts can be assessed as "good" or "bad" ("wrong", "dangerous", "ugly") from the perspective of well-known and generally accepted rules. Self-awareness Explain yourself: - What our own habits do not like and do not like (personal qualities), - What I do with pleasure, and what - no (motifs), - That I get well, and what no (results)	Self-determination Realize yourself valuable part of a big diverse world (nature and society). Including: explain what connects me: - with my loved ones, friends, classmates; - with countrymen, people; - with your homeland; - with all people; - with nature; touch the feeling of pride for "their" - loved ones and friends. Acts Choose a deed in definite Assessed situations based on: – famous and simple generally accepted rules "Good", "safe", "beautiful", "correct" behavior; – empathy In joys and troubles for "his": loved ones, friends, classmates; – empathy Feelings others are not similar for you people responsiveness to troubles All living beings. Recognize your bad actions
3-4 classes - necessary level (for 1-2 classes is an elevated level)	Evaluate simple situations and unambiguous actions as "good" or "bad" from the position: - Universal values \u200b\u200b(including justice, freedom, democracy); – russian civilians values \u200b\u200b(important for all Russian citizens); - the importance of studies and knowledge of new; - the importance of respect for human health and to nature); - Needs B. "Beautiful" and denial "ugly». Separate evaluation of the act From the assessment of the person himself (bad and good actions, not people). Celebrate actions and situations that it is impossible to define how good or bad	Remove Explain why concrete unambiguous Acts can be assessed as "good" or "bad" ("wrong", "dangerous", "ugly"), from the position universal and russian civiliansvalues. Self-awareness Explain yourself: - What is good in me, and that bad (personal qualities, character traits), - What I want (goals, motifs), -What I can (results)	Self-determination: Realize yourself citizen of Russia, including: explain what binds me with history, culture, fate of your people and all of Russia, feel a feeling of pride for your people, their homeland, empathize them in joys and troubles and show these feelings in good deeds. Be aware of multidoral Mira, including respect other opinions, history and culture of other peoples and countries, do not allow them to insult, ridicuing. Formulate the most simple rules of behaviorcommon to all people, all citizens of Russia (the foundations of universal and Russian values). Acts Select a deed in unambiguously estimated situations based on rules and ideas (values) important to: - of all the people, - their countrymen, their people, their homeland, including for the sake of "their own", but contrary to our own interests; – respect for different people of each other, their good neighborhood. respond to them (take punishment)
Elevated level 3-4 Class	Evaluate ambiguous, Acts as "good" or "bad", solving moral contradictions based on: - Universal values \u200b\u200band Russian values; - the importance of education, healthy lifestyle, nature of nature and creativity. Predict estimates of the same situations from the standpoint of different people, distinguished by nationality, worldview, position in society, etc. Learn to notice and recognize discrepancies of their actions with their stated positions, views, opinions	Remove Explain positive and negative estimates, including ambiguous actions, from the position of universal and Russian civilian values. Explain differences in estimates The same situation, actions of different people (including by himself), as representatives of different worldviews, different groups of society. Self-awareness Explain yourself: - their own character traits; - own self-destructive goals; - His most notable achievements.	Self-determination Realize yourself by a citizen of Russia and the valuable part of the Multician changingin the world, including: Defend (within its capabilities) humane, equal, civil democratic order and prevent their violation; Search his position (7-9 cl. - gradually implement your civil and cultural choice) in manifold social and ideological positions, aesthetic and cultural preferences; Aspire to mutual understanding with representatives of other cultures, worldviews, peoples and countries, based on mutual interest and respect; To exercise good cases, useful to other people, their own country, including to refuse for them from some of their desires. Produce conflicting conflict situations The rules of behavior contributing to non-violent and equal overcoming of the conflict. Acts Define your actions including in ambiguously estimated situations, based: - culture, people, worldview, to which you feel your involvement - basic Russian civil values, - Universal, humanistic values, incl. Values \u200b\u200bof peaceful good-neighborly relations of people of different cultures, positions, worldviews Recognize your bad actions and voluntarilyrespond to them (take punishment and self-telling)

Regulatory universal learning actions at different stages of training

Classes	Determine and formulate the goal of activity. To compile an action plan for solving the problem (tasks)	Implement the implementation of the Plan	Relate the result of their activities to and evaluate it
1 class - necessary level	Learn to determine the purpose of activity in the lesson with the help of a teacher. Press the sequence of actions in the lesson. Learn to express your assumption (version)	Learn to work on the proposed plan	Learn to jointly give an emotional assessment of the class activity in the lesson. Learn to distinguish true to the task of incorrect
Grade 2 - necessary level (for grade 1 - elevated level)	Determine the purpose of learning activities with the help of a teacher and independently. Study together with the teacher to detect and formulate a learning problem together with the teacher. Learn to plan training activities in the lesson. Express your version, try to offer a way to check it	Working on the proposed plan, use the necessary funds (textbook, simplest devices and tools)	Determine the success of fulfilling your task in the dialogue with the teacher
3-4 classes - necessary level	Determine the purpose of learning activities with the help of a teacher and independently, to look for the means of its implementation. Self formulate the objectives of the lesson after prior discussion. Learn to detect and formulate a learning problem together with the teacher. Draw up a plan for performing tasks, solving problems of creative and search nature together with the teacher	Working according to plan, to check your actions with the goal and, if necessary, correct errors with the help of a teacher	In the dialogue with the teacher, learning how to develop the evaluation criteria and determine the degree of success of the fulfillment of their work and work of all, based on the existing criteria. Understand the reasons for your failure and find ways to exit this situation
Elevated level 3-4 Class	Learn to detect and formulate a learning problem with the teacher, choose the topic of the project with the help of a teacher. To draw up a project plan together with the teacher	Working on the plan drawn up, use along with basic and additional funds (background references, complex devices, ICT tools)	In the dialogue with the teacher to improve the evaluation criteria and enjoy them during the evaluation and self-assessment. During the presentation of the project, learn to assess its results

Cognitive universal learning activities at different stages of training

Classes	Remove information. Focus on your knowledge system and aware of the need for new knowledge. Do preliminary selection of sources of information to search for new knowledge. Produce new knowledge (information) from various sources and in different ways	Recycle information to obtain the desired result, including to create a new product.	Convert information from one form to another and choose the most convenient form for yourself.
1 class - necessary level	Distinguish a new one from the already known with the help of a teacher. Focus on the textbook (on turn, in the table of contents, in the dictionary). Find answers to questions using a textbook, your life experience and information obtained in class	Draw conclusions as a result of joint work of the whole class. Compare and group items. Find regularities in the location of figures by the value of one trait. Call a sequence of simple acquaintances, find a missed action in a familiar sequence	Retell small texts in detail, call them theme
Grade 2 - necessary level (for class 1 - this is an elevated level)	To understand that you need additional information (knowledge) to solve the learning task in one step. Understand what sources you can find the necessary information to solve the learning task. Find the necessary information both in the textbook and in the dictionaries offered by the teacher and encyclopedia	Compare and group items in several grounds. Find regularities in the location of the figures by the value of two or more signs. Conduct examples of the sequence of actions in everyday life in fairy tales. Distinguishing statements from other proposals, give examples of statements, identify true and false statements. Observe and make independent conclusions	Make a simple small text-narration plan
3-4 classes - necessary level (for grade 2 is an elevated level)	Independently assume what information is needed to solve the learning task one step. Sources of information among those proposed by teacher of dictionaries, encyclopedia, directories, to solve the learning task. Remove information presented in different forms (text, table, scheme, illustration, etc.)	Compare and group facts and phenomena. Treat objects to famous concepts. To determine the components of the objects, as well as the composition of these components. Determine the reasons for phenomena, events. Draw conclusions based on knowledge of knowledge. Solve tasks by analogy. Build similar patterns. Create models with the allocation of the essential characteristics of the object and representing them in space-graphic or iconic-symbolic form	Submit information in the form of text, tables, schemes, including with ICT
Elevated level 3-4 Class	Independently assume what information is needed to solve the subject learning task consisting of several steps. It is possible to select the necessary dictionaries, encyclopedias, directories, electronic discs to solve the subject learning tasks. Match and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, Internet)	Analyze, compare, classify and summarize facts and phenomena. Identify the causes and consequences of simple phenomena. Write conclusions in the form of rules "if ..., then ..."; According to a given situation, make a short chain of rules "if ..., then ...". Convert models to identify general laws defining this subject area. Use the information received in project activities under the guidance of a consultant teacher	Submit information in the form of tables, schemes, reference abstract, including with ICT. Compound a complex text plan. Be able to transmit content in compressed, selective or deployed

Communicative universal learning activities at different stages of training

Classes	To convey your position to others, owning adopts of monologic and dialogic speech	Understand other positions (views, interests)	Negotiate with people agreeing with them your interests and views in order to do something together
1-2 classes - necessary level	Make up your thoughts in oral and written speech (at the level of one sentence or small text). Learn by heart a poem, prosaic fragment.	Listen and understand the speech of others. Join a conversation in class and in life	Together to negotiate about the rules of communication and behavior at school and follow them. Learn to perform various roles in the group (leader, artist, criticism)
3-4 classes - necessary level (for 1-2 grade is an elevated level)	To draw up their thoughts in oral and written speech taking into account their educational and life speech situations, including with ICT. Express your point of view and try to justify it, leading arguments	Listen to others, try to take another point of view, be ready to change your point of view. - to separate a new one from the well-known; - allocate the main thing; - to make plan	By performing various roles in the group, cooperate in a joint solution (task). Learn respectful to the position of the other, try to negotiate
Elevated level 3-4 Class	If necessary, defend your point of view, arguing it. Learn to confirm the arguments by the facts. Learn to critically refer to your opinion	Understand the point of view of another (including the author). To do this, own the right type of readers; independently use learning reading on different texts, as well as hearing techniques	To be able to look at the situation with a different position and negotiate with people of other positions. Organize educational interaction in the group (distribute the roles, dogow-riding with each other, etc.). Anticipate (predict) the consequences of collective decisions

List of teaching technology Teacher: 1. The success of the child in comparison with its past results 2. Shows what it is necessary for something or another knowledge, as it is useful in life, unobtrusively broadcasting the meaning of teaching to children. 3. Receives children to the opening of new knowledge when the new material is learned. 4. Effects of children techniques in groups, shows how to come to a single solution in group work, helps children solve training conflicts, teaching constructive interaction skills 5. Another lesson pays great attention to the self-test of children, teaching them how to find and fix the error, the children on the proposed algorithm learn to evaluate the results of the task, the teacher shows and explains that this or that mark was delivered, teaches children to evaluate work on criteria and Alone choose criteria for evaluation. 6. Not only for himself, but also allows other children to participate in the process of assessment, at the end of the task, the end of the lesson, the teacher, along with children, evaluate what children learned what happened, and what no 7. The objectives of the lesson and works with children in the direction of the goals - "To achieve something, each lesson should know something." 8. The children of those skills that will be enabled in working with information - retelling, drawing up a plan, teaches to use different sources used to search for information. 9. Makes attention to the development of memory and logical operations of thinking, different aspects of cognitive activity. 10. Makes attention to the general ways of action in one situation or another - and teaches children to apply generalized ways of action. 11. Using design forms of work in class and extracurricular activities 12. The child will make a moral choice in working with value material and its analysis. 13. There is a way to captivate children with knowledge. 14. It considers that the child must be able to plan and predict their actions. 15. Includes children in constructive activities, collective creative cases, attracting them to the organization of events and encouraging the initiatives of children. 16. Always gives a chance to correct the error, shows that the error is normal - the main thing is to be able to study on errors. 17. It comes to the child to find yourself, the completion of an individual route, providing support, creating a situation of success. 18. The child will set goals and look for ways to achieve them, as well as solving problems. 19. The reader teaches children to draw up a plan of action, before starting to do something 20. Non-bondable broadcasts for children positive values, allowing them to live them and in their own example will be convinced of their importance and significance. 21. Summary of the expression of your thoughts, the art of the dispute, defending our opinions, respect for the opinions of others. 22. Organizes activity forms, in which children could live and assign the necessary knowledge and value row. 23. Human children ways to effectively memorize and organize activities. 24. Shows how to distribute roles and duties, working in a team 25. Incidentally includes everyone in the educational process, and also encourages educational cooperation between students, students and teacher. 26. and students together decide emerging learning problems. 27. On the lesson uses the interactive capabilities of ICT 28.Ganisuits work in pairs of replacement composition, as part of training stations 29. For children the opportunity to independently choose tasks from the proposed. 30. The children are planning to plan their leisure. 31.Ganizes constructive joint activities.

Universal learning actions (Wood)

Provided Participation ability to self-development and self-improvement

through the conscious and active assignment of new social experience

Functions of universal educational actions "I study in communication":

1. Regulation of educational activities

the adoption and formulation of educational purposes and tasks,

search and effective use of the necessary funds and methods for the implementation of educational purposes and tasks,

control, assessment and correction of the process and results of educational activities

2. Creating conditions for self-development and self-realization

readiness for continuous education based on the ability to learn ,

formation of civil identity and tolerance of life in a policular society,

high Social and Professional Mobility Development

3. Ensuring the success of learning

success of learning knowledge, skills and skills;

formation of a holistic picture of the world;

formation of competencies in any subject area of \u200b\u200bknowledge

Types of universal training actions

Personal

Regulatory

General meters

Communicative

Name Wood	Document, program			Actions student
	GEF	Approximate OOP	The program "Formation of UUD"
Cognitive	General educational; Brain teaser; Setting and solving problems	Reflexive reading; Put the problem and argue its relevance; Independently conduct research, check hypotheses; Organize studies in order to verify hypotheses; Argue.	general educational logical learning actions staging and solving the problem.	Hypothesize: Prove or refute the hypothesis nominated; Experiment, research Summarize objectives; Compare, analyze; Establish causal relationships; Structuring the text, allocate the main, secondary; Uses various information resources.
Communicative	Planning of educational cooperation; Formulation of issues; Building speech statements; Leadership and coordination of actions with a partner.	Take into account different opinions and strive to coordinate various positions in collaboration; To formulate their own opinion and position, argument and coordinate it with the positions of partners in cooperation between the general decision in joint activities;	Planning training cooperation with teacher and peers Setup issues, initiative cooperation in the search and collection of information; Resolution of conflicts, decision making and its implementation; Management of the behavior of a partner - control, correction, evaluation of its actions; Ability to express their thoughts with sufficient and accuracy in accordance with the tasks and conditions of communication;	It expresses his own opinion and position, it is set and compares different points of view, arguments his own opinion, organizes mutual control, mutual understanding. Conducts control, correction, evaluation of the partner actions, uses adequate language funds, displays the content of the actions performed, fully transmits information to partners.
Regulatory	Goaling; Planning; Forecasting; Control; Correction;	Goal setting, laying new goals, transformation of a practical problem; Independently analyze the conditions for achieving the goal; Establish targeted priorities; Be able to independently control your time and manage it; Adequately independently evaluate the correctness of the performance	Goaling as a formulation of a learning task based on the correlation of what is already known and learned by students, and what is still unknown; Planning - definition of a sequence of intermediate goals taking into account the final result; Forecasting - anticipation of the result and level of learning, Control Correction - Making the necessary additions and adjustments Evaluation - allocation and awareness of the student that has already been learned and what else needs to be learned, Self-regulation	Plan, reflex; Oriented in the situation; Predict the result; Denote the goal; Make decisions; Adjust; Spend self-control; Evaluate their activities.
Personal	Sense formation; Moral and aesthetic estimation; Self-declaration and self-determination;	formation: personality Civil Identity Funda (including cognitive, emotional and value and behavioral components); the foundations of social competencies(including value-semantic installations and moral norms, experience of social and interpersonal relations, legal consciousness); Readiness and ability to transition to, including ready to choose from the direction of profile education.	Personal, professional, vital self-determination; Sense formation, i.e., the establishment of educational links between the purpose of educational activities and its motive, moral and ethical orientation, including the estimation of the digestible content providing a personal moral choice. Wood: formation ... planned results for program formation Wood. For formation Personal Universal Training ... Explanatory note Interdisciplinary program for the formation of universal training actions at the stage of primary general education (hereinafter referred to as a Wood formation program) specifies the requirements of GEF NWO to personal and meta-certificate results of the development of the main educational program of primary general education, Explanatory note ... program and serves as the basis for the development of exemplary program training items, courses, disciplines. Program formation Wood ... and the character of species of universal action. Program formation Wood For primary general education: Sets ... Program for the formation of universal educational actions for students at the stage of primary general education Explanatory note (2) Program Process. Theoretical and Methodological Design Base programs formation Wood In general, are systematic and ... manner, quality and efficiency of implementation programs formation Wood Program for the formation of universal training actions for students at the stages of primary general education Program Prevention of school difficulties. purpose programs formation Wood Regulation of the development processes of meta-delta skills ... sociological surveys). Quality and efficiency of implementation programs formation Wood Significantly depend on the awareness ...

Sections: Primary School

Currently, the main task of education is the upbringing of a person who can learn independently. This is important thanks to the high pace of renewal of scientific knowledge, technology, when a person constantly has to learn and retracted. The standards of the second generation as a goal and the main result of the formation of "Development of students based on the development of universal training actions" are put forward. In a wide range, the term "universal learning actions" and means the ability to learn, i.e. The ability of a subject to self-development and self-improvement by conscious and active assigning new social experience. The universal nature of educational actions is manifested in the fact that they are competent, meta-delimited character, i.e. Each learning subject depending on its content and methods of organizing educational activities has opportunities for the formation of universal training actions.

In other words, universal learning activities (hereinafter - UUD) should provide a student not only the successful learning of knowledge, the formation of skills, skills, competencies in any subject area, but also the opportunity to independently carry out the activities of the teaching, to put educational goals, search and use the necessary funds and methods Their achievements, control and evaluate the process and results of activities.

In accordance with GEF, four types of Wood are presented in the main educational program: personal, communicative, regulatory and cognitive.

Personal actions reflect the value system of value orientations of the younger schoolboy, its attitude to various sides of the surrounding world.

Regulatory Actions provide learning ability to organize their educational and educational activities.

Cognitive Actions provide the ability to know the surrounding world: willingness to carry out a directed search, processing and use of information.

Communicative Actions ensure the ability to carry out productive communication in joint activities, showing tolerance in communication, compliance with the rules of verbal and non-verbal behavior, taking into account the specific situation.

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

the formation of UUD as a goal determines the content and organization of the educational process;

the formation of UUD occurs in the context of the assimilation of various subject disciplines and extracurricular activities;

Wood can be formed on the basis of the use of technologies, methods and techniques for organizing educational activities, adequate age of students.

The task of the teacher is to learn how to organize the educational process in such a way that the development of learning basic concepts occurs simultaneously with the accumulation of action experiments, ensuring the development of the ability to search for independently, to find and assimilate knowledge, ie the competence to "teach learning." The selection of the content of training items, the definition of forms and methods of training - all this should take into account the purpose of the formation of specific types of Wood.

Each learning subject, depending on the subject matter, has certain opportunities for the formation of a Wood. Consider Priorities Subsection in the formation of a Wood.

	Russian language	Literary reading	Mathematics	The world		Technology
Personal.	vital Self-determination		measiacy	moral and ethical orientation		creative self-realization
Regulatory.	department, planning, forecasting, control, correction, evaluation, action algorithmization (mathematics, Russian, surrounding world, technology, physical culture, etc.)
Cognitive General educational.	modeling (oral speech translation in writing)	semantic reading, arbitrary and conscious oral and written statements	modeling, the formation of a general technique of solving problems, the choice of the most effective ways to solve problems	wide range of sources of information	Modeling and displaying the conversion object In the form of models
Cognitive logical.	Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of search and creative nature		Analysis, synthesis, comparison, grouping, causal relationships, logical reasoning, evidence, practical actions		Formation of an internal plan based on phased development subject-conversion
Communicative.	Use of language and speech tools for obtaining and transmitting information, participation in joint productive activity and productive dialogue; Self expression: Monologic statements of different types.

So, the connection of universal academic actions with the content of training items is determined by the following statements:

Wood is a holistic system in which interrelated and interdecessing activities can be distinguished:
- Communicative - providing social competence,
- Cognitive - general educational, logical associated with solving the problem,
- Regulatory - providing organizations of their own activities,
- Personal - defining motivational orientation.

The formation of UUD is a targeted, systemic process, which is implemented through all subject areas and extracurricular activities.

The URU set by the standard determine accents in the selection of content, planning and organizing the educational process, taking into account age-psychological characteristics of students.

The scheme of work on the formation of specific Woods of each type is indicated in thematic planning, technological maps.

Methods for taking into account the level of their formation - in the requirements for the results of the development of the curriculum for each subject and in the required programs of extracurricular activities.

Pedagogical support of this process is carried out using a portfolio, which is a procedural way to assess the achievements of students in the development of universal educational actions.

The results of the assimilation of the Wood are formulated for each class and are a landmark when organizing monitoring their achievement.

In each school, every teacher, the URU content should vary depending on the various conditions: from the age of students and their individual features, from class, from pedagogical style and priority pedagogical approaches of the teacher, subject specificity, etc.

Consider the activities of students at each stage lesson and highlight those uud that can be formed with the right organizationlearning process.

1. Goaling.

The teacher brings students to the awareness of the topic, goals and objectives of the lesson and their formulation. The student is important to realize at this stage the boundaries of their knowledge and ignorance. This activity contributes to the formation of cognitive, regulatory (goaling), communicative (subject communication) and personal (motivation) UUD.

2. Planning.

Students are planning ways to achieve a targeted goal, and the teacher provides them with assistance in this, advises. At the same time, the students are formed regulatory Woods (planning).

3. Practical activity of students.

Students carry out academic actions on the planned plan. Here it is possible to use group work or individual. The teacher advises students. At the same time develop cognitive, regulatory, communicative Woods.

4. Control.

Students carry out control themselves (it can be self-control, mutual control). The teacher also serves as a consultant.

Wood form: Regulatory (control, self-control), communicative.

5. Correction of activities.

Students formulate difficulties and implement self correction. Teacher's task is to provide the necessary assistance.

Wood form: Regulatory, communicative.

6. Evaluation of students.

Students give an assessment of its results (self-esteem, mutualization). The teacher advises.

Wood form: Regulatory (estimation, self-standard), communicative.

7. The result of the lesson.

Reflection is carried out. In this activity, a Wood is formed: regulatory (self-regulation), communicative, personal.

8. Homework.

It is useful to offer learning tasks to choose from (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative Wood are formed.

Of course, we are represented here in a generalized form. But it is precisely such a job that helps to see at what stage of the lesson, what meta-delimited results can be formed, if you correctly organize the activity of students.

And now we will consider more specifically, what methods, techniques, learning tools, the forms of organization of students can be used when conducting a lesson aimed at the formation of not only subject, but also meta-delicent results.

1. Goaling. Maintaining a problem dialogue.
2. Planning. Work with a lesson card.
3. Practical activity of students.

a) group, steam room, individual forms of organization of activity of students.
b) work on the solution of design tasks.
c) holding role-playing games.
d) work with the textbook. It is necessary to maximize the possibilities of the main training tool - the textbook, because all textbooks have passed as an examination for compliance with the requirements of GEF NOO and allow you to achieve the necessary results.
e) Application of dictionaries, reference books, encyclopedias, ICT - technologies.

4. Control.

(a) The use of methods of measurement learning ("Magic Linesheki" - author G.A. Zuckerman).
b) self-control and mutual control in advance defined criteria.

5. Correction of activities.

a) organization of mutual assistance;
b) the use of various memos.

6. Evaluation of students.

a) Application of methods of measurement learning - author G.A. Zuckerman;
b) self-control and interconnection of oral and written answers on criteria defined in advance.

7. The result of the lesson. Reflection using:

a) reception "palm" (the higher the activity in the lesson, the higher the position of the pencil on the palm);
b) emoticons;
c) Colored mugs in feedback sheets, etc.

8. Homework.

a) the use of creative tasks, practical meaningful tasks;
b) the use of differentiated tasks.

Of course, these are not the only possibility of building a lesson aimed at forming a Wood. The new standard, determining the requirements for educational results, requires a teacher to build a lesson in a new one. However, if the methods of work used by the teacher earlier can work for new results, it is definitely necessary to be used in the new educational environment.

So, the success of learning in elementary school depends largely on the formation of universal training actions. The development of URU ensures the formation of psychological neoplasms and the abilities of the learner, which, in turn, determine the conditions for the high success of educational activities and the development of educational disciplines. If in elementary school at the student universal training actions will be formed fully, they will be easy to learn mainly school school.

To monitor the mastering student, they are important to diagnose (twice a year). The criteria for assessing the formation of universal training actions should take into account two components:

compliance with age-psychological regulatory requirements;

compliance with the properties of universal actions in advance asked requirements.

Age-psychological standards are formed for each type of UUD, taking into account a certain stage of their development. Properties of actions subject to evaluation include: the level of performance, completeness, consciousness, generalization, criticality and development.

Let us dwell on those positions that we diagnose when studying the level of formation of the Wood junior schoolchildren through the tasks.

To study the formation of informative URU, skills are diagnosed:

determine the need and sufficiency of information to solve the problem;

select sources of information necessary to solve the problem;

remove the information of their texts, tables, schemes, illustrations;

compare and group facts and phenomena;

determine the causes of phenomena and events;

draw conclusions based on knowledge of knowledge;

submit information in the form of tables, schemes, diagrams.

To study the formation of regulatory URU diagnosed skills :

independently formulate the goal of the activity;

draw up an action plan;

act according to plan;

check actions to find and correct errors;

check and evaluate the results of work.

For the study of the formation of communicative URUs, skills are diagnosed:

submit information given explicitly;

explain the meaning of words and phrases;

submit information given in implicit form;

understand the meaning of the text as a whole (the main thought);

interpret text (through creative retelling).

For studying the formation of personal Wood, skills are diagnosed:

evaluate actions from the position of moral values;

explain the evaluation of the act from the position of moral values;

identify important and surrounding rules of behavior;

choose behavior corresponding to the generally accepted rules;

separate an estimate of the act from the assessment of the person himself;

determine the act as ambiguous (it cannot be unequivocal as good or bad).

It should be remembered that a personal-oriented approach to the diagnosis of URU does not imply a comparison of the student's results with the results of his classmates, and personal results are not evaluated individually, but only in the whole class.

The results of the diagnosis enable the teacher to determine the effectiveness of the educational process, adjust, if necessary, own activities and the content of education, see the possibilities of implementing an individual approach to the development of each studying. Repeated diagnostics allows you to track the dynamics of the formation of universal training actions and influence their further development.

In conclusion, it should be noted that if the formation of UUD is not paying due attention, this will lead to acute problems of schooling: non-formation of educational and educational motives and low curiosity of a significant part of students, difficulties of arbitrary regulation of training activities, low levels of general consumption and logical actions, school adaptation difficulties , the growth of deviating behavior. It is a targeted systematic work on the formation of UUD that is the key to increasing the effectiveness of the educational process in the new conditions of the development of society.

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